Template and Guidelines for

Open and Distance Learning (ODL) Programme

Provisional Accreditation

Programme Self Assessment Report 01 (PSAR 01- ODL)

List of ContentsPage

Abbreviations 3

Section 1: Introduction 4Section 2: Guidelines on Criteria and Standards for Provisional Accreditation 5Section 3: Submission for Provisional Accreditation 73.1 The Documentation Required

Declaration Programme owner will verify that the information and evidence provided are correct and have been endorsed by its management. 8

PART A: General Information on The Faculty/Academy/Institute/Centre 9

PART B: Programme Description 12

PART C: Programme Standards 15Area 1: Programme Development and Delivery 15Area 2: Assessment of Candidate Learning 20Area 3: Candidate Selection and Support Services 23Area 4: Academic Staff 26Area 5: Research Resources 30Area 6: Programme Management 34Area 7: Programme Monitoring, Review and Continual Quality Improvement 37

ART D: Programme Self Evaluation

1. Self-assessment checklist based on 5-point scale. 402. Summary of Strengths, weaknesses and improvement plan 41

Appendix 1: Table 6 - Summary information on academic staff involved in the programme 42Appendix 2: Table 7 - List of physical and virtual facilities required for the programme 43

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Abbreviations

HEP Higher Education Provider

COPPA:ODL Code of Practice for Programme Accreditation: Open and Distance Learning

MoHE Ministry of Higher Education

MQA Malaysian Qualifications Agency

MQF Malaysian Qualifications Framework

MQR Malaysian Qualifications Register

PoA Panel of Assessors

PSAR Programme Self-Assessment Report

UM Universiti Malaya

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Section 1: Introduction

The Template and Guidelines for Programme Accreditation: Open and Distance Learning (ODL) is an extraction from the Code of Practice for Programme Accreditation: Open and Distance Learning (COPPA:ODL) by MQA. The objective of this guideline is to provide the programme owner with an outline in the preparation of essential pertinent information related to the programme for Provisional Accreditation.

The respective HEP shall prepare a ODL Programme Self-Assessment Report (PSAR-ODL) for the purpose of Provisional Accreditation. A Panel of Assessors will then evaluate the PSAR-ODL assess the quality of the programme and give recommendation for improvement (where necessary). A written Summary Report will be provided to the Academy/Faculty/Institution/Centre. Information on strengths, areas of concern as well as recommendations by the panel will provide valuable insights for the Academy/Faculty/Institution/Centre to enhance the programme and achieve and maintain accreditation for the programme. Upon satisfactory action taken, UM will then forward an application to register the programme in the Malaysian Qualifications Registry.

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Section 2: Guidelines on Criteria and Standards for Programme Accreditation

Introduction

The Academy/Faculty/Institution/Centre is responsible for designing and implementing programmes that are appropriate to their mission and goals.

Programme Self Assessment Report (PSAR) guides the Faculty to quality assure the programmes offered. This section discusses guidelines on criteria and standards for programme accreditation. It recommends practices that are in line with internationally recognized good practices.

The guidelines are divided into seven areas of evaluation:

1. Programme Development and Delivery 2. Assessment of Student Learning3. Student Selection and Support Services4. Academic Staff5. Educational Resources6. Programme Management7. Programme Monitoring, Review and CQI Area 1: PROGRAMME DEVELOPMENT AND DELIVERY1.1 Statement of Educational Objectives of Academic Programme and Learning Outcomes 1.2 Programme Development: Process, Content, Structure and Learning-Teaching Methods1.3 Programme Delivery

Area 2: ASSESSMENT OF STUDENT LEARNING2.1 Relationship between Assessment and Learning Outcomes2.2 Assessment Methods2.3 Management of Student Assessment

Area 3: STUDENT SELECTION AND SUPPORT SERVICES3.1 Student Selection3.2 Articulation and Transfer 3.3 Student Support Services3.4 Student Representation and Participation3.5 Alumni

Area 4: ACADEMIC STAFF4.1 Recruitment and Management 4.2 Service and Development

Area 5: EDUCATIONAL RESOURCES 5.1 Physical and Virtual Facilities5.2 Research and Development5.3 Financial Resources

Area 6: PROGRAMME MANAGEMENT6.1 Programme Management6.2 Programme Leadership6.3 Administrative and Academic Support Staff 6.4 Academic Records

Area 7: PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY IMPROVEMENT7.1 Mechanism for Programme Monitoring, Review and Continual Quality Improvement

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These guidelines have been developed in accordance to the Code of Practice for Programme Accreditation: Open and Distance Learning (COPPA:ODL) by MQA

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Section 3: Submission for Provisional Accreditation

Introduction

This section contains information to assist the Academy/Faculty/Institution/Centre in the preparation of submission for Provisional Accreditation of an ODL programme. The Academy/Faculty/Institution/Centre is expected to provide appropriate information with evidences that support and best illustrate their specific case. The information provided should be brief, concise and succinct.

3.1 The Document Required

The Academy/Faculty/Institution/Centre is required to submit the documentations listed below for consideration for Reaccreditation.

PSAR-ODL:

Declaration

Part A: General Information on the Faculty/Academy/Institute/Centre

Part B: Programme Description

Part C: Programme Standards

This provides information pertaining to the seven areas of evaluation and the standards in each of them.Part D: Programme Self Evaluation

Self-Assessment Checklist

Summary of Strength of the programme,

Summary of Weakness of the programme and Improvement Plan

*Submission will need to include relevant attachments, appendices and supporting documents.

NOTE:

(1) This template is to be used for ODL programmes that are based on Conventional programme that have been awarded Full Accreditation. As such the information in this document will be similar to that in PSAR-01 of the Conventional programme.

(2) All tables provided in this template are mandatory. However, programme owners may include additional table(s) where relevant. If additional tables are included in the text or as appendix(s), please make sure that all tables and appendices are re-numbered accordingly and placed in a proper sequence.

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Declaration:

I, …………………………………………………………………………………………. on behalf of the institution hereby declare that the details furnished above are true and correct to the best of my knowledge and belief and I undertake to inform Quality Management and Enhancement Centre (QMEC) of any changes therein, immediately.

In case the information provided is found to be false or untrue or misleading or misrepresenting, I am aware that I may be held liable for it. I, authorise the QMEC to check with other relevant parties to ensure the validity of this information and shall not take any legal action against the parties concerned.

……………………………………… Official Stamp:

Name and SignatureDean / Director Academy/Faculty/Institute/Centre Date:

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PART A: GENERAL INFORMATION ON THE FACULTY/ACADEMY/INSTITUTE/CENTRE

1. Name of the Academy:

2. Name of the Dean/Director (however designated):

3. Address:

4. Tel.:

5. Fax:

6. E-mail:

7. Website:

8. List of Departments/Centres in the Academy/Faculty/Institute/Centre (and its branch campuses) and number of programmes offered:

No. Name of Departments/Centres

Location (On Campus/Off campus)

Number of programmes offered

9. Details of all programmes currently conducted by the Faculty/Institute/Academy/Centre (and its branch campuses including any offshore arrangements):

No. Name ofProgramme

MQF Level

AwardingBody

Location conducted

Type of Programme

(Collaboration/Home grown/

external programme/joint award/ joint degree)

Student enrolment

(for current

semester)

Programme Status

* indicate status of

programme as follows: active, jumud, beku,

lupus or penawaran

semula.

10. Total number of academic staff:9

As in PSAR-01

Status AcademicQualification

Number of Academic Staff Malaysian Non-Malaysian Total

Full-time (all types of designation including those on 1 year contract or more)

Doctoral (Level 8)Masters (Level 7)Bachelors (Level 6 - including professional qualification)Diploma (Level 4)Certificate (Level 3)Others Sub-total

Part-time Doctoral (Level 8)Masters (Level 7)Bachelors (Level 6 - including professional qualification)Diploma (Level 4)Certificate (Level 3)Others Sub-total

Total

11. Total number of students:

Number of Students Total DisabledStudent Local International

MaleFemale

Total

12. Student attrition:

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Period YearTotal

students (A)

Number of studentsleaving the institution without graduating (B)

Attrition Rate (%)(B/A)*100

Main reasons for

leavingPast 1 year

Past 2 years

Past 3 years

Note: The attrition rate should be provided for each individual year.

13. Total number of administrative and support staff:

No. Classification by function (e.g.: technical, counselling, financial, IT, human resource, etc.

Number of Administrative and Support staff

14. Provide annual allocation for last three consecutive years:

Year Annual Allocation (Belanja Mengurus / OCAR / Tabung)

Past 1 year

Past 2 years

Past 3 years

11. Provide the latest organisational chart of the

i) Faculty/Institute/Academy/Centreii) Department

12. Details of Programme Coordinator:

i. Name and Title:ii. Designation:iii. Tel.:iv. Fax:v. E-mail:

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PART B: PROGRAMME DESCRIPTION

1. Name of the programme (as in the scroll to be awarded):

2. MQF level:

3. Graduating credit:

4. For programmes based on Accredited Conventional Programme, provide the following details:

No. Name of the Programme (MQR number)

Mode of Delivery

Accreditation Status

Provisional

Full

1. Conventional

5. Type of award (e.g., single major, double major, etc.):

6. Field of study and National Education Code (NEC):

7. Language of instruction:

8. Type of programme (e.g., own, collaboration, external, joint award/joint degree, etc.):

9. Mode of study (e.g., full-time/part-time):

10. Mode of offer (please (/) where appropriate):

Undergraduate Programme Postgraduate ProgrammeCoursework Coursework

Industry Mode (2u2i)Mixed mode

Research

11. Mode of delivery: Open and Distance Learning (ODL)

12. Duration of study:

Full-time Part-timeLong

SemesterShort

SemesterIndustrial Training

Long Semester

Short Semester

Industrial Training

No. of WeeksNo. of Semesters

No. of Years

Note: Number of weeks should include study and exam weeks.

13. Entry requirements:

14. Estimated date of first intake (applicable for provisional accreditation): month/year

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As in PSAR-01

15. Projected intake and enrolment (applicable for provisional accreditation):

Year Intake EnrolmentYear 1Year 2Year 3Total

16. Total student enrolment (applicable for full accreditation):

Year Intake EnrolmentYear 1Year 2Year 3Total

17. Estimated date of first graduation: month/year

18. Types of job or position for graduates (at least two types):

19. Awarding body:

o Own : o Others (Please name if applicable):

Please attach the relevant documents, where applicable.

i) Proof of collaboration between HEP and the collaborative partner such as copy of the Validation Report* of the collaborative partner** and the Memorandum of Agreement (MoA)

ii) Approval letter from the Higher Education Department (Jabatan Pendidikan Tinggi, JPT) of the Ministry of Higher Education for programmes in collaboration with Malaysian public universities

iii) Proof of approval and supporting letter to conduct the programme from certification bodies/awarding bodies/examination bodies

iv) A copy of the programme specification as conducted by the collaborative partner (e.g. Handbook)

v) Proof of collaboration with Quality Partners*** for the programme, where applicable

vi) For programmes which require clinical training, please attach proof of approval from the relevant authority

vii) Any other documents where necessary.

20. A sample of scroll to be awarded should be attached.

21. Address(s) of the location where the programme is/to be conducted:

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22. Details of liaison officer:

i) Name and Title:

ii) Designation:

iii) Tel.:

iv) Fax:

v) E-mail:

Note:

* Validation report is an evaluation by the collaborative partner on the readiness and capability of the institution to offer the programme.

** Collaborative partner is the institution who owns the curriculum of the programme and confers the award (franchisor) while the programme delivery is conducted by another institution (franchisee).

*** Quality partners are usually better-established universities which attest to the quality of a programme through the involvement or oversight of curriculum design, learning and teaching, or assessment.

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PART C: PROGRAMME STANDARDS

AREA 1: PROGRAMME DEVELOPMENT AND DELIVERY1.1 Statement of Educational Objectives of Academic Programme and Learning Outcomes 1.1.1 Supportive of university goal

(a) Explain how the programme is in line with, and supportive of, the vision, mission and goals of the HEP, and also how this ODL programme is able to democratise access to education through globalised online learning.

(b) Outline the overarching Open and Distance Learning (ODL) policy of the HEP.

i) State the vision and mission of UMii) State the vision and mission of the dept/facultyiii) State UM’s policy on ODL [refer to GP ODL – Appendix]iv) Elaborate how this ODL programme supports UM and department/faculty

vision and mission – focus on actual purpose of ODL as democratizing access to education.

1.1.2 Market and Societal demand

Provide evidence and explain how the department has considered market and societal demand for the programme to be offered via ODL mode. In what way is this proposed programme an enhancement of the other programmes in the related discipline or field?

i) Elaborate on market survey – needs analysis of the ODL programme - [programme to carry out an online survey among potential

applicants/current conventional programme students]- May include UMCCed’s benchmarking exercise; conventional

programme demand; etc.- *Analysis of Market survey can also be used for 1.1.2, 1.2.2. & 6.1.6

1.1.2 Learning Outcomes

(a) State the programme educational objectives (PEO), learning outcomes (PLO), learning and teaching strategies, and assessment. [Table 2]

(b) Map the programme learning outcomes against the programme educational objectives. [Table 1]

1.1.4 Map the programme learning outcomes to an MQF level descriptors and the five clusters of MQF learning outcomes. [Table 2]

(This standard must be read together with Standard 1.2.4 in Area 1)

i) State the PEOs [minimum 3]ii) State the PLO [minimum 8] and map with PEO using Table 1

Table 1 - Mapping PLOs to PEOsProgramme Learning

Outcome (PLO)Programme Educational Objectives (PEO)

PEO1 PEO2 PEO3 PEO…PLO1 – [statement]PLO2PLO3PLO4PLO5PLO6PLO7 PLO8

Table 2 - Mapping PLO to Cluster 2.0, teaching and assessment15

PLO Cluster MQF 2.0

Taxonomy level

TnL Assessment

[state the PLOs]

[C/P/A] [information from BR003 of all courses – by

PLO]

[information from BR003 of all

courses – by PLO]

1.1.3 Learning Outcome Attainment Strategies

(c) Describe the strategies for the attainment of PLOs in term of constructive alignment of learning and teaching strategies, and assessment

Elaborate on the alignment as shown in Table 2. - Give examples of TnL strategies that are aligned to the outcome in PLO. Give

examples of assessment methods that align to the outcome of the PLO.

1.1.5 Relating PLOs to stakeholder demands

(a) How are the learning outcomes related to the career and further studies options of the student on completion of the programme?

(b) Do the learning outcomes relate to the existing and emergent needs of the profession, industry and the discipline? How was this established?

i) State the possible careers in related industries upon graduationii) State the possible further study options.iii) Elaborate on industry feedback; benchmarking exercises; any other reference

to what the industry or profession demand – relate these to the PLOs- Information from conventional program PSAR may be used. - May add on the technological and digital skills gained from ODL

1.2 Programme Development: Process, Content, Structure and Learning-Teaching Methods1.2.1Devoted ODL Unit and department autonomy

Describe the provisions (including availability of a unit devoted to the design and development of learning materials for ODL delivery) and practices that indicate the autonomy of the department in the design of the curriculum, and its utilisation of the allocated resources

i) Elaborate on the formation of the ODL Unit, it’s role and responsibilities *Append official documents on the formation of this Unit

ii) Elaborate on the autonomy of the members of this Unit – *Append the appointment letters and TOR of the members

iii) What resources (HR, Finance, infrastructure & Infostructure) are available to the unit

1.2.2 Curriculum design and development process

Describe the processes to design, develop and approve the curriculum of the programme. State the highest academic authority involved in the approval to offer the programme

Elaborate linkages between UMCCed and the department on the processes of designing the ODL programme (Refer to GP ODL) (UM-PT01-PK03/UM-PT01-PK04)

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(This standard must be read together with Standard 1.1.2 in Area 1 and 6.1.6 in Area 61.2.3 Stakeholders involved in programme development

Who and how are the stakeholders including education and ODL experts consulted in the development of the curriculum.

Read together with Standard 7.1.4 in Area 7)

i) Elaborate who is consulted in developing the curriculuma. Identify subject experts in the JK Kurikulum/ODL teamb. Identify the ODL expertc. Identify the Instructional design expert

1.2.4 Curriculum structure

(a) Describe how the curriculum fulfils the requirements of the discipline of study in line with the programme standards (if applicable) and good practices in the field.

Provide the necessary information in Table 3

i) Elaborate on the curriculum general structure - Add info on good practices in ODL – refer to benchmarking report

Table 3 - General course credit structureNo. Course Classification Credit

ValuePercentage

(%)

1. Core Courses

Core/Major(s)/Specialisation: Courses Projects/Thesis/Dissertation Minor courses (if applicable)

Industrial training/Practicum

2. Optional/elective courses**** SHE

3. University Courses

4. Others (specify)Total Credit Value 100

(c) Provide a brief description of each course offered in the programme. Please arrange courses by year and semester.

(d) Provide information for each course,

i) Provide a brief description of the courses and the structured sequence of the courses throughout the study period- Append Kembaran 2 (JKPT paper of conventional programme) or

Curriculum map- Append UM-PT01-MQF-BR002 - Append UM-PT01-MQF-BR003, UM-PT01-MQF-BR004, UM-PT01-

MQF-BR005, UM-PT01- MQF-BR006 for all courses.

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NOTE:

ODL programme courses will have a new set of BR003, BR004, BR005, BR0060

Table 4: Details of coursesCourse/Code Face to face (SLT) Non face to

face (SLT)ODL

Course (Yes / No)

Physical (%)

Online/Technology mediated (synchronous)

(%)

Asynchronous (%)

Yes No

Total

ii) Indicate the % of ODL courses within the programme (must >60%)

(Calculation includes teaching & learning and assessment activities. Refer to UM-PT01-MQF-BR004)

1.2.5 Appropriateness of TnL methods

Explain the appropriateness of learning and teaching methods applied to achieve the objectives and learning outcomes of the programme

i) Elaborate on the Learning management system: Spectrum for ODLii) Elaborate on the development of Self-Instructional materials (SIM) and the

involvement of the ODL Unit. *Append SIM for Sem 1 courses [at least 60% of the sem 1 courses to be offered via ODL mode)*(SIM for the ODL programme must be provided in the following ways: adopting existing materials; adapting existing materials; or creating original materials; or any other appropriate approaches. The department should consider having intellectual property rights and licensing policies for learning materials, learning objects and innovations. Copyright laws and best practices must be in place and observed) UMCCed to come up with GP in developing SIM

iii) Explicitly state the nature of interaction between learners and instructors which may be synchronous or asynchronous or a combination of both. [refer to the table in BR006] Explain how scheduled face-to-face sessions will be carried out synchronously (either physically or electronically mediated).

1.3 Programme Delivery1.3.1 Effectiveness of delivery

Provide evidence on how the department ensures the effectiveness of delivery in supporting the achievement of course and programme learning outcomes.

i) Elaborate based on the use of UM-PT01-MQF-BR003 & UM-PT01-MQF-BR007 – focus on criteria of CLO achievement & report of CLO achievement

ii) Elaborate on the use of UM-PT01-MQF-BR008 & Laporan Pencapaian Kursus (Lampiran A) - yearly report and UM-PT01-MQF-BR009 (after completion of every cohort) for PLO achievement measure

1.3.2 Programme Information Communicated to students

i) Elaborate on ODL handbook content; specific website (ODL); student portal/ ODL Spectrum announcements; student orientation; etc.

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Show evidence (including those available in the learning portal and/or the learning management system) that the students are provided with, and briefed on, the current information about the programme, for example, Student Handbook and Student Project Handbook

- Provision of UM-PT01-MQF-BR003 and UM-PT01-MQF-BR006 on the ODL Spectrum

*Append ODL handbook

1.3.3 Programme team

(a) Provide details of the leader/coordinator of the programme and members of the team responsible for the programme. State the manner in which the above-mentioned team manages the programme explaining their line of authority and responsibilities. What are the procedures that guide the planning, implementation, evaluation and improvement of the programme?

(b) Does the programme team have access to adequate resources? Provide evidence

(This standard must be read together with related Programme Standards and Guidelines to Good Practices, and with Standards 6.1.1 and 6.2.2 in Area 6.)

i) State the ODL programme coordinator’s (PC) detailsii) State the TOR of the PC - * Append the letter of appointmentiii) State the ODL team /JK Kurikulum [ODL] – * Append letter of appointment and

TORiv) Elaborate on the procedures that guide program development, evaluation and

improvement v) Elaborate on the resources available for the programme to be conducted in the

ODL mode. – Infrastructure and infostructure(refer to GP ODL; UM-PT01-PK01/UM-PT01/PK02/UM-PT01-PK03/ UM-PT01-PK04; GPPA; DPPA)

1.3.4 Provision of Learning environment

Describe how the department provides favourable conditions for learning, teaching and the execution of practical based training, both in the virtual and/or physical environment, based on the requirements of the programme

(This standard must be read together with Standard 5.1.2 in Area 5.)

i) Elaborate on the availability of a stable and accessible Spectrum_ODLii) Identify courses that include practical skillsiii) Clearly describe how practical based courses will be carried out (eg: simulation

lab)

1.3.5 Innovations in learning

Describe the department’s initiatives to encourage innovations in learning, teaching and assessment, including the use of tools such as analytics to monitor

i) Elaborate on the Plan for staff training - Exposure to new teaching & assessment method

ii) To monitor student activities - explain analytical tools embedded in the Spectrum ODL;

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student activities1.3.6 Feedback for improvement

State how the department obtains feedback and uses it to improve the delivery of the programme outcomes. Provide evidence

i) Explain the use of ODL course feedback survey (CTES?) *Append the surveyii) Explain about analysis in the use of BR007, BR008 and BR009 for

improvement iii) Include other forms of planned feedback – eg. Exit survey

AREA 2: ASSESSMENT OF STUDENT LEARNING2.1 Relationship between Assessment and Learning Outcomes2.1.1 Alignment of Assessment to LO

Explain how assessment principles, methods and practices are aligned to the achievement of learning outcomes of the programme consistent with MQF level.

i) Use examples of courses to explain the alignment between CLO and the assessment method used to achieve the CLO (you may give one example for each Cognitive/Psychomotor/Affective taxonomy) – refer to the use of UM-PT01-MQF-BR003

ii) Explain with examples how the assessment is suited to the level of the programme (Level, 5,6, 7 – see MQF 2.0)

2.1.2 Review of assessment alignment

Describe how the alignment between assessment and learning outcomes are regularly reviewed to ensure its effectiveness (please provide policy on the review, if any). Provide evidence.

i) Elaborate how and when assessment alignment is reviewed- Refer to use of UM-PT01-MQF-BR007 – by lecturer- UM-PT01-MQF-BR008/BR009 by Course Coordinator- policy on review in DPPA

2.2 Assessment Methods2.2.1 Variety of assessment methods

Describe how a variety of assessment methods and tools (including innovative techniques) are used in assessing learning outcomes and competencies. Show the utilisation of both summative and formative assessment methods within the programme

i) Refer to UM-PT01-MQF-BR003 and SIM of several courses to elaborate on the variety in the assessment methods. (also as seen in Table 2)

ii) Elaborate on the use of formative assessment within the study modules and how results are used for student improvement

iii) Elaborate on the types of innovative continuous assessments (summative) used – state examples from courses

iv) Elaborate on the use of final examination (summative)– use examples from courses

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2.2.2 Validity and reliability of assessment

(a) Explain how the department ensures the validity, reliability, integrity, currency and fairness of student assessment over time and across sites, i.e. ODL environment (if applicable).

(b) Indicate the authority and processes for verification and moderation of summative assessments

(c) Indicate the guidelines and mechanisms which have been put in place to address plagiarism among students.

i) Elaborate on the process (Refer to UM-PT01-PK05)ii) Explain the role of the program coordinator and JK Saringaniii) Elaborate on the moderation and vetting process of continuous assessment

and examination questions and marks. iv) Explain guidelines to address plagiarism among students (Refer to GP

Pengendalian Kes Plagiat. TOR JKSP; TOR JKKS [available on Um Portal- ASP C], Refer to GP ODL- emphasis on addressing plagiarism in an online environment – see Online

Teaching and Learning Guidelines by Universiti Malaya

2.2.2 Review of Assessment

(d) State how often is the assessment methods reviewed.

(e) Describe the review of the assessment methods in the programme conducted (e.g., the existence of a permanent review committee on assessment and consultation with external assessors and examiners, students, alumni and industry).

i) Explain the review of assessment - by semester using BR007- by session using BR008- by Penilai Luar Program (PLP) during visit- during Curriculum review

2.2.3 Assessment Information Communicated to students

(a) Describe how the frequency, methods and criteria of student assessment – including the grading criteria and appeal policies – are documented and communicated to students on the commencement of the programme.

(b) Append a copy of the rules, regulation, policies on assessment which will outline the duration, diversity, weightage, criteria and coverage of the assessment.

i) State the policy on informing students about the assessment (refer to UM-PT01-PK05); Kaedah dan Peraturan UM; DPPA; GP ODL)

ii) Elaborate how BR005 and BR006 is shared with students

*Append a copy of the rules, regulation, policies on assessment which will outline the duration, diversity, weightage, criteria and coverage of the assessment

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2.2.4 Changes to Assessment

Explain the processes in making changes to the assessment method. How are the changes made known to the students?

i) Explain changes to assessment method – based on review will be approved by JK Kurikulum(ODL?) – approval of amended BR003; BR004 and BR006

ii) Explain how this is made known to students – ODL spectrum?

2.2 Management of Student Assessment

2.3.1 Roles and Autonomy in assessment management

Explain the roles and autonomy of the department and the academic staff in the management of student assessment.

i) Elaborate on the roles and autonomy of lecturers, HoD, PC and JKIT/JKID.- Refer to PT01-PK05 (Penilaian Prestasi Akademik Pelajar)- Include both continuous assessment and final examination (Bhg.

Peperiksaan)

2.3.2 Security of assessment records

Describe how the security of student assessment documents and records are ensured.

i) Describe based on PT01-PK05-AK05, PT01-PK05-GP01, Panduan Pengurusan Peperiksan bagi Program Ijazah Dasar dan Ijazah Tinggi (edisi terkini) see Online Teaching and Learning Guidelines by Universiti Malaya; GP ODL; Handbook ODL

ii)2.3.3 Communication of Assessment results

Explain when the continuous and final assessments’ results are made available and communicated to students to facilitate progression decision

i) Explain informing students on Continuous assessment results based on PT01-PK05-GP01 (refer item 6.12); GP ODL; Handbook ODL

2.3.4 Appeal against course resultsShow and elaborate on the guidelines and mechanisms on students’ appeal against course results.

i) Elaborate how students may appeal their assessment results (CA and EXAM) - Kaedah & Peraturan UM - UM-PT01-PK01-BR025-S01 – Permohonan Semula Semakan Kertas

Peperiksaan (kursus)- Rayuan terhadap disertasi - surat edaran senat 25.1.2018*Append the said Guidelines

2.3.5 Review of management of student assessment

Explain how the department periodically reviews the management of student assessment and measures it takes to address the issues highlighted by the review

(For MQF level 6 and above, the review must involve external examiners

i) Explain how ODL Unit plans to review management of student assessment and take action on the result of the review: GP ODL

ii) Explain the role of External examiner in reviewing the management of assessment (for UG and PG programmes)

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AREA 3: STUDENT SELECTION AND SUPPORT SERVICES3.1 Student Selection3.1.1 Criteria and the mechanisms for student

selection

(a) State the criteria and the mechanisms for student selection including candidates with prior experiential learning (accreditation of prior experiential learning, APEL), transfer students and any other additional requirements.

i) Explain how students will be selected for the ODL programme. Elaborate on the selection criteria. Refer to: - Buku Syarat Kemasukan - AASC / MRC/ Faculty Website- UG - UM-PT01-PK01-AK005 and UM-PT01-PK01-AK006- PG - UM-PT01-PK02-AK006 and UM-PT01-PK02-AK007- Programe Standards.- Related guidelines.- Technical standards deployed for admission of students with special

needs- Kaedah dan Peraturan

ii) Explain the role of Perakuan Jawatankuasa Pemilihan Kemasukan (JKPK) PTj. 3.1.2 Selection criteria are accessible to the public

(a) Explain how the selection criteria are accessible to the public. If other additional selection criteria are utilised, describe them.

(b) Show evidence that the admission policy and mechanisms are free from unfair discrimination and bias.

i) Elaborate on the availability of selection criteria on :- Refer to website (UMCCeD; MRC; PTj).

i) Refer to Polisi Universiti Inklusif Siswa Orang Kurang Upaya (GP ODL?) for technical standards that have been deployed for the admission of students with special needs

3.1.3 Projected student intake

(a) Provide information on student intake for each session since commencement and the ratio of the applicants to intake. If it is a new programme show the projected figures for three years.

(b) Describe how the size of student intake is determined in relation to the capacity of the department and explain the mechanisms for adjustments, taking into account the admission of visiting, auditing, exchange and any transfer students.

i) Provide the projected size of student intake for each session

Table 5 - Size of student intake for each session- to be provided by programme owner

Academic Session

Applicant Intake Enrolment

2021/20222022/20232023/2024

Total*For a new programme provide projected figures for 3 years.

ii) Explain how the student projected intake is in line with the capacity of the department.

3.1.4 Policies and mechanisms for appeal on i) Elaborate how students can appeal if the application for intake is rejected.

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student selection

Describe the policies and mechanisms for appeal on student selection, if applicable.

*Append the relevant policy/guideline

3.1.5 Students support

(a) State and describe the support provided covering the orientation, developmental or remedial support for ODL students including new students, incoming transfer students and students with special needs.

(b) Show how these support systems are evaluated regularly.

i) Elaborate on the support provided to incoming students (new, transfer, special needs)in terms of:- orientation into the ODL programme- remedial support- on going support for student development

ii) Explain how these support systems are evaluated for their effectiveness.

3.2 Articulation and Transfer 3.2.1 Facilitate and manage credit

transfer/exemptions and student mobility

(a) Describe how the department facilitates and manages credit transfer/exemptions and student mobility, which may include student transfer within and between institutions as well as cross-border.

(b) Explain how the department keeps abreast of the latest development on the processes of credit transfer/ exemption through networking with other parties, including cross-border collaborative provisions.

i) Elaborate using the relevant provided by ISC, such as MoU, MoA, policies, regulations and processes of student mobility. - Refer to Garis Panduan Pemindahan dan Pengecualian Kredit for

articulation practices such as credit transfer and credit exemption, and how these are disseminated.

ii) State how the latest development on the process are communicated by ISC to PTj. Give examples of communication as evidence

*Append the relevant guidelines; documents

3.2.2 Monitoring transfer students

Indicate how students accepted for transfer could successfully follow the current programme and demonstrate comparable achievements with their previous programme of study.

i) Provide details of monitoring mechanism to be used for transfer students to ensure comparable achievement.

3.3 Student Support Services 3.3.1 Learning support services

(a) Describe the learning support services that are provided by the department to the students.

i) Elaborate on students support services, such as;- Learning support services- Academic & career counselling services- Counselling services

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(b) Show evidence that those who provide the counselling services are qualified personnel.

3.3.2 Responsibility for student support services

(a) Describe the roles and responsibilities of those responsible for student support services.

(b) Describe the organisation and management of the student support services and maintenance of related student support services records.

3.3.4 Academic and career counselling services

(a) Describe the provision of the academic and career counselling services to students.

ii) Describe the organisation and management of the students support services- Describe roles and responsibilities of those responsible - Provide evidence of their qualifications (Competency matrix of University

Counsellors)- Provide evidence of students support services records

(Refer to PT07-PK01-AK029 & AK030)

3.3.5 Identifying students in need of counselling

Describe the mechanisms that exist to identify and assist students who are in need of academic and career counselling.

i) Explain the mechanism based on information from GP ODL/ODL Handbook

3.3.4 Effectiveness of counselling

(b) Describe how the effectiveness of the provision of the academic and career counselling services are measured, monitored, reviewed and improved.

3.3.8 Describe how the student support services are evaluated regularly for their adequacy and effectiveness to ensure student well-being and safety.

i) Describe how the effectiveness of students support services are measured, monitored, reviewed, evaluated and improved to ensure student well-being and safety. (eg: Customer Satisfaction Survey, record of sessions with counselor etc)

3.3.3 Student Orientation

Describe how are students orientated into the programme where they are exposed to the requirements of ODL and trained to cultivate self-directed learning.

i) Describe how the student will access the system, support system for the students, introduction to the ODL Unit/PTj, introduction to online resources, support system.

3.3.6 Student disciplinary cases i) Elaborate on the process of handling disciplinary cases (Refer to PT07-PK01-

25

Describe the processes and procedures in handling student disciplinary cases.

AK03) and any other related GP

3.3.7 Appeal on academic and non-academic matters

Describe the mechanism and avenues available for students to raise their complaints and appeal on academic and non-academic matters.

i) Describe e-Feedback (UM or UMCCeD?) mechanism

*For academic matters refer to Area 2.2.3 (a)

3.4 Student Representation and Participation3.4.1 Student engagement policy

Describe the policy and procedures to actively engage students in areas that affect their interest and welfare during their duration of studies.

i) Describe the role of HEP/UMCCeD in actively engaging ODL students during their duration of study.

3.4.2 Student linkage with external stakeholders

(a) Describe the efforts undertaken by the department to help students to develop linkages with external stakeholders.

(b) Describe how the department facilitates students to gain managerial, entrepreneurial and leadership skills in preparation for the workplace or enhancing their current skills in the workplace.

i) PTj to elaborate on related activities involving external stakeholders and ODL students

ii) Explain how the programme will inculcate managerial, leadership and work skills among ODL sttudents

3.5 Alumni 3.5.1 Alumni linkages and role

(a) Describe how the department establishes linkages with the alumni.

(b) Describe the role of the alumni in the development, review and continuous improvement of the programme.

i) Describe the plan to develop and maintain an alumni database. ii) Explain how alumni will be involved in programme improvement

AREA 4: ACADEMIC STAFF4.1 Recruitment and Management4.1.1 Academic Staff Plan

Explain how the department’s academic staff plan is consistent with HEP’s policies and programme

i) State UM Policy on staffing and PTj to identify the manpower needs of the programme.

ii) Describe the succession plan of the PTj.

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requirements.4.1.2 Recruitment of Staff with ODL Qualifications

(a) State the policy, criteria, procedures, terms and conditions of service and/or relevant work experience in ODL as well as in the field related to the course for the recruitment of academic staff.

(b) Explain the due diligence exercised by the department in ensuring that the qualifications of academic staff are from bona fide institutions.

(c) Describe how the recruitment policy for a particular programme seeks diversity among the academic staff such as balance between senior and junior academic staff, between academic and non-academic staff, between academic staff with different approaches to the subject, and academic staff with multi-disciplinary backgrounds and ODL experiences.

i) State criteria for recruitment of academic staff (refer to conventional PSAR). Include an explanation for staff with ODL experience

ii) Describe the qualifications of the academic staffiii) Elaborate on the diversity among academic staff

4.1.3 Staff-student Ratio

Provide data on the staff–student ratio appropriate to the learning-teaching methods and consistent with the requirements in the programme standards (where applicable).

i) State the targeted staff student ratio for the programme. Refer to programme standard where applicable.

4.1.4 Curriculum Vitae of Academic Staff

(a) Provide summary information on every academic staff involved in conducting the programme in Table 6 (Appendix 1)

(b) Provide curriculum vitae of each academic staff teaching in this programme, which contains the following:

(i) Name(ii) Academic Qualifications(iii) Current Professional Membership(iv) Current Teaching and Administrative

i) Table 6 – Appendix 1

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responsibilities(v) Previous Employment(vi) Conferences and Training(vii) Research and Publications(viii) Consultancy(ix) Community Services(x) Other Relevant Information

4.1.4 Policy on appointment of part-time academic staff

(c ) Provide information and details on the policy related to the appointment of part-time academics from other institutions for learning and teaching purposes.

i) Elaborate on the appointment of part time academics (Refer to GP Pengajaran Sambilan Universiti Malaya)

4.1.5 Distribution of Workload of Academic Staff

Describe how the department ensures equitable distribution of duties and responsibilities of the academic staff which ranges from content preparation, teaching (including facilitating student learning in the online learning platform), research and scholarly activities, consultancy, community services and administrative functions.

i) Describe distribution of lecturer’s workload. Refer to Table 6.

4.1.6 Academic Staff Recognition and Rewards

(a) State the policies, procedures and criteria (including involvement in professional, academic and other relevant activities, at national and international levels) for recognising academic staff for promotion, salary increment or other remuneration of academic staff such as incentives to reward innovation in ODL.

(b) Describe how are the above information made known to the academic staff.

i) Refer to “conventional PSAR”. Include information on incentives reward innovation in ODL

ii) Elaborate on how this information made known in UMPortal.

4.1.7 National and International Linkages

Describe the nature and extent of the national and international linkages to enhance learning and teaching in the programme.

i) Describe MoU, external assessor appointment, international accreditation, visiting lecturer, invited guest lecturer, research collaborators.

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4.1.8 Training and Professional Development of Academic Staff

(a) Describe how the department conducts training and continuous professional development (CPD) programmes related to ODL to all full-time/part-time academic staff or academic support staff.

(b) State the policies for training, professional development and career advancement (e.g., study leave, sabbatical, advanced training, specialised courses, re-tooling, etc.) for the new and existing academic staff.

(c) Describe the mentoring system, tools, support and technology for self-learning and formative guidance for new academic staff as part of its staff development programme.

i) Provide a list of ODL related training and PTj responsible for the training.

ii) Elaborate on the policies for staff professional development. - Refer to conventional PSAR and add on information on ODL training.

iii) Explain how staff training and development is monitored and supported, especially new staff

4.2 Service and Development4.2.1 Academic Staff Performance Policy

Provide information on the departmental policy on service, development and appraisal of the academic staff.

i) Elaborate on the staff appraisal process (Refer to UM-PT03-PK04 Urusan Kemajuan Kerjaya Staf)

4.2.2 Involvement of Academic Staff in Various Activities

Describe how does the department ensure that the academic staff are given opportunities to focus on their respective areas of expertise such as curriculum development, curriculum delivery, academic supervision of students, research and writing, scholarly and consultancy activities, community engagement and academically-related administrative duties.

i) Use example of staff’s CV to justify academic staff has been given opportunity to be involved in various activities.

4.2.3 Academic Staff Discipline, Conduct and Grievance Policy

(a) State the HEP policies on conflict of interest and professional conduct of academic staff.

(b) State the HEP procedures for handling staff disciplinary cases.

i) Elaborate on how staff discipline and conflict is handled based on policies - Refer to Garis Panduan Menguruskan Staf Bermasalah (UMPortal ---

UMInfo --- BSM)

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4.2.4 Student Evaluation on the Academic Staff Teaching Performance

Describe the mechanisms and processes for periodic student evaluation of the academic staff. Indicate the frequency of this evaluation exercise. Show how this evaluation is taken into account for quality improvement.

i) Elaborate on how the students will be able to evaluate the teaching staff - CTES ODL

4.2.5 Teaching and Learning Enhancement Activities

(a) Describe the opportunities available to academic staff to obtain professional qualifications and to participate in professional, academic and other relevant activities at national and international levels.

(b) Describe how through this participation the results are utilises to enhance the learning-teaching experience of the students.

i) Explain how the activities enhance T&L experience (conference report, sabbatical report).

- BSM/ADEC/SPB - refer to PT03-PK04

4.2.6 Community and Industry Engagement

Describe how the department encourages and facilitates academic staff in community and industry engagement activities and how they are rewarded.

i) Explain how the ODL programme will engage the academic staff with community engagement. Refer to “conventional PSAR”. 10% KPI and any other activities done by programme (Jalinan Masyarakat).

AREA 5: EDUCATIONAL RESOURCES5.1 Physical and Virtual Facilities5.1.1 Policy in ICT Tools and Resources Explain the policy regarding the selection and effective use of electronic devices, internal and external networks, eContent and other effective means of using information and communication technology in the programme

i) Explain relevant policy – PTMii) Minit mesyuarat JKICT

5.1.2 Infrastructure and Infostructure

(a) List the infrastructure and infostructure facilities required for the programme in Table 7 (Appendix

i) Provide information on infrastructure and infostructure in Table 7 (Appendix 2).

ii) Evaluate the sufficiency, adequacy and appropriateness of infrastructure and 30

2).

(b) Describe the adequacy of the infrastructure and infostructure facilities and equipment (e.g., workshop, studio and laboratories) as well as human resources (e.g., laboratory professionals and technicians).

(c) Provide information on the clinical and practical facilities for programmes which requires such facilities. State the location and provide agreements if facilities are provided by other parties.

(d) Provide information on the arrangement for practical and industrial training.

(e) Explain how the infrastructure and infostructure facilities are user friendly to those with special needs. Provide a copy of any technical standards that have been deployed for students with special needs.

equipment provided, (including clinical and practical facilities – if related); and infostructure facilities provided for the effective delivery of the curriculum (including for students with special needs).

iii) Provide information on the arrangement for practical and industrial training – provide policy and Garis Panduan on Practical/Industrial Training, and related forms.

5.1.3 Learning Management System (LMS)

Provide evidence that the department has put in place a LMS to support and facilitate the learning of students through ODL.

i) Explain about LMS (either Spectrum or ODL Spectrum or any other system which is going to be used).

ii) Highlight the strength of the LMS/ ODL Spectrumiii) Evaluate the effectiveness and utilisation of the LMS/ODL Spectrum.

5.1.4 Infrastructure and Infostructure Regulations

Show that the infrastructure and infostructure facilities, system and eContent comply with the relevant laws and regulations including issues of licensing.

i) Infostructure: License of software (Faculty, PTM, UMCCed)ii) Infrastructure: Buku Panduan Keselamatan Makmal

5.1.5 Management and Maintenance of Physical Learning Facilities

(a) Describe how the HEP maintains, reviews and improves the adequacy, currency and quality of its educational resources and the role of the department in these processes.

i) Explain about the available mechanism to obtain feedback from students such as analysis of CTES/ CTES ODL

ii) Provide maintenance record and schedule of physical learning facilities and minutes of meeting of relevant committee at PTj.

iii) Evaluate the adequacy of the library services and adequacy and suitability of 31

(b) Provide information on, and provision for, the maintenance of the physical learning facilities.

(c) Describe resource sharing and access mechanisms that are available to extend the library’s capabilities. Comment on the extent of use of these facilities by academic staff and students. Comment on the adequacy of the library to support the programme.

(d) State the number of reference materials related to the programme in Table 8.

learning spaces in and around the library.iv) Evaluate the quality of the library’s databases and bibliographic search,

computer and audio-visual capabilities in relation to the programme. Provide information in Table 8

Table 8 - List of reference materials and services supporting the ODL programme

Resources and services supporting the programme

Total number/ list of resources or services

Book titles

E-books available online

Databases

Online services by the library for remote students

Provide a list of services available

5.1.6 Maintenance and Improvement of ICT Resources and Facilities

(a) Describe how the HEP maintains, reviews and improves the adequacy, currency and quality of its educational resources (including ICT resources and facilities such as learning management system, digital/virtual library, video conferencing, virtual labs, online helpdesk) and eContent, and the role of the department in these processes.

(b) Provide the information on, and provision for, the maintenance of the learning facilities.

i) Explain about the available mechanism to obtain feedback from students such as analysis of CTES/CTES ODL

ii) Provide maintenance record and schedule of learning facilities and minutes of meeting of relevant committee at PTj.

5.2 Research and Development 5.2.1 Research Support

(a) Describe the policies, facilities and budget allocation available to support research.

i) Provide policy on research (at UM, Faculty and Department level). ii) Explain on the research priorities, allocation of budget and facilities provided.iii) Provide information of number of academic staff members who are principal

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(b) Describe the research activities of the department and the academic staff involved in them.

5.2.2 Implementation of Research Activities in Learning-Teaching Process

(a) Describe how the HEP encourages interaction between research and learning. Show the link between the HEP’s policy on research and the learning-teaching activities in the department.

investigators, the value of research grants, and the priority areas for research. (Table 9).

iv) Explain how the policy on research foster the relationship between research and scholarly activity (eg: T&L activities) (Table 9).

Table 9 - Academic Staff Research Information

Name of staff (PI)

Research Area

Research Funding (amount

and source)

Available facilities

Commercialisation

of product (if any)

Interaction between

research and learning

5.2.2 Implementation of Research Activities in Learning-Teaching Process

(b) State any initiatives taken by the department to engage students in research.

i) Explain how the department prepare students for engagement in research – example: students are asked to attend seminar; students participate in fieldwork and data collection activities etc.

5.2.3 Enhancement of Research Activities

Describe the processes by which the department review its research resources and facilities and the steps taken to enhance its research capabilities and environment, where a link between research, development and the industry could be created.

i) Explain activities which relate research, development and the industry such as talks /lectures by guest lectures from the industry, educational visits etc.

5.3 Financial Resources5.3.1 Financial Statement

Provide audited financial statements or certified supporting documents for the last three consecutive years. Explain the financial viability and sustainability based on the provided statements/documents.

5.3.2 Financial ManagementDemonstrate that the department has clear budgetary and procurement procedures to ensure that its financial resources are sufficient and managed efficiently to maintain high standards of quality.

i) Provide information related to the lines of authority of the HEP/Faculty with respect to budgeting and resource allocation for the department.

ii) Provide information on Belanja Mengurus for 3 consecutive years. Highlight that the department’s financial resources are sufficient and are managed efficiently.

iii) If there is any financial imbalance (current or potential), provide credible plan to address the matter.

iv) Explain that the quality of the programme is not being compromised by budgetary constraints (if any).

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5.3.3 Financial Planning

(a) Indicate the responsibilities and lines of authority in terms of budgeting and resource allocation in the HEP with respect to the specific needs of the department.

(b) Describe the HEP’s financial planning for the programme in the next two years.

AREA 6: PROGRAMME MANAGEMENT6.1 Programme Management6.1.1 Organisational Management Structure

(a) Describe the management structure and functions, and the main decision-making components of the department, as well as the relationships between them. How are these relationships made known to all parties involved?

(b) Indicate the structure and composition of the committees in the department and provide the frequency of the meetings.

(This standard must read together with standard 1.3.3 in Area 1)

6.1.2 Organisational Workflow

Describe the mechanism and processes to ensure the relationship between the programme leader, department and HEP on matters such as staff recruitment and training, student admission, allocation of resources and decision-making processes.

i) PTj to provide organisational chart of the ODL programme, including administrative staff.

ii) To provide yearly meeting schedule at department and committee levels.

6.1.3 Programme Promotional Strategies

Describe how the department ensure accuracy, relevancy and timeliness of disseminating the information about the programme which are easily and publicly accessible, especially to prospective students.

Provide the followings and describe accordingly;

i) PTj website, ii) Programme brochureiii) Advertisementiv) Roadshows conducted and scheduled (local and international)

6.1.4Strategies in Continuous Quality 34

Improvement

Describe the policies, procedures and mechanisms for regular review and updating of the department’s structures, functions, strategies and core activities to ensure continuous quality improvement. Identify person(s) responsible for continuous quality improvement within the department.

i) Provide description based on related meetings (JKID/JKIT/JK Kurikulum/Dept/Faculty Meeting)

ii) Highlight the roles of relevant committee members in CQI process within the department

iii) Provide PTj Strategic Plan iv) Explain KPI of department

6.1.5 Academic Board

Show evidence (such as terms of reference, minutes of meeting) that the academic board of the department is an effective decision-making body with adequate autonomy.

i) Refer to JKID/JKIT/ Board of Study minutes of meetings and to provide TOR of each committee.

6.1.6 Integration with Other Institutions

Describe the arrangements agreed upon by the HEP and its different regional centres or partner institutions to assure functional integration and comparability of educational quality.

i) Provide evidence – such as letter of agreement.

6.1.7 Periodic Market Survey

Show evidence that the department has conducted periodic internal and external consultations as well as graduate employability analyses to ensure currency and relevancy of the programme in meeting market demand.

(This standard must be read together with standard 1.1.2 and 1.2.2 in Area 1)

Make reference to similar evidence provided in Area 1.1.2 and 1.2.2.

6.2 Programme Leadership6.2.1 Appointment of Programme Coordinator

Outline the criteria for the appointment and job description of the programme leader.

i) Provide criteria for appointment of ODL programme coordinator (including qualification and experience)

ii) Provide the Job Description (JD) of the ODL programme coordinator.iii) Provide the TOR for the ODL programme coordinator.

6.2.2 Academic Background of Programme 35

Coordinator

Name the academic leadership of this programme. State the qualifications, experiences, tenure and responsibilities of the programme leader. Prove that the programme leader has sufficient authority for curriculum design, delivery and review.

(This standard must read together with standard 1.3.3 in Area 1)

i) To append a letter of appointment and the TOR of ODL programme coordinator.

ii) Provide description of authority given to ODL programme coordinator.

6.3 Administrative and Academic Support Staff6.3.1 Organisational Management of Administrative

and Academic Support Staff

(a) Describe the structure of the administrative and academic support staff which support the programme. (This standard must be read together with standard 6.1.1)

(b) Explain how the number of administrative and academic support staff is determined in accordance to the needs of the programme and other activities. Describe the recruitment processes and procedures. State the terms and conditions of service.

(c) State (in Table 10) the numbers required and that are available, job category and minimum qualification for administrative and academic support staff of the programme.

i) Refer to organisational chart of the ODL programmeii) Refer to related programme standard where applicableiii) Refer to PT03-PK02-AK013 Pelantikan Staf Bukan Akademik dan Guru

Bahasaiv) Refer to PTj plan for staffing (Pembangunan Sumber Manusia)

Table 10 - Administrative and Academic Support Staff for the Programme

No. Job Category Minimum Qualification

Number of Staff

RequiredCurrent Number

123

6.3.2 Monitoring and Evaluation Performance of Administrative and Academic Support Staff

State the mechanisms and procedures for monitoring and appraising the performance of the administrative and academic support staff of the programme.

i) Provide description on staff appraisal process flow and the state the KPI as provided by BSM

6.3.3 ODL-related Training for Administrative and Academic Support Staff

Describe the training scheme including ODL related i) PTj to furnish related plan of ODL training for staff ii) Provide competency matrix

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training for the advancement of the administrative and academic support staff and show how this scheme fulfils the current and future needs of the programme.6.4 Academic Records6.4.1 Management of Academic Records

(a) State the policies and practices on the nature, content and security of student, academic staff and other academic records at the departmental level and show that these policies and practices are in line with those of the HEP.

(b) Explain the policies and practices on retention, preservation and disposal of student, academic staff and other academic records.

i) Refer to Dasar Pengurusan Fail & Rekod ii) Refer to Akta Arkib Negaraii) Refer to Peraturan-Peraturan Arkib Negara

6.4.2 Management of Student Records

Explain how the department maintains student records (including the information and data in the electronic Learning Management System) relating to their admission, performance, completion and graduation.

i) Refer to UM ICT Policy Ver 2.1 – PTMii) Refer to ICT Security Policy 2.0

6.4.3 Privacy and Confidentiality of Records

Describe how the department ensures the rights of individual privacy and the confidentiality of records.

i) Refer to UM ICT Policy Ver 2.1 – PTMii) Refer to ICT Security Policy 2.0

6.4.4 Review and Improvement of Records and Safety Systems

Describe the department’s review policies on security of records and safety systems and its plans for improvements.

i) Refer to UM ICT Policy Ver 2.1 – PTMii) Refer to ICT Security Policy 2.0

AREA 7: PROGRAMME MONITORING, REVIEW AND CONTINUAL QUALITY IMPROVEMENT7.1 Mechanisms for Programme Monitoring, Review and Continual Quality Improvement7.1.1 Policies and mechanisms for regular

monitoring and review

Describe the policies and mechanisms for regular monitoring and review including its structures, functions, strategies, policies, standard operating procedures (SOPs) and core activities to ensure

i) Elaborate on the curriculum review policies and process based on:- UM-PT01-PK03 and UM-PT01-PK04 - Curriculum review documentation available in UM Portal – PTj Info – ASP

C – semakan kurikulum Program Akademik

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continual quality improvement complements the department’s effort in continual quality improvement.7.1.2 Roles and the responsibilities of the Quality

Assurance (QA) unit/personnel

Describe the roles and the responsibilities of the Quality Assurance (QA) unit/personnel responsible for internal QA of the department.

i) Explain the role and responsibility of the JK Kualiti PTj (internal QA)

*Append the Carta Fungsi of JK Kualiti PTj

7.1.3 Internal programme monitoring and review committee

(a) Describe the structure and the workings of the internal programme monitoring and review committee in ensuring the continual review of the programme content and ODL learning support services.

i) Provide details of how the JK Kurikulum Jabatan/Fakulti ensures the continual review of the ODL programme content and support services – functions during curriculum review

(b) Describe the frequency and mechanisms for monitoring and reviewing the programme.

ii) Explain when and how often the programme is reviewed. - Refer to UM-PT01-PK03 and UM-PT01-PK04- UM Portal – PTj Info – ASP C – semakan kurikulum Program

Akademik (c) Describe how the department utilises the

feedback from a programme monitoring and review exercise to further improve the programme

Provide description on how the CLO and PLO assessment outcome will be used to inform improvements in the curriculum;i) Describe the use of BR007 to monitor and review CLO achievementii) Describe use of BR008 and BR009 and Lampiran A to review achievement of

PLOiii) Elaborate on the analysis and use of CTES/ CTES ODL (student feedback

survey)

(d) Explain how the monitoring and review processes help ensure that the programme keeps abreast with scientific, technological and knowledge development of the discipline, and with the needs of society.

7.1.4 Explain who and how are the stakeholders involved (including ODL or technology experts) in the programme review and show how their views are taken into consideration.

7.1.5 Explain how the department informs the

iv) Describe how stakeholders’ feedback will be used to make changes to the programme so that it is relevant to market needs and discipline development;- Membership in JK Kurikulum

- PLP feedback- Alumni survey- Industry survey- Etc.

v) Explain the role of the ODL expert in the review process

38

stakeholders the result of a programme assessment as well as review and how their views on the report are taken into consideration in the continuous improvement and development of the programme.

(e) Describe how the learning support services (including the online system, learning materials, assessment, administration / management of the programmes, ICT system including bandwidth management, physical facilities) are reviewed periodically

vi) Elaborate on policies on the review of ICT systems; ODL Spectrum; Maya; E-content; e-Assessment; physical facilities; etc.

7.1.6 Analysis for programme improvement

Explain how the said benchmarked data, learning-teaching methods and technologies, and administration related educational services are analysed as part of the programme monitoring and review as well as for the purposes of continual quality improvement. Provide evidence.

i) Describe the use of BR007 (to monitor and review CLO achievement) and BR008, BR009 & Lampiran A (to review achievement of PLO), and elaborate on the analysis and use of CTES/ CTES ODL (student feedback survey). Refer explanation in 7.1.3 (c ).

ii) Explain how data on students’ performance, attrition, graduation and employment will be analysed for improvements to the programme

iii) State how this data will be benchmarkedDescribe the Internal Audit exercise that reviews administration related education services – corrective actions taken (where necessary) based on audit findings

7.1.7 Collaborative arrangements

Describe the responsibilities of the parties involved in collaborative arrangements in programme monitoring and review.

i) Describe the roles of JK Kurikulum, ASP Centre: JKIK, QMEC: MKSP, Senate

7.1.8 Action on the review

Describe how the findings of the review are presented to the HEP and its further action therefrom.

i) Explain based on AK03/AK04 – state the role of JKIK and Senate

7.1.9 Integration of Quality Assurance with institutional purpose

Show how the departmental quality assurance processes are integrated with the achievement of the institutional purpose.

i) Elaborate how the quality assurance process of the programme is integrated with UM’s SPK which supports the institutions quality objectives.

39

40

PART D: PROGRAMME SELF EVALUATION

Programme Owner is required to conduct self-review for each area, which should include the following:

1. Completed self-assessment checklist based on 5-point scale.

Score Criteria1 Absolutely Inadequate/No Evidence of standard being met2 Slightly Adequate/Little Evidence of standard being met - Requires major improvement

3 Satisfactorily Adequate/Some Evidence of standard being met – Requires minor improvement

4 Adequate as expected/Clear Evidence of standard being met – Recommends Continuous Improvement

5 Excellent - Example of good practice

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Area 1: Programme Development and Delivery 1 2 3 4 5

1.1 Statement of Educational Objectives of Academic Programme and Learning Outcomes

1.2 Programme Development: Process, Content, Structure and Learning-Teaching Methods

1.3 Programme DeliveryOverall opinion

Area 2: Assessment of Student Learning 1 2 3 4 5

2.1 Relationship between Assessment and Learning Outcomes

2.2 Assessment Methods2.3 Management of Student Assessment

Overall OpinionArea 3: Student Selection and Support Services 1 2 3 4 5

3.1 Student Selection3.2 Articulation and Transfer 3.3 Student Support Services3.4 Student Representation and Participation3.5 Alumni

Overall OpinionArea 4: Academic Staff 1 2 3 4 5

4.1 Recruitment and Management 4.2 Service and Development

Overall OpinionArea 5: Research Resources 1 2 3 4 5

5.1 Physical and Virtual Facilities 5.2 Research and Development5.3 Financial Resources

Overall Opinion

Area 6: Programme Management 1 2 3 4 56.1 Programme Management 6.2 Programme Leadership 6.3 Administrative and Academic Support Staff 6.4 Academic Records

Overall OpinionArea 7: Programme Monitoring, Review and Continual Quality Improvement 1 2 3 4 5

7.1Mechanisms for Programme Monitoring, Review and Continual Quality Improvement

Overall Opinion

2. Summary of following:

i. Strengths of the ODL programme in meeting its goalsSummarise the points that the department considers to be its strengths and mark the points that the institution is proud of.

ii. Summary of weaknessesIndicate which points the department considers to be weak and in need of improvement in conducting the ODL programme

iii. Improvement PlanRecommendations to close the gaps identified in the self-assessment and the action plan to implement them.

42

Appendix 1

Table 6 - Summary information on academic staff involved in the programme

No.

Name and Designation of Academic

Staff / UM Expert

URL

Appointment

Status (full-time, part-time, contract,

etc.)

Nationality

Courses Taught in

This Program

me

Courses Taught in

Other Program

mes

Academic Qualifications

Research Focus Areas

(Bachelor and above)

Past Work Experience

Qualifications, Field of Specialisation, Year of

Award

Name of Awarding Institution

and Country

Positions Held Employer

Years of Service

(start and end)

1 23456

Appendix 2

43

Table 7 - List of physical and virtual facilities required for the programme

No T&L Activities

Infrastructure and

Infostructure available

Provisional Accreditation

Available for Year 1 To be provided in Year 2

To be provided in Year 3

No. Capacity No. Capacity No. Capacity

1 2 3

44

45

Prepared by Quality Management & Enhancement Centre

(QMEC)2021