APA

ACADEMIC

PERFORMANCE

AUDIT

INTRODUCTION







• APA – Academic Performance Audit



• COPIA – Code of Practice for Institutional

Audit



• COPPA – Code of Practice for Programme

Audit

SELF-REVIEW PORTFOLIO







• PART A: General information on UPM





• PART B: Information on the nine areas of

evaluation for quality assurance





• PART C: Self-review report

PART A

GENERAL INFORMATION

ON UPM

Name of

Higher Education Provider (HEP)









Universiti Putra Malaysia

Date of Establishment





Universiti Putra Malaysia, previously known as

Universiti Pertanian Malaysia, was established

on 4 October 1971. The renaming was done on

15 March 1998.



Approval Reference Number

• Universities and University Colleges 1971 –

P.U. (A) 106 (20 October 1971)

• Universities and University Colleges 1971 –

P.U. (A) 106/1998 (15 March 1998)

Name, Title and Designation of the

Chief Executive Officer









Prof. Datuk Dr. Nik Mustapha bin R. Abdullah

Vice Chancellor

Universiti Putra Malaysia

nc@putra.upm.edu.my

Name and Address of

Branch Campus



Universiti Putra Malaysia

Bintulu Sarawak Campus

Nyabau Road

P. O. Box 396

97008 Bintulu, Sarawak

List of Faculties and

Number of Programmes Offered

as of 31 December 2008 (1)

Number of

Name of Faculty/School/

No. Programmes

Department/Centre

Offered

1 Faculty of Agriculture 5

2 Faculty of Forestry 2

3 Faculty of Veterinary Medicine 1

4 Faculty of Economics and Management 3

5 Faculty of Engineering 8

6 Faculty of Educational Studies 11

7 Faculty of Science 2

8 Faculty of Food Science and Technology 2

9 Faculty of Human Ecology 5

10 Faculty of Modern Languages & Communication 2

List of Faculties and

Number of Programmes Offered

as of 31 December 2008 (2)



Number of

Name of Faculty/School/

No. Programmes

Department/Centre

Offered

11 Faculty of Design and Architecture 4

12 Faculty of Medicine and Health Sciences 6

Faculty of Computer Science and Information

13 1

Technology

Faculty of Biotechnology and Biomolecular

14 2

Sciences

15 Faculty of Environmental Studies 2

Faculty of Agriculture and Food Sciences

16 (Universiti Putra Malaysia Bintulu Sarawak 6

Campus)

List of Faculties and

Number of Programmes Offered

as of 31 December 2008 (3)





Number of

Name of Faculty/School/

No. Programmes

Department/Centre

Offered

17 School of Graduate Studies 56

18 Graduate School of Management 4

Centre of Foundation Studies for Agricultural

19 1

Science

20 Centre for External Education 18

TOTAL NO. OF PROGRAMMES OFFERED 141

Total Number of Academic Staff as of

31 December 2008



Academic Number of Staff

Status

Qualification

Local Foreign Total

PhD 849 49 898

Master 418 8 426

Bachelor 0 0 0

Full-time Diploma 0 0 0

Professional* 110 10 120

Others 0 0 0

Sub-total 1377 67 1444

PhD 0 0 0

Master 239 0 239

Bachelor 304 0 304

Diploma 0 0 0

Part-time

Professional ? (ada *) 0 0 0

Others 0 0 0

Sub-total 543 0 543

Total 1920 67 1987

* Masters in Medical Speciality/MRCP/MRCPath

Total Number of Students

as of 31 December 2008



Number of Students



Undergraduate Postgraduate Total

Total

Total

Local Foreign Local Foreign



Full-

5570 34 5604 2032 1572 3604 9208

time

Male

Part-

1193 0 1193 0 0 0 1193

time

Full-

11892 48 11940 3167 879 4046 15986

time

Female

Part-

2227 0 2227 0 0 0 2227

time

Total 20882 82 20964 5199 2451 7650 28614

Purpose of Audit





The purpose of this

comprehensive Academic

Performance Audit (APA)

is to obtain the status of

Self-Accrediting Institution.

PART B



INFORMATION ON THE NINE

AREAS OF EVALUATION FOR

QUALITY ASSURANCE

THE NINE AREAS OF EVALUATION





1. Vision, mission, educational goals and learning

outcomes

2. Curriculum design and delivery

3. Assessment of students

4. Student selection and support services

5. Academic staff

6. Educational resources

7. Programme monitoring and review

8. Leadership, governance and administration

9. Continual programme quality improvement

AREA 1

VISION, MISSION, EDUCATIONAL

GOALS AND LEARNING

OUTCOMES



1.1 Statements of Vision, Mission and

Educational Goals

1.2 Participation in the Formulation of Vision,

Mission and Educational Goals

1.3 Academic Autonomy

1.4 Learning Outcomes

1.1 Statements of Vision, Mission and

Educational Goals (1)





Vision:

To become a university of international repute

Mission:

To be a leading centre of learning and research,

contributing not only towards the creation of wealth

and nation building but also towards universal

human advancement and discovery of knowledge

1.1 Statements of Vision, Mission and

Educational Goals (2)



The 10 UPM Goals

Four educational goals

1. To produce quality graduates who are

competitive and resilient

2. To enhance the quality of UPM students

through inculcation of soft skills

3. To transform UPM into a renowned research

university

4. To strengthen UPM as a centre of excellence in

agriculture education and research

1.1 Statements of Vision, Mission and

Educational Goals (3)



Six supporting goals

1. To broaden and strengthen UPM network with

industry and society

2. To manage human capital and work

environment effectively

3. To enhance a quality management system

based on good practice

4. To efficiently generate and manage the financial

resources of UPM

5. To make UPM fully connected based on

information and communication technology

6. To strengthen UPM through alumni involvement

Dissemination of

Vision, Mission and Goals



• Print media: Pelan Strategi UPM 2001-2010

(Semakan 2007), Annual Reports, Buku Panduan

Fakulti, posters, academic calenders, etc.

• Electronic media: website (http://www.upm.edu.my)

& Putra FM Radio

• In-service training

• UPM workshops

• Meetings

• Staff and alumni associations

Vision, Mission, Educational Goals And

Learning Outcomes (1)

EDUCATIONAL GOALS AND RELATED LEARNING

OUTCOMES

Educational Goals Learning Outcomes

To produce quality graduates Social responsibility, research

who are competitive and attainment, community

resilient involvement, ethical values and

leadership

Social responsibility, research

To enhance quality of UPM‟s

attainment, community

students through inculcation of

involvement, ethical values and

soft skills

leadership

To transform UPM into a Research attainment and

renowned research university leadership

To strengthen UPM as a centre of Social responsibility, research

excellence in agriculture attainment, community

education and research involvement, and leadership

Vision, Mission, Educational Goals

and Learning Outcomes (2)





REFERENCE MATERIALS

• UPM Strategic Plan 2001-2010

• UPM Strategic Plan (Rev. 2005)

• UPM Strategic Plan (Rev. 2007)

• UPM Annual Reports (since 2000)

• UPM website (http://www.upm.edu.my)

• Other relevant UPM publications (e.g. calendars,

diaries, posters and faculty prospectus)

1.2 Participation in Formulation of Vision,

Mission and Educational Goals (1)





Principal Stakeholders

• Internal stakeholders: students, academic and non-

academic staff

• External stakeholders: MoHE, other government

agencies, employers, sponsors and education loan

providers, alumni, academic experts and statutory

bodies

1.2 Participation in Formulation of Vision,

Mission and Educational Goals (2)





Involvement of Principal Stakeholders

• Academic programme committees or Faculty

Advisory Committee

• Board of Directors – approves the strategic plan

• Senate – approves academic policies and

programmes

• University staff associations and representatives of

professional bodies

• Feedback from industrial training programmes

• Alumni tracer studies, student exit surveys ,

employer surveys, industrial market surveys

1.2 Participation in Formulation of Vision,

Mission and Educational Goals (3)



Other stakeholders

• business partners, NGOs, external

assessors/examiners, academic partners,

community representatives

Involvement of these stakeholders

• meetings

• discussions

• exchange of visits

• feedback

Frequency of review

• once every three years

• when necessary

1.3 Academic Autonomy (1)







Policy for Curriculum and Allocation of Resources

• Section 20(4) of the Constitution

Control and responsibility of Senate for the

general direction of instruction, research and

examination, and the determination and award of

degrees, diplomas, certificates and other

academic distinctions

• Clause 20(5) of the Constitution

Senate may delegate any of its duties, functions

and responsibilities to any of its members or a

committee consisting of its members or any

other authorities

1.3 Academic Autonomy (2)









• Clause 21(3) of the Constitution

Faculties, schools, centres, academies and

institutes are also responsible for the

development and review of curriculum and/or

allocation of resources

1.3 Academic Autonomy (3)







Right and Responsibility to Formulate

Academic Programmes

Faculties, centres and schools are given the right and

responsibility to design their curriculum in accordance

with relevant requirements and needs in order to meet

their targets.

1.3 Academic Autonomy (4)







Criteria and Input for Allocation of Resources

• Academic staff planning

• Current number of enrolled students

• Number of new student admissions

• New programme proposals

• Lecturer-student ratio in the field of study

• Relevant teaching and learning facilities and

equipment

1.3 Academic Autonomy (5)





Franchising Programmes

• UPM has franchised five diploma and two bachelor

degree programmes to six private Higher Education

Institutions (HEIs)

• Franchising carried out in accordance with UPM

Rules (Academic) 2003 Amendment 2005

• Selection of private HEIs based on conditions set by

UPM

• Site visit to premises by UPM quality control

committee

• Report of visit is tabled for Senate approval

• Quality control committee makes yearly assessments

and reports findings to Senate for follow-up actions

1.3 Academic Autonomy (6)





Management of Franchised Programmes

• Franchised programmes are managed by the

Centre for External Education (Pusat Pendidikan

Luar, PPL)

• Faculties are responsible for academic aspects of

the franchised programmes

• Teaching and learning process is monitored by

PPL and corrective actions taken when necessary

• Private HEIs are required to obtain accreditation

status from the MQA

1.3 Academic Autonomy (7)





Policies and Practices in Teaching and

Learning

• To ensure that the teaching and learning process is

consistent with the curriculum, UPM requires its

academic staff to adhere to the Universiti Putra

Malaysia Rules (Academic) 2003, specifically

Chapter IV on Teaching and Learning, and Quality

Management System (QMS) procedures and

guidelines

1.3 Academic Autonomy (8)







• Inconsistencies between teaching and learning

process and curriculum are redressed through

implementation of corrective and preventive actions

as stipulated in QMS procedures.

• Academic staff are required to prepare teaching

plans for courses before beginning of each semester

and conduct courses as planned.

1.3 Academic Autonomy (9)





Resource Allocation Review Process

The process for reviewing resource allocation is either

top-down or bottom-up and involves decisions made at

the following meetings:

• The University Board of Directors

• The University Management Committee

• Faculty/Institute/School Management

• Department/Research Laboratory

• Management Review Committees

Recommendations from management audit, QMS audit

and financial audit are also used to review resource

allocations.

1.3 Academic Autonomy (10)





Policies on Conflict of Interest

Conflicts of interest are addressed according to:

• Statutory Bodies (Discipline and Surcharge) Act

2000(Act 605) - Part II Code of Conduct, Outside

Employment 4(1) of the Act

• Policies of the Employment Guidelines of UPM

• Lecturers‟ Charter

• UPM Work Ethics

• Letter of Undertaking

• Oath of Integrity in Public Service

1.4 Learning Outcomes (1)





Expected Competencies and Attributes of

Graduates

• Knowledge in the discipline

• Psychomotor/Practical/Technical skills

• Critical thinking and scientific approach

• Communication skills

• Social skills and responsibility

• Professionalism, values, attitudes and ethics

• Lifelong learning and information management

• Managerial and entrepreneurial skills

• Leadership skills

1.4 Learning Outcomes (2)







Learning Domains

• Cognitive domain

Knowledge, comprehension, application,

analysis,

synthesis, and evaluation

• Psychomotor domain

Perception, set, guided response, mechanism,

overt

complex response, adaptation, and origination.

• Affective domain

Receiving, responding, valuing, organising, and

internalising

1.4 Learning Outcomes (3)







Soft Skills

• Communication skills

• Critical thinking and problem solving

• Lifelong learning

• Teamwork skills

• Entrepreneurship skills

• Morals and professional ethics

• Leadership skills

1.4 Learning Outcomes (4)





Relationship between Learning Outcomes and

Professions and Disciplines

Our graduates will

• contribute to a more knowledgeable and skilled

workforce

• be capable of critical thinking, problem solving and

decision making

• demonstrate effectsive communication and social

skills, as well as sensitivity to the social, cultural,

psychological and ethical aspects of their

workplace

• practise good values, attitude and ethics

AREA 2

CURRICULUM DESIGN AND DELIVERY



2.1 Curriculum Design and Teaching-Learning

Methods

2.2 Curriculum Content and Structure

2.3 Management of Programmes

2.4 Linkage with External Stakeholders

2.5 Articulation Regulations, and Credit Transfer

and Exemption

2.1 Curriculum Design and Teaching-

Learning Methods (1)



Guiding Principles for Curriculum Design

1. Alignment of LOs, learning taxonomies and soft

skills

• Each course in a programme must have a

maximum of three most important LOs based on

course requirements.

• Each programme LO must be addressed by at

least two core courses.

• The LOs must be fairly distributed across the

University, core and elective courses.

2.1 Curriculum Design and Teaching-

Learning Methods (2)



Guiding Principles (cont‟d)

2. Other guiding principles

• Feedback from stakeholders

• Panduan Penyediaan Program Baharu dan

Penstrukturan Semula/Semakan Semula

Kurikulum, Edisi 20 Mei 2008

• Malaysian Qualifications Framework by the

Malaysian Qualifications Agency

• Reports from external assessors/examiners

appointed by the Senate

• Guidelines stipulated by professional bodies of

specific programmes (e.g., MMC for Medicine, EAC

for Engineering, MVC for Veterinary Medicine, and

MIA for Accountancy)

2.1 Curriculum Design and Teaching-

Learning Methods (3)



Programme objectives are achieved through

• proper design of the curricula, where programme

objectives are mapped and aligned against

courses, learning taxonomy, soft skills, student

learning times and course outlines as approved by

the Senate

• implementation of appropriate teaching and

learning strategies, methodologies and techniques

which are geared towards student-centred learning

• implementation of various and appropriate

formative and summative course assessments

2.1 Curriculum Design and

Teaching-Learning Methods (4)







• a quality management system in all faculties

• monitoring strategies in the form of assessments

and surveys conducted at university level so that

appropriate intervention can be carried out for

continual improvement

2.1 Curriculum Design and

Teaching-Learning Methods (5)



Participation of Students in Learning

Student participation is achieved through:

• their involvement, feedback and interaction during

classes, tutorials, laboratories, group discussions,

projects, problem solving, field-work, presentations

and seminars

• SCL methods like Problem-Based Learning (PBL),

Project-Oriented Problem-Based Learning, Case

Study, and Modular Approach in professional courses

• the continuous assessment system which entails

greater students participation in their learning.

• compulsory co-curricular courses

• industrial training

2.1 Curriculum Design and

Teaching-Learning Methods (5)



Preparation for Lifelong Learning

Emphasis is on

• ability to manage information through the use of ICT

• critical thinking, and investigative and problem-solving

skills



Opportunities for students to experience LL

• handling case studies that enhance information-gathering

skills

• participating in and/or organising short courses,

workshops,

seminars, motivational talks, field trips, competitions,

exhibitions, debates, cultural performances, theatre, art

and design and musical shows, and co-curricular

events

2.1 Curriculum Design and Teaching-

Learning Methods (6)





Preparation for Student Knowledge Acquisition,

Personal Development and Social Responsibility

Approaches employed

• Academic lectures focusing on expansion of

knowledge

• Laboratory sessions, fieldwork, projects and other

experiential or hands-on learning aimed at

mastery of skills

• Co-curricular activities, including compulsory

co-curricular courses, to strengthen soft skills

2.2 Curriculum Content and Structure

(1)



General Content Requirements

Each undergraduate programme is regularly reviewed

to address issues related to developments in

knowledge and technology and to the needs of the

country.



Requirements taken into account

• 40-60% concept and theory, 15-45% skills, and 15-

25% humanities (MoHE)

• 15-20% University courses, 55-60% core courses, and

25- 30% elective courses (MPTN)

• Recommendations of relevant professional bodies

and

various levels of curriculum committees in the University

2.2 Curriculum Content and Structure

(2)



Inclusion of MultidisciplinaryTopics

Multidisciplinary topics covering local, national and/or

international importance are covered

• in compulsory courses for undergraduates: Islamic

and Asian Civilisation (SKP 2203), Ethnic Relations (SKP

2204), Basic Entrepreneurship (MGM 3180) and

Agriculture and Man (PRT 2008)

• when students, including the postgraduates enrolled

in non-thesis programmes, register for elective

(minor/option) courses to complement the

specialisation courses in their respective programmes

2.2 Curriculum Content and Structure

(3)





Inclusion of Practical, Intellectual and Soft Skills

• Seven LOs address the soft skills.

• Two LOs address the intellectual and practical

skills.

• The depth of the programme outcomes is

determined by the targeted level of the learning

taxonomy.

• The elective component enriches students‟

skills.

• Experience in different learning and teaching

methods, especially the SCL approach and

internship, further enhances the acquisition of

practical and soft skills.

2.2 Curriculum Content and Structure

(4)

Inclusion of Character Education

Character education is incorporated through

• courses related to professional ethics, moral studies,

citizenship and nationhood, and/or civilisation

studies

• co-curricular courses and activities, and SCL

activities



Its implementation involves

• monitoring done through The Survey of Soft Skills at

entry, intermediate and exit levels to assess the

values and attitudes of UPM students

• intervention programmes arranged to ensure that the

desired values and attitudes of UPM students are

fostered

2.3 Management of Programmes (1)







Terms of Reference (TOR)

of Curriculum Committees



The Senate

•Acts as the highest academic body of the University

•Responsible for the general direction of instruction,

research and examination, and the conferral of

degrees, diplomas, certificates and other academic

distinctions.

2.3 Management of Programmes (2)





The University Curriculum Committee

• To provide the curriculum a system of teaching and

learning that centres around the students

• To study the curriculum objectives, structures and

methods of delivery at a fixed interval

• To provide curricula that are appropriate based on

demand

• To gather and coordinate current academic

programmes

• To market academic programmes to the public and

private sectors as well as internationally

• To study and identify the demand for new academic

programmes

2.3 Management of Programmes (3)





The Faculty Curriculum Committee

• To prepare the curriculum based on students centred

learning systems

• To review the curriculum periodically towards the

objectives, structure, and course delivery method

• To prepare the training curriculum according to demand

• To coordinate the existing academic programmes

• To market the academic programmes to the private and

public sectors at local and international levels

• To conduct surveys and indentify the demand for new

academic programmes

2.3 Management of Programmes (4)







The University Graduate Studies Committee

• To recommend policies pertaining to postgraduate

studies for Senate approval

• To recommend new programmes and courses or

restructuring of programmes or courses for Senate

approval

• To approve applications for admission

• To approve applications for transfer of

programme/field of study

2.3 Management of Programmes (5)





• To approve appointments and re-constitution of

supervisory committees

• To approve appointments of thesis examination

committees

• To approve conversion to PhD programme or reversal

to Master programme

• To recommend students for graduation to the Senate

• To act on any other matters as delegated by the Senate

2.3 Management of Programmes (6)







Authority of the

University Curriculum Committee



In cases where conflicts of educational principles

cannot be resolved, the Committee has the authority to

recommend measures to the Senate for resolving the

conflicts.

2.3 Management of Programmes (7)







Programme Implementation according to Goals

Each faculty implements programmes according to

specific goals.



• The Dean ensures that academic rules and

regulations, as well as QMS procedures and guidelines,

are followed.

2.3 Management of Programmes (7)





• The Head of Department/Programme Coordinator is

responsible for ensuring that:

− courses are conducted by lecturers who have

expertise and competencies in the subject areas

concerned

− lecturers conduct courses according to course

outlines

− students receive the course outline that specify the

LOs, methods of assessment and course materials

− lecturers periodically evaluate students‟ performance

− delivery of courses is evaluated

2.3 Management of Programmes (8)







• To ensure that each programme meets its objectives, the

faculty revises the curriculum every five years or as

required.

• The input of the curriculum revision are obtained mainly

from:

− Market surveys

− External assessors‟/examiners‟ reports

− Exit surveys

− Tracer studies

− Accreditation process for professional programmes

− Feedback from the industries

2.3 Management of Programmes (9)









• The faculty monitors and evaluates the running of the

programmes, and makes recommendations for continual

improvement to the programme as specified by the QMS

of respective faculties.

2.3 Management of Programmes (10)







Student Supervision

• Every undergraduate student is assigned an

academic advisor upon registration as required

by Academic Advisory System.

• Postgraduate students in programmes with

thesis have their supervisory committee

appointed by the respective graduate school after

approval by the Senate, while postgraduate students

in the non- thesis programme are assigned a

programme coordinator and/or project advisor.

2.3 Management of Programmes (11)





• Students with academic difficulties

The lecturer will take appropriate action to rectify the problem.

• Students with poor CGPA

− special programmes are conducted by the faculty

− through the academic advisory/supervisory system, the

academic staff provides guidance

− students concerned are sent for counselling, given remedial

courses and tutorials, and academic workshops (some of

these actions are carried out in collaboration with the

Residential College)

• New students

A compulsory Starting School programme helps students adapt

quickly to campus life.

2.3 Management of Programmes (12)







Discordance in Programme Management



Possible causes

• Insufficient experienced support staff and academic

staff

• Brain drain leading to shortage of needed expertise

• Inadequate infrastructure, info-structure and facilities

• Limited suitable places for industrial training and

internship

2.3 Management of Programmes (13)







Actions taken at different levels to minimise the effects

of discordance



•Reducing the shortage of staff

•Minimising brain drain

•Ensuring sufficient, appropriate and conducive

infrastructure, info-structure and facilities for student-

centred teaching and learning

•Increasing the number of placements for industrial training

and internship

2.3 Management of Programmes (14)





Mechanisms and Resources for Introducing

Innovations in Teaching-Learning and Evaluation

Methods

• Centre for Academic Development (CADe)

− courses and training programmes focusing on teaching

and

learning effectiveness

− teaching evaluation by students

− laboratory services evaluation

− online lectures (e-kuliah)

− learning management system (LMS)

− R&D in teaching and learning

− the Vice-Chancellor‟s Fellowship and the Anugerah

Pengajaran Putra

2.3 Management of Programmes (15)







• Co-curriculum Centre

− Starting School

− Intermediate School

− Finishing School

2.4 Linkages with

External Stakeholders (1)



Existing Links

• The MoHE: the general requirements of academic

programmes and approval

• Academic experts and representatives from

industries, government agencies and statutory bodies:

members of a faculty‟s academic programme

committees or Faculty Advisory Committee

• The alumni: provide feedback regarding the relevancy

of academic programmes.

• Industries and government agencies: industrial

training for students and industrial attachment for

staff



Mechanism for establishment of linkages: MoUs/MoAs

2.4 Linkages with

External Stakeholders (2)





Participation of External Stakeholders in Providing

Feedback on Graduate Performance



• Respondents in market surveys, tracer studies,

employer surveys

• Representatives who sit on the Board of

Directors of

UPM also provide feedback on graduate

performance

2.4 Linkages with External

Stakeholders (3)



Feedback for Curriculum Improvement

• Feedback is presented to the faculty‟s Academic

Programme Committees or Faculty Advisory Committee.

• Comments and suggestions are acted on by the

Faculty to improve existing curricula or propose new

programmes.

• New or revised curricula are then presented to the

University Curriculum Committee for approval.

•New or revised curricula are presented to the Senate for

endorsement.

• New curricula and existing curricula that undergo

major revision are submitted to the MoHE for approval.

2.5 Articulation Regulations, and

Credit Transfer and Exemption (1)





Students from other HEPs

• For undergraduate programmes, the number of

credit hours exempted is not more than 30% of

the total required for graduation.

• For non-thesis postgraduate programmes, the

number of credits exempted is not more than

30% of the total required for graduation.

• For postgraduate programmes with thesis, the

number of credits exempted for courses is

not more than 50% of the total required for

graduation.

2.5 Articulation Regulations, and

Credit Transfer and Exemption (2)



UPM students

Credit transfer is based on course equivalent, approved

by the Dean of the faculty/school concerned.



Additional regulations pertaining to postgraduate

studies

• Rule 7 of Universiti Putra Malaysia Rules (Graduate

Studies) 2003 stipulates that a student from another

HEP

may apply for a transfer to an equivalent postgraduate

programme at UPM.

• Rule 24 allows a UPM student to apply for a transfer

from a programme or field of study once during the

duration of study.

AREA 3

ASSESSMENT OF STUDENTS



3.1 Relationship Between Assessment and

Learning

3.2 Assessment Method

3.3 Management of Student Assessment

3.1 Relationship Between

Assessment and Learning





 Compatibility of Assessment with Educational

Goals and Learning Methods

 Monitoring of Student Assessment

 Integrated Curriculum Assessment

 Inculcation and Assessment of Positive

Attitudes

Compatibility of Assessment with Educational

Goals and Learning Methods



• Student assessments compatible with educational

goals and learning methods for undergraduate /

graduate programmes

• Nine programme LOs aligned with course LOs and

student learning time

• Suitable learning and assessment methods

developed to suit course LOs

• External assessors‟ reports ensure compatibility

between assessment methods, learning goals and

learning methods

Compatibility of Assessment Methods with

LOs and Learning Methods (1)





Learning outcome/ Assessment method

Learning method

Educational goal (Examples)



Student-Centred

Oral and written

Learning (SCL),

Knowledge examination, viva,

lecture, tutorial, self-

portfolio

directed learning





SCL, lecture, tutorial,

Psychomotor/ Practical / project

lab practicum, practical

Practical/ report, observation,

training,

Technical skills portfolio

self-directed learning

Compatibility of Assessment Methods with

LOs and Learning Methods (2)



Learning

Assessment method

outcome/ Learning method

(Examples)

Educational goal



SCL, Teacher-

Centred Learning

Critical thinking and (TCL), lecture, Final examination, project /

scientific approach practical, tutorial, term paper, practical,

self-directed

learning



SCL, PBL

Communication (Problem-Based Seminar, group work, scenario

skills Learning), case based case study

study,

Compatibility of Assessment Methods with

LOs and Learning Methods (3)



Learning

Assessment method

outcome/ Learning method

(Examples)

Educational goal





Group work, industrial Report, observation, log

Social skills and

visit, practical training, book, portfolio, scenario-

responsibility

outbound, home visit based case study



Report, observation,

peer review, supervisory

Professionalism, Group work, industrial

report, clinical

values, attitudes visit, practical training,

examination, portfolio,

and ethics outbound, home visit

scenario-based case

study

Compatibility of Assessment Methods with

LOs and Learning Methods (4)





Learning

Assessment method

outcome/ Learning method

(Examples)

Educational goal



Assignment, industrial

Lifelong learning SCL, PBL, case

/practical /clinical training,

and information study, project based-

final year project, portfolio,

management problem solving

scenario-based case study



Seminar, group work, class

Managerial and participation, industrial

SCL, TCL, self-

entrepreneurial training performance and

directed learning

skills report, portfolio, scenario-

based case study

Compatibility of Assessment Methods with

LOs and Learning Methods (5)







Learning

Assessment method

outcome/ Learning method

(Examples)

Educational goal





Group work,

Report, observation, peer

industrial visit,

Leadership skills review, supervisory report,

practical training,

scenario-based case study

outbound, home visit

Monitoring of Student Assessment







• To reduce curriculum overload and promote

integrated learning

• Monitored by Deans, Deputy Deans and

Department Heads

• Mechanisms include:

- study scheme,

- continuous assessment,

- verification of teaching plan, and

- use of learning taxonomy, SCL and soft skills

Integrated Curriculum Assessment







• Addressing course LOs through continuous

assessment (summative and formative)

• Formative assessment – tests, assignments,

laboratory reports & presentations (60%)

• Summative assessment – final examination (40%)

• Students‟ cognitive, affective and psychomotor

abilities assessed through final year project

Inculcation and Assessment of Positive

Attitudes





• Inculcated through academic and co-curricular activities

• Attitudes also conveyed through specific courses (SKP

2101 and PRT 2008)

• Appropriate strategies and psychometric tools also used

• Role of CADe

• Entry Level Soft Skills Assessment for new

undergraduates for planning intervention programmes

• Two credits of co-curriculum courses required

• UPM Co-curriculum Centre conducts Starting School,

Finishing School, and Co-curricular courses

3.2 Assessment Methods





 General Assessment Policy

 Authorities Responsible for Assessment Policies

 Attainment of Standards of Achievement and

Performance

 Meeting Standards of Achievement

 Opportunity for Remediation in Performance

 Assurance of Evaluation and Feedback

 Institutional Initiatives for Student Remediation

 Availability of Records of Performance for

Feedback, Corrective Measures and Appeal

 Monitoring Reliability and Validity of Assessment

General Assessment Policy







• Documents that contain policies, rules and regulations on

course assessment, progression and graduation:

- Universities and University Colleges Act (AUKU) 2001

- UPM Rules (Academic) 2003

- UPM Rules (Graduate Studies) 2003

- UPM Examination Guidelines

- Faculty Programme Guide Book and course outlines

- Viva Voce Guidelines

- Semester Time Table Guidelines

- Student-centred teaching and learning modules

- Quality Management System (QMS)

Authorities Responsible for

Assessment Policies



• University Senate (Section 20(4) of UPM Const.)

• Assisted by University Curriculum Committee and

University Graduate Studies Committee

• Senate Review Committee deliberates on requests for

grade reviews

• Postgraduate Review Committee reviews appeals of

students

Attainment of Standards of

Achievement and Performance (1)



• Undergraduate students – 2.0 minimum final

CGPA; pass all compulsory subjects

• Postgraduate students – 3.0 minimum final CGPA;

pass viva voce (for thesis students)

• QMS, programme assessors, and accreditation

bodies ensure standards and quality

Professional Accreditation Bodies



Field of Study Accreditation Body

Engineering Accreditation

Engineering

Council

Guidance and Counselling Board of Counsellors

Veterinary Medicine Malaysian Veterinary Council

Architecture Board of Architects

Landscape Architecture (ILAM)

Medicine Malaysian Medical Council

Malaysian Institute of

Accountancy

Accountants

Nursing Malaysian Nursing Board

Meeting Standards of Achievement







• Faculty verifies examination results via Examination

Results Verification Committee

• Faculty submits results to Academic Division

• Senate endorses the results

• Standards audited by accreditation bodies

• Improvements made based on recommendations /

feedback from audit

Opportunity for Remediation in

Performance





• First course assessment conducted within 5th or 6th

week of semester

• Results of assessment released not later than two

weeks after assessment

• Remedial action taken for students who perform

below expectations (e.g. tutorial, guidance)

Assurance of Evaluation and

Feedback





• QMS ensures evaluation conducted and

feedback provided

• Student evaluation of teaching includes

item on evaluation and feedback

Institutional Initiatives for Student

Remediation





• Every student is assigned an academic advisor

• Residential colleges organise remedial

sessions

• Final year students with a CGPA of less than

2.0 allowed to re-sit final examinations

• Medical programme – remedial weeks are

scheduled

Availability of Records of Performance for

Feedback, Corrective Measures and

Appeal

• All records available for review at faculty

• Answer scripts kept for a minimum of 1 year

• Appeal policy - UPM Rules (Academic) 2003 and

Examination Guidebook by University Academic

Division (2007)

• Postgraduate – may file for grade review not

later than two weeks after results announced

Monitoring Reliability and Validity of

Assessment



• Course assessments based on specified LOs

• Final exam questions moderated and endorsed by

Department Head (for franchise programmes –

endorsed by programme coordinators)

• Theses assessed by thesis exam committee which

includes internal and external examiners

• Periodical evaluation of final exam questions by

external assessors

• Periodical audits of professional programmes by

relevant professional accreditation bodies

3.3 Management of Student Assessment







 Confidentiality and Security of Assessment

Processes

 Mechanisms to Ensure Validity, Reliability and

Fairness of the Examination System

 Review of Assessment Methods

 Involvement of Stakeholders in the

Improvement of the Assessment System

Confidentiality and Security of

Assessment Processes (1)





• Final examination questions sealed and kept

in faculty strong room with access only for

authorised personnel

• Invigilators can collect papers only one hour

before examination

• Only course lecturer/coordinator can key in

results of each course

• Student access to their online academic

records are password protected

Confidentiality and Security of

Assessment Processes (2)





• Academic records managed by University

Academic Division (for undergraduate

students); School of Graduate Studies /

Graduate School of Management (for graduate

students); Centre for External Education

(distance education students)

• Only authorised personnel can access and

manage records

Mechanisms to Ensure Validity,

Reliability and Fairness of the

Examination System



• The University Academic Division issues the

Final Examination Notice (Notis Peperiksaan

Akhir) which describes the conduct of the

examination

• Each faculty follows procedures related to the

conduct of examinations specified in its QMS

Review of Assessment Methods









Lecturers are able to

accommodate new methods of

assessment, if necessary, within

the coursework component of

their course.

Involvement of Stakeholders in

Improvement of Assessment System





• External stakeholders – through a faculty‟s

academic programme committee or Faculty

Advisory Committee

• Academic staff - through participation in related

committees at various levels

• Students - through surveys, exit surveys and

complaint forms provided at each faculty as

required by the QMS

AREA 4

STUDENT SELECTION AND

SUPPORT SERVICES

4.1 Admission and Selection

4.2 Transfer of Students

4.3 Student Support Services and Co-Curricular

Activities

4.4 Student Representation

4.5 Alumni

4.1 Admission and Selection







 Admission Requirements and Dissemination Of

Information

 Additional Requirements at The National Level

 Responsibility for Selection Policy

 Technical Standards for Students with Special

Needs

 Determination of Student Intake Size

 Appeal Mechanisms

Admission Requirements and

Dissemination of Information (1)



• Admission into foundation, diploma and bachelor-

level programmes subject to procedures and

conditions stated by Ministry of Higher Education

(MoHE)

• Must also fulfil special requirements of the respective

programmes offered by UPM

• Admission into postgraduate programmes subject to

conditions and procedures set by UPM

• Two additional requirements for international

students (Circular on Immigration – No.9, 2008, Dept.

of Immigration): (i) compulsory medical exam; (ii)

compulsory health insurance

Admission Requirements and

Dissemination of Information (2)





Information on admission into UPM is

disseminated through:

• UPM website (www.upm.edu.my)

• MoHE website (www.mohe.gov.my)

• Mass media

• Brochures/pamphlets

• Promotional activities

Additional Requirements at

National Level





Additional requirements for B. Ed. programmes i.e.

the candidate must:

• be a Malaysian citizen

• pass the Malaysian Educator Selection Inventory

(MedSI) test and interview

• pass a special test and/or interview for certain

programmes

• not be more than 30 years old

Responsibility for Selection Policy

(1)



• UPM Senate and MoHE responsible for undergraduate

selection policy

• Policy on science-arts ratio is 60: 40 but with leeway

to adjust percentage of Science students

• Selection method determined and implemented by

MoHE

• Admissions application to be made online and

centralised at MoHE

• Selection also by joint-selection committee

• Foundation in Agricultural Science students selected

by MoHE, but subsequent selection for Bachelor‟s

programmes done by UPM

Responsibility for Selection Policy (2)







• UPM‟s own selection criteria and procedures for

Bachelor of Design (Architecture) graduates

applying for Bachelor of Architecture

• UPM selects its own international candidates

directly via its Academic Division (i.e. Committee

for International Student Intake)

• Postgraduate candidates are selected for

admission by each faculty or institute

• Results of selection processes are tabled at the

Senate meeting for endorsement

Technical Standards for Students

with Special Needs





• UPM currently has no technical standards for

admission of students with special needs

• UPM provides facilities for such students

including parking space, toilets and ramps at

certain locations

Determination of Student

Intake Size (1)



• Undergraduate student intake size determined by

ratios specified by:

- Human Resource Planning (Academic) IPTA

2008-2015

- feedback from tracer studies on student

employability

- government directives

- current capacity of the University

- other regulatory requirements

Determination of

Student Intake Size (2)



• A faculty can adjust student intake size subject to

Senate endorsement

• Postgraduate enrolment projected to reach 13,000 by

2015 with a 1:1 postgraduate-undergraduate ratio

• Recommended ratios for quality postgraduate

supervision in programmes with thesis

- Professor 1:10

- Associate Professor 1:7

- Lecturer 1:5

• Student intake for programmes without thesis

capped at about 30% of total student population

UPM Student Enrolment

based on Human Resource Planning (2008 – 2015)



18000

16000

14000

No. of Student









12000

Diploma / Foundation

10000

Undergraduate

8000

Postgraduate

6000

4000

2000

0

2008 2009 2010 2011 2012 2013 2014 2015

Year

Appeal Mechanisms (1)





• Undergraduate admission application results are

announced via mail or UPM and MoHE websites

• Unsuccessful candidates may appeal through MoHE e-

appeal system within 10 days of announcement of results

• Candidates who appeal can submit two choices of

programme

• Appeals are considered by the PHEI-MoHE Co-selection

Meeting

• Unsuccessful postgraduate candidates may appeal in the

following semester by writing to the Dean, School of

Graduate Studies / Graduate School of Management or the

Director, Centre of External Education

Evaluation of Selection Methods (1)





• UPM strives to make its selection methods compliant

with

- social responsibilities (no age limit for lifelong

learning)

- human resources requirements (in line with

national human capital needs)

- entry qualifications (candidates without minimum

admission requirement but with relevant work

experience)

• UPM evaluates effectiveness methods by reviewing

demographic and academic data of students, and

conducting exit surveys and tracer studies to match

programmes to national human capital needs.

Evaluation of Selection Policies





• Admission policies evaluated based on national

needs, the NEP, meritocracy policy, capacity as

higher education provider, and other set

requirements.

• Postgraduate admission criteria reviewed by

faculty/institute particularly in relation to elevation of

entry qualifications.

• A faculty/institute proposing adjustment to

postgraduate admission policy must present it to the

University Graduate Studies Committee and

subsequently for Senate endorsement.

Remedial Programmes





• UPM provides remedial courses to students who do

not meet the minimum level of technical

competence.

• Students lacking competence in English must enrol

in English proficiency courses as specified in the

UPM Rules (Academic) 2003

• International postgraduate students with TOEFL

score between 500-549 or IELTS Band 5.5 may be

given provisional admission but must obtain a

minimum grade of B in the Tertiary English

Programme

Changes to Student Intake Size and

Composition



• Changes in size and composition of

undergraduate student intake are presented to

the MoHE-PHEI Consolidation of Enrolment

Projection Committee upon Senate approval.

• Size and composition of postgraduate student

intake based on UPM Strategic Plan, the

National Higher Education Strategic Plan and

the MyBrain 15 initiatives.

4.2 Transfer of Students







 Mechanisms for Course Exemptions

 Comparable Achievement of Transfer Students

 Mechanisms for Student Transfer

Mechanisms for Course Exemptions

(1)



• Transfer students given course exemptions by taking

into account:

- previous experience

- qualifications obtained from another programme

and the credits accumulated

• The faculty to which the student is transferred

assigns an academic advisor to assist the student in

all academic matters including course exemption

• The faculty reviews and deliberates on applications

for course exemption by the third week of the first

semester of study

Mechanisms for Course Exemptions

(2)



• Undergraduate course exemption is considered

only for similar or equivalent courses with a

minimum grade of C+

• The maximum total exemption allowed is 30% of the

total credits of the new programme

• Course exemption on a course-by-course basis and

not overall programme

• Course exemption application may be made only

once throughout programme duration

Mechanisms For Course Exemptions

(3)





• Postgraduate students changing programme or field

of study may apply for course exemption and

provisions are:

- courses are relevant to programme of study

- credits exempted are for equivalent university

courses subject to a minimum of „B‟ grade or

65%

- courses undertaken within five years from

registration date at the university

- total credits exempted shall not exceed 30% of total

credits required for full-time programme

Mechanisms For Course Exemptions

(4)



- total credits exempted shall not exceed 50%

of total credits required for a programme with

thesis

- course exemptions are approved by the

Dean of School of Graduate Studies/ Graduate

School Management, Director of Centre for

External Education

Comparable Achievement of Transfer

Students





To ensure comparability of student achievement

to UPM standards, the faculty scrutinises syllabi

and assessment grades from previous

institutions.

Mechanisms for Student Transfer (1)





• Application for transfer of undergraduate students

to another faculty is made through the Academic

Division within two weeks after exam results are

released

• Final decision subject to approval of Deans of both

faculties

• Academic Division informs applicant within the

first week of the subsequent semester

• Transfer application can only be made by students

who:

- have completed wo semesters of study

- are in good standing with a CGPA of at least 2.0

Mechanisms for Student Transfer (2)







• Students on „Warning‟ or „Probation‟ allowed to

apply for programme transfer without course

exemptions and are considered as new students

• New postgraduate students may apply for transfer

of programme or field of study not later than

second week of first semester

• Continuing students may apply for such a transfer

not later than 10th week of second semester. If

approved, transfer takes effect the following

semester

Mechanisms for Student Transfer (2)





• A transfer application within first two semesters is

subject to approval of the Dean of the School of

Graduate Studies or Graduate School of Management

• Any application after two semesters of study is not

allowed except under special circumstances

approved by the University Graduate Studies

Committee

• Such a transfer is allowed only once and students

may apply for course exemptions

4.3 Student Support Services and

Co-curricular Activities



 Accessibility, Confidentiality and Effectiveness of

Counselling and Support Services

 Support Services Staff Qualifications

 Additional Support Programmes

 Accessibility and Effectiveness of Career

Counselling Services

 Mechanisms to Identify Students in Need of Spiritual,

Psychological, Social and Academic Support

Accessibility, Confidentiality and

Effectiveness of Counselling and

Support Services (1)

• Counselling and support services provided by

Student Affairs Division for student learning and

development

• The International Office in association with the

Student Affairs Division provides non academic

support services to international students

• Counselling and Careers Section provides individual

and group counselling to address academic,

personal and discipline problems

• Counselling services available at both Serdang and

Bintulu campuses and accessible via interactive

electronic service

Accessibility, Confidentiality and

Effectiveness of Counselling and

Support Services (2)

• e-Guidance and Counselling (e-BIKA) includes Outreach

Programme, Bengkel Penetapan Matlamat, Bengkel Jom

Bersahabat, and Stress Management and Relaxation

Techniques

• Confidentiality of student services safeguarded through

the Registrar‟s office and respective service providers

• Counselling information subject to Malaysian

Counselling Act (580)

• 14 UPM student counsellors with counsellor-student ratio

of 1:1,250 which exceeds MoHE requirements

• Students generally satisfied with counselling and career

services as well as other support and co-curricular

services

Support Services Staff

Qualifications





Recruitment of support service staff adheres to

the Malaysian Public Services Department‟s

Schemes of Service for qualified professionals.

Additional Support Programmes





• External organisations that participate in student

support programmes on campus:

- The Royal Malaysian Police via Student Police

Voluntary Corp (SUKSIS)

- The Malaysian Armed Forces through the

Reserved Officers Training Unit (PALAPES)

- The Ministry of Youth and Sports assists UPM

Rakan Muda programmes

• Other external organisations that provide support

include government agencies, foreign embassies,

research institutes, and NGOs

Accessibility and Effectiveness of

Career Counselling Services





• Counselling services accessible at the

Counselling and Careers Section via walk-in and

online (e-BIKA) modes

• The section also conducts job recruitment

events and career carnivals involving various

agencies

Mechanisms to Identify Students in Need

of Spiritual, Psychological, Social and

Academic Support (1)



• QMS helps identify students who perform poorly

• Students referred to appropriate parties

• Undergraduate academic performance

monitored through Academic Advisory System

• Academic advisor advises students on academic

matters and helps resolve problems

• Postgraduate students‟ academic performance

monitored through the Internet Graduate

Information Management System (iGIMS)

Mechanisms to Identify Students in

Need of Spiritual, Psychological, Social

and Academic Support (2)



• Students in need of spiritual, psychological, and

social support are channelled to:

- counsellors

- medical officers

- residential college principals

- Director of the Islamic Centre

4.4 Student Representation









Policies on Student Participation in

the Teaching-Learning Process

Student Self-Government

Policies on Student Participation in

the Teaching-Learning Process





• UPM emphasises student participation in the

teaching-learning process through SCL

• Students contribute to SCL development via

feedback on its implementation, effectiveness

and assessment methods every semester

through University Teaching-Learning Committee

surveys

• Postgraduates receiving GRA, S-GRA and GRF

assist in undergraduate teaching/ tutoring, final-

year project supervision and demonstrations

Student Self-Government





• UPM encourages student self-government and

participation in activities of governing bodies

through the Students‟ Representative Council

• Students‟ Representative Council gives feedback on

university policy pertaining to students‟ academic

performance and welfare

• Students represented in the Student Welfare

Committee as required in the AUKU 1971 (Pindaan)

2009 Subsection 21(1)

• Students are involved in organising university,

residential college and faculty activities

4.5 Alumni







Role of Alumni in Curriculum Development,

Achievement of Learning Outcomes and Future

Direction of UPM

• Role of UPM alumni is articulated in Goal 10 of UPM

Strategic Plan 2001-2010 (Revised 2007)

• Alumni provide feedback on curriculum design and

development via the faculty‟s Academic Programme

Committee or Faculty Advisory Committee

• UPM Alumni Centre conducts annual tracer study to

gauge employability of graduates

• Tracer study findings assist UPM in assessing

achievement of LOs

Role of Alumni in Curriculum

Development, Achievement of

Learning Outcomes and Future

Direction of UPM (2)

• Alumni Centre maintains a large database

accessible for alumni participation in curriculum

development and extending of expertise in teaching

and research

• The Pak Rashid Foundation under UPM Alumni

financially assists needy students

• The Alumni Mentorship Programme provides the

platform for alumni to assist students in soft skills

acquisition and career pathways

• Alumni facilitate UPM networking with industries

and local/international organisations

AREA 5

ACADEMIC STAFF

AREA 5

ACADEMIC STAFF



5.1 Recruitment and Management

5.2 Service and Development

5.1 Recruitment and Management







 Staff Recruitment Policies and Requirements

 Frequency of Policy Review

 Academic Staff Profile

 Recruitment Strategies

 Influence of Improvements Made to Policy on

Staff Recruitment

Staff Recruitment Policies and

Requirements





Staff Recruitment Policies and Requirements

• Based on the Service Scheme as specified by the

Government



• UPM imposes special requirements for the

appointment of academic staff such that a lecturer

must have a PhD qualification or its equivalent (for

those in the fields of architecture and medicine)

Frequency of Policy Review







Government‟s staff

recruitment policy is

reviewed twice since 2006

Academic Staff Profile







UPM strives to employ academic staff with

the range and balance of teaching skills,

specialisations and qualifications required to

deliver academic programmes

Recruitment Strategies (1)





• prospecting for staff

• providing attractive service scheme offering

better starting salary schemes for PhD holders

• recognising professional experience and

qualification

• disseminating clear promotion criteria

• instituting online job application procedures

• implementing QMS for appointment and

promotion

• new service schemes introduced for researchers

are Research Fellow, Adjunct Professor, Fellow

Consultant, and Postdoctoral Fellow

Influence of Improvements Made to

Policy on Staff Recruitment (1)





Improvements made to the

recruitment policy has raised the

quality of academic staff

1200

1018

939 974

1000

863

Number of Lecturers



773

800



600



400



200



0

2004 2005 2006 2007 2008

Year







Number of Lecturers with PhD or Equivalent

Teaching Evaluation









Percentage of Academic Staff with a

Teaching Score of 3.5 or More on a Likert Scale of 5.0

Teaching Evaluation









Average Teaching Score of Academic Staff

on a Likert Scale of 5.0

Total Number of Citations of Journal Articles

Results of Improved Staff

Recruitment





• Increase in number of PhD Students

graduated (doubled in 2008 compared to

2004)

• Increase in number of students graduated

with first class honours (almost doubled

in 2008 compared to 2004)

5.2 Service and Development (1)







 Criteria and Procedures for Initial Appointment,

Promotion and Tenure

 Academic Staff to Student Ratios in Staff

Recruitment Policy

 Staff Appraisal Policy

 Teaching Responsibilities of Academic Staff and

Workload Distribution

5.2 Service and Development (2)







 Policy on Recognition and Reward for Teaching,

Research and Service Contributions

 Policy on Consultancy and Private Practice

 Continuing Professional Development

Programmes

 Mentoring System for Staff

 Incentives for Participation in Staff Development

Programmes

5.2 Service and Development (3)







 Incentives for Participation in Professional

Bodies

 Major Community Service Activities of Staff and

Incentive Given

 National and International Recognition of Staff

Members

Criteria and Procedures for Initial

Appointment, Promotion and Tenure





• Based on QMS procedure

• Criteria for tenure

• Serve a minimum of one year in UPM

• Pass the Induction Course

• Obtain recommendation by Head of

Department and Dean

Academic Staff to Student Ratios in

Staff Recruitment Policy





The UPM Strategic Plan specifies that

academic staff-student ratios in 2010 as:

• 1:10 for undergraduates

• 1:4 for postgraduates

Number of Academic Staff and Students,

and Ratios

Year

Item

2004 2005 2006 2007 2008

Category of Academic Staff:

Professors 101 150 166 172 200

Associate Professors 352 349 291 304 349

Senior Lecturers/Lecturers 794 801 793 852 895

TOTAL 1 247 1 300 1 250 1 328 1 444

Category of Students:

Undergraduates 23 226 22 146 20 250 18 592 17 544

Postgraduates 5 098 3 657 4 533 6 859 7 650

TOTAL 28 324 25 803 24 783 25 451 25 194

Ratio:

Staff–Student 1:22 1:19 1:20 1:19 1:17

Staff–Undergraduate 1:19 1:17 1:16 1:14 1:12

Staff–Postgraduate 1:4 1:3 1:4 1:5 1:5

Staff Appraisal Policy





• Teaching load (20%)

• Supervision (10%)

• Research - input (10%)

• Research - output (20%)

• Professional services (20%)

• Personal qualities (10%)

• Leadership (5%)

• Contribution to society and nation (5%)

• *Clinical (where applicable) (5%) – with weight for

supervision reduced to 5%

Teaching Responsibilities of

Academic Staff and Workload

Distribution

• Teach 12 credits per academic session (less

loads for those holding administrative positions)

• Supervise post graduate and/or undergraduate

student research project (number of student

postgraduate supervision according to category-

Professor: 10; Assoc. Prof : 7; Lecturer:5) and

undergraduate between 3-10 students

Policy on Recognition and Reward

for Teaching, Research and

Service Contributions



• Recognition of excellence is given to staff in the

form of Service Excellence Awards; promotions

to positions of senior lecturer, associate

professor and professor; and the Vice

Chancellor‟s Fellowship Awards and other

Fellowship Awards for Best Lecturer, Research

and Consultant

• Financial incentives for published articles

Policy on Consultancy and Private

Practice





• Established procedures for obtaining approval

and implementing consultancy projects

• For private medical practices, UPM adopts the

Surat Pekeliling Ketua Setiausaha Bil 5 Tahun

2006: Tatacara Pelaksanaan Pegawai Perubatan

dan Pergigian Berdaftar Melakukan Pekerjaan

Luar (Lokum)

Continuing Professional

Development Programmes





Staff is required to attend minimum of seven days

of training per year that includes:

• Seminars

• Professional attachment

• Sabbatical leave

• Subspecialty training

• Postdoctoral attachment

Staff Participation in Development Programmes

Year

No Activity

2004 2005 2006 2007 2008 Total

Competency Level

1 180 249 163 152 310 1054

Assessment (PTK)

Compulsory participation

in staff development

2 - - 2098 2812 1893 6803

such as LO workshops

(starting 2006)

Sabbatical leave with full

3 20 18 10 33 37 118

pay and allowance

Lecturers attending

international

4 conferences, seminars, 70 105 124 153 230 682

workshops, symposium,

courses

Minimum 7 days per

5 year compulsory in- - 3080 2294 6433 4522 16329

service training

Mentoring System for Staff







• UPM encourages a culture of mentoring by

senior researchers/academics

• Enforced in Research University Grants Scheme

under Initiative 5 for new lecturers

• Junior staff are instituted into supervisory

committees for postgraduate students in which

senior academics serve as Chairs

Incentives for Participation in Staff

Development Programmes



No. Programme Incentives

Competency Level Tenure, promotion and salary

1

Assessment (PTK) advancement

Travel, food and lodging

Seminar/Conference/Work

2 allowances, and registration fees

shop

provided



3 Sabbatical Leave Full pay plus allowance



Subspecialty Leave

4 Study leave benefits

(only for medical lecturers)



5 Postdoctoral Attachment Study leave benefits



6 Professional Attachment Full pay plus allowance

Community Service Activities





UPM Staff Community

Major Community Service

No. Date Participation Participation

Activities

(Number of Staff) (Number of Staff)

State Level

Klinik Pengembangan dan Hari

14 academic staff

1. Bersama Pakar Pertanian UPM at 4 Sept. 2007 102 participants

24 support staff

Peserai, Batu Pahat, Johor

Seminar JKKK dan Hari Bersama

24-25 Nov. 17 academic staff

2. Pakar Pertanian UPM at Pekan 500 participants

2007 36 support staff

District, Pahang

PUSPATANI & Hari Terbuka

22 academic staff

3. Bersama Pakar Pertanian UPM at 6 June 2008 325 participants

57 support staff

Jeli District, Kelantan

National Level

Preview Bengkel Usahawan

2 academic staff

4. Cendawan Bersama Utusan – 18 May 2008 220 participants

12 support staff

Mega

Bengkel Usahawan Kambing 14 -15 June 3 academic staff

5. 150 participants

bersama Utusan Malaysia – Mega 2008 12 support staff

International Level

International Conference on 15 -19 June 13 academic staff

6. 252 participants

Agricultural Extension 2008 62 support staff

Protem Global Extension 11 experts

7. 18 June 2008 6 academic staff

Association (international)

National and International

Recognition of Staff Members (1)

Recognition of Staff

at National and International Level (2)

AREA 6

EDUCATIONAL

RESOURCES

AREA 6

EDUCATIONAL RESOURCES

6.1 Physical Facilities

6.2 Research and Development

6.3 Educational Expertise

6.4 Educational Exchanges

6.5 Financial Allocation

6.1 Physical Facilities





Land area

No. Location

(Hectares)

1. Main Campus in Serdang, Selangor 1023.00

2. Branch Campus in Bintulu, Sarawak 715.00

3. Research Station in Semenyih 20.23

4. Research Station in Batang Kali 1.96

5. Research Station in Bukit Fraser 0.50

6. Research Station in Cameron Highlands 4.35

7. University Agriculture Park in Puchong 162.69

Research Forest at Ayer Hitam Forest Reserve,

8. 1248.00

Puchong

9. Marine Research Station in Port Dickson 6.52

10. Hydroponics Research Station in Genting Highlands 4.25

Total 3186.50

Current and Projected Physical Facilities for

Educational Purposes



Available Unmet Needs

Educational Theoretical Needs by

2008 by 2015

Resources 2015 (Hectares)

(Hectares) (Hectares)



Academic and

93.10 150.00 56.90

research facilities



Farms and forest* 2895.90 1343.00 1552.90*



Facilities for

193.10 441.10 249.00

Students

* Exceeds Needs

Programmes requiring workshop or laboratory

support include:

• Computer Laboratories

• Language and Mass Communication

Laboratories

• Medical Teaching and Veterinary Hospitals

• Teaching Farms and Field Laboratories

• Science, Engineering and Technology

Laboratories and Workshops

• Greenhouse

Staff Strength





Category of Staff Number

Academics

Professors 200

Associate Professors 349

Senior Lecturers/Lecturers 895

Tutors 543

Language Teachers & Instructors 38

Subtotal 2 025

Non-Academics

Administrative and Professional Staff 523

Contract & Temporary Staff (Non-Academic) 884

Supporting Staff (Technical and Administration) 2 786

Subtotal 4 193

TOTAL 6 218

Library Resource Sharing and

Access Mechanism





• Perpustakaan Sultan Abdul Samad

• Faculty of Medicine and Health Sciences

• Faculty of Veterinary Medicine

• Faculty of Engineering

• Bintulu Sarawak Campus

Perpustakaan Sultan Abdul Samad

• Total collection of 618,000 volumes of books,

journals, maps, sound recordings, microforms,

films, video tapes and slides

• Subscribes to about 3,000 print journals and 60

online databases which provide access to about

40,000 full text online journals and about 930,000

titles of online theses and dissertations

• Won the Science Direct Top Usage Award for

2003, 2004, 2006, 2007 and 2008

Expenditure on Library Materials



Type of

2006 2007 2008

material



Books & audio

RM 3,040,670.48 RM 4,417,360.31 RM 5,247,065.38

visual



Journal RM 3,390,357.29 RM 3,599,908.60 RM 3,271,969.56



Online

RM 4,365,921.34 RM 6,326,424.34 RM 7,067,226.26

databases

Amenities for Students







• 17 residential colleges

• Sport facilities

• Bank and Post Office

• Food Courts

• University Health Centre

• Mosque

• Book Stores

• Bus Services

• Wireless Connections

Plans to Improve Facilities for

Development of Teaching Practices





• Upgrading lecture rooms and facilities to

accommodate the requirement of SCL

• Upgrading of ICT for greater accessibility

• Use of Learning Management System (LMS)

called Putra LMS

• Conducting courses for lecturers to reinforce

teaching and learning

6.2 Research & Development







 Research Facilities and Major Research

Programmes

 New Tropical Agriculture

 Centre of Excellence

 Research Output

 Strategies to Incorporate Research in

Curriculum and Teaching

 Strategies to Incorporate Research with

Teaching and Learning

Research Facilities & Programmes (1)





• Top recipient of research grants among the local

universities (RM 298 million for 1725 projects

from 2006-2008)

• Research University Grant Scheme (RM 32.2

million for 431 projects from 2007-2009)

• Obtain sophisticated equipment, materials and

infrastructure (20 million)

• International certification for Certified Bio-

Safety Laboratory Level-3 (BSL-3) and ISO17025

accreditation fro testing and calibration

Research Facilities & Programmes (2)







• Programme on Ethics in Research

• Policy on Scientific Misconduct in Research

• QMS Certification for Research Management and

University Commercialisation

• Centres of Excellence

• Research on New Tropical Agriculture,

Agri-Bio and Biotechnology

• Multi and Inter-disciplinary Cutting Edge

Research

Centres of Excellence



No. Centre of Excellence Faculty

1. Family, Adolescent, and Children Human Ecology

2. Ruminant Diseases Veterinary Medicine

3. Wildlife Veterinary Medicine

4. Airborne Observatory Forestry

5. Food Safety Food Science and Technology

6. Housing Engineering

7. Sustainable Consumers Human Ecology

8. Catalysts Science and Technology Science

9. Environment Forensic Environmental Studies

10. Wireless and Photonics Networks Engineering

11. Health Agriculture and Food Sciences

Research output includes:

• Vita-Grow - The growth and yield enhancer

• ZAPPA - The rice seeds germination enhancer

• Fowl Pox Vaccine - Tissue culture adapted

• Newcastle Disease Vaccine - V4-UPM Heat

resistant strain

• MyVAC UPM93 - Infectious Bursal Disease

Vaccine

• Fibre Duplexer Module

Cited

Others, 519 journals, 790







Non-cited

Conference journals, 341

papers, 1434

Books, 90

Book

Chapters,

219





Academic Publications (2007)

Number of Patents as of

February 2008

50

47

45

40

35

30 28

25

20

15

10

5

0

International Research Awards National Research Awards







Number of R&D Awards Received in 2008

Strategies for Fostering Interaction

between Research and

Educational Activities



• Encourage staff to engage in research projects

• Most undergraduate programmes require

students to conduct research projects

• Encourage lecturers and students to disseminate

research findings by participating in seminars

and conferences

• Organise annual Design, Research and

Innovation exhibitions

Initiatives for Engaging Students in

Research





Financial schemes to attract

postgraduate students:



• Graduate Research Fellowship (GRF)

• Graduate Research Assistant (GRA)/

(Special GRA)

• Research Assistant (RA)

6.3 Educational Expertise







Policy: Academic staff have to attend courses on

current teaching and learning methodologies, e.g.,

• Learning Outcomes and Soft Skills Initiatives

• Learning Styles and Teaching Strategies

• Student-Centred Learning Approaches

• Assessment and Monitoring of Learning

Outcomes

• Graduate Supervision Workshop

6.4 Educational Exchanges







 Policy on collaboration with other international

and national providers on research activities

 Policy on collaboration on staff and student

exchange

 Policy and practice on transfer of credits

 Authority to direct resources to regional and

international corporations

6.5 Financial Allocation





Consolidated Income and Expenditure of UPM

(2004-2008)



2004 2005 2006 2007 2008

Sources of Funds

(RM million)

Government

329 417 441 586 737

Grant

Other Income* 178 174 182 194 250

Total Income 507 591 623 780 987

Less : Expenditure 593 560 579 650 799

Surplus/

(86) 31 44 130 188

(deficit)

Average Cost per Student

(2004-2008)



Year Cost per Student (RM)



2004 21,218

2005 21,029

2006 22,674

2007 27,743

2008 32,424

Allocation of Development Fund



Total

Activities Percentage

(RM million)



Equipment 201.60 29



New building 457.00 66



Infrastructure and

32.47 5

upgrading

Total Funding for R&D&C Activities

(2004-2008)

Income from R&D&C Activities (2004-2008)

Income from Consultancy Activities

(2004-2008)

Number of Number Percent

Type of Assistantship

Application Approved Approved

Graduate Research

216 124 57

Assistantship (GRA)

Graduate Research Fellowship

1573 590 38

(GRF)

PGD (University Postgraduate

37 19 51

Research Scholarship Scheme)

Special Graduate Research

435 421 97

Assistantship (S-GRA)



Student Applications for Loans,

Grants and Scholarship

AREA 7

PROGRAM MONITORING

AND REVIEW

7.1 Mechanisms for Programme Monitoring

and Review

7.2 Involvement of Stakeholders

7.1 Mechanisms for Programme Monitoring

and Review



 Evaluation of academic programmes

 Monitoring of performance and outcome data

 Strategies for addressing concerns

 Outcome indicators for evaluating programme

effectiveness

 Enhancement and refinement of evaluation

activities

 Strategies for measuring graduate

competencies

 Use of feedback from programme review

Evaluation of

Academic Programmes (1)





Input is obtained from:

• External examiners/assessors

- experts in specific fields appointed for 3 years

to evaluate curriculum, academic staff, students,

examination questions and answers, infra-

structure, facilities, and related support systems

• Academic Advisory Committee

- It comprises industry captains and key

personnel in private and public organisations

who are able to provide input for the

improvement of a programme

Evaluation of

Academic Programmes (2)



• Professional Bodies

Programmes reviewed and continuously monitored

by accreditation bodies based on fulfilment of

criteria such as:

- quality and quantity of academic staff

- adequacy of infrastructure

- financial resources and equipment

- students‟ entry requirements

- relevancy of the curricula

Evaluation of

Academic Programmes (3)





• International Advisory Panel

At GSM, an International Advisory Panel consisting

of deans and professors from business schools

around the world evaluates and improves

programmes offered

Programmes with Accreditation and

Assessment Frequency (a)



First

Field of Study Accreditation Bodies Frequency

Accredited

Bachelor of Engineering Accreditation Every 5

1980

Engineering Council Malaysia years

Veterinary Malaysian Veterinary at discretion

1978

Medicine Council of MVC



Bachelor of Institute of Landscape At

Landscape Architects Malaysia 1996 discretion of

Architecture (ILAM) ILAM

Bachelor of

Council of Architectural Every 5

Design 2006

Education Malaysia years

(Architecture)

Programmes with Accreditation and

Assessment Frequency (b)



First

Field of Study Accreditation Bodies Frequency

Accredited

Master of Institute of Landscape At

Landscape Architects Malaysia 2001 discretion of

Architecture (ILAM) ILAM

Every 4

Nursing Malaysian Nursing Board 2006

years



Malaysian Medical Every 5

Medicine 2005

Council years



At

Malaysian Institute of

Accountancy 1989 discretion of

Accountants (MIA)

MIA

Monitoring of Performance

and Outcome Data



• Survey to assess students‟ soft skills upon entry and

at various stages of their study

• Exit Survey to gauge graduating students‟ satisfaction

with their programmes of study and facilities

provided by UPM

• Tracer Study to determine the employability of

graduates six months after graduation

• Review of data on choices of programme by potential

undergraduates obtained from the University

Selection Unit (UPU) of MoHE

• Review of graduation data obtained from the School of

Graduate Studies (SGS), GSM and Centre for External

Education (PPL)

Strategies for

Addressing Concerns (1)



Concerns related to Academic Programmes

• Quality and relevancy of programmes and curricula

• Adequacy and quality of course assessment

• Teaching and learning facilities and environment

• Quality and competency of incoming, current and

outgoing students

• Career pathways

Strategies for

Addressing Concerns (2)



Strategies

• Corrective and preventive actions taken based on

reports on

- quality and relevancy of its programmes and curricula

- assessment

- teaching-learning facilities

- quality of the teaching-learning environment



• Programmes reviewed at least once every five

years, to ensure relevance of curricula to current job

market scenario

Strategies for

Addressing Concerns (3)



• Effectiveness of corrective and preventive actions

monitored at Faculty Management Review Meetings

at least once a year

• Admission criteria of incoming students and

learning outcomes of courses reviewed periodically

and revised when necessary

• Students given counselling and advice on career

prospects whenever needed via activities organised

by the Student Affairs Division and Alumni Centre.

Outcome Indicators for Evaluating

Programme Effectiveness -

Undergraduate

Target Achievement

Key Performance Indicator

2005 2010 2007



Ratio of lecturer–students 1:23 1:15 1:12



Percent students with entry

qualification of minimum CGPA 3.0 or - 80 75.6

equivalent



Number of programmes receiving

- 100 89

accreditation from professional bodies



Percent graduates employed within six

- 70 56.7

months of graduation



Percent international students 0.2 5 0.02

Outcome Indicators for Evaluating

Programme Effectiveness -

Postgraduate

Target Achievement

Key Performance Indicator

2005 2010 2007



Ratio of lecturer–students 1:3 1:4 1:6

Percent students with entry

qualification of minimum CGPA 3.0 or - 75 65.5

equivalent

Percent international students 17 30 31



Percent postgraduate students based

20 30 22.3

on total student enrolment

Ratio of number of students in

programme with thesis to number of

- 3.1:1 1.88:1

students in programmes with

coursework

Enhancement and Refinement

of Evaluation Activities



• The various entities engaged by UPM in the

evaluation of its academic programmes are

periodically renewed and/or changed to reflect

current needs and obtain different perspectives.

For example, different external assessors are

appointed to review and strengthen specific areas

within a field of study.

• The types of respondents involved in the

evaluation process have been widened to include

the UPM‟s alumni, industries, government

agencies, NGOs, and the mass media.

Strategies for Measuring Graduate

Competencies (1)



Instrument Objectives Methods Frequency

To measure the

employability/

marketability of Online Twice a year:

graduates; survey; first six-month

Graduate

Manual period and

Tracer Study To assess the quality of

survey; second six-

academic programmes Mail Survey month period

and the services

provided by UPM

To assess the perception

of employers towards Online

Employer Once every

UPM graduates; survey;

feedback three years

To identify current Mail survey

employer needs

Strategies for Measuring Graduate

Competencies (2)



Instrument Objectives Methods Frequency

To identify students‟

Students‟ Soft Questionnaire

soft skills potential at

Skills based on the 16 At least

admission to determine

Assessments sub-elements of once a year

suitable intervention

- Entry level soft skills.

where necessary

Questionnaire

measuring

To assess the level of

satisfaction with the

student satisfaction

four service At least

Exit survey with curriculum, co-

domains: once a year

curriculum, facilities

curriculum, co-

and administration

curriculum, facilities

and administration

Strategies for Measuring Graduate

Competencies (3)





Instrument Objectives Methods Frequency



Finishing To assess students‟

Assessment during At least

School readiness for the

short courses twice a year

Assessment workplace

Use of Feedback from Programme

Review







Two types of feedback

• Teachers‟ and Students‟ Feedback

• Student Performance

Teachers‟ and Students‟ Feedback

UPM conducts student evaluation on:

• courses

• specific aspects of teaching

• laboratory facilities and other support facilities

Feedback analysed, tabulated and presented at

University and Faculty management meetings

Teachers‟ and students‟ feedback obtained through

questionnaire surveys and peer evaluation

Evaluation Mechanisms and Minimum

Outcome Requirement (1)



Minimum

Mechanism Sampling Method of analysis Acceptable

Outcome

Undergraduates Questionnaire

Teaching

and Five-point Likert Score of 4.0

Evaluation

postgraduates scale measurement

Students‟ New

Questionnaire

Soft Skills undergraduate

Four-point Likert Score of 3.0

Assessment students (every

scale measurement

- Entry level semester)

Final year Questionnaire

Exit Survey undergraduate Five-point Likert Score of 3.5

students scale measurement

Evaluation Mechanisms and Minimum

Outcome Requirement (2)

Minimum

Mechanism Sampling Method of analysis Acceptable

Outcome

80% survey

Trace Study All graduates Online & Mail surveys

forms returned

Questionnaire

Laboratory

Undergraduates Five-point Likert scale Score of 4.0

Assessment

measurement

Annual

Online analysis

service All academics Score of 80%

(eSSM)

assessment

Peer Academics with Peer evaluation during

Score of 80%

assessment <5 years service PTK courses

• Excellent performance is recognised through

awards, letters of appreciation, consideration for

promotion, special grants, etc. Staff with scores

below minimum may undergo further training.

• Through its MS ISO 9001:2000 or 9001:2008

certification, UPM reviews customer feedback at

Management Meetings and Management Review

Meetings. The University Curriculum Committee and

the University Postgraduate Studies Committee

discuss feedback on curriculum.

• Data on UPM graduates show that there is an

increasing trend in employability within six months

of graduation.

• The percentages have increased from 33.2% in 2002

to 67.8% in 2008. In contrast, the percentage of

graduates pursuing further education within six

months of graduation decreased from 13.5% in 2002

to 9.9% in 2008.

• This trend indicates a preference to engage in paid

employment immediately after graduation rather

than pursuing graduate studies.

Student Performance

• Statistical data on student performance are stored in

the SMP and analysed to improve and strengthen the

curriculum, and to assess whether the educational

goals and mission as outlined in the UPM Strategic

Plan (Rev. 2007, Goal 1, Objective 2) are met.

• Among the types of data collected are as follows:

− Number of students on the Vice Chancellor‟s List

− Number of students on Deans‟ Lists

− Percentage of graduates awarded different classes of

honours degrees

− CGPAs

− Course grades

• Weak and potentially problematic students are given

guidance and counselling by lecturers and/or the

students‟ academic advisors.

• Reasons for students leaving their programmes of

include:

− inability to meet the academic requirements of the

programme

− multiple offers from other academic institutions

− programmes offered are not of their choice

− financial constraints

− medical reasons

7.2 Involvement of Stakeholders







 Strategies for Ensuring Involvement of

Principal Stakeholders in Programme

Evaluation

 Communication of Programme Evaluation

Outcomes to Stakeholders

 Extent of Stakeholders‟ Involvement in the

Evaluation and Development of Programmes

 Mechanisms to Include Stakeholders‟ Views

Strategies for Ensuring Involvement

of Principal Stakeholders in

Programme Evaluation



To ensure that principal stakeholders are

involved in programme evaluation, UPM

conducts activities which include market

surveys, potential employer surveys, exit

surveys, Alumni meetings, entry surveys,

Faculty Advisory Committee meetings and

employer surveys.

Communication of Programme

Evaluation Outcomes

to Stakeholders



The outcomes of programmes monitoring

and evaluations are communicated to the

stakeholders through meetings and

discussions, and written reports or

minutes of meetings.

Extent of Stakeholders‟ Involvement

in Evaluation and

Development of Programmes



• Stakeholders provide advice, comments,

suggestions and recommendations on the

evaluation and development of programmes, as

follows:

− MoHE - for approval of programmes

− Other ministries and other agencies – for

input and advice at the development stage of

the programme

− Industries – for placement and feedback on

students‟ performance

Mechanisms to Include Stakeholders‟ Views







• Main mechanism is programme review

• Programmes reviewed every five years

• Advice, comments and suggestions proposed

by stakeholders discussed at department,

faculty and Senate meetings, and incorporated

into programme reviews

AREA 8

LEADERSHIP, GOVERNANCE AND

ADMINISTRATION



8.1 Governance

8.2 Academic Leadership

8.3 Administrative Staff and Management

8.4 Academic Records

8.5 Interaction with External Sectors

8.1 Governance





 Major Permanent Decision-making Bodies

 The Board of Directors

 The University Management Committee

 The University Management Committee

 The Senate

 Types and Frequency of Meetings

 Strategies to Foster Relationships bet.

Institutional Leadership and Faculties

 Representation & Role of Stakeholders

Major Permanent

Decision-making Bodies





Subject to AUKU (Pindaan) 2009, the major

permanent decision-making bodies are:

• The Board of Directors

• The University Management Committee

• The Senate

The Board of Directors (1)





Functions, structure, leadership, membership

and reporting protocol

• An executive body

• Exercises all the powers conferred upon UPM

except those of the Senate, and/or any authority,

body and officer of UPM conferred by the

Constitution or the Statutes, rules and regulations

• Appoints a Standing Financial Committee to

regulate and control the finance matters

The Board of Directors (2)







• Members appointed by MoHE for not more

than 3 years & may be reappointed

• Secretary of the BoD, who may/may not be a

member, appointed by the Chairman.

• The Chairman and three other members

(quorum needed for any meeting)

The Board of Directors (3)







• Other members:

- Two representatives from the government

- One person from the local community

- Not more than three other persons, at

least one of whom shall be from the

private sector.

Decisions and recommendations made by the

BoD are made available to the University

Management Committee.

The University Management Committee

(1)





Functions and reporting protocol:

• It is the administrative body of the University

• It is responsible for the implementation of the

educational programmes and other activities

• It ensures good management, governance and

deployment of resources

The University Management Committee

(2)



• It comprises the

- Vice Chancellor as the Chairman

- Deputy Vice Chancellors

- Registrar

- Bursar

- Chief Librarian

Any decisions and recommendations made are

conveyed to relevant entities such as Principal

Officers, faculties, institutes, academy, schools

and others

The Senate (1)







Functions, structure, membership and reporting

protocol

• It acts as the highest academic body of the

University

• It is responsible for the general direction of

instruction, research and examination

• It is responsible for the conferral of degrees,

diplomas, certificates and other academic

distinctions

The Senate (2)





• The Senate consists of

- the Vice Chancellor as the Chairman

- the Deputy Vice Chancellor

- Deans of Faculties and Schools

- Directors of Institutes

- Directors of the Centre for External

Education and Centre of Foundation Studies

for Agricultural Science

- Not more than 20 professors appointed by

the Vice Chancellor

The Senate (3)







The Senate consists of the

- The Registrar

- Bursar

- Chief Librarian

- Legal Advisor Ex-officio

- Director of Centre for Academic members

Development (CADe)

- Director of the Sports Academy

The Senate (4)







• Decisions and recommendations made by the

Senate are tabled at the BoD meetings

• Faculties, schools, institutes, centres and

academies are answerable to the Senate in all

academic matters

Type and Frequency of Meetings Held

in 2008





The governing bodies of UPM hold regular

meetings:



Body No. of meetings/year

BoD 4

UMC 39

The Senate 14 (at least once a month)

Effective Strategies to Foster

Relationships bet. Institutional

Leadership and Faculties



• Regular visits to faculties by UMC

• Annual address by the VC

• Monthly meetings by Principal Officers

• Regular meetings by the Council of Deans

• Regular assemblies for all staff

• Direct communication between staff and the

Heads of Department

• Open door policy by principal officers

Representation & Role of Stakeholders in

Various Governance Structures

and Committees



• Majlis Bersama Jabatan (MBJ)

• Meetings between DVC (Student Affairs &

Alumni) and Students‟ Representative Council

• Representation of „PPA‟, the „PPUPM‟ and

„KEPERTAMA‟ at the Principal Officers‟

meetings

• Student representation to Senate when a

relevant agenda arises

8.2 Academic Leadership







 Types of Academic Leadership

 Selection of Deans and Directors: Process

and Criteria

 Academic Management Structure of Faculty

and Line of Responsibility

 Academic Management Structure of Institute

and Line of Responsibility

 Mechanism for Appraising Performance of

Academic Leadership

Types of Academic Leadership (1)







Appointments are based on the following

processes (The Universities and University

Colleges Act 1971):

• VC - appointed by the Minister of Higher

Education upon the recommendation of the

Vice Chancellor Search Committee.

The Vice Chancellor reports to the Minister of

Higher Education.

Types of Academic Leadership (2)







• Deputy Vice Chancellors - appointed by the

Minister of Higher Education upon discussion

with the VC and taking into account the

recommendations of a search committee

appointed for this purpose.



The Deputy Vice Chancellors report to the Vice

Chancellor.

Types of Academic Leadership (3)







• Deans and Directors - appointed after

discussion between the VC and DVC.

They report to the Vice Chancellor.

• Deputy Deans, Deputy Directors and Heads of

Department/Laboratory - appointed after

discussion between the VC and the respective

Deans or Directors.

They report to the Deans or Directors.

Types of Academic Leadership (4)







• Coordinators of Centres of Excellence -

appointed by the VC upon discussion with the

respective Deans of faculties.



The coordinators report to the Deputy Deans for

Research and Postgraduate Studies.

Selection of Deans and Directors:

Process and Criteria





• Must have an excellent academic standing in

their areas of expertise and are recognised by

their academic peers for their contributions

• Should possess managerial & leadership skills

• Must understand & be able to realize the

vision, mission and objectives of the strategic

plans of UPM and the

faculty/institute/academic centre

Academic Management Structure of Faculty

and Line of Responsibility





• Each faculty is headed by a Dean who reports

directly to the Vice Chancellor.

• The Dean is supported by a management team

comprising:

- Deputy Deans

- Heads of Department.

• Lecturers and tutors who are members of a

department report to their respective Heads.

Academic Management Structure of Institute and

Line of Responsibility





• Each institute is headed by a Director who

reports directly to the Vice Chancellor.

• The Director is supported by Deputy Directors

and Heads of Laboratories who report direct to

him.

• Members of the institute, comprising Research

Fellows, Research Officers and Science

Officers, report directly to the Heads of

Laboratories.

Mechanism for Appraising

Performance of Academic Leadership







The performance of the academic leadership is

evaluated through Key Performance Indicators

(KPI) as detailed in Section 5.2.5.

8.3 Administrative Staff

and Management



 Effectiveness and Efficiency of Administrative

Support

 Effectiveness and Efficiency of

Quality Assurance Arrangements

for the Administrative and Management

Components

 Quality Assurance Activities

Effectiveness and Efficiency of

Administrative Support (1)





The three major administrative entities of UPM

(the Chancellery, Registrar and the Bursar),

ensure that faculties/institutes/ centres are able

to implement, in a continuously effective and

efficient, manner

• Teaching

• Learning

• Research

• professional and community services

Effectiveness and Efficiency of

Administrative Support (2)



Actions include

• recruitment of staff with relevant academic

qualifications and skills, positive attitude,

strong work commitment, willingness to

comply with the QMS enforced in UPM

• periodic training to enhance skills and

knowledge

• empowerment, shared responsibilities and

deployment of appropriate and adequate

resources

Effectiveness and Efficiency of

Quality Assurance Arrangements

for the Administrative and

Management Components



• The University implements the QMS that has

had a positive impact on the efficiency and

effectiveness of the delivery system in UPM



• The University has received several national

awards including the Prime Minister‟s

Financial Management Quality Award in 2007

Quality Assurance Activities







• Auditing - carried out at least twice a year

• Customer Satisfaction Surveys - conducted at

least twice a year

• Attention to customers‟ complaints

• Client Charter

• Management Review Meetings - conducted at

least once a year

8.4 Academic Records:

Policies on Secure Retention &

Disposal of Student Records (1)



Undergraduate Students

• Hardcopy stored at the Academic Division and the

Faculty

• Electronic copy kept until the student has graduated

• Records of students graduated since 1995 kept as

historical (archive) data in the Student Information

System (Sistem Maklumat Pelajar, SMP) database.

8.4 Academic Records:

Policies on Secure Retention &

Disposal of Student Records (2)



Undergraduate Students

• For security: maintenance of a student‟s data

performed periodically by authorised personnel at

the InfoComm Development Centre (iDEC); data

backed up and stored daily

• Students‟ academic records kept and archived

permanently. Other records kept until the students

have graduated or left their programmes.

8.4 Academic Records:

Policies on Secure Retention &

Disposal of Student Records (3)



Postgraduate Students

• Records of student‟s profile, application for

admission, course registration, appointment of

supervisory committee, progress reports and

examination results kept in the Internet-based

Graduate Information Management System (i-GIMS)

database.

• Hardcopy files also kept at the Graduate School

concerned or the Centre for External Education.

8.4 Academic Records:

Policies on Secure Retention &

Disposal of Student Records (4)



Postgraduate Students

• For security: only authorized staff to access

records

• Maintenance of electronic database performed by

iDEC.

• Disposal of records in various schools and faculties

done when necessary as specified in QMS control

of records procedure.

8.5 Interaction with External Sectors







 Mechanisms to Ensure Constructive

Interaction

 Relationships between UPM

and External Sectors

 Relationships between UPM

and External Sectors

Mechanisms to Ensure Constructive

Interaction



• Memoranda of Understanding and Memoranda of

Agreement (MoU/MoA)

• Collaborative Programmes

• Joint seminars, workshops and short

• Professional Attachments

• Staff Exchange

• Student Exchange

• Industrial Training

• Consultancies and Contract Research

• Entrepreneurship Programmes

• Community Programmes

Effectiveness of Relationships between UPM

and External Sectors (1)



The effectiveness is reflected in:

• Research collaboration, joint degrees, split

study programmes, staff and student training,

and visiting academics

• Franchise programmes: five Diploma and two

Bachelor degree programmes in collaboration

with seven private Higher Education Institutions

• Joint seminars/workshop/short courses

Effectiveness of Relationships between UPM

and External Sectors (2)



• Other programmes (e.g., industrial training,

community service, entrepreneurship,

consultancies and professional attachments)

resulting in continuous acceptance of students

for industrial training and employment, creation

of spin-off companies for commercialisation,

etc.

Types of Shared Responsibility between

UPM & External Sectors



• Contract Research

• Collaborative Programmes

• Entrepreneurship Programmes

• Joint Seminar/Workshop/Short Courses.

• Corporate Social Responsibility Activities

• Professorial Chairs

AREA 9



TOTAL CONTINUAL QUALITY

IMPROVEMENT



9.1 Quality Improvement

9.1 Quality Improvement







 Entities responsible for total quality

improvement

 Policies, strategies, plans, procedures and

mechanisms to review and update mission,

structure and activities

 Frequency of reviews and resulting

improvements

 Recent and projected activities to ensure

responsiveness to changing environment

Quality Improvement:

Entities Responsible







• Corporate Planning Division (BPK)



• Centre for Academic Development

(CADe)

Corporate Planning Division (BPK)

It recommends and supports implementation

of UPM‟s QMS including the following:

• proposes an appropriate QMS

• provides assistance for internal auditing

• monitors the progress of action plan

• identifies corrective actions

• proposes preventive actions, and

• provides UPM‟s Management Committee

with input on the above for further action

Centre for Academic Development (CADe)

• plans and provides training for continual

academic staff development to improve

teaching and learning

• create awareness of learning outcomes

among support staff, and

• assess and monitor the effectiveness of

learning outcomes

Policies, Strategies, Plans,

Procedures and Mechanisms to

Review and Update Mission,

Structure and Activities

UPM‟s policies, strategies, plans, procedures and

mechanisms to review and update its mission,

structure and activities are guided by the

following:

• The National Agriculture Policy

• The National Higher Education Strategic Plan

• The Malaysia Plan

• Regional Development Plans

• Other Policies from Central Agencies

• Other policies

The National Agriculture Policy is to accelerate

the transformation of teaching, research and

extension in agriculture into one that is:

• highly modernised

• commercialised

• sustainable

• environmentally friendly

so that growth & development momentum are

market-driven and led by trained personnel

The National Higher Education Strategic Plan has

18 critical agendas for holistic transformation of

human capital including students that is:

• intellectually active

• creative and innovative

• ethically and morally upright

• adaptable

• capable of critical thinking

• capable of fully achieving their potential

The Malaysia Plan provides the framework and

development strategies for the University to steer

its teaching, research and extension activities

towards the fulfilment of the aspirations of the

National Development Policy (NDP) and Vision

2020

Regional Development Plans



• Outline development activities to achieve the

goals of accelerating economic growth and

improving the quality of life in particular regions

in Malaysia

• Our involvement ensures that the experience

gained from these activities benefits teaching

and learning

Other policies from central agencies used for

reviews and updates of mission, structures and

activities include



• Biotechnology Policy

• Biodiversity Policy

• Industrial Master Plan

• National Environment Policy

• Occupational Safety and Health Act, and

• Public Service Circulars

Continuous improvements and reviews are carried

out on core activities

• teaching

• research

• professional services

• community services/engagements



Improvements and reviews have resulted in

development of UPM Bintulu Campus,

establishment of Research Institutes, APEEC and

the Sports Academy, etc.

Frequency of Reviews and Resulting

Improvements (1)



Type of Review Frequency Resulting Improvement

Every three A clearer direction towards

University Strategic

years/when realising UPM‟s vision and

Plan

required mission

Corrective and preventive

Management Review At least once a actions aimed at achieving a

Meeting year consistent and continuous

improvement in QMS

Every five

A more current and relevant

Curriculum years/when

curriculum

necessary

Improved management of

Academic Regulations Every five years

academic matters

UPM Service

Recruitment of better quality

Guidelines (Buku

When required staff and reduction in brain

Panduan

drain

Perkhidmatan UPM)

Frequency of Reviews and Resulting

Improvements (2)





Type of Review Frequency Resulting Improvement

Financial Regulations

Improved financial

(Peraturan When required

management

Kewangan)

Postgraduate

Every five

Admission Guidelines

years/when Better quality candidates

(UPM Graduate

required

Studies Rules 2003)

Undergraduate

Admission Guidelines Every year/when

Better quality candidates

(Panduan required

Kemasukan)

Every three

Guidelines for Thesis

years/when Better quality theses

Preparation

required

Recent and Projected Activities to

Ensure Responsiveness to Changing

Environment

Environments/activities that influence

and motivate changes in UPM include



• Serving as a hub for quality teaching-

learning, research, professional

services, community engagements

• New government policies

• Increased emphasis on tropical

agriculture

• Globalisation

• International and national rankings

• Climate change

New Strategic Direction and

Transformation Plan









A World Leader in New Tropical Agriculture

UPM: A World Leader in

New Tropical Agriculture

New Tropical

Agriculture





“The production and management of

tropical bio-resources which involve

techno-scientific and economic

methods without causing irreversible

damage to bio-diversity, ecosystem,

health and human welfare”