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Universiti Kebangsaan Malaysia: Self Review Portfolio for the MQA Institutional Audit

http://www.ukm.my/pjke-mail:%[email protected]

http://www.ukm.my/pjke-mail:%[email protected]

Self Review Portfolio for the

MQA Institution Audit

Guardian of the Nation ‘Inspiring Futures, Nurturing Possibilities’

Submitted by:

The Vice Chancellor, Universiti Kebangsaan Malaysia

__________________________________________

Prof. Datuk Dr. Noor Azlan Bin Ghazali

i

Foreword

In the last 40 years, we have taken pride in the legacy of being the “Guardian of the Nation”, having

first established to fulfil the demand of the majority that there should be a higher institution of

learning that upholds the Malay language as the language of knowledge in all fields. The prime

agenda of UKM has always been to champion the nation’s success on the national path enforced by

the native culture and Islam, and to endorse the national language as the language of high

knowledge. In considering the current challenges and expectations, UKM has developed 6 key result

areas that acts as the prime mission of the institution; which includes to produce competent,

innovative, competitive and national aspirated graduates, to produce high-impact and innovative

researches, to foster smart partnerships and strategic relationships, to produce excellent

institutional and human resources, to generate strategic and optimum wealth, and to provide

conducive infrastructure and knowledge environment. These key result areas would further

manoeuvre the course of UKM towards fully embracing its role as the “guardian of the nation”.

It is my pleasure to raise the Universiti Kebangsaan Malaysia’s (UKM) Institutional Self Review

Portfolio for an evaluation to retain the prestigious status of Self-Accrediting Institution obtained in

the year 2010 from the Malaysian Qualifications Agency. As recorded in the portfolio, UKM is

devoted to the highest standard of excellence in all aspects of teaching and learning. As the guardian

of the nation, we give full support for the external quality audit and we are anticipating to ensure

that all proposed improvements from the result of this audit to be carefully planned and

coordinated in each Faculty/Institute/Centre with the delivery of this Institutional Self Review

Portfolio for evaluation.

In accordance with the Code of Practice for Institutional Audit (Second Edition) 2008, the Portfolio

has been prepared in three parts, which are parts A, B and C; and accompanied by an online

repository of supporting documents designated Supporting Materials (SM) that are numbered

accordingly in the text. To ease the auditing processes of foreign auditors, the portfolio has been

purposely written in English. Collectively, it has been produced by various representatives of the

Faculties in the University, in order to exhibit a transparent and flexible approach in the presentation

of the processes evidence. The representatives have also actively participated in the Quality Cycle

Process in their respective faculties, thus presenting a collective and comprehensive approach in this

portfolio. The whole documentation of this Portfolio is anchored and coordinated by the Centre for

Quality Assurance, UKM.

ii

The Portfolio has went through a transparent and consultative development process, engaging a

broad spectrum of internal stakeholders. I wish to express my appreciation to every parties involved

for their commitment and devotion in making this Portfolio a reality; from the Anchor Unit Heads

appointed for the inaugural preparation of specified areas in the Portfolio, to the proofreading team

headed by the directors of the Centre for Quality Management and to the Higher Management of

UKM for their undying input and feedbacks until the final delivery of the Portfolio.

I confer the portfolio to you and pledge of UKM’s thorough and profound cooperation with the audit

process as well as due concern towards the results.

Thank you.

PROF DATUK DR NOOR AZLAN GHAZALI Vice Chancellor Universiti Kebangsaan Malaysia

iii

Acronyms and Abbreviations

ABU Asia Pacific Broadcasting Union

AHCI The Advanced Host Controller Interface

AIA American Insurance Association

AIESEC International Association of Students in Economic and Commercial Sciences

Akademik UKM Centre for Academic Management

AKEPT Higher Education Leadership Academy

APAE Academic Programme Audit and Evaluation

APDC Academic Planning and Development Committee

APEL Accreditation of Prior Experiential Learning

ATMA Institute of the Malay World and Civilisation

AUKU University and University Colleges Act

BEM Board of Engineers Malaysia

BPKP Student Admission Management Division

CESMED Centre for Entrepreneurship and SMEs Development

CGPA Cumulative Grade Point Average

CIO Chief Information Officer

Citra UKM Centre of Liberal Education

CLA Competency Level Assessment

CLO Course Learning Outcomes

COPPA Code of Practice for Program Accreditation

CQI Continual Quality Improvement

CRC Curriculum Review Committee

CRDF Malaysian Technology Development Corporation

iv

CRIM Centre for Research and Instrumentation Management

DASS Screening Healthy Mind

DECTAR Dewan Canselor Tun Abdul Razak

DHE The Department of Higher Education

DOBIS Dortmund Library System

DVC Deputy Vice Chancellor

EAC Engineering Accreditation Council

eFACT Feedback and Complaints System

EPU Prime Minister Department

EPU Economic Planning Unit

ERGS Exploratory Research Grant Scheme

eSPEL Training Management System

ESZ English Speaking Zones

FELDA Federal Land Development Authority

FKAB Faculty of Engineering and Build Environment

FPEND Faculty of Education

FRGS Fundamental Research Grant Scheme

FSK Faculty of Health Sciences

FSSK Social Sciences and Humanities

FTSM Faculty of Information Science and Technology

FYP Final Year Project

GPA Grade Point Average

GRA Graduate Research Assistant

HADHARI Islam Hadhari Institute

v

HEAA Academic and International Affairs

HEJIM Industry and Community Networks

HEP Students Affairs

HEPA Students and Alumni Affairs

IAP Industrial Advisory Panels

IChemE Institution of Chemical Engineers

ICT Information and Communications Technology

IELTS International English Language Testing System

i-Folio Integrated Portfolio Management System

IIB Institute of International Business

IKMAS Institute of Malaysian & International Studies

ILL Book and Article Supply from outside the Library

IMEN Institute of Microengineering and Nanoelectronics

INBIOSIS Institute of Systems Biology

IPI Climate Change Institute

IPS Sidek Personality Inventory

IRC International Relations Center

ISEC International Specialist Eye Centre

ISI International Scientific Indexing

ISMS Information Security Management System

ISO International Standards Organization

IVI Visual Informatics Institute

JAKSA College Students Welfare Committee

JKAS Senate Academic Committee

vi

JKPT Committee for Higher Education

JPP Department of Development and Maintenance

JPPA Committee for Academic Planning and Development

JPT Department of Higher Education

KITA Institute of Ethnic Studies

KLIA Kuala Lumpur International Airport

KPI Key Performance Indicators

KPPU UKM Research Evaluation Frame Work

KRA Key Result Areas

Kualiti UKM Centre for Quality Assurance

LAM Board of Architects Malaysia

LCC Library of Congress Classification

LESTARI Institute for Environment and Development

LIBIS Leuven Library System

LPU University Board of Directors

LRGS-BU Long-Term Research Grant Scheme Bottom-Up

LRGS-TD Long-Term Research Grant Scheme Top-Down

MAMPU Modernisation and Management Planning Unit

MDC Malaysian Dental Council

MDF Malaysian Federation of the Deaf

MIA Malaysian Institute of Accountants

MKB Divisional Heads Meeting

MKBI Module of English Proficiency

MMC Malaysian Medical Council

vii

MOA Memorandum of Agreement

MOE Ministry of Education

MOHE Ministry of Higher Education

MOU Memorandum of Understanding

MPCL Money Problem Check List

MPP Student Representation Council

MPU University Management Meeting

MQA Malaysia Qualification Agency

MQF Malaysian Qualification Framework

MQR Malaysian Qualifications Register

MUET Malaysian University English Test

NCR Non-conformance Reports

NGO Non-government organization

NPC New Programme Committee

OBE Outcome Based Education

OFI Opportunities for Improvement

OKU People with Different Abilities

OPAC Open Portal Access Catalogue

PALAPES Reserve Officer Training Unit

PBL Problem Based Learning

PCR Programme Review Committee

PDCA Plan, Do, Check, Action

PEMACU Drives Project

PEO Programme Educational Objectives

viii

PHI Industry Liaison

PHUM University-Community Partnerships

PIK Centre for Collaborative Innovation

PKK Centre for Corporate Communications

PLO Programme Learning Outcomes

PMUKM UKM Students Association

PO Programmes Outcomes

POE Programmes Educational Objectives

PPKK Centre for Corporate Planning and Communications

PPTP Centre for Teaching and Learning Technology

PPU Centre for General Studies

PPUKM UKM Medical Centre

PPV Pay Per View

PSPTN National Higher Education Strategic Plan

PTM Centre for Information Technology

RA Research Assistant

RISISITA Love Poems Appreciation Day

RPL Recognition Prior Learning

RS Research Stations

RUO Research University Operations

SCI-Exp Science Citation Index Expanded

SCOPUS An abstract and indexing database with full-text links

SDS Self-Directed Search

ix

SELFUEL Fuel Cell Institute

SERI Solar Energy Research Institute

SGD Small Group Discussions

SIRIM Standards and Industrial Research Institute of Malaysia

SKT Yearly Targeted Performance

SLAI IPTA Academic Training Scheme

SMA Alumni Information System

SMPWeb Student Information System

SMU University Information System

SP3P System for Teaching and Learning Assessment Plan

SPI Soft Skills Development System

SPKP ISO Quality Management System of Services

SPM Malaysian Certificate of Education

SPPU University Appraisal Management System

SSC Staff Selection Commission

STAM Malaysian Higher Islamic School Certificate

STPM Higher School Certificate

Strategi-UKM Centre for Strategy UKM

SUKSIS Police Undergraduate Voluntary Corps

Professional UKM Professional and Leadership Development Center

TESES Teaching and Supervision Evaluation System

TLE Total Learning Experience

TOEFL Test of English as a Foreign Language

x

TOR Terms of Reference

UDE University Duisburg-Essen

UJAR UKM Journal Repository

UK United Kingdom

UKBI English Competency Test

UKM-GSB UKM-Graduate School of Business

UKMMC UKM Medical Centre

UKMTECH UKM Technology

UMBI UKM Medical Molecular Biology Institute

UMPTN The State Higher Education Entry Test

UNESCO United Nations Organization for Education

USA United States of America

UUCA Universities and University Colleges Act

VC Vice Chancellor

VIRTUA The Integrated Library Systems

WFME World Federation of Medical Education

WFOT World Federation of Occupational Therapy

xi

List of Tables Table 1.1 Relation between sub-domains of educational goal and MQF domains of learning

outcomes

Table 2.1 Relationship between PEO and PLO


Table 2.3 Learning Strategies and Allocation of Learning Percentage

Table 2.4 An example of the implementation of PCDA generic control method during the

curriculum review

Table 2.5 Course content and credit hours for Bachelor of Economics

Table 3.1 Uniformity of Students’ Achievement Method of Measurement with the MQF

Domain

Table 3.2 Links between PLO and Assessment Method for Bachelor of Accounting

Table 3.3 MQF/UKM Domains and Measurement

Table 3.4 Assessment Methods used at the Faculty of Medicine

Table 4.1 The student intake in the last three years

Table 4.2 Example on the Projection of Student Intake for the Next Five Years

Table 4.3 Double Degree Students from UKM to UDE

Table 4.4 Double Degree Students from UDE to UKM

Table 4.5 Students given the exemptions from 2010 to 2014 according to Faculties

Table 4.6 International students under the Indigenous Communities of Malaysia course

Table 4.7 International students under the Sustainability of Tropical Heritage course

Table 4.8 Students participating in the outbound programme for year 2010




xii


Table 4.13 Alumni at Career Day according to Academic Programmes

Table 5.1 Staffing profile (as of 31st December 2014)

Table 5.2 Academic staff profile by duration of teaching experience

Table 5.3 Total number of full time academic staff and their qualifications

Table 5.4 Lecturers-to-Students Ratio by Sector in UKM compared with the ratio

recommended by the Public Service Department (PSD) Sector PSD UKM

Table 5.5 Lecturers-to-Students Ratio by Faculty in UKM

Table 5.6 Students-staff ratio for B.Pharm (Hons.) programme

Table 5.7 Students-staff ratio for M. Clin Pharm. programme, M. Pharm Anal. programme and

M.Sc. Programme

Table 5.8 Students-staff ratio for PhD programme

Table 5.9 UKM Academic Staff Evaluation Components

Table 5.10 List of Awards

Table 5.11 Non-academic Staffing Profile

Table 5.12 UKM Centre of Research Excellence

Table 5.13 Doctor of Education Programme Description

Table 5.14 Types of Grants

Table 6.1 Numbers of UKM Library’s Staff

Table 6.2 Number of Staff for Centre for Information Technology

Table 8.1 Institute for the Malay World and Civilisation’s Progress in promoting Malay

Language

Table 8.2 Achievement of UKM Knowledge Ecosystem Research

Table 8.3 Types and owners of UKM on-line records

xiii

List of Figures Figure 1.1 UKM Key Results Areas towards achieving its Vision and Mission

Figure 1.2 Statements of Philosophy, Vision, Mission and Educational Goal of UKM

Figure 1.3 Relation between vision and mission with total learning experience by students

Figure 1.4 Front Page of the Measurement System for Teaching and Learning Assessment Plan

(SP3P)

Figure 2.1 Processes involved in the establishment of a new academic program

Figure 2.2 Audit and Assessment Procedure of Academic Programmes

Figure 2.3 Mapping between PEOs and Vision and Mission of UKM and Faculty

Figure 2.4 Relation between the learning outcomes, the instruction and the assessment

methods

Figure 2.5 Innovative Entrepreneurial Curriculum

Figure 2.6 Range of Delivery Methods From Year 1 to Year 4

Figure 2.7 Six levels (C1-6) in Bloom’s revised taxonomy for the cognitive domain

Figure 2.8 Seven levels (P1-7) in Simpson’s taxonomy for the psychomotor domain

Figure 2.9 Five levels (A1-5) in Krathwohl’s taxonomy for the affective domain

Figure 2.10 Six CITRA domains

Figure 2.11 Dissemination of credit based on CITRA implementation

Figure 2.12 STEM Cluster focused areas

Figure 2.13 Organisational Structure of the Academic and Internationalisation Division

Figure 2.14 Organisational Structure of the Industry Liaison and Community Affairs Division

Figure 2.15 Organisational Structure of the Research and Innovation Division

Figure 2.16 Organisational Structure of the Student and Alumni Affairs Division

Figure 2.17 Organisational Structures of the Centre for Corporate Planning and Communications

Figure 3.1 Biggs’ Model of Aligned Curriculum Implementation

xiv

Figure 3.2 Constructive Alignment in Curriculum Implementation

Figure 3.3 UKM’s Programme Assessment Plan System (SP3P).

Figure 3.4 Citra UKM courses dissemination across program for non-professional programme

Figure 3.5 Citra UKM courses dissemination across program for professional programme

Figure 3.6 Interrelationship between diagnostic, formative, and summative assessment

Figure 3.7 Teaching and Supervision Evaluation System (TESES)

Figure 3.8 Assessment and Curriculum Review

Figure 3.9 Assessment integration and process at institutional level

Figure 4.1 DVC (HEAA) Organisational Structure

Figure 4.2 Flowchart of counselling service

Figure 4.3 The Counselling Service Management Chart

Figure 4.4 Process of monitoring students with academic difficulty as adopted by Faculty of

Engineering and Built Environment

Figure 4.5 Flow chart for answering the feedback questions

Figure 5.1 General Academic Recruitment Process

Figure 5.2 Percentage of academic and non-academic staff

Figure 5.3 Percentage of academic, executives and supporting staff

Figure 5.4 Percentage of local and international academic staff in the Faculty of Engineering and

Built Environment

Figure 5.5 Non-academic Staffing Percentage between UKM & HUKM

Figure 5.6 Main Components of Teaching and Supervision Evaluation System.

Figure 5.7 Four Pillars of UKM Research Activities

Figure 5.8 UKM Twelve Multi-Disciplinary Niche Areas

Figure 5.9 Types of Grants

Figure 6.1 Organisational Structure of Niches

Figure 6.2 Twelve Niches of UKM

xv

Figure 6.3 Commercialisation process by UKMTech

Figure 7.1 UKM’s Quality Cycle

Figure 7.2 Programme monitoring and review cycle in UKM

Figure 7.3 Process flow and committees involved in programme monitoring and review

Figure 8.1 Management of Transformation Programme

Figure 8.2 UKM’s System of Innovation

Figure 8.3 Achievement of UKM Knowledge Ecosystem Service

Figure 8.4 The Current Structure of University Management

Figure 8.5 The Proposed New Structure of University Management (with two Pro-Vice

Chancellors and a CIO)

Figure 8.6 Reporting Protocols

Figure 8.7 Coordination between the Centre for Quality Assurance and the Quality Assurance

Division/Office at Cost Centres

Figure 8.8 Faculty/Centre Governance System

Figure 8.9 Institute/Academic Centre Governance System

Figure 8.10 Service Centre Governance System

Figure 8.11 Utilisation of Consultation and Feedback Used for Teaching and Learning

Figure 8.12 Faculty level Leadership Structure

Figure 9.1 UKM’s Quality Cycle for Quality Assurance

Figure 9.2 Organisation Chart for the Center for Quality Assurance

Figure 9.3 Continual Quality Improvement Cycle for Academic Programmes

Figure 9.4 Review and monitoring of 6 KRAs

Figure 9.5 Quality Assurance Process towards Achieving the UKM Goals for Teaching and

Learning

Figure 9.6 UKM Niches

xvi

Supporting Materials List

SM 1.1 Universiti Kebangsaan Malaysia Official Website – Vision, Mission and Philosophy; URL:

http://www.ukm.my/motto-vision-mission-philosophy

SM 1.2 Universiti Kebangsaan Malaysia: Strategic Plan 2000-2020

SM 1.3 Universiti Kebangsaan Malaysia Key Result Areas

SM 1.4 Excerpt of Senat no. 406 Meeting Minute (Review of Education Goal 2014)

SM 1.5 Universiti Kebangsaan Malaysia Constitution

SM 1.6 UKM Strategic Plan: 2006-2010 Perspective

SM 1.7 Strategi-UKM Official Website; URL: http://www.ukm.my/strategi-ukm

SM 1.8 Universiti Kebangsaan Malaysia Official Website – Organisational Chart; URL:

www.ukm.my/organization-chart

SM 1.9 Centre for Liberal Education, UKM

SM 1.10 Certificate for Research University Status

SM 1.11 Certificate for Self-Accrediting Status

SM 1.12 Certificate for University with Autonomy

SM 1.13 Policy and Operating Manual of University Appraisal Management System (SPPU)

SM 1.14 UKMTech Official Website; URL: www.ukm.my/ukmtech

SM 1.15 UKM Holdings Official Website, URL: www.ukmholdings.ukm.my

SM 1.16 Excerpt of Senat no. 406 Meeting Minute (Semakan Matlamat Pendidikan UKM 2014)

SM 1.17 University’s Liberal Education Centre Handbook (Undergraduate) for 2014-2015

Academic Session

SM 1.18 Distribution of 2014 Operational Expenditure

SM 1.19 UKM’s Rules 1999 (Student Discipline - AUKU 1971)

SM 1.20 Samples of UKM Supplementary Diploma

SM 1.21 MQA Standard for Masters and Doctoral Programmes 2013 by Research, Coursework



http://www.ukm.my/strategi-ukm

http://www.ukm.my/organization-chart


http://www.ukmtech.com/

http://www.ukmholdings.ukm.my/

xvii

and Mixed Mode

SM 1.21 MS ISO 9001:2008; Quality Management System for Management of Undergraduate

and Graduate Studies

SM 1.22 Customer Satisfaction Survey Form

SM 2.1 MQA Act JPT(A)1000/ 013/013/07(9)

SM 2.2 UKM Teaching and Learning Policy

SM 2.3 Quality Assurance of Education Process: UKM Perspectives as a Self-Accrediting

Institution and Research University

SM 2.4 Academic Programme Documents Preparation Guidelines, 2012 (UKM)

SM 2.5 Report of Management Review Meeting 2013/2014

SM 2.6 Samples of several application for new programme and programme review to MoHE

SM 2.7 Samples of Internal Self-Review Portfolio for the study programme

SM 2.8 Study Guide Semester 4 2009/2010 Faculty Of Medicine UkM - Medicine & Society IIB

Comprehensive Health Care Module (FFFF2622)

SM 2.9 Innovative Entrepreneurial Integration in UKM Educational Programmes Proposal

SM 2.10 Teaching and Learning Taxonomy

SM 2.11 Samples of course profiles

SM 2.12 Samples of Course Teaching File

SM 2.13 Appropriate Working Papers for PALAPES and SUKSIS

SM 2.14 CITRA Implementation Accordance to MPTN Requirements Guideline

SM 2.15 Samples of stakeholders survey from the Faculties

SM 2.16 List of external assessor appointed by UKM

SM 2.17 HEJIM’s Annual Report

SM 2.18 List of AIESEC activities

SM 2.19 Undergraduates and Graduates Prospectus

SM 2.20 Respective Programme Self assessment report & Course teaching file

xviii

SM 2.21 TOR of visiting academia

SM 2.22 UKM Educational Goals

SM 2.23 Akademik UKM Official Website;URL: http://www.ukm.my/akademik

SM 2.24 Kualiti UKM Official Website; URL: www.ukm.my/kualiti

SM 2.25 Student study guide and Industrial Training Log Book from several Faculties (FTSM,

FPER)

SM 2.26 List of programmes and academic officers in-charge

SM 2.27 List of funding under Malaysian Plan for teaching activities

SM 2.28 List of one-off allocation for Faculties, Centres and Institutes

SM 2.29 Samples of appointment letter by the Faculties

SM 2.30 Self-review portfolio for accreditation processes (external parties for professional

programmes and PJK for other programmes)

SM 2.31 Quality Documents for MS ISO 9001:2008 PPP

SM 2.32 List all awards/ achievements of UKM students

SM 2.33 Programme Self Assessment Report Minute of Senate Meeting

SM 3.1 System for Programme Assessment Plan URL: www.ukm.my/sp3p

SM 3.2 Universiti Kebangsaan Malaysia Constitution 1974

SM 3.3 UKM Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment

SM 3.4 Biggs. J. (2003) Teaching for Quality Learning at University – What the Student Does

2nd Edition SRHE / Open University Press, Buckingham.

SM 3.5 Examples of Curriculum review reports of the Faculty of Engineering and Faculty of

Medicine

SM 3.6 UKM Rule/Regulations (Graduate Studies)1984, 2011 Amendment

SM 3.7 UKM/PJK/PPPS/P05/AK03 Working Order for Examination Paper Preparation

SM 3.8 UKM/PJK/PPPS/P05/AK10 Working Order for Sudden Problem Handling

xix

SM 3.9 Teaching and Supervision Evaluation System Website; URL: www.ukm.my/sppp

SM 3.10 UKM/PJK/PPPS/P05/AK07 Working Order for Examination Answer Marking

SM 3.11 Student Information System’s Website; URL: www.ukm.my/smp

SM 3.12 iFolio Website; URL: http://ifolio.ukm.my/

SM 3.13 UKM/PJK/PPPS/P05/AK17 Working Order for Announcement of Examination Results

SM 3.14 Example of an external examiner’s report from the Faculty of Pharmacy

SM 3.15 Examples of Curriculum review reports of the Faculty of Engineering and Faculty of

Medicine

SM 3.16 UKM/PJK/PPPS/P05/AK17 Working Order for Announcement of Examination Results

SM 3.17 UKM/PJK/PPPS/P05/AK18 Working Order for Examination Results Re-checking Appeal

SM 3.18 UKM/PJK/PPPS/P05/AK04 Working Orders for Printing, Packaging and Safekeeping of

Examination Questions

SM 3.19 UKM Communication and Information Technology Policy-Version 2

SM 4.1 Admission of Second Channel Candidates For Academic Session 2014-2015 URL:

https://smp.ukm.my/kemasukan saluranke2

SM 4.2 UKM’s Accreditation of Prior Experience & Learning Guidelines (APEL)

SM 4.3 Documentation for Malaysian Qualification Framework

SM 4.4 Admission Requirements for Malaysian Permanent Resident and International Students

for Undergraduate Programmes: URL: http://www.ukm.my/v6/how-to-apply/

SM 4.5 UKM Website (undergraduate admission requirements): URL:

http://www.ukm.my/v6/stam-non-malaysian-citizen-international-student-2015/

SM 4.6 Requirements for Second Channel Intake URL: http://www.ukm.my/v5/ Second

Channel Intake

SM 4.7 Chapter 6 Guidelines on Access Requirements for Persons with Disabilities (OKU) under

Building Planning Guidelines and Regulations.

SM 4.8 GP-01-5 Universal Design Planning Guidelines (Universal Design) by SIRIM

xx

SM 4.9 Principles of Universal Design by UNESCO

SM 4.10 Infrastructure for Disabled (OKU) Assessment, UKM 2009

SM 4.11 First Degree Entrance Guide 2014-2015 Session

SM 4.12 Faculty’s/institute’s Undergraduates and Postgraduate Prospectus

SM 4.13 Minutes of 340th Senate Meeting, 21 January 2009

SM 4.14 SPKPPPS: Admission Procedure

SM 4.15 Minutes of 2nd Technical Committee Meeting for Programme Studies for

SPM/Equivalent and STPM/Equivalent, 2009/2010 Academic Session

SM 4.16 Application for Admission Appeal to the Public Universities Procedure URL:

http://www.mohe.gov.my/JPT-PK(U)-07 Application for Admission appeal To The

Public Universities Procedure

SM 4.17 Bridging Programme Policy

SM 4.18 Students Service Centre URL: www.ukm.my/khidmatsiswa

SM 4.19 SPKPPPS UKM/PJK/PPPS/PO2: Student Recruitment Process

SM 4.20 Faculties/institutes/Academic Centre

SM 4.21 Malaysian Qualifications Framework (MQA)

SM 4.22 Guide for Course Learning Outcomes Development and Mapping to Programme

Learning Outcomes (UKM)

SM 4.23 Credit Transfer Policy (UKM)

SM 4.24 Minutes of 403 Senate Meeting, 17 September 2014

SM 4.25 Faculty of Engineering and Built Enviroment

SM 4.26 International Relations Center URL: http://www.ukm.my/pha

SM 4.27 Soft Skills Development System URL: http://www.ukm.my/spi/

SM 4.28 Universities and University Colleges Act Constitution

http://www.ukm.my/spi/


xxi

SM 4.29 Examples of the qualification of some of the post-holders

SM 4.30 New Students Orientation Week URL: http://www.ukm.my/khidmatsiswa/Minggu

Mesra Pelajar

SM 4.31 Course list/ Seminar / Conference participated by UKM counsellor

SM 4.32 SM 4.32 Stakeholders feedback System (e-Quest) URL: www.ukm.my/equest

SM 4.33 University and University Colleges Act (AUKU) 1971 (Amended in 2009 and 2012)

SM 4.34 Organization of Student Activities Guidelines

SM 4.35 Universiti Kebangsaan Malaysia Rules (Discipline of Students) 1999

SM 4.36 Centre of Liberal Education (Citra UKM): URL: http://www.ukm.my/citra

SM 4.37 Centre for Graduate UKM URL: http://www.ukm.my/pusatsiswazah/

SM 4.38 Minutes of 399th Senate Meeting, 24 April 2014

SM 4.39 Standards: Master’s and Doctoral Degree 2013

SM 4.40 Alumni Official Website URL: http://www.ukm.my/alumni

SM 5.1 Public Officers (Appointment, Promotion, And Termination of Service) Regulations

2012 (P.U. (A) 1) URL:

http://imej.spa.gov.my/dev/pdf/perkhidmatan/pua_20120101.pdf

SM 5.2 Service Circular No. 1, Year 2012 - Changes in JGMM Starting Salary

SM 5.3 Service Circular No.36, Year 2013 - Improvement of JGMM Salary Grade 1 to Grade 54

under SSM

SM 5.4 Guidelines for Appointment and Promotion of Academic Staff in UKM, 2011; URL:

http://www.ukm.my/pendaftar

SM 5.5 Registrar Circular No. 4/2012; URL: www.ukm.my/pendaftar/senarai-perkeliling-

jabatan-pendaftar/

SM 5.6 UKM-SPKP-JP-PK01 Management of Appointment; URL: https://spdukm.ukm.my/

http://www.ukm.my/khidmatsiswa/?news=minggu-mesra-mahasiswa-2014-2015-disini-lahirnya-sebuah-cinta


http://www.ukm.my/pusatsiswazah/

xxii

SM 5.7 Job Application Management System (SPPJ); URL: https://smk.ukm.my/sppj

SM 5.8 Security Clearance; URL: https://evetting.cgso.gov.my/

SM 5.9 16PF & APPiKA Question

SM 5.10 Department of Registrar: Distribution of Academic Staff according to the Position and

the Faculty/Institute/Centre

SM 5.11 Staff Information System (SMK); URL: https://smk.ukm.my/peribadi

SM 5.12 Ethics and Excellent Academic Practice, 2010

SM 5.13 Teaching and Learning Policy 2008; URL: http://www.ukm.my/ctlt/wp-

content/media/Dasar/02_Dasar_Pengajaran_dan_Pembelajaran_UKM.pdf

SM 5.14 UKM e-Learning Policy 21 May 2008; URL: http://www.ukm.my/ctlt/wp-

content/media/Dasar/05_Dasar_e-Pembelajaran_UKM.pdf

SM 5.15 ERKP Assessment Policy SPPU v6.5; URL:https://smk.ukm.my/sppu

SM 5.16 UKM Governance Restructuring: MPU Minutes Number 1/2015 dated January 13, 2015

SM 5.17 Description of UKM Innovation Award 2014 (Rating 2013); URL:

http://www.ukm.my/strategi-ukm/anugerah-inovasi-ukm-2014-penilaian-2013

SM 5.18 Strategi-UKM: URL: www.ukm.my/eiktiraf

SM 5.19 Guidelines for Appointment and Promotion of UKM Academic Staff 2011; URL:


SM 5.20 Department of Registrar Circular Number 11/2014: Improvement on Procedures for

Selection Process of Professor Grade Promotion from Special Grade C Professor (VK7)

to Special Grade B (VK6) and Special Grade B Professor (VK6) to Special Grade A (VK5)

SM 5.21 Guidelines for Appointment and Promotion of UKM Academic Staff 2011; URL:


xxiii

SM 5.22 UKM-SPKP-JP-PK05: Promotion

SM 5.23 Conditions and Criteria for Promotion of Academic Staff (Associate Professor and

Professor); URL: http://www.ukm.my/pendaftar/kriteria-syarat-kenaikan-pangkat-

akademik-2

SM 5.24 Department of Registrar: List of Adjunct Professors

SM 5.25 Department of Registrar: Special Appointment Scheme for Academic Post

SM 5.26 Staff Information System (SMK); URL: https://smk.ukm.my/peribadi

SM 5.27 e-Service System (Sistem e-Khidmat); URL: www.ukm.my/ekhidmat

SM 5.28 Department of Registrar: List of Adjunct Professors

SM 5.29 Faculty of Science and Technology and the Centre for Educational Extension; URL:

http://www.ukm.my/kembangan/documents/fst%20071114.pdf

SM 5.30 Department of Registrar: List of Academic Staff Lend to External Agencies

SM 5. 31 Service Circular Number 2 Year 2012 - New Policy on Appointment on Loan, Temporary

and Permanent Transfer

SM 5.32 Special Appointment Scheme for Academic Post

SM 5.33 List of MOUs and MOAs; URL: http://www.ukm.my/pha/partnership-and-

corporation/international-cooperation-and-partners/

SM 5.34 Department of Registrar: Guidelines for Sabbatical Leave

SM 5.35 Department of Registrar: Guidelines for Study Leave

SM 5.36 Training Management System (eSPEL); URL: http://ukm.edu.my/espel

SM 5.37 AKEPT: URL: http://akept.moe.gov.my/akept/index.php/en/

SM 5.38 INTAN; URL: http://www.online-

itims.intan.my/itims/courses_catalogue/crs_course_list.php

xxiv

SM 5.39 Guidelines and criteria for the establishment of centres and institutes of excellence;

URL: http://www.ukm.my/v6/research-institutes/

SM 5.40 Service Circular Number 6/2005: Policy on Human Resources Training for Public Sector

SM 5.41 List of courses conducted by the Centre for Professional and Leadership Development

(Professional UKM); URL: https://www.ukm.my/talent

SM 5.42 Senate approval letter of the implementation of Ed.D Programme

SM 5.43 Guidelines for Doctor of Education Programme

SM 5.44 ERKP Assessment Policy: SPPU v6.5; URL: https://smk.ukm.my/sppu

SM 5.45 Department of Registrar Circular Number 10/2014; URL:

http://www.ukm.my/pendaftar/wp-content/uploads/2014/07/PEKELILING102014.pdf

SM 5.46 UKM Pakarunding Sdn Bhd; URL:

http://www.ukmpakarunding.my/ukmp/pdf/Handbook%20Perunding.pdf

SM 5.47 Academic Ethics and Discipline 2010

SM 5.48 Guidelines on the Role of the Head of Department on Managing Problematic and Low

Performing Staff; URL: http://www.ukm.my/pendaftar/wp-

content/uploads/2013/08/Garis-Panduan-Mengenai-Peranan-Ketua-Jabatan-Dalam-

Menguruskan-Pegawai-Bermasalah-dan-Berprestasi- rendah.pdf

SM 5.49 UKM Feedback and Complaints System; URL: http://ewarga.ukm.my/efact/

SM 5.50 Talent-UKM; URL: https://www.ukm.my/talent

SM 5.51 The Centre for Teaching and Learning Technologies; URL: http://www.ukm.my/ctlt

SM 5.52 Continuing Professional Development System (SPPB); URL: http://www.ukm.my/sppb/

SM 5.53 List of courses: www.ukm.my/talent

SM 5.54 List of courses: www.ukm.my/ctlt

http://www.ukm.my/pendaftar/wp-content/uploads/2013/08/Garis-Panduan-Mengenai-Peranan-Ketua-Jabatan-Dalam-Menguruskan-Pegawai-Bermasalah-dan-Berprestasi-%20rendah.pdf



xxv

SM 5.55 The Centre for Information Technology; URL:

http://www.ptm.ukm.my/bahagian/division-of-advanced-computering/

SM 5.56 Tun Sri Lanang Library; URL: http://www.ukm.my/ptsl/ms

SM 5.57 CRIM: List of conferences conducted by UKM

SM 5.58 CRIM: List of conferences attended by UKM staff

SM 5.59 UKM Conference Guidelines; URL: http://research.ukm.my/wp-

content/uploads/2014/05/Manual-Persidangan.pdf

SM 5.60 Guidelines for Attending and Conducting Conference 2013; URL:

http://research.ukm.my/wp-content/uploads/2014/05/Garis-Panduan-Menghadiri-

dan-Mengadakan-Persidangan-2013.pdf

SM 5.61 The International Relations Centre (IRC): List of national and international involvement

of UKM staff

SM 5.62 CRIM: Research Grant and Fund Resources

SM 6.1 List of facilities in UKM; URL: http://www.ukm.my/v6/facilities/

SM 6.2 Campus Map; URL: http://www.ukm.my/v6/campus-location-campus-map/

SM 6.3 Guideline for Building Planning Rules, Economic Planning Unit 2008

SM 6.4 Design and Template Manual for Teaching and Learning Space

SM 6.5 Inventory List for large tools/instruments

SM 6.6 Pendaulat Amanah Negara: Kompilasi Teks Ucapan Naib Canselor, Jilit 1

SM 6.7 Schedules of Road show VC/TNC to PTJ (CRIM)

SM 6.8 Application for Infrastructure in 10th Malaysian Plans

SM 6.9 List of Workshop & Laboratory (JPP)

SM 6.10 Budget Distribution 2009 (Bursar’s Office)

SM 6.11 Institutional Report for Office of Occupational Health and Safety

http://www.ukm.my/v6/facilities/


http://www.ukm.my/v6/campus-location-campus-map/

xxvi

SM 6.12 Occupational Health and Safety Policy, Universiti Kebangsaan Malaysia

SM 6.13 Office of the Legal Adviser and Integrity

SM 6.14 Library yearly report (2013)

SM 6.15 UKM Library; URL: http://www.ukm.my/library

SM 6.16 Pusat Perubatan Universiti Kebangsaan Malaysia Library; URL: http://lib.hukm.ukm.my

SM 6.17 Job Description of Librarian

SM 6.18 Monthly statistic usage of Virtual Lib – Perpustakaan UKM

SM 6.19 Report for UKM Library for Institutional Audit

SM 6.20 Management Review Meeting for ISO 9001:2008

SM 6.21 Centre for Research and Instrumentation Management; URL:

http://research.ukm.my/ms/

SM 6.22 Information on Research Project and Research Grant Base on Reseach Niche

SM 6.23 CRIM slide show on Research Grants Briefing

SM 6.24 ICT Security Policy, Universiti Kebangsaan Malaysia; URL:

http://www.ptm.ukm.my//Dasar-Keselamatan-ICT-UKM-1.pdf

SM 6.25 Annual Report of Centre for Information Technology; URL:

http://www.ptm.ukm.my/info/carta-organisasi/

SM 6.26 Online Document Management System; URL: http://spdukm.ukm.my

SM 6.27 Feedback and Complaints System; URL: http://ewarga.ukm.my/efact/

SM 6.28 Funding Allocation for Development Projects in RMK10

SM 6.29 Center for Quality Assurance; URL: http://www.ukm.my/pjk/ms/

SM 6.30 Policy on Intellectual Properties 2005 (amended 2009)

SM 6.31 UKM Research Niche Background; URL: http://www.ukm.my/nicnb/latarbelakang

http://www.ukm.my/library

http://lib.hukm.ukm.my/




http://www.ukm.my/nicnb/latar%20belakang/

xxvii

SM 6.32 Four New Research Niche; URL: http://www.ukm.my/four-new-research-niches-for-

ukm.html

SM 6.33 UKM Research Evaluation Frame Work (KPPU)

SM 6.34 Work Ethics for Administrative and Support Staff, UKM 2001

SM 6.35 Working paper of the establishment of CRIM

SM 6.36 Letter from the Ministry of Education regarding the distribution of RU Funds

SM 6.37 Information on Project and UKM Research Funds (Updated by 15 October 2014)

SM 6.38 University Research Information System (SMPU), Centre for Research and

Instrumentation (CRIM); URL: http://www.ukm.my/smpu_v2/

SM 6.39 Faculties/Institutes List of teaching assignment for a sample programme

SM 6.40 Malaysian Qualification Framework (MQF) URL: http://www.mqa.gov.my/mqf

SM 6.41 Zamalah Research Scheme Guideline; URL: http://research.ukm.my/wp-

content/uploads/2014/11/Garis-Panduan-Skim-Zamalah.pdf

SM 6.42 List of research projects

SM 6.43 IP Commercialisation Policy UKM (Supplementary) 2011

SM 6.44 UKM Tech Official Website; URL: http://www.ukmtech.com/v2/

SM 6.45 The Centre for Collaborative Innovation; URL: http://www.ukm.my/pik/

SM 6.46 Sample of meeting minute (CRIM)

SM 6.47 Incentive and Publications Reward Scheme Guidelines, UKM 2013; URL:

http://www.ukm.my/ptsl/v1/GP_2013.pdf

SM 6.48 Tun Sri Lanang Library, e-Rep; URL: https://smk.ukm.my/epenerbitan/

SM 6.49 Planning &Development – UKM Teaching and Learning Policy Guidelines Academic

Programme Advisory Board

SM 6.50 Academic Programme Advisory Board Guidelines

SM 6.51 Total Experience Learning Policy

http://www.ukm.my/news/index.php/ms/berita-kampus/1402-four-new-research-niches-for-ukm.html


http://research.ukm.my/wp-content/uploads/2014/11/Garis-Panduan-Skim-Zamalah.pdf




xxviii

SM 6.52 Jaminan Kualiti Proses Pendidikan : Perpektif UKM Sebagai Institusi Swaakreditasi dan

Universiti Penyelidikan

SM 6.53 e-Learning Policy

SM 6.54 Centre for Teaching and Learning Technologies; URL: www.ukm.my/ctlt

SM 6.55 Centre for Teaching and Learning Technologies: A-SLEAD Programme, mentoring and

PPTP Consultation Service

SM 6.56 Faculty of Health Science; URL: www.ukm.my/fsk

SM 6.57 Minit Mesyuarat Senat Bil 402 bertarikh 20 Ogos 2014 – Lampiran D

SM 6.58 List of student exchange activities.

SM 6.59 List of staff attachment

SM 6.60 International Relations Centre (IRC) UKM: URL: http://www.ukm.my/pha

SM 6.61 UKM Department of Registrar; URL: http://www.ukm.my/pendaftar/language/ms/

SM 6.62 Campus New-Student Exchange Programme With German University Grows; URL:

http://www.ukm.my/news/exchangeprogrammegrows-.html

SM 6.63 Campus News-Community Engagement UKM-UDE Students; URL:

http://hejim.asiaengage.org/e-buletin/?p=291

SM 6.64 Memorandum of Understanding/ Agreement for the UKM-UDE Dual-Degree

Programmes

SM 6.65 Distribution of 2014 Operational Expenditure

SM 6.66 Term of Reference for the Bursar and the Deans/Directors

SM 6.67 Bursar document on payment and fees

SM 6.68 List of student funding and scholarships and postgraduate under research assistant

fellowship

SM 6.69 MyBrain Scholarships; URL: https://biasiswa.moe.gov.my/MyBrain15/v2/

http://www.ukm.my/

xxix

SM 7.1 MS ISO9001: 2008 Quality Management System for Undergraduate and Graduate

Studies Management

SM 7.2 Minutes of meeting of the Curriculum Review Committee

SM 7.3 Exit survey

SM 7.4 Alumni survey report

SM 7.5 Employer survey report

SM 7.6 Industrial Training Supervisor Report

SM 7.7 External Assessors Report

SM 7.8 Extract of Minutes of meeting of Board of Studies/Industrial Advisory Panel

SM 7.9 Employability studies

SM 7.10 Senate Minute No. 381, dated on 17 October 2012

SM 7.11 List of professional programme (accredited)

SM 7.12 Extract of Minutes of Senate Meeting

SM 7.13 Guidelines for the Universiti Kebangsaan Malaysia Academic Programme Evaluation by

External Assessors

SM 7.14 Minutes of meeting of faculty’s Industrial Advisory Panel/Board of Study

SM 7.15 Curriculum Review Committee Minutes of Meeting

SM 7.16 Undergraduates and Postgraduates Faculty Manual

SM 7.17 Minutes of the Curriculum Review Committee

SM 7.18 English Speaking Zones (ESZ) activities in Keris Mas College URL:

http://tg2kmukm.blogspot.com/ESZ

SM 7.19 Course Teaching Files

SM 7.20 Assessment blueprint at the Faculty of Medicine

SM 7.21 Faculty Student Development Committee (JK Pembangunan Pelajar)

xxx

SM 7.22 Minutes of meeting of the department’s Student Development Committee

SM 7.23 Board of Studies or Industrial Advisory Panel

SM 7.24 Curriculum Review Committee Minutes of Meeting

SM 7.25 Report on Engineering Education’s Direction

SM 7.26 Minutes of meeting on programme monitoring and review

SM 8.1 Vice Chancellor’s Speech 2014

SM 8.2 ATMAS’s website: http://www.ukm.my/atma/en/research-niche/

SM 8.3 UKM Internationalisation Plan

SM 8.4 Centre for Corporate Communications; URL: www.ukm.my/pkk

SM 8.5 Chancellor’s foundation; URL: www.ukm.my/yc

SM 8.6 Vice Chancellor’s Office

SM 8.7 UKM Annual Report 2008

SM 8.8 Minutes Meeting Senate, MKB, Faculty and Department

SM 8.9 Education Act 1995

SM 8.10 Registrar Department Circular No. 1/2015, UKM PDF/224/3 (27 January 2015): Renewal

Service after Retirement and Contract Appointment (Non-Citizen) for Academic Grade

41-54

SM 8.11 Terms of Reference of the Centre for Quality Assurance

SM 8.12 Terms of Reference for the Head of Quality Assurance for Faculties, Institutes and

Academic Centres

SM 8.13 Terms of Reference for the Head of Quality Assurance for Service Centres

SM 8.14 Minute of University Management Meeting no. 17/2010



SM 8.17 Registrar, Deans’ CV

xxxi

SM 8.18 Minutes from Board and Senate Meeting

SM 8.19 University Appraisal Management System (SPPU); URL: www.ukm.my/sppu

SM 8.20 Strategy-UKM (Anugerah) URL: http://www.ukm.my/strategi-ukm/?s=anugerah

SM 8.21 Professional UKM activities

SM 8.22 Professional UKM list of training courses 2014

SM 8.23 Professional UKM list of the latest trainings attended by academic leadership

SM 8.24 Document Management System URL: http://spdukm.ukm.my/spk

SM 8.25 ISO Certificate

SM 8.26 Malaysian Law. Act 605- Statutory Bodies (Discipline and Surcharge) Act 2000,

amendments up to 1st of January 2006

SM 8.27 Centre for Professional Development and Leadership (Professional UKM)

SM 8.28 UKM’s Information Technology and Communications Security Policy (ICT) Version 1.0

(Effective on 1 July 2014)

SM 8.29 Staff Information System (SMK) URL: www.ukm.my/smk

SM 8.30 University Financial System (e-Kewangan) URL: http://www.warga.ukm.my/e-

kewangan

SM 8.31 University Research Information System (SMPU) URL: http://www.ukm.my/smpu

SM 8.32 List of courses on ICT security policy organised by PTM URL: www.ptm.ukm.my

SM 8.33 PTM ISO Document

SM 8.34 University Community Transformation Center (UCTC) URL: http://uctc.ukm.my/

SM 8.35 UKM Flood Volunteers Helped Evacuees from Four Villages in Gua Musang: URL:

http://www.ukm.my/news/index.php/en/extras/2001

SM 8.36 AUKU, Meeting Minutes of Senate, MKB, and Faculty/Institute

SM 8.37 PPKK, PPA for AAP, UKM Strengthening Community Engagement Document; URL:

www.ukm.my/pha www.ukmholdings.ukm.my

http://www.ptm.ukm.my/

xxxii

SM 8.38 UKM Strengthening Community Engagement issued by HEJIM

SM 8.39 UKM Chancellor’s Foundation Activity Report 2008

SM 8.40 List of MOAs and MOUs

SM 8.41 Faculty/Institute/Centre Websites


SM 9.2 Working Paper for the Restructuring of Centre for Academic Advancement

SM 9.3 Terms of reference, Quality Council

SM 9.4 Framework for University Research Assessment

SM 9.5 Proposal Paper for Restructuring of Students Affair Division

SM 9.6 Sample of Meeting Minute of Quality Management Heads

SM 9.7 Samples of QSM Management Review Meeting Minutes for SPK PPPS and SPKP

SM 9.8 Example of Quality Document for MS 9001:2008 Management of Undergraduate and

Graduate Studies; URL: http://spdukm.ukm.my/spk/ppps

SM 9.9 Working paper for the restructuring of the Centre for Quality Assurance, 2012

SM 9.10 Internal Audit Report for Undergraduate (2008) and Postgraduate (2009) Programmes

SM 9.11 Sample accreditation report from EAC

SM 9.12 Sample accreditation report from MQA for Medical Doctor Programme


SM 9.14 UKM Scorecard System; URL: kadskorukm.ukm.my

SM 9.15 Accreditation Reports for Professional Programmes

SM 9.16 Certificate of the 2006 Prime Minister’s Quality Award

xxxiii

Executive Summary

Historical Background

Universiti Kebangsaan Malaysia (UKM), the national university of Malaysia,

is a “people’s” university, born from the aspirations of the nationalists to

uphold the Malay Language as a language of knowledge - for the

germination of scientific thinking, channelling of ideas, and for transfer of

knowledge. The quest for a national university was first suggested in 1923

by the writer Abdul Kadir Adabi as a move against British colonisation. This

exhilarating nationalist tide galvanised Malay intellectuals of the time but

met British suppression. The nationalists never wavered and thus in 1969,

the movement again blossomed. Soon, a Sponsoring Committee chaired by

Syed Nasir Ismail, a prominent Malay intellectual, was set up to prepare

and publish a report recommending the establishment of UKM. Other

prominent members of this committee include Dr. Mahathir Mohamed

(Tun), Malaysia’s 5th Prime Minister who was then the Education Minister,

and Dr. Mohd Rashdan Haji Baba, who later became UKM’s first Vice

Chancellor. The enduring drive of the Malays to have higher education in

the national language passionately moved them to persevere until what

began as an idea became reality in the Education Act, on 18th May 1970. The

inception of UKM was not only an enormous win for the nationalists but an

important stride towards nationhood.

Universiti Kebangsaan Malaysia first opened its doors in May 1970 to 192

undergraduate students in Jalan Pantai Baru, Kuala Lumpur, a temporary

campus housing three main faculties, the Faculties of Science, Arts and

Islamic Studies. In October 1977, UKM moved to its present premises which

form the main campus in Bangi. This campus has a size of 1100 hectares,

situated in the strategic metropolis encompassing the Kuala Lumpur

International Airport (KLIA) the main gateway to Malaysia, Kuala Lumpur,

the main commercial centre, and Putrajaya, the administrative capital. The

UKM Bangi Campus is 45 km from KLIA, 30 km from Kuala Lumpur and 20

km from Putrajaya.

Mohd Ali Kamaruddin. 2006.

Universiti Kebangsaan

Malaysia: Sejarah

Penubuhan. Penerbit


Malaysia, Bangi.

xxxiv

UKM has two Health Campuses, the Kuala Lumpur Campus in Jalan Raja

Muda Abdul Aziz, and the UKM Medical Centre in Cheras. The Kuala Lumpur

Campus consists of the Faculties of Health Sciences, Pharmacy and

Dentistry. With a size of 20 hectares, The Kuala Lumpur Campus was

established in 1974. The campus in Cheras consists of the Medical Faculty,

the UKM Teaching Hospital and the UKM Medical Molecular Biology

Institute (UMBI). The Cheras Campus was opened in 1997. Areas 4 and 6, of

the Portfolio provide detailed information about these campuses. Besides

these campuses, UKM operates seven Research Stations: (a) The Tasik Chini

Research Station; (b) The Mersing Marine Ecosystem Research Station; (c)

The Langkawi Geopark Research Station; (d) The Fraser’s Hill Research

Station; (e) The Lata Jarum Freshwater Recreational Forest Research

Station; (f) The main campus itself; and (g) The UKM Campus Living

Laboratory, which comprises the UKM Permanent Forest Reserve, or its

Malay name, Hutan Simpan Kekal UKM as well as the Fernarium and the

Herbarium.

After nine years awarded a Research University status, UKM still maintain

that status. As a Research University, UKM managed to obtain research

funds from various sectors, including the Ministry of Science, Technology

and Innovation, Ministry of Agriculture, Ministry of Education and funding

from agencies/industries such as SAGA, TORAY, cohort and IGM. From 2006

to 2014, the total fund successfully raised is RM815,113,739,38.00. As a

Research University (RU), UKM has received RM346,700,000.00 over the

past four years from the Ministry of Education. Since granted a Research

University status, special funding has been made available which enable

UKM to offer internal funded research programmes, namely the Research

University Grants, Mainstream Research Grant, Driver Project,

Action/Strategic Project, University-Industry Incentive Grant, University-

Community Incentive Grants, Grants for Innovation, Young Researcher

Incentive Grant, and provide maintenance grants for research groups and

the Faculties, Centres and Institutes for research management and

administration.

In 2012, UKM was awarded autonomy status after undergoing the audit

xxxv

process using the instruments 'University Good Governance ' and '

University Good Governance Indicators'. The autonomy status was given to

four areas including governance, finance, human resource management,

and academic and student recruitment.

In 2014, UKM envisioned ‘Guardian of the Nation’ as a great vision for the

future in order for UKM to remain relevant, referred and respected. UKM

Transformation Plan developed previously has been translated into a Key

Research Areas (KRAs). UKM outlines six Key Result Areas as a strategic

direction for the future. The six KRAs are: KRA1: Graduates who Appreciate

National Aspiration, who are Competent, Competitive and Innovative; KRA2:

High Impact Research and Innovation; KRA3: Smart Partnership and

Strategic Engagement; KRA4: Human Resources and Institutional Excellence;

KRA5: Optimal and Strategic Wealth Creation; and KRA6: Conducive

Infrastructure and Working Environment. The KRAs’ achievement is

monitored through the Centre for Strategy UKM (i.e., Strategi-UKM).

44 Years of Evolution towards Academic Excellence

In May 2014 UKM turns 44, a coming of age in Malay cosmology, and in so

doing would trace a journey towards academic excellence, which began

with the inception of three faculties, namely, the Faculty of Islamic Studies,

the Faculty of Arts and the Faculty of Science.

To date UKM has 13 faculties, namely, Islamic Studies, Social Sciences and

Humanities, Science and Technology, Medicine, Economics and

Management, Engineering and Built Environment, Education, Law, Health

Sciences, Information Science and Technology, Dentistry, UKM-Graduate

School of Business (UKM-GSB) and Pharmacy. The faculties focus on

undergraduate and postgraduate teaching as well as research and

innovation, and are amply supported by specialised academic and service

centres, namely, Strategi-UKM, Quality Assurance, Teaching and Learning

Technologies, Graduate Centre, Liberal Education (Citra UKM), Information

Technology, UKM Press, Research and Instrumentation Management,

Student Service, Student Development and Alumni Relations, Educational

UKM Annual Report 2014

www.ukm.my

www.ukm.my

xxxvi

Extension and the UKM Islamic and Medical Centres.

To promote and inculcate a vibrant research culture, research institutes

were established to focus and excel in specific thrust areas. To date, there

are 12 institutes, namely Fuel Cell Institute (SelFuel), Institute for

Environment and Development (LESTARI), Institute for Malaysian and

International Studies (IKMAS), Institute of Ethnic Studies (KITA), Institute of

Microengineering and Nanoelectronics (IMEN), Institute of Systems Biology

(INBIOSIS), Institute of the Malay World and Civilisation(ATMA), Institute of

Islam Hadhari (HADHARI), Medical Molecular Biology Institute (UMBI), Solar

Energy Research Institute (SERI), Institute of Visual Informatics (IVI) and

Institute of Climate Change.

Beginning in 2008, UKM focused more on its core processes, particularly in

research by defining research niche areas. The niche areas are identified

based on the expertise of the academic staff and research fellows.

Commencing with six niches, UKM finally determined the eight most

important research niches in August 2008. In 2013, research niches in UKM

were restructured and reinforced by creating four new Research Niches,

making it 12 research niches altogether, with an addition of government

funding from RM80 million to RM100 million for the year 2013. The 12

niches are Challenges in Building the Nation States, Biodiversity for

Biotechnology Development, Renewable Energy, Medical and Health

Technology, Climate Change, Nanotechnology and Advanced Materials,

Sustainable Regional Development, Content-Based Informatics, Economics,

Finance and Business, Education and Civilization, Political and Security and

Rural Transformation. The choice of a niche area is based on the ability to

garner strength and consolidate various disciplines that has attained

research maturity in UKM or a new area but one that is recognised as an

important thrust area nationally as well as at the international level.

UKM has celebrated its 44th anniversary in May 2014. By the 42nd

Convocation in November 2014, UKM has produced 160,204 graduates in

various fields of study. They comprise of 133,708 undergraduates, 23,807

graduates at the masters and 2,689 graduates at the doctoral levels. These

successes have been made possible by diligent planning and investment in

The 2014 Vice Chancellor’s Address. Centre for Research and Instrumentation (CRIM, UKM

xxxvii

staff development. To date, UKM has 2,113 staff in the academic category.

Of this, 303 are professors/principal fellows, 532 associate

professors/senior fellows, 826 senior lecturers, 370 lecturers and 82 junior

lecturers (including tutors and teaching assistants).

UKM is committed to the highest standards of quality in higher education. It

has formulated its Vision and Mission statements which provide coherence,

direction and moral direction to its members to formulate the educational

goals based on consensus, approved by the relevant bodies in UKM,

supported by the highest management, and in line with the national and

global developments. UKM has been granted autonomy in terms of

curriculum design as well as other areas, in return for achieving the

specified key performance indicators set for a research university.

UKM has instituted a clear and systematic process to establish, review and

evaluate the curriculum with all stakeholders playing an active role. It has

also endeavoured to incorporate all the principles laid in the Malaysian

Qualifications Framework and also Graduate Standard in the design,

delivery, assessment and continuous quality improvement. It has

demonstrated the ability to attract, train and retain academic staff of the

highest calibre and garner funds for educational resources. An able visionary

leadership practices a clear system of governance for decision-making and

for implementing the policies and plans that are formulated. The internal

quality structures are in place with a well established quality policy, evident

in the UKM Quality Cycle. The Centre entrusted with the internal quality

system is the Quality Assurance Centre, which functions as a liaison office in

all matters pertaining to quality.

Layout of the Self-Review Portfolio for MQA Institutional Audit

The portfolio comprises three parts as follows:

Part A: Institutional Profile

Part B: Institutional Database

Part C: Self-Review Report

xxxviii

Part A is the institutional profile of UKM prepared according to the items listed in page 46-49 Section 3, Code of Practice for Institutional Audit (Second Edition), 2009.

Using the same guideline, Part B represents the institutional database covering nine areas of evaluation, as follows:

Area 1 is on Vision, Mission, Educational Goals and Learning Outcomes. This section covers the formulation, dissemination and enculturation of these statements into practice. It includes an explanation of how the eight MQA domains of learning outcomes are embedded into the study programmes as well as its implementation.

Area 2 covers Curriculum Design and Delivery. This section explains how a new programme can be proposed, linkages with stakeholders in proposing a programme, how an approved programme can be delivered and managed as well as various microteaching techniques that can be used to address learning outcomes that are different in nature.

Area 3 gives details on Assessment of Students. This section explains the formal examination system and procedures practiced by UKM as well as the oral examination for the assessment of postgraduate theses and the appropriate measurement tools for generic competencies and continuous assessment.

Area 4 explains Student Selection and Support Services. This includes the selection process, credit transfer and exemption, students’ transfer to other programmes, students’ services provided by the university, students’ participation and representation as customers and internal stakeholders and the role of alumni.

Area 5 is related to Academic Staff. It elaborates on recruitment policy, appraisal system and performance assessment of academic staff as well as staff commitment in performing teaching activities and the role of staff as internal stakeholders.

Area 6 is on Educational Resources. This section covers physical facilities and infrastructure, information and communication technology facilities, resources and support for research and development, educational expertise and exchange programmes as

xxxix

well as financial resources.

Area 7 describes Programme Monitoring and Review. This section details out mechanisms to monitor and review a programme and involvement of stakeholders in the reviewing process.

Area 8 covers Leadership, Governance and Administration. This section gives particulars on leadership structure for the Boards of Directors and the University Management, the Senate, the internal governance systems as well as management and administrative machinery which run the whole university at all levels.

Area 9 puts focus on Continual Quality Improvement. This section explains in detail how quality assurance is managed and monitored in a quality cycle and covers all core processes, namely education, research and services. It also describes how the Transformation Programme is planned and implemented to support a paradigm shift within the university.

Part C is written based on a holistic or total analysis performed on Part B by identifying strengths and areas for improvement for all nine areas of evaluation. Part C comprises the following sections covering all areas discussed in Part B:

Strengths and Strategies for Maintaining and Enhancing the Strengths

Areas for Improvement and Proposed Action for Improvement,

Conclusions and Recommendations for Change.

xl

Table of Contents Foreword ......................................................................................................................................... i Acronyms and Abbreviations .......................................................................................................... iii List of Tables .................................................................................................................................. xi List of Figures ............................................................................................................................... xiii Supporting Materials List .............................................................................................................. xvi Executive Summary ................................................................................................................... xxxiii

PART A: GENERAL INFORMATION ................................................................................................... 1

PART B: INFORMATION ON THE NINE AREAS OF EVALUATION FOR QUALITY ASSURANCE ............... 9

Area 1: VISION, MISSION, EDUCATIONAL GOAL AND LEARNING OUTCOMES ................................ 13

1.1 Statement of Vision, Mission and Educational Goal .......................................................... 13

1.1.1 Vision, Mission and Educational Goal ............................................................................ 13 1.1.2 Mission, Goals and Outcomes of Higher Education in Supporting National

and Global Developments ............................................................................................. 19 1.1.3 Approving Body and Its Membership ............................................................................ 22 1.1.4 Dissemination of Vision, Mission and Educational Goal................................................ 23 1.1.5 Incorporating Aspects of Leadership, Social Responsibility, Research,

Scholarship, Community Engagement, Ethical Values, Professionalism and Knowledge Creation ............................................................................................... 23

1.1.6 Planning and Evaluation of Internal Processes and Resources ..................................... 24

1.2 Participation in Formulation of Vision, Mission and Educational Goal ............................... 25

1.2.1 Stakeholders Involvement in Formulating and Reviewing Mission, Educational Goal and Academic Programmes ............................................................... 25

1.2.2 Involvement of a Wider Range of Stakeholders in Continual Refinement of Vision, Mission and Goals .......................................................................................... 26

1.3 Academic Autonomy ....................................................................................................... 27

1.3.1 Autonomy in Curriculum Design and Resource Allocation ............................................ 27 1.3.2 Autonomy on Academic Staff Expertise ........................................................................ 29 1.3.3 Expanding Boundaries of Academic Autonomy ............................................................ 29

1.4 Learning Outcomes ......................................................................................................... 30

1.4.1 Linking Educational Goal with Programme Learning Outcomes ................................... 30 1.4.2 Student Broad Competencies and Attributes ................................................................ 32 1.4.3 Linking with Needs of the Profession, Discipline and the Larger Society ...................... 34

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1.4.4 Inculcating Competencies for Competitive and Innovative Graduates with National Aspiration ........................................................................................................ 35

Area 2: CURRICULUM DESIGN AND DELIVERY .............................................................................. 41

2.1 Curriculum Design and Teaching-Learning Methods ......................................................... 41

2.1.1 Processes and Mechanisms for Curriculum Development ............................................ 41 2.1.2 Market and Societal Demands and Adequacy of Resources ......................................... 48 2.1.3 Aligning Programme Aims and Objectives with UKM’s Vision and Mission .................. 49 2.1.4 Guiding Principles in Curriculum Design to Support Attainment of

Learning Outcomes ........................................................................................................ 54 2.1.5 Various Teaching-Learning Methods to Achieve Learning Outcomes ........................... 56 2.1.6 Curriculum and Instructional Methods for Encouraging Student Active

Participation in Learning ................................................................................................ 59 2.1.7 Curriculum and Instructional Methods for Students’ Preparation in

Learning ......................................................................................................................... 61 2.1.8 Policies and Practices for Teaching and Learning Consistency with the

Curriculum ..................................................................................................................... 63 2.1.9 Curriculum as a Multi-Disciplinary Approach and Co-Curricular Activities

in Enhancing and Enriching Personal Development ...................................................... 64 2.1.10 Engaging External Sources in the Needs Analysis of Programmes ................................ 65 2.1.11 Enrichment of Co-Curricular Activities towards Student Learning

Experience and Fostering Personal Development and Responsibility .......................... 66

2.2 Curriculum Content and Structure ................................................................................... 67

2.2.1 Incorporation of Discipline Core Content into Academic Programmes ........................ 67 2.2.2 Fulfilment of Discipline Requirement into Academic Programmes .............................. 70 2.2.3 Incorporation of Local, National and International Importance Topics into

the Curriculum ............................................................................................................... 71 2.2.4 Mechanism to Access the Latest Development in a Field of Study ............................... 72

2.3 Management of Programmes .......................................................................................... 75

2.3.1 Student Study Guides and Handbooks .......................................................................... 75 2.3.2 Designation, Responsibility and Authority of Academic Officer and

Committee Responsible for a Programme .................................................................... 75 2.3.3 Terms of Reference of the Curriculum Committees ...................................................... 77 2.3.4 Authority of the Curriculum Committees in Resolving Conflicts of

Educational Principle ..................................................................................................... 78 2.3.5 Resources Given to Programme Team for Implementation of Teaching-

Learning Activities and its Quality Improvement .......................................................... 79 2.3.6 Programmes Review and Evaluation Processes and Utilisation of the

Results ............................................................................................................................ 79

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2.3.7 Learning Environment that Nurtures Scholarly and Creative Achievements ................................................................................................................ 80

2.3.8 Structures and Processes to Fulfill Criteria and Standards of a Qualification Award ....................................................................................................... 80

2.3.9 Mechanisms and Resources for Introducing and Evaluating Innovations in Teaching-Learning and Evaluation Methods ................................................................. 81

2.3.10 External Expertise Nationally and Internationally Engagement in Programme Review and Evaluation ............................................................................... 81

2.4 Linkages with External Stakeholders ................................................................................ 82

2.4.1 Links between UKM and External Stakeholders for Curriculum Improvement ................................................................................................................. 82

2.4.2 Mechanism to Obtain and Utilise Feedback from Employers for Curriculum, Training and Workplace Exposure Improvement. ..................................... 82

2.4.3 Opportunities for Linkages between Students and External Stakeholders ................... 83

Area 3: ASSESSMENT OF STUDENTS ............................................................................................ 87

3.1 Relationship between Assessment and Learning .............................................................. 87

3.1.1 Aligning Assessment Principles, Methods and Practices to Learning Outcomes and Curricula ................................................................................................ 87

3.1.2 Students’ Consistency Assessment with MQF Levels .................................................... 89 3.1.3 Monitoring Student Assessment for Prevention of Curriculum Overload

and Encouragement of Integrated Learning .................................................................. 93 3.1.4 Assessment and Inculcation of Appropriate Attitudes .................................................. 94 3.1.5 Review of Effectiveness between Assessment and Learning Outcomes ....................... 96

3.2 Assessment Methods ...................................................................................................... 96

3.2.1 Measurement of Students’ Achievement of Learning Outcomes for Student Assessment Methods ....................................................................................... 96

3.2.2 Methods of Summative and Formative Assessment ..................................................... 97 3.2.3 Validity, Reliability and Fairness of Student Assessment System ................................ 100 3.2.4 Monitoring Reliability and Validity of Assessment ...................................................... 102 3.2.5 Validating Internal Assessments against External Standards ...................................... 103 3.2.6 Feedback of Validity, Reliability, Consistency, Currency and Fairness of

Assessment Methods ................................................................................................... 103 3.2.7 Feedback on Students’ Academic Performance .......................................................... 104 3.2.8 Review of Assessment Methods .................................................................................. 106 3.2.9 Documentation and Communication of Student Assessment Methods ..................... 106 3.2.10 Regulations of Examination ......................................................................................... 106 3.2.11 Comparative of Internal Assessments to External Best Practices ............................... 106

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3.2.12 Review Mechanisms and New Methods of Assessment Implementation in Curriculum ................................................................................................................... 107

3.2.13 Incorporation of Current Global Development and Best Practices in the Discipline in Reviewing the Assessment Method ........................................................ 108

3.2.14 Consultation of External Expertise in the Review of the Assessment System.......................................................................................................................... 108

3.3 Management of Student Assessment ............................................................................. 109

3.3.1 Independency of Departments in Management of Student Assessment ................... 109 3.3.2 Committees and Processes for Verification and Moderation of

Assessments and Benchmarking Academic Standards of Assessment. ...................... 109 3.3.3 Applicable Standards for Students Assessments ......................................................... 109 3.3.4 Availability of Assessment Performance and Results to Students .............................. 110 3.3.5 Authority Responsible for Assessment Policy ............................................................. 110 3.3.6 Involvement of Student Representatives, Academic Staff and

Stakeholders in Making Changes to Student Assessment ........................................... 113 3.3.7 Appeal Policy................................................................................................................ 113 3.3.8 Confidentiality and Security in Student Assessment Processes and

Academic Records ........................................................................................................ 114 3.3.9 Independent External Scrutiny of Student Assessment in Improving

Management of the Assessment System .................................................................... 115

Area 4: STUDENT SELECTION AND SUPPORT SERVICES ............................................................... 119

4.1 Admission and Selection ................................................................................................ 119

4.1.1 Student Selection, Academic Criteria and Mechanisms for Admission to Programmes ................................................................................................................. 119

4.1.2 Fulfillment of Admission Policies ................................................................................. 122 4.1.3 Admission Mechanisms and Criteria for Students with Other Equivalent

Qualifications ............................................................................................................... 122 4.1.4 Admission Characteristics and Technical Standards Deployed for the

Admission of Students with Special Needs .................................................................. 123 4.1.5 Admission Criteria and Mechanisms ........................................................................... 124 4.1.6 Prerequisite Knowledge and Skills for Student Entry .................................................. 124 4.1.7 Selection through Interview ........................................................................................ 124 4.1.8 Admission Policy and Mechanism ............................................................................... 125 4.1.9 Appeal Policy and Mechanism ..................................................................................... 125 4.1.10 Additional Remedial Assistance Programmes ............................................................. 126 4.1.11 Orientation, Early Warning System, Counselling, Tutoring and

Remediation................................................................................................................. 126 4.1.12 Student Intake and Projection of Student Intake ........................................................ 127

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4.1.13 Student Selection Processes, Monitoring and Review ................................................ 128 4.1.14 Selection Method ........................................................................................................ 129 4.1.15 Student Performance Monitoring ............................................................................... 129 4.1.16 Engagement of Relevant Stakeholders ........................................................................ 129 4.1.17 Student Intake and Social Responsibility ..................................................................... 130 4.1.18 Student Selection, Programmes, and Learning Outcomes .......................................... 130

4.2 Articulation Regulations, Credit Transfer and Credit Exemption ...................................... 130

4.2.1 Credit Transfer Policy ................................................................................................... 130 4.2.2 Latest Development of Credit Transfer ....................................................................... 132

4.3 Transfer of Students ...................................................................................................... 132

4.3.1 Policy, Criteria and Mechanism for Transfer of Programme ....................................... 132 4.3.2 Examptions for Transfer Students ............................................................................... 134 4.3.3 Students Accepted for Transfer and their Achievements in Their Previous

Institution of Study ...................................................................................................... 134 4.3.4 Policies and Mechanisms on Student Mobility, Exchanges and Transfers .................. 135

4.4 Student Support Services and Co-Curricular Activities .................................................... 152

4.4.1 Student Support Services ............................................................................................. 152 4.4.2 Student Support Services for Geographically Separated Campuses ........................... 155 4.4.3 Adequacy, Effectiveness and Safety of Student Support Services .............................. 156 4.4.4 Mechanism for Students to Complain and Appeal regarding Student

Support Services .......................................................................................................... 156 4.4.5 Roles and Responsibilities for Student Co-Curricular Activities .................................. 157 4.4.6 Management of the Activities and Maintenance of Student Records ........................ 157 4.4.7 Accessibility, Confidentiality and Effectiveness of the Academic and Non-

Academic Counselling and Support Services ............................................................... 158 4.4.8 Early Warning System to Detect Students with Academic Difficulties ........................ 159 4.4.9 Information on the Qualification of Service Providers ................................................ 160 4.4.10 Student Orientation ..................................................................................................... 160 4.4.11 Student Accessibility to Additional Support Programmes Provided by

Other Organisations ..................................................................................................... 160 4.4.12 The Importance given to Student Support Services in UKM ....................................... 161 4.4.13 Unit Dedicated to Academic and Non-Academic Counselling ..................................... 161 4.4.14 The Effectiveness of the Counselling Services: Measures, Monitoring, and

Improvement Plans ...................................................................................................... 162 4.4.15 Mechanisms to Identify Students in Need of Spiritual, Psychological,

Social and Academic Support ...................................................................................... 163 4.4.16 Student Supervision ..................................................................................................... 164 4.4.17 Courses, Training/ Reparatory Sessions for Remediation ........................................... 165

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4.4.18 Training and Development Plan to Enhance the Skills and Professionalism of the Academic and Non-Academic Counsellors ........................................................ 165

4.5 Student Representation and Participation...................................................................... 166

4.5.1 Policy on Student Participation in the Teaching-Learning Process ............................. 166 4.5.2 Measures taken to Encourage Student Self-Government and Participation

in the Activities of Governing Bodies ........................................................................... 166 4.5.3 Evidence of the Statement of Student Rights and Responsibilities and its

Availability to the Campus Community ....................................................................... 167 4.5.4 Jurisdiction of Judicial Bodies, Disciplinary Responsibilities of Officials,

and Disciplinary Procedures and their Dissemination ................................................. 167 4.5.5 Policy on Active Student Participation in Curriculum Development,

Teaching-Learning Processes, and Other Relevant Areas ........................................... 167 4.5.6 Facilitations for Students and Student Organisations to Gain Soft Skills .................... 168 4.5.7 Policy Regarding Student Publication .......................................................................... 169 4.5.8 Channels for Student Participation in Formulation, Management and

evaluation of Curriculum ............................................................................................. 170 4.5.9 Facilities for Student Publication ................................................................................. 170

4.6 Alumni .......................................................................................................................... 170

4.6.1 Active Linkages and Continuous Relationship with Alumni ......................................... 170 4.6.2 The Role of the Alumni ................................................................................................ 171 4.6.3 Alumni Assistance in Preparing for Student Professional Future ................................ 171

Area 5: ACADEMIC STAFF .......................................................................................................... 175

5.1 Recruitment and Management ...................................................................................... 175

5.1.1 Policies on Academic Staff Recruitment ...................................................................... 175 5.1.2 Staffing Profile ............................................................................................................. 177 5.1.3 Number of Academic Staff for each Programme ........................................................ 178 5.1.4 Teaching Responsibility, Research and Scholarly Activities, Consultancy,

Community Services and Administrative Functions of Academic Staff ....................... 181 5.1.5 Policy on Equitable Distribution of Responsibilities Among Academic Staff ............... 181 5.1.6 Policy on Recognition and Reward for Teaching, Research and Service

Contributions ............................................................................................................... 182 5.1.7 Criteria and Processes in the Appointment and Promotion to Academic

Positions ....................................................................................................................... 184 5.1.8 Recruitment of Academic and Non-Academic Staff, and Local and

International Academic Staff ....................................................................................... 185 5.1.9 National and International Linkages ............................................................................ 188

5.2 Service and Development .............................................................................................. 189

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5.2.1 Professional Development and Career Advancement of Academic Staff ................... 189 5.2.2 Supports for Academic Staff Development ................................................................. 191 5.2.3 Staff Participation in Development Programmes ........................................................ 193 5.2.4 Institutional Policy on Service, Development and Appraisal of Academic

Staff, and Policy on Retaining Academic Staff ............................................................. 196 5.2.5 Policy on Consultancy and Private Practice ................................................................. 196 5.2.6 Criteria and Administrative Procedures for Initial Appointment,

Promotion and Tenure ................................................................................................. 197 5.2.7 Processes and Procedures in Handling Disciplinary Cases Involving

Academic Staff ............................................................................................................. 198 5.2.8 Mentoring and Guidance System for New Academic Staff ......................................... 199 5.2.9 Supports for New Academic staff to Develop Teaching Skills ..................................... 200 5.2.10 Provision of Training, Tools and Technology for Academic Staff ................................ 201 5.2.11 Student Appraisal of Academic Staff ........................................................................... 203 5.2.12 Major Conferences Organised by UKM in the Last Five Years..................................... 204 5.2.13 Participation of Academic Staff in Conferences in the Last Five Years........................ 204 5.2.14 National and International Recognition of Staff Members ......................................... 205 5.2.15 Research Activities of Academic Staff in the Last Five Years ....................................... 206

Area 6: EDUCATIONAL RESOURCES ........................................................................................... 213

6.1 Physical Facilities........................................................................................................... 213

6.1.1 Major Physical Facilities Available to Conduct Educational Programmes of UKM ............................................................................................................................. 213

6.1.2 Adequacy of the Physical Facilities and Equipment .................................................... 214 6.1.3 Current Unmet Needs and Future Needs .................................................................... 215 6.1.4 Workshop or Laboratory Support ................................................................................ 216 6.1.5 Educational Resources Distribution and Schedule ...................................................... 216 6.1.6 Compliance of Physical Facilities with the Relevant Laws and with Health

and Safety Regulations ................................................................................................ 217 6.1.7 Collection Available in the Library and Resource Centre ............................................ 218 6.1.8 Number of staff in the Library and Resource Centre ................................................... 220 6.1.9 Resource Sharing and Access Mechanisms ................................................................. 220 6.1.10 Mechanism to Obtain Feedback from users on the Library Policy, Services

and Procedures ............................................................................................................ 223 6.1.11 Steps Taken and the Facilities to Promote Research Activities ................................... 223 6.1.12 Policy on the use of Information and Communication Technology (ICT) in

the UKM ....................................................................................................................... 225 6.1.13 List the ICT staff and their Qualifications that Support the

implementation of the ICT Policy ................................................................................ 226

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6.1.14 Existing Plans to Improve the Educational Facilities (Physical, Library and ICT) ............................................................................................................................... 227

6.1.15 HEP Periodically Reviews the Adequacy, Currency and Quality of its Educational Resources ................................................................................................. 228

6.1.16 Existing Plans Exist to improve these Facilities in line with the Development in the Teaching Practice ........................................................................ 229

6.1.17 Students and Faculty Opportunities to learn the Various and most Current Methods to Access Information ..................................................................... 229

6.1.18 User Friendly Facilities to those with Special Needs ................................................... 230

6.2 Research and Development ........................................................................................... 230

6.2.1 Policy and Planning ...................................................................................................... 230 6.2.2 Research Interests and Supporting Facilities ............................................................... 233 6.2.3 Programmes on Ethics in Research ............................................................................. 234 6.2.4 Administrative Entity that is Responsible for Protecting the Integrity of

the Research Processes ............................................................................................... 234 6.2.5 Available Facilities and the Budget Allocation to Support Research ........................... 235 6.2.6 Major Research Activities and the Academic Staff Involved in the Last

Five Years ..................................................................................................................... 235 6.2.7 Interaction between its Research and Educational Activities ..................................... 235 6.2.8 Existing Mechanism to Ensure Research Activities are Reflected in the

Curriculum and Teaching ............................................................................................. 236 6.2.9 Departments’ Initiative to Engage Students in Research ............................................ 236 6.2.10 Link Between Research, Development and Commercialisation .................................. 237 6.2.11 Research, Development and Commercialisation Activities and

Achievements in the Last Five Years ............................................................................ 238 6.2.12 Review of Research Resources and Facilities and the Steps Taken to

Enhance its Research Capabilities ............................................................................... 240 6.2.13 Publication Incentive ................................................................................................... 240 6.2.14 Major Publications of the Academic Staff in the last five years .................................. 240

6.3 Educational Expertise .................................................................................................... 241

6.3.1 The Policy and Practice on the use of Appropriate Educational Expertise in Planning Educational Programmes and in the Development of New Teaching and Assessment Methods. ........................................................................... 241

6.3.2 Access to Educational Expertise, both Internal and External, and its Utilisation for Staff Development and Research. ........................................................ 242

6.4 Educational Exchanges .................................................................................................. 243

6.4.1 UKM Practice in Collaborating and Cooperating with other Providers for Exchanges of Student, Staff, and Resources in Compliance with the HEP’s Policy. ........................................................................................................................... 243

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6.4.2 Collaboration Disseminated to Students and Faculty. ................................................ 244 6.4.3 Benefit of the Educational Exchanges ......................................................................... 245 6.4.4 Future Plans to Strengthen International Collaborative Activities. ............................. 245 6.4.5 Policy on Exchanges with International Institutions Benefit the UKM ........................ 246 6.4.6 The Facilities and Financial Allocation to Support Educational Exchanges. ................ 246

6.5 Financial Allocation ....................................................................................................... 247

6.5.1 Information on the Financial Standing and Sources which Supports its Academic, Research and Service Missions. ................................................................. 247

6.5.2 Financial Allocation Dedicated to the UKM ................................................................. 247 6.5.3 The Responsibilities and line of Authority in Terms of Budgeting and

Resource Allocation in the UKM .................................................................................. 247 6.5.4 The Policy on Tuition Fees and Other Payments, and the Policy of Refund

to Students who Withdraw or who are Dismissed from the Institution. .................... 248 6.5.5 Information on Number of Students who are Funded through Loans,

Grants or Scholarship................................................................................................... 248 6.5.6 Sufficient Autonomy Allocations to Faculties/Institutes/Centre and the

Resources Utilised to Achieve the Programme Objective. .......................................... 249

Area 7: PROGRAMME MONITORING AND REVIEW .................................................................... 253

7.1 Mechanisms for Programme Monitoring and Review ..................................................... 253

7.1.1 Processes, Procedures and Mechanisms for Monitoring and Reviewing a Curriculum ................................................................................................................... 253

7.1.2 The Structure and Workings of Programme Review Committees ............................... 259 7.1.3 The Nature of the Relationship and the Responsibilities of the Parties

Involved in Collaborative Arrangements in Programme Monitoring and Review.......................................................................................................................... 259

7.1.4 Self-Review Process Assist in Identifying Weaknesses and Improving Academic Programmes ................................................................................................ 260

7.1.5 UKM Ensures Identified Concerns are Addressed ....................................................... 261 7.1.6 The use of Feedback from Programme Review in Programme

Development ............................................................................................................... 261 7.1.7 Enhancement and Refinement of the Evaluation Activities to Cover all

Important Components of the Programmes ............................................................... 262 7.1.8 Student Performance and Progression Analysed to Ascertain Learning

Outcomes ..................................................................................................................... 263 7.1.9 The Analysis of Student Performance and Progression to Provide

Feedback to Committees Responsible for Student Selection, Curriculum Planning and Student Counselling ............................................................................... 263

7.2 Involvement of Stakeholders ......................................................................................... 265

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7.2.1 Consultation of Stakeholders in the Monitoring and Review of Programmes ................................................................................................................. 265

7.2.2 Stakeholders’ Views ..................................................................................................... 265 7.2.3 Incorporation of Feedbacks Obtained from Stakeholders in a Programme

Review Exercise ........................................................................................................... 266 7.2.4 Stakeholders Access to the final report of a Programme Review ............................... 266 7.2.5 Engagement of Professional Bodies and Associations in Programme

Monitoring and Review ............................................................................................... 267

Area 8: LEADERSHIP, GOVERNANCE AND ADMINISTRATION ...................................................... 271

8.1 Governance................................................................................................................... 271

8.1.1 Policies and Practices of UKM Consistent with its Statement of Purpose .................. 271 8.1.2 The Governance Structures and Functions, and the Relationships

Between them ............................................................................................................. 281 8.1.3 The Functions, Structure, Leadership, Membership and Reporting

Protocol of the Major Permanent Decision-Making Bodies of UKM ........................... 283 8.1.4 UKM Ensures the Effectiveness of Relationship between the Institutional

Leadership and the Departments ................................................................................ 284 8.1.5 The Representation and role of the Academic Staff, Students and other

Principal Stakeholders in the Various Institutional Governance Structures and Committees........................................................................................................... 285

8.1.6 Evidence that the Governing Board is an Effective Policy-Making Body with Adequate Autonomy ........................................................................................... 286

8.1.7 Mechanisms to Ensure Functional Integration and Comparability of Educational Quality ...................................................................................................... 287

8.1.8 Internal Quality Assurance System and Unit ............................................................... 287 8.1.9 Major Community Engagement activities of Members of the HEP ............................. 291 8.1.10 Committee System Responsible for Academic Programmes in UKM and

how it Utilises Consultation and Feedback, and Considers Market Needs Analysis and Employability Projections ....................................................................... 292

8.1.11 The Representation and role of the Academic Staff, Students and Other Stakeholders in the Various Governance Structures and committees of the UKM ....................................................................................................................... 292

8.1.12 The Role and Function of the Chair of the Governing Board ...................................... 293 8.1.13 The Autonomy of UKM Governing Board .................................................................... 294 8.1.14 Policy Pertaining to Conflict of Interest ....................................................................... 294 8.1.15 HEP’s Participation in the Socio-Economic Activities of the Community .................... 294

8.2 Institutional and Academic Leadership ........................................................................... 296

8.2.1 The Institutional Executive Management Team of UKM ............................................. 296

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8.2.2 The Current Leaders of Academic Programmes and Departments ............................. 296 8.2.3 Relationship between the UKM Leadership and the Academic Leadership ............... 297 8.2.4 Evaluation of the Performance of the Academic Leadership of the

departments and Programmes .................................................................................... 297 8.2.5 UKM Leadership and the Formation of Conducive Environment for

Innovation and Creativity ............................................................................................ 297 8.2.6 Policies to Enhance the Leadership Capabilities of UKM Leadership and

the Academic Leadership ............................................................................................. 298

8.3 Administrative and Management Staff .......................................................................... 298

8.3.1 The Structure of the Administrative Staff which Supports the Educational Programmes ................................................................................................................. 298

8.3.2 The Determination of the Number of the Administrative staff, Recruitment Processes and Procedures ...................................................................... 299

8.3.3 The Effectiveness and Efficiency of the Administrative Support for Academic Programmes ................................................................................................ 300

8.3.4 Achievements of Training and Career Advancement Activity in the Last Five Years ..................................................................................................................... 300

8.3.5 UKM Conducts Regular Performance Review of its Administrative and Management Staff ....................................................................................................... 301

8.3.6 Mechanisms and Procedures for monitoring and Appraising Staff Performance, for Ensuring Equitable Distribution of Duties and Responsibilities Among the staff, and for Determining the Distribution of Rewards ....................................................................................................................... 301

8.3.7 Processes and Procedures in Managing the Discipline of the Staff............................. 301 8.3.8 Training Scheme for the Administrative and Management Staff to Fulfil

the Needs of the Educational Programmes ................................................................. 302

8.4 Academic Records ......................................................................................................... 302

8.4.1 Policies on the Secure Retention, Retrieval and Disposal of student and Academic Staff Records ............................................................................................... 302

8.4.2 UKM Ensures the Rights of Individual Privacy and the Confidentiality of Records ........................................................................................................................ 303

8.4.3 UKM’s Review Policies on Security of Records and its Plans for Improvements.............................................................................................................. 304

8.5 Interaction with External Sectors ................................................................................... 304

8.5.1 The Mechanisms to Ensure UKM Interacts Constructively with the External Sectors, Including its External Stakeholders .................................................. 304

8.5.2 The Effectiveness of the Relationships between UKM and the External Sectors ......................................................................................................................... 306

8.5.3 Type of Shared Responsibility between UKM and External Sectors............................ 306

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8.5.4 Formal Agreements between UKM and External Sectors ........................................... 307

Area 9: CONTINUAL QUALITY IMPROVEMENT ........................................................................... 311

9.1 Quality Improvement .................................................................................................... 311

9.1.1 Policies and Procedures for Internal Quality Assurance Activities .............................. 311 9.1.2 Keeping Abreast with Changes and Best Practices in Quality Assurance .................... 313 9.1.3 Responsibility for Continual Quality Improvement ..................................................... 314 9.1.4 Ensuring Continual Quality Improvement ................................................................... 315 9.1.5 Implementing Recommendations for Quality Improvement ...................................... 315 9.1.6 Linking the Quality Assurance Processes with UKM’s Institutional Goals ................... 317 9.1.7 Prominence of the Internal Quality Assurance unit in UKM’s

Organisational Structure .............................................................................................. 320 9.1.8 Responding to Changing Environment and Embracing the Spirit of

Continual Quality Improvement .................................................................................. 320 9.1.9 Accreditation and Recognition by External and Authoritative

Accreditation Bodies .................................................................................................... 321

Areas for Improvement, and Proposed Action for Improvement ................................................... 325

Area 1: Vision, Mission, Educational Goals and Learning Outcomes ................................. 325

Area 2: Curriculum Design and Delivery .......................................................................... 329

Area 3: Assessment of Students...................................................................................... 334

Area 4: Student Selection and Support Services .............................................................. 337

Area 5: Academic Staff ................................................................................................... 340

Area 6: Educational Resources ........................................................................................ 344

Area 7: Programme Monitoring and Review ................................................................... 348

Area 8: Leadership, Governance and Administration ....................................................... 349

Area 9: Continual Quality Improvement ......................................................................... 353

CONCLUSION AND RECOMMENDATIONS FOR CHANGE ................................................................ 356

RECOMMENDATIONS FOR CHANGE .......................................................................................... 357

Area 1: Vision, Mission, Educational Goals and Learning Outcomes ............................... 357

Area 2: Curriculum Design and Delivery ........................................................................ 359

Area 3: Assessment of Students .................................................................................... 361

Area 4: Student Selection and Support Services ............................................................ 363

Area 5: Academic Staff ................................................................................................. 364

Area 6: Educational Resources ...................................................................................... 366

Area 7: Programme Monitoring and Review .................................................................. 367

Area 8: Leadership, Governance and Administration ..................................................... 368

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Area 9: Continual Quality Improvement ........................................................................ 370

Appendix 371

Appendix A: Programmes Currently Conducted by UKM .......................................................... 372

Appendix B: Leadership Structure of Department of Civil And Structural

Engineering (JKAS) ............................................................................................... 384

List of Editors .............................................................................................................................. 386

1

PART A: GENERAL INFORMATION

2

3

PART A: GENERAL INFORMATION

1. Name of the Higher Education Provider (HEP):

Universiti Kebangsaan Malaysia (UKM)

2. Date of Establishment:

18 May 1970

3. Reference No. of the Approval for Establishment:

P.U. (A) 409

4. Name, Title and Designation of the Chief Executive Officer:

Prof. Datuk Dr. Noor Azlan Bin Ghazali Vice Chancellor

5. Address:

Universiti Kebangsaan Malaysia 43600 UKM Bangi Selangor Darul Ehsan Malaysia.

6. Telephone No.:

03-8925 5555

7. Fax No.:

03-8921 4242

8. E-mail Address:

[email protected]

9. Website:

http://www.ukm.my

10. Names and Addresses of Faculties/Schools/Departments/Centres

(if located outside the main campus):

i. Pusat Perubatan Universiti Kebangsaan Malaysia (PPUKM) Jalan Yaakob Latif, Bandar Tun Razak, 56000 Kuala Lumpur.

11. Names and Addresses of Branch Campuses (if applicable):

Not applicable

4

12. List of Faculties/Schools/Departments/Centres in the HEP (and Its Branch Campuses) and

No. of Programmes Offered: No. Name of Faculties/Schools/

Departments/Centres

Undergraduate

Programmes

Postgraduate

Programmes

Diploma Postgraduate

Diploma

1. Faculty of Health Sciences 11 25 - -

2. Faculty of Dentistry 1 11 - -

3. Faculty of Economics and Management 4 8 - -

4. Faculty of Education 3 3 - -

5. Faculty of Engineering and Built

Environment

10 26 - -

6. Graduate School of Business - 7 - -

7. Faculty of Information Science and

Technology

4 18 - -

8. Faculty of Islamic Studies 5 2 - 1

9. Faculty of Law 1 4 - -

10. Faculty of Medicine 4 43 - 1

11. Faculty of Pharmacy 1 5 - -

12. Faculty of Science and Technology 18 68 - -

13. Faculty of Social Sciences and Humanities 12 72 - -

14. Institute of The Malay World and

Civilisation (ATMA)

- 2 - -

15. Institute of Environment and

Development (LESTARI)

- 27 - -

16. Institute of Microengineering and

Nanoelectronics (IMEN)

- 2 - -

17. Institute for Malaysian and International

Studies (IKMAS)

- 16 - -

18.

UKM Medical Molecular Biology Institute

(UMBI)

- 2 - -

19. Institut Informatik Visual (IVI) - 2 - -

20. Institut Kajian Etnik (KITA) - 2 - -

21. Institut Penyelidikan Tenaga Suria (SERI) - 2 - -

22. Institut Perubahan Iklim (IPI) - 6 - -

23. Institut Sel Fuel (SELFUEL) - 6 - -

24. Islam Hadhari (HADHARI) - 2 - -

25. Institute of Systems Biology (INBIOSIS) - 5 - -

13. Details of All Programmes Currently Conducted by the HEP (and its branch campuses):

Refer to attachment (Appendix A)

14. Number and Qualification of Academic Staff:

Status Academic Qualification Number of staff

5

Local International Total

Full-

time

PhD/Doctor of Education/DBA/ Medical

Doctorate

1160 56 1216

Masters of Medicine / Masters in Medical

Specialty

248 6 254

Masters 479 4 483

Bachelors 150 4 154

Others 6 - 6

15. Designation of Academic Staff:

Designation

Number *as at 31 December 2014 Total

Local International

Full-time

Part-time

Full-time

Part-time

Full-time

Part-time

Professor 287 16 303 -

Associate Professor 509 23 532 -

Senior Lecturer 795 31 826 -

Lecturer 370 - 370 -

Junior Lecturers (including tutors, teaching assistants)

82 - 82 -

Others - - - -

TOTAL 2043 70 2113 -

16. Total Number of Students:

Number of Students

Total *as at 31 August 2014

Local International

Undergraduates

Male 3176 164 3340

Female 8286 144 8430

Total 11462 308 11770

Postgraduates – PhD

Male 917 902 1819

Female 1579 350 1929

Total 2496 1252 3748

Postgraduates – Masters

Male 2035 537 2572

6

Number of Students

Total *as at 31 August 2014

Local International

Female 4124 225 4349

Total 6159 762 6921

Postgraduates – Diploma

Male 24 2 26

Female 108 - 108

Total 132 2 134

Undergraduates – Diploma

Male - - -

Female - - -

Total 0 0 0

17. Student Attrition Rate:

Year Number of students leaving the institution

Reasons for leaving

Current Year 2014-2015 93 47 -

Withdraw Quit/Expel

Passed away

Past 1 year 2013-2014 136 26 3

Withdraw Quit/Expel

Passed away

Past 2 years 2012-2013 150 49 5

Withdraw Quit/Expel

Passed away

Past 3 years 2011-2012 156 29 3

Withdraw Quit/Expel

Passed away

18. Total Number of Administrative and Support Staff:

No. Designation Number of staff

UKM HUKM

1. Registrar 1 -

2. Bursar 1 -

3. Chief Librarian 1 -

4. Executives 613 560

5. Supporting Staff 2784 3490

TOTAL 3403 4050

19. Provide the Organisational Chart of the HEP:

*refer to attachment

7

20. State the Purpose of this Audit:

Comprehensive Institutional Audit

Thematic audit................................(please specify)

21. Provide Details of the Purpose of this Audit:

Academic Performance Audit for Application for Self-Accreditation Status

22. Contact person:

Name (Title): Assoc. Prof. Dr. Mashitoh Yaacob

Designation: Deputy Director (Planning and Quality Enhancement),

Centre for Quality Assurance

Tel: +603-8921 4903

Fax: +603-8921 3552

Email: [email protected]

8

9

PART B: INFORMATION ON THE NINE AREAS OF

EVALUATION FOR QUALITY ASSURANCE

10

11

12

13

Area 1: VISION, MISSION, EDUCATIONAL GOAL AND LEARNING OUTCOMES

1.1 Statement of Vision, Mission and Educational Goal

1.1.1 Vision, Mission and Educational Goal

The vision, mission, philosophy and educational goal of UKM are a

reflection of the legacy of its establishment and the determination to

ethically and morally meet the challenges of the forces of change such as

globalisation, technological advancement and the communications

revolution.

Mission

UKM was established on 18 May 1970 as a national university with the

mission of promoting Malay language as the language of knowledge at the

pinnacle of the national education system. This is reflected in its mission:

“To be the learning centre of choice which promotes the

sovereignty of the Malay language and internationalises

knowledge rooted in national culture”

UKM prides itself as a university that was born out of the people’s

aspirations and struggle. The idea of establishing a national university was

first mooted by the Malay Rulers in 1903. In the early 1920s, Abd. Kadir

Adabi, articulated the need for a university that could meet the

educational needs of the Malays and the development of their language.

Throughout the 1930s, the idea continued to be cherished in the hearts of

the Malays, especially during the colonial period. It was actively pursued

in the 40s and the 50s by the Federation of the Union of Malay Teachers

of the Peninsula which called for the recognition of the supremacy of the

Malay Language in the active life of the country, and enhancement of the

status of Malay schools so that their students could further their studies

at tertiary level.

In the 60s, a group of Malay intellectuals revived the notion of a national

university, both in the context of Malay and national needs. The notion

was well received. In 1969, a Committee was set up to prepare a report,

publish guidelines and recommend the establishment of Universiti

Kebangsaan Malaysia.

SM 1.1


Malaysia Official Website –

Vision, Mission and

Philosophy

URL: http://www.ukm.my/motto

-vision-mission-philosophy

SM 1.2


Malaysia: Strategic Plan

2000-2020

http://www.ukm.my/v6/motto-vision-mission-philosophy/

http://www.ukm.my/v6/motto-vision-mission-philosophy/

14

Vision

Thus the long term national vision was conceived as follows:

UKM is committed to be a leading university that is ahead

of its society and time in developing a dynamic, learned

and moral society.

Beginning as a teaching university which has proved beyond doubt the

success of Malay language as a medium of instruction at the University

level, UKM transformed itself into a research oriented university in the

midst of 2000. Research works started to flourish in 1990s when funding

for research and development became available from various resources.

On 11th October 2006, UKM was accorded Research University status.

With the advent of globalisation and the recognition of knowledge and

innovation as significant factors of national growth and competitiveness,

UKM has intensified its mission as a research university in creating wealth

and promoting social cohesion and societal wellbeing. A transformation

plan to turn UKM into a research university that is comparable to the

leading universities of the world by 2018 was formulated in 2008.

Within this Plan the mission to be a learning centre of choice which

promotes the sovereignty of the Malay language and which globalises

knowledge rooted in national culture continues to be fostered. Along with

UKM’s effort to internationalise its intellectual heritage in the global,

national and local interests through teaching, research and services, it

continues to promote its role in nation building, language and cultural

identity as well as sustainable development. As a national university, it is

incumbent upon UKM, in its interactions with the global community, to

disseminate and share our rich cultural heritage and valuable experiences.

In 2014, the strategies and action plans are reviewed and formulated to

focus on six key result areas (KRAs) as illustrated in Figure 1.1. The

institution aims to be the “Guardian of the Nation” in all its endeavours.

Institutional Key Result Areas (KRAs)

The expanded mission is reflected in the institutional goals which guide

UKM’s outcome achievement through six KRAs as follows (see also

Figure 1.1):

1. Graduates who Appreciate National Aspiration, who are

Competent, Competitive and Innovative

SM 1.2



2000-2020

15

UKM graduates who appreciate national aspiration; who are

ethical, knowledgeable, competent, innovative and

competitive and are able to meet the needs of the country and

the global community.

2. High Impact Research and Innovation

UKM expertise and research contribute significantly to the

economic and social development through the ecosystem that

foster intellectual discovery, innovation, dissemination and

application of knowledge

3. Smart Partnership and Strategic Engagement

Smart high-impact partnerships between UKM and

stakeholders that strengthen the mutually beneficial offerings

from UKM (education, research and university services) at

national and international levels

4. Human Resources and Institutional Excellence

Academic, management & professional, executive and support

staff have the knowledge, skills, ethics, consensus and

proactive to the changes that can add value to services and

develop an excellence, innovative and productive institution.

5. Optimal and Strategic Wealth Creation

Strong and sound financial position supported by activities for

optimal and strategic wealth creation based on the expertise,

intellectual and fixed assets.

6. Conducive Infrastructure and Working Environment

UKM has the infrastructure, environment and effective service

system as a catalyst for educational activities, research and

excellent services.

SM 1.3


Malaysia Key Result Areas

16

Figure 1.1 UKM Key Results Areas towards achieving its Vision and

Mission

These goals reinforce UKM’s responsibility in promoting its mission

nationally and internationally for societal development and impact, whilst

encouraging plural literacy that is crucial in a globalised society. They also

emphasise UKM’s role as a research university in generating knowledge

and innovation for transfer and application in special niche areas that are

of strategic importance to the global community.

Educational Goal

The mission and vision are translated into the educational goal:

Graduates who appreciate national aspiration, who are

competent, competitive and innovative

Confidence refers to attributes such as possessing a body of knowledge

in the field of study, technical and practical skills relevant to the field of

study, ability to use or adapt knowledge in diverse situations,

conditions, and culture as well as fluency in the international language

of communication. Ethics and leadership refer to abilities such as

communication and interaction in a team, leadership and vision about

their roles in society, ability to make decisions and take actions based

on ethical and moral considerations (fair, just, sustainable). National

SM 1.4

Excerpt of Senat no. 406

Meeting Minute (Review of

Education Goal 2014)

UKM`Guardian

of the Nation’

KRA 2: High Impact Research and Innovation

KRA 1: Graduates who Appreciate National Aspiration, whoare Competent, Competitive and Innovative

KRA 3: Smart Partnership and StrategicEngagement

KRA 4: Human Resources andInstitutional Excellence

KRA 5: Creation of Wealth Optimally andStrategically

KRA 6: Conducive Infrastructure and Working Environment

17

integrity refers to being skilled and comfortable in multi-cultural and

multi religious interactions, pride and fluency in the mother tongue

and pride in the sovereignty of the nation.

Philosophy and Values

In all our endeavours towards excellence, the guiding philosophy as

shown in Figure 1.2 and moral compass for all UKM staff and students is:

Combination of faith in Allah and beneficial knowledge as

well as the integration of theory and practice are

fundamental for the advancement of knowledge, the

development of an educated society and the progress of

the University

The role of UKM’s community is the most importance in reaching our

goals. The unity of purpose, collective identity as UKM, and the emphasis

on people development, are reflected in our value system as embodied in

the tagline “Inspiring Futures, Nurturing Possibilities.” UKM provides a

conducive and enriching environment to nurture and foster creativity,

talents, and potentials amongst all members of UKM. Additionally, UKM

promotes values such as courage, academic freedom, integrity,

industriousness, fairness, and respect amongst its members which

consequently will create an inspiring future for the individual, UKM,

nation and the world. Members of UKM are confident that in UKM they

are able to develop their talent, express their creativity, and be successful

in their expression and creation.

18

Philosophy / Falsafah

Combination of faith in Allah and beneficial knowledge

as well as the integration of theory and practice are

fundamental for the advancement of knowledge, the

development of an educated society and the progress

of the University.

Paduan antara iman kepada Allah dengan ilmu yang

bermanfaat serta gabungan antara teori dan amal

adalah dasar utama bagi perkembangan ilmu, proses

pembinaan masyarakat terpelajar dan pembangunan

Universiti.

Vision / Wawasan

UKM is committed to be ahead of society and time in

leading in the development of a dynamic, learned and

moral society.

UKM bertekad menjadi Universiti terkehadapan yang

mendahului langkah masyarakat dan zamannya bagi

membentuk masyarakat dinamik, berilmu dan

berakhlak mulia.

Mission / Misi

To be the learning centre of choice which promotes the

sovereignty of the Malay language and internationalises

knowledge rooted in national culture.

Menjadi pusat ilmu terpilih yang memartabatkan Malay

Language serta menyejagatkan ilmu beracuan budaya

kebangsaan.

Educational Goal / Matlamat Pendidikan

To produce graduates who appreciate national aspiration,

who are competent, competitive and innovative

Untuk menghasilkan graduan beraspirasi kebangsaan,

kompeten, berdaya saing dan inovatif

19

Figure 1.2 Statements of Philosophy, Vision, Mission

and Educational Goal of UKM

To achieve its mission and vision, the Educational Goal is refined and

enriched according to the KRA’s sub-domains as follows:

1. Graduates who appreciate national aspiration

UKM graduates understand and appreciate the aspirations of the

nation; and have values, ethics and professionalism which

underlie the development of the nation state according to the

national culture.

2. Competent Graduates

UKM graduates are able to master the latest knowledge, and

practical and soft skills; and constantly improving themselves to

meet the needs of the nation and society.

3. Competitive and Innovative Graduates

UKM graduates who are innovative; possess entrepreneurial

mindset and leadership qualities; have good communication skills

in Malay Language with one additional international language;

and highly preferred by employers and stakeholders.

These Sub-domains are mapped accordingly to the domains set by the

Malaysian Qualification Framework (MQF). Additionally, the outcome

achievement of KRA1 is very dependent on other KRAs, i.e., KRA2-6. The

strategies and action plans for achieving the KRAs are developed at all

levels. To determine the outcome achievement, key performance

indicators (KPIs) have been developed, measured and monitored.

1.1.2 Mission, Goals and Outcomes of Higher Education in Supporting

National and Global Developments

The institutional goals and KRAs, as derived from the mission and vision

statements, are aligned to the national and global developments that are

stipulated in the National Higher Education Strategic Plan: Beyond 2020

(PSPTN 2020). UKM’s institutional goals support the strategic thrusts in

PSPTN 2020:

20

Thrust 1: Widening access and increasing equity;

Thrust 2: Improving quality of teaching and learning;

Thrust 3: Enhancing research and innovation;

Thrust 4: Strengthening of higher education institutions;

Thrust 5: Intensifying internationalisation;

Thrust 6: Enculturation of lifelong learning.

In addition, the Education Goal is formulated and reviewed every five years,

taking into consideration the following documents:

Vision 2020;

The Third Outline Perspective Plan 2001-2010;

The Ninth Malaysia Plan 2006-2010;

The Knowledge-based Economy Master Plan 2002;

The Second National Science and Technology Policy 2004;

The Third Industrial Master Plan 2006-2020;

The Education Development Master Plan 2006-2010.

The Educational Goal is in line with the national and global development

through its sub-KRAs statements of KRAs1-6:

Sub-KRA 1.1: Graduates who appreciate national aspiration

UKM graduates understand and appreciate the aspirations of the

nation; and have values, ethics and professionalism which underlie

the development of the nation state according to the national

cultures.

Sub-KRA 1.2: Competent graduates

UKM graduates are able to master the latest knowledge, and

practical and soft skills; and constantly improving themselves to

meet the needs of the nation and society

Sub-KRA 1.3: Competitive and innovative graduates

UKM graduates who are innovative; possess entrepreneurial

SM 1.2



2000-2020

SM 1.3



21

mindset and leadership qualities; have good communication skills in

Malay Language with one additional international language; and

highly preferred by employers and stakeholders.

Sub-KRA 2.3: Human capital development

UKM produces researchers who have expertise and ethics that

contribute to human development process, applications of

knowledge and high value innovation.

Sub-KRA 3.1: Cultivating a culture of community engagement

amongst UKM community

UKM community appreciates the importance of engagement and

has the knowledge and ability to perform community and industry

engagement activities effectively.

Sub-KRA 4.1: Competent and innovative staff

UKM staff have the knowledge, and up-to-date skills; are highly

innovative to provide effective services; and serve as a reference for

all stakeholders.

Sub-KRA 5.2: Strengthening endowment and sponsorship

UKM experts, programmes and infrastructures are funded by

endowments and high valued sponsorship from respected and

diverse entities.

Sub-KRA 6.1: Quality infrastructure

Teaching, research and service activities in UKM are supported by a

complete and modern infrastructure that meets the needs and

satisfactions of all stakeholders.

Sub-KRA 6.2: Sustainable environment

UKM provides a safe and low-risk campus environment and

infrastructure; and comfortable with cheerful atmosphere as well as

user and environmental friendly.

Sub-KRA 6.3: Effective services

UKM provides comprehensive, efficient and modern services that

encompass all the key aspects which support the quality and

22

effectiveness of the University delivery system.

1.1.3 Approving Body and Its Membership

The vision, mission and educational goal are discussed and debated in both

official and non-official platforms such as retreats, workshops, Internet

forums, etc. and approved by the following authorities:

University Senate o The Senate is chaired by Vice Chancellor and its membership

consists of four Deputy Vice Chancellors, Registrar (ex-officio member) as secretary, Bursar (ex-officio member), Chief Librarian (ex-officio member), deans/directors of faculties, academic centres and research institutes as well as appointed professors and five co-opted members appointed by the Vice Chancellor,

o It is the highest internal authority for academic matters.

University Management Committee o It is chaired by the Vice Chancellor and its membership consists of

the four Deputy Vice Chancellors; two Pro-Vice Chancellors; one Chief Information Officer (CIO); the Registrar; the Bursar; the Legal Adviser; the Chief Librarian; Director of the Office of Risk Management, Sustainability and Occupational Health; and Director of Development and Maintenance Department (JPP). Also present in the MPU are Deputy Director of the Chancellery Office, Special Officer of Vice Chancellor, and Special Officer of Deputy Vice Chancellor,

o The meeting discusses policy as well as the day-to-day running of the University; and provides advisory assistance to the Vice-Chancellor.

University Board of Directors o It is chaired by the University Chairman and its membership

consists of the Vice Chancellor representing the University management and executives, the Registrar as the secretary and appointed members from stakeholders, namely industry, alumni and community as well as a professor representing the Senate, elected by Senate members. In addition, the four Deputy Vice Chancellors are invited to sit in the meeting,

o The board sets the University’s policy and role at national and international levels.

The above authorities are responsible in approving policies and strategic

directions including missions, visions and educational goal of the University

and the faculties, institutes and centres. Prior to approval, these statements

SM 1.2



2000-2020

SM 1.5


Malaysia Constitution

23

need to be formulated with consultation of a number of committees, such

as programme or industrial advisory panels, at the faculties, institutes and

centres. In addition other stakeholders such as employers, alumni and

professional bodies are consulted through mechanisms such as surveys and

focus group discussions.

1.1.4 Dissemination of Vision, Mission and Educational Goal

Strategic Plans such as “UKM Strategic Plan 2000-2020” and “UKM Strategic

Plan: Perspective of 2006-2010” containing updated information on the

University’s vision and mission are summarised and disseminated to the

University community through hardcopy documentation in all

undergraduate and postgraduate prospectuses or guide books.

UKM strives towards becoming a world-class university and has the

potential to be among the best in the world. The vision and mission

formulated in the UKM Strategic Plan 2000-2020 has been detailed out into

four to five institutional goals in 2000-2013. In 2014, these institutional

goals evolved into six KRAs as described in Section 1.1.1. Based on these

KRAs, action plans have been prepared and executed in order to achieve the

mission and vision. Documentations which were developed to steer the

planning and implementation of action plans are as follows:

1. UKM Strategic Plan 2000-2020; 2. UKM Strategic Plan: 2006-2010 Perspective; 3. UKM Transformation Programme (2008); 4. UKM Key Result Areas (2014).

In order to extend circulation of this important information to the University

community as well as to the general public, the updated version of this

information is published on Strategi-UKM’s official website.

SM 1.2



2000-2020

SM 1.6

UKM Strategic Plan:

2006-2010 Perspective

SM 1.3



SM 1.7

Strategi-UKM Official

Website

URL:

http://www.ukm.my/stra

tegi-ukm

1.1.5 Incorporating Aspects of Leadership, Social Responsibility,

Research, Scholarship, Community Engagement, Ethical Values,

Professionalism and Knowledge Creation

The University’s mission, core values and educational goal have been

formulated which encapsulate the need to continue maintaining the status

of Malay Language as the language of knowledge as well as to instil

confidence and to inculcate ethical and moral values within the staff and

SM 1.3


http://www.ukm.my/strategi-ukm/

http://www.ukm.my/strategi-ukm/

24

students. UKM’s commitment to excellence is embodied in its tagline:

“Guardian of the Nation - Inspiring Future, Nurturing Possibilities”

In the UKM Knowledge Ecosystem, through the Deputy Vice Chancellors’

portfolios as well as deans and directors of the faculties, institutes and

centres, linkages with industries and employers are strengthened to ensure

close relationship with these main stakeholders. Inputs from such

stakeholders are commonly sought for:

Development of curriculum, research and innovation;

Dissemination of ideas and research outcomes for application;

Industrial attachments for students and academics;

Training and industrial recruitment.

Being an icon for Malay Language and national identity, in the context of

globalisation as well as having expertise in selected niches, UKM is

compelled to strengthening linkages and outreach programmes to the

community which include the development of communities and local

environments in smart university-community partnerships.


1.1.6 Planning and Evaluation of Internal Processes and Resources

The planning and evaluation processes are conducted in various ways. For

matters related to academic such as introduction of a new academic

programme or a new academic department or faculty, the Senate as well as

the Deputy Vice Chancellor for Academic and International Affairs plays an

important role to ensure the standards and quality of the proposed

programme or establishment are maintained.

For matters related to services and resources, the University Management

Committee, the Deputy Vice Chancellor for Students and Alumni Affairs, the

Bursar Office and the Development and Maintenance Department are

responsible to ensure adequacy of educational support services and

appropriateness in the distribution on financial and physical resources. In

supporting these operations, the related administrative processes are

supervised and carried out by the Registrar Office.

In the following order, the Senate and the University Management

Committee as well as the University Board of Directors, as the highest

authorities in their respective scopes, will ensure that all the activities and

operations support the fulfilment of the educational and institutional goals

SM 1.8


Malaysia Official Website

– Organisational Chart

URL:

www.ukm.my/organizati

on-chart

http://www.ukm.my/v6/organization-chart/

http://www.ukm.my/v6/organization-chart/

25

through the implementation of all the strategies and action plans. Apart

from decisions made by the committee at the University level, faculties and

academic centres are also empowered with autonomy to reduce

bureaucracy and to ensure smooth operation at department and

programme levels.

1.2 Participation in Formulation of Vision, Mission and Educational Goal

1.2.1 Stakeholders Involvement in Formulating and Reviewing Mission,

Educational Goal and Academic Programmes

The UKM Strategic Plan 2000-2020: A Brief Historical Context

The UKM Strategic Plan was formulated following instructions by the

Ministry of Education in 1999 for Malaysian public universities to formulate

a long term strategic plan. The anchoring unit was the Division for Strategic

Planning, Centre for Academic Advancement, UKM. The UKM Strategic Plan

document was published in the forms of a book and a compact disk as well

as via on-line. The Strategic Plan Information System was designed to

monitor the implementation of the plan. A working team was set up which

then engaged all stakeholders to formulate the UKM Strategic Plan,

comprising of; academics, students, support centres, external advisors,

administrative staff, technical and supporting staff. The consultation process

took a year, which involved the formulation of the mission and the vision,

the actual document, the Implementation Plan which delineated the key

performance indicators (KPI) and the implementation matrix. The KPIs were

then assigned to their owners in the various faculties, institutes and centres

to be input into a central system that monitors all University level KPIs. This

version was reviewed in 2006, but basically the Mission and Vision

statements have not changed much.

Formulation of Vision and Mission

The vision and mission are developed based on philosophy laid down by the

founding forefathers of the University. In order to ensure that UKM can

propel itself further as a leading national university, the vision and mission

are updated to be in line with national interest and aspirations. The vision

and mission statements as well as all policies are approved by the University

SM 1.2



2000-2020

SM 1.6

UKM Strategic Plan:


26

Board of Directors, which includes representatives of stakeholders, namely

industries, alumni and community. For vision and mission of the faculties,

institutes and centres, inputs from community, corporate and entrepreneur

bodies and the UKM alumni are considered.

UKM’s educational goal is formulated based on the vision and mission

statements. Then, these vision, mission and educational goal are deployed

to the faculties, centres and institutes as a framework for the development

of their vision and mission as well as education goals, programme

educational objectives and programme outcomes (where applicable). As

programme objectives and outcomes are used for curriculum development,

stakeholders such as employers, industries, etc. are invited to provide

feedback on the statements, which in turn becomes part of the continual

improvement cycle of the programme.

SM 1.2



2000-2020

1.2.2 Involvement of a Wider Range of Stakeholders in Continual

Refinement of Vision, Mission and Goals

The vision, mission and institutional goals were formulated in 1999 in

conjunction with the development of the 2000-2020 Strategic Plan. It

involved participation of academic, administration staff and student

representatives. The development took into consideration environment

analysis, comprising external and internal pressures, quality issues,

relevancy, cost effectiveness and opportunities available. Then, in the year

2006, in conjunction with the introduction of outcome-based education in

UKM, the graduate’s general attributes were identified and defined in line

with the University’s mission and vision as well as with national and global

developments which eventually gave rise to UKM’s educational goal. In

2014, in conjunction with the introduction of the KRA’s, UKM revises its

educational goal to include the KRAs.

The process of refining the vision, mission and educational goal of the

University follow a mechanism which links the University’s vision, mission

and goal with the vision, mission and goal of the faculty, institutes and

centres and eventually the programme educational objectives as well as the

programme outcomes. In refining the programme educational objectives

and the programme outcomes, faculties and institutes, managing and

delivering academic programmes, consult stakeholders such as employers,

alumni and parents through a questionnaire and survey on the attributes of

UKM graduates as an assessment of its educational goal. Hence, through

these top-down and bottom-up approaches, the University would be able to

27

interactively refine, evaluate and validate her vision, mission and

educational goal to be relevant and transcend all levels within the

University. The latest engagement with stakeholders in this manner by UKM

is via Centre for General Studies (which is currently known as Centre for

Liberal Education (Citra UKM)). In this latest engagement with stakeholders,

their opinions on the restructuring of the University compulsory and co-

curricular courses were sought, and consequently give birth to liberal

education courses. A few categories of stakeholders involved in the series of

engagements, i.e., focus group discussions, in 2013 as follows:

Governmental Bodies and Government Link Companies on the 16th of December 2013;

Small and Medium Enterprises on the 18th of December 2013;

Multinational Companies and Transnational Companies on the 19th of December 2013; and

Non-governmental Organizations and Parents on the 23rd of December 2013.

Additionally, at the same period of time and for the same purpose,

engagements with internal stakeholders, i.e., students and members of

faculties, were also sought as follows:

Faculty of Economics and Management on the 2nd of January 2013;

Faculty student’s representatives on the 5th of January 2013;

Faculty of Islamic Studies on the 9th of January 2013;

Faculty of Education, and Faculty of Engineering and Built Environment on the 15th of January 2013;

Faculty of Information Science and Technology, and Faculty of Law on the 16th of January 2013;

Faculty of Dentistry, Faculty of Pharmacy, Faculty of Health Sciences, and Faculty of Medicine on the 17th of January 2013;

Faculty of Social Science and Humanities, and Faculty of Science and Technology on the 22nd of January 2013;

S.M 1.9

Centre for Liberal

Education, UKM

1.3 Academic Autonomy

1.3.1 Autonomy in Curriculum Design and Resource Allocation

UKM has been granted a Research University status on 11 October 2006, a

self-accreditation status on 29 April 2010 and a university with autonomy on

25 January 2012. Both status carry significant meaning to academic

autonomy of the University as described below.

SM 1.10

Certificate for Research

University Status

28

As a self-accrediting institution, UKM is given mandate by the Malaysian

Qualification Agency (MQA) to perform provisional and full accreditation for

all its non-professional programmes, including the maintenance audit for

accredited programmes. Thus status is subject to renewal every five years.

The next renewal of this status is due in March 2015.

On the other hand, the autonomy status is awarded by the Ministry of

Education based on four domains; namely Institutional, Academic, Human

Resource and Financial domains. The autonomy in institutional and

academic domains respectively acknowledges the power vested in the

University Board of Directors and the Senate in making decision within their

terms of reference. For the University Board of Directors, the board can opt

not to adopt government circulars or adopt with amendment as well as

introduce new strategic initiative and measures for the University. For the

Senate, the implementation of its autonomy status include the power to

approve the academic programmes which requires only internal funding,

where the decisions will be informed to the Ministry of Education in due

course.

For design, development and review of curriculum and educational

programmes, faculties and academic centres are given autonomy to

introduce new curriculum and to manage the educational programmes, as

long as they are in compliance with standards and guidelines established

either by the internal bodies such as the Senate and the Centre for Quality

Assurance or external authorities such as the Ministry of Higher Education,

the Malaysian Qualification Agency (MQA) and professional bodies.

In general, UKM gives freedom to departments or centres to design

curriculum for other courses. However, each course must provide significant

contribution to the attainment of the programme learning outcomes as

stipulated in the Malaysian Qualification Framework (MQF). For financial

support, UKM distributes financial allocation to the cost centres, which

include faculties, institutes and centres, according to their respective

individual plan. The cost centres will then distribute the allocation to the

departments and units. Part of this allocation is the operational expenditure

for the cost centres, which is sufficient for managing and maintaining the

current academic programmes.

SM 1.11

Certificate for Self-

Accrediting Status

SM 1.12

Certificate for University

with Autonomy

SM 2.4

Academic Programme

Documents Preparation

Guidelines, 2012 (UKM)

SM 1.18

Distribution of 2014

Operational Expenditure

29

1.3.2 Autonomy on Academic Staff Expertise

In UKM, academic staff members are given freedom to express their views.

While their performance are monitored and evaluated through a set of key

performance indicators (KPIs) using the University Appraisal Management

System (SPPU), academic staff are encouraged:

To develop areas of expertise and participate in multi-disciplinary research;

To give opinions and publish scholarly papers in their area of expertise;

To choose their own career development pathway, either to contribute more towards teaching or research.

In order to support diversity on staff activities in meeting their career

development pathway, SPPU allows percentage variation on education,

research and service criteria within the limits allowed by their deans or

directors. Within this scope of freedom, academic staff should fulfil their

duty and responsibility and their achievement will be measured by their

respective KPIs that are aligned with UKM’s list of outcomes and key

performance indicators as specified in Section 1.1.

SM 1.13

Policy and Operating

Manual of University

Appraisal Management

System (SPPU)

1.3.3 Expanding Boundaries of Academic Autonomy

As elaborated in Section 1.1, UKM has formulated six KRA domains together

with strategic objectives and statement of outcomes as well as key

performance indicators, which support all the KRAs. With the sufficient

autonomy given to UKM due to its Research University status, a self-

accreditation status on 29 April 2010 and a university with autonomy, the

content in the statutory declaration may be proposed to be amended as a

way to motivate the staff together with their pledge to elevate UKM to the

community of world leading universities with distinctive niche areas, while

fulfilling its responsibility as stated in its mission statement.

UKM respect the right for academic freedom of its academic staff within

their area of expertise or practice as guaranteed by the Universities and

University Colleges Act (UUCA) 1971 [Act 30] and its 2009 and 2012

Amendments. The academic staff have autonomy in shaping their own

career development, guided by the niche areas of the faculty and the

University. In addition, UKM is moving towards offering equity and business

ownership for staff who contribute to development of intellectual property

through spin-off companies generated by research, development and

SM 4.28

Universities and

University Colleges Act

Constitution

SM 1.19

UKM’s Rules 1999

(Student Discipline -

AUKU 1971)

30

innovation processes, and gains from any research and consultancy outputs

while in service with UKM through various channels such as UKM

Technology Sdn Bhd, and UKM Holdings Sdn Bhd and its subsidiaries.

In conjunction with the autonomy status of UKM awarded by the Ministry of

Education in 2011, UKM has streamlined its services delivery processes and

put in place Quality Management Systems (QMS) with appropriate quality

objectives which are monitored within the systems. Within these QMS’s,

customer satisfaction is gathered as part of the compulsory machanisme

under the ISO 9001:2008 certifications. At the same time the Government

of Malaysia, via Public Service Department (PSD), has established seven

cores of public service in 1979, embedded inside it the values of loyalty;

trustworthiness, cleanliness and honesty; responsibility; justice and

equality; excellent and quality performance; punctuality; client friendly

service and frugality. The four aspects of work ethics in public service, i.e.,

quality values, accountability, effective time management and effective

decision making are monitored through customer satisfaction surveys as

well as the annual SPPU system, which should be enhanced in UKM day to

day operations of its core businesses. The four aspects of work ethics should

be seen practiced across the board by UKM staff, i.e., academic,

administrative and support staff, as well as its students. Additionally, the

internalisation of the concept of autonomy and governance, which comes

with the sense of self-discipline and responsibility, should be cascaded

down to the level of cost centres.

SM 1.14

UKMTech Official Website

URL:

www.ukm.my/ukmtech

SM 1.15

UKM Holdings Official

Website

URL:

www.ukmholdings.ukm.

my

SM 1.22

Customer Satisfaction

Survey Form

1.4 Learning Outcomes

1.4.1 Linking Educational Goal with Programme Learning Outcomes

For new programmes, the programme educational objectives (PEO) and

programme learning outcomes (PLO) are developed after initial discussions

with the Programme Review Committee and with the Industrial/Programme

Advisory Board for the programmes, departments, faculties or institutes.

Typically the faculties and institutes carry out surveys to gather feedback

from the stakeholders such as industries and employers on the importance

of the statements and the achievement of the specified PEOs and PLOs

based on their observations on the UKM alumni and graduates. The

Programme Review Committee then meets again to discuss the final draft in

ensuring that it is in line with the vision, mission and educational goal of

SM 2.4

Academic Programme



http://www.ukmtech.com/v2/



31

UKM and fulfils all the requirements stipulated by the Senate. The final draft

is then forwarded and discussed at the faculty/institute meeting. The

relationship between the vision and mission of UKM with those of the

Faculties/Institutes/Centres, the educational goal, PEOs and PLOs as well as

with course learning outcomes (CLOs) and total learning experience by

students is illustrated in Figure 1.3. All the PEO and PO statements are listed

in the Diploma Supplement which has been issued to undergraduate

students starting from the 2014 convocation year and is planned to be

issued to postgraduate students from the 2015 convocation year onwards.

Figure 1.3 Relation between vision and mission with total learning

experience by students

The proposal of a new programme is then submitted to the Centre for

Quality Assurance (Kualiti UKM) where all requirements on quality

assurance are reviewed by the centre and appointed appraiser panels of

new academic programmes. The requirements include conformity to: (a)

Existing policy on academic programmes stipulated by the Senate; (b) The

Ministry of Education (MOE); (c) The Malaysian Qualifications Agency

(MQA); (d) The Malaysian Qualifications Framework (MQF); (e) MQA’s code

of practices and programme standards; (f) Standards enforced by relevant

professional bodies; and (g) The academic content requirements of the

specific field of the academic programmes. Then the proposal is forwarded

by the Centre for Quality Assurance to the Committee for Academic

Planning and Development (JPPA), a committee under the purview of the

Senate, for discussion and endorsement before being forwarded to the

SM 1.20

Samples of UKM

Supplementary Diploma

32

Senate. Through the committee, the proposal is reviewed thoroughly to

ensure that the proposed programme supports the vision, mission and

educational goal of UKM as well as fulfils all requirements stipulated by the

Senate, MQA and accreditation bodies such as MQA and professional

bodies.

Then, the proposal is submitted to the Senate for approval on academic

contents and jurisdiction, the University Board of Directors for approval to

run the programme with existing or allocated resources and to the

Committee for Higher Education (JKPT) at the Ministry of Education for

acknowledgement and records if it involves no additional resources from

the ministry. If additional resources are required, then the proposal needs

committee’s approval.

On the other hand, for old and existing programmes, reviews are being

carried out in accordance with the requirement of the quality assurance

processes that are part of the MS ISO 9001:2008 Quality Manual for the

Management of Undergraduate and Graduate Studies which requires a

programme to be reviewed at least once every five years, or less as

stipulated by the respective programme standards of the fields or

disciplines. The programme review proposal is then submitted using a

process similar to that for proposing new academic programmes, i.e.,

through the Centre for Quality Assurance, the Committee for Academic

Planning and Development (JPPA) and the Senate.

SM 1.21

MS ISO 9001:2008

Quality Management

System for Management

of Undergraduate and

Graduate Studies

1.4.2 Student Broad Competencies and Attributes

The educational goal, and the main and sub-domain statements are aligned

to the MQF learning domains specified in the Malaysian Qualifications

Framework and are reflected in the educational goal of the faculty and

programme objectives. These are possession of:

1. a body of knowledge in the field of study; 2. technical and practical skills relevant to the field of study; 3. social skills and responsibility; 4. appropriate attitudes, values and professionalism; 5. communication skills; 6. scientific approach and problem solving skills; 7. information management and lifelong learning skills; 8. managerial and entrepreneurial skills.

These domains are mapped with the educational goal statements as given in

Table 1.1.

SM 1.16

Excerpt of Senate no. 406

Meeting Minute

(Educational Goal Review

UKM 2014)

33

MQF Domains of Learning Outcomes

Gra

du

ate

wit

h

Nat

ion

al A

spir

atio

n

Co

mp

eten

t G

rad

uat

e

Co

mp

etit

ive

and

Inn

ova

tive

Gra

du

ate

1. Knowledge

2. Practical skills

3. Social skills and responsibilities

4. Values, attitudes and professionalism

5. communication, leadership and team skills

6. Problem solving and scientific skills

7. Information management and lifelong learning skills

8. Managerial and entrepreneurial skills

Table1.1 Relation between sub-domains of educational goal and MQF domains of learning outcomes

For undergraduate programmes, the framework of PLOs is based on the

eight MQF domains as listed above, or as specified by the related

professional bodies for programmes under their purview for accreditation.

For example, the PLOs for engineering programmes are based on the 12

programme outcomes stipulated by the Engineering Accreditation Council

(EAC) as specified in the EAC Manual 2012. However, even though these

programme outcomes are different from other non-professional

programme which follows the eight MQF domains, it is the requirement by

the internal quality assurance process that engineering programmes need

to demonstrate conformity to the MQF domain and the subdomains of the

educational goal through appropriate mappings.

In delivering the programme outcomes, the curricula are normally divided

into compulsory university courses and courses in majoring disciplines with

minors from either in the form of specialised modules within the majoring

disciplines or cross faculties as reflected in students’ degree. The

compulsory university courses comprise courses on languages and

communication skills, general studies about Islamic and Asian Civilisations

and Ethnic Relations as well as courses on co-curricular and

SM 2.4

Academic Programme



34

entrepreneurship.

For postgraduate programmes, the framework of PLOs is adapted from the

MQA Standard for Masters and Doctoral Programmes 2013 by Research,

Coursework and Mixed Mode, as outlined below, which can also be mapped

with the first seven MQF domains:

Learning Outcomes for Masters Programme At the end of the programme, graduates must be able to:

1. demonstrate mastery of knowledge in the relevant field; 2. apply practical skills in the relevant field; 3. relate ideas to societal issues in the relevant field; 4. conduct research with minimal supervision and adhere to

legal, ethical and professional codes of practice; 5. demonstrate leadership qualities through communicating

and working effectively with peers and stakeholders; 6. generate solutions to problems using scientific and critical

thinking skills; and 7. manage information for lifelong learning.

Learning Outcomes for Doctoral Programme At the end of the programme, graduates must be able to:

1. synthesise knowledge and contribute to original research that broadens the frontier of knowledge in the relevant field;

2. adapt practical skills leading to innovative ideas in the relevant field;

3. provide expert advice to society in the relevant field; 4. conduct research independently and adhere to legal,

ethical and professional codes of practice; 5. display leadership qualities through communicating and

working effectively with peers and stakeholders; 6. appraise problems in the relevant field critically using

scientific skills; and 7. integrate information for lifelong learning.

SM 1.21

MQA Standard for

Masters and Doctoral

Programmes 2013 by

Research, Coursework

and Mixed Mode

1.4.3 Linking with Needs of the Profession, Discipline and the Larger

Society

To fulfil the requirements by the related profession and the respective

stakeholders, as stipulated by the Malaysian Qualification Framework

(MQF), all programmes in UKM have adopted the eight MQF learning

domains as the framework to formulate their programme learning

SM 2.4

Academic Programme


35

outcomes. Professional programmes also need to fulfil additional

requirement for accreditation, including the stipulated programme

outcomes if they differ from that for the MQF, as specified by their

respective professional governing bodies among others:

Board of Engineers Malaysia (BEM)/Engineering Accreditation Council (EAC);

Board of Architects Malaysia (Lembaga Arkitek Malaysia - LAM);

Legal Profession Qualifying Board, Malaysia;

Malaysian Medical Council (MMC);

Malaysian Dental Council (MDC);

Malaysian Institute of Accountants (MIA);

Pharmacy Board; and

Nursing Board Malaysia.

In addition, the programme outcomes are designed to prepare graduates to

achieve the programme educational objectives in their work environment.

Requirements of stakeholders, especially the industry and employers,

include not only academic competencies but also humanity soft skills like

communication skill, leadership, teamwork, management, entrepreneurial

abilities and others. The latest exercise of such engagement was in

December 2013, which resulted in the restructure of the University

compulsory courses into the Citra module as described in Subsections 1.2.2

and 1.4.4.


1.4.4 Inculcating Competencies for Competitive and Innovative

Graduates with National Aspiration

UKM recognises the whole campus and students’ activities as Total Learning

Experience as illustrated in Figure 1.3, which comprise student’s

experiences from the day they register in UKM up to the day they complete

studies. These experiences are quantitatively measured using generic

competencies, which were implemented through university compulsory

courses and “Learning Contracts” for up to student intake of the 2013/2014

academic session and the Citra module from the 2014/2015 academic

session onwards.

As a response to various needs from stakeholders while ensuring conformity

to the MQF and its learning outcome domains, beginning from the

2014/2015 academic session, the University has restructured the

compulsory university courses and introduces the Citra (Liberal Education)

module to replace the existing university courses with the aim to produce a

SM 1.17

University’s Liberal

Education Centre

Handbook

(Undergraduate) for

2014-2015 Academic

36

well-rounded and technical competent graduate with national aspiration as

reflected in the Educational Goal described in Section 1.1. The Citra module

is developed based on two main principles, namely to shape the mind and

to build the character, so that graduates of UKM will possess uniqueness in

their values as envisaged by the philosophy and mission of the University.

The components within the Citra module is as follows:

Compulsory Citra (8 credits, formerly known as general studies) – courses include:

o Islamic and Asian Civilisations (3 credits); o Ethnic Relations (3 credits); and o Basics of Entrepreneurship and Innovation (2 credits);

Citra’s Competencies (8 credits, formerly referred to as co-curricular or “Learning Contracts”) – courses include:

o Effective Communication (1 credit); o Leadership and Creativity (1 credit); o Critical Thinking and Problem Solving (1 credit); o Ethics and Professionalism (1 credit); o Environmental Responsibility (1 credit); o Social Responsibility (1 credit); o Soft Skills (2 credits);

Citra’s Cross-Disciplines (14 credits for professional programmes and 24

credits for non-professional programmes) – specific courses in the Citra

register, which are to be offered by different faculties and can be enrolled

by undergraduate students without the need for any prerequisites.

The grades generated by these inputs are then calculated cumulatively for a

rating based six Citra domains, which will later be recorded in a

supplementary diploma awarded to students upon graduation along with

official academic transcripts. Apart from the Citra competencies, the UKM

Supplementary Diploma also contains information about the qualifications,

the programmes and students assessment details as well as their recorded

extra-curricular activities. By helping the students towards achieving the

specified learning outcomes holistically, the students can be guided and

transformed into a good citizen and a positive and forward thinking

individual upon graduation.

In addition, competencies among students in certain generic and practical

skills as well as high cognitive or complexity and lifelong learning skills can

also be nurtured through student-centred learning such as problem based

learning, flipped and blended classroom as well as outside classroom

activities such as simulation on real case environment, technical visits and

field works as part of the curriculum delivery. The measurement of these

competencies is coordinated through the online System for Programme

Session.

SM 1.20

Samples of UKM

Supplementary Diploma

37

Assessment Plan (SP3P) based on the respective programme assessment

plan or its “big picture”. This initiative began in 2012 with the Faculty of

Economic and Management, the faculty of Engineering and Built

Environment, the Faculty of Information Science and Technology and the

Faculty of Islamic Studies, were selected to be involved in this pilot project.

The front page of the SP3P system is depicted in Figure 1.4. Subject to the

success of this pilot project, the system will be implemented campus-wide

in the 2015/2016 academic session where student’s individual attainment of

programme outcomes will be reflected in the Diploma Supplement.

Figure 1.4 Front Page of the Measurement System for Teaching and

Learning Assessment Plan (SP3P)

SM 3.1

System for Programme

Assessment Plan

URL:

www.ukm.my/sp3p

38

39

40

41

Area 2: CURRICULUM DESIGN AND DELIVERY

2.1 Curriculum Design and Teaching-Learning Methods

2.1.1 Processes and Mechanisms for Curriculum Development

Curriculum is broadly defined as planned interaction of students with

instructional content, materials, resources, and processes for evaluating the

attainment of educational objectives. In designing an effective curriculum,

experts in curriculum planning and evaluation concur that the following

questions should be answered first before one can move forward. First,

curriculum planners must ask themselves what educational purposes the

proposed programme should seek to attain. Second, how can learning

experiences that are likely to be useful in attaining the underlining objectives

be selected and organised in effective and meaningful instruction. Finally, how

can the effectiveness of learning experiences be evaluated. Such suggestion

leads to basic requirement of any curriculum documentation. It must include

mainly i) the aims and objectives ii) content structure, iii) teaching and learning

approaches, and iv) evaluation mechanisms which will bring out the

attainment of desired aims and objectives as were set at the beginning of the

curriculum development process.

It is then argued that meaningful teaching and learning activities must be

systematically planned based on what is already written in the curriculum.

Taking into consideration the requirements as highlighted in the preceding

paragraph, UKM, as an established institution has adapted a clearly defined

system and processes to establish, monitor and review its curriculum.

Discussion on curriculum development processes implemented in UKM could

be sub-divided into two major sub-headings: i) Development of new

programmes and, ii) Review of the existing programmes.

Development of New Program

The process of curriculum development, planning and review for all

undergraduate and postgraduate programmes offered by UKM are carried out

according to standard procedures which are on par with the Provisional

Accreditation in accordance with section 45 of the MQA Act 2007. In ensuring

the efficiency of the process, Centre for Quality Assurance (Kualiti UKM),

besides offering unlimited support, has also produced two important

guidelines; “Quality Assurance of Education Process: UKM Perspectives as a

Self-Accrediting Institution and Research University” and “Guidelines of

SM 2.1

MQA Act JPT(A)1000/

013/013/07(9)

SM 2.2

UKM Teaching and

Learning Policy (Revised

Version)

SM 2.3

Quality Assurance of

42

Preparation of Academic Programme Documentation”. This is to make sure

that all programmes proposals are of high quality besides being in accordance

with the programme standard set by the Malaysian Qualification Agency

(MQA).

Technically, the development of a new programme starts when the

Dean/Director establishes a New Programme Committee (NPC) headed by the

Programme Head/Head of Department, who will submit an application for a

new academic program. In preparing the programme proposal, the Programme

Head/Head of Department must make sure that the proposal conform to the

Ministry of Education’s (MOE) Guidelines on Academic Programme Writing,

Programme Standards and Programme Self-Review Portfolio which is prepared

in accordance with the Code of Practice for Program Accreditation (COPPA)

MQA-01 format or UKM’s Guidelines on Academic Programme Documentation

that became effective from May 2012. The later was used in conjunction with

the award of self-accrediting status to UKM. Pertaining aspects such as

continuity, relevancy, issues, and challenges were also considered.

Comprehensive needs assessment inputs and new as well as emerging issues

related to the programme were fully considered in the design of new

programmes. At this stage, among the core processes involved are defining

Programmes Educational Objectives (PEO’s) and Programmes Learning

Outcomes (PLO’s), selecting suitable content structure, organising meaningful

learning experiences which are geared towards the attainment of PLO’s and

PEO’s and determining outcomes evaluation mechanisms.

The NPC communicates with the Audit and Benchmarking Division at the

Kualiti UKM to seek advice on the preparation of the documentation. The

Audit and Benchmarking Division is then responsible for ensuring that the

documentation satisfies the guidelines, standards and requirements as

previously described. Completed documentation of the new programme is

brought to the Faculty/Institute Meeting, chaired by the Dean/Director who is

responsible to justify the availability of infrastructures, human expertise and

financial resources as well as other factors which support an effective and

sustainable programme implementation.

Upon endorsement by the Faculty/Institute Meeting, the documents have to

be submitted to the Kualiti UKM. The Kualiti UKM is then responsible for

assessing the adequacy of the documents (compliance with the Ministry of

Higher Education’s (MOHE) Guidelines on Academic Programme Writing,

Programme Standards and Programme evaluation portfolio according to the

UKM guidelines, and supporting documents which include minutes of the

Faculty Meeting and New Programme Curriculum Committee report). Should

the documents be inadequate, the Kualiti UKM will return the documents to

Education Process: UKM

Perspectives as a Self-

Accrediting Institution

and Research University

SM 2.4

Guidelines of Preparation

of Academic Programme

Documentation.

43

the Faculty/Institute for further improvements.

When the curriculum proposal documents have been refined, the Kualiti UKM

will then appoint an evaluation panel, who will be responsible for examining

whether or not the curriculum proposals have fulfilled the COPPA requirement

and the Programme Standard and Ministry of Education’s (MOE) Guidelines on

Academic Programme Writing. Based on the evaluation of the documents, the

Evaluation Panel compiles a report of whether or not the criteria for

curriculum implementation have been fulfilled. The report will highlight any

commendations, affirmations, recommendations as well as opportunity for

improvements that needs to be taken into actions by the Faculty/Institute

before the curriculum proposal could be approved. The report will then be

sent to the Kualiti UKM, which will forward the report to the Faculty/Institute

for further actions. This process is repeated until the evaluation criteria are

met and the Evaluation Panel submits a satisfactory report to the Kualiti UKM.

The Kualiti UKM will then submit the Evaluation Panel report to the Academic

Planning and Development Committee (APDC) for endorsement. The APDC

acts as the party responsible to endorse the application of any new

programmes. If the APDC does not endorse the curriculum proposal, they will

return the report to the Kualiti UKM to be reviewed based on APDC’s feedback.

Once the proposal of new programmes have been endorsed by the APDC, it

will then be submitted to the Senate for approval. If it is not approved, the

Senate Secretariat will return the application to The Kualiti UKM to inform the

decision to the APDC. Upon approval by the Senate, the application for a new

programme will be submitted to the University Board of Directors (LPU) for the

approval of human and financial resources allocation, Ministry of Education

(MOE) for registration into the register of academic programmes of public

universities and MQA for acknowledgement. Figure 2.1 depicts the processes

that are involved in the establishment of a new program as described earlier.

44

Figure 2.1. Processes involved in the establishment of a new academic

program

Review and Monitoring of the Existing Program

Taking into consideration the needs of a process which is on par with the

45

Provisional Accreditation in accordance with section 45 of the MQA Act 2007,

the management procedure of existing academic programmes starts when the

Kualiti UKM identifies academic programmes that need to be reviewed

according to the programme review cycle (at least once in every three to five

years) and informs the Faculty/Institute to prepare documentation for the

purpose of an academic programme audit and review process.

The Dean then appoints a Programme Review Committee (PCR) which is

headed by the Programme Head to assess the evaluation and review needs,

and prepare a Self-Appraisal Portfolio that is in accordance with COPPA MQA-

02 format or other codes of practice approved for audit purposes. During this

period, the PCR needs to communicate with the Audit and Benchmarking

Division for Quality Assurance at the Kualiti UKM to ensure that the documents

prepared/to be prepared meet the stipulated requirements. The

Faculty/Institute/Centre submits the complete documents to the Kualiti UKM.

The Kualiti UKM will verify the adequacy of the documents which include

supporting documents such as minutes of Faculty Meeting and the PCR Report.

Should the documents be inadequate, the Kualiti UKM will return the

documents to the Faculty/Institute for further improvement. If the documents

are adequate, the Kualiti UKM will then appoint an Evaluation Panel. The

Evaluation Panel will first examine the documents for compliance to COPPA

standards or other equivalent code of practice and informs the

Faculty/Institute of any additional information the Evaluation Panel might

need. Meanwhile, the Kualiti UKM will arrange a pre-audit meeting with the

representative of the Faculty/institute. The Evaluation Panel will then conduct

an audit visit to the Faculty/Institute for verification.

During the audit process, the Evaluation Panel is responsible to examine the

programme documents to ensure that they meet the COPPA requirements or

any other equivalent code of practice and the programme standard. If they do

not meet the requirements, the Evaluation Panel will inform the Kualiti UKM of

any improvements that need to be done before the next audit visit could be

carried out. The Kualiti UKM will then set up a meeting with the

Faculty/Institute management regarding audit planning and additional

supporting documents needed. The Evaluation Panel carries out an audit visit

to the Faculty/Institute for verification of content and practices as reported in

the program documents, as well as identifying good practices and

recommendations for improvement.

When the audit visit is over, the Evaluation Panel will submit a draft report to

the Kualiti UKM who will then forward it to the Faculty/Institute for further

feedback and explanation. Based on the feedback received, the Evaluation

46

Panel will then prepare the final version of the Programme Assessment Report

which will then be submitted to the Committee for Academic Programme

Audit and Evaluation (APAE) to be approved by the Senate.

Figure 2.2. Audit and Assessment Procedure of Academic Programmes

47

The Senate will scrutinise the Programme Assessment Report and consider it

for the approval of a full accreditation or a conditional accreditation, or

disapprove it of any accreditation. Approval will be given together with a

programme ratings (scale of 1-5), duration of the next review cycle (3-5 years),

and report on commendations, affirmations and recommendations. Upon

approval by the Senate, the programme information will be sent to MQA to be

updated in the current programme information in MQR. The Faculty/Institute

will outline an action plan and implement improvement for recommendations

and affirmations recorded in the Programme Assessment Report which will

then be maintained and monitored by the Kualiti UKM. Figure 2.2 illustrates

the overall processes that are involved in the curriculum monitoring and

review processes.

The Current State of UKM Curriculum Review

A major curriculum review was conducted in UKM which involved all

Faculties/Centres/Institutes in 2008 as a response to the Malaysian

Qualification Agency requirements through Outcome Based Curriculum. These

includes redefining programmes educational objectives and learning

outcomes, courses learning outcomes, realigning the contents and structures

of the programmes, teaching and learning experiences and assessment

practices. In facilitating the process, the former UKM Centre of Academic

Advancement (now called Professional UKM) conducted workshops and

arranged many effective meetings to make sure all the new requirements were

translated in the new revised curriculum. The university top managements

were also very supportive throughout the processes by providing effective

platforms for discussions and meetings towards meaningful understanding and

enculturation of the Outcome Based Curriculum among all the academics as

well as supporting staffs.

In 2013, after five years of implementation, many of the programmes offered

in UKM need to be revised in order to make sure its relevance with the current

development and needs as collectively agreed through Programme Advisory

Committee yearly meeting, survey from major stakeholders which amongst all

include students and parents. UKM’s concern on teaching and learning is also

reflected in its Teaching and Learning Quality Objectives which emphasise that

all educational programmes need to be revised at least once in every five

years.

The current status of curriculum review is measured by UKM First Teaching

and Learning Quality Objectives which specifically emphasises that educational

programmes need to be reviewed for at least once in five years. Analysis of the

current status of UKM curriculum review reveals that only 66.66 percent of

SM 2.5

Report of Management

Review Meeting

2013/2014

48

undergraduate programmes have completed its curriculum review process. At

the postgraduate level, the percentage is relatively lower, whereby only 56.00

percent of postgraduate programmes offered at UKM have completed its

curriculum review cycle. It was also reported that the remaining 33.34 percent

(undergraduate programmes) and 44.00 percent (postgraduate programmes)

are in the midst of curriculum review processes. In ensuring that all

undergraduate and postgraduates programmes offered at UKM comply to this

requirement, reminder letters were sent to faculties/institutes to start

initiating their curriculum review effort.

2.1.2 Market and Societal Demands and Adequacy of Resources

UKM, just like any other public institutions in Malaysia is always responsive

and proactive in fulfilling social obligations emphasised upon them as were

boldly underlined in the National Higher Education Strategic Plan (PSPTN) and

other related governmental policies and guidelines. It should be noted that the

consideration of market and societal demands is evidenced in the application

of new programmes and programme reviews. In this sense, the process of

proposing a new programme or curriculum review process need to be started

with needs assessment as well as market survey to ensure its relevance within

the current social, economic and social development at the national, regional

and international levels. Not only that, such consideration will ensure the

continuity and sustainability of the programmes, which ultimately bring about

employability among UKM graduates themselves.

Meanwhile, the UKM Teaching and Learning Policy also emphasise that all

faculties should conduct at least two meetings with Academic Programmes

Advisory Board in one academic year. Considering the representativeness and

expertise of the Academic Programmes Advisory Board, input from the

meetings is vital in ensuring the relevancy, sustainability and improvement of

the existing programmes. Besides, multiple sources of information gathered

through exit survey, alumni survey, and stakeholders’ survey was also

considered in the process. On and all, these procedures were undertaken in

order to make sure UKM graduates are relevant and capable of making

significant contribution towards societal and economic demands, not only in

Malaysia, but also in any other parts of the world.

SM 2.1

JPT(A)1000/

013/013/07(9)

SM 2.6

Samples of several

application for new

programme and

programme review to

MoE

49

2.1.3 Aligning Programme Aims and Objectives with UKM’s Vision and

Mission

In order to ensure a sustainable programme development and

implementation, the programmes aims and objectives are underlined to be in

line with, and supportive of UKM vision and mission.

Technically, Educational Goals or Programme Educational Objectives (herein

referred to as PEO) are statements that describe the expected

accomplishments of graduates during the first several years following

graduation from the program. In terms of curriculum structure, the PEOs are

the basis upon which the programme outcomes for all programmes being

offered are developed. Such being the case, the PEOs for all UKM programmes

have been formulated to be consistent with the vision and mission of the

university and the Faculty/Centre/Institute and are formulated to satisfy the

needs of the respective stakeholders.

The process of aligning the vision and mission of UKM and the

Faculty/Centre/Institute with the PEO statements has been explained in Area 1

(Part B) of this portfolio. As indicated in Area 1, the underlined PEOs should be

geared towards the fulfilment of the educational goals of the faculty.

Additionally, with regards to the respective goals of each program, the goals

and objectives must also conform to the eight learning domains as emphasised

by the MQA. Example of alignment between vision, mission and educational

goals statements is as shown by the Faculty of Medicine below.

Vision of the Faculty of Medicine

To become the leading and competitive academic medical hub based on

knowledge, innovation and dedicated teams of health professionals for the

development of a healthy and informed society.

Mission of the Faculty of Medicine

To provide quality education of health professionals and services of the highest

standard based on research, evidence based medicine, innovation and social

sensitivities.

Programme Educational Objectives (PEOs)

To produce competent doctors, who, in primarily serving the health needs of

Malaysia that will be able to:

1. apply their knowledge and skills in an effective and judicious manner

whilst demonstrating an attitude that is appropriate and desirable;

SM 2.2

UKM Teaching and

Learning Policy

50

2. function effectively in any healthcare setting (hospitals, healthcare

centres, etc);

3. recognize and analyse health problems at the level of the individual,

family and community; and solve these problems through health

promotion, disease prevention, treatment and rehabilitation, using the

available resources in a cost-effective manner;

4. demonstrate sensitivity towards religious, moral, cultural and traditional

values of the community they serve;

5. lead and play an effective role in the healthcare team;

6. pursue any field of specialization of their choice;

7. accept the principle of life-long learning;

Programme Learning Outcomes (PLOs)

At the end of the programme the students will demonstrate:

1. ability to apply knowledge and clinical skills to practice safely and

competently;

2. scientific approach and critical thinking to problem solving and decision

making;

3. ability to work collaboratively within a multi-professional team with

integrity and enthusiasm and to assume a leadership role when

appropriate;

4. ability to lead and collaborate with other health professionals in health

promotion and disease prevention;

5. caring attitude and sensitive to the needs of self, patient and their

families, colleagues and the community;

6. ability to adopt a holistic approach to patient management;

7. effective communication and social skills;

8. ethical, spiritual and moral principles and abide by legal requirements;

9. competency in information and communication technology and its

management;

10. appropriate teaching skills and willingness to educate patients, family,

the community and colleagues; and

51

11. commitment to lifelong learning.

The interrelatedness between PEO and PLO is as shown in Table 2.1 below.


PEO1 PEO2 PEO3 PEO4 PEO5 PEO6 PEO7

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

PLO10

PLO11

Another example could also be taken from the Faculty of Health Science

Vision of the Faculty of Health Science

Faculty of Health Sciences aspires to be a leading centre of excellence in regional education in the field of Health Sciences in providing quality and advanced knowledge in aspects of teaching, research and development as well as community service in addition to embracing the national identity.

Mission of the Faculty of Health Science

Faculty of Health Sciences provides high quality and state of the art education through the incorporation of research findings in their teaching so as to produce ethical and competent health professionals towards the promotion of health and well-being of the society.

Program Educational Objectives (PEOs)

The followings are the Program Educational Objectives (PEOs) for Forensic

Program); to produce:

SM 2.7

Samples of Internal Self-

Review Portfolio for the

study programme

52

It should be emphasised that, just like any other programmes offered at UKM,

the Program Educational Objective (PEOs) formulated for this program is

consistent with the vision and mission of UKM and the faculty, as well as

stakeholder’s requirement which are the main criteria of the PEO

establishment (see Figure 2.3 below).

PEO 1

PEO2

PEO3

PEO4

PEO5

PEO6

UKM Vision UKM Mission Faculty Vision Faculty Mission

Figure 2.3 Mapping between PEOs and Vision and Mission of UKM and

Faculty

PEO 1: A graduate with understanding of the fundamental knowledge

prerequisite for the role as an efficient forensic scientist

PEO 2: A graduate with professional attitudes and ethics to fulfil

responsibilities towards God and society

PEO 3: A graduate who will uphold the Malay Language as a language of

knowledge in the forensic science field and at the same time has the

ability to communicate in English language

PEO 4: A graduate who is able to provide high quality services to the

relevant agencies and industries

PEO 5: A graduate who is able to develop forensic science technology and

application by research

PEO 6: A graduate who possess leadership strength to lead forensic science

as an expert profession.

53

The relevancy of the Forensic Program PEOs with the visions and missions of

the faculty and university is explained below.

It should also be noted that currently, UKM is in the process of revising its

Educational Goals so that it is coherent with the current development in terms

of UKM New Key Result Areas (NKRAs). Specifically UKM Educational Goals are

related to UKM First Key Result Areas; to produce graduates with Appreciate

National Aspiration, who are Competent, Competitive and Innovative.

PEO 1: A graduate with understanding of the fundamental knowledge prerequisite for the role as an efficient forensic scientist

This objective is consistent with the visions of university and faculty in the construction of knowledge and to produce students with knowledgeable skills

PEO 2: A graduate with professional attitudes and ethics to fulfil responsibilities towards God and society

This objective can be referred to the faculty’s vision to produce graduates with important skills towards God and society

PEO 3: A graduate who will uphold the Malay Language as a language of

knowledge in the forensic science field and at the same time has the

ability to communicate in English language

This objective reflects the mission of the university to safeguard the sovereignty of the Malay Language.

PEO 4: A graduate who is able to provide high quality services to the relevant agencies and industries

This objective is consistent and relevant to the faculty’s mission to produce graduates with good services delivery.

PEO 5: A graduate who is able to develop forensic science technology and application by research

This objective also consistent with the faculty’s mission to produce

graduates who are able to conduct research

PEO 6: A graduate who possess leadership strength to lead forensic science as an expert profesion

This objective can be referred to the visions of the university and faculty to produce graduates with civic leadership and leadership skills

54

2.1.4 Guiding Principles in Curriculum Design to Support Attainment of

Learning Outcomes

After careful consideration of curriculum theorizing which underpinned

curriculum development process, the following four main principles are

applied to guide the design of curriculum at UKM in order to support the

learning outcomes attainment:

1. The concept of constructive alignment in curriculum design

This principle ensure that the outcomes and the content of the

curriculum are aligned with the teaching approaches and

assessment mechanisms;

2. Total Learning Experience (TLE)

All learning activities experienced by the students both in and

outside formal classroom are considered as learning opportunities;

3. Diverse Learning Settings

Such diversity includes learning in the community, residential

colleges, industries etc.

4. The Comprehensive Student Assessment

This mechanism will ensure and support the attainment of the TLE

(supplementary mechanism includes the implementation of CITRA,

Generic Skills and other Co-Curricular activities).

It should also be noted that within the context of Outcome Based

Curriculum, the attainment of all learning outcomes is also enhanced by

effective training so that lecturers and tutors possess the expected

competencies can plan their courses and achieve the desired Course

Learning Outcomes (CLO) and respective PLOs. Additionally, lecturers are

also required to update their curriculum and diversify their teaching and

learning approaches which emphasize student centred learning and deep

information processing. Not only that, the assessment mechanisms must

also be systematically planned and be geared towards the attainment of the

expected learning outcomes. It should therefore be argued only through

student centred learning, deep learning could be cultivated and hence be

manifested through desired behavioural changes on part of the students

themselves.

SM 2.7

Samples of Internal Self-

Review Portfolio for the

study programme

55

Figure 2.4 Relation between the learning outcomes, the instruction and the

assessment methods

The student centred and experiential learning as highlighted earlier cover

various methods of curriculum delivery such as Problem Based Learning

(PBL) and Design/Integrated Projects. Microscopically, various learning

activities such as group work, brainstorming sessions, presentation, role

playing and apprenticeships are also integrated in the teaching and learning

process. In addition, there are also activities outside the classroom such as

project assignments, independent study, field trips, site visits, community

services and industrial attachments. Students are assessed based on their

active participation and contribution towards the groups’ achievements.

The relation between the learning outcomes, the instruction and the

assessment methods are as illustrated in Figure. 2.4.

Student

Course Learning Outcomes (CLOs)

Educational Goals/ Programme

Objectives

Assessment

Self/Peer

assessment

Taxonomy of

Learning Objectives

Programme Learning

Outcomes (PLOs)

Classroom

Assessment

Techniques

Lectures

Instruction

Written Tests

or

Examinations

Other

Measures

Active &

Cooperative

Learning

Problem Based

Learning

E-learning/ Web based Learning

ICT Labs

SPKG

56

2.1.5 Various Teaching-Learning Methods to Achieve Learning Outcomes

To ensure students take responsibility for their own learning UKM is actively

embark in the process of transforming its teaching and learning activities

from teacher-centred to student-centred learning. The transformation is

intended to enculturate the students with life-long learning traits. The

underlying principle is to create learning experiences which initiate

students’ learning instead of lecturers teaching. Thus, various teaching-

learning methods are emphasised, which include Problem Based Learning

(PBL), Cooperative Learning, Service Learning, integrated projects, capstone

projects, industrial attachment and many other student centred learning

activities.

For instance, at the Medical Faculty the PBL method is widely used in

Medicine and Society IIB – Comprehensive Health Care Module (FFFF2622)

course. In this particular course, the PBL approach is fully implemented

whereby students are required to work in groups to solve the authentic

problems related to holistic approach in patient management. Each group

will have to undertake a family case study which involves small group

discussion, home visits and visits to relevant organizations that provide

aftercare to the respective patient.

Another student learning approach is the capstone project. Capstone

projects are widely adopted in the Engineering curriculum especially in the

Civil Engineering programme. In principle, capstone projects are papers that

students need to write after spending an extended amount of time

researching one particular subject. In many cases, students will not only

need to research a topic in books and other printed materials, but students

may also have to perform hands-on research, through an internship or

experiment which initially by the students themselves. Students are at the

centre of the learning process. Throughout the process, students are

required to write all findings/discoveries in a logbook. These logbooks will

help students to stay organised, reflect what they have learned besides

make the writing process easier and faster. Here are the top ways that UKM

students benefit from this unique learning experience:

Capstone builds a foundation for future problem-solvers.

It’s not about memorizing facts or completing the same activity as

every other student. It’s about thinking analytically to find solutions

for problems of today and of the future. Students’ progress from

the world of theory to the world of practice. The goal is to give

students a real-world problem or situation that allows them to use

SM 2.2

UKM Teaching and

Learning Policy

SM 2.8

Study Guide

Semester 4 2009/2010

Faculty Of Medicine

UKM - Medicine & Society

IIB Comprehensive Health

Care Module (FFFF2622)

57

what they are learning and put it into practice.

Students learn the meaning of “full responsibility.”

They are fully supported by supervisors and lecturers. It is student-

driven, which means it builds independence, self-reliance and

accountability. It prepares individual students to take initiative and

complete a project they can be proud of, similar to what they will

experience in college or the workplace.

Each student is encouraged to explore his or her passions.

Each project is one of a kind to showcase the knowledge, skills and

interests of the individual. Students have the freedom to choose the

topic of their project from areas of interest.

Hands-on learning gives students more opportunities.

Students are able to demonstrate what they have learned in a way

that fits their learning style. Some students choose to create

strategies and concepts while others choose to build physical

projects. Students choose how to communicate the work they have

done and how to show what they have learned.

Students are encouraged to apply the right technology to

complete their projects.

Providing students with access to apply emerging technology gives

them an advantage as they prepare for the jobs after graduation

In addition to capstone project, UKM students are also encouraged to

participate in an academic entrepreneurship programmes offered by Centre

for Liberal Education (Citra UKM) and Centre for Entrepreneurship and

SMEs Development (CESMED). UKM students besides being exposed to

basic entrepreneurship course, are also encouraged to pursue their

academic entrepreneurship experiences by participating in the Junior Start

Up and Senior Start Up entrepreneurship programmes. The basic tenets

underpinned the Academic Entrepreneurship programmes is developing

students’ knowledge, skills and thinking by immersing them with

experiential learning experiences. Additionally, there are wide array of

entrepreneurship training programmes offered by CESMED. To say the least,

UKM students are given wide opportunity to sharpen their entrepreneurial

knowledge and thinking; assets which are very valuable for them after

completing their course of study at UKM. Figure 2.5 illustrates the

Innovative Entrepreneurial Curriculum offered for UKM students.

SM 2.9

Innovative

Entrepreneurial

Integration in UKM

Educational Programmes

Proposal

58

Figure 2.5. Innovative Entrepreneurial Curriculum

To further reinforce the need for students to take responsibility for their

own learning, UKM has also introduced various methods of assessment

which include peer-assessment (where learners assess each other), self-

assessment (where learners assess their own work), formal summative

assessment, formal and informal formative assessment. Formal summative

assessment involves written and/or oral examination which is normally

conducted at the end of the semester (prior to reporting). The aim is to

measure the learning that has taken place. On the other hand, informal

formative assessment is used as feedback to improve the process of

learning. Generally, this happens during the learning process. Formative

assessment is as much a part of learning as it is a part of assessment. For

instance, the conversation between the teacher and the learner that takes

place during various forms of formative assessment is a vital part of the

learning process.

Formal formative assessment involves assessing students learning outcomes

by taking into account the overall learning experience that the students

have undertaken and may involve project work, mid-semester examination,

assignments and final examination. Projects or coursework given to

students are part of the course evaluation component. UKM’s teaching and

learning policy states that the semester’s final examination must contribute

only 30-70% towards the whole course evaluation.

Additionally, the new credit requirements based on notional credits make

the students more aware of their learning time and consequently, be

responsible for their own learning process. Having the freedom to select

SM 2.2

UKM Teaching and

Basic

Entrepreneurial

and Innovation

First Year

Junior Start

Up

(6 credits)

Second Year

ALL

Case Study

(3 credits)

Industrial

Training &

SMEs

Development

(6 credits)

Senior Start

Up

(6 credits)

Academic

Exercise

(6 credits)

Third or Fourth

Year Inter

Session

Other

Students

59

elective courses, option to apply for credit transfer programme, will further

reinforce students to take responsibility for their own learning. In much

wider aspects UKM also offer various non-traditional learning opportunities

such as the student mobility program, the UKM-UDE (University of

Duisberg-Essen, Germany) dual degree programme, the industrial training

attachment programmes and community engagement programmes.

Learning Policy

2.1.6 Curriculum and Instructional Methods for Encouraging Student

Active Participation in Learning

To ensure that the curriculum and instructional methods encourage

students to take an active participation in their learning, UKM has adopted

the Outcome Based Education (OBE) approach in all programmes. As such,

teaching and learning process are implemented based on the need of OBE

approach which emphasizes the importance of using multi-dimension

assessment tools and innovative teaching and learning (T&L) methods as

previously described.

An engineering program curriculum offered at UKM is given below as an

example where the OBE approach has been fully and successfully

implemented. At the Faculty of Engineering and Built Environment, almost

all courses and the delivery methods have been creatively designed to

promote active students participation in their learning process by:

i. Providing desired experiential activities for the student delivery

approaches through learning activities such as demonstration,

symposium, dialogue, discussion group, brainstorming, Problem

Based Learning;

ii. Reinforcing the student delivery approaches through lecture,

cooperative learning, tour, field trip, workshop, case study; and

iii. Creating opportunities for the students to integrate new information

with existing knowledge and skills delivery approaches via

conference, seminar, panel, meeting, technical visit, industrial

attachment.

All the specified structures of the curriculum delivery and their respective

assessment methods as aforementioned earlier have to be mapped against

the learning outcomes to be achieved. This information is then

disseminated to all students via the course proforma. By so doing, all

students are made aware of the expectations each course has upon them.

This in turn will regulate their active participation throughout the teaching

and learning process that will lead them to take full responsibility of their

own learning.

60

Additionally, as stipulated by MQA, all academic programs must prove that

their students will achieve all the eight qualities of graduates’ attributes

upon graduation. Figure 2.5 illustrates the shift of pedagogical approaches

for a typical 4-year engineering program. As we could see in Figure 2.6, the

pedagogical approaches shift from more lecture centred to project-based

learning techniques, which are more student-centred.

Figure 2.6 Range of Delivery Methods From Year 1 to Year 4

At the Faculty of Economics and Management, most of the teaching-

learning methods used are geared towards student-centred learning.

Various class learning activities such as group work, brainstorming sessions,

presentation, case discussion and role-playing are integrated in the

teaching and learning process. Additionally, out of class activities such as

project assignments, independent studies, field trips, site visits and

industrial attachments are able to expose students to real world situations.

Accordingly, students’ participation and their contributions in group work

become an important part of the assessment. The lecturers will determine

the appropriate teaching methods based on the Learning Strategies

outlined by the respective Schools. Table 2.3 shows an example of Learning

Strategies for School of Accounting, Faculty of Economics and Business

61

Table 2.3 Learning Strategies and Allocation of Learning Percentage

Teaching

Approaches

1st

year

Foundation

courses

2nd

year

Development

3rd

year

Development 4

th year

Sem

1

Sem

2

Sem

1

Sem

2

Sem

1

Sem

2

Sem

1 (IT)

Sem

2

Lecture 50% 50% 40% 40% 40% 30% - 20%

Tutorial 20% 20% 15% 10% 5% 5% - -

Problem

based learning

5% 5% 15% 15% 15% 20% - 30%

e-Learning 5% 5% 5% 5% 5% 5% - 5%

Presentation 5% 15% 10% 10% 10% 15% - 20%

Project - - 10% 10% 15% 25% - 25%

Computer Lab 15% 5% 5% 10% 10% - - -

2.1.7 Curriculum and Instructional Methods for Students’ Preparation in

Learning

In UKM, the Kualiti UKM has put forward teaching and learning guidelines that

should be followed by the faculties/institutes/centres. However, levels of

implementation vary amongst faculties/institutes/centres. At the very

beginning when OBE was first introduced and implemented at UKM in 2008,

professional based programmes such as Engineering, Law, Medical, Dental and

Accountancy are well ahead in term of adopting and implementing the OBE

approach in their programmes. However, after almost six years of its

implementation, all faculties at UKM has fully implemented OBE in their

curricula. Undoubtedly, such enculturation and adaptation process require full

commitment from our lecturers and ample support from UKM top

management office.

Amongst all, the guidelines emphasise the importance of applying various

learning taxonomies such as Bloom’s Taxonomy for the cognitive domain,

Simpson’s for the psychomotor domain and Krathwohl’s for the affective

domain. Figures 2.7, 2.8 and 2.9 illustrate the Bloom’s, Simpson’s and

Krathwohl’s taxonomies respectively. Currently, only the Bloom’s taxonomy

has been widely adopted and efforts are underway to adopt both Simpson’s

and Krathwohl’s taxonomies for the psychomotor and affective domains.

SM 2.10

Teaching and Learning

Taxonomy

SM 2.11

Samples of course profiles

62

Creation

Evaluation

Analysis

Application

Comprehension

Knowledge

C6

C5

C4

C3

C2

C1

Based on these taxonomies and levels targeted, specified PLOs and CLOs,

appropriate instructional and assessment methods are identified. For example,

in order to assess the attainment of verbal communication skill to a certain

level in the affective domain, the instructional method may be group

discussion and presentation, while assessment method can be through

presentation. Based on this specification, the whole structure of the curriculum

is then developed where tentative instructional and assessment methods are

identified during the curriculum design stage. This process is illustrated in

Figure 2.4.

Figure 2.7 Six levels (C1-6) in Bloom’s revised taxonomy for

the cognitive domain

Figure 2.8 Seven levels (P1-7) in Simpson’s taxonomy for

the psychomotor domain

SM 2.10


Taxonomy

SM 2.10


Taxonomy

Adaptation

Complex Overt Response

Mechanism

Guided Response

Set

Perception

P7

P6

P5

P4

P3

P2

P1

Origination

63

Figure 2.9 Five levels (A1-5) in Krathwohl’s taxonomy for

the affective domain

SM 2.10


Taxonomy

2.1.8 Policies and Practices for Teaching and Learning Consistency with

the Curriculum

Within the context of OBE curriculum approach, the implementation of the

curriculum and all courses inside the curriculum are centralised around the

CLOs. Since the CLOs are formulated based on the three educational domains

(cognitive, affective and psychomotor) and simultaneously targeted to certain

levels in the respective domains, instructional and assessment method are

designed and implemented in a similar manner as illustrated in Figure 2.4. This

is to ensure the validity of the learning outcomes which collectively lead to the

attainment of relevant PLOs. At the same time, it will also yield to consistency

in the teaching and learning processes. Any element of inconsistencies will be

addressed concurrently and intervention will be executed as a continual

quality improvement process as elaborated in Section 9.

SM 2.10


Taxonomy

SM 2.12

Samples of Course

Teaching File

Organization

Valuing

Responding to Phenomena

Receiving Phenomena

A5

A4

A3

A2

A1

InternalisingValues

64

2.1.9 Curriculum as a Multi-Disciplinary Approach and Co-Curricular

Activities in Enhancing and Enriching Personal Development

Besides the academic courses in the curriculum, co-curriculum courses are also

made compulsory in the UKM regulation in order to inculcate some generic

competencies targeted in Section 1.4. In 2009, the regulation has been

amended to strengthen this component by increasing the number of credits

for co-curriculum activities from three credits to eight. Hence, co-curricular

activities such as involvement in PALAPES and SUKSIS can be part of the co-

curriculum components and will be given credit equivalence. To further

encourage multi-disciplinary approach and involvement in co-curricular

activities, co-curricular activities courses offered by Centre for General Studies

(PPU) and courses outside the discipline are integrated and embedded in the

programme curriculum. These courses are mandatory for all academic

programmes and need to be completed as part of the requirement for

graduation.

Cognizance of the importance of co-curricular activities and graduate

employability, UKM has moved a step forward in realigning its co-curricular

components. These concern have resulted the restructuring of PPU to the

Centre for Liberal Education (Citra UKM) and university co-curricular

programmes. Figure 2.10 depicts six Citra domains and the dissemination of

credits based on Citra UKM implementation is as illustrated in Figure 2.11. In

responding towards Citra UKM courses integration into the existing

undergraduate curriculum, the Kualiti UKM also provide guidelines to be

referred by the faculty in integrating Citra UKM courses into their existing

curriculum.

Figure 2.10 Six CITRA domains

SM 3.3

UKM Rules/Regulations

(Undergraduate Studies)

1990, 2009 Amendment

SM 2.13

Appropriate Working

Papers for PALAPES and

SUKSIS

SM 2.14

CITRA Implementation

Accordance to MPTN

Requirements

Guideline

SM 2.8

Faculty of Medicine

Semester 4 Guide

Book. (the sample is for

Semester 4 Session

2008/2009)

Ethics, Citizenship and Civilisation

Quantitative and Qualitative

Reasoning

Language, Communication and

Literacy

Leadership, Entrepreneurship and

Innovation

Science, Technology and Sustainability

Family, Health and Life Style

65

Figure 2.11 Dissemination of credit based on CITRA implementation

Another example of multi-disciplinary approach could be taken from the

Faculty of Medicine. Since 2007, Faculty of Medicine has initiated a

multidisciplinary approach by offering a course entitled “Comprehensive

Health Care Module”. This course is offered to both undergraduate medical

and pharmacy students. In this course the students from both faculties work

together in accomplishing a project (case study), they learn together by looking

from each other’s professional perspectives. Besides being multi professional,

the lecturers involved in this course are also coming from various academic

backgrounds.

2.1.10 Engaging External Sources in the Needs Analysis of Programmes

As described earlier, input from external sources towards improving the

programmes are gathered through surveys from the stakeholders as well as

from the Programme/Industrial/Community Advisory Panel. In addition, many

programmes, particularly undergraduate programmes, also appoint external

assessors to evaluate their programmes either on voluntarily basis or as a

prerequisite for an accreditation exercise. This feedback can also serve as an

input for quality improvement. Their inputs and commentaries can be the basis

for a programme review.

When a programme is to be reviewed, all the inputs will be considered and

SM 2.15

Samples of stakeholders

survey from the Faculties

SM 2.16

List of external assessor

appointed by UKM

NON-PROFESSIONAL 40/

PROFESSIONAL 30

COMPULSORY MULTIDISCIPLINARY

(OPTION)

24

NON-PROFESSIONAL

14

PROFESSIONAL

3

TITAS

3

ETNICS

2

ENTREPRENUERSHIP

8

COMPETENCY

66

implemented using a typical PDCA (Plan, Do, Check, Action) generic control

method. For example, on a certain requirement where the stakeholders

address a need to strengthen English communication skills in the working

environment, the sequence of processes as highlighted in Table 2.4 can be

followed.

Table 2.4 An example of the implementation of PDCA

generic control method during the curriculum review

Area of Concern: To develop soft skills in communication, cultivate

industry awareness and business acumens.

Plan: To develop English communication skills,

cultivate industry awareness and business

acumens.

Quality Division

&

Dept. Meetings

Do: Infuse generic skills as required by the MQF

in the delivery of courses by embedding English

oral presentation in selected department

courses.

Course instructor

Check: English Oral presentation skill has been

embedded in some targeted courses. Based on

the assessment results, the delivery method

was found to be effective in addressing the

issues.

Course instructor

Action: Action to be taken in the next

curriculum review.

Curriculum Review

Committee

2.1.11 Enrichment of Co-Curricular Activities towards Student Learning

Experience and Fostering Personal Development and

Responsibility

In addition to formal classroom and laboratory learning activities, co-curricular

activities are also incorporated in the curriculum to provide the total learning

experience needed by the students. At UKM, the co-curricular activities may

involve students being involved in their respective collegiate, societal, sports,

faculties’ extra-curricular activities etc. For instance, at the Faculty of

Engineering & Built Environment students extra-curricular activities involved

participation in the Annual ROBOCON competition organized jointly by MOE,

SM 2.17

HEJIM’s Annual Report

67

Standards and Industrial Research Institute of Malaysia (SIRIM) and ABU,

nationally organized competitions such as the MAXIS Mobile Content

Challenge, IBM Content Challenge, Perodua ECO-Challenge, e-Chemical Car

Competition etc.

UKM students also have the opportunity to participate in AIESEC activities. The

AIESEC is the world’s largest student organization. AIESEC in UKM was officially

set up in 1976 and quickly proved itself to be one of the leading student

organizations in the varsity. AIESEC provides an international platform for

young people to explore and develop their leadership potential so as to have

positive impact on society. Students who join AIESEC will undergo the

development process consists of unmatched leadership experiences,

international opportunities and a global learning environment. At the Faculty

of Education, many of its master courses also provide opportunity for students

to conduct action research collaboratively with the school teachers.

To further enrich students’ learning experience, and foster personal

development and responsibility, UKM establishes partnership with the

community for educational purposes in which the community becomes the

living classroom for students to learn in a holistic manner. The community

provides a fertile and conducive learning environment for students to attain

the eight learning outcomes as stipulated in the MQF. An example of such

student-community project is a Foster Care/Family Programme organised by

Soft Skills Development Course, Faculty of Islamic Studies, Universiti

Kebangsaan Malaysia (UKM) in Tenambak Kuala Penyu Village on the 24 - 26

January 2014.

SM 2.18

List of AIESEC activities

2.2 Curriculum Content and Structure

2.2.1 Incorporation of Discipline Core Content into Academic

Programmes

All academic programmes at UKM are designed to comprise the following

elements:

a) university level courses to be taken by all students;

b) core faculty courses taken by students of that faculty; and

c) core courses at the departmental/school/programme level.

In addition to this core courses are the programme electives, which may

include major and minor options. The dissemination of courses in a particular

SM 1.9

Undergraduates and

Graduates Prospectus

68

programme will be made based upon standard requirement that need to be

fulfilled.

The manifestation of courses dissemination could be taken from the Bachelor

of Economic programme. The necessary core contents of the discipline in the

programmes are included in faculty core courses, school core courses and

programme compulsory courses. The university courses are based on Citra

UKM consisting of three major compartments: competency, multidisciplinary

and entrepreneurial and innovation (See also Figure 2.9).

For the Bachelor of Economic programme, graduate competency includes

communication skill, ability to interact and lead, working in teams, having

ethics and ICT skills, among others. Students are encouraged to take elective

courses that can enhance the knowledge related to the degree undertaken.

Multidisciplinary enable students to appreciate, understand and accommodate

different disciplines. Processing innovation and entrepreneurial capabilities

would mean a student is creative and business-savvy. Meanwhile, students are

encouraged to take elective courses that can enhance the knowledge related

to the degree undertaken. FEP undergraduate students are also compulsory to

undergo an industrial training (four to six months depending on the

programme) for practical exposure.

Bachelor of Economics and Bachelor of Business are required to complete a

total of 120 credit units for a three year programme. Bachelor of Accounting,

on the other hand, is required to complete a total of 161 credit units for a four

year programme. The list of courses and their level of credit hours offered are

shown in Undergraduate Guideline Book. Table 2.5 summarises list of courses

and their level of credit hours using Bachelor of Economics.

Table 2.5 Course content and credit hours for Bachelor of Economics

Type of courses

Structure

Course code/course name Unit

Core university courses – 20

units

ZZZT1033 Tamadun Islam dan Asia

ZZZT1043 Hubungan Etnik

EEPM2003 Perniagaan Mengikut

Perspektif Islam

Kursus Pengajian Umum

HMXXXX Ko-Kurikulum

Total

3

3

3

3

8

20

Core faculty courses - 28 units EPPD1013 Mikroekonomi I

EPPD1023 Makroekonomi I

EPPD1033 Prinsip Perakaunan

EPPD1043 Matematik untuk Ekonomi

3

3

3

3

69

dan Perniagaan

EPPD1053 Pengantar Pengurusan

EPPD1063 Aplikasi Komputer

EPPD2013 Keusahawanan

EPPD2023 Statistik untuk Ekonomi dan

Perniagaan

ZZZH2012 English for Business

ZZZH2112 Speech Communication

Total

3

3

3

3

2

2

28

Core school courses– 42 units EPPE2014 Mikroekonomi II

EPPE2024 Makroekonomi II

EPPE2033 Prinsip Ekonomi Islam

EPPE2044 Kalkulus untuk Ekonomi

EPPE2053 Ekonomi Malaysia

EPPE3014 Kaedah Penyelidikan

EPPE3023 Ekonomi Antarabangsa

EPPE3033 Perkembangan Pemikiran

Ekonomi

EPPE3043 Ekonomi Pembangunan

EPPM2063 Etika dan Tanggung jawab

Sosial Korporat

EPPE3098 Latihan Industri

EPPE3996 Kertas Ilmiah

Total

4

4

3

4

3

4

3

3

3

3

8

6

48

Compulsory program courses –

18 units

As in guideline book 18

Elective courses – 6 units As in guideline book 6

Total

120

For postgraduate programmes, the curriculum contents can be categorized

into the following depending on the mode either entirely by coursework,

entirely by research or coursework and research project:

i) Core courses;

ii) Module compulsory courses;

iii) Thesis (for research programme)/Dissertation (for coursework or

mixed mode); and

iv) Academic/technical paper.

70

2.2.2 Fulfilment of Discipline Requirement into Academic Programmes

To ensure all academic programmes fulfil the discipline requirements, UKM

ensures that all its academic curricula are subject to the academic

benchmarking process. Benchmarking is the process of comparing the quality

of a specific process or method to another that is widely considered to be a

standard or best practice. All academic curricula in UKM are required to

undergo the benchmarking process at both programme and course levels.

Programme level benchmarking is normally carried out every 2-5 years

depending on the targeted timeline set by the respective faculties whereas

course level benchmarking is carried out at the end of every semester.

At the Faculty of Engineering and Built Environment, curriculum structures

were benchmarked to the similar programmes from the accredited

Washington Accord signatory countries, such as Singapore, United Kingdom

(UK) and United States of America (USA). Physical benchmarking is carried out

through visits and meetings with the respective universities and is usually

conducted every two to five years. Recently, Tokyo Institute of Technology is

selected as it is ranked higher as compared to UKM and at the same time to

utilize the presence of one of the academic staff undergoing fellowship

programme at the university. Besides, Chulalongkorn University was also

selected for the benchmarking process.

It should also be noted that all UKM programmes are subject to a quality audit

(MQA requirements for self-accrediting institution), which has been part of the

Quality Management System certified under the MS ISO 9001:2008 standard.

In UKM, in most instances the visiting academia is required to review the

curriculum and give advice. External assessors and industry advisory panel

(IAP) are also consulted for their input. Where appropriate, international

standards and guidelines are used in developing UKM programmes. The World

Federation of Medical Education (WFME) guidelines were taken into

consideration when formulating the new curriculum learning outcomes for the

undergraduate medical curriculum for the Faculty of Medicine.

SM 2.20

Respective Programme

Self assessment report &

Course teaching file

SM 2.21

TOR of visiting academia

71

2.2.3 Incorporation of Local, National and International Importance

Topics into the Curriculum

To ensure that topics of local, national and international importance are

incorporated into the curriculum, all programmes being offered are subjected

to several reviews. The review process involves various committees and

stakeholders as described earlier in Section 2.1. Figure 2.1 and 2.2 shown in

the earlier section clearly indicate all the processes that are involved.

Recently, in an effort to address the above mentioned issue, UKM has formed

the Niche Committee comprising the chairpersons of the eight identified

multidisciplinary niche areas, senior professors and external advisors. These

members are appointed by the Vice Chancellor who also chairs the committee.

It is expected that findings from research output in the respective niche will

also be integrated into the curriculum.

The twelve identified niche areas are:

Challenges in Developing Nation State

Rural Transformation

Politics and Security

Economics, Finance and Business

Climate Change

Education and Civilisation

ICT: Content Informatics

Health Technology and Medicine

Biodiversity for Biotechnology Development

Regional Sustainable Development

Nanotechnology and Advanced Materials

Renewable Energy

Example of how this mechanism has been applied within the context of

curriculum implementation is shown by the STEM Enculturation Research

Cluster, one of the four clusters under the Education and Civilization Niche. As

shown in Figure 2.12. Issues emerged from the research orientation in this

cluster has been used to as basis for curriculum design and focused areas

particularly in the Masters of Education (Science Education).

SM 2.22

UKM Educational Goals

72

Figure 2.12: STEM Cluster focused areas

2.2.4 Mechanism to Access the Latest Development in a Field of Study

At UKM, the mechanism to access the latest development in the field of study

is definitely in place. Five main divisions are responsible to oversee that all

academic programmes at UKM can access to the latest development in the

respective fields of study.

First, is through the very existence of the division of Academic Affairs headed

by the Deputy Vice Chancellor for Academic and International Affairs (HEAA).

There are eight departments established under the HEAA portfolio. Centre for

Academic Management (Akademik UKM) are responsible for the management

of undergraduates and graduates, while the UKM Graduate Centre focuses on

the issues on strategies and policies. The UKM Global is responsible for

managing students’ and staffs’ international affairs including visas. Citra UKM

offers extra entrepreneurship, cross-discipline and competency courses. UKM-

CESMED is established to trigger the development of small and medium

enterprises. The Centre for Quality Assurance (Kualiti UKM) manages all

accreditations affairs and entry to academic programmes through

Accreditation of Prior Experiential Learning (APEL). The Centre for Teaching

and Learning Technology (PPTP) is formed to manage the teaching and

SM 1.7


Website; URL:


tegi-ukm

SM2.23

Akademik UKM Official

Website;

URL:

http://www.ukm.my/aka

demik

SM2.24

Kualiti UKM Official

Website;

URL:

www.ukm.my/kualiti





http://www.ukm.my/akademik/ms/

http://www.ukm.my/akademik/ms/

73

learning scholarship, teaching innovation, and learning technology. The

organisational structure of the HEAA division is as shown in Figure 2.13.

The second mechanism is through HEJIM, headed by the Deputy Vice

Chancellor for Industry and Community Networks. The machinery to carry out

all plans and activities of the division are the Office of Industry Liaison (PHI)

and University-Community Transformation Centre (UCTC). Figure 2.14 depicts

the organisational structure of the HEJIM division. PHI roles are to establish

university-industry (UI) links and facilitate smart U-I partnership whereas

PHUM serves as facilitator to UKM-community partnership projects.

Thirdly, the university has also set up a research and innovation division,

headed by the Deputy Vice Chancellor for Research and Innovation. This

division uses its vehicle CRIM (Centre for Research and Innovation

Management), that oversees all research related activities and planning for the

DVC for Industry Liaison and Community Affairs

Office of Industry

Liaison

University-Community Transformation Centre

Figure 2.14 Organisational Structure of the Industry Liaison

and Community Affairs Division

DVC for Academic & Internationalisation Affairs

Akademik UKM CITRA UKM UKM Graduates

Figure 2.13 Organisational Structure of the Academic and

Internationalisation Division

UKM Global

Centre for Teaching and

Learning Technology

(PPTP)

Kualiti UKM UKM - CESMED Centre for Student

Development (PKP)

74

university. Every year, significant amount of funding is allocated for the

university staff (academicians, researchers, students, etc) to carry-out current

state-of-the-art researches. The Centre for Collaborative Innovation (PIK)

manages all UKM’s inventions and intellectual properties including the

patenting process and commercialization, while the UKM Press (Penerbit UKM)

is responsible for publications of books, journals, etc. Figure 2.15 depicts its

organisational structure.

To address issues pertaining to students and alumni, a division dedicated to

deal with student affairs has also been set up. It is headed by the Deputy Vice

Chancellor for Students and Alumni Affairs as shown in Figure 2.16.

The fifth is via the Strategy UKM (Strategi UKM) whose main function is to

formulate and establish the strategic planning, to plan and execute UKM

transformation project, to formulate policies pertaining to quality assurance,

talent management and corporate communication. All these are intended to

spearhead UKM to be within the community of world-class universities by

2013. PPKK reports directly to the office of the Vice Chancellor as in Figure

2.17.

DVC for Students and Alumni Affairs

Centre for

Students and

Alumni

Student Services

Department

Residential

Colleges

Figure 2.16 Organisational Structure of the Student and

Alumni Affairs Division

Figure 2.15 Organisational Structure of the Research and

Innovation Division

DVC for Research and Innovations Affairs

Centre for Research and

Innovation Management

(CRIM)

Centre for Collaborative

Innovation (PIK)

PENERBIT UKM

75

2.3 Management of Programmes

2.3.1 Student Study Guides and Handbooks

In UKM, management of programmes are carried as planned in the

curriculum and the undergraduate/postgraduate prospectus. For courses

involving laboratory experiment, hands-on practicum and industrial

attachment, student can also refer to the course manual or supplementary

document in the form of a study guide, project guide or industrial training

log book issued by the Faculties, Centres and Institutes.

SM 2.25

Student study guide and

Industrial Training Log

Book from several

Faculties (FTSM, FPER)

2.3.2 Designation, Responsibility and Authority of Academic Officer and

Committee Responsible for a Programme

Programmes are managed by designated academic officers, such as the

Head of Department, Head of Programme, or Programme Coordinator who

are answerable to the Deputy Dean of Academic Affairs. The functions of

the Programme Coordinators are to identify the needs of the respective

programme in terms of staff requirements, general and specialised facilities

etc.

At the Faculty of Dentistry, committees that are responsible for the

programme managementof the undergraduate level consists of:

a) The Academic Management Committee (Jawatankuasa Pengurusan

Akademik)

SM2.26

List of programmes and

academic officers in-

charge

SM2.27

List of funding under

Malaysian Plan for

teaching activities

SM2.28

List of one-off allocation

for Faculties, Centres and

Institutes.

Executive Director of

Strategy UKM

DED of Students,

Research and

Strategic

Relations

DED of Human

Resource, Fund

and Infrastructure

Generation

DED of

Performance

Monitoring

Figure 2.17 Organisational Structures of the Centre for

Corporate Planning and Communications

76

b) The Curriculum Review Committee (Jawatankuasa Semakan

Kurikulum)

c) The Academic Planning and Development Committee

(Jawatankuasa Perancangan dan Perkembangan Akademik – JPPA)

d) The Clinical Service Committee

e) The Board of Examiners

These above named committees have been actively managing the

undergraduate programme thus far under the guidance of the Deputy Dean

of the Undergraduate programme, Alumni and Community Relation).

The postgraduate programme has always been managed under the

guidance of the Deputy Dean of Posgraduate studies, Research,

International & Industrial Relation. The committee include:-

a) The Postgraduate Student Selection Committee (Jawatankuasa

Pemilihan Calon Sarjana Ortodontik)

b) The Postgraduate Curriculum Review Committee

c) The Graduate Planning and Development Committee

(Jawatankuasa Perancangan and Perkembangan Siswazah –JPPS)

d) Board of Examiners

The structure of curriculum committee at the Faculty of Medicine is not far

from what have been described earlier. Figure 2.18 Illustrates the structure

of Curriculum Management Committee at undergraduate level.

Figure 2.18: The structure of Undergraduate Curriculum Management

Committee

Deputy Dean of Undergraduate & Alumni

DEAN

Heads of Department Year/Semester Coordinator

Module Coordinators

Head of

Medical

Education

Department.

Quality

Department

77

In order to ensure adequate financial resources and infrastructure for

running the programme, the officer can apply to the Dean/Director who in

turn forwards the application to the University level. UKM from time to time

receives funding from the Government such as from the funding under the

5-year Malaysian Plans, the Research University grants, etc.

2.3.3 Terms of Reference of the Curriculum Committees

Typically, the terms of reference for a curriculum committee is to develop the curriculum for new programmes which consists of developing programme structure and syllabus according to MQF and preparing the programme proposal paper according to MOE’s guideline. However, for professional programmes the programme structures and syllabus design should comply with the requirements of the professional bodies. For existing programmes, the curriculum committee will plan, implement, evaluate and review the curriculum from time to time to keep abreast with the needs and demands of the community based on various inputs from stakeholders, past accreditation exercises and external assessor’s reports. Details of the terms of reference can be obtained from the various faculties. In general, the responsibilities of the curriculum committees are as described in Table 2. 6 below.

Stages

Description

PLAN

Convene a Curriculum Committee Assess needs and issues Identify key issues such as Malaysian

Qualifications Framework (MQF) levels and level descriptors, and

institutional vision/mission Identify trends in the field of study/profesion

Articulate programme philosophy

SM2.29

Samples of appointment

letter by the Faculties

78

DEVELOP

State programme goal(s) Sequence programme objectives and outcomes Develop courses/modules Identify and develop programme staff and

physical resources Develop and identify learning-teaching activities,

assessment tools and procedures

IMPLEMENT

Deliver the programme Assess the achievement of learning outcomes

EVALUATE

Review the Programme Determine the success of the programme Update the Programme

2.3.4 Authority of the Curriculum Committees in Resolving Conflicts of

Educational Principle

The Curriculum/Programme Review Committees (CRC) are given authority

to recommend corrective and preventive actions (if required) to resolve

conflicts and to ensure that the goals (PEO’s) and the requirements of the

specific disciplines (PLO’s) are met. Any recommendations will be proposed

and implemented using the Continual Quality Improvement (CQI) cycle as

discussed in Area 9 (Part B) of this portfolio.

Recommendations made by the CRC are then put forward to the Faculty

Academic Planning and Development Committee (JPPA) chaired by the

Deputy Dean of the Academic Affairs whose terms of reference (TOR)

include resolving conflicts of educational principle and ensuring the

requirements of specific disciplines are met. Upon endorsement by the

committee, the proposed actions are forwarded for endorsement by the

Senate.

The Senate, which represents the academic body of the University, is the

highest academic authority and is responsible for approving or endorsing a

programme. Its membership comprises the Vice chancellor as the chair, all

79

Deputy Vice Chancellors, all Deans of faculties and all Directors of the

institutes, not more than 20 professors elected by all professor and

associate professors within the university, selected directors of the

academic centres as the co-opted members and , the registrar as the

secretary and the treasurer and the chief librarian as in attendance. The

Senate membership is subject to provisions of the UKM Constitution, the

Statutes, rules and regulations. The Senate has full control and is

responsible for the general direction of instruction, research and

examination, and the determination and award of degrees, diplomas,

certificates and other academic distinctions.

2.3.5 Resources Given to Programme Team for Implementation of

Teaching-Learning Activities and its Quality Improvement

Adequate budget, infrastructure, human resource, facilities etc. as discussed

in Area 6 (Part B) of this portfolio are provided by the University in order to

implement teaching-learning activities. In addition, appropriate amount of

funding is also allocated for the required accreditation process as well as the

appointment of external assessors for all programmes as part of the CQI

process.

In addition, all faculties are allocated funding under the OUP/DPP-PTJ

(research operation university/research development) budget allocation,

the New Policy Budget (Belanjawan Dasar Baru) and the Existing Policy

Budget (Belanjawan Dasar Sedia Ada) to carry out activities pertaining to

Teaching and Learning (T&L) activities including the annual Teaching

Learning Congress, programmes evaluations, research as well as for staff

and student development.

UKM Bursary Documents

2.3.6 Programmes Review and Evaluation Processes and Utilisation of

the Results

Accreditation process, exit surveys as well as employer and alumni surveys

are carried out as part of the CQI process. These inputs will be considered

by the Faculty CRC and will be used directly and indirectly towards

improving the curriculum continuously. The way the results are being used

is as illustrated in Figure 2.2. The review process is monitored by the MS ISO

9001:2008 Quality Management System (QMS) for Management of

Undergraduate and Postgraduate Studies, which regulate the requirements

SM 2.30

Self-review portfolio for

accreditation processes

(external parties for

professional programmes

and Kualiti UKM for other

programmes)

80

for programme review at least once every five years. Further explanation on

utilisation of results for review and evaluation can be found in the write up

for Area 7 (Part B) of this portfolio.

SM 2.31

Quality Documents for

MS ISO 9001:2008 PPP

2.3.7 Learning Environment that Nurtures Scholarly and Creative

Achievements

To nurture scholarly and creative achievements, UKM ensures that its

infrastructure is of excellent standard and the campus is safe, green and

conducive for learning. The infrastructures include well equipped research

and T&L laboratories, libraries, on campus accommodation, free on campus

transport, high speed internet access, on campus medical treatment and

services provided by the student health centre as well as students

recreational and sports facilities. In addition, to ensure the well-being of

both students and staff, hospitalisation and specialist treatment are made

available by the UKM Medical Centre (PPUKM).

In addition, UKM via Centre for Teaching and Learning Technologies (PPTP)

previously known as Center for Academic Management (Akademik UKM)

ensures that all programme curricula are designed to utilise various delivery

methods which include Final Year Projects (FYP), Problem Based Learning

(PBL), industrial training attachment, integrated projects etc in order to

nurture scholarly and creative achievements as described in Section 2.1.6.

The QMS internal audit is conducted periodically to ensure compliance and

adherence the MS ISO 9001:2008 and MQA standards and codes of practice.

UKM also encourages her students to participate actively in extra-curricular

activities such as the annual ROBOCON, Intervarsity design, debate

competitions, health education, screening and scientific presentation which

are held both nationally and internationally. On top of that, learning and

teaching activities at UKM occur in a variety of modes to encourage flexible

and student-centred approach that emphasises the importance of students’

active and innovative participations.

SM 2.32

List all awards/

achievements of UKM

students

2.3.8 Structures and Processes to Fulfill Criteria and Standards of a

Qualification Award

The Faculty/Institute is responsible to ensure that students must comply to

the standards and criteria prior to the award of the degree as stated in UKM

SM 1.5


81

Rules/Regulations (Undergraduate Studies) 1990, 2009 Amendment and

UKM Rule/Regulations (Graduate Studies)1984, 2011 Amendment.

The structure and processes of the programme follows the MS ISO

9001:2008 standards to meet the criteria and standards of a qualification

award and this is maintained through the MS ISO 9001:2008 internal audit

and third party audit by an external regulation body (SIRIM) as well as

accredited or monitored by Kualiti UKM under the self-accreditation

procedures or other professional bodies for undergraduate professional

programmes.


SM 3.3




SM 3.6

UKM Rule/Regulations

(Graduate Studies)1984,

2011 Amendment

2.3.9 Mechanisms and Resources for Introducing and Evaluating

Innovations in Teaching-Learning and Evaluation Methods

In introducing and evaluating innovations in teaching-learning as well as

evaluation methods, mechanisms are coordinated by PJK by standardising

policies on teaching/learning methods. This includes standardising

taxonomies of learning outcomes so that uniformity in using the same

taxonomies is maintained. Similarly methods of evaluating generic

competencies mentioned in Section 1.4 are also standardised all over UKM.

Some faculties such as Faculty of Engineering and Built Environment, Faculty

of Medicine and Faculty of Education conduct internal education seminars

in their specific fields to enhance the teaching and learning processes in

their respective faculties. Examples are the PeKA seminars conducted by the

Engineering Education Research Group from 2006-08, which was later

organised by Centre for Engineering Education, from 2009 onwards.

Starting December 2009, UKM conducts a Teaching & Learning Congress

especially dedicated to UKM lecturers to present and discuss their

innovations in teaching and learning. Overseas experts will be invited to

enlighten the program. A special budget has also been allocated for

conducting Action Research dealing with teaching and learning activities

SM 2.2

UKM Teaching and

Learning Policy

2.3.10 External Expertise Nationally and Internationally Engagement in

Programme Review and Evaluation

For programmes review and evaluation, UKM engages external expertise

nationally and internationally through appointment of Industry Advisory

SM 2.33

Programme Self

Assessment Report

82

Panels and external examiners among visiting academia and foreign

external assessors. Detail explanation can be found in Area 7 (Part B) of this

portfolio.

Minute of Senate Meeting

2.4 Linkages with External Stakeholders

2.4.1 Links between UKM and External Stakeholders for Curriculum

Improvement

UKM has devised several mechanisms for reviewing and improving

programmes at specified intervals. Views from external stakeholders that

include employer, alumni and parents of the undergraduates are obtained

through surveys, which are conducted every two years. External examiners

appointed by respective departments also assess the programmes annually.

Input from external stakeholders and external assessors are then presented

to the programme’s Industrial Advisory Panel that meets annually to advise

and suggest improvements to the programmes. Details on programme

review mechanisms and procedures are described in Area 7 (Part B) of this

portfolio.

2.4.2 Mechanism to Obtain and Utilise Feedback from Employers for

Curriculum, Training and Workplace Exposure Improvement.

In any curriculum implementation, feedback from various stakeholders are

vital in making sure the viability, relevancy and sustainability of the

programmes. Thus. for the improvement of the existing curriculum, training

and workplace exposure, various surveys have been conducted either by the

faculties/institutes, Alumni office and UKM Industry and Community

Partnership (HEJIM) as illustrated in Figure 2.19.

SM 2.17


83

Figure 2.19: Mechanism to obtain feedback from stakeholders

2.4.3 Opportunities for Linkages between Students and External

Stakeholders

Opportunities to have linkages with external stakeholders are made

available to students through industrial training courses, community

attachment, involvement with various Non-government Organization

(NGO), attending technical seminars by invited speakers from the industries,

students participation in conferences/symposiums, career fair as well as

students participation in various academic related competitions etc.

For instance, recently UKM HEJIM organised the ASEAN Youth Volunteer

Programme (AYVP@AsiaEngage), a youth community leadership

programme, in cooperation with the United States Agency for International

Development (USAID), ASEAN Secretariat and the Ministry of Youth and

Sports, Malaysia. AYVP implements regional volunteerism projects that

mobilize ASEAN youth to find shared solutions to social, cultural, economic

and environmental challenges in the region.

Another opportunities are through inbound mobility programmes organised

and coordinated by UKM Global. Essentially, student mobility is one of

UKM’s strategic priorities. Under the office of UKM Global, international

students get the opportunity to study at UKM under the UKM-Global

Student Mobility Partnerships programme. The program combines

SM 1.9

Undergraduates and


Curriculum

Tracer Study

Alumni Survey

Exit Survey

Future Survey

Employer Survey

Programme

Standards

International Experts

National Needs/

Blueprints

Employer

Survey

84

experiencing university life at one of Malaysia’s leading universities and

experiencing the true nature and culture of Asia. Under this programme,

students stay and learn in multicultural Malaysia for a month. During this

time, participants get to visit an ancient land mass with its amazing ecology,

unique flora and fauna, not seen in other parts of the world. Currently, the

UKM-Global Student Mobility Partnerships programme (Inbound) offers two

courses: Indigenous Communities of Malaysia (ICM) and Sustainability of

Tropical Heritage (STH).

The outbound mobility program on the other hand is to provide

opportunities for UKM to internationalize its students. To encourage

participation among the students, UKM provides financial support for them

to expand their UKM experience with academic programmes and

experiences offered outside Malaysia. Travel grants for qualified students

are given to enable them to conduct research, participate in student-

exchange programmes and attach themselves to industries in foreign

universities, laboratories and companies. However, preference is only given

to credit-bearing activities.

85

86

87

Area 3: ASSESSMENT OF STUDENTS

3.1 Relationship between Assessment and Learning

3.1.1 Aligning Assessment Principles, Methods and Practices to Learning

Outcomes and Curricula

It is almost axiomatic that assessment is the most important aspect in the

teaching and learning processes. It plays a pivotal role in students’ learning

and subsequent enhancement learning activities. Hence, a well-designed

assessment system and its effective implementation will certainly

encourage students to enculturate deep learning and information

processing on part of themselves. When discussing about assessment at

Universiti Kebangsaan Malaysia (UKM), we would always emphasise that

that all teaching-learning activities and assessment have to be coherent

with the learning objectives and learning outcomes. In this sense, we would

always make sure meaningful alignment between the three key areas of the

curriculum, namely, the intended learning outcomes, what the student does

in the teaching and learning processes and how the student is assessed.

Figure 3.1 and Figure 3.2 below illustrate a basic model of an aligned

curriculum principle and the alignment of intended outcomes, teaching and

assessment tasks as implemented at UKM.

UKM, in its effort to ensure efficiency and effectiveness in the

implementation of constructive alignment as well as ensuring fair, valid and

reliable assessment has designed the Programme Assessment Plan System

(SP3P) (See Figure 3.3). The system is still in its infancy and a pilot study has

been conducted, which involved four faculties. Input and feedback received

from the pilot project is then used to improve the system and it is

anticipated that the system will be comprehensively used, covering all

programmes offered at UKM starting from the academic year 2015/2016.

SM 3.1


Assessment Plan

URL:

www.ukm.my/sp3p

SM 3.2



1974

SM 3.3




SM 2.2

UKM Teaching and

Learning Policy

88

Figure 3.1: Biggs’ Model of Aligned Curriculum Implementation

Figure 3.2: Constructive Alignment in Curriculum Implementation

SM 3.4

Biggs. J. (2003) Teaching

for Quality Learning at

University – What the

Student Does 2nd Edition

SRHE / Open University

Press, Buckingham.

89

Figure 3.3: UKM’s Programme Assessment Plan System (SP3P).

3.1.2 Students’ Consistency Assessment with MQF Levels

The learning outcomes of all the courses have been determined by taking

into consideration the levels defined in the Malaysian Qualification

Framework (MQF) and its eight domains of learning outcomes. A particular

course may only be relevant for one or a few of the domains. Therefore,

when the mode of assessment is determined taking into consideration the

learning outcomes, it will encompass the eight domains of learning

outcomes. For example, assessment by examinations can show if a student

has mastered a body of knowledge and if the question is set in such a way

that it discusses a case, that question can assess the student’s ability to

analyse, synthesise and evaluate information. The questions are set to

ensure not just the mastery of knowledge is assessed but also learning

outcomes such as problem solving ability. The lecturers setting the

examination questions and deciding on the mode of assessment and the

examination questions vetting committee keep this in mind when going

through the examination questions. The domains in MQF such as critical

thinking and communication skills are assessed during the courses e.g.

group projects and industrial training.

Faculty of Education for instance, would ensure consistency of the

SM 2.2

UKM Teaching and

Learning Policy

90

evaluation methods used in the measurement of learning outcomes domain

as enforced in accordance with MQF. Table 3.1 summarises uniformity of

students’ achievement method with the MQF domains.

Table 3.1: Uniformity of Students’ Achievement Method of Measurement

with the MQF Domain

Table 3.3 MQF/UKM Domains and Measurement

No. MQF/UKM Domains of

Learning Outcomes

Measurement of Students’

Achievement of Learning Outcomes

1 Knowledge (cognitive domain) Essay, True/False, MCQs and questions

during the oral examinations.

2 Practical skills(psychomotor

domain)

Practical laboratory sessions and

examinations and examinations of

clinical skills.

3 Social skills and

responsibilities (affective

domain)

Problem Based Learning (PBL) and

internship

4 Values, attitudes and

Professionalism (affective

domain)

PBL sessions and Research Projects

5 Communication, leadership

and team skills (affective

domain)

Group projects, presentation of results

of group projects and PBL sessions

6 Problem solving and critical

thinking (cognitive domain)

Research projects, PBL sessions and

internship

7 Information management

and lifelong learning skills

(affective domain)

Research projects, presentation of

results of group projects, internship

and multiyear projects such as the

“Cornerstone project”.

8 Managerial and

Entrepreneurial skills(affective

domain)

Research projects, development

project such as junior start-up and

intership

Based on Table 3.1., it could be inferred that the Faculty of Education

encourages the assessment of students to be in various forms and modes.

Each department will also monitor students’ assessment through the

percentage distribution of students’ assessment as found in the course

proforma. The realizations of multi-modal assessment with specific weights

planning are then evaluated based on the raw scores submitted by the

lecturers after each semester ends.

At the Faculty of Economics and Business, the assessment structure are

91

defined by mapping the Programme Learning Outcomes (PLO) that need to

be achieved at the end of the courses with assessment methods. Table 3.2.

Illustrates the links between PLO’s and assessment methods using an

example of Bachelor of Accounting (Hons.).

Table 3.2. Links between PLO and Assessment Method for Bachelor of

Accounting

No. Outcomes Indicator Delivery Assessment

PLO1

Knowledge –

Mastering basic

accounting

knowledge in

making

economic

decision.

Students are able

to discuss the

treatment on the

items of revenue,

expenses, assets,

liabilities and

equities according

to accounting

standard and

Malaysian law.

Lecture,

cases,

discussion

and problem

based

learning

Examination and

project reports

PLO2

Practical Skills –

Applying

knowledge in

accounting for

decision making.

Students are able

to apply

accounting

techniques for

purposes of

planning, control

and decision

making They are

bale to considered

qualitative factors

in relevant

decision making.

Lecture,

cases,

discussion

and problem

based

learning

Presentation,

examination and

project reports

PLO3

Social

Responsibilities

and Skills –

Demonstrate

behaviour which

relates to social

responsibility

Students are able

to exhibit ethical

behaviour in

conducting their

assignment. They

can relate ethical

issues and

accounting

professionalism in

class discussion.

Problem

based

learning and

lecture

Individual and

group project,

examination and

class

presentation.

PLO4 Attitude and

Professionalism -

Students are able

to exhibit national

Lecture,

problem

Assignments,

project papers,

92

Demonstrate

national - identity

attitude

consistent with

professional

ethics

identity behaviour

in their learning

processes. They

can relate ethical

issues and

accounting

professionalism in

class discussion.

based

learning,

class

discussion

and case

discussion

participation in

class and

examinations.

PLO5

Communication

Skills, Leadership

and Teamwork –

Effective

communication,

work in a team

and show

leadership skills.

Students are able

to answer

question

spontaneously

about

contemporary

issues and to

explain study

findings presented

in class. They are

able to show

critical writing in

the project report

and exhibit the

skill to lead group

assignment.

Lecture, hand

on training in

lab and

problem

based

learning

Examination,

report and

project

presentation

PLO6

Problem Solving

Skills and

Scientific Skills –

Applying

scientific skills

and critical

thinking in

solving problems.

Students are able

to prepare and

present the

financial

statement

according to

accounting

standards and

Malaysian Law.

Lecture,

simulation

and problem

based

learning

Group and

individual

projects,

presentation

and examination

PLO7

Information

Management

Skills and Lifelong

Learning –

Showing

information

management

skills and

commitment

towards lifelong

Students are able

to apply various

accounting

techniques and

continuously

updating their

information

management

skills. Students

exhibit their skills

Lecture,

industrial

training and

problem

based

learning

Examination,

industrial

training report

and individual

and group

project.

93

learning. in assignment

using worksheet

for budget project

and computerised

accounting

systems.

PLO8

Management and

Entrepreneurship

Skills – Illustrate

competitive and

innovative

management and

entrepreneurship

skills.

Students exhibit

the management

and

entrepreneurship

skills in individual

and group

assignment.

Lecture,

problem

based

learning,

class

discussion

and case

discussion

Case analysis

report,

presentation,

participation in

the class and

examination.

3.1.3 Monitoring Student Assessment for Prevention of Curriculum

Overload and Encouragement of Integrated Learning

In line with the implementation of OBE, UKM has introduced the

designation of credit units based on notional hours, incorporating student-

learning time and not solely on face-to face interaction. The Notional Credit

Hour is used as a guide to normalise students’ load and it is set at 40 hours

of students’ time 120 (depends on the total number of unit for a specific

programme) for 1 Notional Credit. The Notional Credit Hour reflects the

average number of hours a student will take to achieve specified learning

outcomes and gain credits for a certain course. Notional Credit enables the

faculty to measure how much is the adequate load for students. It calculates

the load for all form of delivery methods. The amount of time spent by the

students outside the classroom such as for revision, preparation of tutorials,

reports, assignments, and problem based learning (PBL), and examination,

clinical attachment, industrial training and research project will also be

taken into account. The university has set the ideal maximum credits for a

semester to be 20 units to help reduce curriculum overload.

In discussions with the students or their representatives or through the

mentor-mentee sessions, feedback is obtained about how the students are

coping with the curriculum. The performance of the students in the

continuous assessment and assignments (formative assessment) will also

give an indication of how they are coping. Monitoring of student

assessment through PBL sessions and project reports and presentations

allows the lecturers to determine if the students are able to integrate

SM 3.3




SM 3.3




94

knowledge from different sources and disciplines and synthesise new

knowledge, some courses are designed in such a way that their assessment

will measure students’ ability to integrate knowledge from different

disciplines.

At the same time, the Deanery ensures that every student registers for a

course load that corresponds to the student’s ability. The University has a

rule whereby the students’ CGPA serves as a guide for the maximum

number of credits is allowed for each student in a particular semester.

Thus, students who have not performed well are advised to take less credits

(i.e. register for only fewer courses) so that the possibility of curriculum

overload is relatively low.

3.1.4 Assessment and Inculcation of Appropriate Attitudes

The curriculum of every programme has to contain courses that encourage

many of the attitudes that we would like our students to have. Issues like

cultural diversity, ethnic relations etc. are covered in a number of courses.

Some of these courses are compulsory university courses and there are

specific credit requirements for these courses for all undergraduate

students. The titles of some of these courses are Ethnic Relations,

Philosophy of Thinking, Scientific Thought, Interpersonal Skills and Ethics

and Morals. Lifelong learning is indirectly assessed by the students’ ability

to look for references, search for information and acknowledge need for

continuous learning through the carrying out of research projects and

assignments. These courses are primarily conducted by the Centre for

Liberal Education (Citra UKM). Figure 3.4 and Figure 3.5 summarise Citra

UKM’s credit dissemination across program for non-professional and

professional programmes respectively with the philosophical aim of

“shaping the mind and building the character”.

SM 3.3




SM 2.2

UKM Teaching and

Learning Policy

95

Figure 3.4: Citra UKM courses dissemination across program for non-

professional programme

Figure 3.5.: Citra UKM courses dissemination across program for

professional programme

CITRA CREDIT DISSIMINATION ACROSS PROGRAMME

NON PROFESSIONAL

ACROSS NON PROFESSIONAL

6 credits Ethics, Citizenship

& Civilisation

3 credits Language,

Communication & Literacy

6 credits Quantitative

& Qualitative Reasoning

3 credits Leadership,

Entrepreneurship & Innovation

3 credits Science, Technology &

Sustainability

3 credits Family,

Health & Lifestyle

96

3.1.5 Review of Effectiveness between Assessment and Learning

Outcomes

Reviews are carried out every year during the preparation of the course

guides by the lecturers involved in the teaching of the course and during the

meetings to discuss and approve examination results. In addition, during

curriculum reviews carried out at least once every 5 years the assessment

methods and learning outcomes are reviewed and if necessary, different

assessment methods are introduced.

For professional programmes, external examiners and accreditation bodies

also review assessment methods and learning outcomes and suggest

measures for improvement. These suggestions are further discussed at the

faculty or program level for further improvement of the students’

assessment.

SM 2.2

UKM Teaching and

Learning Policy

SM 3.5

Examples of Curriculum

review reports of the

Faculty of Engineering

and Faculty of Medicine

3.2 Assessment Methods

3.2.1 Measurement of Students’ Achievement of Learning Outcomes for

Student Assessment Methods

The MQF prescribes eight domains of learning outcomes. While

maintaining the first two outcomes of mastery of knowledge and practical

or psychomotor skills, the remaining six outcomes is delivered through the

six Citra domains as elaborated in Section 3.1.4, which represents the

generic skills/abilities that we wish our graduates to possess. Based on the

eighth learning outcome domains and their measurement is as shown in

Table 3.1, Table 3.3 presents assessment techniques used by the Faculty of

Medicine for its undergraduate and postgraduate programmes.

SM 3.3




SM 2.2

UKM Teaching and

Learning Policy

97

Table 3.3: Assessment Methods used at the Faculty of Medicine

MQA/UKM Learning

Outcomes

Kn

ow

led

ge

Pra

ctic

al s

kills

Soci

al s

kills

an

d r

esp

on

sib

iliti

es

Eth

ics,

pro

fess

ion

alis

m a

nd

hu

man

itie

s

Co

mm

un

icat

ion

, lea

der

ship

an

d

team

ski

lls

Scie

nti

fic

met

ho

ds,

cri

tica

l th

inki

ng

and

pro

ble

m s

olv

ing

skill

s

lifel

on

g le

arn

ing

and

info

rmat

ion

man

agem

ent

Entr

epre

ne

urs

hip

an

d m

anag

eria

l

skill

s

MCQ (undergraduate &

postgraduate)

Key Feature Questions (KFQ/

Modified Essay Questions

(MEQ) (Undergraduate &

Postgraduate)

Objective Structured Clinical

Exam (OSCE)

Short case

Mini CEX

Modified long case

(undergraduate &

postgraduate)

Log book (undergraduate &

postgraduate)

Case write up

3.2.2 Methods of Summative and Formative Assessment

There are three main types of assessment: diagnostic, formative, and

summative. Although the three types are generally referred to simply as

assessment, there are distinct differences between the three. Figure 3.6

illustrates interrelationship between diagnostic, formative, and summative

assessment. Diagnostic Assessment can help identify students’ current

knowledge of a subject, their skill sets and capabilities, and even help to

clarify misconceptions before teaching could take place. At UKM, diagnostic

assessment is not commonly practiced, unless in courses which require

strong basic pre-requisite knowledge. The most common type of diagnostic

test is pre-test, such as pretesting students’ theoretical knowledge of

statistical analysis before teaching them Quantitative Research

Methodology at Masters Level.

Formative assessment provides feedback and information to us during the

SM 3.3




SM 2.2

UKM Teaching and

Learning Policy

98

instructional process, while learning is taking place, and while learning is

occurring. Formative assessment implemented at UKM can take many

forms, and is applied throughout teaching and learning process. Analysis

shown that formative assessment is conducted by means of quizzes,

assignments, practical laboratory reports, mid-semester examinations,

presentations, industrial visits, tutorials, group projects and so on. These

assessments are carried out throughout the semester and provide a

platform for constructive feedback to the students about their performance

and level of understanding and achievement of learning outcomes. When

taken as part of the continuous assessment the sum of all of these typically

contribute towards 30 to 70% of the course grade. Such characteristic of

assessment is very encouraged as sometimes called as assessment for

learning

Summative assessment takes place after the learning has been completed

and provides information and feedback that sums up the teaching and

learning process. This assessment approach is also conceptualized as

assessment of learning. Typically, no more formal learning is taking place at

this stage, other than incidental learning which might take place through

the completion of projects and assignments. At UKM, summative

assessment is mostly in the form of a written examination, submission of a

report or thesis, completion of a project etc. Typically the summative

assessment contributes towards 70 to 30% of the course grade.

It should also be noted that instead of trying to differentiate between

formative and summative assessments, it may be more meaningful to begin

planning assessment strategies to match instructional goals and objectives

at the beginning of the semester and implement them throughout the

entire teaching and learning experience. This is to reiterate that UKM really

emphasizes the selection of appropriate assessments which are

constructively aligned with the course as well as programme objectives.

SM 3.6



2011 Amendment

99

Figure 3.6: Interrelationship between diagnostic, formative, and

summative assessment.

What have been described earlier are more common to undergraduate

programmes. At the post graduate level, assessment will depend on the

mode of the programmes.

Master’s examination for a candidate undertaking a programme

solely for the preparation of a thesis shall consist of:

a. A thesis which shall be examined by an Internal Examiner and an

External Examiner; and

b. An oral examination for the candidate to defend the thesis

before the Oral Examination Committee

Master’s examination for a candidate undertaking taught course only

shall consist of:

a. Examination on every taught course undertaken for each

semester; and

b. A qualifying examination (if necessary)

Master’s examination for a candidate undertaking taught course and

thesis shall consist of:

a. Examination on taught course undertaken for each semester;

and


Diagnostic

Learning

Summative Formative

Assessment

of Assessment

for

Assessment during

Assessment after

100

c. A thesis which shall be examined by an Internal Examiner and an

External Examiner (if the thesis unit is 40% or less than 40%, the

thesis shall be examined by an Internal Examiner only

Doctor of Philosophy examination for a candidate undertaking a study

programme of thesis writing only shall consist of:

a. A thesis which shall be examined by an Internal Examiner and at

least one External Examiner

b. An oral examination for the candidate to defend the thesis

before the Oral Examination Committee.

Doctor of Philosophy examination for a candidate undertaking a study

programme of taught course and thesis writing shall consist of:

a. Examination on every coursework undertaken for each semester;

and


c. A thesis which shall be examined by an Internal Examiner and an

External Examiner

d. An oral examination for the candidate to defend the thesis

before the Oral Examination Committee.

3.2.3 Validity, Reliability and Fairness of Student Assessment System

Very simply, validity is the extent to which a test measures what it is

supposed to measure. Normally the question of validity is raised in the

context of the three main points: i) the form of the test, ii) the purpose of

the test and, iii) the target student population for whom it is designed.

At UKM, effort to main test validity mainly focused on the content validity

of the test. In so doing, the details of the assessment modes and the

learning outcomes for each course are included in the course proforma for

every course. The course proforma is evaluated during the Proforma

Vetting Committee Meeting and the committee members have the

opportunity to comment on the validity of the assessment mechanisms

planned for each and every course. In addition to that, the examination

questions and marking schemes are discussed at the Examination

Questions Vetting Committee Meeting specifically to discuss two

important validity indicators; relevancy and representativeness of the

examination questions. While the former concerns the extent to which the

assessment is appropriate with the student’s ability, the latter

SM 3.7

UKM/PJK/PPPS/P05/AK03

Working Procedure for

Examination Paper

Preparation

SM 3.8



Sudden Problem Handling

101

concernswhether the assessment can represent a group of students or

body of opinions.

Thus, during the Proforma Vetting and Examination Questions Vetting

Committee Meeting, four main questions were addressed by the

committee:

Reliability, on the other hand refers to the degree to which a test

consistently measures whatever it measures. In other words, reliability

ensures consistency in assessment and grading. It informs us the extent

the marking by an examiner is accurate, consistent, reliable, fair and

acceptable. This could be easily established through conformity to the

answer and marking schemes or rubrics. UKM academic staff are also

recommended to provide sufficient and timely feedback on assessment

tasks to allow students to improve their performance and progress.

In order to secure reliability in their assessment practice, UKM academic

staff are advised to:

In addition to validity and reliability, fairness, is another area of concern.

Whether the test items appropriate with the desired levels of learning outcomes to be attained?;

Whether assessments given throughout the semester are in various forms (such as tests, assignments, presentations) to assess the different learning domains and the course learning outcomes determined for the course. More than one task and source of evidence are needed as a basis of judgment of students’ competence; and

Whether test coverage is balanced, covering most of the main topics and important concepts in proportion to the emphasis they received in class.

102

Fairness refers to its freedom from any kind of bias. In ensuring this, the

Proforma Vetting Committee Meeting and the Examination Questions

Vetting Committee Meeting will evaluate whether the proposed

assessment appropriate for all students irrespective of race, religion,

gender, or age. In other words, the test should not disadvantage any

student, or group of students, on any basis other than the student’s lack of

the knowledge and skills the test is intended to measure.

Information on the test validity, reliability and fairness will be further

strengthened by conducting item analysis. The practiced at the Faculty of

Medicine will normally require item analysis to be performed on the

students’ achievement data. This is because by conducting item analysis,

we will get additional information such as item difficulty, item

discrimination, test measures of central tendency and dispersion, which

could later be used in improving the test items for future use.

Additionally, for professional programs like Medicine, Pharmacy,

Accountancy, external examiners and external accreditation bodies also

continuously provide feedback on the methods of assessment. Where

there may be subjective differences in grading, e.g. in grading of projects

reports, thesis etc., where not only are the projects different but the

assessors may also be different, the differences are minimized by using the

same marking scheme and setting up a clear basis for the awarding of

marks.

3.2.4 Monitoring Reliability and Validity of Assessment

UKM does not have faculties offering their programmes at multiple sites or

campuses, except general courses which are currently managed by the

Citra UKM. Some courses such as those conducted by the Citra UKM are

offered in the main campus in Bangi and in the KL campus. The same

examination is conducted at both the main campus and the KL campus.

Reliability and validity of assessment is coordinated by Centre for Quality

Assurance and it is implemented through the MS ISO 9001:2008 Quality

Management System (QMS) Internal audit under the scope of the

Management of Undergraduate and Postgraduate Studies as well as the

QMS third party audit by the certification body, i.e. SIRIM, and the

Programme Accreditation or Maintenance Audits under the self-

accreditation processes.

103

3.2.5 Validating Internal Assessments against External Standards

Assessment of students is one of the areas that is examined thoroughly by

external examiners and also external accreditation bodies. They look at the

assessment methods in terms of appropriateness for the level of study,

fairness, level of difficulty, etc. Often these are compared with standards of

their own institutions, other institutions or standards that have been

established by national or international bodies for a particular field of study.

UKM only appoints external examiners who are experts in their area.

The Faculties/Institutes propose names of external examiners who possess

the necessary qualifications and experience. The curriculum vitae of the

candidates are thoroughly vetted with respect to experience, publications,

expertise and so on. The appointments have to be approved by the Senate.

Therefore, the positive comments of external examiners are good indicators

of compliance with high external standards.

SM 2.2

UKM Teaching and

Learning Policy

3.2.6 Feedback of Validity, Reliability, Consistency, Currency and

Fairness of Assessment Methods

The various feedback mechanisms include discussion at faculty meetings,

discussion at examination committee meetings for vetting of examination

questions, comments from students through their mentors or meetings with

the academic staff, comments from external examiners, comments from

external accrediting bodies and comments from preceptors of industrial

training/attachment. Students are also able to provide feedback on the

courses including the assessment through the online system for evaluation

of teaching – “Teaching and Supervision Evaluation System” (TESES) (See

Figure 3.7). The Deanery will also identify students who are facing academic

problems and, if necessary, will arrange some form of educational

intervention for them such as tutorials and extra class.

Examination answer scripts and all students’ assignments that contribute to

the assessment and course grade are kept for three months and can be

reviewed/re-graded, if required. Students are able to view their

performance through the online information system. They can officially

request for a review of their assessment if they feel that the grade does not

accurately reflect their performance in the examination.

SM 3.9

Teaching and Supervision

Evaluation System

Website;

URL:

www.ukm.my/sppp

SM 3.10

UKM/PJK/PPPS/P05/AK07 Working Order for

Examination Answer

Marking

SM 3.8




SM 3.11

104

Figure 3.7 Teaching and Supervision Evaluation System (TESES)

Student Information

System’s Website; URL:

www.ukm.my/smp

3.2.7 Feedback on Students’ Academic Performance

Results of continuous assessment are given to the students in order for

them to undertake remedial measures. The results are either posted on the

notice board or the graded assignments are returned to the students. In

certain courses, the results for assignments, projects are posted online

through an e-learning portal for management of teaching and learning

called i-Folio. Lecturers will also sometimes provide a general feedback to

the students regarding their performance, highlighting common mistakes

made or areas of weakness. Mid semester examinations are held around

week 7 (of a 14-week semester) and students have sufficient time to

undertake remedial measures if their performance was not satisfactory.

Students are also free to meet with the lecturers to discuss their progress

and problems with assignments, projects and courses either face-to-face or

through i-Folio discussion platform. Lecturers are also required to set

dedicated times for students to meet with them. The results of the final

course grade are posted on the online student information system soon

after the results have been approved by the Senate.

Under certain circumstances, students might decide to request for a

regarding of their answer scripts. The procedure will require students to

submit a written appeal for review within two weeks after the official

examination results are announced. The completed form needs to be

submitted to the Centre for Academic Management. Shortly after that, a

letter to the Dean of the faculty concerned will be issued for further action

on the review appeal. The Deanery will appoint a committee from that

particular discipline to evaluate the appeal in a fair manner. Normally, it

SM 3.12

iFolio Website;

URL:

http://ifolio.ukm.my/

SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

SM 3.13


Working Order for

Announcement of

Examination Results


105

involves a review of the student’s answer scripts. After the review, the final

grade will be confirmed by the faculty and submitted for further

confirmation of the Senate. The newly published grade is final and further

appeals will not be entertained.

As for the postgraduate level, current practice at the UKM Medical

Molecular Biology Institute (UMBI) require six monthly progress reports on

student’s performance be given to the students as a feedback to enable

students to take corrective measures. In addition feedback on performance

is provided regularly (at least weekly) to students during research update

meetings and also during the milestone monitoring in the Postgraduate

Supervision Book. Students are also assessed during seminar/research

progress presentation at institutional level at regular intervals (at least twice

a year). Based on the description, it could therefore be concluded that

mechanisms of providing feedback on student’s academic performance are

an ongoing process throughout their Master/PhD programme. This will

ensure that students will be able to undertake remedial measures as they

progress in their research endeavour. The six monthly progress report is

made available to the students for their improvement.

In addition, assessment methods starting from presentation of research

proposal, six monthly progress report, and submission of thesis and

examination of thesis followed by viva voce examination are well

established. However, the guidelines for examination of thesis and viva voce

are reviewed periodically to ensure currency. To increase the efficiency of

assessment process and make the result accessible to the whole students,

students’ assessment methods are documented in the form of the six

monthly progress reports and the thesis, which is kept in the Centre for

Academic Management and the library. At the end of their study,

postgraduate students at UMBI receive copies of their six monthly progress

reports and have copies of their thesis as well as examiners’ comments on

it.

106

3.2.8 Review of Assessment Methods

Assessment methods are reviewed during discussions about the courses at

the beginning of every semester. They are also considered in greater detail

during curriculum review exercises. Best practice methods of assessment

used in other institutions both national and international are adapted for

use in our courses. With the implementation of the Outcome Based

Education (OBE), and based on the concept of constructive alignment

mentioned earlier, the academic staff have had to review their teaching and

assessment to ensure that the learning outcomes are achieved. The process

is continuous as stipulated in the self-accreditation procedures, which is

elaborated in Area 7 (Part B) of this portfolio.

3.2.9 Documentation and Communication of Student Assessment

Methods

The assessment methods are clearly stated in the course guide given to the

students at the beginning of every semester. These guides are put up on

the i-Folio system and every student has access to the course guide for

courses that they are registered for that semester. In addition, the course

coordinator also informs the students of the methods of assessment during

the introductory lecture for the course.

SM 3.12

iFolio Website;

URL:


3.2.10 Regulations of Examination

A copy of UKM’s regulations for undergraduate and postgraduate studies,

which includes the regulations for examinations, is stipulated in UKM Rules

(Undergraduate) amended in 2009 and UKM Rules (Postgraduate) amended

ini 2011.

SM 3.3




SM3.6



2011 Amendment

3.2.11 Comparative of Internal Assessments to External Best Practices

From the feedback obtained from external examiners and accreditation

bodies, the standards of UKM’s internal assessments are comparable to

SM 3.14

Example of an external


107

those of other institutions. The external examiners are appointed from local

universities as well as from universities abroad.

examiner’s report from

the Faculty of Pharmacy

And Faculty of Medicine

3.2.12 Review Mechanisms and New Methods of Assessment

Implementation in Curriculum

During curriculum review exercises that have to be carried out at least once

every 5 years, the content of the program and courses as well as assessment

methods are reviewed (see Figure 3.8). However, new methods of

assessment can be introduced any time after discussion and approval at the

faculty level. The Centre for Professional and Leadership Development

(Professional UKM) is now responsible for developing the academic skills of

the staff. This includes workshops on new approaches and methods of

teaching and assessment within the context of OBE implementation. In

additional few courses on assessment are also offered at AKEPT and

lecturers are widely invited to attend the course in order to improve their

professional skills in assessment as well as providing continuous feedback

from assessment staff (See also Area 5 (Part B) of this portfolio).

Figure 3.8: Assessment and Curriculum Review

SM 3.15

Examples of Curriculum

review reports of the


and Faculty of Medicine

• Administrators

• Curriculum

• Academic Staff

• Learning Environment

Student

What to learn

Content

How to learn

Methods &

strategy

Educational

outcomes

Summative

Assessment

Fo

rmati

ve

Assessm

en

t

Feedback

108

3.2.13 Incorporation of Current Global Development and Best Practices in

the Discipline in Reviewing the Assessment Method

During the review process, curricula and methods of assessment from other

programmes offered at national as well as international institutions are

used as reference and relevant best practices in assessment methods are

adopted. Collaboration between UKM academic staff in research with

researchers from other institutions as well as the involvement of the

academic staff in professional organizations, both local and international,

provide inputs for the academic staff to incorporate latest methods of

assessment in their programmes.

Within UKM, it is not uncommon for one faculty to adopt the assessment

methods of another faculty or to modify an assess method used in another

faculty to suit the needs of the particular programme. Faculties often adopt

best practices from other faculties. UKM has organised the annual Teaching

and Learning Congress since 2009. During this internal meetings, academic

staff from various faculties and institutes showcased their best practices

whether it is in curriculum design, curriculum delivery, assessment methods

as well as many other innovative ideas which will lead towards effective

learning experiences on part of the students themselves.

3.2.14 Consultation of External Expertise in the Review of the Assessment

System

During the review process, curricula and methods of assessment from other

programmes are used as reference and relevant best practices in

assessment methods are adopted. Collaboration between researchers and

institutions help in this process as well as the involvement of the academic

staff in professional organisations both local and international. External

examiners who are experts in their respective areas also provide useful and

valuable input in the review of the assessment system in particular and

curriculum as a whole in general.

SM 3.14

Example of an external

examiner’s report from

the Faculty of Pharmacy

And Faculty of Medicine

109

3.3 Management of Student Assessment

3.3.1 Independency of Departments in Management of Student

Assessment

UKM is organised into Faculties, Institutes and Centres. The Faculties and

Institutes in turn, are made up of schools or departments, programmes.

Each school, department or programme has an autonomous committee that

is empowered to set questions, vet the questions, scrutinise the grading and

decide on the final marks. They are empowered through the Departmental

or Faculty’s Examiners Committee for the undergraduate assessment and

the Postgraduate Examiners Committee at the postgraduate level to

manage student assessment during the course of the semester. By the end

of the semester the results of the assessment are submitted to Senate for

endorsement and UKM will formally inform the students about their

performance via the online Students’ Information System (SMP-Web).

SM 3.8


Working Order for


SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

3.3.2 Committees and Processes for Verification and Moderation of

Assessments and Benchmarking Academic Standards of

Assessment.

The results of the assessment of the students are tabled at a meeting for

confirmation of grades at the departmental level. The Course Coordinator

will present the grades for the course and give the breakdown of the grades.

The grades are endorsed at this level. The grades are then presented to the

Examination Committee at the faculty level which later be approved by the

Senate.

It should also be noted that all the committees involved are made up of

academicians only and are autonomous. The Senate is the highest academic

authority of the university and is also autonomous.

SM 3.8


Working Order for


3.3.3 Applicable Standards for Students Assessments

As previously mentioned, the examination results are discussed at the

Departmental and Faculty levels. Details about student performance such

as measures of central tendencies (mean, mode and median), measure of

dispersion (standard deviation, range), and the shape of distribution scores

110

are presented by the Course Coordinator and thoroughly discussed at the

meetings. Comparisons are also made with previous years’ results and

explanations are sought for certain reasons such as high percentage of

students fail to obtain good grades, negatively or positively skewed

distribution and any other similar deviations.

3.3.4 Availability of Assessment Performance and Results to Students

Results of continuous assessment and mid-semester examinations are

posted on the notice board or given to the students directly. At the end of

the semester, students are able to get their results from the SMP-Web

system. Access of the results is obtained using password and the data is

accessible to the student and the administrator only. They can also collect a

hard copy of their semester grades from the academic office of the

Faculty/Institute.

SM 3.16


Working Order for

Announcement of

Examination Results

SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

3.3.5 Authority Responsible for Assessment Policy

As self-accreditation as well as qualification awarding institution, UKM is

very committed towards providing effective as well as efficient services to

its major stakeholders; viz. the students. With regard to students’

assessment, UKM has developed functional and integrative assessment

procedures at institutional level. As illustrated in Figure 3.9, the University

Senate is the highest academic authority and is responsible, among others,

for the assessment policy.

The composition of the Senate is given in Universities and University

Colleges Act 1971 – The Constitution of the Universiti Kebangsaan Malaysia

The Senate is composed of:

The Vice Chancellor (who is the chairperson);

All the Deputy Vice Chancellors;

All Deans of Faculties and Centres and the Directors of Institutes;

Not more than 20 professors (decided by the Vice Chancellor but

nominated by the Professors of the University); and

Not more than 10 members co-opted by the Vice Chancellor

(subject to any instructions from the Minister)

Members of the Senate are appointed for a period of 3 years. The terms of

SM 3.3




SM 3.2



1974

111

reference of the Senate includes:

a. To consider proposals to have new statutes or amend existing

statutes or to delete existing statutes for the following:

(i) the powers of responsibilities of the Deans of Faculties and

Centres and Directors of Institutes;

(ii) the formation, composition, powers, responsibilities and

procedures for authorities other than the Board;

(iii) to decide on the degree, diploma and higher degrees that

will be conferred by the university; and

(iv) admission criteria for students

b. To consider proposals to have new methods or amend existing

methods or to delete methods, according to the Section 31 of the

Constitution, which states the following matters:

(i) principles that govern the award of degrees, diplomas and

higher degrees;

(ii) the number and scope of examinations;

(iii) the appointment, power, responsibility and conditions of

service of examiners and how the examinations are

conducted;

(iv) the admission of students for examinations and university

courses and diplomas; and

(v) the management of lecture halls, library, sources of

information, laboratories, research institutes, residence

halls, and all other university activities not specifically

covered in the Constitution or Statute

c. make regulations to decide on the courses for study and the

assessment methods for examinations

d. selection of internal and external examiners

e. issue instructions to examiners and the Board of Examiners

f. approve the results of university examinations and the award of

degrees, diplomas, certificates and academic awards

g. award fellowships, scholarships, aid, prizes and medals

h. give general directions on teaching and research at Faculties,

Centres and Institutes

i. give general directions regarding the library, museum, art gallery

and university’s teaching and research facilities

j. make endorsements to the Board on any matters that is not

specifically given to any authority other than the Senate and the

Board

112

Figure 3.9: Assessment integration and process at institutional level

The Senate is assisted by two committees. The Academic Development and

Planning Committee (JPPA) is chaired by the Deputy Vice Chancellor

(Academic and International Affairs) and its members are the Deans and

Directors of Faculties, Institutes and Academic Centres, and the Deputy

Director of the Centre for Academic Management as the secretary.

Included in the committee’s terms of reference is to advice the Senate on

academic matters including strategic directions, academic policies,

standards and guidelines, proposal of new academic programmes as well as

reviews on existing programmes. The other committee is the Senate

Academic Committee (JKAS) which among others is responsible for the

confirmation of the change in grade consequent to a supplementary

examination, special replacement examination and re-grading after an

appeal as well as assessment.

Senate

Academic

Development and

Planning

Faculty

Academic Staff

Review of Programme/ Course

Assessment

Input from stakeholders which

Approves assessment policies/

procedures that establish and

maintain academic standards

through principles of assessment

and procedures

Develops and reviews assessment

policies/procedures – may include

external stakeholders such as

industry representatives and alumni

and submits the review to the

Senate for approval

Oversees the implementation of

assessment policies/ procedures in

academic processes and provide

feedback to faculty’s academic

committee in the continual review of

policies and processes

Implement assessment and provide

formative and summative feedback

to students and faculty/school/

department

113

3.3.6 Involvement of Student Representatives, Academic Staff and

Stakeholders in Making Changes to Student Assessment

As depicted in Figure 3.8, academic staff are the ones primarily involved in

making changes to the assessment system. Students and other

stakeholders are also involved through feedback given during meetings,

course evaluations (via the TESES system) (See also Section 3.2.6), the

Programme Advisory Panels, mentor-mentee sessions, curriculum review

meetings, etc.

3.3.7 Appeal Policy

UKM has a very clearly documented policy for appeal for both

undergraduate and postgraduate students. Students have the right to

appeal for review of their answer scripts if they are not satisfied with the

grades given to them.

Generally, undergraduate students submit a written appeal for review

within two weeks after the official examination results are announced.

They fill the appeal form and submit it to the Centre for Academic

Management. After the centre received the form, a letter to the Dean of

the faculty concerned will be issued for further action on the review appeal.

The Deanery will appoint an assessor from that particular discipline to

evaluate the appeal in a fair manner. Normally, it involves checking the

marks of the student’s answer scripts and all relevant components of the

examination. After checking, faculty members are required to confirm the

grade. The grade after review is submitted for the confirmation of the

Senate. The student is informed of the grade only after being confirmed by

the Senate. Grades after appeal determined by the faculty and confirmed

by the Senate are final and further appeals will not be entertained.

For the postgraduate students, a written appeal for review can be

submitted within four weeks after the official examination results are

announced. The appeal is submitted to the Centre for Academic

Management. After the appeal is received, the centre will refer the matter

to the Dean/Director of the faculty/institute concerned for further action on

the review appeal. The Dean/Director after discussing with the head of

department or the Deputy Director (if it is an institute) will appoint a panel

SM 3.3




SM 3.17


Working Order for

Examination Results Re-

checking Appeal

SM 3.3




114

of examiners to evaluate the appeal in a fair manner. The panel shall

consist of the Head of Department/Deputy Director, the examiner of the

course and at least one other examiner in the same field. The verification of

the panel will be submitted to the faculty for consideration. The

faculty’s/institute’s decision is submitted for the confirmation of the Senate.

The student is informed of the grade only after being confirmed by the

Senate. Grades after appeal determined by the faculty and confirmed by

the Senate are final and further appeals will not be entertained.

A postgraduate student whose candidature is terminated due to failure in

fulfilling the requirements of a programme can submit an appeal against the

termination, provided the candidate shows an improvement in academic

performance and is capable of obtaining a Cumulative Grade Point Average

(CGPA) of 3.0 after repeating the particular course. The appeal is submitted

to the Director of the Centre for Graduate (PS) within four weeks of official

announcement of the termination of candidature, together with a payment

of RM50.00. After the appeal is received, the Centre for Academic

Management will refer the matter to the Dean of the faculty concerned for

further action on the appeal. The Dean will appoint an Appeal Committee

to consider the appeal. The Appeal Committee consists of the Chairperson

of the Graduate Studies Committee of the Faculty, Head of Department

from the faculty or the Deputy Director (for an institute), a member of the

faculty/institute who was involved with the candidate’s studies and the

assistant registrar of the faculty/institute. The committee may accept or

decline an appeal and verify decisions made for all appeals that have been

considered. The verification made by the faculty/institute regarding the

matter will be submitted to the centre for presentation to the Senate for

approval. Each decision made by the faculty/institute in accordance with

this procedure and confirmed by the Senate is final and further appeals will

not be entertained.

3.3.8 Confidentiality and Security in Student Assessment Processes and

Academic Records

The whole process of preparation of examination questions, vetting of the

questions and printing of question papers is strictly controlled and all

precautions taken to ensure security of question papers. Lecturers would

submit the draft examination paper in a hard copy and a soft copy to the

Deputy Dean or Head of Department. The draft examination paper is

discussed and vetted during the meeting of the Examination Questions

SM 3.7


Working Order for

Examination Paper

Preparation

SM 3.18


115

Vetting Committee meeting. Corrections and amendments are carried out,

if necessary. The corrected copy and the original draft copy are submitted

to the Chairman of the Examinations Questions Vetting Committee. All

copies (except one) of draft questions/question papers are destroyed after

the meeting of the examination questions vetting committee. The draft

examination papers are kept in sealed envelopes in a safe cabinet or room

until they are required to be sent to the Academic Division for printing. The

printing process is also tightly controlled. After a request for printing is

made, the examination paper is given to the Printing Officer. A responsible

officer checks that the correct examination paper and the correct number of

copies are printed. The number of copies made is recorded and the

examination papers are checked at random. The whole process is monitored

by a responsible officer. After the examination papers are wrapped, the

package is submitted for safekeeping in a safe room. The safe room is

locked and the keys are kept by two officers appointed to keep the keys.

The preparation of examination questions and the printing and storage of

printed examination papers are done according to the procedures under the

MS ISO 9001:2008 Quality Management System.

All assessment records are kept confidential and the records are only

available to the students and designated administrative staff. Access for all

levels is only with password and only during certain designated periods.

Students are identified by their matrix numbers. Results that are available

online are only accessible to the student with a password and hard copies

can only be collected by the students’ themselves. Confidentiality of

records is also covered under the Information and Communications

Technology (ICT) Policy of UKM.

Security of the assessment process and records is considered a very

important matter and strict disciplinary action is taken against staff

responsible for or involved in breach of confidentiality or security of

assessment procedures and records.

Working Orders for

Printing, Packaging and

Safekeeping of

Examination Questions

SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

SM 3.19

UKM Communication and

Information Technology

Policy-Version 2

3.3.9 Independent External Scrutiny of Student Assessment in Improving

Management of the Assessment System

External scrutiny of student assessment is achieved through input from

external examiners and visiting professors. The Teaching and Learning Policy

of UKM states the appointment of an independent assessor of the

programme for a period of 5 to 7 years. This will include the scrutiny of

student assessment. Currently, external examiners, professional

SM 2.2

UKM Teaching and

Learning Policy

116

accreditation bodies and academic advisory boards of various faculties

provide the independent external scrutiny. Their evaluations are

independent yet critical in order for the institution to continuously improve

the system of assessment.

Postgraduate students are assessed by an external examiner and an internal

examiner. The external examiner is from another institution of higher

learning and therefore is independent. The comments made by the external

examiner during the examination process serve as a useful feedback for

improving the examination process.

117

118

119

Area 4: STUDENT SELECTION AND SUPPORT SERVICES

4.1 Admission and Selection

4.1.1 Student Selection, Academic Criteria and Mechanisms for

Admission to Programmes

The Department of Higher Education (DHE), Ministry of Education (MOE) is

responsible for student selection. Although this department determines the

minimum admission requirement, the faculty has the autonomy to establish

additional entry requirements. Generally, the students admitted to the

University must have satisfied the following conditions:

Basic Qualifications for Undergraduate Programmes:

o Malaysian Certificate of Education (SPM)

Candidates must have passed SPM or other equivalent

examination obtaining a credit in Malay Language AND

o Higher School Certificate (STPM)

Candidates must have passed Malaysian Higher School

Certificate (STPM) with a minimum CGPA of 2.00 and a

minimum of Grade C (GPA 2.00) in General Studies; and a

minimum Grade C (GPA of 2.00) in (2) other subjects.

Candidates must have a full-pass in General Paper/General

Studies, OR

o Matriculation Programme

Pass at least with CGPA of 2.00

o Diploma

Candidates must have a diploma qualification or equivalent

from any institution recognized by the Senate; OR

Candidates must have a full-pass in STPM (year before) with a

minimum Grade C (CGPA of 2.00) for (3) subjects including

General Paper; OR

Candidates must have a full-pass in Matriculation course (year

before) a minimum CGPA of 2.00

o Other Requirements

Candidates must have other requirements and/or experience

which are recognized by the Senate (refer to the faculty

SM3.3

UKM

Rules/Regulations

(Undergraduate

Studies) 1990, 2009

Amendment

SM 3.6

UKM

120

handbook)

o Second Channel Qualification Candidates must have obtained 3

SPM credit passes and have 5 years of working experience in areas

related to health sciences and pass a written test/interview.

Basic Qualifications for Postgraduate Programmes:

o Masters Programme

Bachelor Degree with a good Cumulative Grade Point Average

from Universiti Kebangsaan Malaysia or any Institution of

higher learning recognized by the Senate; OR

Bachelor Degree in Medicine or Dentistry, from Universiti

Kebangsaan Malaysia or any institution of higher learning, or

equivalent degree with any institution of higher learning

recognized by the Senate; OR

Diploma in related field with at least five years of working

experience related to the field applied; OR

Other qualifications recognized by the Senate obtained through

Accreditation of Prior Experiential Learning (APEL) or through

Recognition Prior Learning (RPL); AND

Fulfilling other requirements set by the academic programmes

(if any).

o Doctor of Philosophy Programme

Master Degree from Universiti Kebangsaan Malaysia or any

institution of higher learning recognized by the Senate; OR

Other qualification equivalent to the Master Degree and other

qualification or experience recognized by the Senate; OR

Currently undertaking the Master Degree on a full-time basis in

Universiti Kebangsaan Malaysia and has been approved by the

Faculty’s Graduate Studies Committee to upgrade the status to

the Doctor of Philosophy Programme with approval from the

Dean/Director of faculties/institutes; OR

Bachelor Degree with distinction from Universiti Kebangsaan

Malaysia or any Institution of higher learning recognized by the

Senate; OR

Other qualifications recognized by the Senate obtained through

Accreditation of Prior Experiential Learning (APEL) or through

Recognition Prior Learning (RPL); AND

Fulfilling other requirements set by the academic programmes

(if any).

o Requirement for Malay Language

Rule/Regulations

(Graduate

Studies)1984, 2011

Amendment

121

A foreign candidate shall undertake two Malay Language

courses which are equivalent to six units as provided by the

University. Exemptions may be given to candidates who have

undertaken equivalent Malay Language courses organized by

the other bodies recognized by the Senate.

Foreign candidates who intend to write their thesis in English or intend to

enroll in graduate programmes conducted in English are required to meet

the prerequisite for entry into postgraduate programmes, i.e., attain Test of

English as a Foreign Language (TOEFL) or International English Language

Testing System (IELTS) minimum score that meets the score requirements or

minimum band set by the academic programmes; OR

For certain programmes, foreign candidates must sit for English

Competency Test (UKBI) examination, and if the candidates failed to fulfill

the requirement set by the programmes, the candidates must go through

and pass Module of English Proficiency (MKBI) module within two (2)

semesters.

Foreign candidates who intend to write their thesis/dissertation in

Malay/Arabic language and foreign candidates with academic qualification

obtained from any local university recognized by the Senate may be

exempted from taking TOEFL and/or IELTS. However, the candidates must

sit for English Competency Test (UKBI), and should they fail to meet the

standard set by the programme the candidates must undergo and pass

Module of English Proficiency (MKBI).

Faculties/institutes may give an exemption for foreign candidates, whose

country of origin uses English as its official language, from taking TOEFL

and/or IELTS and UKBI and MKBI. Foreign candidates with academic

qualification obtained from any higher learning institution that uses English

as a medium of instruction may also be exempted.

The admission method and academic qualifications for undergraduate

studies are stated in Universiti Kebangsaan Malaysia Regulations 1990,

which has been amended in 2011.

The admission method and academic qualifications for postgraduate studies

are stated in Universiti Kebangsaan Malaysia Postgraduate Regulations

2009, which has been amended in 2011.

122

4.1.2 Fulfillment of Admission Policies

The student admission is based on the academic criteria as outlined above

(Section 4.1.1). The students selected fulfil the admission policies as evident

in SMPWeb. The admission policy of UKM is based on the ratio 60:40 for

science and social sciences as decided by the National Economic Action

Council. Additionally, as a research university, UKM strives for a ratio of

50:50 between undergraduate and postgraduate students. As on academic

session 2013/2014 the ratio for undergraduate to postgraduate students is

76:24.

SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

4.1.3 Admission Mechanisms and Criteria for Students with Other

Equivalent Qualifications

The University admits students with equivalent qualifications via the second

channel mechanisms. These include:

1. Malaysian Certificate of Education with at least five (5) years working experience and an interview at the faculty level.

2. Equivalent international qualification. Through this channel, qualifications awarded in the various countries that are equivalent to SPTM or A-Level is demarcated as a guideline for intake into undergraduate programmes at UKM. Citing two examples; candidates from China are required to have successfully undergone Senior School Diploma and have passed the National Entrance Examination before they can enroll to UKM; while those from Indonesia must fulfill 12 years of Higher Secondary School (Sekolah Menengah Atas) plus a pass in their university entrance test entitled The State Higher Education Entry Test (UMPTN) or National Test.

UKM also recognises an individual's non-formal and informal learning

experience to determine the extent to which that individual has achieved

the required learning outcomes, competencies, or standards for entry

(partial or total), to a course. This is achieved through the Accreditation of

Prior Experience & Learning (APEL) programme. APEL lays the foundation

for lifelong learning policies that encourage individuals to participate in

learning pathways that include formal, non-formal and informal learning. It

is also critical to the development of an open, accessible, inclusive,

integrated and relevant post-secondary education and training system and

by removing the need for duplication of learning, APEL encourages an

individual to continue upgrading their skills and knowledge through

structured education and training towards formal qualifications and

SM 4.1

Admission of Second

Channel Candidates For

Academic Session 2014-

2015

URL:

https://smp.ukm.my/kem

asukan saluranke2

SM 4.2

UKM’s Accreditation

of Prior Experience &

Learning Guidelines

(APEL)

https://smp.ukm.my/kemasukan/saluranke2/images/syarat_1415.pdf

https://smp.ukm.my/kemasukan/saluranke2/images/syarat_1415.pdf

123

improved employment outcomes (crucial for survival in the K-economy).

The programme awards credits to the knowledge and skills that an

individual has previously gained. The knowledge and skills gained can be

from anytime, anywhere, including overseas, such as previous study

(including courses at school or college, through adult education classes,

continuing professional development or training programmes at work);

work experience (including both work that is paid and unpaid); and life

experience (for example leisure pursuits or voluntary work).

SM 4.3

Documentation for

Malaysian

Qualification

Framework

4.1.4 Admission Characteristics and Technical Standards Deployed for

the Admission of Students with Special Needs

The details of the admission characteristics for each academic programme

are provided at the UKM website. The information include the admission to

Undergraduate Programme Requirements as follows:

Admission Requirements for STPM, Matriculation, SPM, Diploma/Equivalent

Candidates with Malaysian Higher Islamic School Certificate (Sijil Tinggi Agama Malaysia-STAM), Non-Malaysian Citizen and International Student

Information on the Second Channel Intake is provided by Akademik UKM

detailing the requirements for each undergraduate academic programme

offered in UKM (see Section 4.1.3 above). Candidates are therefore aware

of the requirements and qualifications expected of them. Some courses

require the candidate to fulfill certain age limit whereas some others are

only open for Malaysians. As for students with special needs such as

disabled students, the technical requirements are prepared based on faculty

feedbacks and the involved cost centres. Additionally, UKM via the

Development and Maintanence Department, and faculties/institutes

provides relevant facilities and assistance, e.g., special parking spaces,

ramps, special toilets, special pavements, peer assistance, translators, and

special assistance during examinations, for students with special needs. .

UKM follows strictly articles in Chapter 6 Access Requirements for Persons

with Disabilities (OKU) under Guidelines for Planning and Building

Regulations issued by Economic Planning Unit (EPU), Prime Minister

Department. Other guidelines such as GP-01-5 Universal Design Planning

Guidelines (Universal Design) by SIRIM and the Principles of Universal

Design by UNESCO are also considered. Furthermore, Faculty of Education is

SM 2.2

UKM Teaching and

Learning Policy

SM 4.4

Admission Requirements

for Malaysian Permanent

Resident and

International Students

for Undergraduate

Programmes:

URL:

http://www.ukm.my/v6/

how-to-apply/

SM 4.5

UKM Website

(undergraduate

admission requirements):

URL:

http://www.ukm.my/v6/s

tam-non-malaysian-

citizen-international-

student-2015/

SM 4.6

Requirements for Second

Channel Intake

URL:

http://www.ukm.my/v5/

Second Channel Intake

S.M 4.7





http://www.ukm.my/v5/wp-content/uploads/2014/01/S2-_1415_utk_website.pdf

http://www.ukm.my/v5/wp-content/uploads/2014/01/S2-_1415_utk_website.pdf

124

collaborating with Malaysian Federation of the Deaf (MDF) in order to

provide a better assistance for its students with special needs.

Studies on services for OKU students were conducted in 2009 by a group of

UKM researchers from the Faculty of Engineering and Built Environment

and the Faculty of Education. The findings of the studies were used to better

improve the physical support for students with special needs.

Chapter 6 Guidelines on

Access Requirements for

Persons with Disabilities

(OKU) under Building

Planning Guidelines and

Regulations.

S.M 4.8

GP-01-5 Universal Design

Planning Guidelines

(Universal Design) by

SIRIM

S.M 4.9

Principles of Universal

Design by UNESCO

S.M 4.10

Infrastructure for

Disabled (OKU)

Assessment, UKM 2009

4.1.5 Admission Criteria and Mechanisms

The criteria and mechanisms are included in the Undergraduate and

Postgraduate Handbook (bilingual) of each faculty which are accessible

through the faculty website.

Akademic-UKM provides the ‘Admission Requirements to the First Degree

Program’ book which is disseminated to the public during road shows and

briefings at public schools.

SM 1.9

Undergraduates and


SM 4.11 First Degree Entrance

Guide 2014-2015 Session

4.1.6 Prerequisite Knowledge and Skills for Student Entry

The prerequisite knowledge and skills for student entry are included in the

faculty/institute prospectus and/or Course Admission Guidebooks (see

Sections 4.1.1, 4.1.2 and 4.1.4), and are accessible through the respective

faculty/institute and/or faculty’s websites.

SM 4.12

Faculty’s/institute’s

Undergraduates and

Postgraduate Prospectus

4.1.7 Selection through Interview

The admission is based on the guidelines by MOE admission policy. SM 4.13

125

However, some faculties do carry out their own selection interview for

some of their courses as part of the selection criteria. Faculty of Engineering

and Built Environment for example, requires applicants to its Architectural

programme to pass a selection interview and a drawing test. The interview

panel is chaired by its head of department. In addition, most courses

offered by the Faculty of Education to candidates from matriculation also

require the students to pass an interview session conducted by the faculty.

For the Faculty of Social Sciences and Humanities, the Mass Communication

Programme requires applicants to prepare a short video to be vetted by the

Selection Committee.

Minutes of 340th

Senate

Meeting, 21 January 2009

4.1.8 Admission Policy and Mechanism

The admission policy and mechanism is fair and transparent as the

university is bound by the admission policy set by Ministry of Education

(MOE). The policy and mechanism is available to the public through

booklets and websites provided by the university.

SM 4.14 SPKPPPS: Admission

Procedure

4.1.9 Appeal Policy and Mechanism

A candidate whose application was rejected or who did not receive an offer

from any institution of higher learning can appeal through the e-Rayuan

application system managed by the Higher Education

Student Recruitment Management Division, Department of Higher

Education (BPKP JPT), MOE. The appeal should be carried out within 10 days

after the announcement of the release of the public university entrance

results. The candidate is allowed to choose two (2) new programmes under

this appeal process. Competitive programmes such as Medicine, Dentistry

and Pharmacy are not included under this appeal process as any vacancy

will be directly coordinated by BPKP. Further details on the appeal

mechanism can be found at the e-Rayuan website at

http://upu.moe.gov.my/web/.

In addition, once accepted, the UKM Student Intake Policy does not permit

any changes in study programme within the university or between IPTAs. All

changes regarding study programmes are solely on the basis of the good will

of the University.

SM 4.15 Minutes of 2

nd Technical

Committee Meeting for

Programme Studies for

SPM/Equivalent and

STPM/Equivalent,

2009/2010 Academic

Session

SM 4.16

Application for Admission

Appeal to the Public

Universities Procedure

URL:

http://www.mohe.gov.m

y/JPT-PK(U)-07

Application for Admission

Appeal To The Public

Universities Procedure

http://upu.moe.gov.my/web/

http://www.mohe.gov.my/iso9001jpt/iso9001.asp?WCI=ViewDoc&DAFID=1195





126

4.1.10 Additional Remedial Assistance Programmes

For those who are selected into the programmes but require additional

remedial assistance, special programmes such as Bridging programmes,

discussed in detail in Section 4.3, are provided. The programme offers

remedial courses like study skills, language proficiency, data analysis and

research skills. Language proficiency classes are provided for Malay

Language, English and Arabic.

SM 4.17 Bridging Programme

Policy

4.1.11 Orientation, Early Warning System, Counselling, Tutoring and

Remediation

Orientation of new students is carried out at the university Students Service

Centre and faculty level for a week at the beginning of the first semester.

The programme prepares the students for a new life at the university.

Among the activities conducted include courses and seminars on leadership,

debate, cultural shows and various others.

The Mentor-Mentee programme is utilized as part of the early warning

system at the faculty level to identify those who are facing academic

difficulties. The usual formative assessment (such as tests, quizzes,

assignments) is used to monitor the performance of the students, and this

can give immediate indication of how they are coping with their studies. The

university also implements continuous assessment by utilising Grade-Point-

Average (GPA) system at the end of each semester. This system can also be

used as an instrument to identify students with academic difficulties. Some

faculties, such as dental, pharmacy and medical offer extra classes as a

remediation effort. Faculty of Engineering and Built Environment forms a

commitee called “Knowledge Culture Discourse Group” to help its students

with academic difficulties. Among the activities carried out by the group

includes team building exercise, motivational talk and seminars on personal

development. Faculty of Health Sciences organizes a retreat by academic

programmes/centers at the beginning of second semesters dependent on

student’s results in the first semester to identify the root cause of student’s

academic difficulties, and consequently devises methods to assist the

students with academic difficulties. Additionally, Faculty of Education

provides its own counselling service programme for its students should they

need it.

Furthermore, the Counselling and Welfare Unit under Student Service

Centre also provides Counselling services to the students (see section

SM 4.18 Students Service Centre

URL:

www.ukm.my/khidmatsis

wa

http://www.ukm.my/khidmatsiswa

http://www.ukm.my/khidmatsiswa

127

4.4.15):

http://www.ukm.my/khidmatsiswa/?department=unit-kaunseling-dan-

kebajikan

4.1.12 Student Intake and Projection of Student Intake

The undergraduate student intake for the last three years according to

faculty is shown in Table 4.1 below. The size of this intake is determined by

the ministry (MOE) in accordance to the capacity of the each faculty.

Student intake adjustments were carried out based on the feedback from

the faculty.

As a university with a Research University status, UKM is targeting a

population of postgraduate and undergraduate at a ratio of 50:50 as

outlined in the PSPTN 2020.

An example of student intake for the last three years is shown in Table 4.1.

Table 4.1 - The student intake in the last three years

Learning Session/

Faculty

2014-2015*

Sem 1 only

2013-2014 2012-2013

Under-

graduates

Post-

graduates

Under-

graduates

Post-

graduates

Under-

graduates

Post-

graduates

Economics &

Management

1570 124 2144 258 2102 195

Education 156 333 135 622 106 568

Social Science &

Humanities

1691 311 1329 605 1480 624

Law 412 60 379 81 380 109

Islamic Studies 873 146 1761 263 2094 261

Engineering & Built

Environment

1218 207 1069 346 992 299

Dentistry 283 7 271 15 280 13

Medicine 798 379 1088 438 1204 461

Science &

Technology

1922 302 1739 597 2047 557

Information

Science and

Technology

639 71 754 182 822 175

Pharmacy 370 33 372 38 378 39

Health Science 945 111 967 126 1034 155

ATMA - 6 - 18 - 22

LESTARI - 9 - 22 - 36

INBIOSIS - 5 - 10 - 12


http://www.ukm.my/khidmatsiswa/?department=unit-kaunseling-dan-kebajikan

http://www.ukm.my/khidmatsiswa/?department=unit-kaunseling-dan-kebajikan

128

IVI - 2 - 12 - 2

IMEN - 8 - 14 - 15

KITA - 3 - 4 - 8

HADHARI - 16 - 21 - 18

SERI - 10 - 14 - 28

SEL FUEL - 9 - 23 - 6

UMBI - 2 - 4 - 9

IKMAS - 4 - 12 - 19

IPI - 2 - 12 - 2

Total 10877 2160 12008 3737 12919 3633

Table 4.2 - Example on the Projection of Student Intake for the Next Five

Years

Year/

Faculty

2015 2016 2017 2018 2019

UG* PG* UG* PG* UG* PG* UG* PG* UG* PG*

Economics &

Management

1850 600 1800 650 1750 700 750 1700 1650 800

Education 120 625 120 625 120 630 120 630 120 635

Islamic

Studies

350 345 370 421 380 508 390 587 400 736

Medicine 150 354 150 361 150 370 150 380 150 390

UKM-GSB - 550 - 600 - 700 - 800 - 900

HADHARI - 20 - 23 - 25 - 27 - 30

SEL FUEL - 15 - 17 - 18 - 20 - 23

IPI - 23 - 24 - 25 - 27 - 28

*Note- UG: Under-graduates, PG: Post-graduates

4.1.13 Student Selection Processes, Monitoring and Review

UKM continuously monitors and periodically reviews undergraduate student

selection processes based on guidelines stipulated by BPKP, MOE. However,

faculties are allowed to add extra requirements to this selection process.

For example, admission into the English Studies Programme in the Faculty of

Social Sciences and Humanities requires the applicant to have a minimum

Band 4 for Malaysian University English Test (MUET).

Faculties/institutes monitor and review the admission processes via the

appointment of Industrial Advisory Panels (IAPs) and external examiners.

Their opinions are taken into consideration to assist in improving students’

selection processes.

For postgraduate programmes, criteria for student selection are set by the

faculty subjected to the guidelines by the Graduate Centre. These selection

requirements can be found in UKM’s Rules/Regulations (Postgraduates

SM 3.6

UKM

Rule/Regulations

(Graduate

Studies)1984, 2011

Amendment

129

Studies) amended in 2011. To further enhance the quality of learning and

teaching, foreign candidates who intend to write their thesis in English, or to

enroll in graduate programmes conducted in English, are now required to

attain a general minimum score of TOEFL and IELTS set by the academic

programmes. However, these scores can vary according to the faculty.

4.1.14 Selection Method

Being a public university, UKM receives the number of students based on

what is required by the government. However, UKM provides inputs to MOE

with regard to selection criteria based on its social responsibilities, human

resource requirements and the needs for further studies. In addition, UKM

also engages strategic stakeholders in understanding market needs, thus

providing the basis for the selection methods adopted.

4.1.15 Student Performance Monitoring

The Examiners’ Committee will coordinate the marks for all the courses

offered by a Faculty. The results will be analyzed and used as a criterion in

the selection of students. For example, if good grades at the entry level are

not reflected in the students’ university performance, this warrants

additional criterion/criteria for student selection.


4.1.16 Engagement of Relevant Stakeholders

UKM engages the relevant stakeholders in the review of its admission policy

and processes through meetings with the main stakeholders such as alumni,

industry players, MOE, etc. UKM also establishes the Program Advisory

Board at both the university and faculty level to provide input on matters

relating to admission policy and processes. In addition, certain faculties,

such as the medicine and dentistry faculties also consulted the Ministry of

Health. For the Faculty of Social Sciences and Humanities, inputs from the

Police and the Armed Forces are taken into consideration in the review of

the admission policy and processes for the joint programmes.

SM 3.20

Faculties/institutes/Acade

mic Centre

130

4.1.17 Student Intake and Social Responsibility

Student intake into UKM is based on merit as described in Section 4.1.1.

However, once selected, the social welfare of students with special needs

will be taken care of by the appropriate units in UKM, such as Student

Service Centre as well as faculties/institutes, see Section 4.4.1.

SM 3.20

Faculties/institutes/Acade

mic Centre

4.1.18 Student Selection, Programmes, and Learning Outcomes

Achievement of learning outcomes of academic programmes is related to

student selection based on the cut-off points as specified by the respective

faculties offering the programmes. The suitability of the students is also

decided by the basic competencies needed, for example for a student

enrolling for an Architectural programme, it is assumed that the student can

do simple architecture drawings. Similarly, a student enrolling in a degree of

Islamic Study is expected to at least have a basic mastery of the Arabic

language.

Student selection is based on the requirement by the government through

guidelines and criteria set by BPKP. UKM is responsible to shape her

students in accordance to the eight (8) domains as set by the MQF.

Programmes offered must fulfill the MQF: Description of Qualification

Levels. A good learning outcome (for program and course learning

outcomes) should be specific, measureable, achievable or attainable,

relevant, and time-bound. Programme learning outcomes must be

developed based on the eight (8) MQF domains. The establishment of

course learning outcomes must refer to programme learning outcomes, and

a clear mapping must be made between programme learning outcomes and

course learning outcomes.

SM 1.9

Undergraduates and


SM 4.21

Malaysian Qualifications

Framework (MQA)

SM 4.22

Guide for Course

Learning Outcomes

Development and

Mapping to Programme

Learning Outcomes

(UKM)

4.2 Articulation Regulations, Credit Transfer and Credit Exemption

4.2.1 Credit Transfer Policy

The policies, regulations and processes of credit transfer and course

exemption can be found in the policy paper “Credit Transfer Policy Universiti

Kebangsaan Malaysia”.

SM 4.23

Credit Transfer Policy

(UKM)

SM 4.24

131

The policy paper provides credit transfer guidelines involving:

1. Exchange and/or mobility students (between IPTs); 2. Students accepted for transfer to another programme within UKM; 3. Students accepted for a Double-Degree programme; 4. Students from other IPTs (local or international) accepted into any

academic programme in UKM; 5. Students with various prior learning experience who wish to

continue their studies at UKM.

In general, the requirements for horizontal and vertical credit transfers and course exemption between two programmes include the following:

1. The content of the course must at least has 80% similarities (for horizontal and vertical credit transfers);

2. The student accepted for horizontal credit transfer must have obtained at least grade C of UKM’s grading system or equivalent for the said course for an undergraduate programme or grade B for a postgraduate programme. Grade equivalent can be obtained based on student’s achievement or actual mark for the said course (for the explanation of grade equivalent, please refer to the policy paper). The student accepted for vertical credit transfer must have obtained at least grade C or equivalent for the said course.

3. The difference in credit magnitude for the course cannot be more than 10% of the course offered by UKM (for the definition of credit magnitude, please refer to the policy paper);

4. The credit to be transferred must be from an accredited programme by MQA, an authorized professional body, or a quality assurance agency of the country.

5. The credit to be transferred cannot be more than 30% of the overall programme credit (Senate approval is required if otherwise).

The application for credit transfer and course exemption should be forwarded by the student to the Deanery of the faculty for approval, by filling up a credit transfer/ course exemption form no later than the seventh week of the academic semester. Each application should come with a cost of RM100 of processing fee.

In addition, any application for credit transfer and course exemption involving the award of Double-degree, Dual-degree or Joint-degree requires the approval by the Senate. Furthermore, the Senate approval is needed for a transfer of more than 30%, or a lower grade than C.

Two examples of programmes that require credit transfer and course exemption are as follows:

1. The Double-Degree Programme between UKM and University Duisburg-Essen (UDE), Germany, by Faculty of Engineering and Built Environment.

Minutes of 403 Senate

Meeting, 17 September

2014

SM 1.6

UKM Strategic Plan:


SM 1.2

UKM Strategic Plan 2000-

2020

132

2. The Student Exchange and Grade Equivalence Programme proposal between Bachelor of Speech Science programme, Faculty of Health Sciences, UKM, and Bachelor of Speech Pathology programme, Flinders University, Australia.

4.2.2 Latest Development of Credit Transfer

UKM keeps abreast of the latest development with regards to articulation,

credit transfer and course exemption and cross-border provisions by the

regular update of its policies and by providing training and exposure,

conferences and workshops for its workforce. In keeping abreast with the

latest development of this area, UKM has renewed its Credit Transfer Policy

in 2014 to align with the Quality Assurance Polices KPT-MQA 2011 and to

keep up with the credit transfer policy utilised by other countries such as

ACTS (ASEAN Credit Transfer System), UCTS (UMAP Credit Transfer System)

and ECTS (European Credit Transfer System).

In addition, UKM also engage in articulation agreements with various

universities to facilitate the student transfer, for example the agreement

between UKM and University Duisburg-Essen (UDE) for the Double-degree

programme describe in Section 4.2.1 above.

SM 4.25


and Built Enviroment

4.3 Transfer of Students

4.3.1 Policy, Criteria and Mechanism for Transfer of Programme

A student who wishes to transfer to another programme (within UKM) must

first fulfill all the requirements necessary (by the programme, faculty and

university). The application requesting for the transfer can be submitted to

the deanery of the faculty for approval subjected to the availability of

placement of the said programme. A student with a “failed and dismissed”

status will not be considered for transfer.

A transfer student can also apply for credit transfer or course exemption or

both as described in Section 4.2.1 above.

Appropriate mechanisms for bridging courses for students are also in place

and these are documented in detail in the policy paper “Academic Bridging

Programme Policy”. Bridging courses are offered to transfer students and

SM 4.23


(UKM)

133

also to non-transfer students who require intervention to strengthen and

improve their academic achievement. A faculty is responsible to provide

bridging courses, if required, for the programmes they offer.

Transfer involving cross-border mobility is also possible as discussed in

Section 4.2.1. Examples from the Faculty of Engineering and Built

Environment illustrated in Tables 4.3 and 4.4 below show the data of cross-

border mobility from UKM to University of Duisburg-Essen (UDE), and vice

versa, respectively.

Table 4.3 Double Degree Students from UKM to UDE

Year

PROGRAMME

Total

Number

of

Students

Dept. of Electrical,

Electronics & Systems

Engineering

Dept. of Civil & Structural

Engineering

Dept. of

Mechanical

& Materials

Engineering

Electrical & Electronics

Engineering

Civil &

Structural

Engineering

Civil &

Environ-

mental

Engineering

Mechanical

Engineering

2010 6 2 - 8 16

2011 4 6 1 2 13

2012 4 5 2 11 22

2013 1 3 - 8 12

2014 2 10 - 6 18

Total 81

Table 4.4 Double Degree Students from UDE to UKM

Year

PROGRAMME Total

Number

of

Students

Dept. of Mechanical &

Materials Engineering

Dept. of Civil &

Structural Engineering

Mechanical Engineering Civil Engineering

2010 3 3 6

2011 19 - 19

2012 23 - 23

SM 4.17 Bridging Programme

Policy

134

2013 36 - 36

2014 38 - 38

Total 122

4.3.2 Examptions for Transfer Students

The mechanism involved to ensure that transfer students are given the

eligible exemptions is explained in Section 4.2.1. Table 4.5 shows the

number of students given the exemptions on various courses from 2010 to

2014 according to faculties.

Table 4.5 Students given the exemptions from 2010 to 2014

according to Faculties

BIL. FACULTY 2010 2011 2012 2013 2014

1. Faculty of Economics and

Management

3 5 22 76 89

2. Faculty of Medicine - - - - 13

3. Faculty of Dentistry - - - 7 9

4. Faculty of Education 28 3 4 3 1

5. Faculty of Engineering and Built

Environment

1 4 13 26 26

6. Faculty of Health Sciences 3 - 2 4 6

7. Faculty of Islamic Studies 25 49 65 76 53

8. Faculty of Social Sciences and

Humanities

- 3 10 10 31

9. Faculty of Science and

Technology

8 6 12 12 14

10. Faculty of Information Science

and Technology

13 34 61 31 18

11. Faculty of Law 2 2 - 3 -

12. Institute of Malay World and

Civilisation (ATMA)

- - - - -

13. Faculty of Pharmacy - - - 6 5

4.3.3 Students Accepted for Transfer and their Achievements in Their

Previous Institution of Study

As has been elaborated in section 4.2.1 above, the students accepted for

transfer could be assured to have comparable achievements in their

SM 4.23


(UKM)

135

previous institution of study by requiring them to at least obtained C grades

(for an undergraduate programme) and B grades (for a postgraduate

programme) for the credits to be transferred. Each course content/synopsis

as offered by both the previous institution and UKM must also at least have

80% similarities. In addition, the difference in credit magnitude for the

course cannot be more than 10% of the course offered by UKM (for the

definition of credit magnitude, please refer the policy paper.

4.3.4 Policies and Mechanisms on Student Mobility, Exchanges and

Transfers

UKM has in placed various policies and mechanisms to facilitate student

mobility either between programmes or institutions, as well as within the

country or cross-border. These policies and mechanisms are already

discussed in Sections 4.2.1, 4.2.2 and 4.3.1 above.

In addition, student mobility is one of UKM’s strategic priorities. Under the

International Relations Centre (IRC), international students get the

opportunity to study at Universiti Kebangsaan Malaysia (UKM) under the

IRC Student Mobility Partnerships programme. Under this inbound

programme, international students stay and learn in multicultural Malaysia

for a month. During this time they get to visit an ancient land mass with its

amazing ecology, unique flora and fauna, not seen in other parts of the

world. This programme offers two inbound courses, i.e.

1. Indigenous Communities of Malaysia

2. Sustainability of Tropical Heritage

Some of the International students involved in these two courses are listed

in Table 4.6 and 4.7 respectively. Details of the programmes can be

referred to IRC’s website at:

http://www.ukm.my/pha/mobility-2/inbound-mobility/

Table 4.6 International students under the Indigenous

Communities of Malaysia course

No. Name University

1 Tam Yuk Ling The Hong Kong Polytechnic University

2 So Wing Yan The Hong Kong Polytechnic University

SM 4.26

International Relations

Center

URL:

http://www.ukm.my/pha



136

3 Fong Wai Yan The Hong Kong Polytechnic University

4 Wat Sin Hang Keith The Hong Kong Polytechnic University

5 Tam Ching Lam Phoenix The Hong Kong Polytechnic University

6 Alam Park Deagu Health College

7 Da In Rho Deagu Health College

8 Camus Mejia Sergio Arturo Tecnológico de Estudios Superiores de Chalco (TESCh)

9 Flores Pena Sandra Paula Tecnológico de Estudios Superiores de Chalco (TESCh)

10 Huerta Gil Maria Del Carmen Universidad Tecnológica Fidel Velázquez (UTFV)

11 Rios Hernandez Andrea Universidad Autónoma del Estado de México (UAEMex)

12 Aguilar Dimas Karen Adhali National Autonomous University of Mexico (UNAM)

13 Carrasco Juarez Eduardo Tecnológico de Estudios Superiores de Chalco

14 Laredo Martinez Monica Universidad Autónoma del Estado de México (UAEMex)

15 Ramirez Garcia Margarita Universidad Estatal del Valle de Ecatepec (UNEVE)

16 Ramirez Herrera Hector Universidad Autónoma del Estado de México (UAEMex)

17 Canales Oliver Universidad Intercultural del Estado de México (UIEM)

18 Cardenas Ana Caren Universidad Intercultural del Estado de México (UIEM)

19 Buenaventura, Abbie Roie Yaba Lyceum of the Philippines University

20 Dimayuga, Edgielyn Dimatatac Lyceum of the Philippines University

21 Lapuz, Larry Amber C. Lyceum of the Philippines University

22 Meng-han, Chang Fu Jen Catholic University

Table 4.7 International students under the Sustainability

of Tropical Heritage course

No. Name University

1 Leung Lok Wuen The Hong Kong Polytechnic University

2 Tsang Mei Ting The Hong Kong Polytechnic University

3 Cheung Hoi Ching The Hong Kong Polytechnic University

4 Vu Minh Thuan The University of Tokushima

5 Gim Ji Hyeon Deagu Health College

137

6 Eun Woo Lee Deagu Health College

7 Baeza Lagunas Izamar Michelle Tecnológico de Estudios Superiores de

Coacalco (TESCo)

8 Espinosa Fernandez Juan Carlos Tecnológicos de Estudios Superiores de

Cuautitlán Izcalli (TESCI)

9 Guizar Villegas Gabriel Armando National Autonomous University of Mexico

(UNAM)

10 Leon Araujo Ana Celene Universidad Autónoma del Estado de

México (UAEMex)

11 Salinas De La Cueva Diana Lorena Tecnológico de Estudios Superiores de

Coacalco (TESCo)

12 Zaldivar Pina Mayra Ithzel Universidad Autónoma del Estado de

México (UAEMex)

13 Castañeda Yedra Francisco Daniel Tecnológico de Estudios Superiores del

Oriente del Estado de México (TESOEM)

14 Huerta Rueda Tania Evelyn Universidad Autónoma del Estado de

México (UAEMex)

15 Martinez Esquivel Juan Arturo Unidades de Estudios Superiores (UMB)

16 Kuei-Ling, Chang Fu Jen Catholic University

17 Yigit Ege Comlekci Hacettepe University

18 Nilufer Kuru Hacettepe University

19 Yekta Kosan Hacettepe University

For the outbound programme which is to provide opportunities for UKM to

internationalising its students, the Foundation provides financial support to

students to expand their UKM experience with academic programmes and

experiences offered outside Malaysia. Travel grants for qualified students

are given to enable them to conduct research, participate in student-

exchange programmes and attach themselves to industries in foreign

universities, laboratories and companies. However, preference is only given

to credit-bearing activities. Tables 4.8 - 4.12 below show the list of students

participating in the outbound exchange programme for the years 2010 to

2014. Their respective faculties at UKM and the participating oversea

universities are also listed.

Table 4.8 Students participating in the outbound programme

for year 2010

No Matric No Name Country

1 P40152 Nor Safariny Ahmad Australia

138

2 P51274 Eow Li Xin Australia

3 P47680 Idzuafi Hadi Kamilan China

4 A118978 Hafizah Mohd Azraai Australia

5 A118692 Lee Pei Teng Australia

6 P47681 Mohd Munzil Muhamad China

7 A117982 Pang Ten Yong Australia

8 A118104 Sze Hui Shi Australia

9 P42830 Nor Foniza Maidin New Zealand

10 P43491 Noraini Kosnon Australia

11 P51399 Norsuhaida Che Musa China

12 A120663 Ahmad Syiimir Suffian Australia

13 A116897 Chew Hong Chiang Australia

14 P50267 Nursiati Mohamad Taridi New Zealand

15 P43735 Shariffah Sebran Jamila Syed Imam New Zealand

16 A124047 Mazmimala Mashur China

17 A124481 Mohamad Syolahhuddin Shaadan China

18 A118515 Syahmi Muhammad Senin Jerman

19 A120759 Tan Yenn Leng Jerman

20 A117365 Wong Keng Leong Jerman

21 A117701 Ibrahim Abd Halim Jerman

22 A117260 Ng Joo Nian Jerman

23 A121284 Low Kok Wing Jerman

24 A116376 Liang Xian Loong Jerman

25 A118176 Tan Xiang Lea Jerman

26 A116481 Wong Pu Ying Jerman

27 A116895 Ong Hong Mua Jerman

28 A117016 Ang Yen Kee Jerman

29 A117256 Lim Peng Lun Jerman

30 A116777 Lim Nian Ci Jerman

31 A118791 Amelia Chacko Jacob Singapura

32 A121032 Nur Fatin Nadiah Mohamed Singapura

33 A118085 Sefiyyah Rajimin Singapura

34 A118644 Vimal P. Raman Singapura

35 A119479 Muhammad Firdaus Ishak Jepun

36 A120091 Ruhana Hamzah Jepun

37 A117403 Bong Pei Sien Thailand

38 A117603 Chang Shin Yin Thailand

39 A117488 Choo Soo Chian Thailand

40 A117098 Lean Zhen Chia Thailand

41 A117436 Lim Hooi Chin Thailand

42 A117119 Lim Ming Yeng Thailand

43 A110663 Ng Khim Siong Thailand

44 A124995 Tan Eu Jien Davin Thailand

45 A116606 Cheng Teck Chee UK

46 A116486 Chong Lip Leong UK

47 G73340 Muhammad Izmeer Apili UK

48 A118686 Norshazwani Nasaruddin UK

139

49 A116396 See Chee Inn UK

50 A117750 Tay Shee Chin UK

51 A119215 Mohd. Ajwadi Ahmad Yemen

52 A116422 Muhamad Faiz Ismail Yemen

53 A121366 Norsadila Ahmad Tajudin Yemen

54 A116720 Nur Nadiah Mohammad Nasir Yemen

55 P51064 Sharifah Intan Sharina Syed Abdullah Australia

56 P42859 Asnul Dahar Minghat Australia

57 P51705 Ahmad Fareed A Rahman Jepun

58 P51707 Haidar Rizal Toha Jepun

59 P51713 Sheleaswani Inche Zainal Abidin Jepun

60 P52952 Farid Daud Austria

61 P51704 Halimatus Saadiah Minhat Jepun

62 P50872 Lee Lin Jian @ Jerry Jepun

63 A124367 Lim Li Hui Singapura

64 P49896 Mohd Firdaus Mahamad Ali UK

65 P54205 Mohd Nor Rashidi Ab. Jalil Jepun

66 P51712 Natrah Mohd Saad Jepun

67 P49086 Norhazni Mat Sari Jepun

68 P43590 Norshafarina Shari @ Kamaruddin USA

69 P51718 Nur Fatihah Oh Abdullah Jepun

70 P53374 Nur Islami Mohd Fahmi Teng USA

71 P46260 Pua Fei Ling @ Grace Pua China

72 A129769 Nusaiybah Dahalan Korea

73 P51714 Raja Bismi Iza Raja Badarudin UK

74 P46722 Tan Sue Yee Australia

75 P48942 Tan Yen Nee USA

76 P45117 Wong Pooi See Australia

77 P49448 Dr. Yussra Yusoff India

78 P53311 Ahmad Asrul Ibrahim Jerman

79 P48968 Chan Lee Yee Jerman

80 P51870 Mohammad Ikhwan Ismail Australia

81 P57636 Mohd Najib Redzuan Lee Jerman

82 P49827 See Geok Lan Singapura

83 A121789 Ahmad Fahmi Uzali Yemen

84 A123711 Hanisah Burhanuddin Yemen

85 A125900 Mohd Noor Fikri bin Zool Yemen

86 A122115 Muzaida Mohammad Yemen

87 A122119 Noor Faizzah Mokhti Yemen

88 A121884 Norraihan Abdul Rahman Yemen

89 A125967 Nurul Ain Zaripin Yemen

90 A122009 Umi Rashidah Ahmad Zaki Yemen

91 A126976 Norafiqah Hasbullah Indonesia

92 A127835 Mohd Adib Romli Thailand

93 A127899 Nurul Afiqah Sahat Thailand

140


for year 2011


1 P53851 Jamelaa Bibi Abdullah UK

2 P56704 Roselena Mansor UK

3 P56665 Muhammad Helmi Norman Denmark

4 P52196 Nurhafizah Baharudin Thailand

5 A124368 Alphonso Lourdes Jerman

6 A124026 Khoh Seek Yan Jerman

7 A123183 Rofia Law Sing Ling Jerman

8 A124789 Muhammad Al-Shafie Mohamad Azan Jerman

9 A124505 Nurul Hani Mardi Jerman

10 A124389 Lai Choon Fei Jerman

11 A124458 Cheng Jia Yee Jerman

12 A122988 Tong Soot Mun Jerman

13 A124878 Koh Ming Yeh Jerman

14 A124349 Lim Chuk Leng Jerman

15 A122330 Tan Mei Leng Jerman

16 A121813 Tee Wei Meng Jerman

17 A123625 Betty Tan Mui Ling Jerman

18 P53373 Chew Fang A/P Nang India

19 A129535 Lee Hooi Theng Australia

20 A122962 Aik Jean-Yee Hong Kong

21 A123399 Akmal Hanis Abd Rahman Thailand

22 A122289 Anson Wong Swie Sern Taiwan

23 A122337 Beh Jyh Yun Singapura

24 A125973 Beh Soot Yee Singapura

25 A122489 Chew Kai Sheng Singapura

26 A123111 Chin Yen Yee Hong Kong

27 A122783 Chong Chai Hwa Singapura

28 A122810 Chong Cheng Yee Jerman

29 A122615 Chong Teng Chou Hong Kong

30 A122858 Choong Qian Yi Singapura

31 A122591 Dorina Wong Shin Singapura

32 A123192 Izzah Azreena Azizan Hong Kong

33 A123156 Jacyln Thye Jia Ying Hong Kong

34 A122741 Lee Pui Leng Hong Kong

35 A121866 Lee Seow Woon Singapura

36 A123025 Leong Khang Nie Hong Kong

37 A123249 Leong Shu Yin Hong Kong

38 A122691 Lew Kai Xian Hong Kong

39 A125910 Liang York Fuan Taiwan

40 A123120 Lim Beng Kooi Singapura

41 A123238 Lin Kah Kit Hong Kong

42 A122505 Ling Mei Qing Thailand

43 A122452 Liong Swee Lee Hong Kong

141

44 A122925 Low Gim Chuen Hong Kong

45 A123248 Lynn Foo Lin Ling Hong Kong

46 A122414 May Wong Ek Su Hong Kong

47 P53345 Munirah Ismail USA

48 A123605 Najwa Mohamad UK

49 A124934 Nasrul Aliff Soib Taiwan

50 A122593 Ng Chao Feng Singapura

51 A123451 Ng Chian Keat Hong Kong

52 A123579 Ng Yeak Ying Singapura

53 A123661 Nor Ashikin Sopian Jepun

54 A124353 Norshazira Umran Taiwan

55 A125020 Nur Aimuni Abu Hassan @ Mohamad Thailand

56 A124745 Nur Farini Derasid Jepun

57 P54192 Nurul Diana Aminudin Australia

58 A123093 Ow Yong Sim Ee Hong Kong

59 A122017 Pang Zhi Ling Thailand

60 A122704 Phan Mei Fang Thailand

61 P52767 Sa’ida Munira Johari Singapura

62 A123556 Sharon Lim Wei Ching Singapura

63 A122377 Soh Li Ching Singapura

64 A123487 Siti Halimatul Saadiah Suhaimi Singapura

65 A122194 Tai Chu Chiau Singapura

66 A123891 Tan Choon Meng Singapura

67 A122252 Tan Hau Wei Hong Kong

68 A122827 Tan Ming Yee Singapura

69 A126161 Tan Sin Thien Thailand

70 A123139 Tan Wei Jin Hong Kong

71 A121897) Teng Sin Ying Hong Kong

72 A123597 Tia Ke Sing Singapura

73 A122721 Tiun Siew Hua Thailand

74 A122409 Wong Han Yen Singapura

75 A122370 Wong Yuhn Hei Thailand

76 A123613 Yasmin Mustapha Kamil UK

77 A122589 Yeap Hui Yee Taiwan

78 A123875 Nurul Hairi Mohd Arif China

79 P29586 Tan Joo Siang Taiwan

80 A130416 Abdullah Hilmi Shaari Indonesia

81 A130804 Amirah Ismail Indonesia

82 A129826 Ammalina Dalillah Mohd Isa Jordan

83 A128129 Anis Filzah Abd Rahman Australia

84 A129696 Azmanira Ismail @ Zanudin Mesir

85 A130946 Fatimatuzzahra’ Mat Sidi Jordan

86 A129529 Hazeni Harun Jordan

87 A129795 Irimzan Mohamad Sudan

88 A129837 Kasmah Mohamad Turki

89 A130800 Liyana Yusof Australia

90 A129734 Maisya Azila Ismaon Syria

142

91 A130850 Mazura Md Dali Brunei

92 A129799 Mohammad Fafizi Haniff Baharuddin Syria

93 A130857 Mohammad Shazni Ali Sudan

94 A129805 Mohd Ali Hashim Indonesia

95 A127075 Mohd Fadhlan Sugiman Syria

96 A128275 Muhammad Hafizan Abd. Hamid Syria

97 A130196 Muhammad Syukri Sherkawi Brunei

98 A128622 Nabihah Salahhudin Indonesia

99 A129839 Nadirah Kusnin Mesir

100 A126963 Nik Farida Nik Hashim Brunei

101 A128218 Noorul Afiqah Mohd Arifin Turki

102 A129686 Nor Asiah Mohd Zain Indonesia

103 A129833 Nor Asiyah Md. Salleh Indonesia

104 A130841 Nor Fariha Darus Brunei

105 A129680 Nor Fatihah Abu Bakar Mesir

106 A128459 Nor Jumiza Mohammad Rosdi Sudan

107 A128057 Nor Sinar Suria Sansudin Brunei

108 A129834 Nor Syawalni Othman Sudan

109 A129835 Nora’tikah Salleh Syria

110 A129791 Nor’aza Abu Hassan Mesir

111 A128020 Norazira Ramli Brunei

112 A127771 Norhaneeza Hani Md Isa Sudan

113 A129788 Noridah Ismail Mesir

114 A127628 Norlaila Abdullah Indonesia

115 A130851 Norul Izzati Mamat Syria

116 A129427 Norzatul Azimah Mohd Nazri Jordan

117 A127403 Nur Hayati Rasmin Australia

118 A127522 Nur Sabrina Abd Hamid Turki

119 A129943 Sakinah Mohammad Mesir

120 A128759 Salmiah Baharudin Turki

121 A130807 Shakirah Atiah Che Hussin Indonesia

122 A129693 Siti Aisyah Ariffin Indonesia

123 A129847 Siti Fadhilah Zakaria Mesir

124 A129668 Siti Juariah Mat Jusoh Indonesia

125 A129670 Siti Nur Najiyah Abdul Muttalib Brunei

126 A129664 Suriana Razizi Jordan

127 A129698 Tengku Maizura Tengku Yahya Mesir

128 A129771 Tengku Nur Farah Nadia Tengku Zakaria Syria

129 A129721 Wan Muhammad Naif Mohd Nordin Syria

130 A129949 Yasin Md Rafangi @ Md Rafee Syria

131 A130884 Yusmasayu Abdullah Indonesia

132 A129725 Zulkefli Che Mat @ Ibrahim Sudan

133 A126294 Afifah Hanani Yusuf Hong Kong

134 A125505 Lew Pui Ling Hong Kong

135 A124600 Chan Kim Kooi Filipina

136 A124882 Chew Siew Moon Singapura

137 A125075 Chow Woon Yee Singapura

143

138 A125431 Chua Sin Min Brunei

139 A125432 Chuar Cheah Hoay Taiwan

140 P52634 Haw Choon Yian Australia

141 A124484 Lee Wei Ren Singapura

142 A125370 Peh Pei Wen Brunei

143 A125540 Shereen Yim See Pui Taiwan

144 A125117 Teyo Qing Yue Taiwan

145 A125323 Tham Joon Hao Taiwan

146 A125437 Wong Hui Yie Brunei

147 A129298 Nur Husna Azizul Jepun

148 A129586 Siti Mardhiah Hasdi Jepun

149 A122281 Athirah Mohd Anuar China

150 A121859 Izzatie Natasha Shadan China

151 A130366 Jeremy Chong Jan Wai China

152 A121856 Mohd Faizuan Sulaiman China

153 A121667 Muhammad Hafizuddin Zakaria China

154 A122046 Muhammad Hasanuddin Mohd Yusoff China

155 A121852 Norizzatul Atiqah Ramlan China

156 A122129 Nurfarahiyah Othman China

157 A121673 Nurul Asyikin Abdul Ghani China

158 A121860 Raihan Abd Karim China

159 A126164 Rashini a/p Balakrishnan China

160 A127722 Syed Farid Syed Ali China

161 A125777 Thiyagu Ganesan China

162 A122278 Wang Han Sern China

163 A124004 Gervanne Rekha d/o Gunasekaran UK

164 G74597 Hadi Fadhil Mat Said UK

165 A123182 Joanne Lai UK

166 A121910 Kevin Tan Teck Meng UK

167 G74605 Mohd Lutfi Fadil Lokman UK

168 A121818 Narkkanni a/p Panerselvam UK

169 P51717 Noor Hafizan Mat Salleh Thailand

170 A124109 Shazaratul Nisa Sharjudeen UK

171 P42704 Siti Fatimah Simat Portugal

172 A121824 Siti Nadhira Ahmad Khairudin UK

173 A127231 Ahmad Fikri Mohd Fauzi Korea

174 A123274 Cheah Chai Peng Korea

175 A122833 Ch’ng Kla Hooi Korea

176 A123239 Har Wai San Korea

177 A123008 Lim Mee Yen Australia

178 P49798 Mohamad Naim Mohamad Rasidi Taiwan

179 P53321 Nurul Ashikin Zainon Taiwan

180 A126203 Nurul Atasha Jamaludin Korea

181 A124382 Voon Siew Wei Australia

182 P60193 Mohd Akramin Mohd Romlay Jepun

183 P62503 Mohd Shamil Saari Jepun

184 A126976 Norafiqah Hasbullah Indonesia

144


for year 2012


1 P40964 Marcella Aloysius Perancis

2 P57088 Syaqirah Akmal Jepun

3 P57085 Nizam Baharom Jepun

4 A135326 Nor Syahirah Muhd Nor Korea

5 A132078 Ng Ting Wei Korea

6 A131522 Ahmad Zulhilmi Ab Razak Korea

7 A131990 Nurhanydahanim Abdul Halim Indonesia

8 A131526 Haslinda Ab Ghani Indonesia

9 A131398 Mohamad Syamir Zulkefli Indonesia

10 A133138 Muhammad Syahmi Said Indonesia

11 A132859 Siti Rosni Abdullah Thailand

12 P40964 Norhafiza Ahmad Fazili United

Kingdom

13 P60338 Siti Sabariah Binti Buhari Australia

14 P59431 Hanee Fakhrurazi Australia

15 P58453 Rasyikah Md Khalid Jepun

16 A128270 Kentigern Kueh Ting Ming Jerman

17 A127292 Heng Jia Wang Jerman

18 A126991 Chuah Yen Ming Jerman

19 A127095 Wong Lung Fei Jerman

20 A128456 Er Zhuan Zhuan Jerman

21 A128431 Nurul Athirah Mohd Zein Jerman

22 A130921 Nor Azura Mohd Hambali Jerman

23 A130427 Wong Len Ken Jerman

24 A130432 Neo Rong Gen Jerman

25 A130440 Wee San Yee Jerman

26 A13377 Chong Jin Fui Jerman

27 A130381 Chong Jin Hong Jerman

28 A127415 Sek Chong Zhi Jerman

29 A130734 Low Heng Bong Jerman

30 A127079 Lau Sie Ngien Jerman

31 A130474 New Boon Kit Jerman

32 A126747 Wong Soon Yong Jerman

33 A126815 Leng Ee Chee Jerman

34 A127776 Teh Hui Fong Jerman

35 A130346 Ho Kah Yau Jerman

36 A129922 Lim Jit Yang Jerman

37 A130389 Rosilina Mohamed Saleem Jerman

38 A131515 Maisarah Husain Korea

39 A131457 Norzuliani Zulkifli Korea

40 A132243 Goo Sue Zhen Korea

145

41 A132240 Soh Wai Seng Korea

42 A132243 Chee Wen Hao Korea

43 A139206 Melissa Norazlan Mehendiran Sweden

44 A128549 Vera Phung Ling Hui Taiwan

45 A128293 Nor Hidaryah Ripin Taiwan

46 A127286 Aziera Azahar Jepun

47 A128935 Nur Fatihah Mohd Raffik Jepun

48 A130321 Lee Wee Xian United

Kingdom

49 A127037 Yaksotha Palaniappan India

50 A127325 Marzzatul Farhana Maslan India

51 A130320 Lee Si Hooi Taiwan

52 A130267 Teng Xin Ling Hong Kong

53 A126853 Lee Wan Chin Hong Kong

54 A127230 Siti Fatimah Mohd Raihan Switzerland

55 K012285 Norinsan Kamil Othman Jerman

56 A137018 Syazwani Mohd Roslan Taiwan

57 A135284 Chan Chee Tat Taiwan

58 A134266 Kamarul Fitri Mohd Isa Korea

59 A132300 Nurul Izzati Kamrulbahri Korea

60 A132661 Dini Indah Nurhari Muktar Indonesia

61 A128494 Jenna Desiree Robert Mexico

62 A130366 Jeremy Chong Mexico

63 P56894 Nik Mohammad Hasif Mat Mexico

64 P55435 Mohd Firdaus Abdul Jabbar Mexico

65 K007327 Yazrina Yahya Mexico

66 P59469 Suhaila M Buhari Jepun

67 P59469 Nurul Atiqah Amran Australia

68 P62221 Mohd Shahril Ahmad Saman Jepun

69 P62213 Rozaime Mohammad Jepun

70 P62220 Mohd Fadhli Samsuri Jepun

71 A135784 Lily Koh Singapura


for year 2013


1 A136775 Wan Yin Hui Sweden

2 A132640 Nur Hazimah Jalaluddin Sweden

3 A135972 Nor Atiqah Nadia Wahab Sweden

4 A135923 Nur Syamimi Samsu Sweden

5 A130124 Denise Khoo Yin Ching Austria

6 A130281 Hong Pin Yin Austria

7 A129865 Lim Sing Ghee Austria

146

8 A130229 Tee Jeok Renn Austria

9 A137091 Abdul Rauf Suhaimi Korea

10 A137000 Amanina Ahmad Najlan Korea

11 A138158 Nur Liyana Husain Korea

12 A137034 Siti Nabila Shamsudin Korea

13 A135944 Aimie Shazliza Ishak Australia

14 A137505 Filzatus Syamila Abdul Wahid Australia

15 A137357 Nurshamimi Jaafar Australia

16 A137317 Nuur Haziqah Mohd Radzuan Australia

17 A135946 Sarah Yasmin Tajuldin Australia

18 A133700 Nur Fadhilah Rohani Jepun

19 A133406 Nur Syazwani Saidin Taiwan

20 A131523 Lei Mee Mee Taiwan

21 A133652 Nor Syazwani Hishamuddin Taiwan

22 A132429 Muhammad Redzuan Muhd Thailand

23 A132284 Amirah Yaacob Thailand

24 A133246 Maskiah Abang Jepun

25 A132135 Ng Yern Yern Taiwan

26 A132090 Ng Su Quan Taiwan

27 A138554 Pang Yen Ling Korea

28 A138531 Wong Cheau Ling Korea

29 A139097 Chew Xuan Yong Korea

30 A138191 Aida Syazwani Abdul Razak Korea

31 A138465 Ang Huey Jye Korea

32 A124170 Jawahir Othman Korea

33 A138555 Woo Jun Mei Korea

34 A138516 Teo Sheal Qi Korea

35 A138521 Ang Chin Yi Korea

36 A138502 Goh Poi Yee Korea

37 A138505 Wong Min Khang Korea

38 GA00803 Ummi Kalthum Mohd Mokhtaruddin United

Kingdom

39 A131595 Chai Hui Min United

Kingdom

40 A131415 Isaac Tan Yien Ler United

Kingdom

41 A131412 Yong Chee Yew United

Kingdom

42 A133644 Wan Ahmad Luqman Wan Abdullah Thailand

43 A133394 Tan Zhen Yi Thailand

44 A135889 Maisarah Fuad Korea

45 A137764 Lee Chun Hao Korea

46 A137588 Syafiqah Najlaa Aqilah Korea

47 A138532 Nazra Aliff Nazri Korea

48 A133372 Lee Ru Bin Jerman

49 A132467 Sal Chong Yeh Jerman

50 A135301 Juanita Ang Lee Khuang Jerman

147

51 A132907 Muhammad Waseem Abdullah Jerman

52 A134133 Chuah Kee Hoong Jerman

53 A131793 Nor Hidayah Mat Taib Jerman

54 A132492 Laviania A/P Pathmanathan Scotland

55 A136625 Fu Swee Theeng Scotland

56 A135613 Mohamad Afiq Taqiudin Roslan Scotland

57 A136576 Lilian Lee Scotland

58 A133019 Ahmad Syakir Saad Jerman

59 A132047 Tan Zheng Yang Jerman

60 A133062 Mohd Adib Bakarrudin Jerman

61 A131451 Azri Ayob Jerman

62 A134238 Diviya A/P Shankar Jerman

63 A132330 Ho Ka Way Jerman

64 A136792 Aizad Zakhuan Zamri Poland

65 A139874 Enie Tham Pei Hwa Poland

66 A131761 Lee Xin Yuan Poland

67 A132765 Loh Siew Ying Poland

68 A132174 Mohamad Iqbal Iskandar Mohamad Zulkarnain Poland

69 A136291 Mufaddal Mustansir Poland

70 A139447 Muhammad Fakhrul Razi Mohd Zamani Poland

71 A136582 Muhd Sabri Muhamd Supian Poland

72 A140187 Muna Athirah Osman Poland

73 A139801 Nadia Afita Dahrijah Poland

74 A139436 Noor Sufierina Husin Poland

75 A136290 Nor Ain Syuhada Mohd Deli Poland

76 A139818 Nur Khuzaimah Omar Poland

77 A135923 Nur Syamimi Samsu Poland

78 A136126 Nurhena Saman Poland

79 A137013 Phang May Kuan Poland

80 A140059 Siti Nurshahira Ayub Poland

81 A139564 Suryakali A/P Kalithas Poland

82 A132239 Tan Pei Cia Poland

83 A132999 Zaid Zainudin Poland

84 A137018 Syazwani Mohd Roslan Sweden

85 A136627 Mohammad Fikri Mohamad Fauzi Sweden

86 A136813 Han Yei Ling Sweden

87 A136731 Sashi Rekha A/P Retnasamy Korea

88 A134418 Nur Sharifah Mohamed Sallih Thailand

89 A133743 Azfanina Abdul Aziz Korea

90 A131384 Muhammad Hanis Mohd Rozib Korea

91 A132074 Ho Kah Leng Korea

92 A141981 Liaw Tze Feng Korea

93 A140562 Muhamad Jad Hamizan Mohamad Yusoff Korea

94 A142464 Nur Asyirah Izzati Lut Ahmad Korea

95 A142291 Sri Fitriaty Mohd Kenali Korea

96 A140896 Wan Nurmaherah Wan Ab Halim Korea

97 A136879 Siew Pei Ju Indonesia

148

98 A133615 Chew Wei Quek Mexico

99 A138571 Mohd Zakwan Zainal Mexico

100 A136615 Muhammad Haiqal Mohd Noor Mexico

101 A139818 Nurul Hana Abdullah Ba'awi Jerman

102 A130308 John Chan Chia Yoong Jerman

103 A138627 Yazidmanhafif Hasan Husin Jerman

104 A137494 Yasier Mahayudin Jerman

105 A137303 Banu Tanchang Kaundan Jerman

106 P59698 Maryam Sarah @ Ko Chai Voon Jerman

107 A136243 Aisyah Amira Fauzi Korea

108 A136760 Nasirah Mohamed Korea

109 A135333 Hoh Siew Yan Switzerland

110 A131877 Eyu Hui Ting Jepun

111 A131999 Nur Syazzuan Saidon Jepun

112 A140962 Nur Aimi Dalila Rosli Kazakhstan

113 A137507 Jaspreet Kaur Awthar Singh Kazakhstan

114 A141151 Norazieah Kamarudin Kazakhstan

115 A141012 Nur Emilia Eleena Hilman Kazakhstan

116 A140497 Nik Amaleen Hanis Nik Mohd Shukri Kazakhstan

117 A140121 Nurul Farhana Johari Sweden

118 A139585 Nor Farah Anis Kamarolzaman Sweden

119 A139921 Muhammad Farisyah A. Aziz Sweden

120 A135974 Ukasya Shakena Akbar Korea

121 A139718 Iffah Izzati Nik Nor Azlan Korea

122 P54171 Muhamad Hanapi Jamaludin Indonesia

123 P66209 Afida Jemat Jepun

124 P63618 Nur Izdiharr Zainol Jerman

125 P63933 Maziah Ahmad Marzuki Ireland

126 P67138 Hasrizal Abdul Jamil Turkey

127 P55576 Uma Mageswari A/P Batumalai Australia

128 P59321 Tamalia Amanda Putri Othman United

Kingdom

129 P57497 Yusri Helmi Muhammad Jerman

130 P64700 Ahmad Faizuddin Ramli United

Kingdom

131 P62373 Chin Kok Yong Australia

132 P64482 Hamizah Shahirah Hamezah New

Zealand

133 P63583 Ooi Lia Jepun

134 P67287 Dr. Shahruz Idzwan Azmi Jepun

135 P67288 Dr. Syed Sharizman Syed Abdul Rahim Jepun

136 P67289 Dr. Zahir Izuan Azhar Jepun

137 P67284 Dr. Norafidah Abdul Rashid Jepun

138 P67286 Dr. Noor Raihan Khamal Jepun

139 P67282 Dr. Mazlina Mohtar Jepun

140 P66854 Ireena Nasiha Ibnu Asia

141 P70151 Nur Aqilah Hamidon Indonesia

149

142 P62852 Chan Chi Hoong Australia

143 P63953 Nurul Asiah Fasehah Muhamad Indonesia

144 P61689 Noraini Omar Indonesia

145 P69682 Sa'anah Edi Indonesia

146 P62620 Nur Hanani Hussin Indonesia

147 A140923 Arnida Anuar Korea

148 A141264 Siti Sarah Mohd Yahaya Korea

149 A142240 Puteri Nur Quzaitul Uyun Saleh Kazakhstan


for year 2014


1 P68066 Ang Wei Lun Belgium

2 P69346 Ashairi Suliman Australia

3 P62845 Chin Siew Xian China

4 A132391 Desmond Ang Wey Xian Jepun

5 P58760 Lam Meng Chun New Zealand

6 P69833 Muhammad Taqiyuddin Mawardi Ayub Australia

7 P62666 Nabila A. Karim Jepun

8 P64390 Nadhratun Naim Mobarak Jepun

9 P67272 Ng See Hoe Australia

10 A140994 Nur Filzatunnafsi Rahmat Korea

11 P62785 Padma A. Rahman Australia

12 P72765 Tan Siok Yee New Zealand

13 P65509 Razni Shauna Abdul Razak USA

14 ZP01741 Muhammad Rozien Zakuan Ab Rahman China

15 ZP01607 Mohamad Zaidi Omar China

16 P69700 Nurhidayu Rosli Turkey

17 P54766 Azran Mohd Zainoodin Jepun

18 P68755 Siti Aisyah Mohamad Zin Turkey

19 P58576 Nurul Farahana Kamaludin Taiwan

20 P60347 Chuah Khun Aik USA

21 P65533 Lau Xiao Chuan New Zealand

22 A136218 Gee Siang Ying Taiwan

23 A136863 Goh Chia Chia Taiwan

24 A136860 Caren Tsen Yee Shian Taiwan

25 A136270 Winne Wong Yuen Ling Taiwan

26 A136560 Lucia Hii Lu Jia Taiwan

27 A136100 Lim Hui Ling Taiwan

28 A136321 Chan Lai Jie Jepun

150

29 A136927 Yip Chen Leng Jepun

30 A136959 Lim Ee Von Jepun

31 A135882 Tan Phui Khuun Thailand

32 A137785 Tan Chin Yi Thailand

33 A136601 Muhammad Shaiful Abu Bakar Thailand

34 A139628 Zafirah Husin Korea

35 A139880 Nur Ain Mohd Hassan Korea

36 A138172 Tio Zhee Pin Germany

37 A137672 Chong Chun Wen Germany

38 A137432 Khairunnisa Hanisah Nuruddin Germany

39 A136348 Syahidah Ahmad Germany

40 A139053 Ng Chaw Sing Germany

41 A136806 Muhamad Arif Abdul Aziz Germany

42 A137116 Khairussaadah Misnan Germany

43 A137709 Fariq Azaha Germany

44 A137389 Ahmad Nafek August Fouzy Germany

45 A137145 Ng Swee Yee Germany

46 A137204 Augustine Cheng Li Xun Germany

47 A136019 Faizah Omar Germany

48 A136509 Hud Bin Jumitstrowijoyo Germany

49 A136266 Ng Woon Cheng Germany

50 A135896 Luqman Abdul Muien Germany

51 A135792 Nur Imani Yusoff Cheah Germany

52 A135851 Noor Hidayah Abdul Rahim Germany

53 A136740 Nur Izzati Nordin Germany

54 A136531 Lim Ken Chuan Germany

55 A140195 Amirul Firdaus Abu Yaziz Korea

56 A142017 Atifah Mohd Marzuki Korea

57 A142039 Ivan Tioh Hon Soon Korea

58 A142199 Lim Jin Jie Korea

59 A142184 Lim Vee Nee Korea

60 A142770 Muhammad Uzair Sahrin Korea

61 A142114 Noraini Ismail Korea

62 A142135 Nur Maisarah Mokhtar Korea

63 A141900 Nurul Ain Mohd Azam Korea

64 A142091 Siti Afiqah Salman Korea

151

65 A142397 Siti Nur Afiqah Mohd Arif Korea

66 A141669 Nurul Syafiqah Abdul Rahman Korea

67 A137149 Au Diya Fatihah Wan Saffiey Switzerland

68 A140381 Abdul Wahab Jumrah China

69 A128154 Muhamad Faisal Yahaya Jepun

70 A143382 Adawiyah Ahmad Azmi Jepun

71 A136676 Chen Xiang Yi Taiwan

72 A142813 Mohammad Faiz Ramzani Netherlands

73 A146540 Randip Kaur a/p Valdev Singh Korea

74 A145041 Dhia Thuraya Hapiz Korea

75 A146950 Nur Zahin Kasnin Korea

76 A145327 Noor Hafida Zainudin Korea

77 A136641 Muhammad Badrul Hisham Abas Thailand

78 A138936 Ahmad Rasyadan Arshad Thailand

79 A136881 Faisal Malau Ahmad Thailand

80 A138200 Tan Jia Yee Thailand

81 A137791 Chew Fang Sien Thailand

82 A138238 Jeremy Pong Chun Khai Thailand

83 P69984 Rose Khairunnisa Roslan Taiwan

84 P73230 Nurul Hanisah Mohd Jepun

85 P71195 Mardhiyah Md Jan Jepun

86 P71167 Lye Suet Yeng Jepun

87 P68668 Abdul Rahman Mohd Sha'ary United

Kingdom

88 P68381 Mohd Naim Kamaruzaman United

Kingdom

89 P69907 Siti Zaharah Abu Bakar United

Kingdom

90 P68055 Fam Wen Han United

Kingdom

91 P60347 Chuah Khun Aik United State

of America

92 P64522 Aishah Ismail United

Kingdom

93 P68821 Juwairiah Remali United

Kingdom

94 A143094 Nurul Izzah Mohd Nor Sweden

95 A143156 Adnor Atiqah Ammelia Adam Sweden

96 A139676 Nur Dalilah Husna Ramainor Korea

97 A143246 Nur Syahirah Abd Rahghni Korea

152

98 A139430 Hanim Sofe'a Halimon Jepun

99 A139646 Muhammat Hanapie Zamzami Jepun

100 A145007 Syadiah Madiha Borhan Kazakhstan

101 A145326 Nor Hazila Mat Lazim Kazakhstan

102 A143552 Sarah a/p Theodore Lourdes Sandanaraj Kazakhstan

103 A145347 Nor Amirah Rosli Kazakhstan

104 A145314 Nur Hazwani Ramlee Kazakhstan

105 A145025 Nurun Najihah Abdul Malik Kazakhstan

106 A146917 Mirza Madihah Kazakhstan

107 A142190 Chung Yee Kuan Korea

108 A140040 Fadhli Hariz Fayahet Korea

109 A138650 Nor Hazwani Mohd Marzuki Korea

110 A142567 Nur Azly Ahmad Korea

111 A133825 Ng Wei Loong Mexico

112 A138122 Nurul Najwa Jasni Mexico

113 A131599 Lim Kai Hau Mexico

114 A140385 Nur Syazwana Yahaya Mexico

115 P64790 Faizul Jaafar Jepun

116 P72860 Izzatul Hidayah Azizan Jepun

117 P77731 Mandeepal Singh A/L Atar Singh UK

4.4 Student Support Services and Co-Curricular Activities

4.4.1 Student Support Services

Student Service Centre, Sports Centre, University Cultural Centre and Health

Centre in UKM provide direct services to students. Student Service Centre

provides advice to students as well as moderates and manages student

Counselling and welfare processes. The mission of Student Service Centre is

to develop the young generation with knowledge, quality and integrity.

The support services made available to the students by the Counselling and

Welfare Unit are to assist students in self-growth and self-development

through a psychological and Counselling approach regardless of race,

ethnicity, origin, ancestry, status or beliefs. This Unit also manages matters

related to sponsorship, scholarship and student welfare. More information

on activities provided by the Students Service Centre can be accessed at the

SM 4.18

Student Service Centre

URL:

http://www.ukm.my/khid

matsiswa

http://www.ukm.my/khidmatsiswa/?page_id=130


153

following website: http://www.ukm.my/khidmatsiswa/?page_id=130

The functions of the Sports Centre are as follows:

1. To provide sports equipment rental service and managing of

bookings as well as maintenance of sports and recreational facilities

for user convenience.

2. To develop mass sports through sports competitions and activities.

3. To produce world class athletes who are also academically excellent

through the Sports Centre of Excellence (Cricket) and Focus Sports

(Basketball).

4. To organize sports activities and tournaments as the medium for

the Sports Centre in the effort to pick talented athletes who can be

trained to capably represent the University as well as the Nation in

international tournaments.

5. To plan and organize programs in efforts to form an active campus

community with a healthy lifestyle.

6. To provide sports training and manage participation of students and

staff of Universiti Kebangsaan Malaysia in sports tournaments in the

country and abroad.

7. To generate income through marketing of sports facilities and

organizing of sports and recreational activities towards achieving

self-funding.

The mission of the Sports Centre is to provide sports services and facilities

to build an active society and develop self-potential. More information on

activities provided by the Sport Centre can be accessed at the following

website::

http://www.ukm.my/pusatsukan/

The functions of the University Cultural Centre are as follows:

1. To produce graduates who are balanced spiritually, emotionally,

physically and intellectually through experience in experiential

learning and talent fertilization.

2. To produce highly cultured arts lovers, creative and quality arts

students, composers and writers who will enrich national arts

treasures.

The mission of the University Cultural Centre are as follows:

1. To develop student personality and identity through campus


http://www.ukm.my/pusatsukan/

154

cultural and arts activities.

2. To elevate of and promote campus cultural and arts activities.

3. To maintain national heritage through campus cultural and arts

activities.

4. To maintain ethnic unity and peace through campus cultural and

arts activities.

More information on activities provided by the centre are on at the

following website: http://www.ukm.my/culturec/

Meanwhile, the function of the Health Centre is to provide a more

comprehensive and cost-effective on-going primary health service in stages

based on the campus community population and development and growth

of the medical and dental fields. More information on activities provided by

the department are on the following website:


Apart from the services provided by Student Service Centre, Sports Centre,

University Cultural Centre and Health Centre, there are other additional

support services and facilities provided which include the Universiti

Kebangsaan Malaysia Library (the main library is known as Tun Sri Lanang

Library with five main branches, i.e., Malay World and Civilization Library,

Law Library, Second Cluster Library, Chansellor Tuanku Mukhriz Hospital

Library and Dr. Abdul Latif Library, with additions of small faculty-level

libraries), the Transport Unit, banking (branches and automated transfer

machines), mailing services (Pos Malaysia), cafeterias, and various other

facilities to fulfill student daily needs. These information can be obtained at

the following website: http://www.ukm.my/v6/facilities/

Furthermore, ICT related services by the Center for Information Technology

are also provided, such as Student Information System, Learning Care

System and various others. More information on these services can be

obtained from the following website:

www.ptm.ukm.my

http://www.ukm.my/e-pelajar/index.htm

In terms of qualification, UKM has outlined strict qualification and

experience criteria for post-holders. For instance, the Counselling and

Welfare Unit only appoints Psychology Officers and Counsellors with related

qualification and experience and are registered with the Board of

http://www.ukm.my/culturec/




http://www.ukm.my/e-pelajar/index.htm

155

Counsellors Malaysia. The Cultural Centre also states that a Cultural Officer

(B31) must have talent, ability, creativity and proven experience in the

cultural area and at the same time must be able to communicate, read and

write in Malay Language. For more details, please refer to this website:

https://smk.ukm.my/sppj/mukadepan.cfm

4.4.2 Student Support Services for Geographically Separated Campuses

UKM campuses are divided into three geographically separated campuses;

these are Bangi, Cheras (Jalan Yaacob Latif) and Kuala Lumpur (Jalan Raja

Muda Abdul Aziz). The Bangi campus has nine faculties, and these are

Faculty of Economics and Management, Faculty of Education, Faculty of

Engineering and Built Environment, Faculty of Information Science and

Technology, Faculty of Islamic Studies, Faculty of Law, Faculty of Science and

Technology, Faculty of Social Sciences and Humanities and UKM-Graduate

School of Business, while Faculty of Medicine is located in Cheras. The Kuala

Lumpur campus has three faculties, which are Faculty of Dentistry, Faculty

of Pharmacy and Faculty of Health Sciences.

As previously explained in Section 4.4.1, the student support services

provided at UKM level are under the responsibility of Student Service

Centre, Sports Centre, University Cultural Centre and Health Centre.

However for Kuala Lumpur and Cheras campuses, apart from the services

provided by the Bangi main campus, the Kuala Lumpur Campus

Management Division provides other support services unique to their needs

such as formal transportation service and arrangement of space procedure

(classroom and seminar room). These information can be obtained the

following website:

http://www.ukm.my/pendaftar/language/ms/

Other services in Kuala Lumpur UKM Campus include library services such as

the Canselor Tuanku Mukhriz Hospital Library and Dr Abdul Latif Library

mentioned earlier, and Counselling services (services are provided at all

three campuses).

In general, there are similar facilities provided at the three campuses which

are maintained by the same administration and operational systems. At the

same time, the campuses use the same information management systems,

such as SMPWeb, i-Folio, SPPU and various others. These can be accessed at

SM 4.18


Background

URL:


matsiswa



156

the following website:

http://portalewarga.ukm.my/

4.4.3 Adequacy, Effectiveness and Safety of Student Support Services

Adequacy and effectiveness are embodied in the Studentship Management Charter (Piagam Mengurus Kemahasiswaan) of Student Service Centre. The services are governed, maintained and monitored by ISO Quality Management System of Services (SPKP).

The effectiveness of services to the students is measured based on the

creteria set by the Studentship Management Charter (Piagam Mengurus

Kemahasiswaan), which are:

Service – to provide quality services based on knowledge-culture that fulfills student needs and the University’s mission.

Management – to manage tasks efficiently, promptly, correctly and in advance.

Attitude – to create a workforce that is dedicated, committed, well-trained, disciplined, responsible and productive.

Devotion – to ensure that HEP is always sensitive and responsive to the needs of students, university, society and country.

Flexibility – accept changes from time to time in the mission to become a department that is innovative, productive, efficient and full of quality.

SM 4.18


Background

URL:


matsiswa

4.4.4 Mechanism for Students to Complain and Appeal regarding Student

Support Services

Students can complain and appeal on matters relating to student support

services through Feedback and Customer Complaints System (eFACT).

Feedback form is available online from the eFACt website:

http://ewarga.ukm.my/efact/

http://portalewarga.ukm.my/



157

4.4.5 Roles and Responsibilities for Student Co-Curricular Activities

Student co-curricular activities is managed by Competency Division under

Centre for Liberal Education (Citra UKM) who reports to Deputy Vice

Chancellor (Academic and International Affairs - HEAA). Figure 4.1 shows

the organization structure for HEAA.

Figure 4.1 DVC (HEAA) Organisational Structure

Detail roles and responsibilities of the centre can be referred to the centre’s

website at http://www.ukm.my/citra/ms/matlamat-objektif/.

4.4.6 Management of the Activities and Maintenance of Student Records

The main management method that maintains and records students’

activities are the i-Folio and Soft Skills Development System (Sistem

Pembangunan Insaniah – SPI), a system developed to record and assess

students’ competency as required by the MQF.

Further details on the i-Folio and Soft Skills Development System (SPI) can

be found at:

http://ifolio.ukm.my


SM 3.12

iFolio Website;

URL:


SM 4.27

Soft Skills Development

System

URL:


DVC (HEAA) (Professor VU6)

Akademik UKM

(Deputy Director)

PS (Director)

Citra UKM

(Director)

UKM Global

(Director) PPTP

(Director)

Kualiti UKM

(Director) PKP

(Director)

http://www.ukm.my/citra/ms/matlamat-objektif/

http://ifolio.ukm.my/account/login?ReturnUrl=%2f




158

4.4.7 Accessibility, Confidentiality and Effectiveness of the Academic and

Non-Academic Counselling and Support Services

The confidentiality of the counselling and support services provided to the

students is generally governed by code of ethics and University and

University Colleges Act Constitution (AUKU).

The counselling services available to the students are divided into various

types. This is to ensure the effectiveness of the service. They are:

1. Private Counselling – Students can discuss anything for self

development in everyday life such as family problem, health,

academic, financial, career and others.

2. Financial Counselling – To help students ease their financial burden

through sponsorship, budget planning and other related matters.

Aid comes in the form of advertisements, offers, circulation of

application forms and scholarship offer letters/study loan.

3. Others services:

i. Peer Counselling Service

ii. Psychology Test

For other services provided, please refer to:


A student may walk-in, or set an appointment, for a consultation session

with a counselor from the Counselling and Welfare Unit as already discussed

in Section 4.4.1. A counselling service flowchart is shown in Figure 4.2.

SM 4.28

Universities and

University Colleges Act

Constitution


159

Figure 4.2 Flowchart of counselling service

4.4.8 Early Warning System to Detect Students with Academic Difficulties

As an early warning system, Mentor-Mentee programme or student

grouping is organised at faculty level to identify those who are facing with

academic difficulties. The university also implements continuous

assessment by utilising Grade-Point-Average (GPA) system at the end of

each semester. This system can also be used as an instrument to identify

students with academic difficulties. This has been elaborated in Section

4.1.11.

If neccessary

If

Unneccessary

START

ACCEPT THE CUSTOMER

FILL IN THE CARD AND DETERMINE THE TYPE OF SERVICE:

- Academic - Psychosocial - Clinical

MEET THE OFFICER

GIVE THE INFORMATION

SET THE

APPOINTMENT

END

END

Wait for turn

PROCESS

TERMINATE

CONSULTATION

PROCESS

COUNSELLING

PROCESS

Absent

Present

Continous

Programme

Workshop

Programme

Refer to the

professional

160

4.4.9 Information on the Qualification of Service Providers

UKM ascertains that only qualified personnels are employed to provide the

support services to the students. UKM has outlined a strict guidelines and

requirements for these positions. Counsellors under the Counselling and

Welfare Unit for example are required to register with the Board of

Counsellor Malaysia. Personal records of post-holders, qualifications,

eligibility and completed training are accessible through Staff Imformation

System and Training Management System (eSPEL).

SM 4.29

Examples of the

qualification of some of

the post-holders

4.4.10 Student Orientation

All new students are orientated into academic programmes first through an

orientation programme for new students at the beginning of the first

semester. The duration of this orientation programme is one week,

organized by Student Service Centre and is carried out at university, faculty

and college levels.

For international students, the induction will also prepare them with the

various aspects of local culture and social networking.

SM 4.30

New Students

Orientation Week

URL:

http://www.ukm.my/

khidmatsiswa/Minggu

Mesra Pelajar

4.4.11 Student Accessibility to Additional Support Programmes Provided

by Other Organisations

Various programmes and facilities provided by other organisations can be

accessed by the students. International Association of Students in Economic

and Commercial Sciences (AIESEC) International for example, is an

international platform for young people to discover and develop their

potential. AIESEC is a global, non-political, independent, and non-profit

organization run by students and recent graduates of institutions of higher

education and provides its members with an integrated development

experience comprised of leadership opportunities, international internships,

networking and participation in a global learning environment. AIESEC UKM

office is located at PUSANIKA building (more information on AIESEC can be

found at: www.aiesec.org).

UKM also organises various annual events such as Career Fair that attract

many local and international companies like Petronas, Shell, Motorola,

Maersk, and Schlumberger that provide career opportunities to the




http://www.aiesec.org/

161

students. Moreover, UKM has collaborated with Jobmarket Malaysia Sdn

Bhd to assist students with their industrial internship and job placements.

4.4.12 The Importance given to Student Support Services in UKM

The importance of student support services in the organisational structure

of UKM is reflected by the re-structuring of Department of Student

Services into a more refined and streamlined structure carried out in

2014. This is highlighted by the formation of the centres and unit as

shown in the organisational chart in Figure 4.1 in Section 4.4.5.

4.4.13 Unit Dedicated to Academic and Non-Academic Counselling

The university counselling unit is under Student Service Centre. Counselling

Services operated under Counselling Unit are divided into four categories:

1. Personal - Academic

- Career

- Stress

- Personality

2. Health - physical and mental

- drug and alcohol related cases

- sexual health

3. Family - pre-marital

- family affairs

- parental

- financial

4. Others - legal

- sexual harrasment

- academic and career information

For academic counselling, this is covered under the personal counselling

category as listed above.

In addition, academic advisory is also run at faculty level under the responsibility of the Deputy Dean (Academic). This is carried out through Student Development Committee. Detail information and the process

162

involved can be referred to in Section 4.4.16.

4.4.14 The Effectiveness of the Counselling Services: Measures,

Monitoring, and Improvement Plans

The Counselling Unit is available to help students with various issues as

reflected by the four Counselling categories listed in Section 4.4.13 above. In

the last two years alone (data until December 2014) a total of 692 students

have visited the Counselling Unit for various Counselling and guidance

sessions. Of these counselling and guidance sessions, 46.3% is on academic

difficulty, 20.8% on emotional disturbance, 10.3% on family problem, 8.8%

on cognitive issue, 6.6% on career guidance, 6.2% behavior on issue and

1.0% on various health reasons.

In addition, the Counselling Unit always seeks to improve and enhance the

Counselling services provided. Some of the steps taken are;

- Widen the scope of training and research activities for the

counsellors.

- Organising motivation seminars and workshops as well as road

show to reach a wider student population (and for that matter,

requesting bigger annual budget from Student Service Centre).

- Hiring more staff.

Further information on plan, services and statistic can be referred to Brief

Counselling Unit of Students Service Centre.

A Counselling service management chart is shown in Figure 4.3 below.

163

Figure 4.3 The Counselling Service Management Chart

4.4.15 Mechanisms to Identify Students in Need of Spiritual, Psychological,

Social and Academic Support

Mechanisms to identify students who are in need of spiritual, psychological,

social and academic support are as follows:

a. From the psychological aspect by using test/inventory as follows:

i. Screening Healthy Mind (DASS) – This inventory is used to

identify the stress level, depression and anxiety

ii. Self-Directed Search (SDS) – This inventory is used to

identify interest and individual personality

Start

Application/Form Received

Recorded in the Service Log Book

Counselling Service Determined

Preparation of Sessions Report

Preparation of Client’s File

End

Receive client and start the

Counselling Session

Filing of Documents

Investigation of

the Case

Closing of Client’s Case

If necessary

If unnecessary

164

iii. Sidek Personality Inventory (IPS) – This inventory is used to

measure a person’s personality and can explain or predict

behavior.

b. From the social aspect, the mechanism in use is as follows:

i. Utilization of the Money Problem Check List (MCPL) – This

inspection list can identify a few aspects from the view of

health, finance, social, sex, psychological-social, moral and

religion, family, academic, career and adjustment.

c. From the academic aspect, the mechanisms in use are as follows:

i. Through the student’s current examination results

ii. Through individual Counselling and group

iii. Through reference from other professional colleagues such

as acquiring an IQ test that are taken by a student.

(Inventory and test can be referred to at the Counselling and Welfare Unit)

4.4.16 Student Supervision

Student supervision is instituted at faculty level such as through the mentor-

mentee programme and also through continuous assessment by utilising

Grade-Point-Average (GPA) system at the end of each semester. The

mentor-mentee programme and the GPA system can be used as an

instrument to identify students with academic difficulty. Furthermore, for

students encountering academic difficulty, relevant bridging courses will be

provided as explained in Section 4.3.1.

Some faculties also form a Student Development Committee to help weak

students improve their academic achievement. The focus is on the students

with CGPA of 2.5 and below. Remedial programmes such as motivational

talk and study skills seminars are organised by the committee, and where

necessary will refer the students to Counselling and Welfare Unit of Pusat

Student Service Centre for Counselling. Figure 4.4 below shows an example

of the process normally adopted by the Student Development Committee of

Faculty of Engineering and Built Environment.

165

Figure 4.4 Process of monitoring students with academic difficulty as

adopted by Faculty of Engineering and Built Environment

4.4.17 Courses, Training/ Reparatory Sessions for Remediation

Among the courses, training or preparatory sessions organised for

remediation for the students encountering academic difficulty are those as

offered under the bridging programme as discussed in Section 4.3.1,

mentor-mentee programme, and remedial programmes as discussed in

Section 4.4.16.

4.4.18 Training and Development Plan to Enhance the Skills and

Professionalism of the Academic and Non-Academic Counsellors

To enhance the skills and professionalism of the academic and non-

academic counsellors, the Counselling and Welfare Unit often sends its

counsellors to related seminars and conferences. Basic training to

strengthen counselling knowledge is also infused through workshops and

courses.

In addition, certain faculties such as Faculty of Medicine trained their

academic staff on basic mentoring skills. This is to increase their skills in

SM 4.31

Course list/ Seminar / Conference participated

by UKM counsellor

Identify students, CGPA<2.5

Strategies/Activities

- Notify the lecturers/academic advisors - Organize motivational talks/student development activities - Monitor students by the programme coordinator via meetings/discussions

CGPA > 2.5

Take the necessary actions, e.g.:

a. Advise the student to extend her/his studies

b. Set a limit to the number of courses/units in one semester

Delete the

name from the

list/group

Yes

No

166

guiding and helping students in their professional developments.

4.5 Student Representation and Participation

4.5.1 Policy on Student Participation in the Teaching-Learning Process

Students’ participation in the development of teaching and learning process

is stated in UKM’s Teaching and Learning Policy. Consultation exercises with

the students and various stakeholders are continuously carried out to

ensure the process of teaching and learning is of a high standard and

continuous quality improvement exercise can be carried out.

For example, at the university level, inputs from student organisations and

societies are continuously gathered through periodic meetings with Student

Service Centre, while at the faculty level, the management, via Deputy Dean

(Students Affairs), monitors activities of faculty students’ associations by

means of periodic meetings, at least once in every semester. In addition,

inputs and feedbacks from students through their activities at colleges of

residence are also important for the development of this policy and these

are monitored by the college principals.

SM 3.9


Evaluation System

Website;

URL:

www.ukm.my/sppp

SM 4.32

Stakeholders feedback

System (e-Quest)

URL:

www.ukm.my/equest

4.5.2 Measures taken to Encourage Student Self-Government and

Participation in the Activities of Governing Bodies

To encourage student self-government, UKM provides various activities for

students’ development that involve their active participation in student

associations at various levels, i.e. at college of residence, faculty and

university levels. The most important is perhaps the exercise of appointing

and selecting the student representation/leaderships for the Student

Representation Council (MPP) which is carried out through an annual

general election. The university, via Student Service Centre, organises this

election under the provision of University and University Colleges Act

(AUKU).

http://www.ukm.my/equest

167

4.5.3 Evidence of the Statement of Student Rights and Responsibilities

and its Availability to the Campus Community

Statement of student rights and responsibilities are subjected to University

and University Colleges Act (AUKU) 1971 (Amended in 2009 and 2012).

Please refer AUKU Amended in 2009 and AUKU Amended in 2012 for detail

information.

Apart from that, student rights and responsibilities are also stated in

Election Process Report available at Student Service Centre. Please refer

Students’ Representative Council Selection procedures (MPP) 2008 and

Students Representative Council Election Guide booklets for rules,

regulations and processes on the students’ election to representation

council.

SM 4.33

University and University

Colleges Act (AUKU) 1971

(Amended in 2009 and

2012)

4.5.4 Jurisdiction of Judicial Bodies, Disciplinary Responsibilities of

Officials, and Disciplinary Procedures and their Dissemination

The jurisdiction of the university judicial bodies, the disciplinary

responsibilities of the officials and disciplinary procedures are stipulated in

niversity and University Colleges Act 1971 (AUKU), and Universiti

Kebangsaan Malaysia Rules (Discipline of Students) 1999 developed based

on the AUKU.

A Discipline Committee chaired by Deputy Vice-Chancellor (Students &

Alumni Affairs) is responsible to take the disciplinary action to any

wrongdoings by the students based on the AUKU.

SM 4.34

Organization of Student

Activities Guidelines

SM 4.35


Malaysia Rules (Discipline

of Students) 1999

4.5.5 Policy on Active Student Participation in Curriculum Development,

Teaching-Learning Processes, and Other Relevant Areas

Students are encouraged to actively participate in curriculum development,

among others, through the Faculty Management meeting with student

representations at faculty level. To facilitate this involvement, an official

student feedback system, The Teaching and Supervision Evaluation System

(TESES), has been developed. The system is used to evaluate the efficiency

and effectiveness of the Quality Management System MS ISO 9001:2008 of

the Management of Undergraduate Studies and Graduate Programmes. The

inputs obtained from students through this system are used to continuously

168

enhance the quality of the concerned studies programme. It also used to

continuously enhance the quality of teaching and delivery of lectures and

for the internal requirements of the Faculty/School/Institute to enhance the

quality of teaching and for the purpose of designing and revising the

curriculum. The system can be accessed at http://www.ukm.my/sppp/.

The flow chart for answering the feedback questions is as shown in Figure

4.5.

Start/

Log In

Main Menu

(Student)

Choose

Sector

Sector for

Faculties/Centres/Institutes(according teaching mode)

General Sector (Course Content,

Infrastructure & Equipment)

Lecture

Assessment Part (according to no. of lecture)

End/

Log Out

Repeat until all

sector completed

Complete

Answer?

No

Yes

Figure 4.5 Flow chart for answering the feedback questions

4.5.6 Facilitations for Students and Student Organisations to Gain Soft

Skills

UKM facilitates its students to gain managerial and leadership experience,

character building, sense of belonging and responsibility, and active

citizenship through providing opportunities for student participation in

student organisations at various levels, such as Student Representative

Council (MPP), UKM Students Association (PMUKM), Faculty Students

Association, Native Students Association, Collage Students Welfare

Committee (JAKSA), Reserve Officer Training Unit (PALAPES), Police

Undergraduate Voluntary Corps (SUKSIS), Sports and Recreation Club and

http://www.ukm.my/sppp/

169

various others.

The streamlined structure under the Deputy Vice-Chancellor (Students &

Alumni Affairs) as shown in Figure 4.1 in Section 4.4.5 will better instill the

various important traits and experiences to the students. The objectives and

programmes for divisions and units can be found in the Deputy Vice-

Chancellor’s (Students & Alumni Affairs) website at

http://www.ukm.my/portal/canselori_pejabattnc(hepa).html. Additionally,

Citra UKM has outlined that among its main objectives are to produce

graduates with the ability to adapt life experience in various context

through inclusive learning, and to produce competitive graduate for the

national and international market.

An example of student activity that involved by a large number of students

is a major community engagement activity (OPKIM) organised by the Centre

of Student Development and Alumni Relations. Groups of students go out

into the community and conduct activities related to their programmes such

as health screenings and promotions by the Medical students.

SM 4.36

Centre of Liberal

Education (Citra UKM):

URL:

http://www.ukm.my/citr

a

4.5.7 Policy Regarding Student Publication

For student publication, Student Service Centre has provided a set of

guidelines based on AUKU. All student publications and distribution of any

student publication are subjected to the approval of the Deputy Vice-

Chancellor (Students & Alumni Affairs).

For academic publication purposes, UKM has set a certain minimum number

of publications for postgraduate students as a requirement for graduation.

UKM, in the Senate Meeting (number 399) on the 24 April 2014, issues the

guideline on the minimum number of publications for postgraduate

students for faculties and institutes. Upon final thesis submission,

postgraduate students, who registered at the beginning of Semester 1

Academic Session 2014/2015, must fulfill the following publication

requirements:

Master by research – 1 accepted, ISI/SCOPUS/ERA/High Impact Journals, journal paper.

Doctor of Philosophy by research – 2 accepted, ISI/SCOPUS/ERA/High Impact Journals, journal papers.

For postgraduate students registered before Semester 1 Academic Session

SM 4.37

Centre for Graduate UKM

URL:

http://www.ukm.my/pus

atsiswazah

SM 4.38

Minutes of 399th

Senate

Meeting, 24 April 2014

http://www.ukm.my/portal/canselori_pejabattnc(hepa).html

http://www.ukm.my/citra/ms/

http://www.ukm.my/citra/ms/



170

2014/2015, faculties and institutes are given options on whether or not to

follow the new specification or to retain the old specification on the

minimum number of publications for postgraduate students.

4.5.8 Channels for Student Participation in Formulation, Management

and evaluation of Curriculum

Students can participate in formulation, management and evaluation of

curriculum through various channels as already described in Sections 4.5.1

and 4.5.5.

4.5.9 Facilities for Student Publication

To assist students with publication of their work,

Faculty/School/Institute/Centre within the university organise workshops,

seminars, presentation, colloquium and conferences. Engineering

Postgraduate Conference as organised by Faculty of Engineering and Built

Environment, and Research Week by Medical Faculty and Faculty of Health

Sciences are two examples of annual events available to encourage

postgraduate students’ involvement in publication.

Faculty/School/Institute such as Medical Faculty (1st Special Study Modules

Conference) and Faculty of Dentistry also organised conferences for their

final year undergraduate students to assist them with the publication of

their research work.

In addition, various facilities are available to the students for this purpose,

such as various electronic devices and printing equipments (such as Printing

room provided by Student Service Centre.

SM 4.39

Standards: Master’s and

Doctoral Degree 2013

4.6 Alumni

4.6.1 Active Linkages and Continuous Relationship with Alumni

UKM ensures the active linkages and continuous relationship with its

alumni, hence the formation Alumni Relations Office under DVC (HEPA) as

shown in Figure 4.1 (Section 4.4.5). The office is responsible for planning,

executing and monitoring of Alumni’s activities. The functions of the office

171

are as follows:

1. To be a flatform to facilitate Alumni contribute funds;

2. To visibalise Alumni Complex as a symbol of pride and alumni

contribution to UKM;

3. To be a place to plan an coordinate alumni activities which could

benefit both the students and the university through the Alumni

Association of faculty, collage and division;

4. To be a place that provides a variety of social and education

activities as well as serve as a centre for thr collection and

dissemination of information to UKM alumni.

The office organises various activities that require continuous commitment

from the alumni. Some of the activities include an exercise of gathering

various data from alumni through Alumni Information System (SMA);

conducting the UKM Graduate Effectiveness Research; planning and

coordinating Alumni activities through Alumni Association at the faculty and

college levels; and publishing news in the Alumni Bulletin.

SM 4.40 Alumni Official Website

URL:

http://www.ukm.my/alu

mni

4.6.2 The Role of the Alumni

Alumni play an important role in curriculum development, the achievement

of the learning outcomes and the future direction of UKM through their

involvement as one of the Programme Advisory Panels such as practiced by

Faculty of Engineering and Built Environment. The faculty also, from time to

time, conducting surveys on its alumni on topics such as employability and

market survey.

4.6.3 Alumni Assistance in Preparing for Student Professional Future

UKM encourages the alumni to assist the students in preparing for their

professional future by inviting them in programmes with students. For

example, each department in FKAB, invites their alumni for New Students’

Orentation Week programme at the beginning of a new semester to share

their past experiences studying at FKAB with new students. Additionally,

faculties like FKAB, FSK, and FSSK invite their alumni for career talk with final

year students. Furthermore, FPI invites its alumni for a postgraduate open

day and forum, and KITA invites its alumni, i.e., Zaini Othman, as a guest

lecturer for a course on ethnic studies, i.e., Z1RE6012 Discourse on Ethnic

http://www.ukm.my/myd/news/alumni-ukm/

http://www.ukm.my/myd/news/alumni-ukm/

172

Studies. FSK organizes career day annually and invited faculty alumni of

each academic programmes as follows:

Table 4.13: Alumni at Career Day according to Academic Programmes

Number Programmes 2013

(Names)

2014

(Names)

1. Optometri & Sains

Penglihatan

Puan Duratul Ain Hussin -

2. Audiologi & Sains

Pertuturan

En. Razalee Yahya -

3. Audiologi - Razalee Yahya & Patrick

Tan Han Guan & Mohd

Norhafizun Mohd

Saman

4. Sains Pemakanan Puan Lee Shing Ling &

Encik Mohd Shah

Kamarudin

Nurul Iliani Binti Ahmad

4. Dietetik Encik Md Hairil

Muzammil Tokijan

-

Pengimejan

Diagnostik &

Radioterapi

Encik Mohd Esnu Khalidi

Abd Halim

Siti Khadijah Hamsan &

Rosmizan Ahmad Razali

6. Sains Forensik - Teo Chee Hau

& Wong Yong Shiang

7. Sains Bioperubatan Puan Nadia Md Esa Ahmad Khusyairi Zubir

& Roshidah Alwi & En

Lim Yew Khuay

Kesihatan

Persekitaran dan

Keselamatan Industri

Puan Amalina Ayuni

Mohamad

Norazlina Ismail &

Amira Abd Rahaman

8. Fisioterapi - Shareen Hariharan &

Norashikin Mohamad

Noor

9. Sains Pertuturan Puan Ruziyanti Mohd

Mokhtar

Nor Shahrina Mohd

Zawawi

10. Terapi Carakerja Puan Regina a/p Maniam -

173

174

175

Area 5: ACADEMIC STAFF

5.1 Recruitment and Management

5.1.1 Policies on Academic Staff Recruitment

The Policies

Universiti Kebangsaan Malaysia in being a public university adheres

primarily to the Public Service Department’s (PSD) circular on service

scheme for the appointment, promotion and termination of service

regulations 2012. Being one of the leading Research Universities in Malaysia

since 2006, one of UKM’s important goals is to create wealth through

research, innovation and technological transfer. Since then, UKM has

imposed additional criteria to ensure the best qualified candidates are

appointed and able to uphold new challenges. Current developments in

UKM is also witnessing emphasis given towards producing academic staffs

who are inspired by up to date knowledge, skills, and ethical values while

responding to changes collaboratively and proactively which will bring about

added values in service delivery towards the development of an excellent,

innovative and productive institution (UKM Major KRA 4: Human Resource

and Excellent Institution).

The Requirements

The requirements for the appointment of academic staff would depend on

the job categories:

• Fellowship

A Bachelor’s Degree with a minimum level of Second Class Upper.

• Temporary Lecturers

A Master’s Degree and Bachelor’s Degree with a minimum CGPA of

3.00

• Lecturers

A PhD in the respective fields

• Fellows

Experience in related fields.

The Processes

The appointment process is carried out by following a standard operating

procedure for academic staff recruitment, whereby the

SM 1.5



SM 5.1

Public Officers

(Appointment,

Promotion, And

Termination of Service)

Regulations 2012 (P.U.

(A) 1)

URL:

http://imej.spa.gov.my/d

ev/pdf/perkhidmatan/pu

a_20120101.pdf

SM 5.2

Service Circular No. 1,

Year 2012 - Changes in

JGMM Starting Salary

SM 5.3

Service Circular No.36,

Year 2013 -

Improvement of JGMM

Salary Grade 1 to Grade

54 under SSM

SM 5.4

Guidelines for

Appointment and

Promotion of Academic

Staff in UKM, 2011: http://www.ukm.my/pen

176

Faculty/Institute/Centre would select local or international candidates who

are experts in the identified fields, meet the requirements and suitable with

the needs of the Faculty/Institute/Centre as teaching staffs. The selection

committee at the Faculty/Institute/Centre whom are known as the Peer

Review Committee (Jawatankuasa Kesepakaran) would then produce a

short list of selected few candidates. The short list would then be submitted

to a selecting committee chaired by a Deputy Vice Chancellor for posts

lower than Professor, and to a committee chaired by a Vice Chancellor for

Professors or higher. Appointment for Professors is submitted by the

University Board of Directors for approval.

The Human Resource Division (HRD) at the Registrar’s Office is the unit in

charge for the appointment process. The positions include:

• Fellowships: temporary

• Lecturers: permanent, temporary, contract and visiting

• Senior Lecturers: permanent, contract and visiting

• Associate Professors: permanent, contract and visiting

• Professors: permanent, contract, visiting, Adjunct and Distinguished

• Fellows: Senior and Principal

• Visiting Scholars (beside permanent and temporary all other tenures

are on contract basis)

In order to improve the management of academic recruitment process, the

appointment of academic staff is carried out throughout the year.

Additionally, few processes have been decentralised to the

Faculty/Institute/Centre to speed up the recruitment process and to attract

good candidates. Recently, Psychometric Device for Academic Staff

Selection (APPiKA) has been developed as a screening tool to assess

potential candidate’s personal traits and integrity. It is a product of a joint

research done by UKM academic and human resource staff. The main idea

of introducing such a tool is to create a valid, reliable and holistic screening

process in the selection of academic staffs so as to produce academicians

who could embrace the UKM’s and national aspirations, as are envisaged in

the UKM vision, mission, educational goals and Key Result Area. Figure 5.1

below depicts the processes involved in the academic recruitment process.

daftar

SM 5.5

Registrar Circular No.

4/2012;

URL:

www.ukm.my/pendaftar/

senarai-perkeliling-

jabatan-pendaftar/

SM 5.6

UKM-SPKP-JP-PK01

Management of

Appointment;

URL:

https://spdukm.ukm.my/

SM 5.7

Job Application

Management System

(SPPJ);

URL:

https://smk.ukm.my/sppj

SM 5.8

Security Clearance;

URL:

https://evetting.cgso.gov.

my/

SM 5.9

16PF & APPiKA Question

https://spdukm.ukm.my/

https://evetting.cgso.gov.my/

https://evetting.cgso.gov.my/

177

Figure 5.1: General Academic Recruitment Process

5.1.2 Staffing Profile

The policies adhered by UKM as elaborated earlier allow the appointment

of staff of various disciplines and at multiple levels that commensurate

with needs. The overall staff placement is given in Table 5.1, and the

breakdown for faculties, institutes and centres is listed by the Department

of Registrar - Distribution of Academic Staff according to the Position and

the Faculty/Institute/Centre.

The needs of teaching and specialization are acquired by the recruitment

of academic staffs in various disciplines not only as full time and part time

staffs, but they are also appointed as adjunct professors, visiting

lecturers/professors and research fellows. The availability of a wide range

of academic posts in UKM attracts many scholars to join and serve UKM

according to their interest and potentials.

Table 5.1 summarizes UKM staffing profile as categorized by various

academic posts and Table 5.2 summarizes the number of academic staff

across various length of teaching experience respectively.

Table 5.1 Staffing profile (as of 31st December 2014)

Academic post Total

Professor 294

Associate Professor 531

SM 5.10

Department of Registrar:

Distribution of Academic

Staff according to the

Position and the

Faculty/Institute/Centre

SM 5.11

Staff Information System

(SMK);

URL:

https://smk.ukm.my/periba

di

Application

(Online / Form)

Peer Review Committe

at Faculty Level

Screening

(16PF & APPiKA)

at HR Divison

Interview

Security Screening

(SPRM, PDRM, Insolvensi)

Result

Offer Letter

178

Senior Lecturer 805

Lecturer 370

Tutor/Fellowship 82

Principle Fellow 17

Senior Fellow 14

Adjunct Professor 11

Visiting Professor 78

Table 5.2 Academic staff profile by duration of teaching experience

Length of service Total

Less than 5 years 245

5-10 years 653

11-20 years 659

More than 20 years 556

5.1.3 Number of Academic Staff for each Programme

The total number of full time academic staffs as of 31st December 2014 is

2113, who are holding multiple qualifications; which includes 1216

doctorate holders of either PhD, Doctor of Education, DBA, or Medical

Doctorate, 254 of them with Masters of Medicine, and 483 with Masters. A

summary of the number of academic staff is shown in Table 5.3.

Table 5.3 Total number of full time academic staff and their qualifications

Status Academic

Qualification

Number of staff

Local International Total

Full-

time

PhD/Doctor of Education/DBA/ Medical Doctorate

1160 56 1216

Masters of Medicine

248 6 254

Masters 479 4 483

Bachelors 150 4 154

Others 6 - 6

The overall teacher-to-students ratio of full time academic staff as shown in

Table 5.4 is better than the minimum requirement for effective teaching

SM 5.11


(SMK);

URL:

https://smk.ukm.my/peri

badi

179

and learning. In addition, UKM policies allow appointment of part time and

visiting lecturers to accommodate the fluctuate needs caused by an increase

in students’ enrolment in certain courses/programmes. This is to ensure

effective teaching and learning experiences on part of the students

themselves. The most recent lecturers-to-students ratio by faculties is as

summarised in Table 5.5.

Table 5.4 Lecturers-to-Students Ratio by Sector in UKM compared with

the ratio recommended by the Public Service Department (PSD)

Sector PSD UKM

Social Science and Humanities 1: 18-20 1:12

Medical 1:4 1:4

Engineering 1:10 1:7

Sciences 1:12 1:10

Table 5.5. Lecturers-to-Students Ratio by Faculty in UKM

Faculty Ratio

Faculty PSD

Economics & Management 1:13 1: 18-20 Education 1:20 1: 18-20 Social Science & Humanities 1:12 1: 18-20 Law 1:12 1:12 Islamic Studies 1:13 1: 18-20 Engineering & Built Environment 1:10 1:10 Dentistry 1:4 1:4 Medicine 1:5 1:4 Science & Technology 1:13 1:12 Information Science and Technology 1:12 1:12 Pharmacy 1.11 1:12 Health Science 1:8 1:12 UKM-GSB 1:16 1: 18-20

The manifestation of effective lecturer-to-students ratio could also been

traced at the faculty level. For example, at the Faculty of Pharmacy, the

staff-student ratio with respect to sessions, for B.Pharm. (Hons.), M. Clin.

Pharm., M. Pharm. Anal., MSc. and PhD programs are given in Table 5.5, 5.6

and 5.7, respectively. The tables show that the faculty has just about

sufficient academic staff to support all the learning and teaching processes.

All staffs have the expertise and competencies to teach the subjects that

have been allotted to them. However, for certain courses, temporary

lecturers are appointed to teach certain topics because they are better

qualified either by qualification or experience to teach those topics.

180

Table 5.6 Students-staff ratio for B.Pharm (Hons.) programme

Academic

session

2010- 2011 2011- 2012 2012- 2013 2013- 2014

Total teaching staff 23 23 24 28

No. of students 361 372 386 374

Student: Staff ratio 1:16 1:16 1:16 1:13

Table 5.7 Students-staff ratio for M. Clin Pharm. programme, M. Pharm

Anal. programme and M.Sc. programme

Programme Academic session

2010- 2011

2011- 2012

2012- 2013

2013- 2014

M. Clinical Pharm.

Total teaching staff

8 7 8 9

No. of students 11 21 13 21

Student: Staff ratio

1:1.4 1:3 1:1.6 1:2.3

M. Pharm Anal. Total teaching staff

7 8 8 7



1:0.9 1:0.8 1:1.3 1:1.4

M.Sc. Total teaching staff

23 23 24 28



1:3.8 1:2.1 1:4.8 1:5.6

Table 5.8 Students-staff ratio for PhD programme

Academic

session

2010- 2011 2011- 2012 2012- 2013 2013- 2014

Total teaching staff 23 23 24 28


Student: Staff ratio 1:2.8 1:3.3 1:4 1:14

At UKM-GSB, the maximum number of students in a certain class is 30 at the

Masters level and 20 at the PhD level. This is to ensure a conducive learning

environment for graduate business educational programmes as well as to

maintain effective interaction between the students and lecturers. The

overall ratio of lecturer to students is 1:15.

181

5.1.4 Teaching Responsibility, Research and Scholarly Activities,

Consultancy, Community Services and Administrative Functions of

Academic Staff

The roles and responsibilities of UKM academic staff include:

Teaching

Research

Publication

Participation in Conferences and Seminars

Consultation

Service for University

Community Services

Clinical Services (Medical Lecturers)

The Policy on the roles, responsibilities, and ethics of the academic staff are

clearly described in Ethics and Excellent Academic Practice published in

2010 and in Teaching and Learning Policy 2008. Roles in teaching and

learning are further explained in Teaching and Learning Policy 2008 which

cover:

Curriculum development, learning strategies and curriculum review

Teaching-learning activities

Student assessment

Student supervision

Continual quality improvement

The scope of academic responsibilities in relation to research and scholarly

activities, consultancy, community service and administrative functions are

detailed out in the University Performance Evaluation System (SPPU). Each

staff is allowed to determine his/her annual work target (Sasaran Kerja

Tahunan) which will later be used for performance appraisal. Thus, it could

be concluded that the SPPU provide flexibility to all UKM staff to plan their

yearly activities based on the broad SPPU guidelines.

SM 5.12

Ethics and Excellent

Academic Practice, 2010

SM 5.13


Policy 2008;

URL:

http://www.ukm.my/ctlt/

wp-

content/media/Dasar/02

_Dasar_Pengajaran_dan

_Pembelajaran_UKM.pdf

SM 5.14

UKM e-Learning Policy 21

May 2008;

URL:

http://www.ukm.my/ctlt/

wp-

content/media/Dasar/05

_Dasar_e-

Pembelajaran_UKM.pdf

SM 5.15

ERKP Assessment Policy

SPPU v6.5;

URL:https://smk.ukm.my

/sppu

SM 5.16

UKM Governance

Restructuring:

MPU Minutes Number

1/2015 dated January 13,

2015

5.1.5 Policy on Equitable Distribution of Responsibilities Among

Academic Staff

As mentioned earlier, the policy to ensure the equitable distribution of

responsibilities among the academic staff is stated in the SPPU. The policy is

SM 5.15

ERKP Assessment Policy

SPPU v6.5;

https://smk.ukm.my/sppu


182

implemented as a yearly performance appraisal mechanism. The policy

boldly states that there are 3 areas of responsibilities as summarised in

Table 5.9.

Table 5.9: UKM Academic Staff Evaluation Components

Component

Proposed

Weightage (%)

EDUCATION • E1: Teaching

• E2: Supervision

• E3: Leadership

• E4: Innovation & Curriculum

Development

• E5: Involvement in Learning &

Teaching Development

• E6: Research & Conferences

in Learning & Teaching

• E7: Student Development

30.0

RESEARCH • R1: Research Leadership/

Negotiation

• R2: Research Fund/

Consultation/Endowment

• R3: Publication

• R4: Publication Leadership

50.0

SERVICE • K1: Administration/ Service

for University

• K2: Community Service

20.0

As indicated in Table 5.9, UKM provides the general guidelines for

weightage in each area which is Education (30%), Research (50%) and

Services (20%). Nevertheless, the staffs, Faculties, Institutes and Centres are

allowed to determine their own weightage, but the cumulative weights of

all Faculties, Institutes and Centres must correspond to the values set by the

University.

URL:https://smk.ukm.my/

sppu

5.1.6 Policy on Recognition and Reward for Teaching, Research and

Service Contributions

Academic staff are appraised yearly in the areas of Education, Research and SM 5.17

Description of UKM



183

Services, which will lead to Annual Service Awards and annual increment.

The list and criteria for various quality awards are available in Pemerihalan

Anugerah Inovasi UKM Tahun 2014 (Penilaian 2013). More information

about the list of awards can be found in http://www.ukm.my/strategi-

ukm/anugerah-inovasi-ukm-2014-penilaian-2013. Table 5.10 lists down all

of the awards which correspond to: i) teaching and learning, ii) research, iii)

innovation, iv) linkages, and v) quality.

Table 5.10 List of Awards

No.

Awards

Category

1. Citra Award

Teaching & Learning 2. Excellent Teaching Award

3. Research Laboratory Award

4. Service Laboratory Award

5. Publication Award Research

6. Young Researcher Award

7. Individual/Group Research Award

8. Educational Innovation Award

Innovation

9. Research Innovation Award

10. Management and Administrative Process

Innovation Award

11. ICT Innovation Award

12. Vice Chancellor Innovation Award

13. UKM Innovative Leadership Award

14. E-Learning Innovation Award

15. Internationalisation Award Linkages

16. Community Engagement Award

17. Community Engagement Award

18. Quality Practice Award (Individual) Quality

19. Quality Improvement Team Award (QIT)

It should be noted that the evaluation for all awards listed in Table 5.9 was

conducted holistically and there is a special committee for each and every

award. For instance, for Excellent Teaching Award, the potential candidate

does not only have to submit their course portfolio, but their students

evaluation on the courses that they have offered was also considered as one

of the key factors which contribute to the award.

Innovation Award 2014

(Rating 2013);

URL:


tegi-ukm/anugerah-

inovasi-ukm-2014-

penilaian-2013

SM 5.18

Strategi-UKM:

URL:

www.ukm.my/eiktiraf

SM 5.19

Guidelines for

Appointment and

Promotion of UKM

Academic Staff 2011;

URL:

http://www.ukm.my/pen

daftar



http://www.ukm.my/eiktiraf

184

5.1.7 Criteria and Processes in the Appointment and Promotion to

Academic Positions

Appointment of Professor and Associate Professor

The policy, criteria and the appointment process of academic staff including

professor and associate professor are described earlier in Section 5.1.1,

which is in line with the Service Circular (Pekeliling Perkhidmatan) issued by

the Public Service Department (PSD). However, additional requirement has

been imposed as UKM become one of the leading Research Universities in

Malaysia, coupled with its commitment to produce human resource who is

inspired by up to date knowledge, skills, and ethical values, while

responding to changes collaboratively and proactively that will bring about

added values in service delivery towards development of an excellent,

innovative and productive institution. This is to ensure that the academic

staff possess expected competencies which suit their position be it as Senior

Lecturer, Assoc. Professor or Professor.

Promotion

Career advancement and promotions from the post of Tutor/Fellowship, to

Lecturer, to Associate Professor and to the post of Professor are based on

merit. The evaluation and promotion are exercised throughout the year,

including for the professorship and associate professorship. The criteria for

promotion are circulated to all academic staff. In line with the university

aspiration to become a leading university, the requirement and criteria for

academic staff promotion has been revised for improvement. In a new

proposed promotion framework, academic staff is required to provide

evidence of their excellency in one of the three components: Education,

Research or Service. At the same time, they need to fulfil at least minimum

requirement in each of the other two components.

Detailed description of the excellent and minimum requirement of each

component could be referred to: http://www.ukm.my/pendaftar/kriteria-

syarat-kenaikan-pangkat-akademik-2. UKM also provides promotion

opportunities for those who have met certain years of teaching experiences,

but do not have PhD qualification. Detailed requirement could be found at:

http://www.ukm.my/pendaftar/wp-content/uploads/2013/07/Lampiran-A-

KRITERIA-NAIK-PANGKAT-DS45-2013.pdf. It should also be noted that

academic staffs from the Faculty of Medicine, Dentistry and Pharmacy could

also be promoted through a career pathway (automatic) scheme to

Associate Professor and Professor depending on their term of service that

have been recognised by the Malaysian Ministry of Health and UKM.

SM 5.20

Department of Registrar

Circular Number 11/2014:

Improvement on

Procedures for Selection

Process of Professor

Grade Promotion from

Special Grade C Professor

(VK7) to Special Grade B

(VK6) and Special Grade B

Professor (VK6) to Special

Grade A (VK5)

SM 5.21

Guidelines for

Appointment and

Promotion of UKM

Academic Staff 2011;

URL:


daftar

SM 5.22

UKM-SPKP-JP-PK05:

Promotion

SM 5.23

Conditions and Criteria

for Promotion of

Academic Staff (Associate

Professor and Professor);

URL:


daftar/kriteria-syarat-

kenaikan-pangkat-

akademik-2

http://www.ukm.my/pendaftar/kriteria-syarat-kenaikan-pangkat-akademik-2


http://www.ukm.my/pendaftar/wp-content/uploads/2013/07/Lampiran-A-KRITERIA-NAIK-PANGKAT-DS45-2013.pdf

http://www.ukm.my/pendaftar/wp-content/uploads/2013/07/Lampiran-A-KRITERIA-NAIK-PANGKAT-DS45-2013.pdf



185

Detailed guidelines on career pathway and promotion could be referred to

Guidelines for the Implementation of the Promotion Extension for Lecturer

(Medical, Dental and Pharmacy) based on Career Path for Officer (Medical,

Dental, and Pharmacy) in the Ministry of Health.

5.1.8 Recruitment of Academic and Non-Academic Staff, and Local and

International Academic Staff

Balance Between Academic and Non Academic Staff

Academic staffs are appointed as Lecturers, Senior Lecturers, Associate

Professors, Professors and a variety of Fellows. The non-academic staffs

consist of the management and the administrative supporting staff. In

addition, there are posts for technical and research supporting staff such as

technicians and research assistants. There is no specific policy on the

appointment of academic and non-academic staff. The appointment of

academic staff is based on the requirement for teaching-learning to ensure

an effective running of all academic programmes as well as for research

activities. The balance between senior and junior staffs as well as the

balance of academic staffs is observed by the faculties, institutes and

centres. On the other hand, the appointment of non-academic staff is based

on the vacancy of available posts approved by the PSD. However, every year

UKM would apply for additional non-academic posts from PSD based on

current demand. In the event of the post is unavailable or not approved yet,

UKM would allow appointment of non-academic staff on contract basis.

Figure 5.2 and Figure 5.3 depict the percentage of academic to non-

academic staff and percentage of academics, executives and supporting

staffs respectively.

Figure 5.2 Percentage of academic and non-academic staff

Academic 38% Non

Academic 62%

Academic Non Academic

186

Figure 5.3 Percentage of academic, executives and supporting staff

Balance Between Local and International Academic Staff

The total number of full time academic staff up to 31st December 2014 is

2,113, including 70 international staff that made up 3.3% of all academics.

UKM is trying to increase the appointment of international academic staff as

contract staffs in various disciplines and positions such as:

Lecturers

Senior Lecturers

Visiting Professors

Adjunct Professors

Guests Writers, and

Visiting Scholars

Contract of Service Academician

Professor in Practice

Currently, the Faculty of Engineering and Built Environment has 10

International academic staffs, which contribute to 5% of all the academic

staffs at that faculty. Figure 5.4 shows this distribution of local and

international talent at the Faculty of Engineering and Built Environment.

SM 5.24


List of Adjunct Professors

SM 5.25


Special Appointment

Scheme for Academic

Post

SM 5.26


(SMK);

URL:

https://smk.ukm.my/peri

badi

Academic 38%

Executives 11%

Supporting Staff 51%

Academic Executives Supporting Staff

187

Figure 5.4 Percentage of local and international academic staff in the

Faculty of Engineering and Built Environment

Overall Staffing Profiles

For the whole of UKM, the overall academic staffing profile is as presented

in Table 5.1 and the non-academic staffing profile is as tabulated in

Table 5.11 below. As indicated in Figure 5.5, most of the non-academic staff

serves at the HUKM (54%), while the remaining 46% are scattered at other

faculties, institutes and Service Centres.

Table 5.11 Non-academic Staffing Profile

No. Designation Number of staff

UKM HUKM

1. Registrar 1 -

2. Bursar 1 -

3. Chief Librarian 1 -

4. Executives 613 560

5. Supporting Staff 2784 3490

TOTAL 3403 4050

199 95%

10 5%

Local

International

188

Figure 5.5: Non-academic Staffing Percentage between UKM & HUKM

5.1.9 National and International Linkages

UKM encourages both national and international linkages in an effort to

promote and enhance its scholarly activities. UKM International Relation

Centre (UKM Global) has long been established with the vision to be a

reference point and major driver in UKM’s internationalisation efforts

towards a world class university. Among its main objectives are to increase

and strengthen collaborative linkages with foreign institutions, to enhance

UKM’s profile in the international arena and to coordinate and consolidate

UKM’s internationalization efforts. One example is an outbound students’

mobility programme involving 12 students to Ajou University Korea,

organised by the Faculty of Science and Information Technology.

Besides strategic internationalization roles by UKM Global, national and

international linkages are also carried via formal academic programmes such

as double degree programme by Faculty/Institute. One example is a double

degree programme in engineering between two partners i.e. Universiti

Kebangsaan Malaysia (UKM) and the University of Duisburg-Essen (UDE) in

Germany. The programme was conceptualized upon recognition of the need

for intercontinental academic exchange for engineering students in recent

years who will most likely partake in a competitive global economy upon

graduation. The partnership between UKM and UDE has since evolved to

strengthen the collaboration between research groups of the two

universities and has resulted in numerous academic exchanges among the

academic staff. Another similar program is Masters of Science (Petroleum

and Geoscience) between the Faculty of Science and Technology UKM and

Institut Teknologi Bandung (ITB).

Collaboration with international collaborators is also established through

SM 5.27

e-Service System (Sistem

e-Khidmat);

URL:

www.ukm.my/ekhidmat

SM 5.28


List of Adjunct Professors

SM 5.29

Faculty of Science and

Technology and the

Centre for Educational

Extension;

URL:

http://www.ukm.my/kem

bangan/documents/fst%2

0071114.pdf

SM 5.30


List of Academic Staff

Lend to External Agencies

SM 5.31

Service Circular Number 2

Year 2012 - New Policy on

Appointment on Loan,

Temporary and

UKM 46%

HUKM 54%

189

international conferences. For example, the Institute of Islam Hadhari UKM

has recently jointly organized the 5th International Symposium on Islam,

Civilization, and Science (ISICAS 2014) June 2014, at Kyoto University, Japan

with The Center for Islamic Area Studies (KIAS), Kyoto University, Japan. The

Faculty of Education also collaborate with the Universitas Riau, Indonesia in

organizing biennial Regional Educational Conference.

To date, UKM has signed various memoranda of agreement (MoA),

memoranda of understanding (MoU) and letters of intent (LoI) with

numerous international Universities in Thailand, Indonesia, Taiwan, Korea,

Japan, Australia, Germany and many others. One of the latest MOU was

signed between the Australian National University and Universiti

Kebangsaan Malaysia (UKM), which lead towards the launching of Global

Malaysian Studies Network GMSN@ANU at the Australian university, in

Canberra. GMSN@ANU will act as a communicator or bridge in Malaysian

studies between, firstly, academic research and public advocacy, and,

secondly, applied research, policy and practice.

In addition to all the activities described earlier, UKM is also a fertile ground

for researchers from any other parts of the world. One significant example is

the Southeast Asian Scholars and Public Intellectual Fellowship (SEAF) short-

term residential Programme offered at UKM Institute of Malaysian and

International Studies (IKMAS). Through this program, IKMAS UKM could

invite selected scholars, public intellectuals, scholar-activists, journalists and

others from Southeast Asian countries to participate in the SEAF Fellowships

Programme. Successful applicants would spend between 4 to 8 weeks at

UKM in pursuing research and writing while participating in dialogues,

seminars and public talks. Established in 2000 and funded by the Kaneka

Corporation, the SEAF Programme offers scholars and public intellectuals

the opportunity to deepen knowledge of one another’s national political

cultures and the links between them. The immediate objective is to facilitate

dialogues and interactions that can be documented and disseminated

through publications.

Permanent Transfer

SM 5.32

Special Appointment

Scheme for Academic

Post

SM 5.33

List of MOUs and MOAs;

URL:


/partnership-and-

corporation/international

-cooperation-and-

partners/

5.2 Service and Development

5.2.1 Professional Development and Career Advancement of Academic

Staff

The university’s attention towards academic staff enhancement has always

190

been a priority in terms of their professional training, teaching and research

prowess. The process is facilitated by the university with provisions for

sabbatical leaves, attachments and training opportunities, which are in

place to facilitate advanced enhancement for the academic staff.

Guidelines for sabbatical leave and study leave are issued by the

Department of Registrar, UKM.

The staff development programmes could be categorised as follows:

Newly-appointed staff:

The main aim is to obtain higher academic qualification such as PhD.

In-service - For professional development and academic

advancement.

• Academic staff are also allowed to take sabbatical leave for 5

months after a 3 years’ service or 9 months after a 5 years’

service to enhance their professional development.

• Specialty and subspecialty training

• Industrial attachment

• Short courses conducted by external bodies

• In-house training conducted by the Centre for Professional and

Leadership Development.

In-house training courses

These courses are compulsory for the requirement of promotion

which include:

Mind Transformation Programme

(Program Transformasi Minda)

Courses on Teaching and Learning in IPT

Basic courses of Researching and Publishing

Besides the in-house training, there are also the on-the-job practical

training carried out by faculties, institutes and centres for their respective

academic staff and support staff particularly on disciplines pertaining to

particular faculties, institutes and centres. The training includes on-job

training during conducting research and services activities and the

mentoring process provided by senior staff to their junior colleagues, in

terms of writing high impact journal etc. Besides, courses like teamwork

skills, communication skills, grooming skills, ceremony management, and

files management were also conducted in sharpening the management and

leadership skills among the academic and support staff at the faculties,

SM 5.34


Guidelines for Sabbatical

Leave

SM 5.35


Guidelines for Study

Leave

SM 5.36

Training Management

System (eSPEL):

http://ukm.edu.my/espel

http://ukm.edu.my/espel

191

institutes and centres.

In May 2014, UKM has also established the Centre for Professional and

Leadership Development, which the functions are to: i) organize

professional and leadership development program for academic staff,

management and support staff; and ii) manage training/courses for

academic staff, management and support staff. In making sure the

effectiveness and efficiency of staff training programs organized by

Professional UKM, this Centre has three main divisions: Division of

Management Training, Division of Academic Training and Division of

Leadership Development.

5.2.2 Supports for Academic Staff Development

UKM academic staff have ample access to institutions, research centres and

professional bodies that support their professional development. For

example, academic staff are fully encouraged to take courses run by outside

organizations like The Higher Education Leadership Academy (AKEPT) and

National Institute of Public Administration (INTAN).

University encourages and facilitates the formation of Centre of Excellence

by faculties. A list of the Centres of Research Excellence named as institutes

and the backgrounds are stated in Table 5.12.

Table 5.12: UKM Centre of Research Excellence

No. Institute Background

1 Institute of The Malay

World and Civilisation

(ATMA)

Established in 1972

Research on Language, Literature and

Malay Culture

2 Institute for

Environment and

Development (LESTARI)

Established in 1994

Research on sustainable development

3 Institute for Malaysia

and International Studies

(IKMAS)

Established in 1996

Research on globalisation and human

diversity

4 Institute of

Microengineering and

Nanoelectronics (IMEN)

Established on 2002

Research on micro engineering and

nano electronics

5 Medical Molecular

Biology Institutes

(UMBI)

Established in 2003

Research on molecular medicines

SM 5.37

AKEPT:

http://akept.moe.gov.my

/akept/index.php/en/

SM 5.38

INTAN:

http://www.online-

itims.intan.my/itims/cour

ses_catalogue/crs_course

_list.php

SM 5.39

Guidelines and criteria for

the establishment of

centres and institutes of

excellence:

http://www.ukm.my/v6/r

esearch-institutes/

192

6 Institute of Systems

Biology (INBIOSIS)

Established in 2005

Research on biotechnology

7 Solar Energy Research

Institute (SERI)

Established in 2005

Research on solar/advanced energy

8 Islam Hadhari Institute

(HADHARI)

Established in 2007 on Cabinet directive

Research on approaches in Islam

Hadhari to develop the community in

Southeast Asia and the world at large

9 Fuel Cell Institute Established in 2007

Research on fuel cell

10 Institute of Ethnic

Studies (KITA)

Established in 2007 on the

recommendation of the Government

11 Institute of Ear, Hearing

and Speech (HEARS)

Established in 2013

Research on ear, hearing and speech

12 Climate Change Institute

(IPI)

Established in 2010

Research on climate change

13 Institute of Visual

Informatics (IVI)

Established in 2011

Research in the field of visual

informatics.

14 Tun Fatimah Hashim

Women’s Leadership

Centre

Established in 2011

Research on women’s leadership at

individual, community, organization,

country and international level.

Based on Table 5.12, it could be inferred that the establishment of institutes

within the UKM compound were to strengthen and discover new knowledge

in the institutes’ niche areas. For instance, the establishment of UMBI carry

in itself the mission “to be the leading institute in molecular medicine and

achieve global recognition and excellence” and the mission “to be an

excellent research institute by conducting basic, applied and translational

research to improve health via personalised medicine.”

At the same time, UKM academic staff are members to both national and

international bodies such as:

Council of Professors

Academy of Social Science and Humanities Malaysia

Malaysian Institute of Chemistry

Malaysian Association of Pain

Malaysian Drug Control Authority

Association of Medical Education in Western Pacific Region

International Society of Educational Research,

193

Asia Pacific Credit Transfer Network

Malaysia Institute of Accountants

Malaysian Natural Products Society

Royal Pharmaceutical Society of Great Britain

Malaysian Dental Association

Malaysian Endodontic Society

Malaysian Psychiatric Association

Malaysian Invention & Design Society

International Microelectronics & Packaging Society

5.2.3 Staff Participation in Development Programmes

The guidelines set by PSD require all academic staff to attend approximately

42 hours of short courses each year that could enhance their personal and

professional self-development in terms of leadership and management

skills; teaching and learning skills; and enhance their research and

publication skills. At UKM, both academic and non-academic staff are

encouraged to attend professional development courses to polish their

personal and professional potentials. This is carried out by encouraging and

providing funds to attend in-house, local, as well as international staff

development programs.

In-house academic staff development programs are conducted by Centre

for Professional and Leadership Development (Professional UKM)

throughout the year. The list of courses conducted is made available online;

therefore staff can easily choose the course and date conveniently. There

are four main types of staff development programs.

Study Leave Preparation Course

Courses on Teaching and Learning in IPT

Researching and Publishing Basic Courses

Enhancement Courses

Courses scheduled and offered in 2014 is depicted on the web:

https://www.ukm.my/talent, Additionally, the Centre for Teaching

Excellence and Learning Technologies (PPTP) also offers courses as well as

coordinating with Centre for Professional and Leadership Development

(Professional UKM) towards improving the academic staff’ scholarship in

terms of teaching and learning.

Currently, creative initiative of the university top management has turned

SM 5.40

Service Circular Number

6/2005: Policy on Human

Resources Training for

Public Sector

SM 5.41

List of courses conducted

by the Centre for

Professional and

Leadership Development:

https://www.ukm.my/tal

ent

SM 5.42

Senate approval letter of

the implementation of

Ed.D Programme

SM 5.43

Guidelines for Doctor of

https://www.ukm.my/talent



194

the aforementioned UKM talent management programmes into more than

just array of courses to be participated in meeting the training requirement.

Collaborative effort between the Centre for Professional and Leadership

Development (Professional UKM) and the Faculty of Education has resulted

in the inauguration of Doctor of Education Program (Ed.D) two years ago.

The philosophical tenets underpinned the implementation of the Ed.D

program is work-based learning, which could be accomplished and

sustained by empowering lifelong-learning skills. This program also

emphasize on the research component mainly through action research

which specifically focus on higher education curriculum development as

well as teaching and learning innovation at higher education.

In general, the academic staff who followed this talent development

programme need to complete the overall 70 credits. 30 credits will be

covered by course work, while the remaining 40 credits will be granted

upon successful completion of their research project. The academic staff

who are interested need to creatively and strategically plan their course of

study. Cognizance of the mode of programme as part time, the courses are

flexibly designed and could be subdivided into six major blocks. Table 5.13

summarises the description of each block, particularly its focus and

contribution towards professional development in the area of higher

education.

Block

Description

Courses

BLOCK 1

Basic Higher

Education

This course aims to provide

basic knowledge and skills in

teaching and learning and to

foster attitudes needed in

careers as excellent,

competent and professional

academics.

Students will be exposed to

conduct research and

publications.

Understanding of Higher

Education

Academic Career Path

Teaching and Learning 1

Basic Research and Publication

BLOCK 2

Advanced

Higher

Education

This course aims to enhance

students' level of competence

in effective teaching and

learning and through research,

publication in the formation of

academic leadership and

scholarship in the field of

higher education.

Basic Higher Education

Research and Publication

Teaching and Learning 2

Financial and Consultation

Management

Higher Education Leadership

and Management

BLOCK 3

This course aims to train

students to become academic

leaders, scholars who can

Academic Leadership

Evaluation and Programme

Accreditation

Education Programme

195

Professional

-ism

Higher

Education

serve as consultants, research

figures, publish and referee,

and do strategic planning in

higher education.

Prominent Researcher

Management of Research

Output

BLOCK 4

Consolidation

of Higher

Education

(Staff are

required to

complete 12

credits)

This course aims to enhance

the professionalism of

managers and academics in

terms of leadership, teaching

and learning as well as current

issues in higher education.

It will also focus on research

and publications.

Quantitative Research Data

Analysis

Basic Internal Audit

Consolidation of Research &

Publication

Quantitative Research

Methodology

Introduction to Action Research

Counselling

Sustainability of Quality Higher

Education Teaching and

Learning

Measurement Model

Advanced Internal Audit

Structural Equation Model

Online Teaching and Learning

Appreciation of Quality

Management System Standard

MS ISO 9001:2008

Stress Management

High Impact and Indexed Jurnal

Writing

Test Item Preparation

e-content Development

Effective Mentoring Strategy

NCR Response Techniques

BLOCK 5

Action Research

In this course, students

conduct action research in the

context of curriculum

development, teaching and

learning, administrative and

academic management at the

tertiary level.

Action Research

BLOCK 6

Doctoral

Research

In this block students will

conduct research in the field

of higher education under the

guidance of a supervisor.

The results of the research

should be published in the

form of refereed journal

articles.

Students must provide

journal-integrated dissertation

consisting of at least 3

integration of high-impact

journals.

Doctoral Research

196

Selection of journal publishing

will be determined by the

Committee of Graduate

Studies, Faculty of Education.

Table 5.13: Doctor of Education Programme Description

5.2.4 Institutional Policy on Service, Development and Appraisal of

Academic Staff, and Policy on Retaining Academic Staff

The policy on academic staff appraisal includes Education, Research and

Services. This policy was known as University Performance Evaluation

System (SPPU) (See also Section 5.1.4 and 5.1.5).

The policies currently in place related to service, career development and

appraisal are in general, enough to retain academic staff, with a majority of

the academic staff only ceasing to work for UKM, when reaching the

compulsory retirement age or reaching the end of their contract. For

example, at the Faculty of Social Science, there are some academic staff

who opted for early retirement due to health or personal reasons. The main

reason for an academic staff ceasing in working before retirement is due to

getting a better job offer elsewhere.

There are also movement of academic staff out of the Faculty of Education

in the last five years. Four academic staff has moved out of the faculty to

another centres (e.g., Pusat Permata Pintar Negara) within UKM itself; two

moved out of UKM; and seven has retired. The Faculty of Education’s

concerted efforts in retaining its staff is through its transparent and fair

yearly assessment and the guaranteed support of the management for a

promotion when all requirements of the applicant has been met.

Time-based promotion implemented at the Faculty of Dentistry has resulted

in only two academic staff left the faculty from 2010 to 2014 (see also

discussion in Section 5.1.7). Similarly, at the Faculty of Pharmacy, there

were only six records on academic staff resignation and two opted for early

retirement for the last 5 years.

SM 5.44

ERKP Assessment Policy:

SPPU v6.5:


5.2.5 Policy on Consultancy and Private Practice

197

Consultancy is seen as a means to enrich professional development,

community service, as well as to retain academic staff. UKM policy

regarding the involvement of academic staff in consultancy and private

practice, is directed by mechanisms and procedures laid down in Guidelines

on the Lending of UKM Staff to External Agencies

(Government/Public/Private) 2014. In addition, a reference is also made to

PSD-UKM circulars, for example the PEKELILING JABATAN PENDAFTAR BIL.

10 /2014: Garis Panduan Pinjaman Staf UKM ke Institusi Luar

(Kerajaan/Awam/ Swasta).

The establishment of UKM Pakarunding Sdn. Bhd., a subsidiary of UKM

Holdings Sdn. Bhd., serves as the coordinator to academic staff in

conducting consultancy and private practice. However, academic staff are

strongly advised to plan their consultation work and make sure that the

consultancy work or practice will not interfere with their official duties. In

the Faculty of Medicine, private practice and consultancy is coordinated by

UKM Kesihatan Sdn. Bhd., which is also a subsidiary of UKM Holdings Sdn.

Bhd. Additional information regarding consultation services could be found

in UKM Pakarunding Sdn Bhd Guidelines on Consultancy Services (2011).

SM 5.45


Circular Number

10/2014:


daftar/wp-

content/uploads/2014/0

7/PEKELILING102014.pdf

SM 5.46

UKM Pakarunding Sdn

Bhd:

http://www.ukmpakarun

ding.my/ukmp/pdf/Hand

book%20Perunding.pdf

5.2.6 Criteria and Administrative Procedures for Initial Appointment,

Promotion and Tenure

As previously mentioned, career advancement and promotions from the

post of Tutor/Fellowship, to Lecturer, to Associate Professor and to the post

of Professor are based on merit. The evaluation and promotion are

exercised throughout the year, including for the professorship and associate

professorship. The criteria for promotion are circulated to all academic staff.

In line with the university aspiration to become a leading university, the

requirement and criteria for academic staff promotion has been revised for

improvement. In a new proposed promotion framework, academic staff are

required to provide evidence of their excellency in one of the three

components: Education, Research or Service. At the same time, they need

to fulfil at least minimum requirement that have been decided in each of

the other two components. The criteria and procedures for initial

appointment are described under Section 5.1.1 while the procedure and

criteria for promotion are described under Section 5.1.7.

Detailed description of the excellent and minimum requirement of each

components could also be referred to:

http://www.ukm.my/pendaftar/kriteria-syarat-kenaikan-pangkat-akademik-









198

2.

5.2.7 Processes and Procedures in Handling Disciplinary Cases Involving

Academic Staff

The mechanism to deal with disciplinary cases is already in-place. The

details of the procedure are published in Academic Ethics and Discipline.

Additional information regarding guidelines on how to tackle

underperforming academic staff can be found in Guidelines on the Role of

the Head of Department on Managing Problematic and Low Performing

Staff, which provides a definition of underperformance as well as the

processes and procedures to address the problem.

The disciplinary action will be taken based on complaints/reports of

misconduct of academic staff. Based on the report/complaint the

particular staff will be subjected to:

1. Conviction of charges is issued after acquiring enough evidence.

2. Sentence is determined by the Disciplinary Board according to the

merit of each case.

3. The principle of natural justice is fully complied as basis for action

and making decisions.

Recently, UKM has developed a system called UKM Feedback and

Complaints System (e-FACT) where stakeholders, staff or students could

provide feedback in the form of commendations or complaints regarding

any aspect of their UKM experience. The eFACT system has 21 categories of

feedback covering the physical facilities, student services, safety, all aspects

of the students’ learning experience, and the academic and administrative

staff’ working experience. eFACT also provides information as to

approximately how long a complaint would take to be resolved, and

indicates that any response to a complaint would be given within two

weeks.

SM 5.47

Academic Ethics and

Discipline 2010

SM 5.48

Guidelines on the Role of

the Head of Department

on Managing Problematic

and Low Performing Staff:


daftar/wp-


/Garis-Panduan-

Mengenai-Peranan-

Ketua-Jabatan-Dalam-

Menguruskan-Pegawai-

Bermasalah-dan-

Berprestasi-Rendah.pdf

SM 5.49

UKM Feedback and

Complaints System:

http://ewarga.ukm.my/ef

act/


http://www.ukm.my/pendaftar/wp-content/uploads/2013/08/Garis-Panduan-Mengenai-Peranan-Ketua-Jabatan-Dalam-Menguruskan-Pegawai-Bermasalah-dan-Berprestasi-Rendah.pdf











199

5.2.8 Mentoring and Guidance System for New Academic Staff

Mentoring of junior by senior academics in teaching and research is

considered a part of the academic responsibilities in UKM. Providing

guidance to young lecturers to develop quality teaching is identified as a

characteristic of an excellent teacher. Furthermore, giving guidance and

helping young researchers in writing research proposals and conducting

research are included as roles and responsibilities of researchers in UKM

(Academic Ethics and Discipline; page 19). This mentoring system is

informally carried out by senior academic staff to the junior staff.

The practice of research mentoring occurs through the registration of new

academic staff in designated research groups under the different clusters of

the twelve niches (see also Section 2.2.3). The Head of the research group

has important roles and responsibilities in realising their advising and

mentoring roles to all research group members. As an effective Head of

Research Group, he/she need to have certain qualities and values such as:

Efficient in the development of their field;

Have a genuine desire towards their own expertise;

Fair and equitable to all members of the group;

Friendly, kind and always willing to help;

Open-minded and be willing to accept constructive suggestions; and

Recognize the expertise and knowledge of partners and members in the

group.

The other mechanism for stimulating the mentoring of the junior academic

staff is known as Lead Scholar (Malim Sarjana) programme which has been

introduced since 1998. The appointed Lead Scholars are also responsible to

give informal guidance to the newly appointed staff in academic matters as

well as research in their respective areas of specialisation. Besides, there are

also informal guidance by senior academic staff via:

Yearly appraisal, whereby the assessors are required to inform the

subordinates on the assessment results as well as suggestions for

staff improvement; and

Reports on research, publications and conferences attended by the

junior staff.

200

5.2.9 Supports for New Academic staff to Develop Teaching Skills

Supports to assist new academic staff to polish their skills in curriculum

development, delivery as well as assessment are provided by the Centre for

Professional and Leadership Development (Professional UKM). In achieving

such aim, Talent-UKM conducts specific courses related to teaching skills

and pedagogy as requirement for confirmation; promotion as well as career

development (see also Section 5.2.3). Courses that focus on curriculum

development, delivery and assessment includes:

Understanding Higher Education

Teaching and Learning I

Teaching and Learning II

Assessment and Program Accreditation

Management of Research Output

Qualitative Data Analysis

Enhancement of Research and Publication

Quantitative Research Methods

Introduction to Action Research

Counselling

Sustainability of Quality Learning in Higher Education Institutions

Measurement Model (Rasch)

Reinforcement of Internal Audit

Structural Equation Modelling (SEM)

Writing In High Impact & Indexed Journal

Test Development

E-Content Development

Effective Mentoring Strategies

Teaching and Learning in Higher Institutions

Besides Professional-UKM, supports on teaching and learning are also

provided by the Centre for Teaching and Learning Technologies (PPTP),

which was established in 2014, which carry in itself the vision and mission as

follows:

Vision

Determined to become a centre of reference and a leading scholarship and

teaching and learning (P&P) innovation in for the realization of UKM as a

selected knowledge centre.

SM 5.50

Talent-UKM:

https://www.ukm.my/tal

ent

SM 5.51

The Centre for Teaching

and Learning

Technologies:

http://www.ukm.my/ctlt


201

Mission

Transforming P&P to ensure that all lecturers teach using innovative

teaching methods to produce highly skilled graduates.

Spearheading and lead towards a world-class quality education through the

planning and implementation of academic, curricular innovation and

teaching and learning development programs.

Similar to Professional UKM, the Centre for Teaching and Learning

Technologies also organises specific e-Learning programs to equip UKM

academic staff with current knowledge and skills in applying current tools

used in teaching and learning. Detailed information and administration of

the Centre for Teaching and Learning Technologies as well as the courses

offered there are available on the web: http://www.ukm.my/ctlt

5.2.10 Provision of Training, Tools and Technology for Academic Staff

In terms of training, as previously mentioned, each academic staff is

required to undertake 42 hours of training each year. In facilitating UKM

academic staff to fulfil this requirement, besides the establishment of

Centre for Professional and Leadership Development (Professional UKM)

and Centre for Teaching and Learning Technologies, Continuing Professional

Development System (SPPB) has also been established and widely used. For

additional information, please refer to Section 5.2.1.and 5.2.3.

UKM commitment in ensuring that all academic staff are well equipped and

trained in applying basic and advanced technological tools in their teaching

as well as research is evidenced with the establishment of Educational

Technology Division at the Centre for Teaching and Learning Technologies,

which functions are to:

Devise strategies to address 'Disruptive Innovation';

Plan training programs and guidance related to media and latest

innovative learning technologies for UKM academic staff and

students;

Design and implement an appropriate program to cultivate OER

(Open Educational Resources) and MOOC (Massive Open Online

Courses);

Design and implement an appropriate program to develop M-

Learning (Mobile Learning), Game-Based Learning (Game-based

SM 5.52

Continuing Professional

Development System

(SPPB):

http://www.ukm.my/spp

b/

SM 5.53

List of courses:

www.ukm.my/talent

SM 5.54

List of courses:

www.ukm.my/ctlt

SM 5.55

The Centre for

Information Technology:

http://www.ptm.ukm.my

/bahagian/division-of-

advanced-computering/






202

Learning) and P&P through BYOD (Bring Your Own Device); and

Develop a plan/design of conducive learning environments

(Learning Space Design) for effective P&P.

With regards to tools and technology, each academic staff is also allocated

with a personal computer or laptop installed with Microsoft Windows and

Office Suite, which is connected to the HEP’s Local Area Network (LAN).

Through the LAN, the lecturer has access to additional software, tools and

technology available from the Centre for Information Technology to be

applied in their: i) research such as SPSS, AMOS and nVIVO; ii) teaching

such as e-Learning Management System called i-Folio, Turnitin, Captivate;

and iii) communication through email and video conferencing. In

collaboration with Centre for Professional and Leadership Development

(Professional UKM) and Centre for Teaching and Learning Technologies,

Centre for Information Technology also conducts short courses on topics

such as e-Learning, Turnitin, SPSS, nVIVO and MS Office component

software. Centre for Information Technology is also responsible in providing

Educational and Research Support to staff and students. The broadband

internet access maintained by Centre for Information Technology allows

academic staff and students to access the internet for up-to-date

knowledge and information related to their areas of expertise and teaching.

It also maintains the servers that house the faculties/institutes/centres web

presence and online journals.

Academic staff can also access online the various catalogues and collections

maintained in the Tun Sri Lanang Library (PTSL) which houses books, e-

books, journals, e-journal portals, thesis, e-thesis and audio visual materials.

PTSL also maintains the Learning and Research Repository which archives

the research data and publication undertaken by the academic staff as well

as the UKM Institutional Repository which archives academic staff

registered publications. Additionally, PTSL procures teaching materials

ordered by academic staff for their teaching, supervision and research

activities from catalogues or through i-Quest. In addition, PTSL also

conducts courses for new academic staff and students to familiarise them

with the information retrieval system and how to utilise them in their

research and teaching activities.

SM 5.56

Tun Sri Lanang Library:

http://www.ukm.my/ptsl

/ms

203

5.2.11 Student Appraisal of Academic Staff

Feedback from students provides meaningful input in improving teaching,

learning and supervision. UKM’s commitment in improving its teaching and

learning delivery so that subsequent re-training and re-tooling could be

meaningfully planned is manifested by the introduction of Course

Evaluation System/Sistem Penilaian Pengajaran Kursus (SPPK); which is now

known as the Teaching and Supervision Evaluation System/ Sistem Penilaian

Pengajaran dan Penyeliaan (SPPP) (see also Section 3.2.6).

The enforcement of Teaching and Supervision Evaluation System requires

student to express their opinion on the courses that they have taken after

the end of each semester. It is made compulsory for the before they are

allowed to register for courses for the coming semester. Figure 5.6

illustrates evaluation components covered by Teaching and Supervision

Evaluation System.

.

Figure 5.6: Main Components of Teaching and Supervision Evaluation

System.

The responses are kept anonymous and the evaluation data is then analysed

and used as a basis for continuous improvement in the curriculum delivery

process. At the Faculty of Education, as in many other faculties, the Head of

Quality Assurance will send a letter of recognition for academic members

who scored 3.5 and above (the maximum rating is 5). At the same time, the

faculty top management also has access to the evaluation data in taking

appropriate measures towards improving the faculty members’ teaching

and supervision.

SM 3.9


Evaluation System

Website;

URL:

www.ukm.my/sppp

Lecturer's Performance

Course Content

Infrastracture Related to the

Course

204

5.2.12 Major Conferences Organised by UKM in the Last Five Years

UKM is active in organising national and international conferences and

seminars. The Faculty of Pharmacy for instance, has been conducted four

international conferences in the last five years: i) 1st UKM-Mahidol

University Joint Scientific Conference, ii) The 7th Indochina Conference on

Pharmaceutical Science, iii) The 8th Indochina Conference on

Pharmaceutical Sciences (Pharma Indochina VIII), and iv) International

Conference Natural Products. The faculty has also organized several local

seminars and workshops involving various area of Pharmacy. The Faculty of

Social Science in the last five years (2010 – 2014) has organised 19 national

and international conferences. These conferences become a synergistic

platform for the faculty academics to showcase their expertise and research

output; to attract regional and internationally renowned academics to

present papers; and to initiate and establish collaborative research

networks among their peers.

SM 5.57

CRIM: List of conferences

conducted by UKM

5.2.13 Participation of Academic Staff in Conferences in the Last Five

Years

UKM staff are given opportunities to participate in professional, academic

and other relevant activities, at the national and international levels. They

are encouraged to participate in national and international conferences that

are related to their areas of research and expertise. UKM through the

Centre for Research and Instrumentation Management provides guidelines

and policies regarding this and it could be found in UKM Conference

Guidelines and Guidelines for Attending and Conducting Conference 2013.

In general, academic staff are allowed to attend national and international

conferences using either their own funds or funds from their research

projects. Young lecturers without any research grants can be partly funded

by the university. UKM being a leading Research University encourages

academic staff to present papers and actively participate in international or

national conferences and regards this activity as one of the Key

Performance Indicators that need to be fulfilled. Not only that, the

experience gained and networking widened from attending conferences

could be further utilised in improving and strengthening teaching and

learning as well as future research embankment.

SM 5.58

CRIM: List of conferences

attended by UKM staff

SM 5.59

UKM Conference

Guidelines: http://research.ukm.my/

wp-


/Manual-Persidangan.pdf

SM 5.60

Guidelines for Attending

and Conducting

Conference 2013: http://research.ukm.my/

wp-


/Garis-Panduan-

Menghadiri-dan-

Mengadakan-

Persidangan-2013.pdf

http://research.ukm.my/wp-content/uploads/2014/05/Manual-Persidangan.pdf




http://research.ukm.my/wp-content/uploads/2014/05/Garis-Panduan-Menghadiri-dan-Mengadakan-Persidangan-2013.pdf







205

5.2.14 National and International Recognition of Staff Members

Other than organising and attending local and international seminar and

conferences, UKM academic staff are actively involved in other professional

activities. Among the recognition received are from:

National Education Advisory Council

National Integrity Consultation Council

National Professor Council

Academy of Social Sciences and Humanities, Malaysia

Malaysian Social Science Society

Institute of Southeast Asian Studies

Institute of Materials, Malaysia

Network of Women Scientists

Institution of Chemical Engineers

American Institute of Chemical Engineers

Malaysian Institute of Wasatiyyah

Member South - South Corporation on Renewable Energy,

Asia World Renewable Energy Network

International Society of Educational Researcher

Regional Network for Energy Technology in South East Asia and The

Pacific

Committee on Youth and Unity

Many of UKM staff have received recognition as members of the Editorial

Board from many national and internation journals such as:

International Journal of Asian Studies

Journal of Comparative Development Studies

Indonesian Journal of Social Sciences

Journal of Asian Anthropology

Malaysian Studies

Inter-Asia Cultural Studies

Al-Jamaiah Journal of Islamic Studies

Jurnal Teknologi Malaysia

International Journal of Education in Mathematics, Science and

Technology

Eurasia Journal of Science, Mathematics and Technology

SM 5.61

The International

Relations Centre (IRC):

List of national and

international involvement

of UKM staff

206

5.2.15 Research Activities of Academic Staff in the Last Five Years

UKM was awarded with Research University status in October 2006. As a

research university, UKM’s main goals are to create wealth through

research, innovation and technology transfer (See Figure 5.7). UKM’s

research policies are aligned and supported the 9th Malaysian Plan and

Ministry of Higher Education Strategic Plan. UKM’s research strategy and

policy were established through consultative processes, which include all

Deputy Vice Chancellors, Chairmen for all niches, chaired by the Vice

Chancellor.

Figure 5.7: Four Pillars of UKM Research Activities

Starting from 2008, UKM feels that the foundation to be a leading university

has been laid in terms of infrastructure and resources. Hence, UKM decided

to move forward to be more focused in its core processes, particularly in

research by defining niche areas. The niche areas are identified based on

the expertise of the academic staff and research fellows. UKM today

positions its research strengths and endeavours in twelve strategic niche

areas. The choice of a niche area is based on the ability to garner strength

and consolidate various disciplines that has attained research maturity in

UKM or a new area but one that is recognized as an important thrust area

nationally as well as at the international level. The twelve niche areas are

illustrated in Figure 5.8

SM 5.62

CRIM: Research Grant

and Fund Resources

207

Figure 5.8: UKM Twelve Multi-Disciplinary Niche Areas

By having cross-disciplines research niche areas, all UKM staff are given

equal opportunities to carry out any research of their interests as well as to

form multi-discipline research teams. Research activities in UKM have

successfully attracted various grants providers not only from local, but also

international agencies. Among local agencies are research grant from

Ministry of Science and Technology such as e-ScienceFund, Fundamental

research grant (FRGS) and Techno Fund. The external local research grants

include Akademi Sains Malaysia, Lembaga Peperiksaan Malaysia,

international research fund such as International Atomic Energy Agency and

Academy of East Asian Studies. Figure 5.9 depicts types of grant and Table

5.14 summarises types of grant and the total amount allocated to UKM staff

for the last five years.

208

Figure 5.9: Types of Grants

Table 5.14: Types of Grants and Number of Projects from 2010 to Oct 2014

Type of Grants

Grand Total

No. of

Projects Total (RM)

MOSTI

Science Fund 132 25,506,504.00

Techno Fund 0.00

NanoFund 3 1,212,200.00

National Biotechnology Directorate (NBD) 1 300,000.00

National Oceanography Directorate (NOD) 1 303,100.00

Dana Komersial Bridging Fund/CRDF/TDF-

MTDC 0.00

MOA

Science Fund 15 2,894,316.00

Techno Fund 1 1,200,000.00

NKRA Research Grant Scheme (NRGS) 7 3,433,800.00

Research

University Research University Grant (GUP) 114 6,228,600.00

MALAY LANGUAGE

Innovation Fund

UKM Niche Research

Action Research/Industry/

Community Research

Foundational Research Program

RU Research Grant

Arus Perdana

Research Grant

Nobelist

Program

Publication

Incentive Grant

209

Grant Mainstream Research Grant (Geran

Penyelidikan Arus Perdana) 76 20,720,100.00

“Transformation Project” 25 1,698,800.00

Action/Strategic Research 674 12,540,750.00

University Industry Incentive 173 4,822,300.00

University Community Incentive 134 3,495,100.00

Innovation 48 4,111,923.63

Young Researcher Grant 482 16,385,050.00

Young Researcher Incentive Grant 108 1,080,000.00

Special Mainstream Research Grant (Geran

Khas Arus Perdana) 29 2,900,000.00

Special Research University 506 13,178,000.00

Publication Incentive 215 22,541,000.00

Mainstream Impact Grant (Geran Impak

Perdana) 62 16,760,000.00

Economic Transformation Programme (ETP) 20 3,233,920.00

Lab 2 Market Grant 8 2,00,000.00

Faculty Research Development 44 1,494,490.00

Research Group Research Development 331 11,425,000.00

Ministry of

Higher

Education

Fundamental Research Grant Scheme

(FRGS) 781 64,283,175.00

Exploratory Research Grant Scheme (ERGS) 235 21,042,433.00

Long-Term Research Grant Scheme Top-

Down (LRGS-TD) 2 10,000,000.00

Long-Term Research Grant Scheme Bottom-

Up (LRGS-BU) 6 18,549,550.00

210

Prototype Development Research Grant

Scheme (PRGS) 19 3,689,000.00

External Source

(Agency/

Industry)

National (SAGA, TORAY, private, etc.) 290 41,145,064.13

International (e.g., Cohort, IGM, private,

etc.) 110 14,561,654.31

Negotiation Project Fund 57 10,953,362.92

Faculty Fund 589 2,880,677.78

Without Funding 378 0.00

GRAND TOTAL 5,676 366,569,870.77

211

212

213

Area 6: EDUCATIONAL RESOURCES

6.1 Physical Facilities

6.1.1 Major Physical Facilities Available to Conduct Educational

Programmes of UKM

UKM consists of 3 major campuses, namely, the Main Campus in Bangi, the

Kuala Lumpur Campus, and the Cheras Campus. The main infrastructure of

UKM consists of faculty buildings, administration, library, research and

teaching laboratory facilities. UKM today has expanded to thirteen well-

established faculties, thirteen research institutes, and twenty centres.The

Main Campus is for Science and Technology, Social Sciences and

Humanities, Economics and Business, Islamic Studies, Engineering and Built

Environment, Education, Information Science and Technology, and Law

faculties. The Kuala Lumpur Campus is for Health Science, Pharmacy and

Dental Faculties. Meanwhile, Cheras Campus is the home for Medical

Faculty and Hospital Canselor Tuanku Mukhriz. All of these campuses were

built on a land area of 1142 hectares, with Main Bangi Campus 1100

hectares, with Kuala Lumpur Campus and Cheras Campus are 20 and 22

hectares, respectively. Thirteen research institutes in UKM are Institute of

the Malay World and Civilisation (ATMA), Institute for Environment and

Development (LESTARI), Institute of Malaysian & International Studies

(IKMAS), Institute of Microengineering and Nanoelectronics (IMEN), UKM

Medical Molecular Biology Institute (UMBI), Institute of Systems Biology

(INBIOSIS), Solar Energy Research Institute (SERI), Fuel Cell Institute

(SELFUEL), Islam Hadhari Institute (HADHARI), Institute of Ethnic Studies

(KITA), Climate Change Institute (IPI), Visual Informatics Institute (IVI) and

Institute of Ear, Hearing and Speech (I-HEARS).

UKM has progressively upgraded her lecture rooms, theaters, laboratory

equipments, and machineries for learning and teaching to accepted

standard and this includes installing ICT equipment and infrastructure such

as networking and internet facilities as well as LCD projectors. The Main

Campus in UKM does have sufficient land space for expansion.

Nevertheless, with the increase in the number of students and present

development, facilities are continuously being added and improved.

Currently, there are many new buildings being built in UKM.

Among the laboratories center available at UKM are Multisensory

laboratory, Teaching Hospital, Microscopic Electron Unit, Animal House,

SM 6.1

List of facilities in UKM;

URL:

http://www.ukm.my/v6/f

acilities/

SM 6.2

Campus Map;

URL:

http://www.ukm.my/v6/c

ampus-location-campus-

map/






214

Bangi Reserved Forest, Geology Museum, Zoology Museum, Herbarium,

Fernarium, Experiment Plot and Green House; Biocompatible laboratory,

Glass Workshop, Engineering workshop, fuel cell and solar energy

laboratories. In UKM, the research and education activities are streamlined

according to 12 niche areas where researches are given a prominent role in

driving educational activities. Hence, all laboratories and centres of

excellence are established according to niche areas based on the strength of

the academic staff.

Apart from the conventional laboratories, UKM also established living

laboratories inside of outside the campus. Among those are Pulau Manis

Community Service project, Tasik Chini Research Station, Langkawi Geopark

Research Station, PermataPintar project and the Virtual Autopsy System.

Besides that, UKM shares its expertise with the community through the

establishment of Tun Fatimah Hashim Women’s Leadership Centre since the

year 2011. This Centre contributes to the knowledge corpus about women’s

leadership through involvement in the community for the purpose of

advocacy and outreach to create awareness towards a women-friendly

environment.

In order to support teaching activities, there are many small teaching rooms

and main lecture halls available in each faculty to cater for teaching and

learning. These main lecture halls are for big group teaching while the

smaller teaching rooms are for small group teaching such as tutorials, small

group discussions (SGD) and problem based learning (PBL). Among major

lecture theater available are Dewan Anuar Mahmud and Kompleks Bestari

Tun Abdullah Mohamad Salleh.

6.1.2 Adequacy of the Physical Facilities and Equipment

UKM has a mixture of big lecture theatres and small group discussion rooms

to accommodate the different teaching and learning activities of the

different faculties in the university. These rooms were designed for the

purpose of problem based learning (PBL) environment. UKM has major

lecture theaters with maximum capacity of over 200 students. The major

lecture theaters available are the Dewan Anuar Mahmud and Kompleks

Bestari Tun Abdullah Mohamad Salleh. In addition, each faculty has one or

more lecture hall with capacity of more than 100 seats. These facilities are

well equipped with sufficient lighting, quality seat and good sitting

arrangement and sufficient teaching aid facilities. All of these lecture halls

are reasonably maintained by Jabatan Pembangunan dan Penyelenggaraan

SM 6.3

Guideline for Building

Planning Rules, Economic

Planning Unit 2008

SM 6.4

Design and Template

Manual for Teaching and

Learning Space

SM 6.5

215

(JPP). UKM, through JPP, has people to manage and maintain these

facilities. Hence, the physical facilities and equipments in conducting

teaching and learning are generally adequate. In order to further improve

the teaching and learning process, UKM continue to upgrade its facilities to

meet the current standard in teaching and learning particularly to support

student centered learning activities. The minimum requirement for planning

and designing such facilities has been specified and documented in form of

guideline. In order to provide conducive environment for teaching and

learning and to ensure adequate support for maintaining the facilities,

support staffs ranging from research officers, science officers, medical

laboratory technicians and laboratory assistance were employed. Buildings

are maintained by JPP while the laboratories are maintained by scientific

officers, technicians and laboratory assistants.

Inventory List for large

tools/instruments

6.1.3 Current Unmet Needs and Future Needs

Due to the rapid expansion of some faculties and the development of new

faculties, UKM has indentified some new needs for rooms and equipments

for teaching and learning. Some of the current unmet needs are permanent

building for Faculty of Health Sciences, Faculty of Pharmacy, Faculty of

Dentistry at Health Technopolis. Currently, the Kuala Lumpur Campus, due

to its location in central Kuala Lumpur is, fairly limited in space and being

shared by 3 faculties, namely, Health Sciences, Pharmacy and Dentistry. In

response to changes due to current development and market needs for new

study programmes, UKM provides mechanisms and provisions for further

expansion in terms of infrastructure in meeting increasing needs for more

rooms for lecturers, more laboratory space for teaching and learning. These

requirements are forecasted based on trends established the last 3-5 years

and the Transformation Plan has been formulated to prepare UKM for all

these changes. This plan includes nine Transformation Projects in core areas

for changes, which are intended to spearhead UKM to be a frontier

university by 2018. Effective from 2014, the Transformation Plan is

translated into Key Result Area (KRA). As for this, UKM sets six KRA’s to be

achieved as are detailed in Area 1. To meet the needs of an increasing

number of post graduate students, UKM is also taking a proactive step by

renovating and upgrading the dormitory building (Keris Mas) to an office

building for postgraduate fellow and post doctoral offices. This office have

been occupied in the year 2014.

Funding requirements from faculties for infrastructures are forwarded by

SM 6.6

Pendaulat Amanah

Negara: Kompilasi Teks

Ucapan Naib Canselor,

Jilit 1

SM 6.7

Schedules of Road show

VC/TNC to PTJ (CRIM)

SM 6.8

Application for

Infrastructure in 10th

Malaysian Plans

216

UKM to the Economic Planning Unit (EPU) according to the Malaysian Plan.

However, the actual infrastructures development will depend on the

amount of financial allocation approved.

6.1.4 Workshop or Laboratory Support

Since all programmes have specified appropriate learning outcomes to be

attained by the student, the learning outcomes will decide the instructional

methods to be used to achieve the particular outcomes. All programmes in

individual faculty required all students at all levels to go through workshops

and/or laboratory studies before they graduated. These instructional

methods determine the appropriate specifications for the workshops and

the laboratories regardless whether it is the Social Sciences and Humanities

courses or Science and Technology, Health Sciences or Applied Art courses.

Example of the programme which requires laboratory support are Medical,

Health Sciences, Science and Technology, Information Science and

Technology, Education, Social Science and Humanities Faculties. All science-

based programmes will require workshops and laboratories and these are

present in sufficient numbers. The faculties have general teaching

laboratories which may be utilised on a sharing basis. In addition, individual

departments have specific laboratories for postgraduate and

undergraduates teaching. Hospital Canselor Tuanku Mukhriz, which is part

of UKM Madical Centre (Pusat Perubatan UKM), has about 850 beds for

medical students to perform their laboratory work. Education Faculty has a

special laboratory, i.e. Autism Laboratory, Hearing Problem Laboratory and

Visually Impaired Laboratory to cater for Special Needs Education

Programme in the faculty. Hearing Problem Laboratory is to train student

with hearing problem. Meanwhile, Visually Impaired Laboratory is to train

student with vision problem. The minimum requirement for such facilities is

based on the guideline issued by EPU.

SM 6.9

List of Workshop &

Laboratory (JPP)

SM 6.3

Guideline for Building

Planning Rules, Economic

Planning Unit 2008

6.1.5 Educational Resources Distribution and Schedule

The distribution of educational resources is based on requests forwarded by

the faculties, centres and institutes. In managing a study programmes, the

head of department or chairman of the study centre will obtain from the

programme heads or coordinators in terms of space, budget and human

resource requirements. These requirements will be collected and

coordinated by the deans and directors office for consideration by the

SM 6.8

Application for

Infrastructure in 10th

Malaysian Plans

SM 6.10

Budget Distribution 2009

217

higher management.

The Building Management handles the planning and development for the

infrastructures and buildings in UKM, while the Bursar’s Office coordinates

expenditure allocation. However every of the main lecture halls that cater

large groups of students (higher than 200), such as DECTAR, Dewan

Gemilang and Dewan Kompleks Bestari Tun Abdullah Mohamad Salleh, are

managed by Registrar’s office. The main lecture halls in each faculty are

managed by the Dean’s office for each respective faculty.

All the common facilities are administered through an on-line booking

system which is the Sistem Maklumat Pengurusan Ruang. In addition, small

spaces owned by the units, faculties, institutes and centres such as meeting

rooms are handled internally by the respective parties.

Other facilities that can be used by students were also provided by the

Reserve Officer Training Force (Palapes), Sports Centre, Malaysia's Police

Volunteer Force (SUKSIS UKM) and the Students Police Volunteer (SISPA).

The sports center for example, provides sports facilities and the lending of

equipment services to students, staff and outside agencies. Among the

facilities available are four tennis courts, four volleyball courts, eight

badminton courts, four ping pong tables, four takraw courts, five soccer

fields, a hockey field, a rugby field, six basketball courts, two basketball

courts, a softball field, three stadiums, a cricket pitch, a futsal court and two

archery courts. The facility is constantly upgraded and maintained to ensure

user safety.

(Bursar’s Office)

6.1.6 Compliance of Physical Facilities with the Relevant Laws and with

Health and Safety Regulations

All the physical facilities, including teaching and learning facilities, in UKM

conformed to Occupational Health and Safety Policy set up and monitored

by the Occupational Health and Safety Committee. Additionally, UKM has

established the Centre for Risk Management, Sustainability and

Occupational Health (ROSH) in 2014 (a combination two service centres, i.e.,

the Office of Occupational Health and Safety, and the Centre for Risk

Management). This Office ensures that laboratory equipment being

licensed, registered, or maintained in accordance with regulations.

Additionally, this Office ensures that the occupational health and safety

management is implemented in all cost centres.

SM 6.11

Institutional Report for

Office of Occupational

Health and Safety

SM 6.12

Occupational Health and

Safety Policy, Universiti

Kebangsaan Malaysia

218

The implementation of the Occupational Health and Safety Policy is

regularly verified through internal audit for safety and annual ISO 9001:2008

audit for both undergraduate and postgraduate study programmes. Some

buildings were built before the introduction of building by laws, hence they

were not abide under that law. However the newly renovated building

should meet the building regulations. Under the ISO Quality Management

System, any non-compliance to the safety requirement may lead to non-

conformance reports (NCRs) and opportunities for improvement (OFIs)

which may in turn initiate and mobilise further corrective and preventive

actions for continual quality improvement.

In addition, UKM has established the Office of the Legal Adviser and

Integrity to provide legal advisory services, management of discipline,

integrity management, litigation and the preparation and review of legal

documents. Feedback on issues of integrity can be channelled through

eFACt.

SM 6.13

Office of the Legal Adviser

and Integrity

6.1.7 Collection Available in the Library and Resource Centre

Universiti Kebangsaan Malaysia Library (UKM) was set-up simultaneously

with the establishment of Universiti Kebangsaan Malaysia on 1970, at

Lembah Pantai, Kuala Lumpur. It comprises the main library and its four

branches. The main library, named the Tun Seri Lanang Library is situated at

the main campus grounds in Bangi, while the four branch libraries are the

Malay World & Civilization Library (Bangi), Law Library (Bangi), Dr. Abdul

Latiff Medical Library (Kuala Lumpur) and the Pusat Perubatan Universiti

Kebangsaan Malaysia Library (Cheras).

In order to motivate the student and staff in reading, a new UKM library was

built and completed in January 2012 at the Lingkungan kedua (second zone)

of UKM and is made available to the engineering, information technology,

computer sciences and laws students within a walking distance. The

Lingkungan Kedua Library building consists of seven floors. Level 2 consists

of computer laboratories, exhibition, reading, reference and theses areas,

an auditorium and landscape, while levels 3-5 include additional reading

areas and open portal access catalogue (OPAC) stations. Additional facilities

such as seminar, discussion and meeting rooms are also available to

students at level 7 to conduct group discussions and self-study.

Tun Seri Lanang Library has a floor area of 240,000 sq. feet, the Malay

World & Civilization Library, 7,085 sq. feet, Law Library, 24,600 sq. feet, Dr.

SM 6.14

Library yearly report (2013)

SM 6.15

UKM Library;

URL:


SM 6.16

Pusat Perubatan


Malaysia Library;

URL:

http://lib.hukm.ukm.my



219

Abdul Latiff Medical Library, 40,000 sq. feet, the PPUKM Library, 20,000 sq.

feet and Lingkungan Kedua Library having 6,000 sq. ft. As of 2014, the total

collection at UKM Library stands at 2,112,560 copies, which comprises of

books, online resources, journals and media items. Of these, 1,1,156,579

are books and online resources housed at Tun Seri Lanang Library, 55,462 at

Malay World & Civilization Library, 53,355 at the Law Library, and 95,251 at

Dr. Abdul Latiff Medical Library, 79,200 housed at PPUKM Library and

28,644 housed at Lingkungan Kedua Library . The overall media collection is

407,516 copies. 138,886 copies of journals housed at Tun Seri Lanang

Library, 2,181 at Malay World & Civilization Library, 39,967at the Law

Library, and 43,528 at Dr. Abdul Latiff Medical Library and 11,991 housed at

PPUKM Library. The Tun Seri Lanang Library subscribes to 109,274 scientific

journals in all academic disciplines and also has an access to 28,507 topics of

e-journal and 520,492 topics of e-books which is provided through Portal e-

Jutnal and Portal PPUKM. The Tun Seri Lanang Library, UKM, is one of the

biggest university libraries in Malaysia. In addition there are resource

centres and mini libraries establish in faculties and centres, which do not

have library branches is supported by each of the respective faculties and

centres. Examples are the resource centres at the Faculty of Science and

Technology and the Faculty of Islamic Studies. Collections of the informative

materials also available via online systems, such as ATMA portal.

Beginning 1991, UKM Library started using an Integrated Library System via

DOBIS / LIBIS. To accommodate the rather rapid expansion of its databases,

the Library migrated later in mid-1999 to the Integrated Library Systems

VIRTUA. As of January 2003, the UKM Digital Collection begins its era of

indexing and creation of full text database using the Content Manager

software. Undergraduate students are allowed to borrow five books for a

period of two weeks and the graduate students are allowed to borrow up to

15 books for one month.

The collection available at the UKM Library in form of online database are as

follows:

Use of library application system called VIRTUA ala client-server.

Cataloguing function and online public access catalogue (GEMILANG).

Users can access catalogue online (using GEMILANG) via internet using

Web Internet Explorer or Netscape Communicator.

Loan and return system via computerised application system.

Order module DOBIS/LIBIS and series publication module is

implemented.

Library users can access material records at the library via terminals

provided at the library or personal computers using telnet TN3270

220

program.

6.1.8 Number of staff in the Library and Resource Centre

The UKM Library has 224 staff and the breakdown according to their

positions are listed in Table 6.1.

Table 6.1 Numbers of UKM Library’s Staff

Position No. of Staff

Librarian 53

Manager 1

Support Staff 170

Total 224

53 UKM librarians with professional qualifications of Bachelor of Library

Science and Master of Library Science.

SM 6.14

Library yearly report

(2013)

SM 6.17

Job Description of

Librarian

6.1.9 Resource Sharing and Access Mechanisms

The UKM Library provides various sources of information in many disciplines

to fulfill teaching, learning and research requirements of the university. In

accordance with changing technology, all sources of information may be

accessed online within and from outside of campus.

1. Online Public Catalogue (GEMILANG)

A catalogue is used to facilitate search for books, journals, media and other

materials in library collections. GEMILANG is the name given to the UKM

Library Online Public Catalogue, which is updated daily and is accessible

from any computer network. The bibliographic information of any material

may be obtained by checking the catalogue for the author, editor, title,

matter/ subject and call number. Library materials are categorized and

arranged on racks according to Library of Congress Classification (LCC)

system to facilitate search for materials. Statistics for the year 2013 show

that 343,044 materials have been borrowed by library clients.

2. e-Journal Portal

The UKM Library e-Journal Portal provides comprehensive access to e-

journals subscribed by the library. The e-Journal Portal is a facility (Ezproxy)

to access online database or electronic journal within or outside the UKM

network.

SM 6.18

Monthly statistic usage of

Perpustakaan UKM

221

The Library has access to 28,507 titles of electronic journals and 520,492

titles of electronic books provided through the e-Journal Portal andl

PPPUKM Portal. In the year 2013, 1,314,896 searches of the database have

been carried out by clients and 2,666,274 articles have been downloaded.

3. UKM Medical Centre Library Portal (PPUKM)

This library portal provides access to online database subscribed, specifically

in the field of medicine and other information related to the library.

4. UKM Journal Repository (UJAR)

UKM journals may be searched through the UKM Journall Repository (UJAR)

which provides access to journals published by UKM Faculties/ Institutes/

Centres.

5. Publications e-Repository System

The UKM Publications e-Repository System contains works produced by

UKM academicians accessible to all library clients. All UKM academicians are

obliged to register their publications with this system. The information is

reviewed and verified by the library before it is made available for client

reference.

6. Library Website

This is the main channel whereby the UKM Library is connected to the

outside world through internet and within the scope of library without

borders concept. All information on services, facilities and library

collections are displayed in the library website. This website also provides

links to websites of other libraries within and out of the country.

7. i-Quest System

The i-Quest System was developed to assist researchers, academicians and

students obtain research sources information. I-Quest is the research result

of a team of UKM Library researchers who got a bid for UKM Innovation

Fund and was developed between 01.01.2013 to 01.08.2013. This system

began to be used by UKM since September 2013.

This system manages applications of clients in cases where (i) service is

required to search for materials not located on racks, (ii) books and articles

are supplied from outside the library (ILL), (iii) for purchase of new materials

and (iv) for purchase of journal articles payable per view (PPV). In the

administrator’s module, i-Quest manages (i) registration of client profile in

groups or individually, (ii) the administrator’s profile and (iii) statistical

222

reporting based on module used.

8. Inter-Library Borrowing Services Service is provided to assist subscribers obtain materials unavailable in UKM

library collections. The material required by the client will be requested

through the library of the local public or private institution (IPTA/IPTS) for

the purpose of getting information needed in teaching, learning and

research. In the year 2013, as many as 1763 books and articles were

obtained by clients from libraries of local public and private institutions

(IPTA/IPTS) and the British Library.

9. Reference and Advisory Services

These services are provided at the desk of Readers’ Adviser at Level 4 to

assist clients in using the Library more effectively, in overcoming problems

getting information/ materials needed, in instructing how to use the

catalogue and reference books as well as answer all queries regarding the

Library.

10. Borrowing and Return

Students, academicians and non-academic staff of UKM as well as all clients

who are registered members of UKM Library are eligible to borrow

materials from the General Collection, Arab and Islamic Civilization

Collection and Red Tag Collection according to the respective categories.

Clients may also make references to the South-East Asia Collection,

Document Collection, Journal Collection and Media Collection as well as use

the services provided at siber@ ptsl. Clients who are Library members are

eligible to use all provided facilities. The process of borrowing and return of

materials is by the following methods:

a) Use of self-service machines found in the library.

b) Door to Door Service.

11. Subscriber Guidance and Education Services/ Information Skills

Course

These services give clients, especially new students, the opportunity to

understand in-depth the role of the Library as a knowledge treasure

house. Various programs are arranged such as guided tours, briefings or

information sessions, video presentations/displays and information skills

courses conducted by librarians. Students are encouraged to attend

scheduled courses and workshops so as to know the best and most

effective method to search, access, evaluate and use information, whether

printed or electronic. The Library also provides coaching and guidance on

223

managing of resource centres in UKM departments and residential colleges.

12. Information Package Services

Information Package Services are given free of charge to UKM academicians,

management officers and graduate students. These services are for

obtaining information on any field /topic from various information sources

whether printed, media or electronic. Information obtained are in the form

of full text, abstract or index.

UKM Library also does something that challenges the convention such as

displaying new books on the table at the entrance by subject and

therefore facilitate student to know latest development in a certain subject.

6.1.10 Mechanism to Obtain Feedback from users on the Library Policy,

Services and Procedures

The policy involving management of libraries, provision of its services and

resources are provided through eFACT, customer satisfaction questionnaire,

Papan Ekspresi Pelanggan and Customer Appreciation Day that carried out

every year. UKM Library is also certified under MS ISO 9001:2008 Sistem

Pengurusan Kualiti Perkhidmatan since 2012. Through this system,

customers’ feedback has been used extensively as part of continual

improvement process in order to maintain the efficiency and effectiveness

of the Quality Management System.

SM 6.19

Report for UKM Library

for Institutional Audit

SM 6.20

Management Review

Meeting for ISO

9001:2008

6.1.11 Steps Taken and the Facilities to Promote Research Activities

UKM seeks to continually enhance the quality of its research to boost its

research strength. UKM believes that excellence in research contributes to

excellence in teaching and is conscious of the intense competition for

research grants from various governmental and non-governmental sources.

With a corporate governance structure already in place, UKM will continue

to strengthen and capitalise on its research and development activities, and

at the same time seek opportunities to expand the commercialisation of its

research.

UKM has established the Research Management Unit in January 1995. This

unit was later renamed the Centre for Research Management. Later, the

center was renamed as the Centre for Research and Instrumentation

SM 6.21


Instrumentation

Management;

URL:

http://research.ukm.my/

ms/

SM 6.22

Information on Research

Project and Research

Grant Base on Reseach

Niche



224

Management (CRIM). The Centre was established in order to achieve the

following goals:

Ensure that coordination and monitoring of research financial is

systematic and efficient to facilitate researchers and management

in the financial affairs.

Ensure the dissemination of information relating to research carried

out properly and effectively in accordance with the CRIM function.

Improving reputation of UKM as a Public Higher Education

Institution that has a quality and efficient in managing activities

related to research and conferences.

Helping in generating fund from various sources

Strengthen and manage the research affairs in a more orderly,

efficient and systematic.

Improve the dissemination of research information in and outside

the country.

The centre has three portfolios for the deputy directors, namely Planning,

Operation and Quality; Infrastructure and Instrumentation; and Statistics

and Monitoring.The main functions of the center are to coordinate research

activities, conferences and exhibitions of research, to coordinate / develop a

systematic database on research in UKM and international level to facilitate

the researcher and reference, to conduct seminars / workshops / lectures

on research related to the interests of the University, to provide research

and scholarship to attract leading scholars from home and abroad, to

determine the thrust of research and expertise in UKM according to

national needs, to take the initiative to commercialize research within and

outside the country, to publish and disseminate information about research

results, to monitor the progress of the investigation, to coordinate the

financial allocation for conference and to coordinate activities of the Centre.

UKM has indentified the strength of the research into twelves niche areas,

several research clusters and groups. As for 2011 and 2012, these niche

areas manage to obtain 187 research projects under Fundamental Research

Grant Scheme (FRGS) with the amount of RM14,963,276.00 and 67 research

projects under Exploratory Research Grant Scheme (ERGS) with the amount

of RM6,166.538.00.

UKM has also allocated some funding to support the operational funding of

research groups. UKM through Research University Fund supported the

hiring of Scientific and Research Officers and the related technicians. Any

research project will be evaluated by a Research Committee at all faculties

before the project is approved. Some specific research projects have to be

SM 6.23

CRIM slide show on

Research Grants Briefing

225

vetted by Human ethics committee and/or Animal ethics committee. In an

effort to deploy research policies according to niche areas and to promote

related research activities, UKM through CRIM has conducted road show to

all faculties, centres and institutes.

CRIM has developed an evaluation and monitoring criteria framework

(Kerangka Penilaian Penyelidikan Universiti, KPPU) for evaluating the

achievement of research group. Research groups will be rewarded based on

their rating. Through Infrastructure and Instrumentation Division, CRIM has

established a common laboratory whereby the equipment acquired via this

division should be shared among many researchers.

6.1.12 Policy on the use of Information and Communication Technology

(ICT) in the UKM

UKM has established an ICT Council in 2008. The main functions of the ICT

Council are to advice and plan all activities related to ICT in UKM. The policy

involving all ICT facilities and technologies are embodied in the ICT Policy of

UKM. This policy outlines mechanisms on how the ICT infrastructure and

facility is being managed as well as issues involving ICT application and

tools, networking, e-mail and Internet facilities, accountability, integrity,

security and e-learning. Through the implementation of this policy, the ICT

infrastructure is equipped and enhanced to provide strong support for

operation of academic programmes. UKM has established the system to

support the academic programmes called e-Warga. The system has many

sub-systems which support the clocking-in system, finance, research,

administration matters, personal use for communicating and many aspects

of university’s programme.

UKM makes the use of portfolio-based learning management system called

i-Folio designed based on education 3.0. which describes a level of

transformative capabilities and practices for education in the 21st century.

The use of i-I-Folio is compulsory to facilitate lecturers to deliver

instructional contents to students online. The Centre for Teaching and

Learning Technologies is responsible for maintaining i-Folio and training

lecturers to use the system effectively and efficiently. In this regard, the

Centre for Teaching and Learning Technologies has formulated Dasar e-

Pembelajaran UKM [UKM e-Learning Policy] obliging each lecturer to use i-

Folio in their teaching and learning activities. At the same time, the Centre is

also drafting and preparing Blended Learning Policy.

SM 6.24

ICT Security Policy


Malaysia;

URL:


//Dasar-Keselamatan-ICT-

UKM-1.pdf

SM 3.12

iFolio Website;

URL:


http://en.wikipedia.org/wiki/Education

http://www.ptm.ukm.my/wp-content/uploads/2015/01/Dasar-Keselamatan-ICT-UKM-1.pdf




226

The report of its usage is presented to the faculty every semester. The

faculty has also appointed a faculty member as a coordinator of e-learning

to support and improve the system. The university and the faculty especially

have taken few strategies in encouraging the lecturers to use i-Folio. One of

them is to award the most active lecturers who use i-Folio in his/her

teaching. More features of i-Folio can be accessed at the following website:


6.1.13 List the ICT staff and their Qualifications that Support the

implementation of the ICT Policy

The implementation of ICT policy is managed by Centre for Information

Technology led by its Director. The centre has three portfolios for the

deputy directors, namely Sokongan Penyelidikan & Pendidikan,

Perkhidmatan & Pengurusan Infrastruktur and Sistem Aplikasi & Pengurusan

Pengetahuan, who head various divisions in the organisation. Furthermore,

there is a webmaster in each Cost Centre in UKM. The Centre for

Information Technology has 178 staff and the breakdown according to their

positions is listed in Table 6.2.

Table 6.2 Number of Staff for Centre for Information Technology

Position No. of Staff

Associate Professor DS54 (Director & Deputy

Director)

2

IT Officer F54 (Deputy Director) 2

IT Officer F52 5

IT Officer F48 3

IT Officer F44 11

Designer B44 1

Executive N41 1

IT Officer F41 37

Designer B41 8

Assistant IT Officer F38 3



Secretary N28 1

Computer Technician FT26 1

Computer Operator F22 2

SM 6.25

Annual Report of Centre

for Information

Technology;

URL:


/info/carta-organisasi/




227



Administrative Assistant N17 21

Administrative Assistant N11 3

Total 178

6.1.14 Existing Plans to Improve the Educational Facilities (Physical,

Library and ICT)

The planning of the educational resources and facilities involving physical

infrastructure, library and ICT are embedded in the policies developed

respectively by the PJK, JPP, Library Policy and ICT Policy. These policies

have been used as planning guideline in determining the suitable

requirement for constructing new lecture theatres, seminar rooms,

resource centres, etc. The numbers of such facilities are based on the

requirement by the Faculties, Centre and Institutes which are to support the

study programme in order to ensure that attainment to all specified

learning outcomes are possible. The total budget for upgrading and

improvement of physical facilities is RM25 million. UKM also allocates

RM6.09 million to upgrade physical facilities in Kuala Lumpur Campus.

Meanwhile, the total budget for upgrading of ICT facilities is RM1 million.

The physical facilities mentioned above are lecture theatre, laboratory,

classroom, teaching aid, machineries and computers.

In the era where research is given a prominent role in the university, apart

from carrying out its usual business, the UKM Library are given new roles

which are to compile and monitor publications by the academic staff in the

reputable indexed databases such as the ISI Web of Science, SCOPUS and

ERA. At the same time, it also maintains the on-line Publication Repository

System (Sistem e-Repositori Penerbitan – www.ukm.my/epenerbitan) as a

database of all full text papers written by the academic staff. The database

is used for internal reference as well as for performance appraisal and

consideration for appointment. Therefore, all UKM academics must register

their publications into this system. The publication information shall be

reviewed and approved by the library before it is available for customer

reference.

For ICT facilities, almost all information systems including students

information database, teaching and learning portal, staff performance

evaluation, research management, human resource management, financial

administration and document repositories are developed in-house and

SM 6.24

ICT Security Policy


Malaysia;

URL:


//Dasar-Keselamatan-ICT-

UKM-1.pdf

SM 6.26

Online Document

Management System;

URL:

http://spdukm.ukm.my

http://www.ukm.my/epenerbitan




228

customised for UKM. The level of ICT utilisation in many areas of day-to-day

running of the university as well as the quality management systems in

place had been recognised by MAMPU and enabled UKM to be awarded as

the sole winner for the Prime Minister Quality Award in 2006. In 2014, UKM

moved towards the implementation of the Information Security

Management System (ISMS) Certification. This is in line with MAMPU

directives based on the Cabinet of Ministers decision on February 24, 2010.

This certification aims to ensure that information confidentiality, integrity

and availability of the University Information System (SMU) are protected in

the effort to provide confidence to stakeholders, make information security,

especially in the database, a culture in UKM and to have the database

operational capability continue at an acceptable pre-determined level after

an incident/disaster. The scope of ISMS covers SMU database management

which encompasses human resources, information, processes and

technologies at the Pusat Teknologi Maklumat (Information Technology

Centre). SMU database supports UKM’s critical processes including the

following systems:

- Staff Information Management

- Student Information Management

- University Finance and Accounting Management

- University Research Management

6.1.15 HEP Periodically Reviews the Adequacy, Currency and Quality of its

Educational Resources

Requirements for education resources are being monitored and studied by

means of various committees including Academic Planning and

Development Committee of (JPPA), Information Technology Council,

Divisional Heads Meeting and Academic Heads Meeting as well as the

University Management Meeting and the University Senate. There is a

feedback system named eFACt that managed all comments, suggestions and

feedback from users. The management for every Cost Centre will act

accordingly in order to periodically improve its educational resources. The

funding and the development of new educational resources as well as the

rehabilitation and renovation of the existing facilities are coordinated by

JPP.

SM 6.27

Feedback and Complaints

System;

SM 5.49

UKM Feedback and

Complaints System:


act/

SM 6.28

Funding Allocation for

Development Projects in

RMK10



229

6.1.16 Existing Plans Exist to improve these Facilities in line with the

Development in the Teaching Practice

UKM has established JPP work procedure, Library Policy and ICT Security

Policy for provision of educational facilities, respectively. The policies are

deployed to cost centres. UKM via JPP is committed to plan and upgrade the

teaching and learning facilities to world standard as stipulated by the KRA6.

Additionally, Kualiti UKM via ISO 9001:2008 monitors (through audit

exercises) the implementation of the work procedure and UKM Library

Policy and ICT Security Policy. The procedure and policies may be viewed at

JPP’s website: www.ukm.my/jpp; UKM Library’s website:

www.ukm.my/ptsl; and PTM’s website: www.ptm.ukm.my.

SM 6.29

Center for Quality

Assurance:

www.ukm.my/pjk

6.1.17 Students and Faculty Opportunities to learn the Various and most

Current Methods to Access Information

In keeping abreast with the various and most current methods of accessing

information, UKM provides wired and wireless internet facility throughout

the campus for the staff and students to use. Apart from the office building,

wireless facility is also installed in the residential colleges. Beginning from

November 2014, UKM provides a Wi-Fi roaming access service to the

education community and researchers. Named eduroam, the service

enables students, researchers and university staff to have easy access to the

internet throughout the campus via laptop or mobile phone using registered

username and password. More information on eduroam can be accessed at

this website: http://www.ptm.ukm.my/.

PTM, Library and Teaching and Learning Technology Centre (PPTP) offer

courses on the current and up-to-date methods and technologies in

accessing information. As an example, the Library offers courses related to

library information systems namely Information Skill Course which is run by

librarians. Students are encouraged to take the course to learn the best and

most effective method to find, access, evaluate and use information, be it

printed or electronic. In fact, the Library sets to ensure at least 85% of its

customers are able to take the information skill course.

For educational resources, the UKM Library is committed to provide wide

collection of literature and electronic materials to support teaching and

learning process. Items, which are not readily available, can be made

available on request through interlibrary loan.

SM 6.25

Annual Report of Centre

for Information

Technology;

URL:


/info/carta-organisasi/



230

6.1.18 User Friendly Facilities to those with Special Needs

To ensure that the needs of students with special needs are met, since 2009

UKM has taken the initiative to conduct an infrastructure assessment study

for the Disabled (OKU). The aims of this study were:

- To instil the appreciation to the importance of universal design

and its application in UKM.

- To inculcate the right attitude and awareness towards friendly

building design.

- To identify the difficulties faced by disabled people in accessing

a building.

The results of this study showed that there were 13 problems experienced

by the disabled, including the lack of parking and unsuitable toilets for the

disabled.

Students with special needs are treated with care by the Faculties, Centres

and Institutes where they study and also by the residential colleges where

they stay. The Faculties, Centres and Institutes will coordinate any

requirements by students with special needs together with relevant service

department such as the JPP and the Counselling and Welfare Unit under the

Pusat Khidmat Siswa. They provide relevant facilities and assistance, e.g.

special parking spaces, ramps, special toilets, special pavements, peer

assistants, translators, and special assistance during examinations, for

students with special needs. Tun Seri Lanang Library also has a special

Braille section in order to cater for blind users.

S.M 4.8

GP-01-5 Universal Design

Planning Guidelines

(Universal Design) by

SIRIM

S.M 4.10

Infrastructure for

Disabled (OKU)

Assessment, UKM 2009

6.2 Research and Development

6.2.1 Policy and Planning

UKM was awarded Research University status in October 2006. As a

research university, UKM main goals are to create wealth through research,

innovation and technology transfer. UKM research policies are aligned and

supported the 9th Malaysian Plan and Ministry of Higher Education Strategic

Plan. UKM research strategy and policy were established through

consultative process. The committee members include all Deputy Vice

Chancellors, Chairman for all niches and being chaired by the Vice

Chancellor.

SM 6.30

Policy on Intellectual

Properties 2005

(amended 2009)

231

Starting from 2008, UKM feels that the foundation to be a leading university

has been laid in terms of infrastructure and resources. Hence, UKM decided

to move forward to be more focused on its core processes, particularly in

research by defining niche areas. The niche areas are identified based on

the expertise of the academic staff and research fellows. Commencing with

six niches, UKM finally determined the eight most important research niches

in August 2008. In 2013, research niches in UKM were restructured and

reinforced by creating four new Research Niches, making it 12 research

niches altogether, with an addition of government funding from RM80

million to RM100 million for the year 2013.

The choice of a niche area is based on the ability to garner strength and

consolidate various disciplines that has attained research maturity in UKM

or a new area but one that is recognised as an important thrust area

nationally as well as at the international level. The twelve niche areas are

illustrated in Figure 6.1.

The organisational structure of niches is as follows:

Figure 6.1 Organisational Structure of Niches

The Niche has also an expert group to work in tandem with the Chairperson

for the engagement with various stakeholders for the development of the

Niche and niches. Members of the Faculty, Centre and Institute involved

actively in registered research group under UKM niche.

SM 6.31

UKM Research Niche

Background;

URL:

http://www.ukm.my/nicn

b/latarbelakang

SM 6.32

Four New Research Niche;

URL:

http://www.ukm.my/four

-new-research-niches-for-

ukm.html

SM 6.33

UKM Research Evaluation

Frame Work (KPPU)

SM 6.30

Policy on Intellectual

Properties 2005






232

Figure 6.2 Twelve Niches of UKM

Following classification based on niches, all research groups in UKM have

been remapped based on the new qualification in order to encourage multi

disciplinary research. Similarly, policies involving internal research funding

and commercialisation as well as framework for monitoring and evaluating

research group performance based on the Research University Key

Performance Indicators were aligned to follow this new strategy.

The main funding on research and development activities are received from

the Ministry of Science, Technology and Innovation and the Ministry of

Education. For duration up to 2007, the priorities, facilities and

development in research and commercialisation are to align UKM with the

priority areas define under the Malaysian Plans. For example, when the 8th

Malaysian Plan was in place in 2001-2005, UKM has set priorities into

strategic and priority areas according to the national plan which include

biotechnology, nanotechnology, photonic and optical technologies, etc.

With the current developments taking place in UKM, research began to

focus on the 12 niches mentioned above. These 12 niches in a nutshell can

be combined into 3 niches, namely the Sustainable Sciences for regional

development, Biosciences, health and advanced technology, and nation

state and civilization. These 3 niches is notified by UKM to the MOE in 2014.

Research, Intellectual Properties, and Instrumentation policies have been

approved by the UKM Senate in between 2005-2009. These documents are

available on-line. UKM works closely with industries in order to

commercialise research findings. UKM has set-up UKMTECH as a venue for

(amended 2009)

NICHE 1

Challenges in Building the nation

State

NICHE 2


NICHE 3

Renewable Energy

NICHE 4

Medical & Health Technology

NICHE 5

Climate Change

NICHE 6 Nanotechnology & Advanced Material

NICHE 7

Sustainablle Regional

Development

NICHE 8

Content Base Informatics

NICHE 9

Economics, Finance & Business

NICHE 10

Education & Civilisation

NICHE 11

Political & Security

NICHE 12


233

researchers to commercialise their findings.

6.2.2 Research Interests and Supporting Facilities

Beginning from January 2013, the main niche areas for UKM are as follows

(see also Figure 6.1):

i. Challenges in Building the Nation State

ii. Biodiversity for Biotechnology Development

iii. Renewable Energy

iv. Medical and Health Technology

v. Climate Change

vi. Nanotechnology and Advanced Materials

vii. Sustainable Regional Development

viii. Content-Based Informatics

ix. Economics, Finance and Business

x. Education & Civilization

xi. Political & Security

xii. Rural Transformation

Each niche covers all research, education and services activities and is led by

a chairman who holds a non-executive role in managing the niche. All the

chairman for the niche areas sit in the Niche Committee chaired by the Vice

Chancellor where the framework and policy for managing the niches are

drafted and discussed in order to streamline research, education and

services activities together within the universities. The established

framework is then implemented by the relevant units, such as CRIM for

research policy and Kualiti UKM for teaching and learning policies.

The research facilities to support these niche areas are available at the

Faculties, Centre and Institues. Since 2012, the university through CRIM has

allocated RM2,186,403 million for centralised equipments. All of the

equipments have been purchased. UKM also has many research stations

inside and outside UKM. UKM operates seven Research Stations (RS); The

Langkawi Geopark RS, The Mersing Marine Ecosystem RS, The Fraser’s Hill

RS, The Tasik Chini RS, Lata Jarum Freshwater Recreational Forest RS, the

Community Health Centre, the UKM Bangi Permanent Forest Reserve and in

the main campus itself, the UKM Campus Living Laboratory, which

comprises of the UKM Permanent Forest Reserve, or its Malay name, Hutan

Simpan Kekal UKM as well as the Fernarium and the Herbarium.

SM 6.31

UKM Research Niche

Background;

URL:

http://www.ukm.my/nicn

b/latarbelakang

SM 6.32

Four New Research Niche;

URL:

http://www.ukm.my/four

-new-research-niches-for-

ukm.html






234

6.2.3 Programmes on Ethics in Research

In the year 2005, the ethics in research for staff has been published in the

booklet on academic ethics. A similar booklet was also issued for the

support staff in 2001. This booklet is distributed to all staff including the

new appointed staff. UKM also has established a sub-committee called

University Human Ethics Committee and University Animal Ethics

committee in 2000 to cover any research on human and animal.

Subsequently, UKM Research Ethics Committee was established in 2008. At

the same time, ethics in research as well as in academic are embedded into

the curriculum of induction courses, which is compulsory for staff upon

confirmation. There is also a Faculty like the FKAB that also provides

guidelines on ethics in research through the publication of Guidelines

Research in 2012. This information can be found at the following website:

http://www.ukm.my/jurutera/pdf/res_guide_fkab2012.pdf

In addition, the ethics in research is strengthened through Competency

Level Assessment (CLA) courses. All lecturers intending to do research

involved humans are required to attend Good Clinical Practice course

conducted every year which meets the Ministry of Health requirement.

For research students, research ethics and policies related to scientific

misconduct in research were also disseminated to postgraduate students

via postgraduate guidebook.

SM 5.47

Academic Ethics and

Discipline 2010

SM 6.21

Work Ethics for

Administrative and

Support Staff, UKM 2001

SM 1.9

Undergraduates and


6.2.4 Administrative Entity that is Responsible for Protecting the

Integrity of the Research Processes

Research activities in UKM is managed and administered by CRIM. All

policies and action plans regarding research including those related to

Research University funding are implemented and executed by CRIM. UKM

also has established a sub-committee called University Human Ethics

Committee and University Animal Ethics committee in 2000 to cover any

research on human and animal. Subsequently, UKM Research Ethics

Committee was established in 2008. All research proposals related to

human, as the ethics committee will vet a subject. Other research proposals

are vetted by group of experts under the twelve niche areas.

SM 6.35

Working paper of the

establishment of CRIM

http://www.ukm.my/jurutera/pdf/res_guide_fkab2012.pdf

235

6.2.5 Available Facilities and the Budget Allocation to Support Research

As a Research University (RU) UKM has received RM346,700,000.00 over

the past four years from MOE. Since granted a Research University status,

special funding has been made available which enable UKM to offer internal

funded research programmes, namely the Research University Grants,

Mainstream Research Grant, Driver Project, Action/Strategic Project,

University-Industry Incentive Grant, University-Community Incentive Grants,

Grants for Innovation, Young Researcher Incentive Grant, and provide

maintenance grants for research groups and the Faculties, Centre and

Institutes for research management and administration.

SM 6.36

Letter from the Ministry

of Education regarding

the distribution of RU

funds

SM 6.37

Information on Project

and UKM Research Funds

(Updated by 15 October

2014)

6.2.6 Major Research Activities and the Academic Staff Involved in the

Last Five Years

The list of major research projects and the academic staff involved for each

respective project are listed in University Research Information System

(SMPU), Centre for Research and Instrumentation (CRIM). Faculties and

Institutes also provide their own annual report which contains information

about research projects and researchers involved. Among them are Inbiosis

Annual Report 2013-2014 and FTSM Annual Report 2013-2014.

SM 6.38

University Research

Information System

(SMPU), Centre for

Research and

Instrumentation (CRIM);

URL:

http://www.ukm.my/smp

u_v2/

6.2.7 Interaction between its Research and Educational Activities

In order to foster interaction between research and educational activities,

undergraduate and postgraduate programmes, which support the research

groups, have introduced elective courses or modules, which are in-line with

the expertise of the research group members.

Since UKM has streamlined the research groups into the identified niche

areas beginning from 2008, as indicated in the UKM Transformation

Programme Manual, the coordinators for niche areas are also being given

the task to reshape academic programmes to reflect the strengths in the

niche areas, either in the form of elective courses of modules, or new

academic programmes. The findings from the research are normally being

disseminated via lectures to both undergraduate and post-graduate

students.

SM 1.9

Undergraduates and


http://www.ukm.my/smpu_v2/


236

6.2.8 Existing Mechanism to Ensure Research Activities are Reflected in

the Curriculum and Teaching

In offering specialised or elective courses, assignment of lecturers is

normally based on expertise, except where there is a shortage of lecturer in

some departments or programmes. This enables the lecturers to present

updated case studies or new research findings in their teaching, which could

inspire interest in the students.

To ensure this process, UKM developed Teaching and Learning Policy

approved by the Board of Directors Meeting on August 6, 2008. Among the

matters outlined in this policy is the process of teaching which should be

continuously improved through research. This policy is under review by the

Centre for Quality Assurance. Curriculum development in UKM also adopts

the Malaysian Qualifications Framework which also emphasizes the

elements of research in teaching and learning.

In identifying the needs for curriculum review so that it is congruent with

the relevant niche area, the Nic Committee chaired by the Vice Chancellor

assesses the need for the review and provides necessary advice and inputs

to the Deans and Directors.

SM 2.2

UKM Teaching and

Learning Policy

SM 6.39

Faculties/Institutes List of

teaching assignment for a

sample programme

SM 6.40

Malaysian Qualification

Framework (MQF)

URL:

http://www.mqa.gov.my/

mqf

6.2.9 Departments’ Initiative to Engage Students in Research

Research is incorporated into the programme. For example, the degree

courses require a research thesis in their final year. Besides completing their

academic papers, dissertations and theses as part or full fulfilment of their

degree requirements, students can apply for research assistance (RA) post,

graduate research assistance (GRA) fellowship, postdoctoral fellows and

Zamalah Penyelidikan with the fund assistance such as exemption of tuition

fees, which is based on their previous qualifications. In addition, graduated

student with PhD holders can be offered to continue their works under the

postdoctoral scheme supported under the Research University grants. Such

assistance serves as a form of initiative in order for them to contribute

towards increasing the research productivity in terms of product

development and publications.

SM 6.41

Zamalah Research

Scheme Guideline;

URL:


wp-


/Garis-Panduan-Skim-

Zamalah.pdf

http://www.mqa.gov.my/portal2012/default/en/mqf.cfm

http://www.mqa.gov.my/portal2012/default/en/mqf.cfm






237

6.2.10 Link Between Research, Development and Commercialisation

In general, research in UKM begins with fundamental research on a subject

or area of interest. Researchers working in this type of research normally

apply FRGS grants, Exploratory Research Grant Scheme (ERGS), Long-Term

Research Grant Scheme Top-Down (LRGS-TD) and Long-Term Research

Grant Scheme Bottom-Up (LRGS-BU) from the Ministry of Higher Education,

e-ScienceFund, TechnoFund and NanoFund from the Ministry of Science,

Technology and Innovation as well as other funding sources such as FELDA,

L’Oreal, Somitomo Faoundation and Toray Foundations. Deliverables or

products with strong market potential will then be enhanced through an

intensive research and development programme under a particular funding

scheme such as TechnoFund where the key deliverables are intellectual

properties and commercial ready prototypes. If the deliverables has

marketability potential, it can be further refined through a pre-

commercialisation programme such as the Technofund, LRGS, CRDF or the

cradle fund. In addition, with the Research University funding available to

support research and development programmes, portions of funding are

also used in various stages such as cost for patent filing. If the products are

commercially viable, then UKM encourage the researcher commercialise

their product via UKMTECH and STU. The process of commercialization is as

follows:

(Source: IP Commercialisation Policy UKM (Supplementary) 2011)

Figure 6.3 Commercialisation process by UKMTech

SM 6.42

List of research projects

SM 6.43

IP Commercialisation

Policy UKM

(Supplementary) 2011

238

(Source: IP Commercialisation Policy UKM (Supplementary) 2011)

Figure 6.4 Licensing Path

UKM also provides seed money for this purpose.

6.2.11 Research, Development and Commercialisation Activities and

Achievements in the Last Five Years

Since 2011 to 2014, there were 61 projects being commercialized. Among

the commercialized projects for the year 2014 were Trademark for

Automative Technology (S & V Innovation), UKM Logo, I-Quest, Socratic and

Polyol 4110. List of research, development and commercialisation activities

and achievement in the last five years are listed by the Centre for

Collaborative Innovation and UKM Technology Transfer Company, i.e., UKM

Technology Sdn Bhd (UKM Tech). Amongst the achievements are:

eLibrary: Software for monitoring the subscriptions of libraries to

different journals. Can identify duplication in journal subscriptions,

and rank the most searched journals (Lead researcher: Shamsudin

Ibrahim)

iMET: A unique hybrid training system that includes face-to-face,

self-study or web-based approach with a highly reliable and

validated instrument to measure its effectiveness and success (Lead

researcher: Dr. Rosseni Din)

NIVAR: ‘NIVAR’ is a non-invasive screening device that accurately

measures “vascular age”; the status of an individual blood vessel by

SM 6.44

UKM Tech Official

Website;

URL:

http://www.ukmtech.co

m/v2/

SM 6.45

The Centre for

Collaborative Innovation;

URL:

http://www.ukm.my/pik/




239

utilising PPG (Photoplethysmogram) technology (Lead

researcher: Prof Dr Alauddin Mohd Ali)

FORTISCIENTA: Intergrated pre-commercialization project

evaluation model (Lead researcher: Prof. Dr. Fauzias Mat Nor)

MELIODIOSIS: Diagnostic test kit and vacine for detecting and cure

the infection of melioidosis (Lead researcher: Prof Dr Rahmah

Mohamed)

MEMS device: Dedicated for low volume and highly customized

MEMS products and services (Lead researcher: Prof. Dato’ Dr

Burhanudin Yeop Majlis)

CLOUDSTATS: Online Actuarial Services (Lead researcher: Chew Kai

Feng)

NAVITAS: Ethnic relation monitoring (KITA MESRA). An index to

measure ethnic relationship in countries around the world (Lead

researcher: Mr. Anis Yusal Yusoff)

MYDERMTM: Bilayer 3D autograft skin substitute for chronic non-

healing ulcers, full thickness skin loss, severe burns and skin trauma

cases (Lead researcher: Prof Dr Ruszymah Hj Idrus)

SOLAR-ASSISTED DRYING SYSTEM: A sustainable and eco-friendly

solar dryer for agriculture products (Lead researcher: Prof Dr

Kamaruzzaman Sopian)

CARBON MONOXIDE SENSOR: Detection of lethal carbon monoxide

sensor in environment to prevent home and industrial accidents

(Lead researcher: Prof Emeritus Datuk Dr Muhammad Yahya)

PLASTIC OPTICAL COUPLER: Plastic Optical Fiber (POF) for home &

automobile system applications (Lead researcher: Abang Annuar

Ehsan)

SOLAR CHARGE CONTROLLER: Providing the core components in

solar energy system management (Lead researcher: Dr Nowshad

Amin)

HYDROMOIST CARE: Advanced wound care solutions for a better

healthy life (Lead researcher: Assoc Prof Dr Cairul Iqbal)

EDUCATIONAL COURSEWARE FOR PRE-SCHOOL KIDS: With lively

and colourful pictures to capture their attention, providing learning

opportunities for children to develop and strengthen their creative

skills (Lead researcher: Prof Dato Dr Halimah Badioze Zaman)

240

6.2.12 Review of Research Resources and Facilities and the Steps Taken to

Enhance its Research Capabilities

Research resources and facilities are audited and reviewed regularly

through internal meeting of committee members and the Deputy Director

of the Instrumentation and Infrastructure Divisions under CRIM. The output

of the meeting is brought for consideration in the meeting of the

Committee for Research Planning and Innovation chaired the Deputy Vice

Chancellor (Research and Innovation). The Cost Centres also run their own

audit on the requirement of the new equipments and resources for

research. The audit process is done annually.

SM 6.46

Sample of meeting

minute (CRIM)

6.2.13 Publication Incentive

Through the Research University Operations (RUO) fund, researchers are

encouraged to increase their productivity in terms of publications such as

publishing books and chapters (from the books) as well as journal articles

and proceeding papers related to their researches that can become source

of references to students at undergraduate and postgraduate levels.

University provides an incentive of RM1,500 per published journal indexed

in SCOPUS starting from 1 January 2008. Since 2009 the scheme has been

improved where the incentive is given based on the publication quartile

which is up to RM10,000 for quartile 1 and RM1,000 for quartile 4. The

incentive for SCOPUS article is reduced to RM1,000 per manuscript to

encourage the researcher to publish their research in impactful journal.

Starting from 2013, University provides an incentive of RM10,000 per

published journal indexed in ISI WOS: Quartile 1 – (SCI-Exp, SSCI, AHCI) or

Quartile 2 – (SSCI, AHCI) and RM2,000 for published book and RM400 for

published chapter in book. However, this policy has been halted since the

production of writings has been a culture in UKM.

The publications are also still being considered as part of the requirement

for the promotion exercise. Researcher’s name is published and mentioned

in the University Management Meeting bi-monthly. List of publications are

made a permanent agenda of the faculties/institutes monthly meetings.

SM 6.47

Incentive and Publications

Reward Scheme

Guidelines, UKM 2013;

URL:


/v1/GP_2013.pdf

6.2.14 Major Publications of the Academic Staff in the last five years

Major publications of the academic staff in the last five years are listed in e- SM 6.48



241

Repository of Publication (e-Rep). Tun Sri Lanang Library, e-

Rep;

URL:

https://smk.ukm.my/epener

bitan/

6.3 Educational Expertise

6.3.1 The Policy and Practice on the use of Appropriate Educational

Expertise in Planning Educational Programmes and in the

Development of New Teaching and Assessment Methods.

As stipulated by the UKM Teaching and Learning policy, the Faculties and

Institutes are required to plan educational programmes based on the

expertise they have. If there is no internal expert to be appointed, the

Faculty and Institute can also appoint independent external experts.These

experts will be appointed to sit in the Curriculum/Programme Review

Committee and develop new and review existing programmes in UKM.

Every academic programme must be reviewed at least every five years. For

these purposes, representatives from the stakeholders will also be

appointed as advisory/ industrial panels to develop and review the

curriculum. An assessment of the proposed new and reviewed curriculum

will be done by Kualiti UKM.

During delivery of the courses, lecturers are required to adopt attractive,

innovative and varied teaching and assessment methods to achieve

targeted learning outcomes. In this case, Centre for Teaching and Learning

Technologies (PPTP) cooperates with AKEPT and has identified a number of

academic staff in 15 major areas to produce trainers in UKM to follow the

AKEPT Master Trainer Training programme (A-LEAD). PPTP is also

implementing Distinguished Lecturer Mentoring Programme to upskill

young lecturers in innovation and in teaching and learning excellence.

SM 6.49

Planning & Development –

UKM Teaching and Learning

Policy

SM 6.50

Academic Programme

Advisory Board Guidelines

SM 6.51

Total Experience Learning

Policy

SM 2.3



Perspectives as a Self-

Accrediting Institution and

Research University

SM 6.53

e-Learning Policy

SM 6.54


Learning Technologies;

URL:

www.ukm.my/ctlt

SM 6.55


Learning Technologies:

A-SLEAD

Programme,mentoring and

PPTP Consultation Service

https://smk.ukm.my/epenerbitan/

https://smk.ukm.my/epenerbitan/


242

6.3.2 Access to Educational Expertise, both Internal and External, and its

Utilisation for Staff Development and Research.

UKM constantly thrives to ensure access to both internal and external

experts. Internal and external experts are invited to give lectures and

training for staff development and educational research in various

disciplines. UKM constantly provides training for its staff. UKM takes

advantage of the Professional and Leadership Development Center

(Professional UKM) in implementing and managing professional

development and leadership training/courses for academic, management

and professional, and implementer staffs. Among the trainings

implemented are the Career Roadmap of Academics, Teaching and Learning

in IPT, Basic Summative and Formative Evaluation, i-Folio e-Content

Development Workshop, and Effective Group Work Strategy for academic

staff. Trainings for management and professional staffs were Mind

Transformation Program and Counseling, while the training for the

implementer staffs is the Teamwork Strengthening.

Other than the University, faculties, centre and institutes also provide

specific seminars and training in their own area of studies and specialties.

Faculty of Health Science for example, have a policy on the use of

educational expertise in the planning of educational programmes and in the

development of new teaching and assessment methods. Appointment of

invited external examiner further enhances Health Sciences education and

skills. With the different background of the specialization they indirectly

facilitate upgrading of knowledge to student, and staff through the

continuous education session and workshops are held during their

presence. The policy also fosters the relationship between research and

scholarly activity and education, and provides research priorities and

facilities. The interaction between research and education is reflected in the

curriculum, influence current teaching and encourage and prepare students

for engagement in research, scholarship and development. In enhancing

standard, there is access to educational experts and the faculty encouraged

the use of such expertise for staff development and educational research in

the various disciplines.

The Optometry Programme, for example is working with experts locally and

internationally for teaching and/or research development/delivery.

Networking and collaborative activities that have been conducted, includes

cooperation with the Ministry of Health Malaysia for the students’ industrial

placement, Memorandum of Understanding (MoU) with the International

Specialist Eye Centre (ISEC) and MoU with Hong Kong Polytechnic

SM 6.56

Faculty of Health Science;

URL:

www.ukm.my/fsk

243

University.

6.4 Educational Exchanges

6.4.1 UKM Practice in Collaborating and Cooperating with other

Providers for Exchanges of Student, Staff, and Resources in

Compliance with the HEP’s Policy.

UKM encourages exchange of student in order to enrich their experience,

which could contribute to a better attainment of learning outcomes. If the

process involves credit transfer with other institutions, the credit

equivalence is carried out at the faculty level according to the Credit

Transfer Policy. For student exchange and student mobility programme, the

process is coordinated by the International Relation Office.

At faculty level, the exchange of academic staff and students within the

country and internationally can be arranged when necessary. The students’

mobility program is being undertaken to foster collaboration works in the

field of research at the international level. As for the Faculty of Health

Science, a lecturer has been appointed to coordinate the students’ mobility

program. Students who are interested would have to see the coordinator

for any information and guidance related to the application, procedures and

related matters. At present, this faculty have several students participating

in the students’ mobility program (clinical attachment) with the Hong Kong

Polytechnic University.

Moreover, staffs are also encouraged to seek attachment programme and

sabbatical leave either with industries or other local or overseas institutions.

Furthermore, in an effort to keep improving the programme standard and

level of delivery system, benchmarking exercises are encouraged with

equivalent organisation local or overseas.

Since the World Mobility Student Program in Universiti Kebangsaan

Malaysia (UKM-GSMP) were initiated in 2009, a total of 265 international

students from 16 countries has took part. In 2014, a total of 53 students

participated in this program. These students were from Mexico, Hong Kong,

Korea, Philippines, Taiwan, Turkey and Japan, including 12 students from

UKM. In 2015, a total of seven UKM students were involved in Malaysia-

Mexico Exchange Program (AMPESX). This program is jointly organized by

the Ministry of Education, Gobierno del Estado de Mexico and UKM.

SM 4.23


(UKM)

SM 6.57

Minutes of 402 Senate

Meeting, 20 August 2014

- Appendix D

SM 6.58

List of student exchange

activities.

SM 6.59

List of staff attachment.

244

Moreover, UKM also have student exchange program through double

degree program of UKM and the University of Duisburg-Essen (UDE), the

ASEAN University Network (AUN) and ASEAN International Mobility for

Students (AIMS).

For the double Degree program of UKM and the University of Duisburg-

Essen (UDE), since 2003, the program offers a double-degree program and

student exchange programs, especially in the fields of engineering. Over the

past few years, on average, 20 FKAB UKM students went to UDE every year

for pursuing the final year of engineering program. On the other hand, UDE

students also came to UKM to participate in the student exchange program.

For the first semester of Session 2012/2013, a total of 23 UDE students

were enrolled in an academic exchange programme for one semester in

UKM. While in UKM, most of them registered in FKAB while the remaining

were in FEP. They consisted of undergraduate and graduate students who

were pursuing various courses offered in FKAB and FEP.

In addition, UKM also promote short and long term collaboration with

external parties through industrial training attachment, PhD Industry,

research collaboration as well as other social collaboration such as giving

talks during open/career day. The staffs involved in this program,

particularly those involving collaboration with the USA in the Fulbright

Scholar Award program, include Saran Kaur Gill based at the University of

Pennsylvania, Philadelphia in the spring of 2006, Khairul Anwar Hensolindo

based at the University of Illinois in 2008 and Kartini Ahmad. As for 2014-

2015, Andrew Kam Jia Yi from IKMAS is being nominated for the scholarship.

Information on student exchange and staff attachment activities for the last

five years is listed by International Relations Centre (IRC) UKM and UKM

Registrar Department, respectively.

SM 6.60


Centre (IRC) UKM:

URL:


SM 6.61

UKM Department of

Registrar:

URL:


daftar/language/ms/

6.4.2 Collaboration Disseminated to Students and Faculty.

Any collaboration programmes are disseminated to students and staffs

through brochures, notice boards including electronic notice boards and

websites such as UKM website as well as websites of the Faculties, Centre

and Institutes.

SM 6.60


Centre (IRC) UKM:

URL:


http://www.ukm.my/pha/

245

6.4.3 Benefit of the Educational Exchanges

The educational exchanges enhance UKM’s visibility to the industries and

general public as well as providing opportunities for UKM to internationalize

its students and staffs. In addition, they also enrich student and staff

experience and knowledge which could then (in the case of student) lead to

improvement in the students’ employability. All 48 double-degree graduates

of UKM and Duisburg-Essen University (UDE) Germany, since the program

was implemented in 2003, for example, has a high level of employability.

They were easy to get a job with multinational companies, not only in

Malaysia but also in Singapore, Germany and Algeria, for not only for high

performance engineers with high technical knowledge but also because of

their well communication skills.

In the case of UKM-UDE student exchange, students would benefit in terms

of the opportunity to further their studies UDE, Germany. While lecturers

benefit in terms of the opportunity to teach in the UDE. The program for

UKM lecturers as guest lecturer at UDE started with Prof. Ir. Dr. Abd Halim

Shamsuddin (summer semester 2002), followed by Prof. Dr. Mohd Alauddin

Mohd Ali (summer monsoon semester 2004), Prof. Dr. Ing. Nik Abdullah Nik

Mohamed (winter semester 2004/2005), Prof. Dr. Jaafar Sahari (winter

semester 2005/2006), Assoc. Prof. Dr. Andanastuti Muchtar (winter

semester 2007/2008 and summer semester 2008) and most recently, Prof.

Ir. Dr. Shahrum Abdullah (2013).

SM 6.61

Campus News;

http://www.ukm.my/new

s/ukmude

SM 6.62

Campus News-

Student Exchange

Programme With German

University Grows;

URL:


s/exchangeprogrammegr

ows-.html

SM 6.63

Campus News-

Community Engagement

UKM-UDE Students;

URL:

http://hejim.asiaengage.o

rg/e-buletin/?p=291

6.4.4 Future Plans to Strengthen International Collaborative Activities

In order to strengthen international collaborative activities, UKM has

identified internationalisation as one of the key strategies for KRA

coordinated by Pusat Strategi. KRA’s meant here are KRA 1 (Nation-

aspirated, Competent, Competitive and Innovative Graduates), KRA 2 (High

Impact Research and Innovation) and KRA 3 (Smart Partnership and

Strategic Engagement). KRA 2, for example, outlines the Key Outcome

Statement as the expertise and UKM’s research outcome which contribute

significantly to the economic and social development through an ecosystem

that can foster intellectual discovery, innovation, dissemination of

knowledge and its application. Key Outcome Statement will be evaluated

based on (a) Percentage of UKM academics who become expert to the

stakeholders at national and international level and (b) Percentage of UKM

http://www.ukm.my/news/index.php/ms/berita-kampus/436-ukm-ude-double-degree-graduates-highly-sought-after-by-employers.html

http://www.ukm.my/news/index.php/ms/berita-kampus/436-ukm-ude-double-degree-graduates-highly-sought-after-by-employers.html

http://www.ukm.my/news/index.php/ms/component/content/article/1554-ukm-student-exchange-programme-with-german-university-grows-.html





246

academics who receive recognition at national and international level.

UKM through IRC has also identified future plans to strengthen international

collaborative activities beginning from 2015 to 2017. The plans are stated in

the International Relations Centre (UKM GLOBAL) Future Direction 2015-

2017.

6.4.5 Policy on Exchanges with International Institutions

The policy on international student exchanges and collaboration offers

diversity and variety to the academic programmes, which enable UKM to

increases visibility, and improves international reputation, which is among

the key factor in the Times Higher Education Supplement ranking exercise.

Student exchange programme was established at many faculties and

institute which is administered at International Relation Centre (IRC). UKM

encouraged research collaboration and training to academic and non-

academic staffs. Eventually, it could attract more students, particularly from

overseas to come to UKM.

6.4.6 The Facilities and Financial Allocation to Support Educational

Exchanges

Facilities and financial allocations to support educational exchanges are

provided by the establishment of offices to facilitate and coordinate

educational exchanges and the availability of funds for these programmes.

Memorandums of Understanding and Memorandums of Agreement signed

between parties are also mechanisms which will assist educational

exchanges.

Educational exchange activities are supported in the following ways:

1. Conference budget

2. Research Unit Funding

3. Erasmus Mundus

4. MIT Programme – MOE

5. ASEAN University Network (AUN) Exchange Programme

6. Faculties/Centre/ Institutes

7. Various MoU and MoA

8. External Funding

9. Yayasan Chancellor Fund

SM 6.64

Memorandum of

Understanding/

Agreement for the UKM-

UDE Dual-Degree

Programmes

247

10. Industrial Fund (under HEJIM)

11. AIMS

6.5 Financial Allocation

6.5.1 Information on the Financial Standing and Sources which Supports

its Academic, Research and Service Missions.

The distribution of financial allocation is coordinated by the Bursar Office

under the supervision of the authority such as the University Board of

Directors and the University Management Meeting. The allocation includes

annual budget from the Government for development, management and

research (under Research University Grant). The allocation is to finance

development, building academic and research infrastructure and operation

of academic programmes, which supports the University’s vision, mission

and educational goals.

SM 6.65



6.5.2 Financial Allocation Dedicated to the UKM

Allocation is normally being formulated based on the size of the Faculties,

Centres or Institutes, the number of students per faculty, centre or institute,

the type of programme being handled (professional or non-professional

programmes) as well as the previous year’s expenditure. It can be reviewed

from time to time based on expenditure status and performance on KPI’s.

These allocation is divided into three categories, namely development,

management and operational.

SM 6.65



6.5.3 The Responsibilities and line of Authority in Terms of Budgeting

and Resource Allocation in the UKM

Upon approval by the Vice Chancellor, the University Board of Directors

or/and the University Management Meeting, the Bursar distributes the

allocation to the Faculties, Centres or Institutes. At the Faculties, Centres or

Institutes, the highest authority, which approves the expenditure, is either

the Deans or Directors. However, for the research grants, the project leader

is responsible for the budgeting and expenditure of the project.

SM 6.66

Term of Reference for the

Bursar and the

Deans/Directors

248

6.5.4 The Policy on Tuition Fees and Other Payments, and the Policy of

Refund to Students who Withdraw or who are Dismissed from the

Institution.

Tuition fees for undergraduate studies are fixed by MOE. Any changes in

tuition fees need approval from MOE. With regards to tuition fees or

payments by student, since the fees payable are based on credit enrolled in

the semester upon registration of courses, payment is varied based on the

credit and lump sum fee is only applicable of postgraduate research

programmes. Subject to certain conditions, some payments or deposits may

be reimbursed to the student.

SM 6.67

Bursar document on

payment and fees

6.5.5 Information on Number of Students who are Funded through

Loans, Grants or Scholarship.

Generally undergraduate students are sponsored by local agencies such as

the Public Service Department, Majlis Amanah Rakyat, Perbadanan Tabung

Pendidikan Tinggi Nasional, state government foundations as well as

corporate companies such as PETRONAS, Sime Darby, etc. The student

makes the applications for the fund with assistance from the Pusat Khidmat

Siswa, Yayasan Canselor and the Bursar’s Office.

For local postgraduate student, such funds are also available with addition

of scholarships offers by some ministries, such as the National Science

Foundation Scholarship by the Ministry of Science, Technology and

Innovation and also MyBrain 15 which comprises of MyPhD, MyMaster,

MyPhD Industri and IPTA Academic Training Scheme (SLAI) by Ministry of

Education. At the same time, the student including the overseas student

can apply for the internal Zamalah scheme and the research assistant

fellowship.

SM 6.68

List of student funding

and scholarships and

postgraduate under

research assistant

fellowship

SM 6.69

MyBrain Scholarships;

URL:

https://biasiswa.moe.gov

.my/MyBrain15/v2/

249

6.5.6 Sufficient Autonomy Allocations to Faculties/Institutes/Centre and

the Resources Utilised to Achieve the Programme Objective.

The Deans or Directors were empowered to manage any management and

co-curriculum funds under their jurisdiction. The head of department or the

programme head can liaise with them should there be additional resources

required in order to achieve the programme objectives as well as to attain

the specified programme learning outcomes.

250

251

252

253

Area 7: PROGRAMME MONITORING AND REVIEW

7.1 Mechanisms for Programme Monitoring and Review

7.1.1 Processes, Procedures and Mechanisms for Monitoring and

Reviewing a Curriculum

Universiti Kebangsaan Malaysia (UKM) is committed in ensuring that its

academic programmes are monitored and reviewed at specified intervals in

accordance to the requirements of the Malaysian Qualification Framework,

Quality Management System MS ISO 9001:2008 for Management of

Undergraduate and Postgraduate Studies as well as accreditation by

professional bodies. In accordance with its quality objective, all academic

programmes are reviewed at least once in every five years. The process of

programme planning and review starts with the mapping of the university’s

vision, mission and educational goal, which are in-line with national needs.

In general, the mechanism for programme monitoring and review in UKM is

based on the UKM’s Quality Cycle as shown in Figure 7.1:

Figure 7.1 UKM’s Quality Cycle

Based on the UKM’s Quality Cycle, the programme monitoring and review is

structured for the cycle of one semester, one academic session and one full

cycle until a full curriculum review is conducted. The cycle of this monitoring

SM 7.1

MS ISO9001: 2008 Quality

Management System for

Undergraduate and

Graduate Studies

Management

SM 6.50

Academic Programme

Advisory Board

Guidelines

SM 3.9


Evaluation System

Website;

URL:

www.ukm.my/sppp

SM 7.2

Minutes of meeting of the

Curriculum Review

Committee

SM 7.3

Exit survey report

SM 7.4

Alumni survey report

SM 7.5

Employer survey report

SM 7.6

Industrial Training

Supervisor Report

SM 7.7

External Assessors Report

SM 7.8

254

system is shown in Figure 7.2 below:

Figure 7.2 Programme monitoring and review cycle in UKM

The programme monitoring and review cycle can be detailed out as follows:

1. Course Monitoring and Assessment for Every Semester Cycle

The input for course management improvement can be obtained from

students’ complaints through UKM Feedback and Complaints System

(eFACT) as well as other mediums, for example e-mails, mail, etc.

Meanwhile, the Programme Head can collect feedback on the handling of

courses from lecturers from periodical meetings in the Faculties/Institutes.

Next, lecturers carry out assessment and grading on the courses that they

deal with, while the Programme Head or the Faculty/Institute Management

ensures that course assessment is carried out at the end of the semester to

conform to stipulated regulations, guidelines and procedures in addition to

monitoring the performance of students taking up the courses. For future

quality improvement of the management of the course concerned, lecturers

use the input and feedback received and comments from the Programme

Extract of Minutes of

meeting of Board of

Studies/Industrial

Advisory Panel

SM 7.9

Employability studies

SM 2.3



Perspective as a Self-

Accrediting Institution

and Research University

2011

255

Heads or Faculty/Institute Management to improve on the course

management aspect pertaining to more effective delivery methods and

more suitable assessment methods to measure the Course Learning

Outcomes outlined in the curriculum, and logistical aspects. Beginning from

2013, UKM uses Academic Programme Evaluation Plan System (SP3P) to

measure Course Learning Outcomes achievement. It initiated with five

faculties namely Faculty of Engineering and Built Environment, Faculty of

Science and Technology, Faculty of Education, Faculty of Islamic Studies and

Faculty of Information Science and Technology.

2. Programme Monitoring and Assessment for Every Academic Session Cycle

The input for yearly improvement of the academic programme

management can be obtained from the feedback questionnaires collected

from graduates and employers who take in Industrial Training and Practical

students. Apart from that, changes in the University or Government policies,

regulations and procedures which gives an impact on the programme, the

Industrial Advisory Panel minutes of meeting for the concerned programme

as well as all audit reports received during the related study session

including self-audit reports implemented by the Faculty/Institute

Management or the ISO 9001:2008 Internal Audit Report have to be taken

into account. Next, the Programme Head reports to the Faculty/Institute

Management on the management and programme performance it handles

including suggestions for improvement to be considered by the

Faculty/Institute Management. For quality improvement of the course

concerned, input and feedback received and recommendations to

suggestions submitted and agreed upon by the Faculty/Institute

Management are put into action to improve the handling of the programme

in the subsequent academic session. Improvements may include minor or

major reviews to the curriculum. It will need approval from the Senate if the

changes are categorised below 30% and approval from the appointed

Assessor Panel if the changes are categorized above 30%. Improvements

also include review in methods and assessment process of the programme

educational objectives and programme learning outcomes as well as

suggested changes in the programme guidelines for consideration by

authorised parties. In addition, an analysis of student performance can be

used to coordinate student motivation programmes and handling of weak

students.

3. Performance Evaluation and Accreditation for Full Cycle (3-5 years subject

to Senate’s approval)

The input for improvement of programmes in general can be obtained from

256

stakeholders’ feedback questionnaires which can include government and

non-governmental bodies, industries, employers and alumni. The

Faculty/Institute can also appoint external assessors for the concerned

programmes from among renowned academicians locally and abroad in the

related fields to assess the programmes and suggest appropriate

improvements. As a prerequisite of the programme assessment and

accreditation process whether done internally or by Malaysia Qualification

Agency (MQA) or a Professional Body, the Faculty/Institute prepares the

Self-Review Portfolio comprising of strength retention and suggestions for

improvement. Next, programme assessment and accreditation process are

either done internally or by a Professional Body on the course handled. As

for internal assessment and accreditation process, Kualiti UKM will appoint

a combination of internal and external assessor.

The Performance Assessment Report and the accreditation process

outcome indicate the level of quality of the programme and can be used for

the academic programme review purpose for the subsequent cycles. For

quality improvement, an overall programme review is carried out based on

all input as well as audit and assessment reports received. It is done

systematically by the Programme Head with the coordination of the

Faculty/Institute Management. In addition, the Faculty/Institute

Management may make suggestions if the improvement recommended

requires a change in the University policy and procedure to be considered

by the University Management or Senate.

Programme monitoring and review at every faculty follows a structured

process, which can be generalized as in the flow process shown in Figure

7.3. At the department and faculty levels, various committees such as the

Curriculum Review Committee (CRC) and Faculty Academic Planning and

Development Committee are entrusted with the responsibility of

monitoring and reviewing academic programmes and to propose necessary

changes for the approval of the Senate of UKM.

Input for programme monitoring and review is obtained from self-review

procedures as well as feedback from external sources such as stakeholders

and external assessors. The university has taken the initiative to monitor

academic programmes through students’ feedback using the on-line

Teaching and Supervision Evaluation System (TESES). The on-line evaluation

system enables students to evaluate each course on the aspects of course

content, course handling and facilities. It also enable students to give

feedback on the supervision process.

The Exit Survey is another form of self-review for the monitoring of

SM 7.10

Senate Minute No. 381,

dated on 17 October 2012

257

academic programmes. Through the Exit Survey, outgoing students provide

feedback on the achievement of the programme outcomes.

UKM has devised several mechanisms for reviewing programmes at

specified intervals. Views from stakeholders that include employer, alumni

and parents of the undergraduates are obtained through surveys which are

conducted every two - five year cycle. Programmes are also assessed by

external examiners who are appointed by the respective departments. Input

from stakeholders and external assessors are then presented to the

department’s Board of Studies or Industrial Advisory Panel that meets

annually to advise and suggest improvements to the academic programmes.

While sources of information for programme monitoring and review may

vary from one faculty to another, information are generally obtained from

students, alumni, industry and external examiners who are highly

experienced academicians from either local universities or abroad.

258

Figure 7.3 Process flow and committees involved in

programme monitoring and review

The process for curriculum monitoring and review as depicted in Figure 7.3

has been implemented at various faculties including Faculty of Engineering

and Built Environment, and Faculty of Science and Technology.

CRC tables results of programme monitoring and

review to scheduled Department Meeting

Department tables the results and suggestions for

improvements to the Faculty JPPA

Department presents results from Faculty JPPA to the Faculty Meeting (every month)

Faculty presents results of Faculty JPPA To the University JPPA

(Every month)

University Senate for Approval

No

Department/Faculty to Implement Changes

Yes

Department’s Curriculum Review Committee (CRC)

monitor and review academic programmes (on-

going)

Approve?

End

Start

259

7.1.2 The Structure and Workings of Programme Review Committees

Programme review involves various committees at the department, faculty

and university level. The process starts by gathering input from self-review

procedures and external assessments. Feedbacks obtained from the

assessment (through surveys, discussions or formal meetings) are analysed

by the department and suggestions for improvement will be tabled to the

Faculty Academic Planning and Development Committee (JPPA), Faculty

Quality Assurance Committee and eventually to the Senate of UKM for

approval and endorsement. Figure 7.3 depicts the committees involved at

every stage of the programme monitoring and review processes.

For professional programmes such as dentistry, medical, architecture and

engineering, accounting, law and pharmacy, all programmes are subjected

to accreditation by the relevant professional bodies/organisations.

In addition to the existing line of approval by the various committees in

UKM, as of 2011 it is mandatory for new programmes to be submitted to

the Centre for Quality Assurance (Kualiti UKM). Kualiti UKM will appoint

Panel of Programme Assessor to assess to programme for the purpose of

temporary accreditation. The report will then be submitted to JPPA UKM for

approval and to Senate of UKM for endorsement.

SM 7.11

List of professional

programme (accredited)

7.1.3 The Nature of the Relationship and the Responsibilities of the

Parties Involved in Collaborative Arrangements in Programme

Monitoring and Review

Programme monitoring and review require a close collaboration with the

industry, alumni and external assessors. The industry as stakeholders

provides feedback through the employer survey which is conducted every

two years. The industry, alongside representatives from professional bodies

are also represented in the Board of Studies or Industrial Advisory Panel

which is entrusted with the responsibility of providing advice on ways to

improve academic programmes. Suggestions from the Board of Study or

Industrial Advisory Panel are based on industry and regulatory requirements

as well as feedback from stakeholders and external assessors. Input from

various parties involved in franchise programmes will also be taken into

consideration during programme monitoring and review.

UKM through its alumni, has been successful in obtaining feedback on the

effectiveness of academic programmes. External assessors have been

SM 7.12

Extract of Minutes of

Senate Meeting

SM 7.13

Guidelines for the


Malaysia Academic

Programme Evaluation

By External Assessors

260

appointed by the respective departments to assist in programme review.

The assessors are academicians who have vast experience in the discipline

offered by the respective departments.

7.1.4 Self-Review Process Assist in Identifying Weaknesses and

Improving Academic Programmes

The self-review process that involves academicians and students provides

invaluable input that identifies strengths and areas for improvements to

academic programmes.

Reviews conducted by students through the on-line Teaching and

Supervision Evaluation System (TESES) provides input related to course

content, course handling by the respective lecturers and adequacy of

teaching and learning facilities. In cases where the evaluation report gives a

rating of less than 75%, the Faculties, Centre and Institutes will rectify the

problems as part of their improvement plan. As of semester I and 2 of the

2012-2013 session, percentages of assessment achievement are 87% and

88%. As for semester 1 and 2 of the 2013-2014 sessions, percentages of

assessment achievement are 85% dan 86%.

Students can also assist the university in identifying areas for improvement

for example on time tabling, competencies of academician etc. through the

on-line TESES.

Members of the professional bodies who are represented in the Board of

Studies or Industrial Advisory Panel provide inputs for improvements to

academic curriculum. As an example, at the Faculty of Engineering and Built

Environment, the Industrial Advisory Panel proposed the inclusion of

business management components such as profit and loss into the

engineering manufacturing programme in order to prepare students for

entrepreneurship.

Results from exit surveys have identified the level of achievement of the

programme outcomes. In cases where the PO is not achieved, the

department’s Curriculum Review Committee will have to review the

components of the academic programme that includes the learning

outcomes, teaching and learning methods, evaluation methods etc.

SM 3.9


Evaluation System

Website;

URL:

www.ukm.my/sppp

SM 6.20

Management Review

Meeting for ISO

9001:2008

SM 7.3

Exit survey report

SM 7.4


SM 7.14

Minutes of meeting of

faculty’s Industrial

Advisory Panel/Board of

Study

261

7.1.5 UKM Ensures Identified Concerns are Addressed

Concerns raised by students, academicians, alumni, industry, professional

bodies and external assessors are compiled and analysed by the respective

departments. The Curriculum Review Committee of every department will

identify the problem areas and determine root causes for each of the

concerns raised by the stakeholders. The university will also take into

consideration all student feedback and comments through the on-line

eFACT.

Short and long term measures are then proposed and tabled to the faculty

JPPA and the Faculty Meeting as indicated in Figure 7.3. Approved

amendments to the academic programme shall be implemented and

reflected in the Undergraduate and Postgraduate Prospectus.

With regard to concerns on the communication skills of students, the

university has taken the initiative to improve teaching and learning

methods, and assessment methods aimed at enhancing the relevant

competencies. Academicians can acquire knowledge and skills on effective

teaching and learning methods through trainings organised by Library and

Teaching and Learning Technology Centre (PPTP).

SM 3.9


Evaluation System

Website;

URL:

www.ukm.my/sppp

SM 5.49

UKM Feedback and

Complaints System:


act/

SM 7.3

Exit survey

SM 7.4

Alumni survey

SM 7.5

Employer survey

SM 7.7

Report of External

Assessor

SM 7.15

Curriculum Review

Committee Minutes of

Meeting

SM 7.16

Undergraduates and

Postgraduates Faculty

Manual

7.1.6 The use of Feedback from Programme Review in Programme

Development

Feedback from programme reviews will be used for improvements to the

course content/syllabus, course learning outcomes, enhancement to the

level of Bloom Taxonomy, and assessment mechanisms as well as the

SM 7.2

Minutes of the Curriculum

Review Committee



262

development of new programmes.

For example, based on feedback regarding the English Language proficiency

of UKM’s graduates, the university has planned and executed a university

wide programme starting with the implementation of the new English

Language curriculum by Centre for Liberal Education to the implementation

of the English Speaking Zones (ESZ) at students’ residential colleges. The

English Speaking Zone programme is handled by the students’ residential

colleges. For example, Keris Mas College organized English Speaking Zone

on 22nd Mac 2014 as one of the program under Students Celebration

Festival for Keris Mas College. This program is organized once a year and

opened to all students.

SM 7.17

Undergraduates and


SM 7.18

English Speaking Zones

(ESZ) activities in Keris

Mas College

URL:

http://tg2kmukm.blogspo

t.com/ESZ

7.1.7 Enhancement and Refinement of the Evaluation Activities to Cover

all Important Components of the Programmes

UKM has taken all the initiatives to enhance and refine all the evaluation

activities to cover important components of the programmes. Sources of

information for initiating review are diversified to allow for a more effective

evaluation.

For example, the system for students’ evaluation on the course content,

course handling and teaching and learning facilities has been greatly

improved with the use of on-line TESES. The rubrics used for evaluation has

been recently improved from a rating of 1-10 to 1-5 to allow for a more

accurate assessment by students.

Generic competencies of students are formerly evaluated through

assessment methods devised by the respective faculties. In order to allow

for a more accurate and consistent evaluation of generic competencies

throughout the university, an on-line Soft Skills Development System (SPI)

has been developed and implemented to the 1st year students of the 2008-

2009 session.

UKM ensures that all resources are available to support the effectiveness of

its programme. With regard to staffing, the university has allowed sharing

of votes to recruit new staff in the required area of expertise, when the

need arise. The university also ensures that the 5-year Malaysian Plan and

One-off budgets are allocated for the development of teaching-learning

infrastructure.

SM 7.19

Course Teaching Files

SM 4.27


System (SPI)

URL:


http://tg2kmukm.blogspot.com/2014/02/english-speaking-zone-esz.html

http://tg2kmukm.blogspot.com/2014/02/english-speaking-zone-esz.html


263

7.1.8 Student Performance and Progression Analysed to Ascertain

Learning Outcomes

Various methods of assessment are used to ascertain that learning

outcomes have been achieved, that includes final examinations, assessment

by Problem-Based Learning, and continuous assessments (tutorials, quizzes,

tests and assignments). Beginning from 2013, UKM uses Academic

Programme Evaluation Plan System (SP3P) to measure Course Learning

Outcomes and Programme Learning Outcomes achievement.

Students’ generic competencies such as ability to work in a team and

effective communication skills are assessed through their involvement in

integrated projects, design projects and final year projects. Assessment

tools may vary from one faculty to another for example the use of rubric

methods or Likert Scale rating.

Learning outcomes and methods of instruction and assessment are outlined

in the Undergraduate Prospectus. Generic competencies to be achieved by

students’ are outlined and assessed through presentations or performance

in group-based projects. Team working skills may also be assessed through

peer evaluation.

Each department will set a certain level of attainment that corresponds to

the achievement of the learning outcomes. The overall performance and

progression of each student will be reflected in their semester examination

results (Grade Point Average) and overall examination results (Cumulative

Grade Point Average). Graduation rate is also used as a mechanism to

monitor students’ performance and progression in each academic

programme.

SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

SM 3.1


Assessment Plan

URL:

www.ukm.my/sp3p

SM 1.9

Undergraduates and


SM 7.20

Assessment blueprint at

the Faculty of Medicine

SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

7.1.9 The Analysis of Student Performance and Progression to Provide

Feedback to Committees Responsible for Student Selection,

Curriculum Planning and Student Counselling

Student performance is monitored during meetings of the Coordination

Committee (Jawatankuasa Penyelarasan) at the department level and

Examiners Committee (Jawatankuasa Pemeriksa) at the faculty level. For

instance, at the Faculty of Engineering and Built Environment, the

Committee for Student Development (Jawatankuasa Pembangunan Pelajar)

will monitor students who are weak in the academic performance i.e. Grade

SM 7.21

Faculty Student

Development

Committee(JK

Pembangunan Pelajar)

SM 7.22

Minutes of meeting of the

264

Point Average of less than 2.5. At the Faculty of Engineering and Built

Environment, these students will undergo motivational and team working

programmes such as the Workshop on Learning Culture (Bengkel Budaya

Ilmu). The academic performance of these students will be monitored by

the committee and reported during departmental meetings. Similar practice

has been implemented in other faculties for example at the Faculty of

Science and Technology. Results from the monitoring of students

performance may also be used as input for student counseling.

UKM has devised the on-line Soft Skills Development System (SPI) to assist

academicians in evaluating students’ generic competencies, that include

competencies on communication, leadership, teamwork and lifelong

learning. Academicians appointed as mentors will evaluate students’ generic

competencies and students will be informed of the results. The evaluation

results shall be used by the respective departments to plan for

improvements to students’ level of competencies, where appropriate.

Student assessment of courses through the TESES enables the department

to identify weaknesses in the course content and delivery that may have an

effect on students’ achievement in the respective courses. The feedback is

useful for future curriculum planning and development. At the Faculty of

Islamic Studies for example, modules of Information and Communications

Technology (ICT) have been introduced into the academic programmes in

view of enhancing not only dissemination of dakwah but also improving

graduates’ competencies and skills in ICT.

Based on the analysis of students’ performance and progression, UKM

provides input for student selection to the ministry. For example, at the

Faculty of Pharmacy and Faculty of Medicine, applications for both

programmes via the Second Channel are no longer practiced in view of

maintaining the competitiveness of the relevant programmes. In addition,

UKM has directed all faculties to start implementing preselection process

for student intake including interview and aptitude test. Certain faculties

including Faculty of Law, Faculty of Medicine, Faculty of Dentistry and

Faculty of Pharmacy have already implemented the preselection process.

department’s Student

Development Committee

SM 3.9


Evaluation System

Website;

URL: www.ukm.my/sppp

SM 4.27


System (SPI)

URL:



265

7.2 Involvement of Stakeholders

7.2.1 Consultation of Stakeholders in the Monitoring and Review of

Programmes

Stakeholders that are involved in the monitoring and review of academic

programmes are the industry, alumni and parents. Professional bodies such

as the Board of Engineers Malaysia (BEM), the World Federation of

Occupational Therapy (WFOT) are examples of stakeholders who are

represented in the relevant academic Board of Studies or Industrial Advisory

Panel. The stakeholders are consulted at scheduled intervals depending on

each academic programme.

The Alumni of UKM is consulted through the alumni survey that has been

designed to determine the achievement of programme objectives and how

programmes could be further improved. Similarly, the industry through the

employer survey and feedback from the industrial training supervisors are

consulted to evaluate the performance of students/graduates. Feedback

from the industrial training supervisors and employers are used to gauge

achievements of programme objectives and initiate improvements to the

academic programmes. Views from parents (as stakeholders) are also

obtained during social gatherings such as theGraduates Friendly Day (Hari

Mesra Graduan). In many faculties including the Faculty of Social Sciences

and Humanities, Faculty of Health Sciences and Faculty of Engineering and

Built Environment, surveys are conducted to gauge parents’ perception of

the faculty’s academic programmes and facilities. The survey is also aimed

at acquiring parents’ feedback on the achievement of programme outcomes

such as communication and leadership skills among graduates. An example

of the survey is Faculty of Engineering and Built Environment Parents’

Feedback Survey.

SM 7.23

Board of Studies or

Industrial Advisory Panel

SM 6.50

Academic Programme

Advisory Board Guidelines

SM 7.4


SM 7.5

Employer survey report

7.2.2 Stakeholders’ Views

Stakeholders are consulted through meetings and surveys held by the

respective departments. Feedback from the stakeholders are analysed by

the department’s curriculum review committee in view of identifying the

strength and weaknesses of the current programme. Proposals for

amendment to the current curriculum are tabled to the faculty JPPA,

university JPPA and Senate of UKM for approval.

SM 7.5

Employer survey

SM 7.4

Alumni survey

SM 7.24

Curriculum Review

266

For example, based on feedback from the industry and employer which is

reported in the Engineering Education’s Direction (Halatuju Pendidikan

Kejuruteraan), the Senate has approved for the duration of industrial

training for the Faculty of Engineering and Built Environment to be

extended to six months. The new duration for industrial training has been

implemented since the 2008-2009 session.


Meeting

SM 7.8

Minutes of Meeting of

Board of

Studies/Industrial

Advisory Panel

SM 7.25

Report on Engineering

Education’s Direction

7.2.3 Incorporation of Feedbacks Obtained from Stakeholders in a

Programme Review Exercise

Feedback obtained from stakeholders are compiled and analysed by the

Curriculum Review Committee. For each of the concern raised by the

stakeholders, corrective measures shall be identified and proposed for

approval by the Senate of UKM. The review exercise shall include reviews on

the programme objectives and outcomes, learning outcomes and the

overall curriculum. Upon approval, the department shall implement the

proposed measures.

Examples on how feedbacks obtained from stakeholders are incorporated in

a programme review exercise are as follows:

Changes to the duration for the Industrial Training programme for

3rd year students of the Faculty of Engineering and Built

Environment (effective on 2008-2009 session) has been based on

feedback from the industry/employer survey

Based on the industry feedback regarding students’ proficiency in

the English Language, UKM through Centre for Liberal Education has

since reviewed its English Language curriculum.

SM 7.24

Curriculum Review


Meeting

SM 7.25

Report on Engineering

Education’s Direction

7.2.4 Stakeholders Access to the final report of a Programme Review

UKM will ensure that identified stakeholders such as the Board of Studies or

Industrial Advisory Panel have access to the final report of a programme

review. Minutes of faculty meetings together with proposal papers will be

267

forwarded to the Centre for Academic Management (Akademik UKM) and

PPTP for recommendation to the Senate of UKM. As an example, all medical

specialty master programmes conducted by the Faculty of Medicine

involved stakeholders such as the Ministry of Health and other public

universities that are not only involved in the implementation of

programmes, but also curriculum review and examinations.

Changes that involve concerns of the Malaysian Ministry of Education will

be reported by the Vice Chancellor while public concerns will be reported to

the professional bodies and industry through the Board of Studies or

Industrial Advisory Panel.

7.2.5 Engagement of Professional Bodies and Associations in Programme

Monitoring and Review

Members of professional bodies and associations are represented in the

committee for programme monitoring and review. For example, at the

Faculty of Law, the Chambers of the Attorney General and Bar Council are

represented in the Board of Studies. Through the Board of Studies or

Industrial Advisory Panel, representatives from professional bodies and

associations provide invaluable input related to industry and regulatory

requirements. Their input shall be taken into consideration during

programme monitoring review and planning.

Other academic programmes that have engaged professional bodies in their

programme monitoring and review exercises include Medicine, Dentistry,

Pharmacy, Accountancy and Engineering and Built Environment.

SM 7.26

Minutes of meeting on

programme monitoring

and review

SM 7.8

Minutes of Meeting of

board of

studies/industrial

advisory panel

268

269

270

271

Area 8: LEADERSHIP, GOVERNANCE AND ADMINISTRATION

8.1 Governance

8.1.1 Policies and Practices of UKM Consistent with its Statement of

Purpose

The policies and practices of UKM are consistent with its statement of

purpose by the presence of educational policies and implementation of

educational programmes at the departmental, faculty, institutes and

University levels.

UKM has identified five statements of purpose as described in Area 1.1,

Part B, which are:

1. To promote Malay Language as a language of knowledge nationally

and internationally whilst encouraging pluriliteracy.

2. To strengthen national identity in developing a dynamic and united

society with high moral values and global mentality,

3. To generate, disseminate and transfer knowledge, innovation and

technology through national and global networking,

4. To internationalise the positive “UKM” image and enhance

contribution to the global community,

5. To focus resources and provide quality delivery system to support

the development of the niche areas that represent UKM’s research

strengths with strategic importance to the country

In 2014, the five statements of purpose are then cascaded into six UKM’s

key result areas (KRAs):

1. ‘Graduates who Appreciate National Aspiration, who are

Competent, Competitive and Innovative’ reiterates the first

statement of purpose in that UKM graduates who appreciate

national aspiration, and who are ethical, knowledgeable,

competent, competitive and innovative as well as who are able

to meet the needs of the country and the global community

would ‘promote Malay Language as a language of knowledge

nationally and internationally whilst encouraging pluriliteracy.’

Additionally, this KRA supports the second statement of purpose

in that the graduates with such attributes are able to ‘strengthen

national identity in developing a dynamic and united society with

high moral values and global mentality.’

SM 1.5

UKM Strategic

Plan: 2006-2010

Perspective

SM 1.2


Malaysia: Strategic Pelan

2000-2020

SM 3.2



1974

SM 6.21


Instrumentation

Management;

URL:


ms/

SM 8.1

Vice Chancellor’s Speech

2014



272

2. ‘High Impact Research and Innovation’ re-emphasises the fifth

statement of purpose in that UKM focuses its resources, i.e., in

terms of expertise and financial as well as physical, to ‘provide

quality delivery system to support the development of the [12

research] niche areas that represent UKM’s research strengths

with strategic importance to the country’ in terms of the

economic and social development obtained through the

ecosystem that foster intellectual discovery, innovation,

dissemination and application of knowledge.

3. ‘Smart Partnership and Strategic Engagement’ underpins the

third statement of purpose in that smart high-impact

partnerships between UKM and stakeholders that strengthen

the mutually beneficial offerings from UKM (education, research

and university services) at national and international levels

would ‘generate, disseminate and transfer knowledge,

innovation and technology through national and global

networking.’

4. ‘Human Resources and Institutional Excellence’ emphasises the

fourth statement of purpose in that the reputable academics,

managements, professionals, executives and support staff (in the

sense of knowledge, skills, ethics, team work and ability to be

proactive) would ‘internationalise the positive “UKM” image and

enhance contribution to the global community.’

5. ‘Optimal and Strategic Wealth Creation’ enforces the fifth

statement of purpose in that strong and sound financial position

(supported by activities for optimal and strategic wealth creation

based on the expertise, intellectual and fixed assets) would

‘provide quality delivery system to support the development of

the niche areas that represent UKM’s research strengths with

strategic importance to the country.’

6. ‘Conducive Infrastructure and Working Environment’ too

translates the fifth statement of purpose in that the conducive

infrastructure and effective service system act as catalysts for

educational activities, research and excellent services, i.e.,

‘provide quality delivery system to support the development of

the niche areas that represent UKM’s research strengths with

strategic importance to the country.’

For each of the five goals and the six Key Result Areas (KRAs) stated above,

UKM has established structure and mechanism to achieve them. The five

goals and the six KRAs cover innovative research, education programme

development and sustenance, and recruitment and inculcation of quality

SM 1.17

273

students, education programme and outreach internationalisation,

importance of upholding Malay Language and safeguarding national

identity, fostering industrial linkages and community driven initiatives

supported by an exceptional delivery system, and optimal and strategic

wealth creation. These goals are then translated into implementation

strategies.

Obtaining Nationally Aspired, Competent, Competitive and Innovative

Graduates

In order to achieve the aim of this KRA, UKM has put in place three

categories of strategies as follows:

1. Integrating the national aspirations in the programmes offered;

improving the competence and involvement of lecturers in

nation building and sharing with students; and cultivating and

strengthening student activities to nurture and inspire national

aspirations.

2. Increasing the involvement of stakeholders in the preparation of

the curriculum and the delivery of academic programmes;

increasing the confidence of graduates to compete in the global

community; creating a special programme to improve the

employability and the marketability of graduates; and producing

graduates with high values and notable characteristics.

3. Expanding the use of teaching and learning methods, i.e.,

student centred and active learning; enhancing innovation and

entrepreneurship skills of graduates; creating innovative

methods to improve the competence and breadth of knowledge;

and expanding the delivery of the Citra Competency courses

innovatively and creatively.

Promoting Malay Language as a Language of Knowledge

The practices that are consistent with the policy to achieve this statement of

purpose are shown by the delivery of all undergraduate programmes in

Malay Language except for those stipulated by the Ministry of Education

(MOE). For postgraduate programmes, all theses have to be submitted in

Malay Language. However, international students can obtain permission

from the Senate to submit in English. Moreover, submission can also be in

English if the thesis is to be examined by an international examiner or as per

requested by sponsors.

In addition, it is a requirement that all official communications (letters and

minutes of meetings) are done in Malay Language. Monetary incentives are


Website;

URL:


tegi-ukm

SM 4.26


Center (IRC) Official

Website

URL:


SM 5.51

The Centre for Teaching

and Learning

Technologies; URL:


SM 4.36

Centre of Liberal


URL:


http://www.ukm.my/pha/

274

also given to academic staff for publishing in Malay Language.

The policy on promoting Malay Language is strengthened with the

establishment of ATMA (Institute for the Malay World and Civilisation) on

the 1st of December 1972. One of the main objectives of Institute for the

Malay World and Civilisation is to conduct research on Malay literature and

culture. Outcomes achieved by Institute for the Malay World and Civilisation

had been used as guidance for UKM to mold its nationalistic identity.

In 2008, UKM launched its Transformation Programme (see Section 9.1.8,

Part B for details) and to further strengthen its national role for promoting

Malay Language; Institute for the Malay World and Civilisation is given the

mandate to lead several internal priority projects and a DRIVE project

(Project 3 for upholding UKM’s Malay Language agenda) under the

Transformation Programme for internationalising Malay Language as

indicated in Table 8.1.

Table 8.1 Institute for the Malay World and Civilisation’s Progress

in promoting Malay Language

To date, Institute of the Malay World and Civilization (ATMA) has continued

to conduct research activities in the fields pertaining to Malay Language and

the Malay world: (a) Archeology and Malay Visual Culture; (b) Language,

Malay Letters and Linguistics; (c) Theory Development and Malay

Epistemology; and Science and Technology in the Malay World. For

example, between 2007 and 2014, Institute for the Malay World and

Civilisation has conducted more than 32 studies and research activities

about Malay language and the Malay world involving 15 researchers as

project leaders. The examples of research activities conducted by Institute

for the Malay World and Civilisation on Malay Language and the Malay

world may be found at its website.

a

275

Strengthening National Identity and Integrity

This statement of purpose is supported in practice by making policies and

mechanisms for UKM to reach the iconic status for championing National

Identity and Integrity of the nation. For this purpose, Niche 1: Challenges for

Nation Building (see Figure 6.1) has been given a leading role in charting the

identity of UKM and Research Institutes including ATMA, Institute of Ethnic

Studies (KITA), and Institute of Malaysian & International Studies (IKMAS) to

focus on research in this area. This niche covers four (4) clusters, i.e., (a)

National Identity and Cultural Diversity; (b) Economic Development and

Globalisation; (c) Human Development and Well Being; and (d) Social

Transformation and Nation Building, which are further supported by several

research groups actively researching this area.

Further support is provided for students’ activities as well as activities by

the faculties, institutes and centres for promoting efforts towards achieving

National Identity and Integrity. For example, Centre of General Studies

(currently known as Centre of Liberal Education) has organised Love Poems

Appreciation Day (RISISITA) annually since 2006 to appreciate Malay oral

tradition of poetry declamation involving the students and staff of the

academic centre.

Focusing on High Impact Research and Innovation

UKM has planned three strategies to meet the aim of this KRA:

1. Organizing promotional and publicity programmes to graduates

with high recognition to highlight UKM scholarship in the

community; strengthening recognised scholarship among the

members of the Faculty/Institute/Centre; cultivating mentoring and

networking activities with leading researchers inside and outside

UKM to improve the quality of research and innovation; creating a

structured plan and programme for staff intake; and providing

systems for development and support to maintain a recognised

scholar.

2. Creating and strengthening research centres and laboratories that

serve as a reference; building research capacity and expertise that

meet the current needs of stakeholders and taking into account the

development of future research; and creating a problem-based

research programme.

3. Attracting outstanding students to pursue graduate programme;

increasing effective supervisory skills; increasing awareness and

appreciation of research ethics; and enhancing the leadership skills

of graduate students in research and consultancy.

S.M 8.2

ATMAS’s Official website

URL:

http://www.ukm.my/atm

a/en/research-niche/

SM 4.36

Centre of Liberal


URL:


a

276

Focusing of Resources on Niche Areas which Represents the Strength and

Strategic Priorities of the Country based on a Quality Delivery System

The evidence in relation to the governance focusing its resources on the

niche areas (see Figure 6.1) are shown by the success of the UKM Research

Ecosystem shown in Table 8.2.

Table 8.2 Achievement of UKM Knowledge Ecosystem Research

Items 2010 2008 Increment

External Grants RM 37 Million RM 66 Million -

Indexed Articles

- Scopus

- ISI WOS

1,959

1,026

1,079

732

>1.8 times

>1.4 times

Citations

- Scopus

- ISI WOS

6930

3728

3533

1929

>1.9 times

>1.9 times

Intellectual

property

135 42 >3.2 times

MoA RnD &

Commercialisation - - -


External Grants RM 49 Million RM 37 Million >1.3 times

Indexed Articles

- Scopus

- ISI WOS

3,110

1,669

1,959

1,026

>1.5 times

>1.6 times

Citations

- Scopus

- ISI WOS

13,994

7347

6,930

3728

>2.0 times

>1.9 times

Intellectual

property

92 135 -

MoA RnD &

Commercialisation 3 - 3 times


External Grants RM 21 Million RM 49 Million -

Indexed Articles

- Scopus

- ISI WOS

2,572

1,559

3,110

1,669

-

-

Citations

- Scopus

- ISI WOS

17,489

10,643

13,994

7,347

>1.2 times

>1.4 times

Intellectual 106 92 >1.1 times

SM 1.17


Website;

URL:


tegi-ukm

SM 6.21


Instrumentation

Management;

URL:


ms/

SM 5.56

277

property

MoA RnD &

Commercialisation 7 3 >2.3 times

The deployment of the policies and practices are through the portfolios of

the four different Deputy Vice Chancellors except for the administrative

matters which is implemented by the Registrar and financial matters which

will be done by the Bursar. These policies are implemented at the faculty

and institute levels by the Deans or Directors assisted by their deputies.

Monitoring is done by discussions at the various meetings such as the

Senate, MKB, faculties, institutes, centres and departmental levels as shown

in Figure 8.1.

Figure 8.1 Management of Transformation Programme

Obtaining Smart Partnership and Strategic Engagement

Smart high-impact partnerships between UKM and stakeholders strengthen

the mutually beneficial offerings from UKM (education, research and

university services) at national and international levels, hence UKM has

mapped three strategies to achieve this aim:

1. Cultivating a culture of community engagement amongst UKM

community; increasing the visibility of UKM involvement

programmes; and diversifying innovative engagement programmes

across the disciplines.

2. Expanding the network and collaboration with stakeholders;

highlighting UKM expertise to the leading stakeholders; and

mobilizing cross-disciplinary expertise and resources that lead to the

solution of industrial and societal problems.

3. Developing a program of high value with potential to get funds from

Tun Sri Lanang Library;

URL:


/ms

SM 6.45

The Centre for

Collaborative Innovation;

URL:


278

stakeholders; and ensuring the continuity of high impact

engagement programmes.

Generate, Disseminate and Transfer Knowledge, Innovations and

Technologies

The above agenda is achieved by the research activities of the University

which aims at the generation of knowledge through research in the 12

research niches identified which form the strength and thrusts of the

research in UKM. To ensure synergy between the governing bodies and the

implementing units, UKM established the framework of the Innovation

System which covers the faculties, centres and institutes for the generation,

dissemination and transferring of knowledge, innovation and technologies,

the Chancellery and all the DVCs’ portfolios are the policy making bodies

and the industries, government agencies, the community, etc. are the

receivers of the knowledge, innovations and technologies. This interaction is

illustrated in Figure 8.2.

The dissemination of knowledge is achieved from the teaching learning

activities as well as in the sharing of research findings via the usual channels

of academic activities such as in publications and presentations at seminars

and conferences. Innovations and technologies derived are evidenced by

the number of patents and products obtained as outputs from the research

conducted. These are managed by the Centre for Collaborative Innovation

(PIK) specially set up to handle and facilitate innovation and technology

transfers.

Figure 8.2 UKM’s System of Innovation

Some examples of UKM efforts and achievement in disseminating and

279

transferring Knowledge, innovations and technologies to the external

stakeholders (industries and community at large) are shown in Figure 8.3.

Figure 8.3 Achievement of UKM Knowledge Ecosystem Service

Building Human Resources and Institutional Excellence

The reputable academics, managements, professionals, executives and

support staff (in the sense of knowledge, skills, ethics, team work and ability

to be proactive) would internationalise the positive “UKM” image and

enhance contributions to the global community,’ hence UKM has set three

strategies to obtain this aim:

1. Improving staff competency in accordance with current and future

needs; cultivating a culture of innovation in work processes; and

cultivating the sharing of best practices inside and outside of UKM.

2. Nurturing spiritual values, work ethics and self-identity; and

strengthening and cultivating a culture of team work.

3. Fostering changes friendly work environment; improving the

management system in accordance with current and future needs.

Internationalisation of UKM Brand and Highlighting the Contribution of

UKM to the Global Community

The branding of UKM is further consolidated by the presence of the Centre

for Corporate Communications (PKK), i.e., set up to enhance corporate

relations, and Centre for International Relations (IRC) to manage these

activities. The internationalisation of UKM Brand is evident by the objectives

outlined in Phase 1 of the UKM transformation plan which is to build on the

present strength and successes and lay a solid foundation for UKM towards

world class recognition. This is also evident in KRA 4. These include altering

280

governance to restructure organisations if need be, solidifying niche areas

and further strengthening of the delivery systems via consolidation of the

Deputy Vice Chancellors’ portfolios as well as the formulation of the UKM

Internationalisation Plan by the International Office.

The management of the branding of UKM is under the responsibility of the

Centre for Corporate Communications. The center planned and developed

mechanism through a communication plan. It is responsible for protocol and

event management, media relations, integrated information management

(i.e., e-Warga Bulletin, Digital board, UKM Portal, UKM News Portal, UKM

Web TV), corporate publication, marketing, and public complaint. The

processes on protocol and event management, communication

management, and corporate publication are covered by MS ISO 9001:2008

specifically UKM-SPKP-PKK-PK01, UKM-SPKP-PKK-PK02, and UKM-SPKP-PKK-

PK03, respectively. Information on achievements is disseminated through

various means such as the use of a corporate video, publications about UKM

and its alumni in local and international media, road shows on postgraduate

programmes, the UKM website and electronic billboards on campus and on

the highway. A museum on academic heritage is also set up on the 6th floor

of the Chancellery building.

Some examples of activities which highlight UKM’s contribution include

students’ centred activities, research activities, and links with industries as

well as service type of activities. UKM Governance System for teaching and

learning which is supervised by the University Management and the Senate

set policies to attract and send students through the implementation of

exchange programmes and the Students’ Mobility Programme.

Obtaining Optimal and Strategic Wealth Creation

Strong and sound financial position (supported by activities for optimal and

strategic wealth creation based on the expertise, intellectual and fixed

assets) would provide quality delivery system to support the development

of the niche areas that represent UKM’s research strengths with strategic

importance to the country. UKM has planned three strategies to meet the

aim of this KRA and the fifth UKM’s statement of purpose:

1. Increasing staff involvement in an extensive consultation services;

diversifying income sources based on their expertise and intellectual

asset; and intensifying the promotion of UKM expertise and

establishing strategic partnerships with agencies and related

industries.

2. Offering quality assets and services that are highly valued in the

SM 8.3

UKM Internationalisation

Plan

281

market; expanding and intensifying the promotion of assets and

services offered by the University; and developing new assets that

have great potential.

3. Offering endowment package; offering sponsorships as an attempt

to attract financial contributions from fund providers; and

promoting 3Ps (experts, programmes and infrastructures) to

potential financial contributors.

Providing Conducive Infrastructure and Working Environment

UKM has put in place three strategies to provide a conducive infrastructure

and effective service system for educational activities, research and

services as well as to provide quality delivery system to support the

development of the research niche areas that represent UKM’s research

strengths with strategic importance to the country:

1. Providing an infrastructure that meets the needs to stimulate

excellence; improving infrastructure maintenance culture among

the campus community; and providing a long-term infrastructure

development planning.

2. Fostering a culture of safety and health consciousness; preparing

and maintaining the physical infrastructure in accordance with the

requirements of occupational safety and health; and implementing

best practices of sustainability.

3. Maintaining the facilities and utilities periodically; establishing and

enforcing standards of services provided; and adding new services

in accordance with current requirements.

All the above are evidence to indicate that the policies and practices of UKM

are aligned to its key result areas and statements of purpose.

SM 8.4

Centre for Corporate

Communications;

URL:

www.ukm.my/pkk

SM 8.5

Chancellor’s foundation;

URL:

www.ukm.my/yc

8.1.2 The Governance Structures and Functions, and the Relationships

Between them

The governance structure of UKM follows all IPTAs, which is headed by the

University Board of Directors (LPU) and is governed by UKM’s Constitution

derived under AUKU. The chief executive officer is the Vice Chancellor who

is a member in the LPU and exercises general supervision over the

arrangements for instruction, research, finance, administration, welfare and

discipline in the University. The Vice Chancellor is assisted by four Deputy

SM 3.2



1974

SM 8.6

Vice Chancellor’s Office

http://www.ukm.my/pkk

http://www.ukm.my/yc

282

Vice Chancellors; the Registrar; the Bursar; the Legal Adviser; the Chief

Librarian; Director of the Office of Risk Management, Sustainability and

Occupational Health; and Director of Development and Maintenance

Department. Also present in the MPU are Deputy Director of the

Chancellery Office, Special Officer of Vice Chancellor, and Special Officer of

Deputy Vice Chancellor. These form the University Management which

meets every week at the University Management Meeting (MPU). In 2015,

UKM plans to appoint two Pro-Vice Chancellors and one Chief Information

Officer (CIO).The organisational structure of the current and proposed

University Management is as shown in Figures 8.4 and 8.5.

Figure 8.4 The Current Structure of University Management

Figure 8.5 The Proposed New Structure of University Management

SM 1.8



- Organisational Chart;

URL:


on-chart

283

(with two Pro-Vice Chancellors and a CIO)

The governance for academic matters is bottom up starting from the

lecturers to the Senate as the highest Academic governing body. Matters

decided by the Management of the University are top down where

strategies and policies outlined by the Vice Chancellor are communicated to

the Deans and Heads of Divisions and to all Faculty members.

The strategies and policies are made known to all parties involved through

letters of appointments and terms of reference. The responsibilities of those

in management include outlining strategic directions, managing

achievements and risks of the institutions, developing leaders and

succession, formulating policies and managing human resource, choosing

and selecting students, managing finances based on accountability,

integrity, transparency and high efficiency. The governance structure is also

made known to all lecturers through courses conducted by the Human

Resource Division (Induction courses) and through the yearly Vice

Chancellor lectures.

8.1.3 The Functions, Structure, Leadership, Membership and Reporting

Protocol of the Major Permanent Decision-Making Bodies of UKM

The major permanent decision-making bodies of the University includes the

University Board of Directors (LPU), the University Management Committee

(MPU), the Senate, and the Divisional Heads Meeting (MKB). The reporting

protocols for these bodies are shown in the Figure 8.6.

SM 3.2



1974

SM 8.7


284

Figure 8.6 Reporting Protocols

8.1.4 UKM Ensures the Effectiveness of Relationship between the

Institutional Leadership and the Departments

The University ensures that the relationship between the institutional

leadership and departments is effective through regular monthly meetings

such as the MKB and the Senate.

At the Faculty level, lecturers meet at the Faculty academic meetings held

once every month. Administratively, the Faculty management meets with all

Heads of Departments also at a monthly meeting. Faculty management has

meetings every week to discuss administrative issues in the running of the

faculty.

At the departmental level, lecturers discuss academic as well as

administrative issues at the departmental meetings attended by all

lecturers. The head of department also has regular scheduled meetings with

the support staff to ensure the smooth implementation of programmes.

In addition, all deans of faculties and directors of institutes have meetings

with all the staff at least three times a year. These meetings are scheduled

at the beginning of the year and adhered to as far as possible.

SM 8.8 Minutes Meeting Senate,

MKB, Faculty and

Department

University Board of

Directors - LPU

Vice Chancellor (VC) University Management

Meeting -MPU

Senate (Academic Matters)

Divisional Heads Meeting – MKB (Operation)

Faculties/Institutes/Centers (Deans/Directors)

285

8.1.5 The Representation and role of the Academic Staff, Students and

other Principal Stakeholders in the Various Institutional

Governance Structures and Committees

Students

The University has regular meetings with students during the biannual

meeting with the Students’ Representative Council called ‘Students’

Representative Council Meeting’. These meetings are conducted at the

Faculty level between the Dean and the representative of students’

associations to discuss issues and obtain feedback and suggestions for

improvement.

In several faculties, students are also members of the faculty Curriculum

Development and Planning Committee to provide input and feedback on

academic matters.

Stakeholder

With the current structure of the LPU membership, it comprises stakeholder

representatives such as those represent government, industries and

community. The participation of stakeholders at the Faculty, departmental

and programme levels can be seen through the establishment of the

Advisory Industrial Panel or the programme advisory board. Some deans

and senior members of the academic staff are members of Professional/

Accreditation boards (MMC, EAC, MOH, Pharmacy Board) and Deans

Council which have regular meetings and can convey and implement input

from stakeholders directly into the CQI process within the Faculty,

Department or programme.

Academic Staff

The representation of the academic staff is as members of the faculty

meetings where academic matters, policy and feedback can be given and

raised. Academic matters can be endorsed or provided to the Senate

chaired by the Vice Chancellor. Matters pertaining to policy decided by the

higher governing body are disseminated and feedback can be channeled to

the MKB meetings.

The Vice Chancellor also has meetings with representative of associations of

academic and support staff during the ‘Departmental Joint Council Meeting’

which occurs about twice a year.

286

8.1.6 Evidence that the Governing Board is an Effective Policy-Making

Body with Adequate Autonomy

The governing board which is the University Board of Directors is an

effective policy making body with adequate autonomy through the

existence of the University’s Strategic Plans and the success in its

implementation.

The governing board is an effective policy making body as the criteria and

procedures are continuously being revised, clarified or improved such that

the LPU and the University management can achieve a high level of

autonomy. The autonomy includes:

● Approving of the offering of new academic programmes

● Recruitment and appointment of staff according to needs

● Options not to adopt or to adopt with amendment on circulars

issued by the Public Service Department of the Treasury.

An example of evidence of autonomy is UKM has defined different salary

scheme for contract professors being continued for services after

retirement. For Malaysian academic staff in grade 41-54 a contract

appointment is made only for strategic needs of UKM and approved by

university management and dependent on university financial status. For

non-Malaysian academic staff in grade 41-54, reappointment is subjected to

extraordinary performance of the candidate in a critical field and university

financial status. Additionally, the appointment is subjected to the

requirement to appoint foreign lecturers as a measure to support the

internationalisation of research university. All qualified candidates will be

considered for reappointment to the original position based on

performance and strategic value as well as the terms of reference (TOR) set

by the Faculty/Institute/Centre. The appointment is in accordance with the

requirements and feasibility of such a scheme and grade.

The University also allows the respective faculties and institutes to

determine the weightage for teaching, research and services themselves

according to their main activities although minimum percentages are set.

Posts for promotion are also determined internally by the University

following criteria and procedures set by the University after consultation

with the respective stakeholders.

SM 3.2



1974

SM 8.9

Education Act 1995

SM 8.10

Registrar Department

Circular No. 1/2015, UKM

PDF/224/3 (27 January

2015): Renewal Service

after Retirement and

Contract Appointment

(Non-Citizen) for

Academic Grade 41-54

post and Special Lecturer

287

8.1.7 Mechanisms to Ensure Functional Integration and Comparability of

Educational Quality

UKM has two separate campuses in addition to the main campus in

Bangi. However, the programmes offered on these campuses are

different for instance; Health Sciences and Pharmacy programmes are

only offered in the Kuala Lumpur campus. As the programmes offered in

the different campuses are different, the issue of comparability does

not arise.

Functional integration and comparability of educational quality of these

campuses are ensured through the Quality Management Systems for

Management of Undergraduate and Postgraduate Programmes (SPK

PPPS) and for Services (SPKP), the Senate, the Academic Planning and

Development Committee (JPPA), the Council of ICT, the Meetings of the

Heads of Division (MKB) and MPU.

8.1.8 Internal Quality Assurance System and Unit

In implementing internal quality assurance mechanism, the Centre for

Quality Assurance had been established, which consists of three units as

below.

The Planning and Quality Enhancement Unit is responsible for:

(a) Coordinating and developing internal standard for the

implementation of university core processes based on UKM’s

Quality Cycle to trigger innovations;

(b) Identifying suitable code of practice and external standard to be

used for the purpose of quality assurance;

(c) Developing and operating feedback and complaints system to

assess the effectiveness of service delivery;

(d) Developing and operating feedback system for stakeholders as a

channel to obtain information on customers and stakeholders’

satisfaction; and

(e) Analysing internal and external customer’s complaints and

feedbacks, and identifying opportunities for total improvement.

The Audit and Benchmarking Unit is in-charge of:

(a) Planning and managing audit and assessment for core processes

related to education, research, student support, service and

SM 8.11

Terms of Reference of the

Centre for Quality

Assurance

288

resource including conducting and monitoring provisional

accreditation, full acreditation and monitoring audit for academic

programmes in line with MQA requirement and the status of UKM

as Self-accreditation Institution;

(b) Coordinating and monitoring the implementation of audit for

professional programmes by the relevant professional bodies;

(c) Identifying best practices and coordinating benchmarking exercise

for the purpose of assessment exercise;

(d) Planning and implementing the required trainings for auditors of

educational programmes; and

(e) Developing and managing Database System of Auditors and UKM

Qualification Register System (UKM-QR).

The Quality Management System (QMS) Unit is in-charge of:

(a) Developing policies and requirements of QMS based on a quality

standard like ISO 9000 etc.;

(b) Being the Management Representation of QMS for Undergraduate

and Postgraduate Programmes and directly answerable to the

Deputy Vice Chancellor (Academic and International Affairs);

(c) Coordinating the implementation of QMS in faculties, institutes and

centres and ensure the harmonization of the system;

(d) Planning and monitoring the implementation of QMS audit;

(e) Coordinating the implementation of Continual Quality Improvement

(CQI) of QMS in faculties/institutes/centres and the University; and

(f) Preparing QMS accomplishment report for the University

Management.

The internal quality assurance system is complemented by the establisment

of a similar unit at the faculty/institute/centre level headed by the Head of

Quality Assurance. The unit is referred to as the Quality Assurance Division

of Office and the Head of Quality Assurance is answerable directly of the

Dean/Director of the faculty/institute/centre and the position is equivalent

or a Deputy Dean or Deputy Director of the faculty/institute/centre. In

addition, he/she is also a permanent member in the faculty/institute/centre

management meeting. The governance at a faculty and an institute or

academic centre which incorporates this provision are illustrated in Figures

8.8 and 8.9, respectively. The similar structure for service centre is depicted

in Figure 8.10.

In order to provide a cross-functional role to the core and support process

owners, i.e. the Deputy Dean or Deputy Director, the heads of department

and the programme heads as well as administration officers effectively, the

SM 8.12

Terms of Reference for

the Head of Quality

Assurance for Faculties,

Institutes and Academic

Centres

SM 8.13

Terms of Reference for

the Head of Quality

Assurance for Service

Centres

289

Head of Quality Assurance will plan agenda for quality and performance

monitoring and the self-audit schedule for core processes within the

faculty/institute/centre with the Dean’s/Director’s consent and reports the

audit findings and performance monitoring results to the Dean/Director and

to the faculty/institute/centre management meeting. Any content of the

results and reports which is of interest to the University or the University

Management will be forwarded to Kualiti UKM or reported in the quarterly

Heads of Quality Assurance Meeting chaired by PJK’s Director.

Figure 8.7 Coordination between the Centre for Quality Assurance and

the Quality Assurance Division/Office at Cost Centres

SM 8.14

Minute of University

Management Meeting

no. 17/2010

SM 8.15


Management Meeting

no. 14/2011

SM 8.16


Management Meeting

no. 21/2011

Pro

ce

ss

es

at

Co

st C

en

tres

UNIVERSITY MANAGEMENT chaired by VICE CHANCELLOR

CENTRE FOR QUALITY ASSURANCE DIRECTOR

AUDIT AND

BENCHMARKING UNIT DEPUTY DIRECTOR

SELF-QUALITY AUDIT COMMITTEE

OTHER COMMITTEES BASED ON COST CENTRE’S

CORE PROCESSES QUALITY MANAGEMENT

COMMITTEE

*For service centres which are under a MS ISO 9001:2008 QMS certification scope,

this structure could represent the unit or commiittee within the centre which manage

the QMS for the centre and coordination with the main secretariat at PJK

QUALITY MANAGEMENT

SYSTEMS DEPUTY DIRECTOR

QUALITY ASSURANCE DIVISION/UNIT (QAD)* HEAD OF QUALITY ASSURANCE

QUALITY PLANNING AND

ENHANCEMENT UNIT DEPUTY DIRECTOR

290

Figure 8.8 Faculty Centre Governance System

Figure 8.9 Institute/Academic Centre Governance System

DIRECTOR

ASSISTANT REGISTRAR

As the chief executive

As the head of administration

DEPUTY

DIRECTOR I

DEPUTY

DIRECTOR II HEAD OF QUALITY

ASSURANCE

Head of Core

Process Audit Head of Core Process Operations

(Education, Research & Service)

HEAD OF LABORATORY /

PROGRAMME

HEAD OF LABORATORY

/ PROGRAMME HEAD OF LABORATORY

/ PROGRAMME

Head of Core Process Executor


DEAN

ASSISTANT

REGISTRAR



DEPUTY

DEAN I

DEPUTY

DEAN II

DEPUTY

DEAN

HEAD OF INDUSTRY &

COMMUNITY

ENGAGEMENT

HEAD OF QUALITY

ASSURANCE

Head of Core

Process Audit

Head of Core Process

Operations (Education,

Research & Service)

HEAD OF

DEPARTMENT

/ SCHOOL I

HEAD OF

DEPARTMEN

T/ SCHOOL II

HEAD OF

DEPARTMEN

T/ SCHOOL III



PROGRAMME

COORDINATOR I

PROGRAMME

COORDINATOR II Coordinator of the

common process

291

Figure 8.10 Service Centre Governance System

8.1.9 Major Community Engagement activities of Members of the HEP

The academic staff are engaged in many community activities led by the

Vice Chancellor. For example, there were more than 100 students’

community engagement activities in the form of campaigns, seminars,

exhibitions and sports annually. These students organized programmes

benefitted both students and communities.

Academic staffs are active members of professional and learned bodies

acting as Presidents, Committee members, and expert panels related to

their expertise. Such an involvement contributes to the staff’s yearly

performance evaluation report.

In the late 2014 and early 2015, UKM staff involved in contributing their

time and expertise in relief projects for flood victims. About 200 aid

volunteers of UKM have brought relief to some 80% of flood evacuees at

four villages in Gua Musang, Kelantan. They successfully completed the

three main tasks of the mission, i.e., to clean up of the primary school,

provide medical treatment and health advice, and handing out essential

goods to the flood victims in the area. The group was accompanied by UKM

Deputy Vice-Chancellor (Student and Alumni Affairs). The UKM Medical

Centre team provided health care and assistance to residents of Kampung

Limau Kasturi to stave off diseases after the flood as well as counselling the

SM 8.7 UKM Annual Report 2014

SM 2.17 HEJIM’s Annual Report

SM 8.34

University Community

Transformation Center

(UCTC)

URL:

http://uctc.ukm.my/

SM 8.35

UKM Flood Volunteers

Helped Evacuees from

Four Villages in Gua

Musang:

URL:

DIRECTOR/ HEAD OF

DEPARTMENT

ASSISTANT REGISTRAR



DEPUTY I DEPUTY II HEAD OF QUALITY

ASSURANCE

Head of Core

Process Audit Head of Core Process Operations

(Resource Management / Services)

HEAD OF DIVISION/

UNIT

HEAD OF DIVISION/

UNIT

HEAD OF DIVISION/

UNIT


(Resource Management / Services)

292

victims to better deal with the traumatic event.

The involvement of members of the University in the community is

recognised by the weightage attributed to community services in the yearly

assessment of staff in University Performance Appraisal System (SPPU).


s/index.php/en/extras/20

01

8.1.10 Committee System Responsible for Academic Programmes in UKM

and how it Utilises Consultation and Feedback, and Considers

Market Needs Analysis and Employability Projections

The Senate is responsible for all academic programmes in the University.

Consultation and feedback are obtained from the departments which

reports to the faculty Academic Development and Planning Committee,

approved at the faculty meetings before being endorsed by the Senate.

Market surveys of specific employment sector for market needs known as

tracer studies were done by Alumni which were used to determine

employability projections. In addition, utilisation of consultation and

feedback are used as in Figure 8.6.

Figure 8.11 Utilisation of Consultation and Feedback Used

for Teaching and Learning

8.1.11 The Representation and role of the Academic Staff, Students and

Other Stakeholders in the Various Governance Structures and

committees of the UKM

In the LPU, there is a representation of one Senate member who is a Senior SM 8.36

AUKU, Meeting Minutes




293

Lecturer and all the Deputy Vice Chancellors who are ex-officio members.

The Senate is chaired by the Vice Chancellor. The four deputy Vice

Chancellors, Registrar, Bursar, Director of Development and Maintenance

Department and Chief Librarian are permanent members. The Deans of

Faculties and the Directors of Institutes are automatically Senate members.

Nominations for Senate members are invited by the Vice Chancellors office

from the respective faculty lecturers according to the allocation for that

particular faculty. The nomination list is then given to the Dean who then

gives recommendations and appointment for a period of three years is done

by the Vice Chancellor. Students can be invited to attend the Senate as

required, and as provided for by AUKU.

The MKB is chaired by the Vice Chancellor. The four deputies Vice

Chancellor, Registrar, Bursar, Director of Development and Maintenance

Department, Chief Librarian the Deans of Faculties and the Directors of

Institutes are permanent members of MKB.

All academic staff is permanent members of the Faculty/Institute meetings

while all lecturers of a particular department are members of Departmental

meetings.

The JPPA at faculty level has a student representative who is invited to be

present when curriculum renewal issues are discussed.

of Senate, MKB, and

Faculty/Institute

8.1.12 The Role and Function of the Chair of the Governing Board

The Chairman of the governing University Board of Directors is Prof.

Emeritus Dato’ Dr. Mohamad Zawawi bin Ismail. His role is to chair the

Board (as provided for by the University Constitution according to the

Universities and University Colleges act 1971). The Board:

● functions as the governing, policy making and monitoring body of

the University

● provides strategic planning-oversight of the educational character

and mission of the University

● promotes efficient and effective management, and provide overall

review of University operations

● develops links with the community, corporate sector and industry

● fosters global linkages and internationalization in relation to higher

education and research

● ensures the implementation of the University’s Constitution, laws

and policies and that every Authority, Committee, and Officer keeps

SM 3.2



1974

294

within their boundary of powers and terms of reference.

8.1.13 The Autonomy of UKM Governing Board

LPU is free from external pressures as prescribed by AUKU. Similarly the

Senate is autonomous as prescribed by AUKU. The decisions made by LPU

are by consensus thereby avoiding undue pressure on individuals.

SM 3.2



1974

8.1.14 Policy Pertaining to Conflict of Interest

Policies are present in relation to private practice and part-time

employment of UKM lecturers. The conflicts of interest are minimised by

the enforcement of these policies which are also in line with the guidelines

set by the General Order and as stated in the UKM book on ‘Academic

Ethics and Discipline 2010. Issues pertaining to conflict of interest involving

all aspects of ethical practices including professional practitioners are stated

in this book. The statements address all aspects of academic activities from

teaching related activities to all aspects of research and engagement in

community services.

SM 5.47

Academic Ethics and

Discipline Book 2010

8.1.15 HEP’s Participation in the Socio-Economic Activities of the

Community

The main campus of UKM is located in Bangi and contribution of UKM to

socio-economic activities is through Koperasi UNIKEB Bhd. and UKM

Kesihatan Sdn. Bhd. as well as the Kundang Ulu and Tasik Cempaka

Community Service projects.

UKM is a member of the Tailoires Network and signatory to the Tailoires

Declaration on the civic roles and social responsibilities of higher education

which commits us to expanding and strengthening our civic engagement

and social responsibility work through teaching, learning, research and

service.

UKM believes that partnerships with the community will enrich both parties

and result in sustainability. Another sustainability project in the campus is

the preservation of the natural ecosystem around the campus. This is one of

the ways UKM contributes to conserving environmental treasures of the

SM 2.17


295

future generation.

The University has 1,100 bed hospital located in Cheras together with the

Faculty of Medicine which together forms the UKM Medical Centre

(UKMMC). In addition to being a teaching hospital for UKM, this hospital

also serves the public and the community in the area. UKMMC treats about

25000-35000 patients a month. The Faculty of Medicine also engages with

the Tengku Budriah Orphanage located nearby.

Another main community activity is the Project Permata Pintar where UKM

introduced a programme for gifted children which involve introducing a

camp during the school holidays with mind enhancing activities based on

the Centre of Talented Youth-John Hopkins University programme. The

second phase of the project is the building and setting up of a fully

residential school for gifted children with individualised curriculum who will

then continue on to UKM. Permata Pintar has been fully in operation in

January 2011. To date, Permata Pintar UKM is the only Centre of Excellence

in Malaysia tasked with the responsible to identify gifted and talented

children from all over Malaysia, and give them opportunities to develop

their talents and potentials.

Another example of recent community project is the UKM jointly organised

Greening the Earth Programme with Institute for Environment and

Development (LESTARI), UKM, CANON Opto (Malaysia) Sdn Bhd, CANON

Marketing Malaysia Sdn Bhd, Paya Indah Wetlands and the Selangor

Forestry Department at the Paya Indah Wetlands in conjunction with World

Environment Day 2014. The highlight of the programme was the planting of

young trees or saplings in the allocated areas by participants who were

provided with the necessary tools and selected plants known for their

hardiness. The programme involved more than 300 staff, students and

families who also took part in various activities such as aerobics exercise,

face-painting, photography contest and ecosystem discovery journey,

among others.

When the country was badly affected during the flood disaster that hit most

states in late 2014 and early 2015, UKM had mobilized a number of

volunteer groups of students and staff by providing help to the victims of

flood in the East Coast States (see also section 8.1.9).

296

8.2 Institutional and Academic Leadership

8.2.1 The Institutional Executive Management Team of UKM

MPU permanent members consist of the Vice Chancellor; four Deputy Vice

Chancellors; the Registrar; the Bursar; the Legal Adviser; the Chief

Librarian; Director of the Office of Risk Management, Sustainability and

Occupational Health; and Director of Development and Maintenance

Department. The proposed two Pro-Vice Chancellors and one Chief

Information Officer (CIO), should UKM materialised its plan for the

appointments, will also be members of MPU.

The selection process for the Vice Chancellor is at the level of the Ministry

of Education while the Deputy Vice Chancellor and the Pro-Vice Chancellor

are done internally through invited nominations from academics,

completion of competency forms by those nominated, followed by

recommendations from a search committee and finally, submission of

candidates to the Ministry. The selection is based on the recommendation

of the Vice Chancellor whilst appointment by the Ministry of Higher

Education.

Accumulation of worthy and quality work experience is the main criterion

for the appointment of the Registrar, Bursar and the chief Librarian

followed by the aptitude and leadership qualities.

The job description, qualification and experience required are stated in

the Terms of Reference of these posts.

SM 3.2



1974

8.2.2 The Current Leaders of Academic Programmes and Departments

The current leaders of all academic programmes are very capable and

experienced staff. They have a minimum of 15 years’ experience in

curriculum design, delivery and review and are respected leaders in their

field of expertise.

There are a total of 13 Faculties led by Deans and 14 Institutes headed by

Directors in UKM. All Deans of Faculties, Directors of Institutes and Centres

are listed in the websites of each cost centers.

Selection of the Deans is based on invitations for nominations by the Vice

Chancellor’s Deputy Registrar from the Faculty members, followed by

recommendation from the existing Dean. The appointment of the Dean is

SM 8.17

Registrar, Deans’ CV

SM 8.41

Faculty/Institute/Centre

Websites

297

done by the Vice Chancellor after recommendation by the Search

Committee and evaluation by the Vice Chancellor.

8.2.3 Relationship between the UKM Leadership and the Academic

Leadership

All decisions pertaining to all matters of recruitment and training, student

admission, and allocation of resources and decision-making processes made

at the faculties and institutes must be endorsed by the LPU.

The Senate is the highest academic body in UKM and is autonomous. Also,

the Senate checks and balances the functions of LPU.

SM 8.18 Minutes from the Board

(LPU) and Senate Meeting

8.2.4 Evaluation of the Performance of the Academic Leadership of the

departments and Programmes

The performance of the academic leadership of the departments and

programmes is evaluated yearly using a set performance measurement for

Heads of Departments and Deans. High scores assigned to administrative

ability indicate administrators such as Heads of Departments and Deans have

fulfilled their administrative roles successfully.

SM 8.19 University Appraisal

Management System

(SPPU);

URL:

www.ukm.my/sppu

8.2.5 UKM Leadership and the Formation of Conducive Environment for

Innovation and Creativity

The University leadership provides a fairly conducive environment through

planning and improvement in infrastructure and facilities. The University

invites Deans/Directors of the faculties/institutes to submit budget requests

for improvements and upgrading of infrastructure and these are submitted

to the Ministry. Academics are also allocated a computer to facilitate an

environment that promotes innovation and creativity. The University

provides incentives and recognition in terms of awards for staff with

excellent service namely the Excellent Service Awards. The University

provides incentives in the form of rewards/honorarium for publications in

order to promote and further encourage publication activities. The types of

quality awards that the University offers are listed on the Strategy-UKM

website.

All staff especially academics are required to chart their career path and

S.M 8.20

Strategy-UKM (Anugerah)

URL:


tegi-ukm/?s=anugerah

http://www.ukm.my/strategi-ukm/?s=anugerah

http://www.ukm.my/strategi-ukm/?s=anugerah

298

plan their career development and progress with their respective heads of

departments. This ensures transparent promotion opportunities to all.

8.2.6 Policies to Enhance the Leadership Capabilities of UKM Leadership

and the Academic Leadership

Leadership capabilities of the University are enhanced through training

programmes and retreats. Relevancy and updating of the courses offered

are ensured through periodical assessments exercises and renewal. For

instance, the review of the courses offered and the contents of induction

courses are done yearly. The training programmes are listed and conducted

by Professional UKM. All staff may choose to attend the programmes

subjected to the approval of their respective Heads of Department.

The Deans, Directors and Heads of Departments attend various workshops

and retreats organised by the University, Faculty and Departmental level to

enhance their leadership capabilities. The list of programmes that the

academic leadership has undergone in the last five years is recorded in an

online system recognized as eSpel. These programmes are organised

according to the type of leadership training required. For example, the

Centre for Quality Assurance organizes training related to quality assurance

matters, Professional UKM organizes trainings on academic matters, and

CRIM for matters related to research.

SM 8.21 Professional UKM

activities

SM 8.22 Professional UKM list of

training courses 2014

SM 8.23

Professional UKM list of

the latest trainings

attended by academic

leadership

8.3 Administrative and Management Staff

8.3.1 The Structure of the Administrative Staff which Supports the

Educational Programmes

Most educational programmes are carried out at faculty level. Each faculty

has an organizational structure to ensure smooth running of day to day

operations. The Dean is head of the faculty, and an example of such a

common leadership structure at the faculty level is shown in Figure 8.7.

299

8.3.2 The Determination of the Number of the Administrative staff,

Recruitment Processes and Procedures

The number of administrative staff is determined by the various

departments in consultation with the faculty and brought forward to the

Registrar of the University. This is then presented to the Public Service

Department (JPA) for approval. Upon approval, the University will initiate

recruitment processes and procedures.

For the future recruitment of library staff UKM aims at increasing the

recruitment of candidates with core competencies in digital applications,

and for the future recruitment of the Center for Information Technology the

aim is at increasing the recruitment of candidates with core competencies in

programming and programme designs.

The recruitment processes, procedures, terms and conditions of service for

the recruitment of administrative staff is in accordance to the procedures of

SM 8.24

Document Management

System

URL:

http://spdukm.ukm.my/s

pk

Figure 8.12 Faculty level Leadership Structure

Leadership at department level

The actual implementation of each programme takes place at the

department or centre level. As such, each department or centre has been

administratively organised to ensure that each programme under their

control will be administered accordingly. An example of a leadership

structure at departmental level is shown in Appendix B.

DEAN

ASSISTANT REGISTRAR



DEPUTY

DEAN I

DEPUTY

DEAN II DEPUTY

DEAN III

HEAD OF INDUSTRY &

COMMUNITY

ENGAGEMENT

HEAD OF QUALITY

ASSURANCE

Head of Core

Process Audit

Head of Core Process

Operations (Education,

Research & Service)

HEAD OF

DEPARTMENT/

SCHOOL I

HEAD OF

DEPARTMENT/

SCHOOL II

HEAD OF

DEPARTMENT/

SCHOOL III


(Education, Research & Service) PROGRAMME

COORDINATOR I

PROGRAMME

COORDINATOR II

Coordinator of the

common process

http://spdukm.ukm.my/spk/spkpukm/default.aspx

http://spdukm.ukm.my/spk/spkpukm/default.aspx

300

the Public Service Department.

8.3.3 The Effectiveness and Efficiency of the Administrative Support for

Academic Programmes

The Akademik UKM functions to provide administrative support for

academic programmes at the University level; while at the faculty level this

is provided by the Academic sections of the various deans’ office. The

Akademik UKM has officers assigned to assist in the management of the

academic administration, at University/faculty level. The main

responsibilities of the Akademik UKM officers are to coordinate:

Students Intake

Students Registration

Course Registration

Lectures and Examination Scheduling

Graduation

Senate Authentication and Convocation

Student Records Safekeeping

Besides the above, there is at least one administrative officer in

every faculty to assist the dean in administrative duties while at

each department there is at least one science or social research

officer to handle laboratory or research matters. Several clerks and

technicians are also assigned to departments to ensure that

administration matters and laboratories are coordinated.

Effectiveness and efficiency of the administrative support is shown by the

presence of the year academic calendar one year in advance, the smooth

running of the programmes and the MS ISO 9001:2008 certification for

undergraduate and postgraduate programmes.

SM 8.25

ISO Certificate

8.3.4 Achievements of Training and Career Advancement Activity in the

Last Five Years

Mechanisms for training and career advancement for administrative and

management staff are in place. Courses offered by the University are placed

in the webpage where the staff can register to attend the course offered.

For more details, please refer to this website:

301

https://smk.ukm.my/espel/

8.3.5 UKM Conducts Regular Performance Review of its Administrative

and Management Staff

The University requires UKM staff to set a yearly target which has to be

endorsed by the head of department. The performance reviews of all staff

are done at the end of the year. The staff inputs all activities into the SPPU

system, reviews are done on-line and feedbacks are also given to the staff

concerned to provide avenues for improvement.

8.3.6 Mechanisms and Procedures for monitoring and Appraising Staff

Performance, for Ensuring Equitable Distribution of Duties and

Responsibilities Among the staff, and for Determining the

Distribution of Rewards

Equitable distribution of duties and responsibilities among the staff is

determined by the setting of annual work target by the staff themselves

with discussions with departmental heads. Determination of rewards is

based on achievement of annual work target and KPI and based on

percentage of total staff of the faculty/cost centre.

8.3.7 Processes and Procedures in Managing the Discipline of the Staff

The discipline of the staff is stated in the Academic Ethics and Discipline

2005 and the Act 605 - Statutory Bodies (Discipline and Surcharge) Act 2000.

The processes and procedures in managing the discipline are clearly stated.

In brief, when a report is received of any discipline related issue by the head

of department, the report is then forwarded to the Registrar’s Department

for further action. The follow-up action will include issuance of a show cause

letter, a meeting of a tribunal committee with the presence of the officer

and judgement being made and implemented.

Additionally, UKM has established its own guide on Ethics and Excellent

Academic Practice in 2010. Ethics and Excellent Academic Practice (2010) is

a revised version of Academic Ethics and Discipline (2000 & 2005). This book

is published to be a guide for academics of UKM during their tenure as UKM

SM 5.47

Academic Ethics and

Discipline 2010

SM 8.26

Malaysian Law. Act 605-

Statutory Bodies

(Discipline and Surcharge)

Act 2000, amendments

up to 1st

of January 2006

SM 5.12

Ethics and Excellent

Academic Practice, 2010


302

academics in matters related to teaching, research and publication as well

as involvement in community service. This book also provides guides for

academics who are appointed as administrators to lead a faculty, institute,

or centre. This book defines five important concerns in academics, i.e., work

ethics and core values system; academic administration; educational

matters; research and innovation; and student and community involvement.

8.3.8 Training Scheme for the Administrative and Management Staff to

Fulfil the Needs of the Educational Programmes

There are many training schemes for the administrative and management

staff to fulfil the needs of the educational programmes. For more details,

please refer to this website:


SM 8.27

Centre for Professional

Development and

Leadership

8.4 Academic Records

8.4.1 Policies on the Secure Retention, Retrieval and Disposal of student

and Academic Staff Records

UKM has in place policies on the secure retention, retrieval and disposal of

students and academic staff records. Records are generally available in both

electronic and hard copies. Records that are stored electronically are

secured under the ICT security policy known as UKM’s Information

Technology and Communications Security Policy (ICT). The ICT security

policy is aimed at assuring business continuity by minimising the adverse

effects of incidents related to ICT security. Through protection of ICT assets,

information sharing within and outside the university can be further

enhanced.

The implementation of ICT security policy in UKM has been made

mandatory. It clearly outlines the organisation structure on ICT security

policy, responsibilities of management, staff and third parties, physical and

environmental safety, and management of ICT assets.

While students and academic staff on-line records are governed by the ICT

security policy, security of hardcopies are ensured through restricted access

by designated staff only.

SM 8.28

UKM’s Information

Technology and

Communications Security

Policy (ICT) Version 1.0

(Effective on 1 July 2014)

SM 3.11

Student Information

System’s Website;

URL:

www.ukm.my/smp

SM 8.29


(SMK)

URL:

www.ukm.my/smk

SM 8.30

University Financial


http://www.ukm.my/smk

303

The security of all students and staffs records are also covered by the Main

procedures as listed in the main quality MS ISO 9001:2008 document,

specifically UKM-SPKP-PU02. Additionally, information security

management system (ISMS) employed by UKM set policies concerned with

information security management or information technology (IT) related

risks.

System (e-Kewangan)

URL:

http://www.warga.ukm.

my/e-kewangan

SM 8.31

University Research

Information System

(SMPU)

URL:

http://www.ukm.my/smp

u

8.4.2 UKM Ensures the Rights of Individual Privacy and the

Confidentiality of Records

As specified in the ICT security policy, all users shall comply with the policy

on a mandatory basis and this will ensure that the rights of individual

privacy and confidentiality records are maintained. The ICT security policy

under the auspices of UKM Centre for Information Technology (PTM) is

readily available and accessible to all UKM staff. The policy has also outlined

management responsibilities on ensuring staff undergo awareness training

on the management of ICT security, security screening for staff handling

information, as well as to establish processes for disciplinary action or law

for breach of legislation and regulations. It is also mandatory for third

parties to comply with the policy.

Personal records and achievements of lecturers, students and other staff

are kept on-line, however, only designated staffs are granted access to

these records. As an example, at faculty level, only the Chief Assistant

Registrar is able to read and print students’ academic records. Research

records of academic staff which are well maintained on-line are only

accessible to the researchers concerned and the officer-in-charge at the

Centre for Research and Innovation Management (CRIM). Table 8.3 shows

a listing of the main students and staffs on-line records and the owner of

the respective systems.

Table 8.3 Types and owners of UKM on-line records

On-line Records Owner

1. Staff record (SMK) Registrar

2. Student personal record (SMP) Akademic-UKM

3. Lecturer achievement record (SPPU) Registrar

4. Student achievement record Akademic-UKM

SM 8.32

List of courses on ICT

security policy organised

by PTM URL:

www.ptm.ukm.my

http://en.wikipedia.org/wiki/Information_security

http://en.wikipedia.org/wiki/IT_risk

http://en.wikipedia.org/wiki/IT_risk

http://www.warga.ukm.my/umum/profil/umum_laman_profil_ktgn.aspx

http://www.warga.ukm.my/umum/profil/umum_laman_profil_ktgn.aspx




304

6. Staff Research record (SMPU) CRIM (PPPI)

7. Academic space usage record Development and

Maintenance

Department (JPP)

8. Lecturer’s evaluation and non-academic

staff record

Registrar

9. Financial record (SKU) Bursar

8.4.3 UKM’s Review Policies on Security of Records and its Plans for

Improvements

The electronically stored data are maintained by the Centre for Information

Technology (PTM). PTM has obtained MS ISO 9001:2008 SPKP. PTM is in the

final stages of obtaining MS ISO 9001:2008 ISMS and as such the review

policies are in placed as part of the ISO requirement. The plans for

improvements will be stated in the ISO documents. The review policies for

the hard copy are also incorporated in the ISO document as part of the

back-up to the electronically stored data.

SM 8.33

PTM ISO Document

8.5 Interaction with External Sectors

8.5.1 The Mechanisms to Ensure UKM Interacts Constructively with the

External Sectors, Including its External Stakeholders

UKM realises the need to interact constructively with the external sectors in

all aspects of education, research and community. In doing so, UKM

ensures that every core centres provide value offerings to its external

sectors including stakeholders, in-line with its six key result areas (KRAs).

UKM’s interaction with the external sectors is extensively carried out under

all portfolios of the deputy vice chancellors. At the university level, several

service centres have been established, each with specific roles on linkages

with the external sectors. In order to facilitate and monitor the

implementation of the KRAs at all levels, Strategy-UKM was established

under the Vice Chancellor’s office on 1 May 2014.

For education, the International Relations Centre (IRC) play a role in linking

international students and scholars to UKM, community, federal

government, public agencies and private organisations. To date, IRC has

SM 8.7


SM 8.7


SM 8.37

PPKK, PPA for AAP, UKM

Strengthening


Document;

URL

www.ukm.my/pha

www.ukmholdings.ukm.

my

305

helped UKM to secure international cooperation with universities from Asia,

Oceania and Australia, Europe and North America. Since 2009, IRC has

handled visits from more than 29 countries. Mobility programmes allow for

internationalization of students in which they are exposed to the study

programmes, social and cultural values of the host country. The mobility

programmes include students attending international seminars and

conferences and student exchange programmes.

Research collaborative activities with external stakeholders have been

further strengthened through centres such as the Centre for Collaborative

Innovation (PIK). PIK plays a role in inculcating innovation in UKM and

promote the transfer of UKM technology, know-how and innovation for

society’s use and benefit while generating unrestricted income to support

research and education and create new enterprises from the technological

innovations.

UKM Holdings being the commercial arm of UKM helps to mobilize internal

expertise and resources as well as to facilitate the transfer of knowledge

and expertise into the industry and public agencies. In 2009, the university

established UKM Technology Sdn. Bhd., a wholly owned technology transfer

company entrusted to accelerate the commercialisation of UKM’s R&D and

Intellectual Properties. It is also the holding company for UKM start-up

companies. Today, UKM Technology Sdn Bhd has established its

commercialisation companies such as Casemix Solutions Sdn Bhd and

SolarGE Sdn Bhd. UKMTech has also established linkages on research and

innovation with organisations such as Malaysian Innovation Agency. In

addition, linkages with strategic commercial partners such as SME Corp

Malaysia were established.

The University also has international action plan which plans and acts on

establishing international relations. The linkage with external sectors

including external stakeholders is led by the Deputy Vice Chancellor

(Industry and Community Partnerships) who is responsible for three offices

each headed by a director. These are the Industry Liaison Office, the

University-Community Partnerships Office and the Chancellor’s Foundation.

At the faculty level, the post Head of Industry and Community Networking

has been established to strengthen ties with external sectors at the faculty

level. The Head is supported by Industrial Training Coordinators whose main

duties are to communicate with the industry for placement of students from

the faculty for industrial training and to obtain feedbacks on the students’

academic skills and generic competencies.

http://www.casemix.com.my/

http://solarge.my/v1/

306

In all faculties, Industrial Advisory Panels (IAP) is formed with the role of

advising faculty/institutes on academic matters. The IAP comprised of

representatives from external sectors namely, industry and faculty alumni.

UKM benefits from their IAP who imparts their knowledge and experience

for improvement to various aspects of academic programmes.

In recent years, UKM thrived to engage with its nuclear community through

various programmes. One example is the Industrial Training and

Rehabilitation Centre (UKM-PLPP) programme in which students of the

FKAB conduct their capstone design projects focusing on the design and

development of aids for the less-abled at PLPP. The collaboration allows

students to visit PLPP in order to conduct needs analysis for development or

improvement to the existing aids for the less-abled.

8.5.2 The Effectiveness of the Relationships between UKM and the

External Sectors

The effectiveness of the relationships between UKM and the external

sectors is clearly visible through Memorandum of Agreements (MOAs),

Memorandum of Understandings (MOUs), strategic alliances and working

collaborations covering all core processes namely education, research and

community.

The effectiveness of the relationship is well documented in a report entitled

Strengthening Community Engagement issued by the Deputy Vice

Chancellor (Industry Linkages and Community).

SM 8.21

List of MOAs and MOUs

SM 8.38

UKM Strengthening


issued by HEJIM

8.5.3 Type of Shared Responsibility between UKM and External Sectors

The shared responsibility between the UKM and the external sectors is

carried through partnership programmes, joint-venture activities and equity

sharing programmes. In the links with industry, business activities are

invited to locate in the UKM incubator, the Malaysian Technology

Development Corporation (UKM-MTDC) Technology Centre. Research

collaborations are also practised widely which involved sharing of

infrastructure and expertise with external sectors. The Centre for

Collaborative Innovation (PIK) for instance, works with external sectors

based on shared responsibility for their programmes in intellectual property

SM 8.39

UKM Chancellor’s

Foundation Activity

Report 2008

307

management, capacity building, technology transfer and commercialisation.

In education, many faculties including Faculty of Economy and

Management, and Faculty of Engineering and Built Environment have been

actively conducting mobility programmes for students.

8.5.4 Formal Agreements between UKM and External Sectors

Working agreements between the University and its external sectors are

formalised in the form of MOAs and MOUs. This number is more than 100

from international MOUs. Some examples of active collaborations are the

collaborations with United Nations University-International Institute of

Global Health, Japan, Australia, France, Italy and many other institutions of

higher learning in other regions including ASEAN countries.

SM 8.40

List of MOAs and MOUs

308

309

310

311

Area 9: CONTINUAL QUALITY IMPROVEMENT

9.1 Quality Improvement

9.1.1 Policies and Procedures for Internal Quality Assurance Activities

In order to ensure that UKM is always moving ahead while adapting herself

to globalisation and dynamic environment as well as improving quality and

achievement of UKM, a comprehensive 2000-2020 Strategic Plan was

developed in the year 2000, which was further refined in 2006 and led to

UKM winning the 2006 Prime Minister Quality Award. In conjunction with

UKM’s self-accrediting status awarded in 2010, UKM had established the

Centre for Quality Assurance (Kualiti UKM) in 2011 which was aimed at

coordinating and monitoring quality management systems (QMS) and

quality assurance (QA) agenda as well as the continual quality improvement

cycle of the university core and support processes across all cost centres

(faculties, institutes and centres) and departments within the university. In

short, the centre functions as the internal quality assurance unit for the

university. The general procedures for reviewing and updating the internal

quality assurance activities for all core processes, namely education,

research and services, follows the quality cycle illustrated in Figure 9.1.

Figure 9.1 UKM’s Quality Cycle for Quality Assurance

In improving teaching and learning, information systems such as the

SM 9.1


2008

SM 1.5

UKM Strategic Plan:


SM 9.2

Working Paper for the

Restructuring of Centre

for Academic

Advancement

SM 6.29

Center for Quality

Assurance;

URL:

http://www.ukm.my/pjk/

ms/

SM 3.9


Evaluation System

Website;

312

Teaching and Supervision Evaluation System (TESES), which is one of the

information systems in UKM, has been used to gather students’ feedback as

customers perception. These inputs have been analysed and assessed in

various platforms either at the faculties, institutes and centres or at the

University level such as the QMS Management Review Meetings chaired by

their respective management representatives appointed by the Vice

Chancellor among members of the top management and the Meeting of

Division Heads chaired by the Vice Chancellor. For the QMS for the

Management of Undergraduate and Postgraduate Studies (referred to as

SPK PPPS), the management representative is the Deputy Vice Chancellor

(Academic and International Affairs) and the management representative

for the QMS for Services (referred to as SPKP) is the Registrar or any other

members of the university’s top management appointed by the Vice

Chancellor. Initiatives and actions invoked by the faculties, institutes, and

centres as well as the University Management were implemented in the

form of continual improvement either in every semester or on yearly basis.

The whole process is being monitored by the management representatives

and the Management Review Meetings, where the meeting resolution are

then reported to University Management Meetings and the Meeting of

Division Heads, both chaired by the Vice Chancellor, or to the University

Senate for academic matters.

Similar cyclic continual quality improvement processes can be observed in

managing research and service related activities. In research, continual

improvement on the policy and implementation of the Research University

Grant Scheme has been practiced as the University and the staff adapting

and inculcating culture towards research. The introduction of the

Framework for University Research Assessment (KPPU) in 2007 is as a result

of continuing process improvement in managing projects approved under

the Research University Grant Scheme. The secretariat for managing and

monitoring implementation of research related processes is the Centre for

Research and Innovation Management (CRIM). Similarly, the

implementation of the quality cycle can be seen in service sectors. For

example, in order to further improve students support services as well as to

systematically assess students achievement towards MQF generic learning

outcomes, the Students Affair Division which was restructured in 2006-07 to

form the Department of Student Services, and the Centre for Academic

Advancement were then further restructured in 2014 to form Pusat

Khidmat Siswa (Khidmat Siswa) which manages non-academic support

services such as healthcare services, students counselling and

transportation services, and the Pusat Citra Universiti (Citra UKM) which are

in-charge of academic and co-curriculum activities contributing to students’

URL:

www.ukm.my/sppp

SM 6.20

Management Review

Meeting for ISO

9001:2008

SM 9.3

Terms of reference,

Quality Council

SM 9.4

Framework for University

Research Assessment

SM 9.5

Proposal Paper for

Restructuring of Students

Affair Division

313

generic competencies.

9.1.2 Keeping Abreast with Changes and Best Practices in Quality

Assurance

Through the QMS Management Review Meetings, the University

Management Meeting and the Meeting of Division Heads, sharing of best

practices among cost centres in UKM ranging from faculties, centres,

institutes and other service departments and students colleges is promoted

throughout the university. In order to keep abreast with the changes and

best practices in quality assurance, all the cost centres are required to

appoint one of their staff to be a Quality Assurance Head or quality manager

to facilitate and coordinate sharing of best practices among the cost

centres. In the case where the appointment is being not made, the deputy

director (or equivalent) will assume the post. For academic processes, all

the quality managers from all faculties, institutes and centres meet in a

quarterly meeting for Quality Assurance Heads chaired by Kualiti UKM’s

Director to present and discuss report on the quality activities in their

respective cost centres, while the meeting for service centres are

coordinated by the SPKP management representative through its quarterly

SKPK steering committee meeting. The operation of both QMS’s were

coordinated at Kualiti UKM which serves as secretatiat for both QMS’s and

the director is the permanent member in the steering committees of SPK

PPPS and SPKP.

All the quality assurance activities are coordinated by Kualiti UKM headed

by its Director. In an effort to keep abreast with changes in the core

processes including education, the center is responsible for planning and

assessing requirement for improvement, strategising and executing action

plans for continual quality improvement. In keeping up with changes, the

university encourages all cost centres to carry out benchmarking, share best

practices and organise or participate in seminars and conferences on

quality.

Inputs which reflect the need for change may come from inside or outside

UKM in the form of feedbacks from students, staff, external examiners or

stakeholders or as a result of corrective or preventive actions due to the

audit exercises of the ISO 9001:2008 Quality Management System. At the

same time, the requirement for change also comes from the Ministries

through enforcement of government policies and parliament bills as well as

accreditation bodies such as Malaysian Qualification Agencies and

SM 9.6

Sample of Meeting

Minute of Quality

Management Heads

SM 9.7

Samples of QSM

Management Review

Meeting Minutes for SPK

PPPS and SPKP

314

professional bodies.

9.1.3 Responsibility for Continual Quality Improvement

In implementing continual quality improvement policies and action plans,

the Director of Kualiti UKM will assess requirement for improvement,

initiate planning, strategise and execute required action plans for continual

quality improvement. Kualiti UKM consists of three units as depicted in

Figure 9.2. For the line of authority, he reports to the Vice Chancellor.

Figure 9.2 Organisation Chart for the Center for Quality Assurance (Kualiti

UKM)

For MQA Institutional Audit, Kualiti UKM is in-charge of preparing the

documents for the audit exercise as required by MQA and is the liaison

office for the audit visit. Prior to the audit visit, Kualiti UKM coordinates

with all faculties, institutes, centres and offices in order to assess the

achievement level of the benchmark and enhanced standards set in the

MQA’s COPIA and to ensure that these units conform to the stated

standards. Amongst the unit assessed by Kualiti UKM is the Centre for

Academic Management (Akademik UKM). Akademik UKM is in-charged with

maintaining the teaching and learning processes using the MS ISO

9001:2008 Quality Management System for both undergraduate and

postgraduate programmes. The way Akademik UKM handling the processes

is assessed by Kualiti UKM based on the standards set by the MQA’s COPIA.

SM 9.2



for Academic

Advancement

SM 9.8

Example of Quality

Document for MS

9001:2008 Management


Graduate Studies;

URL:

http://spdukm.ukm.my/

spk/ppps

Director (Center for Quality Assurance)

(VK7)

Planning and Quality Enhancement Unit

(Deputy Director DS54)

Audit and Benchmarking

Unit


Quality Management

System


315

9.1.4 Ensuring Continual Quality Improvement

For the implementation at the faculties, institutes and centres, similar

quality assurance units are established to enable coherent coordination

with Kualiti UKM, headed by the quality assurance head or the quality

manager of the respective cost centres. Activities at the cost centres are

reported and shared with other cost centres through mechanisms provided

by the respective QMS systems.

For this purpose, through the QMS Secretariat at Kualiti UKM, reports and

proposed actions are submitted and discussed at the QMS steering

committee and management review meetings as well as a designated

committee from by the University Management Meeting where Kualiti UKM

is the secretariat, namely the committee for the University feedback and

customers’ complaint systems. Under the internal quality assurance

processes for self-accrediting institutions, Kualiti UKM has autonomy within

the scope of quality to suggest, plan and execute any quality improvement

plan, subject to approval by the University Management or the Senate.

For continual improvement of the academic programmes, in order to ensure

that the programmes offered by UKM meet or exceed the minimum

standards, Kualiti UKM coordinates the evaluation of all programmes

including the postgraduate research programmes based on the MQA’s

COPPA for every three years, except for the professional programmes such

as medicine, engineering and architecture programmes which will undergo

their own accreditation exercises as stipulated by the respective

professional bodies. The outcome and conclusion of this evaluation process

are presented to MS ISO 9001:2008 Management Review Meeting and the

Senate for endorsement as well as disseminated to the respective faculties,

institutes and centres for further action on continual improvement of the

programmes.

SM 9.9

Working paper for the

restructuring of the

Centre for Quality

Assurance, 2012

SM 9.10

Internal Audit Report for

Undergraduate (2008)

and Postgraduate (2009)

Programmes

9.1.5 Implementing Recommendations for Quality Improvement

The Faculties, Centres, Institutes and other cost centres are responsible in

ensuring the SPK PPPS and SPKP are maintained at the highest efficiency

and effectiveness by observing all documented procedures. Internal audits,

management review meetings and external audits by the certification

bodies are being carried out every year. Through these exercises, all audit

findings including non-conformity report and any opportunity for

improvement will be handled with full accountability and integrity. As part

M 9.11

Sample accreditation

report from EAC

SM 9.12

Sample accreditation

316

of the requirement by the MS ISO 9001:2008 standard, all records are well

maintained as an evidence for achievement and implementation of any

corrective and preventive action. To further enhance the quality, updating

and reviews of quality documents and objectives are made frequently in

order to adapt with the change.

For education, in managing the QMS for undergraduate and postgraduate

study programmes, UKM also employs academic quality assurance system

as stipulated by MQA and other professional bodies, which are integrated

into the same QMS. An internal audit on quality assurance was performed

throughout 2008 and 2014 using the Code of Practice for Programme

Accreditation (COPPA) and Rating for Quality Assurance in Public

Universities of Malaysia as references. The internal audit report was used to

improve every undergraduate and postgraduate programme of UKM to

obtain the rating of at least 4.0. Any programme which are rated below 4.0,

especially in areas involving benchmark standards, are obliged to implement

corrective action plans. Similar practices were also evident for professional

programmes which underwent accreditation assessment by the respective

professional bodies.

Based on external assessor’s report, internal and external audit reports as

well as reports on accreditation exercises, the curricula are reviewed and

updated as illustrated in Figure 9.3. This process is performed, executed and

monitored as stipulated by the ISO 9001 Working Procedures for Design of

Study Programme.

report from MQA for

Medical Doctor

Programme

SM 9.8

Example of Quality

Document for MS



Graduate Studies;

URL:


spk/ppps

317

Figure 9.3 Continual Quality Improvement Cycle for

Academic Programmes

For the other core processes, similar CQI processes have also been in

practice. For example, policies for Research University Grant Scheme has

been reviewed annually to keep abreast required to facilitate researchers in

performing their duty with keeping on track the university’s KPI’s under the

relevant University’s KRA. In services, the staff appraisal system, the staff

appointment system and the staff assessment systems has been regularly

revised in order to promote conducive environment and at the same time

putting in place performance based assessment systems.

9.1.6 Linking the Quality Assurance Processes with UKM’s Institutional

Goals

In conducting the CQI process, UKM strives to fulfil the 6 key result areas

(KRAs) as stated in Section 1.1.1 in Area 1. These focused areas are

emphasized for planning, execution and monitoring in the achievement of

institutional goals, which are listed as follows:

KRA 1: Graduates who Appreciate National Aspiration, who are

Competent, Competitive and Innovative

KRA 2: High Impact Research and Innovation

1. Measurement and Assessment

in every semester

2. Feedback from lecturers and

students

1. Surveys at time of graduation

2. Industrial Training Survey

(students and employers)

3. Feedback from Programme/

Industrial Advisory Panel

1. Employer survey

2. Alumni survey3. Accreditation and academic

performance audit reports

Improvement:

1. Programme Educational Objectives

and Programme Learning Outcomes

2. Curriculum, delivery methods,

measurement and assessment

3. Intervention for lower achievers

4. Policies and procedures

1-semester cycle for improvement

1-year cycle for improvement

5-year cycle for improvement

Changes in

Government

Policies

318

KRA 3: Smart Partnership and Strategic Engagement

KRA 4: Human Resources and Institutional Excellence

KRA 5: Optimal and Strategic Wealth Creation

KRA 6: Conducive Infrastructure and Working Environment

By these key areas as institutional goals, UKM has developed structures and

mechanisms in order to achieve the stated strategic institutional goals by

developing the appropriate strategies and action plans, and establishing

performance indicators to be measured and regularly monitored (Figure

9.4). The link between the quality assurance process and the achievement

of the institutional goals can be best described in Figure 9.1 as the

achievement of the goals are assessed through the UKM Quality Cycle,

which represents the general CQI loop of UKM and is being implemented for

all core processes, namely education, research and services.

Figure 9.4 Review and monitoring of 6 KRAs

To facilitate the coordination and monitoring of the core processes of UKM

towards achieving the institutional goals, performance monitoring system

(Kad Skor UKM) has been developed to integrate strategic data and to

monitor the performance indicators, which will determine the achievement

of the set goals, monitoring all levels outcomes and consequently review on

the strategies and action plans proposed. Scheduled analyses and reporting

by the Centre for Strategy (Strategi UKM) are regularly presented to the

University Management Meeting, Senate Meeting and Division Heads

Meeting, all chaired by the Vice Chancellor. Achievement and actions taken

to resolve major issues will be reported to University Board of Directors

Meeting. Upon approval, Strategi UKM will facilitate on the deployment of

strategies and action plans and monitor the effectiveness of execution. Each

KRA will be chaired by top university management leader and the execution

will be monitored closely at operational level, thus aligning with the

SM 9.13


2009

SM 9.14

6

KRAs

Sub-

KRAs

Sub-

KRAs

Guardian

of the

Nation

Action Plan Review Strategy Review Institutional Goal Review

319

strategies agreed collectively.

For teaching and learning which is represented by the KRA 1, the CQI

process are based on the educational goal which is formulated to be in line

with the University’s vision and mission as well as the related institutional

goals as outlined in Section 1.1 of Part B. In meeting the educational goal,

the general process as illustrated in Figure 9.5 is performed by the faculties,

institutes and centres in reviewing and improving their academic

programmes including their respective educational goals and programme

learning outcomes. These actions ensure that the planning and delivery of

academic programme are in line with the UKM goals and its performance

can be measured to assess the achievement of the educational goal, which

in turn continual improves the quality of teaching and learning.

Figure 9.5 Quality Assurance Process towards Achieving

the UKM Goals for Teaching and Learning

Similarly, equivalent processes are also implemented in improving research

management and service related activities according to the UKM goals for

related to research, resources and delivery systems and all the pillars of the

Transformation Programme. For examples, the framework and policy for

research and innovation are put in place to support the fifth UKM

institutional goal and KRA 2. The outcomes of the processes may results in

the introduction of research management, governance and administration

policies which will improve the delivery systems and eventually will provide

a better environment towards better teaching and learning as well as better

means for inculcating research culture within UKM. This is very important in

order to maintain the Research University status and at the same time to

maintain the quality of academic programmes offered.

UKM Scorecard System

URL:

kadskorukm.ukm.my

Mission,

Stake holders,

MQA criteria

Program

Educational

Objective

(PEO)

Evaluate

PEO

PEO &

Evaluation

Student

Course Outcomes,

Instruction,

Activities,

Advising

Faculty,

Curriculum,

Course,

Facilities

Program

Outcomes

Desired

Program

Outcomes

Indicators of

Outcomes for

Achieving PEO

Actual

Program

Outcomes

Assess

Outcomes

Outcomes Assessment

Compare

320

9.1.7 Prominence of the Internal Quality Assurance unit in UKM’s

Organisational Structure

Kualiti UKM is a centre inside UKM that acts as the authority in developing

strategic and transformation plans for the university, and among those are

quality assurance which can spearhead UKM to achieve excellence while

maintaining the routine business. Being responsible directly under the Vice

Chancellor, Kualiti UKM has given a prominent role in advising the Vice

Chancellor and the Senate in transforming and mobilising the whole

university through these plans.

In addition, Kualiti UKM also acts as the secretariat for the QMS’s

established within the university to strengthen the university’s delivery

system as well the implementation of the UKM Quality Cycle in all the core

and support processes.

SM 9.2



for Academic

Advancement

9.1.8 Responding to Changing Environment and Embracing the Spirit of

Continual Quality Improvement

The six KRA’s were formulated taking into consideration government

emphasis on people economy. Hence, the outcomes of the KRAs are user-

centric that emphasize benefits towards society, industry and community at

large. This will encompass the quality of graduates, research and service

activities. The KRA also include wealth creation for financial sustainability

due to less financial support given by the government.

Recent and projected activities undertaken by UKM with the purpose to

ensure that it remains responsive to its changing environment and in

embracing the spirit of continual quality improvement are evidenced by the

followings:

1. Restructuring of UKM organisation and function:

a. Pusat Strategi UKM (Strategi UKM)

b. Pusat Pembangunan Profesional dan Kepimpinan (Professional

UKM)

c. Centre of Liberal Education (Citra UKM)

d. Pusat Pembangunan Karier Mahasiswa (Karier Siswa)

e. Pusat Siswazah

f. Pusat Pembangunan Mahasiswa dan Pengurusan Alumni

g. Centre for Teaching and Learning Technology (PPTP)

h. Yayasan Canselor

SM 1.3



SM 1.8



– Organisational Chart;

URL:


on-chart







321

i. Unit Hartanah dan Penjanaan

2. Development and implementation of six KRA’s

2014 - Policy development

2015 – implementation and monitoring

3. Realignment of research activities towards accommodating the

needs of stakeholders (Figure 9.6)

Figure 9.6 UKM Niches

9.1.9 Accreditation and Recognition by External and Authoritative

Accreditation Bodies

In order to ensure that all the academic programme in UKM attained high

quality standard, UKM is committed to have all the undergraduate and

postgraduate programmes offered by the faculties, institutes and centres

fulfilling minimum level 3 on all benchmark standards in the MQA-COPPA

(Code of Practice for Programme Accreditation) and the ISO 9001:2008

standard as well as keeping up with the enhance standards as much as

possible. Any programme attaining level 3 and below for a particular

benchmark standard or below level 3 for an enhanced standard is required

to take immediate correction and corrective actions as well as action plans

in order to eliminate the concerns in a specified timeframe. In addition,

programme attaining levels 4 and 5 for a particular benchmark or enhanced

standard is also required to formulate a preventive action plan in order to

SM 9.8

Example of Quality

Document for MS



Graduate Studies;

URL:


spk/ppps

SM 9.15

Accreditation Reports for

NICHE 1

Challenges in Building the nation

State

NICHE 2


NICHE 3

Renewable Energy

NICHE 4

Medical & Health Technology

NICHE 5

Climate Change

NICHE 6 Nanotechnology & Advanced Material

NICHE 7

Sustainablle Regional

Development

NICHE 8

Content Base Informatics

NICHE 9

Economics, Finance & Business

NICHE 10

Education & Civilisation

NICHE 11

Political & Security

NICHE 12


322

maintain the strengths in this area.

For professional programmes, UKM are committed to maintain

accreditation for its professional programmes from the relevant authorities.

In addition, as part of its future plan for programme internationalisation,

Faculty, Centre and Institutes are encourage to seek approval for other

professional accreditation or quality assurance body abroad, such as ASEAN

University Network, as well as student-exchange programme and

collaboration on academic programmes.

For the units inside UKM supporting the study programmes, UKM strives to

ensure all faculties, institutes, centres and divisions towards attaining the

highest score for all benchmark standards in the MQA’s COPIA as well as

committed to fulfilling the requirement for the enhance standards.

Organisations attaining level 3 or below in any benchmark and enhanced

standards are required to perform immediate corrections and corrective

actions together with action plans. By doing so, UKM is hoping to always be

the leading university in the country that offers quality education for her

students as well as striving towards academic excellence. The ability to win

the Prime Minister’s Quality Award in 2006 and the status of self-

accreditation awarded in 2010 as well as the ability to maintain its Research

University status since 2007 are clear recognition on the excellent quality

system practiced in UKM.

Professional Programmes

SM 9.16

Certificate of the 2006

Prime Minister’s Quality

Award

323

324

325

Areas for Improvement, and Proposed Action for

Improvement

Introduction

In Part C of the Self-Review Portfolio, the self-review report is presented which lists identified

strengths and areas for improvement. The strengths are identified based on the attainment of the

benchmark and enhanced standards to a level where the policies are in place and being practiced

throughout UKM. In order to maintain the strengths, appropriate actions are proposed. If the

standards are somehow not achieved up to the levels that qualify them to be categorised as

strengths, then the standards are used as basis for areas for improvement. For each area identified,

appropriate steps and action plans are proposed for improvement.

Hence, the layout of Part C which covers all nine areas of assessment is subdivided into five

sections as follows:

1. Strengths

2. Strategies for Maintaining and Enhancing the Strengths

3. Areas for Improvement

4. Proposed Action for Improvement

5. Conclusions and Recommendations for Change

Area 1: Vision, Mission, Educational Goals and Learning Outcomes

1.1 Strengths and Strategies for Maintaining and Enhancing the Strengths

The vision statement represents the future inspiration of what an institution wants to be while the

mission underlines the fundamental purpose of the institutional existence. The vision statement

will galvanise people to achieve the institutional goal, while the mission statement provides means

to achieve the vision. Upon formulation of the vision and mission, institutional goal is defined

which cover core processes or business performed by the institution. For an institution of higher

learning offering academic programmes, an educational goal plays an essential role in order to

ensure coherence with the institutional vision and mission, as well as the learning outcomes of all

academic programmes offered by the institution. UKM continually identifies its strengths and

strategies for maintaining and enhancing the strengths. In order to maintain and enhance the

strengths, strategies as follows are devised:

1.1.1 Strength: UKM has diligently strived to expand the boundaries of academic autonomy to

reflect the progression of its intellectual maturity. Within the constraints set by the

Government Guidelines, UKM has been able to exercise a high degree of autonomy in the

disbursement of its annual operational budget and the Research University Fund covering

326

areas of teaching and learning, research and services as well as students’ mobility

programmes. For the educational process, under the self-accreditation status, UKM has

the autonomy to design the curriculum for new programmes and to allocate the

necessary resources for the programme implementation to ensure attainment of the

relevant learning outcomes. In addition, UKM has the autonomy to manage, review and

make necessary changes to the programme. Additionally, as a research university in

Malaysia, the ministry granted a higher level of autonomy in return for UKM meeting all

the specified key performance indicators (KPI) set for a research university, i.e., UKM be

able to allocate, disburse and adjust spending according to its needs in order to achieve

its goals and KPI’s even though the original funding structure approved by the

government is different.

Strategy: Autonomy refers to the ability to act according to one’s knowledge and

judgement. Thus, UKM’s strategies for enhancing autonomy are based on setting

clear expectations for autonomous decision making and providing support for

increasing the knowledge and expertise of its staff. Consequently, UKM

continually focuses on measuring its level of autonomy through indicators such

as healthy work environment, job satisfaction, increased performance, and

improved outcomes. These indicators, among others, are strongly related to the

level of autonomy of an institution like UKM. The introduction of UKM KRAs is

one of the tools utilised to sustain and enhance UKM’s autonomy.

1.1.2 Strength: UKM has formulated an educational goal very highly consistent with its vision

and mission. This is evident in Fig. 1.2 (Part B) as the educational goal established is

completely in consonant with the University’s vision and mission. The goal is then

itemised into components of graduate attributes as stated in Section 1.4.2 (Part B). The

educational goal is also translated into the University’s first key result area on desired

graduate attributes. For deployment to the academic programmes, the three sub-

domains of the educational goal are translated into the programme educational

objectives for all programmes, which will be monitored and assessed through programme

self-review, internal audits and accreditation exercises. Since the goal are established to

fulfil the mission and to accomplish the vision in the long run, the division of the goal into

sub-domains of graduate attributes as highlighted in Section 1.1.1 enable the smooth

dissemination and lucid implementation at the faculties, institutes and centres.

Strategy: UKM will enhance the deployment of its educational goal to the

academic programmes through the programme educational objectives for the

respective programmes by periodically monitoring and assessing the

achievement of the KPI’s for KRA1, i.e., “graduates who appreciate national

aspiration, who are competent, competitive and innovative”.

1.1.3 Strength: The mission statement and educational goal of UKM as stated in Fig. 1.2 (Part

B) very well reflect the crucial elements of the processes and outcomes of higher

327

education in line with national and global developments. The UKM educational policy

fully supports the 2020 National Strategic Plan for Higher Education (PSPTN 2020),

particularly on Thrusts 1-7 as highlighted in Section 1.1.2 (Part B). It is also aligned with

the new 10 big ideas in Higher Education Blueprint (2015-2025) which will be finalised in

the near future after feedbacks from stakeholders.

Strategy: UKM has set the KPIs for its KRAs to be in line with and in support of

the national and global development agendas, i.e., on addressing the concerns of

employability and leadership, academic expertise, strategic and smart

partnership, innovation, wealth creation, and stakeholders’ satisfaction.

Additionally, UKM will formulate effective monitoring and assessment methods

to ensure the stated KPI’s are achieved and action plans are established for non-

achievable KPIs should there be any.

1.1.4 Strength: The educational goal (KRA1) as well as the graduate attributes had been well

mapped with the generic educational goal as stipulated by the MQA Code of Practice, and

was approved by the governing bodies. It is customary that the vision, mission, and

educational goal are approved by the governing board and bodies whose membership is

made up of those highly competent to discharge the duties. These are the University

Management Committee (MPU), the Senate and the University Board of Directors (LPU).

This is then further disseminated through the Division Heads Meeting (MKB) for

execution.

Strategy: UKM, whilst exercises a certain level of autonomy, will keep abreast

with the current requirements of MQA, Department of Higher Education, and

professional bodies in linking its educational goal with the requirements of these

bodies. The Centre for Quality Assurance (Kualiti UKM) UKM, among other tasks,

is assigned to incorporate this responsibility to ensure that such requirements

are met, with consultation of the Senate.

1.1.5 Strength: The vision, mission and goal are developed in extensive consultation with

internal stakeholders which include the faculties, institutes, centres, the Senate, the

Divisional Heads, associations of academics, administrative and support staff, and

Students Representative Council. Additionally, UKM consult external stakeholders such as

employers, alumni and parents through a questionnaire and survey as well as through

other types of engagements like focus group discussions on the attributes of UKM

graduates as an assessment of its educational goal. UKM, via Strategi UKM, acquires

regular feedbacks from internal and external stakeholders for the review as well as

refinement and improvement of its vision, mission, and goal (see Section 1.2.2). UKM

widely disseminates its vision and mission statements to its internal and external

stakeholders through various channels and engagements such as the University website,

official correspondence, publications, brochures and such like, and in engagements such

as seminars, workshops and University events.

328

Strategy: UKM will enhance engagements with the internal and external

stakeholders to ensure the effectiveness of the deployment of the educational

goal and KRAs. For the next continual refinement of educational goal and the

KRAs, UKM has put in its plan, via Strategi UKM (i.e., the Town Hall programme),

to include wider range of stakeholders inclusive of external stakeholders such as:

Governmental bodies and government link companies; small and medium

enterprises; multinational companies and transnational companies; and non-

governmental organisations and parents.

1.2 Areas for Improvement and Proposed Action for Improvement

1.2.1 Area for improvement: UKM’s planning and evaluation processes, educational

programmes, educational support services, financial and physical resources, and

administrative processes are adequate and appropriate to fulfil its stated goals. However,

there are rooms for improvements in terms of staff competencies, infrastructure, and

working environment in order to achieve the key outcomes of KRA4 and KRA6.

Proposed action: It is a high priority of UKM to develop staff competencies and as

well as to provide conducive infrastructure and working environment as stated in

the KRA’s in order to achieve the key outcomes. The systems for monitoring of

staff competencies and infrastructure have been put in place via SPPU, SMPU,

eSPEL, TESES and eFACT. The data obtained from the monitoring systems will be

used more effectively to enhance staff competencies and infrastructure as well as

working environment.

1.2.2 Area for improvement: UKM is a research-led university committed to promoting

research of the highest quality and the highest standards of research integrity. Hence,

UKM has established Research Ethics Committee in 2008. However, research ethics

guidelines are also established at the faculty/institute level. The research guidelines at

the faculty level should be integrated into the research guideline of the University level.

Proposed action: UKM will move towards combining research ethics guidelines

developed at the faculty level with the research ethics guideline at the UKM level.

1.2.3 Area for improvement: The four aspects of work ethics in public service, i.e., quality

values, accountability, effective time management and effective decision making should

be enhanced in UKM day to day operations of its core businesses, i.e., should be seen

practiced across the board by UKM staff (academic, administrative and support staff) and

its students. Additionally, the internalisation of the concept of autonomy and governance,

which comes with the sense of self-discipline and responsibility, should be cascaded

down to the level of cost centres.

Proposed action: UKM, via the Department of Registrar, will strengthen its ethics

and value system to enhance the practice of work ethics amongst UKM staff.

329

Additionally, UKM via Professional UKM, will integrate the issues of work ethics,

autonomy and governance in leadership courses for cost centre’s management

team. Furthermore, UKM via Students Service Centre, Graduate Centre and CRIM

will enforce ethics amongst students in academic writing and academic research,

i.e., final year research project, thesis and dissertation.

Area 2: Curriculum Design and Delivery

The introduction of Outcome Based Curriculum has created paradigm shift in UKM curriculum

implementation. Undoubtedly, these changes require paradigm shift not only in terms of desired

learning outcomes, the selection of content, learning experiences created for the students, but also

selection of assessment mechanisms to ensure the attainment of desired learning outcomes. As

curriculum implementation as always in the state of flux, continuous effort need to be taken in

ensuring the expected changes of students’ behaviour at the end of teaching and learning process.

Academic staff at all level have been exposed and taught of how to effectively implement their

courses within the context of Outcome Based Curriculum implementation. In ensuring the

effectiveness of curriculum design and delivery at course and program level, several strengths have

been identified and strategies undertaken in maintain and enhancing the strength.


2.1.1 Strength: UKM has institutionalised a systematic and comprehensive process to design,

review and evaluate the curriculum offered both at undergraduate and postgraduate

levels. The process emphasises that the academic programs will only be offered if the

needs analysis study strongly indicates the needs to do so; the resources to support are

clearly identified; the aims and objectives are highly congruent with and supportive of the

UKM vision and mission; and the selection of content, teaching and learning approaches

are geared towards the attainment of the program learning outcomes.

Strategy: The needs analysis for all programmes need to highly involves feedback

from external sources including the market, students, alumni, peers, and

international experts, whose commentaries are fully taken into account for

purposes of curriculum improvement as stipulated in the UKM Quality Cycle and

the Teaching and Learning Policy for academic programmes. Faculties/Institutes

are also encouraged to continuously seek advice from the Program Advisory

Council in making sure the viability, relevancy and sustainability of the program.

Subsequent planning as well as improvement of the program will be based on

data analysis and findings of the stakeholders surveys conducted.

2.1.2 Strength: The program educational objectives and outcomes of all programs offered at

UKM are highly consistent with, and supportive of, UKM’s vision and mission. Besides, the

formulation of program educational objectives and program outcomes are also guided by

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UKM’s generic graduates attributes and faculty’s/institutes’ vision and mission. Besides,

UKM Teaching and Learning Policy and MQA requirements has also shed a clear direction

of an effective implementation of all programs offered at UKM.

Strategy: The Centre for Quality Assurance (Kualiti UKM) will continuously review

the guidelines for curriculum document preparation, coordinate the curriculum

development processes, as well as providing professional advice to the faculty

regarding the processes required. The OBE teaching and learning module offered

by Professional UKM is constantly reviewed in making sure the academic staff are

equipped with the necessary knowledge and skills as well as being informed of

current development in OBE curriculum implementation.

2.1.3 Strength: UKM really emphasises the application of constructive alignment concept in its

curriculum development. The constructive alignment concept requires all teaching and

learning activities for a particular course to be aligned with and geared towards the

attainment of the course’s learning outcomes. Additionally, the assessment mechanisms

(modes and cognitive/affective/psychomotor levels) need to be aligned with and geared

towards the attainment of the course’s learning outcomes.

Strategy: In order to equip UKM’s academic staff with sound knowledge and skills

of curriculum development and design process, Professional UKM and PPTP offer

wide array of courses related to effective teaching and learning approaches as

well as assessment practice. UKM Academic staff are also encouraged to attend

various teaching and learning courses offered by AKEPT from time to time. UKM

has also established the Scholarship of Teaching and Learning Division at PPTP,

which functions to specifically encourage UKM academic staff not only to keep

themselves abreast with latest teaching and learning methodologies, but also

provides platform for effective sharing of best practices in teaching and learning

among UKM academic staffs through UKM Teaching and Learning Congress.

2.1.4 Strength: The curricula for most UKM programs highly encourage multi-disciplinary

approaches to enhance personal and character development through CITRA courses,

electives courses, study pathways, mobility programmes and many other co-curricular

activities. With the exception to several professional courses which are governed by

programme standards set by the professional bodies, most UKM academic programs

encourage personal development with elective courses and modules offered by the same

or other departments/faculties/institutes/centres or to provide multi-disciplinary program

structure.

Strategy: Kualiti UKM will continuously provide professional advice to

Faculties/Institutes in making sure of the ratio of major and minor courses,

elective courses, and CITRA courses is reasonable and geared towards multi-

disciplinary demand of the program. Curricular structure guidelines prepared by

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the Ministry of Higher Education and MQA through Program Standard would also

be comprehensively referred to make sure the viability of the program. The inter-

disciplinary approach will be further enhanced through the appointment of CITRA

Courses Coordinator at every Faculty/Institute.

2.1.5 Strength: Besides the emphasis given to multidisciplinary approach, all academic

programmes in UKM fully incorporate the core content of the discipline that are essential

for understanding the concepts, principles and methods that support the programme

outcomes. All these programmes highly fulfil the requirements of the discipline and

incorporate topics of local, national and international importance, taking into account the

appropriate discipline standards and international best practices for the field, as well as

changes in them.

Strategy: Faculties/Institutes are encouraged to review its curriculum through

continuous improvement cycles as suggested by Kualiti UKM. Besides considering

the knowledge compendium in a particular area of specialisation, another

important source of references such as research findings, input from students and

various level of stakeholders, benchmarking exercises, governmental policies and

enactment should also be considered and navigate the direction of highly viable,

relevant and sustainable curriculum implementation.

2.1.6 Strength: In addition to being multi-disciplinary and provides students with real-world

work experience, academic programs offered in UKM provides a platform to enhance the

higher order thinking skills among students as well as other values required in the working

world through the Academic Exercise Project, Capstone Project and Final Year Project at

the Undergraduate level. As for the postgraduate programs, emphasis is given to learning

outcomes requirements as stipulated the MQA.

Strategy: Faculty/Institute should always be dynamic in planning the

implementation of Academic Exercise/Final Year Project in ensuring effective

learning experiences among students. For post-graduate programs, research

project monitoring and sharing of research findings with key stakeholders should

be attempted and intensified. This action needs to be taken not to ensure the

relevance of the research that has been done, but the significance of the findings

of research conducted in dealing with current issues in the more practical

context.

2.1.7 Strength: UKM really emphasises that a total learning experience is offered to all students

by creating effective and conducive learning environments towards a scholarly and creative

achievement among students. There are extensive co-curricular activities offered at

undergraduate level as well as postgraduate levels to enrich students’ learning experiences

and foster their personal development and responsibility. The co-curricular activities

include both within the curriculum and extra-curricular such as sports, cultural activities,

industrial and social visits, community volunteerism via service learning and in-bound and

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outbound international networking. Many personal development programs offered such as

the Postgraduate Ambassador Program provide opportunities for students not only to

develop their academic and personal skills, but also helps to shape their self-belongingness

towards UKM.

Strategy: Through the UKM Sustainable Campus Policy, the whole of UKM

environment should be well-maintained and sculptured to create more space that

are conducive for student-centred learning approaches as well as to foster

maximum interaction among them. Not only that, learning activities outside the

classroom and co-curricular activities need to be further encouraged and well-

coordinated to ensure well-balanced learning activities within and across

program. Additionally, activities offered by the UKM Graduate Centre (PS) need

to be further coordinated and improved from time to time to ensure holistic

student development as well as its benefits to UKM and perspective

(undergraduate students).

2.1.8 Strength: UKM has established well-defined and structured mechanisms to access real time

information, and to identify up to date topics of importance for inclusion in the curriculum

and its delivery using the latest technology, research findings and through global

networking. Meaningful integration of current research findings into the existing

curriculum is really emphasised.

Strategy: UKM needs to maintain that highly qualified coordinators and a team of

highly appropriate academic staff are responsible for the planning,

implementation, evaluation and improvement of each program. The program

teams will be given a high degree of authority, facilitated by well-established

procedures for program planning and monitoring. UKM Talent needs to

continuously review and update the content of academic staff development

programs in ensuring its relevancy within the context of current OBE

implementation.

2.1.9 Strength: In the effort to improve teaching and learning, innovations are continually

developed as well as supported, and critically evaluated in an extensive consultation with a

wide range of stakeholders and experts both internally and externally. UKM has allocated

some percentage of Research Universities Fund by providing Action/Strategic Research

Fund to encourage teaching and learning innovation among the academic staff. Not only

that, the focus of Action Research fund also covers programme review and monitoring

according to standards set by MQA-COPPA and/or professional bodies.

Strategy: With the development of UKM as a well-established Research

University, the Action Research culture should have been cultivated among the

academic staff. The practice of reflection on action, reflection upon action, and

reflection of action needs to be reinforced among academic staff thus injects the

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tendency of lifelong learning among them. In this context, the sharing of best

practices through the Teaching and Learning Congress should be promoted in

order to get the involvement of multiple levels of academic staff and not limited

to a specific group alone.


2.2.1 Area for improvement: Prior to academic programmes evaluation exercise, academic

programs are required to be assessed by external examiners (local or overseas professors)

appointed based on their expertise. The assessments are coordinated by Kualiti UKM,

except for the professional programs, which are conducted by the relevant professional

bodies coordinated by faculties/institutes. The results are fully utilised to assure its quality

according to the UKM Quality Cycle for teaching and learning.

Proposed action: UKM will ensure that the role of the Head of Quality Assurance

at all Faculties/Institutes is well-coordinated with the role of the Deputy Deans

(Academic Affairs) to ensure a systematic and effective quality assurance process.

2.2.2 Area for improvement: Linkages with external stakeholders need to be further enhanced

and expanded for the benefit of students’ learning experiences, particularly at the

postgraduate levels. Students need to be well-exposed to real working environment

related to the field of specialisation through industrial, clinical and community

attachments. Faculties/Institutes need to be proactive as well as creative in their

curriculum design as well as implementation.

Proposed action: The appointment of external stakeholders as co-supervisors

through Industrial PhD programme will provide students with ample

opportunities to conduct their experiments in well-equipped laboratories,

supported with good range of basic and up-to-date equipment and

instrumentations. Such learning experience would further enhance UKM

commitment in realising the national agenda towards lifelong learning.

2.2.3 Area for improvement: UKM has developed linkages with external stakeholders including

in the area of teaching and learning. However, the role of UKM in facilitating students to

develop linkages with external stakeholders needs to be enhanced. Hence, collaborations

with external stakeholders in teaching and learning should be extended to include the

course delivery stage.

Proposed action: UKM through faculties/institutes, will enhance the collaboration

with external stakeholders in terms of teaching and learning, i.e., at the course

delivery stage. Additionally, UKM will facilitate the involvement of external

stakeholders on teaching and learning through MoUs, MoAs and LoIs.

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Area 3: Assessment of Students

Within the context of Outcome Based Curriculum, students’ assessment plans are formulated at

the beginning of teaching and learning process. By so doing, not only the attainment of course

learning outcomes could be quantified, but the attainment of program learning outcomes could

also be justified. In ensuring effective and meaningful implementation of assessment procedures

among the academic staff, several important concepts such as formative assessment, summative

assessment, validity and reliability are emphasised in assessment mechanisms applied throughout

each course and program. This is because selection of valid and reliable assessment mechanism will

inspire and facilitate deep learning among the students themselves. Additionally the enforcement

of balanced formative and summative assessment will help navigate students’ learning through

assessment of and assessment for learning concepts.


3.1.1 Strength: The principles, modes and practices of student assessment implemented in

almost all courses are very well aligned with course learning outcomes. The alignment

between assessment and learning outcomes was systematically planned and well

documented in course proforma. Not only that, the learning experiences are also creatively

crafted and aligned to facilitate the processes of learning outcomes attainment.

Strategy: Course learning outcomes guidelines prepared by PJK are continuously

reviewed by taking into consideration new changes in curriculum implementation

and students’ assessment. UKM quality process will also require Faculty/Institute

to submit the proposed course proforma or new/revised curriculum to PJK for

verification. This effort is also coordinated with Professional UKM by proposing

suitable courses in updating academic staff knowledge and skills in conducting

appropriate assessment mechanisms. To encourage diversity and creativity,

academic staff will continue to be given the freedom to decide on assessment

methods and grading criteria.

3.1.2 Strength: UKM has introduced and start implementing UKM Evaluation for Teaching and

Learning System to facilitate the assessment of course learning outcomes and program

learning outcomes. The introduction of this newly developed system also provide effective

platform towards meaningful, valid and reliable assessment of course learning outcomes.

Strategy: The urgent needs to refine the system in increasing its user ability as

well as preparing handbook towards effective implementation of the evaluation

system is now coordinated by PJK through Special Task Force Committee. Not

only that, PJK has also prepared the future plan for comprehensive used of UKM

Evaluation for Teaching and Learning System covering all undergraduate as well

as postgraduate programs.

3.1.3 Strength: Assessment promoted for all undergraduate as well as postgraduate

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programmes are very highly consistent with the levels defined in the MQF, the eight

domains of learning outcomes and also the programme standards. In UKM. the assessment

is fully supported by the Students Information System (SMPWeb) for academic assessment.

The assessment of generic and soft skills courses with credits is monitored by Pusat Citra

UKM (PCU).

Strategy: Faculties and institutes are continuously encouraged to seek the best

and innovative methods of assessment through discussions within the faculties,

networking with other educators and through feedback from professional

accreditation bodies and external examiners. As the shift is taking place towards

outcome–based evaluation methods of assessment that will assess not only

knowledge of a body of facts but more importantly learning outcomes and

competencies are emphasised. Verification on the consistency between the MQF

levels and the examination question of a particular course is made by the

Committee for Vetting of Examination Questions.

3.1.4 Strength: UKM always maintains fairness in assessment practices conducted in each and

every course. Not only diversification of assessment is fully encouraged, emphasis is also

given to both formative and summative assessments.

Strategy: The grading criteria and the assessment method used in the various

programmes are well documented in the course proforma and are distributed to

the students at the beginning of the semester through i-Folio learning

management system. Changes to student assessment methods if any, clearly

follow established procedures and regulations and are effectively communicated

to the students prior to their implementation, via the programme prospectus and

the on-line Interactive iFolio.

3.1.5 Strength: There are comprehensive and concerted effort to ensure that all assessment

methods planned throughout the course really measure what it is supposed to measure

(validity) as well as maintaining its consistency or reliability. Not only that, the concept of

fairness and humanising assessment are also covered in almost all assessment procedures

implemented at UKM.

Strategy: Validity, reliability, fairness and humanise assessment are ensured by

the Committee for Vetting of Examination Questions chaired by deputy deans,

heads of department or programme which analyses all the raw marks that

contribute to the grades. All the grades are endorsed by the chairman of the

meeting and then the Senate before being officially disseminated to students via

the on-line Students’ Information System. In addition, the validity is also ensured

by the external examiners of the programmes, which are Professors appointed

from other universities locally and abroad.

3.1.6 Strength: The assessment method is continually reviewed to ensure its currency. Based on

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students' feedback through the on-line Teaching and Supervision Evaluation System (SPPP),

reviews on the course content, delivery and assessment method are made every semester.

Strategy: The updating and modification of course learning outcomes, course

content, and assessment method can be conducted on a one-semester cycle, a

one academic session cycle and, a full cycle of 3-5 years basis. Additionally,

assessment of the examination questions based on students’ performance are

performed by lecturers using difficulty and discrimination indices which serves as

another form of continual improvement for the course delivery process. Hence,

the assessment methods are highly comparable, if not better than, international

best practices.

3.1.7 Strength: Student assessment results are efficiently communicated to the students within

reasonable time. Upon endorsement by the Senate, students are able to view their results

online. Hard copies of the results can also be collected from the respective faculties and

institutes. Results are also available via SMS.

Strategy: UKM will continue to communicate the results of students’ assessment

in a timely manner. This process has also been ISO 9001:2008 certified. UKM is

now in the process of upgrading the publication of students’ assessment result.

The introduction of Diploma Supplement by PJK in addition to the existing

practice has provided students with more information on their competencies

gained throughout their learning experiences at UKM. Collaboration from all

learning centres is vital in ensuring valid and reliable reporting of students’

competencies.

3.1.8 Strength: Policies and procedures for appeal are clearly documented in the prospectus of

every faculty for which every student has access to a copy.

Strategy: At the very beginning of students’ academic experience, they were

informed of appeal procedures. Besides, information on appeal procedure is also

included in the Program Guidelines Manual.


3.2.1 Areas for improvement: With the introduction of the Citra Module. The faculties can

identify appropriate courses to be placed under CITRA Rentas (cross discipline). Since this is

the first year of its implementation, the courses and their course learning outcomes are not

fully aligned with the taxonomy domains for generic skills. This may cause some issues with

regards to constructive alignment.

Proposed action: In order to address this issue, a CITRA assessment framework

and plan will be developed by CITRA UKM through CITRA Implementation and

CITRA Domain Expert commiteess in order to put in place constructive alignment

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of all courses placed under CITRA Rentas (cross discipline). The immediate actions

that need to be taken is the formulation of Domain Learning Outcomes (DLO) for

all CITRA Domains together with an appropriate assessment method as well as

effective delivery mechanisms. By aligning all CITRA related courses to this

framework, UKM will maintain that all courses can be aligned to meaningfully

support the Citra Philosophy of ‘Shaping the Mind and Building Character.’

3.2.2 Areas for improvement: All programmes have formulated learning outcomes for courses. It

is the requirement of ISO 9001:2008 procedures and MQA-COPPA that the assessment

methods selected should be consistent with the breadth and depth of the learning

outcomes. However, selection of appropriate assessment methods are still issues to be

resolved especially when the particular course learning outcomes are associated with the

psychomotor and affective domains and the depth in terms of levels of taxonomy chosen

for the assessment.

Proposed action: Profesional UKM should strengthen the training module for

young lecturers to focus on selecting the right assessment method based on

breadth (cross domain) and depth (level of taxonomy) of a particular course

learning outcomes. Profesional UKM should provide training on current global

development and best practices in delivering and measuring the achievement of

learning outcomes, especially for those involve in the curriculum review

committee as well as providing feedback throughout teaching and learning

process.

3.2.3 Areas for improvement: Assessment methods are currently reviewed by academic staff

based on their individual exposure to international best practices in their disciplines. Not all

academic staff have the privilege of having international linkages that can impact upon the

methods of assessment, resulting in the usage of some non-optimal methods. To date,

there is no standard specification as a guideline for external examiners to follow during the

process of external examinations.

Proposed action: Kualiti UKM should formulate the minimum specification as

guideline that should be covered by an external examiner in order to fulfil the

programme standard set by MQA-COPPA. The Faculties should then provide the

customised list of tasks to be covered by the external examiners and the number

of examiners appointed should justify the loading.

Area 4: Student Selection and Support Services


UKM treats all applicants fairly and equitably. UKM has fair, clear and transparent procedures that

are based on clearly defined entry criteria for making decisions about the selection of students.

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Students will be selected on merit based on the published criteria in the faculty/institute’s website

for the information of students and those seeking to enrol with the faculty/institute. Additionally,

UKM provides support services to assist students in adjusting to university life and successfully

pursuing their degrees. UKM utilises a holistic approach in providing support services for students

by focusing on academic, social, and cultural aspects of the university experience. UKM has

identified its strengths in this area and devises strategies for maintaining and enhancing the

strengths as follows:

4.1.1 Strength: At the beginning of academic session 2014/2015, student selection for

undergraduate programmes in a number of faculties, i.e., FSK, FPer, FFar, FGG, FUU, FSSK

(Media and Communication Programme), FKAB (Architecture Programme), and FPend,

have include interview methods as part of their student selection process. For example,

FPend requires the undergraduate candidates to pass MedSi test for its first shortlisting

process before they are called for interviews. Additionally the interviewers are trained

scholars in their fields.

Strategy: UKM will continue to ensure that all faculties employ interview methods

as part of their student selection process. Additionally, UKM via the faculties will

employ various interview methods to strengthen the undergraduate student

selection process.

4.1.2 Strength: UKM has established and documented the basic policy for mechanism for the

articulation procedures, which will be then detailed out and customised by the faculties

and institutes. This includes the renewal and the establishment of UKM’s policies on credit

transfer and accreditation of prior experiential learning (APEL), respectively.

Strategy: UKM will work closely with MQA in increasing postgraduate student

enrolments through APEL while complementing MQA’s role in the evaluation

processes during admission. Additionally, with the renewal of the policy on credit

transfer, UKM will be more open to the variety of candidates and enable them to

enrol into UKM’s academic programmes.

4.1.3 Strength: UKM places student support services under the portfolios of two Deputy Vice-

Chancellors, namely, Deputy Vice-Chancellor of Academic and International Affairs (HEAA)

and Deputy Vice-Chancellor of Student and Alumni Affairs (HEPA). Under the Deputy Vice-

Chancellor of HEAA, the Centre for Liberal Education (Citra UKM) was set up to manage

liberal education courses, i.e., cross disciplinary courses, entrepreneurial courses, and

competency courses (soft skills), for which students are given credit. Under the Deputy

Vice-Chancellor of HEPA there are centres for Student Development and Alumni Relations,

and student services (Student Service Centre) responsible for the students’ welfare

including counselling and support services. In addition, UKM provides student support

services through other centres such as Sports Centre, University Cultural Centre, Health

Centre, Transport Unit and Centre for Information Technology. These centres have well

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trained staff in their respective fields.

Strategy: UKM will continue to provide a supportive conducive learning

environment for students. Hence, student feedbacks and monitoring reports on

student support services provided by UKM have been made a priority in the

decision makings at the UKM Divisional Heads Meetings (MKB). Student

feedbacks through eFACT and monitoring reports by the Deputy Vice Chancellor

(Students and Alumni Affairs) are discussed in the meeting. Consequently,

decisions to improve the student support services are made.

4.1.4 Strength: UKM, via counselling unit under the Student Service Centre, provides advices for

students on generic inter and intra personal skills, workshops, career exploration, and

social and cultural activities. Additionally, the counselling unit provides counselling services

for personal and financial issues.

Strategy: UKM will continue to enhance counselling services in terms of expertise

for its students in all counselling categories currently provided, i.e., personal

(campus and social wellbeing, career, stress and personality), health (physical and

mental, drug and alcohol related cases and sexual health), family (pre-marital,

family affairs, parental, and financial), and others such as legal, and sexual

harassment.

4.1.5 Strength: UKM also connects students to other university programmes and support

services that expose students to educational opportunities, as well as cultural involvement,

to promote a well-rounded university experience.

Strategy: UKM, through International Relations Centre (IRC), will continue to

enhance its Student Mobility Partnerships programme and financially facilitate its

students to participate in the outbound programme to expand their learning

experience with the ones offered outside Malaysia.

4.1.6 Strength: UKM support service centres are certified under ISO 9001:2008 for Quality

Management System, i.e., either Quality Management System of Undergraduate and

Postgraduate Academic Programmes (SPK PPPS) or ISO Quality Management System of

Services (SPKP).

Strategy: UKM will improve its quality management system to operate its work

processes ‘based on shared work processes’ instead of operating its work

processes ‘based on cost centres.’ Additionally, UKM will continue to widen its

scope by increasing the number of service centres which subscribe to ISO 9001

certification. This strategy is to further enhance the quality of the delivery system

provided by UKM to students and other stakeholders.


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4.2.1 Area for improvement: Teaching and Supervision Evaluation System (TESES) is used to

evaluate the efficiency and effectiveness of the Quality Management System MS ISO

9001:2000 of the Management of Undergraduate Studies and Graduate Programmes.

However, the system need to be improved in these aspects: (a) Relevancy of questions

asked; (b) Items/questions post in Section B, i.e., the faculty section, on whether or not to

be linked with course learning outcomes; (c) Student assessments towards lecturers

involved in team teaching and tutorial classes; and (d) Student assessment towards the

supervision process.

Proposed action: UKM, via Kualiti UKM and PS, will revise the content of TESES to

address all the issues raised by stakeholders. Kualiti UKM has put in place a work

plan to change the nature of the questions from operational type of questions to

questions that are based on course learning outcomes. Concurrently PS will

harmonise the content for student evaluations on supervision. Additionally,

Kualiti UKM will coordinate TESES with SMPWeb to ensure that lecturers who

handle the particular group of students are assessed by the same group of

students.

Area 5: Academic Staff

5.1 Strengths and Strategies for Maintaining and Enhancing Strengths

UKM Academic staff are directly involved with academic programming and research as well as

service for the university. Additionally, UKM academic staff contribute to the development of

institutional policies. In its recruitment process, UKM consistently emphasises on securing

academic staff who are knowledgeable, skillful, proactive, flexible to changes, innovative and

ethical. Effective academic staff would be able to assist the university to create wealth through

research, innovation and technological transfer. UKM has identified its strengths in this area and

formulated strategies for maintaining and enhancing the identified strengths as follows:

5.1.1 Strength: UKM utilises Psychometric Device for Academic Staff Selection (APPiKA), a

product of a joint research project between UKM academic and human resource staff, to

improve the recruitment process of academic staff appointment. It is a screening tool to

assess potential candidate’s personal traits and integrity. For non academic staff and

forengh academic staff PF System is utilised. Hence, UKM creates a valid, reliable and

holistic screening process in the selection of its academic staffs who consequently could

embrace the UKM’s and national aspirations as envisaged in the UKM vision, mission,

educational goal and key result areas (KRAS).

Strategy. UKM will continue to ensure the effectiveness of its recruiting process

by focusing on candidates who are most likely to be successful in the position.

Various tools and mechanisms, such as capability test and research task, will be

incorporated into the existing APPiKA to enhance the recruiting process for UKM

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to employ the best people in the business.

5.1.2 Strength: UKM prioritises its scholarly activities both at national and international levels.

Linkages with national and international institutions are carried out throughout the

academic year. UKM aims at achieving a status of world class university, hence consistently

increasing and strengthening collaborative linkages with foreign institutions through

student mobility programme, double degree programme (at undergraduate and

postgraduate levels), jointly organised international conference, MoA, MoU, LoI, academic

attachment, and academic exchange.

Strategy: UKM will continue to pursue its aim at achieving a status of world class

university. Thus, UKM has established International Relations Centre (IRC) to be a

reference point and major driver in UKM’s internationalisation efforts towards a

world class university. To date, UKM through Senate also facilitates and strongly

encourages faculties and institutes in pursuing the establishment of double

degree programme at undergraduate and postgraduate levels with foreign higher

education institutions. Additionally, UKM facilitates academic attachment and

academic exchange by providing sabbatical leaves and study leaves.

5.1.3 Strength: UKM fully supports its academic staff development. The university top

management has overseen the collaborative effort between the Centre for Professional

and Leadership Development and the Faculty of Education in establishing Doctor of

Education Programme (Ed.D) in 2013. This programme, which utilises the concept of work-

based learning, empowered the academic staff with lifelong-learning skills, research and

innovation.

Strategy: UKM will further enhance its Ed.D Programme in terms of curriculum as

well as in attracting more enrolments for the Programme. Additionally, UKM will

continue to enhance the flexible design of the Programme which currently

comprises the course work and research elements as well as its part time nature

to allow academic staff to attain professional development in the area of higher

education in due course.

5.1.4 Strength: UKM recognises mentoring as an important role and responsibility of senior

academics in order to guide the junior academics both in teaching and research. In the

faculties, senior academics act as mentors in aspects such as research groups and service.

UKM also provides continuous assistance for new academic staff to develop teaching skills

in line with current trends in pedagogy, curriculum design, teaching aids and assessment.

Additionally, UKM helps new academic staff to be aware of opportunities to develop their

career path in learning and teaching. UKM through the Centre for Professional and

Leadership Development (Professional UKM) offers specific courses related to teaching

skills and pedagogy for new academic staff. Furthermore, UKM through the Centre for

Teaching and Learning Technologies organises specific e-learning programmes to equip

UKM academic staff with current knowledge and skills in applying current tools used in

teaching and learning.

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Strategy: UKM, through the assessment process of research project proposal,

states that one of the criteria for the assessment is for a research group to assure

a well-balanced members comprising of new academic staff along with the senior

ones, hence provides guidance for new academic staff in this area. On the other

hand, in order to assure that new academic staff are equipped with the teaching

skills currently practiced elsewhere, courses related to teaching and learning skills

and pedagogy are tied to requirements for confirmation of tenure, promotion as

well as career development. Additionally, the Public Forum Programme (i.e.,

Persada Canselori Forum) provides staff (academic and non-academic staff) with a

range of forums for debate and discussion. The topics selected for sessions are

based on feedback from staff across the university which may include issues on

the current trends of teaching and learning.

5.1.5 Strength. UKM has a very clear, well defined and fully documented academic staff

appointment policy in which the criteria for selection are based on academic merit. There

are clear procedures on the appointment of adjunct and visiting professors. The criteria

and procedures apply for tutors and professors, including adjunct professors and visiting

professors. The same also applies to the parallel appointment of fellows, and senior and

principal fellows.

Strategy: UKM will continue to in line its academic staff appointment policy with

current and relevant policies and rules stipulated by the Public Service

Department of Malaysia, e.g., Public Service Department’s (PSD) circular on

service scheme for the appointment, promotion and termination of service

regulations 2012. Additionally, with the introduction of UKM KRA4 and KRA5 as

well as the policy on academic staff appraisal which includes ERS (Education,

Research and Services), UKM is consistent with the Entrepreneurship

Development Policy for Higher Education Institutions (HEIs) 2015. Furthermore,

as a research university with a specified autonomy, UKM exercises its autonomy

in the recruitment of academic staff to meet the research university

requirements.

5.1.6 Strength. The staff-student ratio for each programme is appropriate (see Part B Section

5.1.3) to the teaching-learning methods and complies with the Public services department

(PSD) standards as is indicated by lecturer to student’s ratio in each cluster. The total

number of full time academic staff up to 31st December 2014 is 2113, including 70

international staff that made up 3.3% of all academics. The UKM academic staff to student

ratio (as elaborated in Part B Section 5.1.3) is appropriate given that UKM’s policy on

teaching and learning is encouraging student-centred learning approach.

Strategy: UKM will continue to optimise the academic staff to student ratio in

ensuring adequacy of academic staff for teaching and learning as well as to

support the Research University agenda and to maintain financial sustainability.

5.1.7 Strength. UKM has a very clear policy on the roles of the academic staff in teaching,

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research and scholarly activities, consultancy, community services and administrative

functions as stipulated in Etika dan Amalan Cemerlang Akademik (Ethics and Academic

Excellent Practice) published in 2010 and further guided by UKM Teaching and Learning

Policy and reinforced by the UKM assessment system of SPPU with flexible weightage on

the Education, Research and Service (ERS).

UKM will continue to improve its online systems, i.e., iFolio and SPPP, to enhance

teaching and learning processes, and SPPU to better assess individual

performances. The distribution of responsibilities among the academic staff is

ensured by UKM Teaching and Learning Policy and yearly staff appraisal, SPPU.

The SPPU system implemented in UKM ensures the equitable distribution of

workload. Even though UKM provides guideline in terms of weights to teaching,

research and service, the ultimate workload ratio is decided by faculties/centres

or institutes based on a negotiated workload.

5.1.8 Strength. Recognition and reward through promotion, salary increment or other

remuneration are fully based on individual achievement. The ceremony of the recognition

and reward for individual achievement i.e., Innovation Award, is conducted annually. The

assessment of performance is carried out by the immediate superior based on a yearly

targeted performance (Sasaran Kerja Tahunan-SKT) stipulated by each individual staff and

may differ from faculty to faculty based on the negotiated workload approach. The aim of

the negotiated workload is to strive for maximum performance of each staff to meet

faculty/centre/institute targets.

Strategy: UKM will continue to conduct Innovation Award ceremonies as an

appraisal for staff achievements. To date, UKM also conducts UKM Teaching and

Learning Congress (K-Novasi Pengajaran dan Pembelajaran UKM) comprises of

poster and pitching/i-pitching presentations on the findings of action research

emphasises on innovation aspect and sharing of best practices in teaching and

learning – the best presentation is awarded, among others is action research

grant, according to the presentation categories.


5.2.1 Area for improvement: A plan to sustain the ratio between academic and non-academic

staff, between academic staff with the number of academic courses offered, and between

local and international academic staff is yet to be in place at certain faculties and institutes.

The current status shows an imbalance between senior and junior academic staff at certain

faculties and institutes between academic and non-academic staff.

Proposed action: UKM, via Human Resource Division and faculties/institutes, will

work on a more comprehensive and systematic succession plan. With the solid

criteria of staff recruitment UKM should be able to produce the comprehensive

and systematic succession plan for academic and non-academic staff as well as

local and international academic staff and also for senior and junior academic

staff throughout the university.

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5.2.2 Area for improvement: UKM is in the process of implementing the liberal education

module (CITRA) for all undergraduate programmes beginning from 2014/2015 academic

session. However, it requires competent academic staff to deliver the module effectively.

To successfully delivering CITRA module, the academic staffs needs to master

unconventional teaching and learning methods in order to meet the CITRA philosophy in

that to shaping the minds and building characters.

Proposed action: UKM, via the Centre for Liberal Education (CITRA UKM) and

Professional UKM as well as the Centre for Teaching and Learning Technologies, is

in the process of formulating a special training programme for the academic staff

involved in teaching and learning of CITRA module.

Area 6: Educational Resources


Teaching-learning activities have to be supported by adequate educational resources that include

finance, expertise, physical infrastructure, ICT and research facilities. These resources ensure

quality enhancement in higher education. In general, UKM has shown to be able to provide

adequate resources and funding, build new infrastructure, and manage as well as maintain the use

of facilities. UKM has identified its strengths and devised strategies for maintaining and enhancing

the strengths as follows:

6.1.1 Strength: UKM has optimum resources in terms of equipment and facilities to ensure

effective delivery of the curriculum and as well as conducive learning environment. This

includes necessary facilities and infrastructure for students with special needs. In response

to changes, it has been able to install mechanisms and provisions for further expansion in

infrastructure, in the effort to meet needs for more rooms for lecturers and laboratory

spaces for teaching and learning. The infrastructure provisions include ICT equipment such

as LCD projectors, networking and internet facilities.

Strategy: UKM will continue to ensure that physical facilities are sufficient and

improved from time to time according to Chapter 6 Guidelines on Access

Requirements for Persons with Disabilities (OKU) under Building Planning

Guidelines and Regulations and GP-01-5 Universal Design Planning Guidelines

(Universal Design) by SIRIM. UKM will regularly update its Teaching and Learning

Policy to include relevant clauses of these guidelines.

6.1.2 Strength: UKM has a clear policy regarding access to information, ICT facilities and

networking infrastructure. The policy involving all ICT facilities and technologies are

embodied in the ICT Policy of UKM. This policy outlines mechanisms on how the ICT

infrastructure and facility are being managed as well as issues involving ICT application and

tools, networking, e-mail and internet facilities, accountability, integrity, security and e-

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learning. Through the implementation of this policy, the ICT infrastructure is equipped and

enhanced to provide strong support for operation of academic programmes. UKM employs

ICT extensively in its core business and has been recognised by MAMPU as a core ICT user

for the support of its administrative functions.

Strategy: UKM will strengthen the information management and security as well

as the supporting ICT infrastructure through the ISO/IEC 27001:2013 ISMS

certification. Additionally, UKM will continue to further enhance the requirement

of the ICT policy in order to keep abreast with changes in technology.

6.1.3 Strength: UKM Centre for Collaborative Innovation (UKM-CCI), the technology transfer

office of UKM, was established in January 2010 and officially launched on 22nd February

2010 by the Minister of Science, Technology and Innovation in conjunction with the official

launching of “Tahun Inovasi dan Kreativiti UKM 2010”. UKM-CCI (PIK) provides assistance in

invention disclosure, intellectual property (IP) protection process and coordination with

patent attorney, IP database and IP promotion.

Strategy: UKM, through UKM-CCI, will continue to provide support for intellectual

property right (IPR) management and technology business development; promote

UKM-industry collaboration in intellectual property (IP) management, capacity

building, technology transfer and commercialisation; facilitate proactive business

matching and pre-seed funding; and develop new enterprise via technology

licensing, university start-up, JVC and strategic alliances.

6.1.4 Strength: UKM actively facilitates and provides extensive incentives for academic staff to

conduct research, particularly to support UKM as a Research University. Academicians are

assigned to registered research groups to conduct research and allocated resources

accordingly. Internal grants are disbursed on the basis of performance whilst external

grants are actively encouraged.

Strategy: UKM will continue to further improve UKM’s policies and action plans

regarding research and will be consistently engage in research and development

review. Additionally, research ethics and procedures of managing research

projects will continuously be disseminated to increase awareness and

understanding among all members.

6.1.5 Strength: UKM encourages student exchange and staff attachment activities. The

educational exchanges enhance UKM’s visibility to the industries and general public as well

as providing opportunities for UKM to internationalize its students and staffs. Students

would get the opportunities to pursue studies in overseas universities and lecturers would

get the opportunities to be a guest lecturer in education institutions overseas.

Strategy: UKM will continue to further enhance the function of the IRC to enable

more students involved in student exchange programs. Furthermore, UKM will

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continue to encourage staffs to seek attachment programmes and sabbatical

leave with either local or overseas institutions. At the same time, UKM will

continue to explore the MOU agreements with new institutions in the country

and abroad to allow students and lecturers exchange programme to be extended

to various countries.

6.1.6 All the physical facilities, including teaching and learning facilities, in UKM are conformed

to Occupational Health and Safety Policy set up and monitored by the Occupational Health

and Safety Committee.

Strategy: UKM have established the Centre for Risk Management, Sustainability

and Occupational Health (ROSH) that is responsible, among others, for ensuring

laboratory equipment being licensed, registered, or maintained in accordance

with regulations, to ensure that occupational health and safety management is

implemented in all centres of responsibility.

6.1.7 UKM has creatively initiated its own portfolio-based learning management system called i-

Folio designed based on education 3.0 which describes a level of transformative

capabilities and practices for education in the 21st century.

Strategy: UKM will always improve the i-Folio system to be in line with the

current developments of learning technologies in the world of education. Thus,

UKM has established the Centre for Teaching and Learning Technologies to

enhance, among others, up to date media and innovative learning technologies

academics and UKM students; Open Educational Resources and Massive Open

Online Courses; Mobile Learning, Game-based Learning, Teaching and Learning by

Bring Your Own Device; and conducive Learning Space Design for effective

teaching and learning.

6.1.8 UKM has successfully established living laboratories outside the campus. Among those are

Pulau Manis Community Service project, Tasik Chini Research Station, Langkawi Geopark

Research Station, PermataPintar project and the Virtual Autopsy System.

Strategy: UKM will continue to further improve facilities at the living laboratories.

Additionally, UKM will improve the sustainability of its living laboratories in that in

making the living laboratories self-dependent physically and financially.

6.1.9 Strength: UKM makes use of Centre for Professional Development and Leadership

(Professional UKM) in implementing and managing professional development and

leadership as well as training/courses for academic, management and professional, and

support staff.

Strategy: UKM will further strengthen the functions of Professional and

Leadership Development Centre (Professional UKM) in ensuring the effectiveness

of trainings in assisting professional development of academic, management and

http://en.wikipedia.org/wiki/Education

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professional as well as support staff.

6.1.10 UKM provides several libraries and/or educational resource centres for students and staff.

The service provided is amongst the best in the country. For example, Tun Sri Lanang

Library demonstrated very high spirit of change and moving forward. The library is well

kept and several 'redefinition' or 'challenging the convention' initiatives are in place. An

interesting piece is 'new books displayed on the table' by subjects at the entrance.

Strategy: UKM will continue to improve the services offered by the University

Library such as providing and managing the quality and latest information sources

in various fields of teaching; providing the variety of latest information technology

facilities that suit clients’ requirement; providing the efficient, accurate and

friendly services; assisting the client in detecting, accessing and acquiring the

relevant information; and providing the efficient and comfortable counter service

to the client. Additionally, the University Library will continue to enhance the

development, documentation and maintenance of the information sources in

various forms for the requirements of university’s learning, teaching and

research; the provision and management of the quality information services and

library facilities; the infrastructure and physical environment and the provision of

the latest information and communication technology; and its role to be effective

repository institution for the university’s publication and its citizens.


6.2.1 Area for improvement: UKM provides a Wi-Fi at some faculties and residential collages

roaming access service to the education community and researchers. At the moment, there

is a problem in terms of access speed and therefore it needs to be improved.

Proposed action: To address the factors that affect user response time (i.e.,

speed), UKM will collaborate with tele communication companies such as Maxis

and CELCOM to provide good connectivity at affordable cost.

6.2.2 Area for improvement: The need to build and maintain infrastructure is a challenge to

UKM financially. In order to grow to the level of a leading university UKM needs to meet

the demand for infrastructure services including maintenance of physical infrastructure for

conducive learning environment.

Proposed action: The financial cost for infrastructure services such as physical

infrastructure maintenance can be supported by the Institutes, Faculties and

Centres using their Co-curricular Fund and at the same time UKM will provide the

matching cost. Hence, faculties/institutes/centres can apply for the matching cost

from the UKM management to improve the infrastructure. To date, UKM

management agreed to provide a matching cost amounting to RM1 million to the

Faculty of Islamic Studies (FPI) with the provision that the Faculty allocates the

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same amount of cost from its Co-curricular Fund to improve the Faculty’s physical

infrastructure.

Area 7: Programme Monitoring and Review


The purpose of programme monitoring and review is to consider the continuing currency and

validity of programmes in light of developments in research, professional and industry practice and

pedagogy (including the use of technology in learning and teaching), changes in the external

environment such as requirements of professional, statutory and regulatory bodies, and continued

alignment with the UKM's strategy and mission. Additionally, the monitoring and review process

evaluate whether students are attaining the intended learning outcomes and whether the

assessment regime enables this to be appropriately demonstrated. UKM has identified its strengths

in this area and devised the strategies for maintaining and enhancing the strenghs as follows:

7.1.1 Strength: The UKM’s Quality Cycle and the programme monitoring and review are the

indications of UKM’s commitment to be among the top academic institution in this

country. UKM has devised several mechanisms for reviewing programmes at specified

intervals. The one semester cycle involves improvement of the course through monitoring

and assessment of a particular course through input and feedback received from students

and lecturers. One academic cycle involves the programme monitoring and assessment for

every academic session cycle. The input/feedback is taken from policy, industry’s feedback,

programme advisory panel and self/internal MS ISO 9001:2008 Audit. Full cycle relates to

programme performance monitoring and accreditation which should happen every 3-5

years. Programme assessors will assess and give accreditation to all UKM programme. The

accreditation process is done internally and programmes accredited will be updated and

registered at the UKM-QR system and then at MQR. In order to ensure that Faculties and

Institutes review the programme every 3-5 years, UKM put it as one of the Quality

Objective of MS ISO 9001:2008 for Management of Undergraduate and Postgraduate

Studies. Hence, the compliance monitored every academic session.

Strategy: To ensure that programme monitoring and review is done constantly,

UKM will endeavour to preserve MS ISO 9001:2008 for Management of

Undergraduate and Postgraduate Studies in order to sustain the quality of its

academic programmes.

7.1.2 Strength: UKM, through Guideline for Preparation of Academic Programme Document,

outlines that stakeholders’ view is a requirement in a programme monitoring and review

exercise to achieve the key outcomes of KRA1. The constant consultation with stakeholders

in the monitoring and review of UKM academic programmes indicates that UKM is always

ready to improve and enhance its academic programmes as well as offer assurance of

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academic standards and the quality of learning opportunities. It is UKM practice to ensure

that individuals external to UKM involved in its academic programme monitoring and

review exercise are appropriately qualified, in terms of their expertise in relation to the

programme, and are provided with clear information on the process and their role within

it.

Strategy: UKM will continue to ensure that every programme consults relevant

stakeholders in the monitoring and review of its academic programmes. This will

be done through a well defined frequency of advisory panels meeting and

monitored through internal audits. UKM will make it a high priority to ensure that

faculties and institutes consider stakeholders feedback as formal inputs during a

programme review exercise.


7.2.1 Area for Improvement: All programmes in UKM, including the ones that are particular of

their content and delivery, must be continually reviewed and evaluated based on the MQA-

COPPA Guideline as required by the MS ISO 9001:2008 Management of Undergraduate and

Graduate Programmes. Percentages of undergraduate and postgraduate programmes not

been reviewed according to the quality cycle, as at 2014, are 33.4 per cent and 44.0 per

cent, respectively.

Proposed Action: Faculties/institutes/ Kualiti UKM will ensure that benchmarking,

review and evaluation of all programmes offered are carried out at all levels and

carries out continually according to the planned cycles, as suggested in the

academic program continuous quality improvement planned cycles.

Area 8: Leadership, Governance and Administration


Strong leadership and improved governance require an integrated, coherent, and long-term

strategy built upon cooperation between superordinate and subordinate. It involves participation

at both levels. The policy, accountability, and transparency as well as efficient internal

communication through integrated documentation system are interactive to produce legitimate

governance, effective, and widely supported by subordinate that is strong, open, and capable of

playing a positive role in the governance.

8.1.1 Strength: In terms of managing the regular performance review of its administrative and

management staff, UKM uses the University Performance Appraisal System (SPPU) which is

linked to other relevant online information systems to facilitate data access and uploading,

i.e., among others are SMPWeb, TESES, e-SPEL, e-Inovasi, e-Iktiraf, and e-Khidmat.

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Strategy: As part of performance management, UKM is responsible to work with

its staff in developing a plan for addressing the staff's professional development

needs and interests. UKM will continue to be committed to a performance

management system for administrative and management staff that is delivered in

a manner that recognises the nature of the work and rewards exemplary

performance as well as provides for the growth and development of the staff.

8.1.2 Strength: To date, UKM has reviewed its ICT security policy to further enhance the security

of all forms and versions of data and information including students and staff records. The

policy has been approved by the University Management Council (LPU) to replace the

earlier version. UKM has also thrived to acquire a third party ISO certification on

Information Security Management System (ISO/IEC 27001:2013) in 2014-2015 to

strengthen the management and security of information in the university’s ICT based

systems. These policy and procedures are reviewed and disseminated accordingly, while

assuring the privacy rights of individuals and confidentiality of records.

Strategy: UKM has been very successful in deploying ICT based tools to manage

the vast amount of data and information such as academic and financial records

and staff data. Many systems have been integrated to facilitate sharing and

analysis of the data and information. Additionally, UKM will continue to ensure

access, retention and dissemination of confidential information that are

controlled based on stringent standards and using current technologies.

8.1.3 Strength: Well-established procedures for UKM’s interaction with its external sectors are in

place at the designated service centres. This includes the Office of Industrial Liaison, Office

of Community Engagement, the International Office and the Alumni Office. Their main

activities revolve around national and international networking. UKM strongly appreciates

the need for an integration of its core activities, i.e., education, research and community

engagements, which strengthens teaching, learning and research at the undergraduate and

graduate programmes. Hence, UKM thrives to ascertain the three core activities are linked

to external stakeholders, not only in process implementation but also in giving valuable

inputs for the sustainability of the core activities. Several mechanisms have been utilised to

facilitate such co-operations including LoIs, MoUs, MoAs and NDAs. These activities are

anchored by the Legal Unit of the Registrar’s Office.

Strategy: In order to strengthen and sustain UKM ties with its external

stakeholders, short and long term strategies need to be planned and

implemented. UKM will continue to assure its alumni and industry the win-win

partnership in order for both parties to reap the benefits from the collaborations

through implementation of KRA3 initiatives.

8.1.4 Strength: UKM was granted the university with autonomy by the Ministry of Education,

Malaysia in 2012. Hence enables UKM to better respond to the opportunities and

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challenges and to achieve excellence in an increasingly competitive global higher education

landscape. UKM also constantly prioritises its strategic, development and ICT as well as

data repository plans. With the plan to appoint two Pro-Vice Chancellors, i.e., Pro-Vice

Chancellor (Strategy) and Pro-Vice Chancellor (Development) in 2015, UKM has put

forward a proposal to enhance its strategic plans and infrastructure as well as supportive

learning environment. Additionally, UKM has appointed a Chief Information Officer (CIO)

responsible for ICT and repository of digital data.

Strategy: UKM will enhance its institutional, financial, academic and human

resource autonomy. The introduction of UKM KRAs is one of the mechanisms

utilised by UKM to enhance its autonomy in these areas, i.e., UKM will embrace

the devolvement of decision-making power which acknowledge the Board as the

highest authorities in all matters except those related to academic affairs;

establish mechanism for financial accountability; empower the Senate in decision-

making process on the academic matters; and increase its capacity to attract and

retain best talents as well as ensure sufficient internal funds to subsidise the cost

of recruiting and retaining best talents in order to remain competitive globally.

8.1.5 Strength: With the appointment of the Deputy Vice Chancellor in Community and Industry

engagement in 2009, UKM has moved forward tremendously in its engagement with the

relevant industry and community. The activities have been facilitated by UKM arms such as

Industry Liaison Office (PHI), Centre for Student Development and Alumni Relations and

Chancellor’s Foundation Office.

Strategy: UKM will further enhance the aspect of community and industrial

engagements in education and research processes. Hence, UKM has established

University Community Transformation Centre (UCTC UKM), Career UKM, and

Professional UKM. These entities have the roles, among others, to facilitate

fruitful engagements with community and industry in education and research.

8.1.6 Strength: Both the updated ICT security policy 2014 and Information Security Management

System (ISMS) ISO/IEC 27001:2013 were implemented in 2014 to enhance the

management and implementation of information security in the several information

systems in UKM. UKM is the first public university that adopted the current ISO/IEC

27001:2013 and benchmarked by other universities. This is stated in the IPTA and PTPTN

ISMS Coordination Meeting organised by the Ministry of Education on 30th of October

2014.

Strategy: In order to ascertain an effective university wide implementation of the

policy and scope of certification, UKM will continue to conduct self-assessments

and scheduled third party audits and address audit findings at the university’s

management level. UKM has passed ISMS Audit Level 1 by SIRIM on the 17th and

18th of November 2014 and all five issues of concern (IOC) have been addressed.

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UKM is now ready for the ISMS Audit Level 2 estimated to be in April 2015. The

scope of certification covers the management of University Information System

(SMU) database which encompasses processes regarding human resource,

information, and PTM process and technologies. SMU supports UKM critical

processes which include Staff Information Management System, Student

Information Management System, Financial and Accounting Management

System, and University Research Management System. Additionally, UKM is in the

process of developing a guideline for classification of digital record and backup

server, for the purpose of Disaster Recovery Centre (DRC), which will be placed in

UKM Medical Centre (PPUKM).


8.2.1 Area for improvement: In UKM, the programme review committees are headed by

coordinators who may be a deputy dean or head of department or programme

heads/coordinators. Coordinators require a formal training on programme monitoring and

review for them to be qualified coordinators.

Proposed action: UKM, via Professional UKM, will provide specialised training for

programme coordinators so that they can be a highly qualified coordinator to

effectively conduct academic programme monitoring and review.

8.2.2 Area for improvement: The administrative and support staff of UKM are appropriate and

sufficient to support the implementations of the educational programmes and related

activities, and the management and deployment of the resources. However, the

reshufflling system of administrative and support staff should take into considerations the

expertise of staff, the length of placement notice given to administrative and support staff,

mutual agreement between the staff and the cost centres, career pathways, and staff

development, to avoid the element of surprise and as well as to avoid disruption of the

work processes at the cost centres.

Proposed action: UKM, through the Department of Registrar, is in the process of

obtaining the job scope and level of competencies of administrative and support

staff across the cost centres in UKM to be used in enhancing the reshuffling

system to the benefit of the staff and the cost centres. Additionally, the

administrative and support staff will be given the opportunity to choose their

placement after the discusstion with cost centres, and only then the Department

of Registrar will place the staff accordingly.

8.2.3 Area for improvement: UKM has well established its filing system for physical documents

and records. However, UKM is yet to formulate the filing system for digital documents and

records. Digital documents and records are required as part of ISMS. Additionally, UKM

needs to harmonise the overall filing systems.

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Proposed action: UKM will develop a system to classify and manage digital

documents and records as per requirement in the ISO/IEC 27001:2013 ISMS

certification.

Area 9: Continual Quality Improvement


Continual Quality Improvement is a process to ensure organisations are systematically and

intentionally improving services and increasing positive outcomes for stakeholders. Rapid

advancement in global knowledge has urged UKM to continually improve the quality of teaching-

learning. Policies and procedures for reviewing and updating its internal quality assurance are in

place. UKM has identified its strengths in this area and devised strategies for maintaining and

enhancing the strengths as follows:

9.1.1 Strength: UKM is committed to its quality management system employed at the highest

level of university management. The management representative for the Management of

Undergraduate and Postgraduate Studies (referred to as SPK PPPS) is the Deputy Vice

Chancellor (Academic and International Affairs) and the management representative for

the QMS for Services (referred to as SPKP) is the Registrar or any other members of the

university’s top management appointed by the Vice Chancellor. Hence, UKM enables to

ensure at all times the adequacy, suitability, effectiveness and efficiency of the quality

management system adopted.

Strategy: UKM will continue to strengthen the governance structure of quality

management system and assure its top management commitment by aligning its

quality assurance operation with top management strategic business, i.e., the

UKM’s vision, mission, institutional goals, i.e., the UKM KRA’s, and educational

goal.

9.1.2 Strength: UKM has established Centre for Quality Assurance (Kualiti UKM) dedicated to the

internal quality assurance system, and taking comprehensive and continuous efforts to

keep abreast with the changes and best practices in quality enhancement. Kualiti UKM

coordinates the internal quality assurance system through the quality assurance units at all

cost centres. The quality assurance unit is led by head of quality assurance which is

answerable directly to his/her dean/director and reports the activities pertaining to quality

matters to the university through Kualiti UKM.

Strategy: UKM, via Kualiti UKM, will continue to strengthen the link with all cost

centres through the heads of quality assurance by providing a customised training

programme for that position and those who are identified to fill that position in

future. In addition, the quality processes will be further strengthening through

transformation of QMS to adapt current and future needs such as lean

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management approach. Furthermore, UKM through Kualiti UKM will continue to

observe careful planning, programme or initiative development that adheres to

that planning, implementation that takes quality into account, and constant re-

evaluation of the implementation.

9.1.3 Strength: UKM has a highly dynamic mechanism to implement the recommendations for

quality improvement and clearly records the achievements of such implementations. For

example, many of the core processes in teaching and learning are maintained using

ISO 9001:2008 Quality Management System for the Management of Undergraduate and

Postgraduate Studies which emphasise on process improvement on an annual basis. At the

same time, internal audits on teaching and learning has been conducted on all academic

programmes in 2008-09 and audit findings are addressed through the CQI process.

Additionally, UKM has implemented Quality Management System for Service (SPKP) and

Information Security Management System (ISMS), respectively under the same quality

standard.

Strategy: UKM will continue to enhance its quality management system in

managing the undergraduate and postgraduate studies, service and information

by adopting lean management approach to reduce redundancies and

overproduction. In addition, UKM will continue to conduct internal audits on

teaching and learning of all its academic programmes for continual quality

improvements in this area.

9.1.4 Strength: UKM fully embraces the spirit of continual quality improvement based on

prospective studies and analyses that has resulted in major revisions of its current policies

and practices, taking into account past experiences, present conditions, and future

possibilities. Quality data related to the University’s Key Result Areas (KRA’s) are discussed

at higher level platforms such as the Divisional Heads Meeting, the University Senate, and

the University Management Committee, all chaired by the Vice Chancellor. Outcomes from

the meetings are disseminated and implemented directly by the heads (deans/directors)

who also report back to the meeting on the progress of the implementation.

Strategy: UKM will continue to implement the Continual Quality Improvement

cycle in order to maintain academic excellence in education (teaching and

learning), research and services in order to achieve its institutional goals, i.e.,

KRAs. Each KRA is chaired by top university management leader and the

execution of strategies and action plans for each of the KRAs will be monitored

closely at operational level.

9.1.5 Strength: UKM actively strives to get its internal quality assurance system accredited by a

relevant, external and authoritative accreditation body, such as SIRIM, MQA, NIOSH and

other professional bodies as embodied in the UKM Quality Policy Statement. UKM is

committed to have all professional programmes accredited by the appropriate professional

bodies. In addition, all professional and non-professional programmes are encouraged to

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seek other international recognition and accreditation.

Strategy: UKM, via Kualiti UKM, will continue to comply with standards stipulated

by the relevant accreditation agencies and bodies based on fields of study to

guarantee UKM remains competitive globally as an institution of higher

education. UKM requires any academic programme offered by faculties and

institutes attaining level 3 and below on all benchmark standards in MQA-COPPA

to take immediate correction and corrective actions as well as action plans in

order to eliminate the concerns in a specified timeframe.


9.2.1 Area for improvement: UKM has formulated the generic Quality Assurance cycle for the

three UKM core processes as well as service delivery processes. The cycle for education has

been documented and implemented through the QMS systems, i.e., SPKPPPS while the

others are implemented under SPKP. For example, the CQI cycle for research management

is managed by CRIM within the SPKP system. However, there are several service centres

that are not under any QMS scope, thus their quality system is not been monitored.

Proposed action. UKM will work on mobilising all service centres to subscribe to

quality assurance processes in their core businesses to achieve UKM’s KRAs.

Additionally, UKM will work on the monitoring plan to monitor the operation of

strategic plan for KRAs, and to monitor the achievement of strategic outcomes.

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CONCLUSION AND RECOMMENDATIONS FOR CHANGE

At the University Kebangsaan Malaysia, policies and procedures for all nine areas outlined in the

Code of Practice for Institutional Audit (COPIA) are already in place. In many areas such as student

assessment, curriculum design and delivery and programme monitoring and review, policies have

been streamlined to suit the requirements of the outcome based education. While some academic

programmes i.e. professional programmes have advanced in their implementation of the above,

other programmes are at the initiation stage. UKM has taken all the initiatives to expedite a

university-wide implementation of the outcome based education. Through constructive leadership,

the university is able to provide a high quality of teaching-learning in all its academic programmes,

supported by highly qualified academic staff, adequate physical infrastructure and financial

resources. And, through the continual quality improvement programmes, UKM will strive to review

and update its policies and practices to ensure compliance to the current academic and market

requirements

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RECOMMENDATIONS FOR CHANGE

Area 1: Vision, Mission, Educational Goals and Learning Outcomes

Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre

Responsible

1.1.2 Enhanced Standards

The HEP should demonstrate

that its planning and

evaluation processes,

educational programmes,

educational support services,

financial and physical

resources, and

administrative processes are

adequate and appropriate to

fulfil its stated goals.

UKM’s planning and evaluation processes,

educational programmes, educational

support services, financial and physical

resources, and administrative processes are

adequate and appropriate to fulfil its stated

goals. However, there are rooms for

improvements in terms of staff

competencies, infrastructure, and working

environment in order to achieve the key

outcomes of KRA4 and KRA6.

It is a high priority of UKM to

develop staff competencies and as

well as to provide conducive

infrastructure and working

environment as stated in the KRA’s

in order to achieve the key

outcomes. The systems for

monitoring of staff competencies

and infrastructure have been put in

place via SPPU, SMPU, eSPEL, TESES

and eFACt. The data obtained from

the monitoring systems will be used

more effectively to enhance staff

competencies and infrastructure as

well as working environment.

Kualiti UKM


Akademik UKM

PTM


The HEP should strive to

expand the boundaries of

UKM is a research-led university committed

to promoting research of the highest quality

and the highest standards of research

UKM will move towards combining

research ethics guidelines developed

at the faculty level with the research

CRIM

PS

Akademik UKM

358


Responsible

academic autonomy to

reflect the progression of its

intellectual maturity.

integrity. Hence, UKM has established

Research Ethics Committee in 2008.

However, research ethics guidelines are also

established at the faculty/institute level. The

research guidelines at the faculty level

should be integrated into the research

guideline of the University level.

ethics guideline at the UKM level.


The HEP should strive to

expand the boundaries of

academic autonomy to

reflect the progression of its

intellectual maturity.

The four aspects of work ethics in public

service, i.e., quality values, accountability,

effective time management and effective

decision making should be enhanced in

UKM day to day operations of its core

businesses, i.e., should be seen practiced

across the board by UKM staff (academic,

administrative and support staff) and its

students. Additionally, the internalisation of

the concept of autonomy and governance,

which comes with the sense of self-

discipline and responsibility, should be

cascaded down to the level of cost centres.

UKM, via the Department of

Registrar, will strengthen its ethics

and value system to enhance the

practice of work ethics amongst

UKM staff. Additionally, UKM via

Professional UKM, will integrate the

issues of work ethics, autonomy and

governance in leadership courses for

cost centre’s management team.

Furthermore, UKM via Students

Service Centre, Graduate Centre and

CRIM will enforce ethics amongst

students in academic writing and

academic research, i.e., final year

research project, thesis and


Professional UKM

Students Service Centre

PS

CRIM

359


Responsible

dissertation.

Area 2: Curriculum Design and Delivery

Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre Responsible


The review and evaluation of

programmes should involve

external expertise nationally

and internationally.

Prior to academic programmes

evaluation exercise, academic

programmes are required to be

assessed by external examiners (local

or overseas professors) appointed

based on their expertise. The

assessments are coordinated by

Kualiti UKM, except for the

professional programs, which are

conducted by the relevant

professional bodies coordinated by

faculties/institutes. The results are

fully utilised to assure its quality

according to the UKM Quality Cycle

for teaching and learning.

The role of the Head of Quality

Assurance at all

Faculties/Institute needs to be

well-coordinated with the role of

the Deputy Deans (Academic

Affairs) to ensure a systematic

and effective quality assurance

process.

Faculties/Institutes

Kualiti UKM

2.4.2 Enhanced Standards Linkages with external stakeholders

need to be further enhanced and

The appointment of external

stakeholders as co-supervisors


360

Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre Responsible

The HEP should obtain

feedback from employers and

utilise the information for

curriculum improvement as

well as for purposes of

student placement, training

and workplace exposure.

expanded for the benefit of students’

learning experiences, particularly at

the postgraduate levels. Students

need to be well-exposed to real

working environment related to the

field of specialisation through

industrial, clinical and community

attachments. Faculties/Institutes

need to be proactive as well as

creative in their curriculum design as

well as implementation.

through Industrial PhD program

will provide students with ample

opportunities to conduct their

experiments in well-equipped

laboratories, supported with

good range of basic and up-to-

date equipment and

instrumentations. Such learning

experience would further

enhance UKM commitment in

realising the national agenda

towards lifelong learning.


The HEP should facilitate

students to develop linkages

with external stakeholders

UKM has developed linkages with

external stakeholders including in the

area of teaching and learning.

However, the role of UKM in

facilitating students to develop

linkages with external stakeholders

needs to be enhanced. Hence,

collaborations with external

stakeholders in teaching and learning

should be extended to include the

course delivery stage.

UKM through

faculties/institutes, will enhance

the collaboration with external

stakeholders in terms of teaching

and learning, i.e., at the course

delivery stage. Additionally, UKM

will facilitate the involvement of

external stakeholders on

teaching and learning through

MoUs, MoAs and LoIs.

Faculties/Institutes/Academic

Centre

361

Area 3: Assessment of Students


Responsible


The link between assessment

and programme learning

outcomes should be reviewed

periodically to ensure its

effectiveness.

With the introduction of the Citra

Module. The faculties can identify

appropriate courses to be placed

under CITRA Rentas (cross discipline).

Since this is the first year of its

implementation, the courses and their

course learning outcomes are not fully

aligned with the taxonomy domains

for generic skills. This may cause some

issues with regards to constructive

alignment.

In order to address this issue, a

CITRA assessment framework and

plan will be developed by CITRA

UKM through CITRA

Implementation and CITRA

Domain Expert commiteess in

order to put in place constructive

alignment of all courses placed

under CITRA Rentas (cross

discipline). The immediate action

that needs to be taken is the

formulation of Domain Learning

Outcomes (DLO) for all CITRA

Domains together with an

appropriate assessment method

as well as effective delivery

mechanisms. By aligning all CITRA

related courses to this

framework, UKM will maintain

that all courses can be aligned to

meaningfully support the Citra

Philosophy of ‘Shaping the Mind

CITRA UKM

Kualiti UKM

362


Responsible

and Building Character.’


The method of

assessing should be

comparable to

international best

practises

All programmes have formulated

learning outcomes for courses. It is the

requirement of ISO 9001:2008

procedures and MQA-COPPA that the

assessment methods selected should

be consistent with the breadth and

depth of the learning outcomes.

However, selection of appropriate

assessment methods are still issues to

be resolved especially when the

particular course learning outcomes

are associated with the psychomotor

and affective domains and the depth in

terms of levels of taxonomy chosen for

the assessment.

Professional UKM should

strengthen the training module

for young lecturers to focus on

selecting the right assessment

method based on breadth (cross

domain) and depth (level of

taxonomy) of a particular course

learning outcomes. Professional

UKM should provide training on

current global development and

best practices in delivering and

measuring the achievement of

learning outcomes, especially for

those involve in the curriculum

review committee as well as

providing feedback throughout

teaching and learning process

Professional UKM


The review of the

assessment should be

done in consultation

Assessment methods are currently

reviewed by academic staff based on

their individual exposure to

international best practices in their

Kualiti UKM should formulate the

minimum specification as

guideline that should be covered

by an external examiner in order

Kualiti UKM


363


Responsible

with external experts,

both locally and

internationally.

disciplines. Not all academic staff has

the privilege of having international

linkages that can impact upon the

methods of assessment, resulting in

the usage of some non-optimal

methods. To date, there is no standard

specification as a guideline for external

examiners to follow during the process

of external examinations.

to fulfil the programme standard

set by MQA-COPPA. The Faculties

should then provide the

customised list of tasks to be

covered by the external

examiners and the number of

examiners appointed should

justify the loading.

Area 4: Student Selection and Support Services


Responsible


There should be appropriate

channels to allow student

participation in the formulation,

management and evaluation of

the curriculum, and in academic

matters relevant to them.

Teaching and Supervision Evaluation

System (TESES) is used to evaluate the

efficiency and effectiveness of the Quality

Management System MS ISO 9001:2008

of the Management of Undergraduate

Studies and Graduate Programmes.

However, the system need to be

improved in these aspects: (a) Relevancy

UKM, via Kualiti UKM and PS, will

revise the content of TESES to

address all the issues raised by

stakeholders. Kualiti UKM has put in

place a work plan to change the

nature of the questions from

operational type of questions to

questions that are based on course

Kualiti UKM

PS

Akademik UKM

PTM

364


Responsible

of questions asked; (b) Items/questions

post in Section B, i.e., the faculty section,

on whether or not to be linked with

course learning outcomes; (c) Student

assessments towards lecturers involved in

team teaching and tutorial classes; and (d)

Student assessment towards the

supervision process.

learning outcomes. Concurrently PS

will harmonise the content for

student evaluations on supervision.

Additionally, Kualiti UKM will

coordinate TESES with SMPWeb to

ensure that lecturers who handle

the particular group of students are

assessed by the same group of

students.

Area 5: Academic Staff

Benchmark/Enhanced

Standards

Areas for Improvement Proposed Action Faculties/Institutes/Centre

Responsible


The recruitment policy

should seek a balance

between senior and

junior academic staff,

between academic and

non-academic staff,

between academic

A plan to sustain the ratio between academic and non-

academic staff, between academic staff with the number

of academic courses offered, and between local and

international academic staff is yet to be in place at certain

faculties and institutes. The current status shows an

imbalance between senior and junior academic staff at

certain faculties and institutes between academic and

non-academic staff.

UKM, via Human Resource

Division and faculties/institutes,

will work on a more

comprehensive and systematic

succession plan. With the solid

criteria of staff recruitment UKM

should be able to produce the

comprehensive and systematic

Professional UKM

Registrar Office

365

Benchmark/Enhanced

Standards

Areas for Improvement Proposed Action Faculties/Institutes/Centre

Responsible

staff with different

approaches to the

subject, and between

local and international

academic staff with

multidisciplinary

backgrounds.

succession plan for academic and

non-academic staff as well as local

and international academic staff

and also for senior and junior

academic staff throughout the

university.

5.2.1 Benchmarked

Standards

The academic staff

must be provided with

the necessary training,

tools and technology

for self-learning,

access to information

and for

communication.

UKM is in the process of implementing the liberal

education module (CITRA) for all undergraduate

programmes beginning from 2014/2015 academic

session. However, it requires competent academic staff

to deliver the module effectively. To successfully

delivering CITRA module, the academic staffs needs to

master unconventional teaching and learning methods in

order to meet the CITRA philosophy in that to shaping the

minds and building characters.

UKM, via the Centre for Liberal

Education (CITRA UKM) and

Professional UKM as well as the

Centre for Teaching and Learning

Technologies, is in the process of

formulating a special training

programme for the academic staff

involved in teaching and learning

of CITRA module.

CITRA UKM

Professional UKM

PPTP

366

Area 6: Educational Resources

Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/

Centre Responsible

6.1.1 Benchmarked Standards

The physical facilities must

comply with the relevant

laws, and with health and

safety regulations.

Calibration issues of laboratory’s

equipment are valid concerns as

uncalibrated equipment maybe even

unsafe. Calibration typically requires

a standard that has at least 10 times

the accuracy of the instrument under

test. UKM needs to address the

issues of uncalibrated equipment in

its laboratories.

UKM will move towards obtaining accreditation

for laboratories in UKM. The process of obtaining

accreditation will also involve calibration of the

laboratory equipment.

Kualiti UKM

faculty/institute


The HEP must have a policy

regarding access to

information and external

linkages for effective teaching

and learning, for example,

through the use of the most

current electronic devices,

library databases, networks

and linkages and other

effective means of using

information and

UKM provides a Wi-Fi roaming access

service to the education community

and researchers. At the moment,

there is a problem in terms of access

speed and therefore it needs to be

improved.

To address the factors that affect user response

time (i.e., speed), UKM will collaborate with

telecommunication companies such as Maxis and

CELCOM to provide good connectivity at

affordable cost.

PTM

367

Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/

Centre Responsible

communication technology.


Those responsible for an

academic programme should

be given sufficient autonomy

to appropriately allocate

resources to achieve the

programme objectives and to

maintain high educational

standards.

The need to build and repair

infrastructure is a challenge to UKM

financially. In order to grow to the

level of a world class university UKM

needs to meet the demand for

infrastructure services including the

physical infrastructure maintenance.

The financial cost for infrastructure services such

as physical infrastructure maintenance can be

supported by the Institutes, Faculties and Centres

using their Co-curricular Fund and at the same

time UKM will provide the matching cost. Hence,

faculties/institutes/centres can apply for the

matching cost from the UKM management to

improve the infrastructure. To date, UKM

management agreed to provide a matching cost

amounting to RM1 million to the Faculty of

Islamic Studies (FPI) with the provision that the

Faculty allocates the same amount of cost from

its Co-curricular Fund to improve the Faculty’s

physical infrastructure.

Bursar Department

faculty/institute/cent

re

Area 7: Programme Monitoring and Review


Responsible

7.1.1 Benchmarked Standards All programmes in UKM, including the ones

that are particular of their content and

Faculties/institutes/ Kualiti UKM

will ensure that benchmarking,

Faculties/institutes

Kualiti UKM

368

The HEP must have a policy on

the reviewing, monitoring and

evaluation of all programmes

offered that utilises proper

mechanisms and resources,

including benchmark data,

teaching-learning methods and

technologies, administration

and related educational

services, as well as feedback

from principal stakeholders.

delivery, must be continually reviewed and

evaluated based on the MQA-COPPA

Guideline as required by the MS ISO

9001:2008 Management of Undergraduate

and Graduate Programmes. Percentages of

undergraduate and postgraduate

programmes not been reviewed according

to the quality cycle, as at 2014, are 33.4 per

cent and 44.0 per cent, respectively.

review and evaluation of all

programmes offered are carried

out at all levels, and carried out

continually according to the

planned cycles, as suggested in the

academic program continuous

quality improvement planned

cycles.

Area 8: Leadership, Governance and Administration


Responsible


The leadership of academic

programmes and departments

(i.e., the academic leadership)

must be held by those with

appropriate qualifications and

experience, and sufficiently

knowledgeable on issues of

curriculum design, delivery and

In UKM, the programme review

committees are headed by coordinators

who may be a deputy dean or head of

department or programme

heads/coordinators. Coordinators require

a formal training on programme

monitoring and review for them to be

qualified coordinators.

UKM, via Professional UKM, will

provide specialised training for

programme coordinators so that they

can be a highly qualified coordinator

to effectively conduct academic

programme monitoring and review.

Professional UKM

Kualiti UKM

369


Responsible

review.


The administrative staff of the

HEP must be appropriate and

sufficient to support the

implementation of the

educational programmes and

related services, and to ensure

good management and

deployment of the resources.

The administrative and support staff of

UKM are appropriate and sufficient to

support the implementations of the

educational programmes and related

activities, and the management and

deployment of the resources. However,

the reshuffling system of administrative

and support staff should take into

considerations the expertise of staff, the

length of placement notice given to

administrative and support staff, mutual

agreement between the staff and the

cost centres, career pathways, and staff

development, to avoid the element of

surprise and as well as to avoid disruption

of the work processes at the cost centres.

UKM, through the Department of

Registrar, is in the process of

obtaining the job scope and level of

competencies of administrative and

support staff across the cost centres

in UKM to be used in enhancing the

reshuffling system to the benefit of

the staff and the cost centres.

Additionally, the administrative and

support staff will be given the

opportunity to choose their

placement after the discussion with

cost centres, and only then the

Department of Registrar will place

the staff accordingly.

Department of

Registrar

Faculties/Institutes/

Centres


The HEP should continuously

review policies on security of

records including increased use

of electronic technologies and

UKM has well established its filing system

for physical documents and records.

However, UKM is yet to formulate the

filing system for digital documents and

records. Digital documents and records

are required as part of ISMS. Additionally,

UKM will develop a system to classify

and manage digital documents and

records as per requirement in the

ISO/IEC 27001:2013 ISMS

certification.

Kualiti UKM

PTM

Strategi UKM

370


Responsible

its safety systems. UKM needs to harmonise the overall

filing systems.

Area 9: Continual Quality Improvement


Responsible


The HEP should embrace the

spirit of continual quality

improvement based on

prospective studies and analyses

that leads to the revisions of its

current policies and practices,

taking into consideration past

experiences, present conditions,

and future possibilities.

UKM has formulated the generic Quality

Assurance cycle for the three UKM core

processes as well as service delivery

processes. The cycle for education has

been documented and implemented

through the QMS systems, i.e., SPKPPPS

while the others are implemented under

SPKP. For example, the CQI cycle for

research management is managed by CRIM

within the SPKP system. However, there

are several service centres that are not

under any QMS scope, thus their quality

system is not been monitored

UKM will work on mobilising all

service centres to subscribe to

quality assurance processes in their

core businesses to achieve UKM’s

KRAs. Additionally, UKM will work

on the monitoring plan to monitor

the operation of strategic plan for

KRAs, and to monitor the

achievement of strategic outcomes.

Strategi UKM

371

Appendix

372

Appendix A: Programmes Currently Conducted by UKM

No. Faculty/ Institute

Programme

1 FKAB Doctor of Philosophy (Civil and Structural Engineering)

2 FKAB Doctor of Philosophy (Chemical and Process Engineering)

3 FKAB Doctor of Philosophy (Mechanical and Materials Engineering)

4 FKAB Doctor of Philosophy (Electrical, Electronic and System Engineering)

5 FKAB Doctor of Philosophy (Engineering Management)

6 FKAB Doctor of Philosophy (Engineering Education)

7 FKAB Doctor of Philosophy (Architecture)

8 FKAB Master of Science (Civil and Structural Engineering)

10 FKAB Master of Science (Electrical, Electronic and System Engineering)

11 FKAB Master of Science (Chemical and Process Engineering)

12 FKAB Master of Science (Mechanical and Materials Engineering)

13 FKAB Master of Science (Engineering Management)

14 FKAB Master of Science (Engineering Education)

15 FKAB Master of Engineering (Civil)

16 FKAB Master of Engineering (Chemical)

17 FKAB Master of Engineering (Communication and Computer)

18 FKAB Master of Engineering (Mechanical)

19 FKAB Master of Engineering (Environmental)

20 FKAB Master of Engineering

21 FKAB Master of Science (Microelectronics)

22 FKAB Master of Science

23 FKAB Master of Science (Architecture)

24 FKAB Master of Engineering (Manufacturing System)

25 FKAB Master of Science (Industrial Management and Technology)

26 FKAB Master of Science (Semiconductor Package Technology)

27 FKAB Bachelor of Architectural Science with Honours

28 FKAB Bachelor of Engineering with Honours (Civil and Structural Engineering)

29 FKAB Bachelor of Engineering with Honours (Electrical and Electronic Engineering)

30 FKAB Bachelor of Engineering with Honours (Chemical Engineering)

31 FKAB Bachelor of Engineering with Honours (Mechanical Engineering)

32 FKAB Bachelor of Engineering with Honours (Manufacturing Engineering)

33 FKAB Bachelor of Engineering with Honours (Communication and Computer Engineering)

34 FKAB Bachelor of Engineering with Honours (Biochemical)

35 FKAB Bachelor of Engineering with Honours (Microelectronics)

36 FKAB Bachelor of Engineering with Honours (Civil and Environmental)

1 FSSK Doctor of Philosophy (Anthropology and Sociology)

2 FSSK Doctor of Philosophy (Geography)

http://scholar.google.com.my/scholar?q=semiconductor+package+technology&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ei=VPjtVKqSF5PjuQSd-IHwCA&ved=0CBkQgQMwAA

373


Programme

3 FSSK Doctor of Philosophy (Malay Language Studies)

4 FSSK Doctor of Philosophy (Malay Literature)

5 FSSK Doctor of Philosophy (Postcolonial Literature in English)

6 FSSK Doctor of Philosophy (Communication)

7 FSSK Doctor of Philosophy (Linguistics)

8 FSSK Doctor of Philosophy (English Language Studies)

9 FSSK Doctor of Philosophy (Environmental Management)

10 FSSK Doctor of Philosophy (Arts Performance and Management)

11 FSSK Doctor of Philosophy (Psychology)

12 FSSK Doctor of Philosophy (Development Science)

13 FSSK Doctor of Philosophy (Political Science)

14 FSSK Doctor of Philosophy (History)

15 FSSK Doctor of Philosophy (Strategy and Security Studies)

16 FSSK Doctor of Philosophy (Social Work)

17 FSSK Doctor of Philosophy (Malay Letters)

18 FSSK Doctor of Philosophy (Human Development)

19 FSSK Master of Philosophy (Postcolonial Literature in English)

20 FSSK Master of Philosophy (Anthropology and Sociology)

21 FSSK Master of Philosophy (Geography)

22 FSSK Master of Philosophy (Communication)

23 FSSK Master of Philosophy (Linguistics)

24 FSSK Master of Philosophy (English Language Studies)

25 FSSK Master of Philosophy (Arts Performance and Management)

26 FSSK Master of Philosophy (Psychology)

27 FSSK Master of Philosophy (Development Science)

28 FSSK Master of Philosophy (Political Science)

29 FSSK Master of Philosophy (History)

30 FSSK Master of Philosophy (Strategy and Security Studies)

31 FSSK Master of Philosophy (Social Work)

32 FSSK Master of Philosophy (Malay Language Studies)

33 FSSK Master of Philosophy (Malay Literature)

34 FSSK Master of Philosophy (Malay Letters)

35 FSSK Master of Environmental Management

36 FSSK Master Social Science (Anthropology and Sociology)

37 FSSK Master of Social Science (Strategy and Diplomacy)

38 FSSK Master of Social Science (Geography)

39 FSSK Master of Social Science (Gender Studies)

40 FSSK Master of Social Science (Linguistics)

41 FSSK Master of Social Science (Human Development)

42 FSSK Master of Social Science (East Asian Studies)

374


Programme

43 FSSK Master of Social Science (Corruption Studies)

44 FSSK Master of Social Science (Policing Studies)

45 FSSK Master of Social Science (Strategic and Security Analysis)

46 FSSK Master of Social Science (Communication Management)

47 FSSK Master of Social Science (Social and Environmental Impact Assessment)

48 FSSK Master of Social Science (Counselling Psychology)

49 FSSK Master of Social Science (Development Science)

50 FSSK Master of Social Science (Political Science)

51 FSSK Master of Social Science (Defence Studies) UKM-MPAT

52 FSSK Master of Arts (Postcolonial Literature in English)

53 FSSK Master of Arts (English Language Studies)

54 FSSK Master of Arts (Performance Arts and Management Studies)

55 FSSK Master of Arts (Industrial and Organisational Psychology)

56 FSSK Master of Arts (History)

57 FSSK Master of Arts (Malaysian History)

58 FSSK Master of Arts (Malay Language Studies)

59 FSSK Master of Arts (Malay Literature Studies)

60 FSSK Master of Arts (Malay Letters)

61 FSSK Master of Arts (Anthropology and Sociology)

62 FSSK Master of Arts (Geography)

63 FSSK Master of Arts (Linguistic)

64 FSSK Master of Arts (Communication)

65 FSSK Master of Arts (Developmental Psychology)

66 FSSK Master of Arts (Counselling Psychology)

67 FSSK Master of Arts (Human Development Psychology)

68 FSSK Master of Arts (Strategy and Diplomacy)

69 FSSK Master of Arts (Political Science)

70 FSSK Master of Arts (Strategy and Security Studies)

71 FSSK Master of Arts (Policy Study and Security Analysis)

72 FSSK Master of Arts (Defence Studies)

73 FSSK Degree of Social Sciences with Honours (Political Science)

74 FSSK Degree of Social Sciences with Honours (Anthropology and Sociology)

75 FSSK Degree of Social Sciences with Honours (Psychology)

76 FSSK Degree of Social Sciences with Honours (Geography)

77 FSSK Degree of Social Sciences with Honours (Development Science)

78 FSSK Degree of Social Sciences with Honours (Social Work)

79 FSSK Degree of Social Sciences with Honours (Media Communication)

80 FSSK Degree of Social Sciences with Honours (Linguistics)

81 FSSK Degree of Arts with Honours (Malay Literature)

82 FSSK Degree of Arts with Honours (History)

375


Programme

83 FSSK Degree of Arts with Honours (English Language Studies)

84 FSSK Degree of Arts with Honours (Malay Language Studies)

1 FPER Doctor of Anaesthesiology & Critical Care

2 FPER Doctor of General Surgery

3 FPER Doctor of Ophthalmology

4 FPER Doctor of Otorhinolaryngology Head & Neck Surgery

5 FPER Doctor of Orthopaedics & Traumatology

6 FPER Doctor of Internal Medicine

7 FPER Master in Medical Science (Medicine)

8 FPER Advanced Master in Dermatology

9 FPER Doctor of Family Medicine

10 FPER Doctor of Obstetrics & Gynaecology

11 FPER Doctor of Paediatrics

12 FPER Master in Genetic Counseling

13 FPER Doctor of Radiology

14 FPER Doctor of Psychiatry

15 FPER Advanced Master of Child & Adolescent Psychiatry

16 FPER Doctor of Emergency Medicine

17 FPER Bachelor of Science in Emergency Medicine

18 FPER Doctor of Pathology (Haematology)

19 FPER Doctor of Pathology (Anatomic Pathology)

20 FPER Doctor of Pathology (Chemical Pathology)

21 FPER Doctor of Pathology (Forensic Pathology)

22 FPER Master in Medical Education

23 FPER Postgraduate Certificate in Medical Education

24 FPER Master of Public Health

25 FPER Master of Community Health Science (Epidemiology & Statistics)

26 FPER Master of Community Health Science (Hospital Management & Health Economics)

27 FPER Master of Community Health Science (Family Health)

28 FPER Master of Community Health Science (Occupational Health)

29 FPER Master of Community Health Science (Environmental Health)

30 FPER Master of Community Health Science (Health Promotion)

31 FPER Master of Medical Social Work

32 FPER Doctor of Public Health

33 FPER Master of Nursing (Mental Health)

34 FPER Master of Nursing (Orthopaedics & Traumatology)

35 FPER Master of Nursing (Obstetrics & Gynaecology)

36 FPER Master of Nursing (Community Health)

37 FPER Postgraduate Diploma in Midwifery

376


Programme

38 FPER Bachelor of Nursing

39 FPER Master in Medical Science (Pharmacology)

40 FPER Doctor of Pathology (Medical Microbiology)

41 FPER Master in Medical Science (Parasitology)

42 FPER Master in Medical Science (Anatomy)

43 FPER Master in Medical Science (Biochemistry)

44 FPER Degree in Doctor of Medicine

45 FPER Degree in Doctor of Medicine UKM-UNPAD

46 FPER Doctor of Paediatric Surgery

47 FPER Master in Medical Science

48 FPER Doctor of Philosophy

1 FST Doctor of Philosophy (Physics)

2 FST Doctor of Philosophy (Industrial Safety Management)

3 FST Doctor of Philosophy (Biochemistry)

4 FST Doctor of Philosophy (STAP - Botany)

5 FST Doctor of Philosophy (STBP - Botany)

6 FST Doctor of Philosophy (STAP - Genetics)

7 FST Doctor of Philosophy (Geology)

8 FST Doctor of Philosophy (Chemistry)

9 FST Doctor of Philosophy (Mathematics)

10 FST Doctor of Philosophy (Microbiology)

11 FST Doctor of Philosophy (Nutrition)

12 FST Doctor of Philosophy (Quality and Productivity Improvement)

13 FST Doctor of Philosophy (Material Science)

14 FST Doctor of Philosophy (Food Science)

15 FST Doctor of Philosophy (Nuclear Science)

16 FST Doctor of Philosophy (Environmental Sciences)

17 FST Doctor of Philosophy (Statistics)

18 FST Doctor of Philosophy (STAP - Zoology)

19 FST Doctor of Philosophy (STBP - Zoology)

20 FST Doctor of Philosophy (Biology)

21 FST Doctor of Philosophy (Ocean Sciences)

22 FST Doctor of Philosophy (Marine Sciences)

23 FST Doctor of Philosophy (STBP - Genetics)

24 FST Doctor of Philosophy (Food Science & Nutrition)

25 FST Doctor of Philosophy (Actuarial Science)

26 FST Doctor of Philosophy (Oleochemistry)

27 FST Doctor of Philosophy (Chemical Technology)

28 FST Master of Science (Biochemistry)

377


Programme

29 FST Master of Science (Molecular Biology)

30 FST Master of Science (Conservation Biology)

31 FST Master of Science (Biology)

32 FST Master of Science (Plant Biotechnology)

33 FST Master of Science (STAP - Botany)

34 FST Master of Science (STBP - Botany)

35 FST Master of Science (Entomology)

36 FST Master of Science (Applied Physics)

37 FST Master of Science (Physics)

38 FST Master of Science (STAP - Genetics)

39 FST Master of Science (STBP - Genetics)

40 FST Master of Science (Engineering and Environmental Geophysics)

41 FST Master of Science (Engineering Geology)

42 FST Master of Science (Geology)

43 FST Master of Science (Chemistry)

44 FST Master of Science (Mathematics)

45 FST Master of Science (Microbiology)

46 FST Master of Science (Industrial Minerals)

47 FST Master of Science (Nutrition)

48 FST Master of Science (Management of Plant Genetics Resources)

49 FST Master of Science (Environmental Assessment and Monitoring)

50 FST Master of Science (Quality and Productivity Improvement)

51 FST Master of Science (Material Science)

52 FST Master of Science (Ocean Sciences)

53 FST Master of Science (Food Science)

54 FST Master of Science (Marine Sciences)

55 FST Master of Science (Nuclear Science)

56 FST Master of Science (Environmental Sciences)

57 FST Master of Science (Plant Systematics)

58 FST Master of Science (Statistics)

59 FST Master of Science (Energy Technology)

60 FST Master of Science (STAP - Zoology)

61 FST Master of Science (STBP - Zoology)

62 FST Master of Science (Animal Science)

63 FST Master of Science (Food Science & Nutrition)

64 FST Master of Science (Plant Science)

65 FST Master of Science (Actuarial Science)

66 FST Master of Science (Chemical Technology)

67 FST Master of Science (Oleochemistry)

68 FST Master of Science (Radiation and Nuclear Safety)

378


Programme

69 FST Bachelor of Science with Honours (Biochemistry)

70 FST Bachelor of Science with Honours (Plant Biotechnology)

71 FST Bachelor of Science with Honours (Genetics)

72 FST Bachelor of Science with Honours (Microbiology)

73 FST Bachelor of Science with Honours (Mathematics)

74 FST Bachelor of Science with Honours (Actuarial)

75 FST Bachelor of Science with Honours (Statistics)

76 FST Bachelor of Science with Honours (Food Science with Business Management)

77 FST Bachelor of Science with Honours (Food Science and Nutrition)

78 FST Bachelor of Science with Honours (Chemical Technology)

79 FST Bachelor of Science with Honours (Chemistry)

80 FST Bachelor of Science with Honours (Material Science)

81 FST Bachelor of Science with Honours (Nuclear Science)

82 FST Bachelor of Science with Honours (Physics)

83 FST Bachelor of Science with Honours (Geology)

84 FST Bachelor of Science with Honours (Ocean Sciences)

85 FST Bachelor of Science with Honours (Environmental Science)

86 FST Bachelor of Science with Honours (Biology)

1 FTSM Doctor of Philosophy

2 FTSM Master of Information Technology

3 FTSM Master of Information Technology (Information Science)

4 FTSM Master of Information Technology (Management Information System)

5 FTSM Master of Information Technology (Industrial Informatics)

6 FTSM Master of Information Technology (Multimedia System)

7 FTSM Master of Information Technology (Artificial Intelligence)

8 FTSM Master of Information Technology (Industrial Computing)

9 FTSM Master of Information Technology (Computer Science)

10 FTSM Master of Information Technology (Management Information System

11 FTSM Master of Health Informatics

12 FTSM Master of Cyber Security

13 FTSM Master of Information System

14 FTSM Master of Science (Computer Science)

15 FTSM Master of Computer Science (Artificial Intelligence)

16 FTSM Master of Computer Science (High Performance Computing)

17 FTSM Master of Computer Science (Network Technology)

18 FTSM Master of Computer Science (Software Technology)

19 FTSM Bachelor of Computer Science with Honours

20 FTSM Bachelor of Information Technology with Honours

21 FTSM Bachelor of Software Engineering with Honours (Information System Development)

379


Programme

22 FTSM Bachelor of Software Engineering with Honours (Multimedia System Development)

1 FGG Doctor of Philosophy (Oral Biology)

2 FGG Doctor of Philosophy (Community Dentistry)

3 FGG Doctor of Philosophy (Paediatric Dentistry)

4 FGG Doctor of Clinical Dentistry (Restorative Dentistry)

5 FGG Doctor of Clinical Dentistry (Paediatric Dentistry)

6 FGG Doctor of Clinical Dentistry (Periodontology)

7 FGG Doctor of Clinical Dentistry (Oral and Maxillofacial Surgery)

8 FGG Doctor of Clinical Dentistry (Endodontology)

9 FGG Doctor of Clinical Dentistry (Orthodontics)

10 FGG Master in Orthodontics

11 FGG Master in Dental Science (Oral Biology)

12 FGG Doctor of Dentistry

1 FPEND Doctor of Philosophy

2 FPEND Doctor of Education

3 FPEND Master of Education

4 FPEND Bachelor of Education with Honours (Sports and Recreation)

5 FPEND Bachelor of Education with Honours (Teaching English as a Second Language (TESL))

6 FPEND Bachelor of Education with Honours (Special Education)

1 FSK Doctor of Philosophy

2 FSK Doctor of Philosophy (Dietetics)

3 FSK Doctor of Philosophy (Clinical Linguistic)

4 FSK Doctor of Philosophy (Optometry)

5 FSK Doctor of Philosophy (Nutrition)

6 FSK Doctor of Philosophy (Hearing and Speech)

7 FSK Doctor of Philosophy (Diagnostic Imaging)

8 FSK Doctor of Philosophy (Radiotherapy)

9 FSK Doctor of Philosophy (Biomedical Science)

10 FSK Master of Clinical Psychology

11 FSK Master of Health Science

12 FSK Master of Health science (Clinical Linguistic)

13 FSK Master of Health science (Clinical Optometry)

14 FSK Master of Health science (Optometry)

15 FSK Master of Health science (Clinical Nutrition)

16 FSK Master of Health science (Community Nutrition)

17 FSK Master of Health Informatics

18 FSK Master of Health Science (Dietetics)

380


Programme

19 FSK Master of Health Science (Nutrition)

20 FSK Master of Health Science (Hearing and Speech)

21 FSK Master of Health Science (Health Education)

22 FSK Master of Health Science (Diagnostic Imaging)

23 FSK Master of Health Science (Radiotherapy)

24 FSK Master of Health Science (Biomedical Science)

25 FSK Master of Clinical Pharmacy

26 FSK Bachelor of Biomedical Science with honours

27 FSK Bachelor of Optometry with honours

28 FSK Bachelor of Dietetics with honours

29 FSK Bachelor of Nutrition Science with Honours

30 FSK Bachelor of Audiology with Honours

31 FSK Bachelor of Speech Sciences with Honours

32 FSK Bachelor of Environmental Health with Honours

33 FSK Bachelor of Forensic Science with Honours

34 FSK Bachelor of Diagnostic Imaging and Radiotherapy with Honours

35 FSK Bachelor of Physiotherapy with Honours

36 FSK Bachelor of Occupational Therapy with Honours

1 FEP Doctor of Philosophy (Economics)

2 FEP Doctor of Philosophy (Accounting)

3 FEP Master of Accounting

4 FEP Master of Economics

5 FEP Master of Islamic Economics

6 FEP Postgraduate Diploma in Economics

7 FEP Master in Islamic Economics (Finance & Islamic Banking)

8 FEP Master of Entrepreneurship and Innovation

9 FEP Bachelor of Economics with Honours

10 FEP Bachelor of Business Administration with Honours

11 FEP Bachelor of Entrepreneurship and Innovation with Honours

12 FEP Bachelor of Accounting with Honours

1 FUU Doctor of Philosophy

2 FUU Master of Laws

3 FUU Master of Business Law

4 FUU Master of Intellectual Property

5 FUU Bachelor of Law

1 FPI Doctor of Philosophy

381


Programme

2 FPI Master of Islamic Studies

3 FPI Bachelor of Islamic Studies with Honours (Al-Quran & Al-Sunnah Studies)

4 FPI Bachelor of Islamic Studies with Honours (Dakwah & Leadership Studies)

5 FPI Bachelor of Islamic Studies with Honours (Arab & Islamic Civilization Studies)

6 FPI Bachelor of Islamic Studies with Honours (Usuluddin & Philosophy)

7 FPI Bachelor of Islamic Studies with Honours (Syariah)

8 FPI Diploma in Islamic Judicial and Legal Profession

1 FFAR Doctor of Philosophy

2 FFAR Doctor of Philosophy (Pharmacy)

3 FFAR Master of Science (Pharmacy)

4 FFAR Master of Clinical Pharmacy

5 FFAR Master of Science (Pharmaceutical Analysis)

6 FFAR Bachelor of Pharmacy with Honours

1 UKM-GSB Doctor of Business Administration

2 UKM-GSB Doctor of Philosophy

3 UKM-GSB Master of Business Administration

4 UKM-GSB Master of Organizational and Human Resource Management

5 UKM-GSB Master of Islamic Banking and Finance

6 UKM-GSB Master of Applied Finance and Investment

7 UKM-GSB Master of Marketing

1 LESTARI Doctor of Philosophy

4 LESTARI Doctor of Philosophy (Environment and Development)

5 LESTARI Doctor of Philosophy (Geological Hazards)

6 LESTARI Doctor of Philosophy (Climatic Hazards)

7 LESTARI Doctor of Philosophy (Technological Hazards)

8 LESTARI Doctor of Philosophy (Policy and Disaster Management)

9 LESTARI Doctor of Philosophy (LESTARI)

10 LESTARI Doctor of Philosophy in Environment and Development (Biodiversity Management)

11 LESTARI Doctor of Philosophy in Environment and Development (Policy Study on Environment and Development)

12 LESTARI Doctor of Philosophy in Environment and Development (Environmental Conservation)

13 LESTARI Doctor of Philosophy in Environment and Development (Urban Ecosystem Management)

14 LESTARI Master of Philosophy

15 LESTARI Master of Hazards Studies (Geological Hazards)

16 LESTARI Master of Hazards Studies (Climatic Hazards)

382


Programme

17 LESTARI Master of Hazards Studies (Technological Hazards)

18 LESTARI Master of Hazards Studies (Policy and Disaster Management)

19 LESTARI Master of Science

20 LESTARI Master of Science (Environment and Development)

21 LESTARI Master of Science (Urban Ecosystem Management)

22 LESTARI Master of Science (Environmental Conservation)

23 LESTARI Master of Science (Biological Diversity Management)

24 LESTARI Master of Arts

25 LESTARI Master of Arts (Environment and Development)

26 LESTARI Master of Arts (Urban Ecosystem Management)

27 LESTARI Master of Arts (Policy Study on Environment and Development)

1 ATMA Doctor of Philosophy

2 ATMA Master of Letters

1 IKMAS Doctor of Philosophy (Globalization and Development)

2 IKMAS Doctor of Philosophy (Development and Social Change)

3 IKMAS Doctor of Philosophy (Occidental Studies)

4 IKMAS Doctor of Philosophy in West Asian Studies (Economic Development)

5 IKMAS Doctor of Philosophy in West Asian Studies (Politics and International Relations)

6 IKMAS Master of Philosophy (Globalization and Development)

7 IKMAS Master of Philosophy (Development and Social Change)

8 IKMAS Master of Western Asian Studies

9 IKMAS Master of Western Asian Studies (Economic Development)

10 IKMAS Master of Western Asian Studies (Politics and International Relations)

11 IKMAS Master of Western Asian Studies (History and Civilization)

12 IKMAS Master of Western Asian Studies (Science and Technology)

13 IKMAS Master of Arts

14 IKMAS Master of Arts (IKMAS)

15 IKMAS Master of Science

16 IKMAS Master of Science (IKMAS)

1 IMEN Doctor of Philosophy (Micro Engineering and Nanoelectronics)

2 IMEN Master of Science (Micro Engineering and Nanoelectronics)

1 UMBI Doctor of Philosophy ( Molecular Medicine)

2 UMBI Master of Science (Molecular Medicine)

1 HADHARI Doctor of Philosophy in Islamic Civilization

2 HADHARI Master of Islamic Civilization

383


Programme

1 IVI Doctor of Philosophy (Visual Informatics)

2 IVI Master of Science (Visual Informatics)

1 KITA Doctor of Philosophy (Ethnic Studies)

2 KITA Master of Ethnic Studies

1 SERI Doctor of Philosophy (Renewable Energy)

2 SERI Master of Science (Renewable Energy)

1 UMBI Doctor of Philosophy (Molecular Medicine)

2 UMBI Master of Science (Molecular Medicine)

1 IPI Doctor of Philosophy (Astronautic)

2 IPI Doctor of Philosophy (Space Management and Policy)

3 IPI Doctor of Philosophy (Space Science)

4 IPI Master (Astronautic)

5 IPI Master (Space Management and Policy)

6 IPI Master (Space Science)

1 SEL FUEL Doctor of Philosophy (Fuel Cell Engineering)

2 SEL FUEL Doctor of Philosophy (Hydrogen Energy)

3 SEL FUEL Doctor of Philosophy (Management and Energy Policy)

4 SEL FUEL Master of Science (Fuel Cell Engineering)

5 SEL FUEL Master of Science (Hydrogen Energy)

6 SEL FUEL Master of Management (Management and Energy Policy)

1 INBIOSIS Doctor of Philosophy (Systems Biology)

2 INBIOSIS Master of Systems Biology (In Silico Biology)

3 INBIOSIS Master of Systems Biology (Computational Biology)

4 INBIOSIS Master of Systems Biology (Biomolecular Science)

5 INBIOSIS Master of Systems Biology (Proteome Science)

384

Appendix B: Leadership Structure of Department of Civil and Structural Engineering (JKAS)

JKAS Academic Management Structure

JKAS Laboratory Management Structure

JKAS Laboratory Organisational Structure

JKAS Office Management Structure

HEAD OF DEPARTMENT

FINAL YEAR PROJECT

COORDINATOR

INDUSTRIAL TRAINING

COORDINATOR

CIVIL AND STRUCTURAL ENGINEERING PROGRAMME

COORDINATOR

GROUP LEADER OF STRUCTURAL MATERIALS &

CONSTRUCTION ENGINEERING

STRUCTURE GROUP

GROUP LEADER OF TRANSPORTATION

ENGINEERING

TRANSPORTATION GROUP

CIVIL AND ENVIROMENTAL ENGINEERING PROGRAMME

COORDINATOR

GROUP LEADER OF GEOTECHNICAL &

GEOENVIROMENTAL ENGINEERING

GEOTECHNIC & GEOENVIROMENT

GROUP

GROUP LEADER OF ENVIROMENTAL & WATER RESOURCES

ENGINEERING

ENVIROMENTAL & WATER RESOURCES

GROUP

HEAD OF DEPARTMENT

LABORATORY MANAGER

ENVIRONMENT LABORATORY

COORDINATOR

STRUCTURE, MATERIAL & CONCRETE

LABORATORY COORDINATOR

HYDRAULIC, HYDROLOGY &

SHORE ENGINEERING LABORATORY

COORDINATOR

GEOTECHNIC LABORATORY

COORDINATOR

COMPUTER & GIS


GEOMATIC & TRAFFIC


TRANSPORTATION LABORATORY

COORDINATOR

WEBMASTER COORDINATOR

HEAD OF DEPARTMENT

LABORATORY MANAGER

HEAD OF GEOTECHNIC & TRANSPORTATION UNIT

GEOTECHNIC & TRANSPORTATION UNIT

HEAD OF STRUCTURE & MATERIAL UNIT

STRUCTURE & MATERIAL UNIT

SCIENCE OFFICERS

HEAD OF WATER & ENVIRONMENT UNIT

WATER & ENVIRONMENT UNIT

HEAD OF ICT UNIT

ICT UNIT

HEAD OF DEPARTMENT

OFFICE SECRETARY

ADMINISTRATIVE ASISSTANT OPERATIONS ASSISTANT

385

386

List of Editors

Editors

Shahrir Abdullah (Chief Editor)

Mashitoh Yaacob

Kamisah Osman

Roziah Sidek @ Mat Sidek

Masturah Markom

Dzuraidah Abd. Wahab

Mohd Azlan Shah Zaidi

Mohd Syuhaimi Ab Rahman

Salleh Amat

Mohd Cairul Iqbal Mohd Amin

Zaiton Zakaria

Er Ah Choy

Maisarah Ahmad

Safinaz Mohd Hussein

Project Editors

Hafizah Sa’don

387

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389