Kualiti UKM).spdukm.ukm.my/fssk/pjbtdekan/GarisPanduanSemakanProgramBaru/A… · MUET Malaysian...
Transcript of Kualiti UKM).spdukm.ukm.my/fssk/pjbtdekan/GarisPanduanSemakanProgramBaru/A… · MUET Malaysian...
Printing 2015 Copyright Universiti Kebangsaan Malaysia, 2015
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical
including photocopy, recording, or any information storage and retrieval system, without permission in writing from the
Centre for Quality Assurance (Kualiti UKM).
Published in Malaysia by: PUSAT JAMINAN KUALITI
43600 UKM Bangi, Selangor D.E Malaysia http://www.ukm.my/pjk
e-mail: [email protected]
Printed in Malaysia by PENERBIT UNIVERSITI KEBANGSAAN MALAYSIA
43600 UKM Bangi, Selangor D.E Malaysia
Universiti Kebangsaan Malaysia: Self Review Portfolio for the MQA Institutional Audit
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 2.2 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
Table 4.9 Students participating in the outbound programme for year 2011
Table 4.10 Students participating in the outbound programme for year 2012
Table 4.11 Students participating in the outbound programme for year 2013
xii
Table 4.12 Students participating in the outbound programme for year 2014
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
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
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/
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:
http://www.ukm.my/pendaftar
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:
http://www.ukm.my/pendaftar
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
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
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
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
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/
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 8.15 Minute of University Management Meeting no. 14/2011
SM 8.16 Minute of University Management Meeting no. 21/2011
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
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 9.1 Vice Chancellor’s Speech 2008
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 9.13 Vice Chancellor’s Speech 2009
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
Universiti Kebangsaan
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
xli
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
xlii
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
xliii
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
xliv
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
xlv
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
xlvi
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
xlvii
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
xlviii
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
xlix
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
l
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
li
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
lii
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
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:
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]
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
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
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
Universiti Kebangsaan
Malaysia: Strategic Plan
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
Universiti Kebangsaan
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
Universiti Kebangsaan
Malaysia: Strategic Plan
2000-2020
SM 1.3
Universiti Kebangsaan
Malaysia Key Result Areas
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
Universiti Kebangsaan
Malaysia: Strategic Plan
2000-2020
SM 1.5
Universiti Kebangsaan
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
Universiti Kebangsaan
Malaysia: Strategic Plan
2000-2020
SM 1.6
UKM Strategic Plan:
2006-2010 Perspective
SM 1.3
Universiti Kebangsaan
Malaysia Key Result Areas
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
Universiti Kebangsaan
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.
Malaysia Key Result Areas
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
Universiti Kebangsaan
Malaysia Official Website
– Organisational Chart
URL:
www.ukm.my/organizati
on-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
Universiti Kebangsaan
Malaysia: Strategic Plan
2000-2020
SM 1.6
UKM Strategic Plan:
2006-2010 Perspective
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
Universiti Kebangsaan
Malaysia: Strategic Plan
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
Documents Preparation
Guidelines, 2012 (UKM)
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
Documents Preparation
Guidelines, 2012 (UKM)
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
Documents Preparation
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.
Guidelines, 2012 (UKM)
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
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.
Table 2.1 Relationship between PEO and PLO
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
Teaching and Learning
Taxonomy
SM 2.10
Teaching and Learning
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
Teaching and Learning
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
Teaching and Learning
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
Strategi-UKM Official
Website; URL:
http://www.ukm.my/stra
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
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
Universiti Kebangsaan
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.
Malaysia Constitution
SM 3.3
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
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
HEJIM’s Annual Report
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
Graduates Prospectus
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.
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
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 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
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
SM 3.3
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
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
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
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
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
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
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
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
UKM Rule/Regulations
(Graduate Studies)1984,
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
b. A qualifying examination (if necessary)
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
b. A qualifying examination (if necessary)
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
UKM/PJK/PPPS/P05/AK10
Working Procedure for
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
UKM/PJK/PPPS/P05/AK10
Working Procedure for
Sudden Problem Handling
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
UKM/PJK/PPPS/P05/AK17
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:
http://ifolio.ukm.my/
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
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
SM3.6
UKM Rule/Regulations
(Graduate Studies)1984,
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
Faculty of Engineering
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
UKM/PJK/PPPS/P05/AK10
Working Order for
Sudden Problem Handling
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
UKM/PJK/PPPS/P05/AK10
Working Order for
Sudden Problem Handling
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
UKM/PJK/PPPS/P05/AK17
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
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
SM 3.2
Universiti Kebangsaan
Malaysia Constitution
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
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
SM 3.17
UKM/PJK/PPPS/P05/AK18
Working Order for
Examination Results Re-
checking Appeal
SM 3.3
UKM Rules/Regulations
(Undergraduate Studies)
1990, 2009 Amendment
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
UKM/PJK/PPPS/P05/AK03
Working Order for
Examination Paper
Preparation
SM 3.18
UKM/PJK/PPPS/P05/AK04
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.
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)
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
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
Graduates Prospectus
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
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
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
SM 4.19 SPKPPPS UKM/PJK/PPPS/PO2: Student Recruitment Process
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.
SM 4.19 SPKPPPS UKM/PJK/PPPS/PO2: Student Recruitment Process
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
Graduates Prospectus
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:
2006-2010 Perspective
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
Faculty of Engineering
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
Credit Transfer Policy
(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
Credit Transfer Policy
(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
Table 4.9 Students participating in the outbound programme
for year 2011
No Matric No Name Country
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
Table 4.10 Students participating in the outbound programme
for year 2012
No Matric No Name Country
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
Table 4.11 Students participating in the outbound programme
for year 2013
No Matric No Name Country
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
Table 4.12 Students participating in the outbound programme
for year 2014
No Matric No Name Country
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
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
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:
http://www.ukm.my/khidmatsiswa/?page_id=123
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
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
Student Service Centre
Background
URL:
http://www.ukm.my/khid
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
Student Service Centre
Background
URL:
http://www.ukm.my/khid
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/
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
http://www.ukm.my/spi/
SM 3.12
iFolio Website;
URL:
http://ifolio.ukm.my/
SM 4.27
Soft Skills Development
System
URL:
http://www.ukm.my/spi/
DVC (HEAA) (Professor VU6)
Akademik UKM
(Deputy Director)
PS (Director)
Citra UKM
(Director)
UKM Global
(Director) PPTP
(Director)
Kualiti UKM
(Director) PKP
(Director)
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:
http://www.ukm.my/khidmatsiswa/?page_id=130
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
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
Teaching and Supervision
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).
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
Universiti Kebangsaan
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
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
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
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 -
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
Universiti Kebangsaan
Malaysia Constitution
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
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
Staff Information System
(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
No. of students 6 6 10 10
Student: Staff ratio
1:0.9 1:0.8 1:1.3 1:1.4
M.Sc. Total teaching staff
23 23 24 28
No. of students 6 11 5 5
Student: Staff ratio
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
No. of students 8 7 6 2
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
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
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;
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:
http://www.ukm.my/stra
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
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:
http://www.ukm.my/pen
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:
http://www.ukm.my/pen
daftar/kriteria-syarat-
kenaikan-pangkat-
akademik-2
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
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/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
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/kem
bangan/documents/fst%2
0071114.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
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:
http://www.ukm.my/pha
/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
Department of Registrar:
Guidelines for Sabbatical
Leave
SM 5.35
Department of Registrar:
Guidelines for Study
Leave
SM 5.36
Training Management
System (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
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:
https://smk.ukm.my/sppu
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
Department of Registrar
Circular Number
10/2014:
http://www.ukm.my/pen
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:
http://www.ukm.my/pen
daftar/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:
http://ewarga.ukm.my/ef
act/
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
Teaching and Supervision
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-
content/uploads/2014/05
/Manual-Persidangan.pdf
SM 5.60
Guidelines for Attending
and Conducting
Conference 2013: 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
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:
http://www.ukm.my/library
SM 6.16
Pusat Perubatan
Universiti Kebangsaan
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
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
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
Universiti Kebangsaan
Malaysia;
URL:
http://www.ptm.ukm.my
//Dasar-Keselamatan-ICT-
UKM-1.pdf
SM 3.12
iFolio Website;
URL:
http://ifolio.ukm.my/
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:
http://ifolio.ukm.my/account/login?ReturnUrl=%2f
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
Assistant IT Officer F32 7
Assistant IT Officer F29 39
Secretary N28 1
Computer Technician FT26 1
Computer Operator F22 2
SM 6.25
Annual Report of Centre
for Information
Technology;
URL:
http://www.ptm.ukm.my
/info/carta-organisasi/
227
Computer Technician FT22 3
Computer Technician FT17 28
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
Universiti Kebangsaan
Malaysia;
URL:
http://www.ptm.ukm.my
//Dasar-Keselamatan-ICT-
UKM-1.pdf
SM 6.26
Online Document
Management System;
URL:
http://spdukm.ukm.my
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:
http://ewarga.ukm.my/ef
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:
http://www.ptm.ukm.my
/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
Biodiversity for Biotechnology Development
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
Rural Transformation
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
Graduates Prospectus
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
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
Graduates Prospectus
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:
http://research.ukm.my/
wp-
content/uploads/2014/11
/Garis-Panduan-Skim-
Zamalah.pdf
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:
http://www.ukm.my/ptsl
/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
Quality Assurance of
Education Process: UKM
Perspectives as a Self-
Accrediting Institution and
Research University
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
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
Credit Transfer Policy
(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
International Relations
Centre (IRC) UKM:
URL:
http://www.ukm.my/pha
SM 6.61
UKM Department of
Registrar:
URL:
http://www.ukm.my/pen
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
International Relations
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:
http://www.ukm.my/new
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
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
Distribution of 2014
Operational Expenditure
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
Distribution of 2014
Operational Expenditure
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.
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
Teaching and Supervision
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
Quality Assurance of
Education Process: UKM
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
Universiti Kebangsaan
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
Teaching and Supervision
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
Alumni survey report
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
Teaching and Supervision
Evaluation System
Website;
URL:
www.ukm.my/sppp
SM 5.49
UKM Feedback and
Complaints System:
http://ewarga.ukm.my/ef
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
Graduates Prospectus
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
Soft Skills Development
System (SPI)
URL:
http://www.ukm.my/spi/
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
System for Programme
Assessment Plan
URL:
www.ukm.my/sp3p
SM 1.9
Undergraduates and
Graduates Prospectus
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
Teaching and Supervision
Evaluation System
Website;
URL: www.ukm.my/sppp
SM 4.27
Soft Skills Development
System (SPI)
URL:
http://www.ukm.my/spi/
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
Alumni survey report
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.
Committee Minutes of
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
Committee Minutes of
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
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
Universiti Kebangsaan
Malaysia: Strategic Pelan
2000-2020
SM 3.2
Universiti Kebangsaan
Malaysia Constitution
1974
SM 6.21
Centre for Research and
Instrumentation
Management;
URL:
http://research.ukm.my/
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
Strategi-UKM Official
Website;
URL:
http://www.ukm.my/stra
tegi-ukm
SM 4.26
International Relations
Center (IRC) Official
Website
URL:
http://www.ukm.my/pha
SM 5.51
The Centre for Teaching
and Learning
Technologies; URL:
http://www.ukm.my/ctlt
SM 4.36
Centre of Liberal
Education (Citra UKM):
URL:
http://www.ukm.my/citr
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
Education (Citra UKM):
URL:
http://www.ukm.my/citr
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 - - -
Items 2012 2010 Increment
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
Items 2014 2012 Increment
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
Strategi-UKM Official
Website;
URL:
http://www.ukm.my/stra
tegi-ukm
SM 6.21
Centre for Research and
Instrumentation
Management;
URL:
http://research.ukm.my/
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:
http://www.ukm.my/ptsl
/ms
SM 6.45
The Centre for
Collaborative Innovation;
URL:
http://www.ukm.my/pik/
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
Universiti Kebangsaan
Malaysia Constitution
1974
SM 8.6
Vice Chancellor’s Office
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
Universiti Kebangsaan
Malaysia Official Website
- Organisational Chart;
URL:
www.ukm.my/organizati
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
Universiti Kebangsaan
Malaysia Constitution
1974
SM 8.7
UKM Annual Report 2014
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
Universiti Kebangsaan
Malaysia Constitution
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
Minute of University
Management Meeting
no. 14/2011
SM 8.16
Minute of University
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
(Education, Research & Service)
DEAN
ASSISTANT
REGISTRAR
As the chief executive
As the head of administration
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
Head of Core Process Executor
(Education, Research & Service)
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
As the chief executive
As the head of administration
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
Head of Core Process Executor
(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).
http://www.ukm.my/new
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
Universiti Kebangsaan
Malaysia Constitution
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
Universiti Kebangsaan
Malaysia Constitution
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
HEJIM’s Annual Report
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
Universiti Kebangsaan
Malaysia Constitution
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:
http://www.ukm.my/stra
tegi-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
As the chief executive
As the head of administration
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
Head of Core Process Executor
(Education, Research & Service) PROGRAMME
COORDINATOR I
PROGRAMME
COORDINATOR II
Coordinator of the
common process
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:
https://smk.ukm.my/espel/
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
Staff Information System
(SMK)
URL:
www.ukm.my/smk
SM 8.30
University Financial
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
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
UKM Annual Report 2014
SM 8.7
UKM Annual Report 2013
SM 8.37
PPKK, PPA for AAP, UKM
Strengthening
Community Engagement
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.
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
Community Engagement
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
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
Vice Chancellor’s Speech
2008
SM 1.5
UKM Strategic Plan:
2006-2010 Perspective
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
Teaching and Supervision
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
Working Paper for the
Restructuring of Centre
for Academic
Advancement
SM 9.8
Example of Quality
Document for MS
9001:2008 Management
of Undergraduate and
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
(Deputy Director DS54)
Quality Management
System
(Deputy Director DS54)
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
9001:2008 Management
of Undergraduate and
Graduate Studies;
URL:
http://spdukm.ukm.my/
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
Vice Chancellor’s Speech
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
Working Paper for the
Restructuring of Centre
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
Universiti Kebangsaan
Malaysia Key Result Areas
SM 1.8
Universiti Kebangsaan
Malaysia Official Website
– Organisational Chart;
URL:
www.ukm.my/organizati
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
9001:2008 Management
of Undergraduate and
Graduate Studies;
URL:
http://spdukm.ukm.my/
spk/ppps
SM 9.15
Accreditation Reports for
NICHE 1
Challenges in Building the nation
State
NICHE 2
Biodiversity for Biotechnology Development
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
Rural Transformation
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
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 Strengths and Strategies for Maintaining and Enhancing the Strengths
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
330
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
331
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
332
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
333
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 Areas for Improvement and Proposed Action for Improvement
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.
334
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 Strengths and Strategies for Maintaining and Enhancing the Strengths
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
335
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
336
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 Areas for Improvement and Proposed Action for Improvement
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
337
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
4.1 Strengths and Strategies for Maintaining and Enhancing the Strengths
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.
338
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
339
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.
4.2 Areas for Improvement and Proposed Action for Improvement
340
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
341
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.
342
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,
343
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 Areas for Improvement and Proposed Action for Improvement
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.
344
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
6.1 Strengths and Strategies for Maintaining and Enhancing the Strengths
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-
345
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
346
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
347
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 Areas for Improvement and Proposed Action for Improvement
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
348
same amount of cost from its Co-curricular Fund to improve the Faculty’s physical
infrastructure.
Area 7: Programme Monitoring and Review
7.1 Strengths and Strategies for Maintaining and Enhancing the Strengths
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
349
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 Areas for Improvement and Proposed Action for Improvement
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
8.1 Strengths and Strategies for Maintaining and Enhancing the Strengths
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.
350
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
351
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.
352
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 Areas for Improvement and Proposed Action for Improvement
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.
353
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
9.1 Strengths and Strategies for Maintaining and Enhancing the Strengths
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
354
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
355
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 Areas for Improvement and Proposed Action for Improvement
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.
356
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
357
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
Department of Registrar
Akademik UKM
PTM
1.3.2 Enhanced Standards
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
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.
1.3.2 Enhanced Standards
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
Department of Registrar
Professional UKM
Students Service Centre
PS
CRIM
359
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
dissertation.
Area 2: Curriculum Design and Delivery
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre Responsible
2.3.2 Enhanced Standards
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
Faculties/Institutes
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.
2.4.2 Enhanced Standards
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
3.1.2 Enhanced Standards
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
and Building Character.’
3.2.2 Enhanced Standards
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
3.2.2 Enhanced Standards
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
Faculties/Institutes
363
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
4.5.2 Enhanced Standards
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
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
5.1.2 Enhanced Standards
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
6.1.1 Benchmarked Standards
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.
6.5.2 Enhanced Standards
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
8.2.1 Benchmarked Standards
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
review.
8.3.1 Benchmarked Standards
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
8.4.2 Enhanced Standards
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
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
its safety systems. UKM needs to harmonise the overall
filing systems.
Area 9: Continual Quality Improvement
Benchmark/Enhanced Standards Areas for Improvement Proposed Action Faculties/Institutes/Centre
Responsible
9.1.2 Enhanced Standards
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
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)
373
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
No. Faculty/ Institute
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
LABORATORY COORDINATOR
GEOMATIC & TRAFFIC
LABORATORY COORDINATOR
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
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