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)

No.
1 2 3 4 5 Name of Faculty/School/ Department/Centre Faculty of Agriculture Faculty of Forestry Faculty of Veterinary Medicine Faculty of Economics and Management Faculty of Engineering Number of Programmes Offered 5 2 1 3 8
6
7 8 9
Faculty of Educational Studies

Faculty of Science Faculty of Food Science and Technology Faculty of Human Ecology
11
2 2 5 2
10 Faculty of Modern Languages & Communication

No. Name of Faculty/School/ Department/Centre
Number of Programmes Offered

4 6 1 2 2
11 Faculty of Design and Architecture 12 Faculty of Medicine and Health Sciences Faculty of Computer Science and Information Technology Faculty of Biotechnology and Biomolecular 14 Sciences 13 15 Faculty of Environmental Studies Faculty of Agriculture and Food Sciences 16 (Universiti Putra Malaysia Bintulu Sarawak Campus)
No.
Name of Faculty/School/ Department/Centre
Number of Programmes Offered 56 4
17 School of Graduate Studies 18 Graduate School of Management Centre of Foundation Studies for Agricultural Science
19
1
18 141
20 Centre for External Education TOTAL NO. OF PROGRAMMES OFFERED
Total Number of Academic Staff as of 31 December 2008

Status Academic Qualification PhD Master Bachelor Diploma Professional* Others Sub-total Number of Staff
Local
849 418 0 0 110 0 1377 0 239 304 0 0 0 543 1920
Foreign
49 8 0 0 10 0 67 0 0 0 0 0 0 0 67
Full-time
Part-time
PhD Master Bachelor Diploma Professional ? (ada *) Others Sub-total Total
Total 898 426 0 0 120 0 1444 0 239 304 0 0 0 543 1987
* Masters in Medical Speciality/MRCP/MRCPath
Total Number of Students as of 31 December 2008

Number of Students
Undergraduate Total Local Foreign Local Foreign Postgraduate
Total
Total
Fulltime Male Parttime Fulltime Female Parttime Total
5570 1193 11892 2227 20882
34 0 48 0 82
5604 1193 11940 2227 20964
2032 0 3167 0 5199
1572 3604 0 0
9208 1193
879 4046 15986 0 0 2227
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. 2. 3. 4. 5. 6. 7. 8. 9.
Vision, mission, educational goals and learning outcomes Curriculum design and delivery Assessment of students Student selection and support services Academic staff Educational resources Programme monitoring and review Leadership, governance and administration Continual programme quality improvement
AREA 1
VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES
1.1
1.2
1.3 1.4
Statements of Vision, Mission and Educational Goals Participation in the Formulation of Vision, Mission and Educational Goals Academic Autonomy 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. 2. 3. To produce quality graduates who are competitive and resilient To enhance the quality of UPM students through inculcation of soft skills 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
To produce quality graduates who are competitive and resilient To enhance quality of UPMs students through inculcation of soft skills To transform UPM into a renowned research university
Learning Outcomes
Social responsibility, research attainment, community involvement, ethical values and leadership Social responsibility, research attainment, community involvement, ethical values and leadership Research attainment and 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
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
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.
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
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
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
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
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.
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.
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
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
Soft Skills
Communication skills Critical thinking and problem solving Lifelong learning Teamwork skills Entrepreneurship skills Morals and professional ethics Leadership skills
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 Curriculum Content and Structure Management of Programmes Linkage with External Stakeholders Articulation Regulations, and Credit Transfer and Exemption
2.2 2.3 2.4 2.5
2.1 Curriculum Design and TeachingLearning 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 TeachingLearning Methods (2) Guiding Principles (contd)
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)

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
skills ability to manage information through the use of ICT critical thinking, and investigative and problem-solving
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

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 1525% 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
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.
Seven LOs address the soft skills. Two LOs address the intellectual and practical
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.
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
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
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
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
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.
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.
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
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
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.
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.
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.
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
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 studentcentred teaching and learning Increasing the number of placements for industrial training and internship
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-Chancellors Fellowship and the Anugerah Pengajaran Putra
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 facultys 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 facultys 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 3.2 3.3 Relationship Between Assessment and Learning Assessment Method 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/ Educational goal
Learning method
Assessment method (Examples)
Knowledge
Student-Centred Learning (SCL), lecture, tutorial, selfdirected learning
Oral and written examination, viva, portfolio
Psychomotor/ Practical/ Technical skills
SCL, lecture, tutorial, Practical / project lab practicum, practical report, observation, training, portfolio self-directed learning

Learning method
SCL, TeacherCentred Learning Critical thinking and (TCL), lecture, scientific approach practical, tutorial, self-directed learning Communication skills
Final examination, project / term paper, practical,
SCL, PBL (Problem-Based Learning), case study,
Seminar, group work, scenario based case study

Learning method
Social skills and responsibility
Group work, industrial visit, practical training, outbound, home visit
Report, observation, log book, portfolio, scenariobased case study

Report, observation, peer review, supervisory report, clinical examination, portfolio, scenario-based case study
Professionalism, values, attitudes and ethics
Group work, industrial visit, practical training, outbound, home visit

Learning method
Lifelong learning and information management
Assignment, industrial SCL, PBL, case /practical /clinical training, study, project basedfinal year project, portfolio, problem solving scenario-based case study Seminar, group work, class participation, industrial training performance and report, portfolio, scenariobased case study
Managerial and entrepreneurial skills
SCL, TCL, selfdirected learning
Learning method
Leadership skills
Group work, Report, observation, peer industrial visit, 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 Engineering Accreditation Body Engineering Accreditation Council Board of Counsellors Malaysian Veterinary Council Board of Architects (ILAM) Malaysian Medical Council Malaysian Institute of Accountants Malaysian Nursing Board
Guidance and Counselling

Veterinary Medicine Architecture Landscape Architecture Medicine
Accountancy
Nursing
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 facultys 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 4.2 4.3 4.4 4.5 Admission and Selection Transfer of Students Student Support Services and Co-Curricular Activities Student Representation 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 bachelorlevel 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 Bachelors programmes done by UPM
Responsibility for Selection Policy (2)
UPMs 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 10000 8000 6000 4000 2000 0 2008 2009 2010 2011 2012 Year 2013 2014 2015
Diploma / Foundation Undergraduate Postgraduate
Appeal Mechanisms (1)
Undergraduate admission application results are announced via mail or UPM and MoHE websites Unsuccessful candidates may appeal through MoHE eappeal 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
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
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 Registrars 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 Departments 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, finalyear 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 facultys 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
Governments 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 1000
Number of Lecturers
939 863 773
974
1018
800 600 400 200 0
2004
2005
2006 Year
2007
2008
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
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
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

Item Category of Academic Staff: Professors Associate Professors Senior Lecturers/Lecturers TOTAL Category of Students: Undergraduates 23 226 22 146 20 250 18 592 17 544 101 352 794 1 247 150 349 801 1 300 166 291 793 1 250 172 304 852 1 328 200 349 895 1 444 2004 2005 Year 2006 2007 2008
Postgraduates
TOTAL
5 098
28 324 1:22
3 657
25 803 1:19
4 533
24 783 1:20
6 859
25 451 1:19
7 650
25 194 1:17
Ratio:
StaffStudent
StaffUndergraduate
StaffPostgraduate
1:19
1:4
1:17
1:3
1:16
1:4
1:14
1:5
1:12
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 categoryProfessor: 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 Chancellors 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

No 1 Activity 2004 Competency Level Assessment (PTK) Compulsory participation in staff development such as LO workshops (starting 2006) Sabbatical leave with full pay and allowance Lecturers attending international conferences, seminars, workshops, symposium, courses Minimum 7 days per year compulsory inservice training 180 2005 249 2006 163 Year 2007 152 2008 310 Total 1054
2098
2812
1893
6803
20
18
10
33
37
118
70
105
124
153
230
682
3080
2294
6433
4522
16329
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.
1 2 3 4 5 6
Programme
Competency Level Assessment (PTK)
Incentives
Tenure, promotion and salary advancement Travel, food and lodging Seminar/Conference/Work allowances, and registration fees shop provided Sabbatical Leave Subspecialty Leave (only for medical lecturers) Postdoctoral Attachment Professional Attachment Full pay plus allowance Study leave benefits Study leave benefits Full pay plus allowance
Community Service Activities
No.
Major Community Service Activities
Date State Level
UPM Staff Participation (Number of Staff)

14 academic staff 24 support staff 17 academic staff 36 support staff 22 academic staff 57 support staff
Community Participation (Number of Staff)
Klinik Pengembangan dan Hari 1. Bersama Pakar Pertanian UPM at Peserai, Batu Pahat, Johor Seminar JKKK dan Hari Bersama 2. Pakar Pertanian UPM at Pekan District, Pahang PUSPATANI & Hari Terbuka 3. Bersama Pakar Pertanian UPM at Jeli District, Kelantan National Level Preview Bengkel Usahawan 4. Cendawan Bersama Utusan Mega
5. Bengkel Usahawan Kambing bersama Utusan Malaysia Mega
4 Sept. 2007 24-25 Nov. 2007 6 June 2008
102 participants
500 participants
325 participants
18 May 2008 14 -15 June 2008 15 -19 June 2008 18 June 2008
2 academic staff 12 support staff 3 academic staff 12 support staff 13 academic staff 62 support staff 6 academic staff
220 participants 150 participants
International Level International Conference on 6. Agricultural Extension Protem Global Extension 7. Association
252 participants 11 experts (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 (Hectares) 1023.00 715.00 20.23 1.96 0.50 4.35
No. 1. 2. 3. 4. 5. 6.
Location Main Campus in Serdang, Selangor Branch Campus in Bintulu, Sarawak Research Station in Semenyih Research Station in Batang Kali Research Station in Bukit Fraser Research Station in Cameron Highlands
7.
8. 9.
University Agriculture Park in Puchong Research Forest at Ayer Hitam Forest Reserve, Puchong Marine Research Station in Port Dickson
Total
162.69
1248.00 6.52
10. Hydroponics Research Station in Genting Highlands
4.25
3186.50
Current and Projected Physical Facilities for Educational Purposes

Educational Resources Academic and research facilities Farms and forest* Facilities for Students
* Exceeds Needs
Available 2008 (Hectares) 93.10 2895.90 193.10
Theoretical Needs by 2015 (Hectares)
Unmet Needs by 2015 (Hectares) 56.90 1552.90* 249.00
150.00 1343.00 441.10
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 Academics Professors Associate Professors Senior Lecturers/Lecturers Tutors Language Teachers & Instructors Subtotal Non-Academics Administrative and Professional Staff Contract & Temporary Staff (Non-Academic) Supporting Staff (Technical and Administration) Subtotal TOTAL
Number 200 349 895 543 38 2 025 523 884 2 786 4 193 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 material 2006 2007 2008
Books & audio RM 3,040,670.48 RM 4,417,360.31 visual Journal Online databases RM 3,390,357.29 RM 3,599,908.60 RM 4,365,921.34 RM 6,326,424.34
RM 5,247,065.38 RM 3,271,969.56 RM 7,067,226.26
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 BioSafety 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.
1. 2.
Centre of Excellence
Family, Adolescent, and Children Ruminant Diseases
Faculty
Human Ecology Veterinary Medicine
3.
4. 5.
Wildlife
Airborne Observatory Food Safety
Veterinary Medicine
Forestry Food Science and Technology
6.
7. 8. 9. 10. 11.
Housing
Sustainable Consumers Catalysts Science and Technology Environment Forensic Wireless and Photonics Networks Health
Engineering
Human Ecology Science Environmental Studies Engineering 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
Others, 519
Cited journals, 790
Conference papers, 1434
Non-cited journals, 341 Books, 90
Book Chapters, 219
Academic Publications (2007)
Number of Patents as of February 2008
50 45 40
47
35
30 25 20 15 10 5 0
28
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)

Sources of Funds Government Grant 2004 2005 2006 2007 (RM million) 417 441 586 2008
329
737
Other Income* Total Income Less : Expenditure

Surplus/ (deficit)
178 507 593

(86)
174 591 560

31
182 623 579

44
194 780 650

130
250 987 799

188
Average Cost per Student (2004-2008)

Year
2004 2005 2006
Cost per Student (RM)

21,218 21,029 22,674
2007 2008
27,743 32,424
Allocation of Development Fund

Activities Equipment New building Infrastructure and upgrading Total (RM million) 201.60 457.00 32.47 Percentage 29 66 5
Total Funding for R&D&C Activities (2004-2008)
Income from R&D&C Activities (2004-2008)
Income from Consultancy Activities (2004-2008)
Type of Assistantship Graduate Research Assistantship (GRA) Graduate Research Fellowship (GRF) PGD (University Postgraduate Research Scholarship Scheme) Special Graduate Research Assistantship (S-GRA)
Number of Application
216 1573 37
Number Approved
124 590 19
Percent Approved
57 38 51
435
421
97
Student Applications for Loans, Grants and Scholarship
AREA 7
PROGRAM MONITORING AND REVIEW
7.1 7.2 Mechanisms for Programme Monitoring and Review 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, infrastructure, 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)

Field of Study
Bachelor of Engineering
Veterinary Medicine Bachelor of Landscape Architecture Bachelor of Design (Architecture)
Accreditation Bodies
Engineering Accreditation Council Malaysia
Malaysian Veterinary Council Institute of Landscape Architects Malaysia (ILAM)
First Accredited
1980 1978
Frequency
Every 5 years
at discretion of MVC At discretion of ILAM
1996
Council of Architectural Education Malaysia
2006
Every 5 years
Programmes with Accreditation and Assessment Frequency (b)

Field of Study
Master of Landscape Architecture
Nursing
Accreditation Bodies
Institute of Landscape Architects Malaysia (ILAM)
Malaysian Nursing Board
First Accredited
2001
Frequency
At discretion of ILAM
Every 4 years
2006
Medicine
Malaysian Medical Council

Malaysian Institute of Accountants (MIA)
2005
Every 5 years
At discretion of MIA
Accountancy
1989
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
2007 1:12
Key Performance Indicator

Ratio of lecturerstudents Percent students with entry qualification of minimum CGPA 3.0 or equivalent Number of programmes receiving accreditation from professional bodies Percent graduates employed within six months of graduation
2005 1:23
2010 1:15
80
75.6
100
89
70
56.7
Percent international students
0.2
0.02
Outcome Indicators for Evaluating Programme Effectiveness Postgraduate

Target Key Performance Indicator
Ratio of lecturerstudents Percent students with entry qualification of minimum CGPA 3.0 or equivalent 2005 1:3 2010 1:4 75
Achievement
2007 1:6 65.5
Percent international students

Percent postgraduate students based on total student enrolment Ratio of number of students in programme with thesis to number of students in programmes with coursework
17
20
30
30
31
22.3
3.1:1
1.88:1
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 UPMs alumni, industries, government agencies, NGOs, and the mass media.
Strategies for Measuring Graduate Competencies (1)

Instrument Objectives
To measure the employability/ marketability of graduates; To assess the quality of academic programmes and the services provided by UPM
Methods
Frequency
Graduate Tracer Study
Online survey; Manual survey; Mail Survey
Twice a year: first six-month period and second sixmonth period
Employer feedback
To assess the perception of employers towards UPM graduates; To identify current employer needs
Online Once every survey; three years Mail survey

Instrument Objectives Methods
Questionnaire based on the 16 sub-elements of soft skills.
Frequency
To identify students Students Soft soft skills potential at Skills admission to determine Assessments suitable intervention - Entry level where necessary To assess the level of student satisfaction with curriculum, cocurriculum, facilities and administration
At least once a year
Exit survey
Questionnaire measuring satisfaction with the four service At least domains: once a year curriculum, cocurriculum, facilities and administration

Instrument
Finishing School Assessment
Objectives
To assess students readiness for the workplace
Methods
Frequency
Assessment during At least short courses twice a year
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 Acceptable Outcome
Score of 4.0
Mechanism
Sampling
Undergraduates and postgraduates New undergraduate students (every semester) Final year undergraduate students
Method of analysis
Questionnaire Five-point Likert scale measurement
Teaching Evaluation Students Soft Skills Assessment - Entry level Exit Survey
Questionnaire Four-point Likert scale measurement

Questionnaire Five-point Likert scale measurement
Score of 3.0
Score of 3.5
Evaluation Mechanisms and Minimum Outcome Requirement (2)

Mechanism Sampling Method of analysis Minimum Acceptable Outcome
80% survey forms returned
Score of 4.0
Trace Study
Laboratory Assessment Annual service assessment Peer assessment
All graduates
Online & Mail surveys Questionnaire Five-point Likert scale measurement Online analysis (eSSM)
Undergraduates
All academics Academics with <5 years service
Score of 80%
Peer evaluation during Score of 80% 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 Chancellors 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 8.2 8.3 8.4 8.5 Governance Academic Leadership Administrative Staff and Management Academic Records 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
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)
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 Director of Centre for Academic Development (CADe) - Director of the Sports Academy
Ex-officio members
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 BoD UMC The Senate
No. of meetings/year 4 39 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.
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.
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.
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 Ministers 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.
Undergraduate Students
For security: maintenance of a students 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.
Postgraduate Students
Records of students 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.
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 UPMs 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 UPMs 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
UPMs 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 University Strategic Plan Management Review Meeting Frequency Every three years/when required At least once a year Every five years/when necessary Resulting Improvement A clearer direction towards realising UPMs vision and mission Corrective and preventive actions aimed at achieving a consistent and continuous improvement in QMS
Curriculum
A more current and relevant curriculum

Improved management of academic matters Recruitment of better quality staff and reduction in brain drain
Academic Regulations Every five years UPM Service Guidelines (Buku Panduan Perkhidmatan UPM)
When required
Frequency of Reviews and Resulting Improvements (2)
Type of Review Financial Regulations (Peraturan Kewangan) Postgraduate Admission Guidelines (UPM Graduate Studies Rules 2003) Undergraduate Admission Guidelines (Panduan Kemasukan)
Frequency When required Every five years/when required Every year/when required
Resulting Improvement Improved financial management
Better quality candidates
Better quality candidates
Every three Guidelines for Thesis years/when Preparation required
Better quality theses
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 teachinglearning, 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

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ACADEMIC PERFORMANCE AUDIT

Name of Higher Education Provider (HEP)

Universiti Putra Malaysia

Name, Title and Designation of the Chief Executive Officer

Name and Address of Branch Campus

List of Faculties and Number of Programmes Offered as of 31 December 2008 (1)

Faculty of Educational Studies

10 Faculty of Modern Languages & Communication

List of Faculties and Number of Programmes Offered as of 31 December 2008 (2)

Number of Programmes Offered

List of Faculties and Number of Programmes Offered as of 31 December 2008 (3)

Name of Faculty/School/ Department/Centre

Number of Programmes Offered 56 4

20 Centre for External Education TOTAL NO. OF PROGRAMMES OFFERED

Total Number of Academic Staff as of 31 December 2008

PhD Master Bachelor Diploma Professional ? (ada *) Others Sub-total Total

Total 898 426 0 0 120 0 1444 0 239 304 0 0 0 543 1987

* Masters in Medical Speciality/MRCP/MRCPath

Total Number of Students as of 31 December 2008

Fulltime Male Parttime Fulltime Female Parttime Total

5570 1193 11892 2227 20882

5604 1193 11940 2227 20964

2032 0 3167 0 5199

879 4046 15986 0 0 2227

2451 7650 28614

THE NINE AREAS OF EVALUATION

1.1 Statements of Vision, Mission and Educational Goals (1) Vision:

1.1 Statements of Vision, Mission and Educational Goals (2)

The 10 UPM Goals

To strengthen UPM as a centre of excellence in agriculture education and research

1.1 Statements of Vision, Mission and Educational Goals (3)

Dissemination of Vision, Mission and Goals

Vision, Mission, Educational Goals And Learning Outcomes (1)

Involvement of these stakeholders

meetings discussions exchange of visits feedback

once every three years when necessary

1.3 Academic Autonomy (1)

Policy for Curriculum and Allocation of Resources

1.3 Academic Autonomy (2)

1.3 Academic Autonomy (3)

Right and Responsibility to Formulate Academic Programmes

1.3 Academic Autonomy (4)

Criteria and Input for Allocation of Resources

1.3 Academic Autonomy (5)

1.3 Academic Autonomy (6)

Management of Franchised Programmes

1.3 Academic Autonomy (7)

Policies and Practices in Teaching and Learning

1.3 Academic Autonomy (8)

1.3 Academic Autonomy (9)

Resource Allocation Review Process

1.3 Academic Autonomy (10)

Policies on Conflict of Interest

1.4 Learning Outcomes (1)

Expected Competencies and Attributes of Graduates

1.4 Learning Outcomes (2)

1.4 Learning Outcomes (3)

1.4 Learning Outcomes (4)

2.2 2.3 2.4 2.5

2.1 Curriculum Design and TeachingLearning Methods (1)

2.1 Curriculum Design and TeachingLearning Methods (3)

2.1 Curriculum Design and Teaching-Learning Methods (4)

2.1 Curriculum Design and Teaching-Learning Methods (5)