Standards: Masters and Doctoral Degree by Research: Page 1 of 36

STANDARDS: MASTERS AND DOCTORAL DEGREE
BY RESEARCH
AREA 1: VISION, MISSION, EDUCATION GOALS AND LEARNING

OUTCOMES
The vision, mission education goals and learning outcomes of the HEP guide its
research planning and implementation as well as bring together its members to strive
towards a tradition of excellence locally and internationally. The general goal of
higher educational research is to produce broadly trained student through the:
provision of knowledge creation, research skills and competency based on
scientific process and findings;
enhancement of generic skills such as attitudes, ethics, sense of professionalism
and leadership skills for societal advancement within the framework of the
national vision;
utilisation of the analytical and problem solving skills to evaluate and make
decisions critically and creatively based on research evidence and experience:
further development of the quest for knowledge and lifelong learning skills that
are essential for continuous upgrading of knowledge and skills that parallel the
rapid advancement in global knowledge; and
application of research issues that are relevant to the local, national and
international context.
Research programmes are the building blocks that support the larger vision and
mission of the HEP. Hence, one must take into consideration these larger
institutional goals when designing research programmes.
The quality of the HEP and the research programme that it offers is ultimately
assessed by the ability of its researchers to carry out their expected roles and
responsibilities in national and international development.
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STANDARDS FOR AREA 1

1.1
Statement of Programme Aims, Objectives and Learning

Outcomes
A programmes stated aims, objectives and learning outcomes reflect what it wants
the student to achieve. It is crucial for these aims, objectives and learning outcomes
to be expressed explicitly and be made known to the student as well as the internal
and external stakeholders.
1.1.1 Benchmarked Standards
i.
The programme must define its aims, objective and learning outcomes and
identify its internal and external stakeholders.
ii.
The department must consult and discuss with relevant internal and external
stakeholders, when formulating programme aims and objectives.
iii.
The programme objectives must reflect the key elements of the outcomes of
higher education that are in line with national and global developments.
iv.
The programme aims, objectives and learning outcomes must be consistent

with and supportive of, the HEPs vision and mission.
v.
The programme aims, objectives and learning outcomes must encompass

provision for training or support to enable research students to acquire
generic skill such as analytical and problem solving skills.
1.1.2 Enhanced Standards
i.
The aims, objectives and learning outcomes of the programme should

encompass qualities in the areas of interest such as novelty, knowledge
creation and innovation.
ii.
The internal and external stakeholders should be representative of various

areas of research locally and internationally.
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iii.
The programmes aims, objectives and learning outcomes should be

periodically reviewed in consultation with internal and external stakeholders
as well as international peers.
1.2. The Scope of Learning Outcomes

The quality of a programme is ultimately assessed by the ability of the student to
carry out their expected roles and responsibilities in society. This requires the
programme to have a clear statement of the learning outcomes to be achieved. It
should cumulatively reflect all domains of learning outcomes which are significant for
Malaysia.
i.
The scope of learning outcomes must reflect the competencies that the
student should have on the completion of the programme that cover seven (7)
out of the eight (8) MQF Domains: Knowledge of Discipline Areas; Practical
Skills;
Social
Skills
and
Responsibilities;
Values,
Attitudes
and
Professionalism; Communication, Leadership and Team Skills; Problem

Solving and Scientific Skills; and Information Management and Lifelong
Learning Skills.
a) Learning Outcomes
Masters Degree by Research

At the end of the programme, graduates must be able to:
(1) master knowledge in the relevant field;
(2) apply practical skills in the relevant field;
(3) organise ideas related to societal issues in the relevant field;
(4) conduct research with minimum supervision and adhere to the legal,
ethical and professional code of practice in the relevant field;
(5) communicate and work effectively with peers and stakeholders
indicating leadership qualities;
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(6) devise solutions to problems in the relevant field using scientific and
critical thinking skills; and
(7) manage information to develop lifelong learning in the relevant field.
Doctoral Degree by Research

(1) synthesise knowledge in the relevant field;
(2) adapt practical skills leading towards innovative ideas in the relevant
field;
(3) provide professional services to society in the relevant field;
(4) conduct research independently and adhere to the legal, ethical and
professional code of practice in the relevant field;
(5) communicate and work effectively with peers, scholarly communities
and stakeholders, while displaying leadership qualities;
(6) appraise problems in the relevant field critically using scientific skills;
(7) integrate information to develop lifelong learning in the relevant field;
and
(8) contribute on original research that has broadened the boundary of
knowledge through an in depth thesis, which has been presented and
defended according to the international standards including writing in
internationally refereed publications
Note: For the industrial PhD programme, in the relevant field should be
read as in the relevant industry.
b) Minimum Credit

Structure A full research (no given credit value)
The following should be decided by the university senate:
(1) Research methodology
(2) The relevant prerequisite module
(3) For fulltime candidature, the minimum is 1 year. Generally, maximum
would be twice the minimum duration.
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(4) Dependent on the programme of study / discipline, the length of the

thesis expected is as follows:
a) The number of pages should not exceed 150 pages for a
Masters thesis, excluding tables, figures and appendices.
Written permission from the school must be sought before a
thesis longer than the prescribed length can be submitted for
evaluation; OR
b) maximum length (excluding footnotes, appendices, tables
and prefaces): 60,000 words
Structure B mixed mode (coursework and research)*
*Weightage between courses : theses is within the range of 50:50 or 40:60
or 30:70
maximum length (excluding footnotes, appendices, tables and prefaces):
30,000 words

Structure A full research (no given credit value)
The following should be decided by the university senate:
(1) Research methodology
(2) The relevant prerequisite module
(3) For fulltime candidature, the minimum is 2 years (masters entry) and 3
years (1st class bachelors entry). Generally maximum would be twice
the minimum duration.
(4) Dependent on the programme of study / discipline, the length of the
thesis expected is as follows:
a) The number of pages is dependent on the programme of
study and should not exceed 240 pages for a PhD thesis,
excluding
tables,
figures
and
appendices.
Written permission from the school must be sought before a

thesis longer than the prescribed length can be submitted for
evaluation; OR
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b) maximum length (excluding footnotes, appendices, tables

and prefaces) 100,000 words
Structure B mixed mode (coursework and research)*
*Weightage between courses : theses is within the range of 50:50 or 40:60
or 30:70
ii.
The programme must demonstrate how the defined research components

contribute to the fulfillment of the programmes scope of the learning
outcomes.
iii.
The achievement of the learning outcomes must be continuously assessed

throughout the programme.
i.
The programme should specify the link between research competencies

expected at the completion of studies and those required during career
enhancements and future research.
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AREA 2: CURRICULUM DESIGN AND DELIVERY

For the purpose of this code of practice for accreditation of programmes offered by
higher education providers, the term curriculum design and delivery is used
interchangeably with the term programme design and delivery. Programme means
research conducted that is structured for a specified duration and learning volume to
achieve the stated learning outcomes and usually leading to an award of a masters
or doctoral degree by research.

2.1 Academic Autonomy
An academic institution is expected to have sufficient autonomy over academic
matters. Such autonomy should be reflected at the departmental or faculty level
where the programme is being offered.
i.
The department or faculty must have sufficient autonomy to design the

programme structure and to allocate the resources necessary for its
implementation to ensure the achievement of learning outcomes. Where
applicable, the provision must also cover programmes conducted in
campuses that are geographically separated.
ii.
The academic staff must be given sufficient autonomy to focus on areas of his
/ her expertise, such as academic supervision of students, research and
writing, scholarly activities, academically-related administrative duties, and
community engagement.
iii.
The HEP must have clearly stated rules and regulations on conflict of
interests, particularly in the areas of appointment of supervisors and
examiners.
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i.
The HEP should have clearly stated policies on conflict of interests,

particularly in the areas of private practice, part time employment and
consultancy services.
ii.
The HEP should have a policy on academic autonomy for the department or
faculty and the academic staff to continue and expand, reflecting the
intellectual maturity of the HEP.
2.2
Programme Design and Supervision
i.
The department or faculty must have a defined process by which the

programme structure is established, reviewed and evaluated with the
involvement of the academic staff.
ii.
The programme must be considered only after the resources to support the
programme have been identified.
iii.
The programme structure, approach, and supervision must be appropriate

and consistent, and supports the achievement of the programme learning
outcomes.
iv.
There must be a variety of academic activities in order to achieve the learning

outcomes and to ensure that students take responsibility for their own
learning.
i.
The programme structure should encourage multi-disciplinary approaches to

enhance the personal development of the student through a variety of
academic activities and other means, which should be monitored and
appraised.
ii.
The programme should be considered only after a needs assessment has

indicated that there is a necessity for the programme to be conducted.
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iii.
The needs analysis for the programme should involve feedback from external
sources including stakeholders whose comments should be considered for
the purposes of programme improvement.
iv.
There should be community engagement activities that will enrich students'

experiences, and foster personal development and responsibility.
v.
There should be collaborative participation e.g. joint supervision, student

exchange, joint degrees and split programmes with national and international
HEPs / research centres.
2.3
Programme Structure
The supervision environment can only be effective when the programme structure
continually keep abreast with the most current development in the field of study.
i.
The programme must incorporate the appropriate research skills essential for
the understanding of the concepts, principles and methods that support the
programme outcomes.
ii.
The programme must be periodically reviewed to keep abreast with scientific,

technological and knowledge development of the discipline, and with the
needs of the society.
iii.
The department or faculty must establish mechanisms through the use of the
latest technologies and global networking to access real-time information and
identify up-to-date areas of importance.
i.
The programme should fulfill the requirements of the discipline taking into
account the appropriate discipline standards and international best practices
for the field.
ii.
The HEPs should identify niche areas and research strengths.
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2.4
Management of The Programme
i.
Students must be provided with the most current written information about the
aims, outline, learning outcomes, and methods of assessment of the
programme.
ii.
The programme must have an appropriate coordinator with authority and

responsible for planning, implementing, evaluating, monitoring and improving
the programme using adequate resources through established procedures.
iii.
The programme must be regularly reviewed and evaluated and the results
utilised to assure quality (at level 7 and 8 of the MQF, the review must involve
external examiners).
iv.
The department or faculty must provide its student a conducive learning

environment in which research culture is nurtured.
i.
Innovations to improve supervision should be developed, supported, and

evaluated.
ii.
The review and evaluation of the programme should involve stakeholders as

well as external expertise nationally and internationally.
2.5
Linkages with External Stakeholders
i.
The department or faculty must have linkages with all levels of stakeholders
outside of the department or faculty for the purposes of programme planning,
implementation and review.
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i.
The programme team should obtain feedback from employers and use the
information for programme improvement, including for purposes of student
placement, training and workplace exposure.
ii.
Students should be given the opportunity to develop linkages with external

stakeholders.
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AREA 3: ASSESSMENT OF STUDENTS

Student assessment is a crucial aspect of quality assurance because it drives
student learning. It is one of the most important measures to show the achievement
of learning outcomes. The result of assessment is also the basis in awarding
qualifications. Hence, methods of student assessment have to be clear, consistent,
effective, reliable and in line with current practices and must clearly support the
achievement of learning outcomes.

3.1
Relationship between Assessment and Learning
i.
Assessment principles, methods and practices must be aligned to the learning

outcomes and programme content through 2 types of assessments; formative
(continuous) and summative (assessment at end of the semester). Formative
assessment should include:
a) Periodical research progress monitoring (e.g. semester progress, proposal
defense) this practice will assess knowledge of students, their practical,
technical and professional skills, and students responsibility, thinking,
problem solving and scientific approach ability.
b) Presentation / Colloquium / Seminar / Workshop this will assess
students communication, professionalism, thinking, problem solving and
scientific approach ability.
Summative assessment is used to assess all learning outcomes of a doctoral

or masters programme, and this should include:
a) Completion of required courses
b) Thesis
c) Viva voce
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ii.
Assessment of students must be consistent with the levels defined in the MQF
and using seven out of the eight domains of learning outcomes.
iii.
The department must monitor student assessment to reduce curriculum

overload and encourage integrated learning. Monitoring student assessment
must be carried out through:
a) Regular meetings
b) Periodical submission of work
c) Proposal defense
d) Presentation / colloquium / seminar / workshop
e) Research progress
iv.
The HEP must ensure that appropriate attitudes are inculcated and assessed
(e.g., respect for socio-cultural diversity, sensitivity to rights of others, cost
effectiveness, teamwork, lifelong learning). In order to ensure the appropriate
attitudes are inculcated and assessed, the students are required to adhere to
research ethics guidelines.
v.
The students progress must be monitored by the department. Log book could
also be used to monitor the progress of the student.
i.
The assessment and learning outcomes should be periodically reviewed to

ensure its effectiveness.
3.2
Assessment Methods
i.
The student assessment methods must be described in terms of its duration,

diversity, weightage, criteria and coverage, and how these are documented
and communicated to the students.
ii.
The process and procedures must be documented and made accessible to

supervisors and students.
iii.
To ensure validity, reliability and fairness of the assessment method a Thesis

Examination Committee must be set up in accordance to the requirement of
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the programme. The department must play a role in ensuring the reliability
and validity of assessment by making sure rules and regulations are followed
and met.
iv.
Assessment methodologies must be reviewed periodically taking into

consideration feedback from internal and external stakeholders and external
examiners.
i.
The HEP should make every necessary effort to ensure the internal
assessments are comparable to that of external best practices by adopting
and implementing best practices as part of its assessment.
ii.
External expertise, locally and internationally, should be consulted in the

review of the assessment system formally and informally. The consultation is
performed as required whenever the need arises. In addition, the HEP should
utilise ideas and inputs from its visiting professors to provide feedback on the
assessment system.
3.3
Management of Student Assessment
i.
The HEP is responsible for assessment policy and their terms of reference
must be described. There should be committees and processes for:
a) verification and moderation of summative assessments; and
b) benchmarking academic standards of assessment.
ii.
Supervisors should be given autonomy to supervise, manage and handle the

students research progress and assessment. However, the students should
be allowed to bring matters to the relevant authorities.
iii.
The HEP must provide an authority that is responsible for the confidentiality
and security of student assessment processes and academic records.
iv.
The performance and results of summative and formative assessments must

be made available to students through appropriate mechanisms.
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v.
The HEP should provide feedback to the students on their academic

performance to ensure that they have sufficient time to undertake remedial
measures. Necessary measures must be undertaken to provide feedback on
performance, review and corrective measures to the students.
vi.
For research mode programme, the students should be examined by at least

two examiners, one of which is an external examiner. For mixed mode
programme, procedures for assessment of thesis should be established by
the HEP.
vii.
The department should advise the examiners to adhere to a stipulated time

for objective assessment so that viva voce could be conducted.
viii.
The HEP must provide mechanism for students to appeal on their viva voce
result. The HEP should have a mechanism to review and implement new
methods of assessment.
i. Internal and external stakeholders should be involved in improving the system

of student assessment.
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AREA 4: STUDENT SELECTION AND SUPPORT SERVICES

In general, admission policies of the programme need to comply with the prevailing
policies of the Malaysian Ministry of Higher Education (MOHE). There are varying
views on the best approach for student selection. Whatever the approach used, the
HEP must be able to defend its justifications and maintain the consistency of its
implementation. The number of students to be admitted to the programme is
generally determined by the capacity of the HEP and the number of qualified
applicants. HEP admission and retention policies must not be compromised for the
sole purpose of maintaining a desired enrolment. If an HEP operates geographically
separated campuses or if the programme is a collaborative one, the selection and
assignment of all students must be consistent with national policies.
4.1
Admission and Selection
4.1.1 Benchmarked standards
Masters Degree
i.
A relevant Bachelors degree with minimum CGPA of 2.70 (or equivalent)

from institutions of higher learning recognised by the University Senate; or
ii.
Other certificate that is recognised as equivalent to a Bachelors degree or

other relevant professional qualification and experience that are recognised
by Senate.
Application from candidates with Bachelors degree whose CGPA is below the
minimum requirement but with relevant working experience in respective fields can
be considered.
If required, for international students, minimum TOEFL score of 500 or minimum

IELTS score of 5.5 or equivalent proficiency and recognised by Senate.
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Doctoral Degree
i.
A relevant Masters degree from institutions of higher learning recognised by

Senate; or
ii.
Other certificates that are recognised as equivalent to a Masters degree or

other relevant professional qualifications and experience that are recognised
by Senate.
If required, for international students, minimum TOEFL score of 550 or minimum

IELTS score of 6.0 or equivalent proficiency and recognised by Senate.
Masters Degree
i.
Applications from candidates with Diploma qualification in the relevant fields,

with a minimum of 10 years relevant experience, would be required to
undertake and pass a specified number of related final year subjects.
Doctoral Degree
i.
A relevant Bachelors degree with first class or equivalent and approved by

Senate.
ii.
Applications from candidates without a Masters qualification, but with a

Degree qualification with a minimum CGPA of 2.50 in the relevant fields, and
a minimum of 10 years experience would be considered.
4.2
Articulation
Regulations,
Credit
Transfer
and
Credit
Exemption
Masters and Doctoral Degree

i.
The information on policies, regulations and processes of credit transfer,

credit exemption and articulation practices must be documented in HEP
policies and regulations for the programme.
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ii.
The document must be accessible to graduate students and staff.

i.
The HEP should keep itself updated in regards to the processes of

articulation, credit transfer and credit exemptions including national and
international collaborative provision.
4.3
Transfer of Students
Masters Degree
i.
The HEP must have well defined and effectively disseminated policies,
regulations and processes concerning articulation practices and the transfer
of students from one programme to another or from one HEP to another.
Doctoral Degree
The HEP must have well defined and effectively disseminated policies, regulations
and processes concerning:
i.
articulation practices and the transfer of students from one programme to

another or from one HEP to another.
ii.
articulation practices for conversion of programme from Masters to Doctoral

Degree.

i.
The HEP should keep itself updated in regards to the processes of

conversion.
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4.4
Student Support Services and Co-Curricular Activities

The HEP must have in place the following:
i.
An organisational structure that provides support services and graduate

students activities that cater for local and international students.
ii.
The HEP must provide supporting services, which are essential for student
wellbeing such as:
Health Services
Recreation and sports Facilities
Security
Counseling Services
Internet service

The HEP should provide supporting services, which are essential for student
wellbeing such as:
Accommodation
Health Insurance
Financial Aid
Transportation
4.5
Student Representation and Participation

i.
The HEP must have well-defined and effectively disseminated policies,

regulations
and
processes
concerning
student
representation
and
participation.
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i.
All student activities should enhance soft skill attributes, such as managerial
and leadership experience and community engagement.
4.6
Alumni

i.
The HEP must have well defined and effectively disseminated policies,
regulations and processes concerning development and operation of the
alumni.
ii.
The HEP must foster linkages with its alumni.

i.
The HEP should encourage the alumni to play a role in preparing the
graduate students for their professional future.
ii.
The HEP should encourage the alumni to contribute to the development of the
HEP.
iii.
The alumni should be involved in linking the HEP with the community.
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AREA 5: ACADEMIC STAFF

The quality of the academic staff is one of the most important components in
assuring the quality of higher education and thus every effort must be made to
establish proper and effective recruitment, service, development and appraisal
policies that are conducive to staff productivity. It is important that every programme
has appropriately qualified and sufficient number of academic staff, in a conducive
environment that encourages recruitment and retention.
One of the functions of an academic staff would be actively involved in research and
consultancy. From the postgraduate research point of view, this would require the
academic staff to be a supervisor or advisor to research students. In order to ensure
that effective supervisory process takes place, sufficient mechanism should be in
place to periodically review and also ensure supervisors are exposed to best
practices in supervisory skills. It is crucial for the HEP to provide training for its
academic staff especially in terms of supervisory skills.
Work and its equitable distribution is one of the ways the HEP recognises
meritorious contribution for the purpose of promotion, salary determination or other
incentives. The equitable distribution of work helps ensure that such training can be
done systematically and fairly.

5.1
Recruitment and Management
i.
The HEP must have a policy and procedures for the recruitment of academic
staff.
ii.
The terms and conditions of service must be clearly stated in the offer letter
and reviewed from time to time.
iii.
The minimum qualifications of the academic staff must be clearly stated.

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a) To be a supervisor, one must have a minimum qualification of the same

level of degree applied by the candidate in the related field.
b) In the case where the supervisor is without the minimum qualification,
extensive experience in research and supervision must be considered as
additional criteria to supervise a candidate subject to approval of senate.
iv.
The research skills, specialisations and qualifications of the academic staff as

a supervisor must commensurate with the research areas of students.
v.
Recognition and reward through promotion and / or salary increment or other

remunerations must be based on appropriate work distribution and
meritorious supervision using transparent policies and procedures.
vi.
The HEP must establish a guideline in relation to a supervisor.

a) HEP must have documented roles and responsibilities of supervisors.
b) The HEP must establish a guideline that prescribes ethical principles and
guidelines for the purpose of assisting academic staff employed by the
HEP in the identification and resolution of ethical issues which may arise in
the course of their work.
c) The HEP has an expectation on academic staff to carry out all activities
with academic integrity and in compliance with all applicable laws, rules
and regulations. Supervisors should adhere to the rules, regulations, code
of practices and policies applicable in the HEP and its Code of Conduct.
Failure to comply may result in disciplinary action, including termination of
services.
d) The HEP must ensure and monitor appropriate supervisor to student ratio
as such that the student would receive effective supervision which leads to
a successful completion of the degree.
vii.
The HEP must have a recruitment policy that will ensure quality and
sustainability of the programme.
i.
The HEP should also have the mechanism for monitoring supervision process
and appraising supervision in place.
ii.
The HEP should initiate and encourage national and international linkages in
enhancing the quality of supervision.
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5.2
Service and Development
i.
The HEP must have clear policy on service, professional development,

appraisal and training of the academic staff which match the human resource
needs of the programme.
ii.
The HEP must encourage academic staff to engage in scholarly activities to

attain national and international recognition.
iii.
The HEP must facilitate training in supervision for supervisor.
i.
The HEP should encourage and duly recognise participation in professional,

academic and research communities at national or international level.
ii.
The HEP should encourage research activities beyond postgraduate research

that will benefit the industry and community.
iii.
The HEP should have in place a mentoring system for the enhancement of
supervision.
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AREA 6: RESEARCH RESOURCES

Adequate research resources are necessary to support the research activities.
These resources include physical facilities, human capitals, financial allocation,
online resources and network & collaborators.
Where appropriate, research facilities are included as part of educational resources

because a research-active environment improves the quality of higher education.
A research culture attracts high calibre academics that engender critical thinking and
enquiring mind, contributing further to knowledge advancement.
Active students are best suited to interpret and apply current knowledge for the
benefit of academic programmes and the community.
Active researchers also attract grants that increase the number of research among
staff and boost their morale. Interdisciplinary research has positive effects on
academic programmes.
A research-active environment provides opportunities for students to observe and
participate in research through electives or core courses.
Exposure to an environment of curiosity and inquiry encourages students to develop

lasting skills in problem-solving, data analysis and continuous updating of
knowledge.
A balanced and proportional increase in the direct and indirect educational resources
supports effective teaching-learning.
Adequate quantity of physical and financial resources and services are crucial.
Equally important, if not more so, is the quality, relevance, accessibility, availability
and delivery of such resources and services, and their actual utilisation by students.
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These considerations must be taken into account in evaluating the effectiveness of

educational resources.

6.1
Physical Facilities
The physical facilities of a programme are largely guided by the needs of the specific
field of research. These physical facilities include the appropriate space, equipment
and supporting facilities for administration, teaching-learning and research activities.
6.1.1. Benchmarked Standards
i.
The programme must have sufficient and appropriate physical facilities to

support research activity effectively.
ii.
The physical facilities must comply with the relevant laws, and with health and
safety regulations.
iii.
The HEP must have a guideline regarding physical facilities allocation

according to the need of the programme.
iv.
The HEP must have a policy regarding the selection and effective use of
electronic devices, internal and external networks, and other effective means
of using information and communication technology (ICT) in the programme.
This includes coordination with the library services.
v.
The library or resource centre must have adequate space and up-to-date
references.
vi.
Students must have access to the relevant facilities within and outside the
HEP according to their research activities.
6.1.2. Enhanced Standards
i.
The physical facilities should continuously be maintained, improved or

replaced to keep up with the programmes development.
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ii.
Students should have opportunity to be trained on the usage of relevant

facilities according their research activities.
iii.
The physical facilities should be user friendly to those with special needs.
iv.
The physical facilities should possess accredited laboratory based on national

and international standards.
6.2
Human Capitals
Human capitals are those who have been trained from various disciplines or with
considerable knowledge and experience in the research areas, methodologies, and
related matters to the research activities. They would either advice or deal with the
problems and provide training on research processes and activities. The human
capitals can be provided internally by the HEP or acquired from an external source.
6.2.1 Benchmarked Standard
i.
The department must have a policy or guideline on the management of

human capitals during the planning, implementation and evaluation of the
programmes.
i.
The department should monitor the quality of the human capital.
ii.
The department should recognise the contribution of the human capital

towards the programme.
6.3
Financial Allocation
Financial allocation refers to disbursement of fund for the management and

sustainability of the programme.
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i.
The HEP must have a clear line of responsibility and authority for budgeting
and resource allocation that take into account the specific needs of the
programme.
ii.
The department must have budgetary and procurement procedures to ensure

that its resources are sufficient and that it is capable of utilising its finances
efficiently and responsibly to achieve its objectives and maintain high
standards of quality.
iii.
The financial allocation must be adequate to support the programme.
6.3.2 Enhanced Standard
i.
Those responsible for a programme should be given sufficient autonomy to

appropriately allocate resources to achieve the programme goals and to
maintain high research standards.
6.4
Online Resources
Online resources refer to services that offer resources for self-access such as ejournals, e-books, patent databases and search engine to support research
activities.
6.4.1. Benchmarked Standards
i.
Online resources must be available to support research activities.
ii.
Students must have access and be trained to use the online resources.
iii.
The HEP must provide mechanism for procurement, disseminating and

monitoring on the usage of the online resources.
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6.4.2. Enhanced Standard
i.
The HEP should facilitate collaboration to encourage knowledge sharing

among local and / or international students.
6.5
Network and Collaborators
Refer to participating and sharing of intellectual knowledge, facilities and services

among researchers and institutions at local and international levels.
6.5.1. Benchmarked Standard
i.
The HEP must facilitate networking and collaboration among researchers and
institutions at local and international levels.
6.5.2. Enhanced Standards
i.
The HEP should have networking and collaboration with other relevant
institutions, nationally and internationally, and a clear policy and future
planning on such activities.
ii.
The HEP should provide appropriate facilities and adequate financial

allocation for networking and collaboration among researchers.
Page 28 of 36
AREA 7: PROGRAMME MONITORING AND REVIEW

Unlike the coursework programme, a research programme does not have a specific
syllabus for students. Research is performed by a student based on a given problem
under the guidance of one or more supervisor(s). The research typically involves
solving problem(s) in a topic that normally requires two to three years of research.
The problem to be solved is either determined by the supervisor(s) or proposed by
the student / sponsor but endorsed by the supervisor, and this problem does not
have a prior solution before this.
The programme can only be offered in the HEP after an approval has been obtained
from the Ministry of Higher Education.
7.1
Mechanisms for Programme Monitoring and Review
i.
Each programme at the HEP must be monitored by the department as

authorised by the Senate.
ii.
The HEP must have the mechanism to manage and coordinate the
programmes so as to meet all requirements especially with regard to quality
assurance. The department, in turn, must monitor the running of the
programmes in the interest of the stakeholders.
iii.
For monitoring and evaluation, the following methods must be used to

improve the quality of the programme:
a) Student performance (student results)
b) Achievement of programme objectives
c) Feedback from External Assessors
iv.
A student performance in a research programme must be measured through

the successful fulfilment of all programme requirements, namely:
a)
The completion of required courses;

Page 29 of 36
v.
b)
A thesis, and
c)
its successful defence (viva voce)
The research progress of a student must be constantly monitored through the

following mechanisms:
a)
The student is evaluated through the research proposal and its

presentation.
b)
The student performance is evaluated through the Supervisory Report

and Progress Report at the end of every semester.
c)
vi.
Thesis submission and its defence at the end of the study period.
Research in a programme must be carried out independently and in

compliance to a set of programme guidelines which should be accessible by
supervisors and students.
vii.
Any change or new proposal for the procedures and processes must be
approved by the HEP.
viii.
In producing quality graduates, the HEP must specify the attributes for
graduates in the programmes, as follows:
Learning Outcomes

(1)
master knowledge in the relevant field;
(2)
apply practical skills in the relevant field;
(3)
organise ideas related to societal issues in the relevant field;
(4)
conduct research with minimum supervision and adhere to the legal,

ethical and professional code of practice in the relevant field;
(5)
communicate and work effectively with peers and stakeholders

indicating leadership qualities;
(6)
devise solutions to problems in the relevant field using scientific and

critical thinking skills; and
(7)
manage information to develop lifelong learning in the relevant field.

Page 30 of 36
(1)
synthesise knowledge in the relevant field;
(2)
adapt practical skills leading towards innovative ideas in the relevant

field;
(3)
provide professional services to society in the relevant field;
(4)
conduct research independently and adhere to the legal, ethical and

professional code of practice in the relevant field;
(5)
communicate and work effectively with peers, scholarly communities

and stakeholders, while displaying leadership qualities;
(6)
appraise problems in the relevant field critically using scientific skills;

and
(7)
integrate information to develop lifelong learning in the relevant field.
Note: For the industrial PhD programme, in the relevant field should be read
as in the relevant industry.
ix.
In producing these attributes, a set of criteria for master and doctoral degree
by research from Malaysian Qualifications Framework (MQF) must be drawn
(MQF, Appendix 1) as follows:
(1)
show a systematic comprehension and in depth understanding of a

discipline and mastery of skills and research methods related to the
field of study;
(2)
show capabilities to generate, design, implement and adopt the integral

part of research process with scholarly strength;
(3)
contribute to the original research that has broadened the boundary of

knowledge through an in-depth dissertation, which has been presented
and defended according to the international standards including writing
in internationally refereed publications;
(4)
make critical analysis, evaluation and synthesis of new and complex

ideas;
(5)
communicate with peers, scholarly communities and society at large

concerning the field of expertise; and
(6)
promote the technological, social and cultural progress in a knowledgebased society in the academic and professional contexts.
Page 31 of 36
x.
Any change to the existing programme or a new proposal must be discussed

thoroughly according to the process. The feedbacks from any committee
involved must be taken into consideration if required.
xi.
The department must establish review committee(s), which the structure and
term of references are clearly defined.
i.
Structure and terms of reference of the programme review committee will

facilitate in identifying weaknesses and improving the programme.
ii.
The main contribution from a graduate research student is the thesis. Besides
thesis, publications in journals and conference proceedings, copyright, patent,
and commercialisation are other indicators of a good research.
iii.
Post-graduation performance should be assessed through longitudinal / tracer

study.
iv.
Every programme in the HEP should have its own mapping according to its
learning outcomes, and might differ from one another.
v.
The department should review and analyse the overall achievement of the
programme objective (PO) of the programme and from this analysis; the
review of the implementation of the programmes will take place if required.
7.2
Involvement of Stakeholders
7.2.1 Benchmarked Standard
i.
Stakeholders must be consulted in reviewing the programme.
7.2.2 Enhanced standard
ii.
Research programmes at the HEP normally does not involve professional

bodies and associations. The department should form a Programme Advisory
Panel, appointed by the relevant authority.
Page 32 of 36
AREA 8: GOVERNANCE, LEADERSHIP AND ADMINISTRATION

There are many ways of administering a programme and the methods of
management differ between HEPs.
Nevertheless, governance that reflects the leadership of a programme must

emphasise on excellence and scholarship.
At the departmental level, it is crucial that the leadership provides clear guidelines
and direction, builds relationships amongst the different constituents based on
collegiality and transparency, manages finances and other resources with
accountability, forge partnerships with significant stakeholders in educational
delivery, research and consultancy and dedicates itself to academic and scholarly
endeavours.
Whilst formalised arrangements can protect these relationships, they are best
developed by a culture of reciprocity, mutuality and open communication.

8.1
Governance

i.
The policies and practices of the department must be consistent with the
statement of purpose of the HEP.
ii.
The department must clarify its governance structures and functions, the
relationships with internal and external entities, and their impact on the
programme. These structures and functions, and relationships must be
communicated to all parties involved based on the principles of transparency,
accountability and authority.
iii.
The department must clarify its academic authority such as senate committee.
iv.
The department committee must be active in policy-making.

Page 33 of 36
v.
Mechanisms to ensure functional integration and comparability of research

quality must be established for programmes conducted in campuses that are
geographically separated.

i.
The department should have a comprehensive, interconnected and

institutionalised committee system responsible for programmes that takes into
consideration, among others, internal and external consultation, feedback,
current issue, networking and collaboration.
ii.
The governance principles should reflect the representation and participation

of academic staff, students and other stakeholders.
8.2
Leadership of The Programme

i.
The criteria for the structure, appointment and the responsibilities of the
leadership for the programme must be clearly stated.
ii.
The leadership of the programme must be held by those with the appropriate
qualifications and experience, and with sufficient research background.
iii.
Mechanisms and processes must be in place to allow for communication

between the programme and the HEP leaderships in relation to matters such
as human resource management, graduate student management, allocation
of research resources and decision making processes.
iv.
The quality of service and the leadership must be evaluated at defined

intervals.

i.
The leadership should take on the responsibility of creating a research

environment that generates innovation and creativity.
Page 34 of 36
8.3
Administration of The Programme

i.
The administrative staff of the department must be qualified, appropriate and

sufficient to support the implementation of the programme and related
activities, and to ensure good management and deployment of the research
resources.
ii.
The procedure and related document must be made available for the
administration of the programme.
iii.
The
department
must
conduct
regular
performance
review
of
the
programmes administration.
i.
The department should have an advanced training scheme for the

management and administrative staffs to fulfill the specific needs of the
programme, for example, risk management, maintenance of specialised
equipment, and additional technical skills.
8.4
Academic and Research Records

i.
The departmental policies and practices concerning the nature and security of
records related to the programme must be consistent with that of the HEP,
fund provider and also comply with the relevant law and regulation.
ii.
The department must implement policies that have been established by the
HEP on the rights of individual privacy and the confidentiality of records.

i.
The department should continuously review policies on security and efficient

retrieval of records including increased use of electronic technologies and its
safety systems.
Page 35 of 36
AREA 9: CONTINUAL QUALITY IMPROVEMENT

HEPs are responsible for quality postgraduate programmes regardless whether they
are research based, or mixed mode based. The Malaysian Government targets
60,000 PhD holders by the year 2023. Hence HEPs must ensure PhD holders
graduated are world class researchers, knowledge workers with the ability to provide
solutions to future problems and issues. In order to do so, HEPs must be
continuously engaged in constant quality improvements of their postgraduate
programmes amidst a dynamic environment.

9.1
Quality Improvement
9.1.1
Benchmarked Standards
i.
The department must have a strategic planning session which encompasses

targets set by the HEP for the year and mechanisms to reach the targets.
ii.
The department must have staff who are responsible for continual quality
improvement.
iii.
The department must engage internal and external stakeholders in activities

that can contribute towards the continual improvement of the programme.
i.
The HEP should have a quality unit to ensure compliance of the stated policy,
processes and procedures.
ii.
The HEP should have a rewards-and-sanctions system to cultivate quality

culture.
iii.
The HEP should have periodical review for continual quality improvement of
the programme.
Page 36 of 36

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STANDARDS: MASTERS AND DOCTORAL DEGREE

AREA 1: VISION, MISSION, EDUCATION GOALS AND LEARNING

STANDARDS FOR AREA 1

Statement of Programme Aims, Objectives and Learning

1.1.1 Benchmarked Standards

The programme aims, objectives and learning outcomes must be consistent

The programme aims, objectives and learning outcomes must encompass

1.1.2 Enhanced Standards

The aims, objectives and learning outcomes of the programme should

The internal and external stakeholders should be representative of various

The programmes aims, objectives and learning outcomes should be

1.2. The Scope of Learning Outcomes

1.2.1 Benchmarked Standards

Professionalism; Communication, Leadership and Team Skills; Problem

Masters Degree by Research

Doctoral Degree by Research

Masters Degree by Research

(4) Dependent on the programme of study / discipline, the length of the

Doctoral Degree by Research

Written permission from the school must be sought before a

b) maximum length (excluding footnotes, appendices, tables

The programme must demonstrate how the defined research components

The achievement of the learning outcomes must be continuously assessed

1.2.2 Enhanced Standards

The programme should specify the link between research competencies

AREA 2: CURRICULUM DESIGN AND DELIVERY

STANDARDS FOR AREA 2

2.1.1 Benchmarked Standards

The department or faculty must have sufficient autonomy to design the

2.1.2 Enhanced Standards

The HEP should have clearly stated policies on conflict of interests,

Programme Design and Supervision

2.2.1 Benchmarked Standards

The department or faculty must have a defined process by which the

The programme structure, approach, and supervision must be appropriate

There must be a variety of academic activities in order to achieve the learning

2.2.2 Enhanced Standards

The programme structure should encourage multi-disciplinary approaches to

The programme should be considered only after a needs assessment has

There should be community engagement activities that will enrich students'

There should be collaborative participation e.g. joint supervision, student

2.3.1 Benchmarked Standards

The programme must be periodically reviewed to keep abreast with scientific,

2.3.2 Enhanced Standards

The HEPs should identify niche areas and research strengths.

Management of The Programme

2.4.1 Benchmarked Standards

The programme must have an appropriate coordinator with authority and

The department or faculty must provide its student a conducive learning

2.4.2 Enhanced Standards

Innovations to improve supervision should be developed, supported, and

The review and evaluation of the programme should involve stakeholders as

Linkages with External Stakeholders

2.5.1 Benchmarked Standards

2.5.2 Enhanced Standards

Students should be given the opportunity to develop linkages with external

AREA 3: ASSESSMENT OF STUDENTS

STANDARDS FOR AREA 3

Relationship between Assessment and Learning

3.1.1 Benchmarked Standards

Assessment principles, methods and practices must be aligned to the learning

Summative assessment is used to assess all learning outcomes of a doctoral

The department must monitor student assessment to reduce curriculum