PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

EXECUTIVE SUMMARY This self-review report summarises the analysis of the strengths and areas of concern for all the nine areas of the University Teknologi Malaysia. It also describes the strategies for maintaining and enhancing the identified strength as well as outlining the steps that have been taken to address the problem areas. UTM being one of the oldest university in Malaysia and known for providing quality education in science and engineering, has established a clear direction the way forward through it vision and mission statement. The vision and mission was established through consultation with its wide range of stakeholders and disseminated down to the lowest level of staff through various means. The vision and mission are translated into educational goals as well as programme learning outcomes and curriculum for its core business process teaching and learning, and operational objectives such as research and publications. In order to achieve the stipulated outcomes, OBE approach has been adopted with the employment of various delivery methods. With a clear structure for monitoring and reviewing system, the programme performance was able to be monitored, measured, analysed as well as proposing counter actions for remedial and enhancement purposes. The running of the programme are supported by an up-to-date and well furnished educational materials and other library services, provided by the Sultanah Zanariah Library. Teaching and learning is enhanced by campus wide internet access and the use of information technology provided by the Centre for Information and Communication Technology, Centre for Teaching and Learning and other related units. With the availability of adequate, experience and qualified academic, management and support staff has further enhanced teaching and learning, research and publication activities. UTM has clear management structure to govern and manage finance and resources, and provides clear guidelines and direction to meet its goals. It also establishes dynamic policies and mechanism to constantly react to the need of constantly changing environment.

PART C SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

LIST OF CONTENTS
Executive Summary AREA : 1 AREA : 2 AREA : 3 AREA : 4 AREA : 5 AREA : 6 AREA : 7 AREA : 8 AREA : 9 10.0 Vision, mission, educational goals and learning outcomes Curriculum delivery Assessment of Students Students selection and support services Academic Staff Educational resources Programme monitoring and review Leadership, governance and administration Continual Quality Improvement Conclusions 3 5 7 9 11 15 17 19 21 i 1

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA: 1 VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES 1.1 1.1.1 Strengths of the HEP in meeting its goals; UTM has clear vision, mission and educational goals. The vision, mission and educational goals, based on a holistic philosophy statement and a guiding principle motto, are in line with the national aspiration and global developments. 1.1.2 The vision and mission statements are developed in extensive consultation with principal stakeholders and are being propagated by the highest level management and disseminated to its external and internal stakeholders. 1.1.3 UTM has educational goals that are clearly stated in its Policy and Codes of Practice for Teaching and Learning document. These become the main guide for all the faculties to plan and execute the academic programmes. 1.1.4 UTM has specified its own graduate attributes since 2004 and has been integrated in the curriculum since then. The attributes include several generic and professional skills such as communication, critical thinking, problem solving, teamworking, information management, lifelong learning, entrepreneurship, leadership, proactiveness, ethics and integrity. UTMs generic skills are comparable to the National Generic Skills. UTM also has postgraduate attributes and for some areas go beyond the minimum standard of generic skills determined by MOHE. 1.1.5 UTM has initiated the Outcome-based Education (OBE) since 2004. Most of the curriculum designs are based on this concept. This is also in line with MQAs and professional accreditation bodies requirement. 1.2 1.2.1 Areas of concern that need to be addressed; UTM recently reviewed its vision and mission statements so as to reaffirm its commitment and to be in line with the latest national and global developments. Although the official circular about the new vision and mission statements have been distributed to all faculties and divisions, many formal documents in circulation and for reference are still using the old vision and mission statements. stakeholders. This may create confusion among internal and external

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

1.2.2

The current Policy and Codes of Practice for Teaching and Learning do not include postgraduate studies. The policy and practices of postgraduate studies are documented in several documents and maintained by several divisions.

1.3 1.3.1

Strategies for maintaining and enhancing the strengths; New edition of current official university documents will reflect new vision and mission statements.

1.3.2

The University Quality Unit and the School of Graduate Studies should prepare and produce Policy and Codes of Practice for Teaching and Learning for postgraduate studies. This will ensure a common and easy reference for all the faculties to plan and execute the academic programmes.

1.4 1.4.1

Steps that have been taken to address the problem areas; Newly printed official university documents have used the new vision and mission statements. Faculties and divisions are in the process of reprinting new edition of the existing documents to replace the old ones.

1.4.2

A task force has been established to prepare and propose Policy and Codes of Practice for Teaching and Learning for postgraduate studies. The task force includes representatives from the University Quality Unit, the School of Graduate Studies, the Centre for Teaching and Learning and the Academic Management Division of the Registrars Office.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA: 2 CURRICULUM DESIGN AND DELIVERY 2.1 2.1.1 Strengths of the HEP in meeting its goals; UTM has developed Programme Specification for all its academic programmes. New students are provided with this programme specification as the main reference for their study in UTM. The programme specification clearly indicates the intended Programme Educational Objectives and the Programme Learning Outcomes of the programme. It clearly describes the technical and generic skills expected at the end of their study period in UTM and the expected professional knowledge, skills and attitudes during future employment. It also indicates the various teaching and learning methods and the assessment methods adopted for the programme. The specification also shows the programme structure which includes features, curriculum and award requirements. 2.1.2 UTM has a very clearly defined process to establish, review and evaluate the curriculum. The resources are adequate to support the curriculum design and delivery. Several units have been established to ensure the quality of curriculum design and delivery. Among others, UTM has the University Quality Unit, the Office of Undergraduate Studies, the Centre for Teaching and Learning, the School for Graduate Studies and the School of Professional and Continuing Education. These units together with the faculties work in synergy to offer quality academic programmes. UTM also works closely with the industries and constant feedbacks from them through industrial advisory panels are fed back for programme evaluation. 2.1.3 With the adoption of OBE, the university is clear with the needs of the programmes, taking into account the requirements and feedbacks of the stakeholders and the discipline requirements. The curriculum content structure and the delivery methods are spelled out in the programme specifications. 2.2 2.2.1 Areas of concern that need to be addressed; There are varying levels of understanding and implementation of the Outcomebased Education at the faculty level.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

2.2.2

There is no close monitoring of curriculum delivery at the university level. The responsibility is assumed at the departments and programme coordinators level.

2.3 2.3.1

Strategies for maintaining and enhancing the strengths; Continuous and effective awareness and training programmes are required to ensure full acceptance towrads OBE.

2.3.2

The University Quality Unit has to continuously audit the delivery of the curriculum as specified in the programme specification.

2.4 2.4.1

Steps that have been taken to address the problem areas; The Division of Human Capital Development of the Registrars Office together with the Centre for Teaching and Learning are organizing several training modules on quality educations. The training modules are either stand-alone or embedded in Penilaian Tahap Kecekapan (PTK) and Sijil Pengajaran Pengajian Tinggi (SPPT). The university is considering to make SPPT compulsory to all new academic staff.

2.4.2

The University Quality Unit has been empowered with bigger responsibilities (as compared to the previous unit of the Academic Quality Unit). More staff have been appointed to ensure more efficient and effective monitoring of any quality standards adopted.

2.4.3

The University is also reviewing its Vice Chancellor Quality Award. Starting this year two awards will be given to acadamic and non-academic units. As for the academic units, the assessment will be based on academic criteria for performance excellence. The academic audit will be part of the quality award audit.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA: 3 ASSESSMENT OF STUDENTS 3.1 Strengths of the HEP in meeting its goals;

3.1.1 The principles, methods and practices of student assessment are well aligned with learning outcomes and the curricular. 3.1.2 Assessment methods used throughout the study period are clearly specified in the Programme Specifications provided to students. Various methods are employed for the assessment of the students. There are also a Course Outline or a Lesson Plan for each course given to students at the beginning of every semester that specifically outlines the methods to be adopted for the course. The assessment is also aligned to the Programme Outcomes, Course Outcomes and taxonomy domains. 3.1.3 There is a systematic procedure in assessing students performance. The examination questions are properly vetted and the confidentiality of the examination papers is maintained. For undergraduate final year projects (considered as Capstone projects), design projects, master projects and dissertations and research thesis, panels of accessors are appointed to evaluate the works, in addition to the supervisors assessment. Where necessary, external examiners are involved in the assessment. 3.1.4 For the undergraduate programmes, course assessment reports are used to monitor students attainment of the learning outcomes. Students attainment is also monitored up to the highest level. 3.1.5 There is an online system for the undergraduate students to see their academic records including course results. 3.2 3.2.1 Areas of concern that need to be addressed; Assessment methods are not reviewed occasionally. There are normally reviewed during the curriculum review exercises. 3.2.2 Not all examination questions for postgraduate courses are vetted by the panel of assessors.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

3.2.3

Submission of a course assesment report is currently not enforced for postgraduate courses.

3.2.4

Unlike the undergraduate students, the postgraduate students do not have the online facility for them to check their unofficial semester results.

3.3. 3.3.1

Strategies for maintaining and enhancing the strengths; Occasional review of assessment methods is required. New methods should be introduced if possible.

3.3.2

The University Quality Unit and the School of Graduate Studies should prepare and produce Policy and Codes of Practice for Teaching and Learning for postgraduate studies. This will ensure a common and easy reference for all the faculties to plan and execute the academic programmes.

3.3.3

The SPSs Student Record and Course Registration System can be extended to allow postgraduate students to check their unofficial semester results. An online supervisory report and progress report can be developed for research students to monitor their own performance.

3.4 3.4.1

Steps that have been taken to address the problem areas; A task force has been established to review the existing Codes of Practice. Another task force has also been established to prepare and propose Policy and Codes of Practice for Teaching and Learning for postgraduate studies. The task forces includes representatives from the University Quality Unit, the Office of Undergraduate Studies, the School of Graduate Studies, the Centre for Teaching and Learning and the Academic Management Division of the Registrars Office.

3.4.2

The School of Graduate Studies has a formed a technical committee to look into the expansion of the existing Student Record and Course Registration System.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA: 4 STUDENTS SELECTION AND SUPPORT SERVICES 4.1 4.1.1 Strengths of the HEP in meeting its goals; UTM has a very clear criteria and processes of student admission. The criteria and processes are in accordance to the ministrys requirements. The university admission policy is based solely on meritocracy, thus, is free from gender, racial, religious and nationality discrimination. 4.1.2 The criteria and processes of selection are well published and communicated to students. Requirements on pre-requisite knowledge and skills are well specified and remedial supports are also available either through pre-requisites courses, foundation programmes or intensive english courses. 4.1.3 UTM has a clear and detail policies, regulations and processes of credit transfer, credit exemption and articulation practices for all her undergraduate and postgraduate programmes. These policies and regulations are are well published, disseminated and publicly accessible, especially to students through various means such as academic handbooks and websites. These policies and regulations are reviewed and updated based on the needs to keep abreast with the latest development. The academic-related policies are closely monitored and continually reviewed by the Senate Standing Committee and the Senate. 4.1.4 Support services are readily available and adequate for students to take benefit, either at the main campus or at the UTM Kuala Lumpur International campus. These physical, social, financial, recreational, counselling and health services are readily available and become the infrastructure for comfortable campus life. All units have clear functions and guided by specific Key Performance Index (KPI) in order to ensure the adequacy, effectiveness and safety of support services. 4.1.5 The campus life experience is nurtured through the First Year Experience (FYE) programmes monitored by the Office of Undergraduate Studies. The International Student Centre organises programmes for international students that create social and cultural awareness of local community. Students are encouraged to be a global ready graduates through UTM Global Outreach programmes.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

4.1.6 UTM welcomes suggestions and complaints from its students. There are many avenues for students to air grievances and make appeals relating to student support services, either through online or at service counters. 4.2 Areas of concern that need to be addressed;

4.2.1 There mechanism for selecting international students from different countries is currently inadequate. Even though NARIC system is employed, experience shows that some of the students are not ready for tertiary education. 4.2.2 Not all buildings are accessible by physically handicapped students. This limits the opportunity for them to utilise the facilities. The constraint is due to the standard imposed by EPU. 4.3 Strategies for maintaining and enhancing the strengths;

4.3.1 The School of Graduate Studies should share experience with other public IHLs through The Graduate School Deans Council on international students admission. 4.3.2 New buildings should accommodate the requirements of physically-handicapped students and the existing buildings should be enhanced. 4.4 Steps that have been taken to address the problem areas;

4.4.1 New buildings have been designed to be friendly to physically-handicapped students. Continuous effort has been done to enhance existing buildings using developmental budget. The high-level management has organised a formal dialogue with the OKU students to understand their problems. 4.4.2 UTM has launched the Global Outreach Programme 2009 to enhance academic opportunities beyond those offered by the university. The Office of International Affairs also has published UTM Internationalisation Policies and Regulations as a guide for students and staff mobility, and international research collaborations.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA: 5 ACADEMIC STAFF 5.1 Strengths of the HEP in meeting its goals;

5.1.1 Policies and procedures related to staff appointment, development and promotion are in place. 5.1.2 Being the largest engineering University, UTM has the highest number of PhD holders in engineering and technology in Malaysia. 5.1.3 Several units are formed to lighten and support the academic roles of the academic staff and the faculties. Among the units are the Office of Undergraduate Studies, the School of Postgraduate Studies, the School of Professional and Continuing Education, the Centre for Teaching and Learning, the International Student Centre, the Research Management Centre, the Bureau of Innovation and Consultancy and the University Press. These are in addition to other universitys service units. 5.2 Areas of concern that need to be addressed;

5.2.1 The total number of staff with PhD is considered low as compared to the number of students and the direction that the University is taking (to be a research university). 5.2.2 There is still an imbalance academic load at some faculties. This is especially true in the calculation of ratio between the graduate faculty members to postgraduate students. 5.2.3 Students assessment of academic staff is not fully implemented for

postgraduate courses. 5.3 5.3.1 Strategies for maintaining and enhancing the strengths; UTM is taking actions to increase the number of PhD holders. Refer also to para 6.4.4 of this Self- assessment report.

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

5.3.2

The University Quality Unit and the School of Graduate Studies plan to prepare and produce the Policy and Codes of Practice for Teaching and Learning for postgraduate studies. This will ensure a common and easy reference for all the faculties to plan and execute the postgraduate programmes.

5.4

Steps that have been taken to address the problem areas;

5.4.1 UTM has aggressively plan and implement steps to increase the number of PhD holders. Among others, sending more staff to do their PhD, close monitoring of staff doing PhD so that the number of casualties can be reduced and hiring international staff with PhD. UTM has retained graduate faculty members as contract staff. 5.4.2 UTM has developed a new staff performance evaluation system that balances the responsibility of academic staff in teaching, research and scholarly activities, consultancy, community services and administrative function in line with academic conventions. 5.4.3 New KPIs have been set to provide a clearer direction for the academic staff to excel.

10

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA 6 : EDUCATIONAL RESOURCES 6.1 6.1.1 Strengths of the HEP in meeting its goals; UTM being a public university is funded by the government has sufficient and well equipped laboratory, library, teaching and learning facilities for teaching and learning activities as well as for research purposes. ICT facilities cover campus wide wireless access i.e at all academic areas. UTM has been chosen as a reference for engineering laboratories facilities by the Economic Planning Unit (EPU). This indicates that the engineering laboratory facilities at UTM meet the training for engineering requirements as well as adequate. The construction of the universitys stadium and swimming pool is in progress which when completed will be an avenue for students to enjoy campus life. 6.1.2 The Universitys has a well equipped and managed library. Sultanah Zanariah Library has been ranked 82 in the top 300 academic repositories by the Webometrics Ranking of the World Repositories, awarded MS ISO9000 certification and Anugerah Kualiti Naib Canselor in 1999 houses more than half a million volumes of book and supported by more than 1.7 million online journal titles and other reference materials. It offers computerized library, CDROM networking and self check-out systems, and introduction of the Jabatan Sokongan Penyelidikan to assist students and staff in their research. 6.1.3 UTM has defined its research focus area and policy such that staff could align their research activities into the designated research clusters. Research activities are managed by the Research management Centre - a well structured one stop centre. UTM has also introduces research grant schemes to enhance research activities such as Institutional Research Grant for Academic Staff, New Academic Staff with PhD fund and Foreign Academic Visitors R &D Fund. 6.1.4 UTM has a clear policy and regulations on internationalization and to promote student and staff exchange programme. A certain amount of budget has been allocated for students to be sent abroad.

11

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

6.1.5

Teaching and learning activities are supported with e-learning, e-portfolio, e-PPP and English language Support Service (ELSP). UTM has established a centre where it main role is to promote quality teaching and learning.

6.2 6.2.1

Areas of concern that need to be addressed; Though UTM has more than 20 years of experience conducting research in various fields, it lacks the strong back-up of research grants to support research students. The availability of grant is solely depending on the funding provided by MOSTI and other funding organization.

6.2.2

It has been identified that publications in academic journals with significant impact factors is at the low side. The emphasis of UTM in the engineering fields has not helped as they are generally of low impact factors as compared to the natural sciences.

6.2.3

Historically, UTM starts as an institute which offers diploma and degree mainly in engineering. Due to the high demand in teaching and small numbers of scholarship available, academic staff are requested to further their studies in stages.. Many have to register for work once they have completed their Master Degree before they could pursue their PhD. As a result UTM has low numbers of academic staff with PhDs qualifications. This would limit the capability of UTM to receive large number of research students in terms of providing qualified supervision by academics with the appropriate level of training.

6.3

Strategies for maintaining and enhancing the strengths; To maintain and enhance the strengths, UTM has embarked on

6.3.1

Identifying research areas which will be the emphasis for research. Research Alliances are established meant to manage research activities and to continuously develop research facilities and resources.

6.3.2

Capitalising funding opportunity such as funding from Islamic Development Bank, World Bank RMK10 to further developed the available facilities and future requirements.

12

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

6.3.3

Enhancing current monitoring and reviewing system so as to be it more effective and responsive.

6.4

Steps that have been taken to address the problem areas; UTM has planned and taken actions to address the weaknesses encountered, amongst with are:

6.4.1

UTM has introduces an internal funding scheme for young and international contract academic staff. This is meant to provide an initial platform for these staff to kick start research. It is also meant to boost research interest among academic staff and indirectly increase the number of new researchers. This will in turn increase the number of research grant application.

6.4.2

UTM top management has strategically plans to transform UTM into research based university thus obtaining Research University status. With this status UTM is expected to receive grant annually. The transformation plan has been launched in the late 2008.

6.4.3

To boost publications: a. Incentive in monetary form is offered to staff that their papers have been published in reputable and high impact factor journals. b. It is a mandatory requirement that PhD students have to have their paper published in reputed journals in order for them to graduate. c. Number of papers published in a reputable and high impact journal for different category of academic staff is a major part of staff s annual KPIs d. Publications in particular research papers published in reputable and high impact factor journals has been made mandatory for promotion exercise. Lesser emphasis has been placed for papers presented in conferences.

6.4.4

To increase the number of staff with PhD qualification: a. Staff are encouraged to register for PhD study either locally or abroad. The Dean is requested to encourage and monitor staff that has not obtained their PhD and to plan to further their study.

13

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

b. Academic staff recruitment policy restricts only candidates having PhD degree should be recruited. c. Tutors recruited as staff are obliged to undertake their PhDs before being confirmed as permanent academic staff. d. To expedite the increase in number of PhD staff, recruitment of contract academic staff has been encouraged.

14

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA 7: PROGRAMME MONITORING AND REVIEW 7.1 7.1.1 Strengths of the HEP in meeting its goals; UTM has established a well and clear administrative structure for monitoring and reviewing of the programme at faculty as well as university level. At faculty level, performance of the students at course level is monitored by the lecturer himself and collective by the department. The Jawatankuasa Akademik is highest authorized entity to monitor the conduct of the programme. The design and curriculum is conducted by the Jawatankuasa Kurikulum which comprises of appointed number of academic staff; professors and senior lecturers. However, monitoring and approval is still under the jurisdiction of the Jawatankuasa Akademik. Similarly, the Jawatankuasa Pengajian Siswazah plays the same role as the Jawatankuasa Akademik for issues pertaining to postgraduate studies. At university level, monitoring is being done by the Jawatankuasa Tetap Senat for undergraduate as well as postgraduate and finally monitored by the Senate. 7.1.2 A comprehensive approach for programme monitoring and measurement based on OBE concept has been established by the faculty. The performance at course level is measured at the end of each semester and corrective action is proposed. The course outcome is mapped to the programme learning outcomes to ascertain whether the programme objective has been achieved. Programme measurement is also conducted through various surveys to determine the perspective of stakeholders on the student and graduate performance. 7.1.3 A wide range of stakeholders have been invited to participate in the programme monitoring and review. They are invited in the form of Industrial Advisory Board/Panel meetings and employer and alumni surveys. Students, in the form of Students representative are being invited in dialogs with the faculty administrators. 7.2 7.2.1 Areas of concern that need to be addressed; Even though the monitoring structure is well established, the emphasis is more towards undergraduate programme monitoring rather than postgraduate

15

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

programme. The data available from postgraduate programme monitoring and review is still rather scant since the programme is still at the early stage. 7.2.2 The programme monitoring and measurement based on OBE approach is established mainly for engineering faculty. However, it is still in the early stage of implementation for non-engineering faculties. The awareness among academic staff for programme monitoring and measurement based on OBE approach is still low. This will adversely affect the programme monitoring process. 7.3 7.3.1 Strategies for maintaining and enhancing the strengths; Series of workshops may need to be conducted to fine tune and simplify the existing approach so as to reduce workload on staff monitoring the programme. 7.4 7.4.1 Steps that have been taken to address the problem areas; A series of workshops has been conducted to enhance the awareness on programme monitoring based on OBE approach for non-engineering and postgraduate staff. Future workshops will involve all staff; academic, administration as well as technical supporting.

16

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA: 8 LEADERSHIP, GOVERNANCE AND ADMINISTRATION 8.1 8.1.1 Strengths of the HEP in meeting its goals; The organization structure of the HEP is well structured and clearly defined. The major permanent decisionmaking bodies are established with clear sets of roles and functions. The present set up of UTMs leadership, governance and administration ensures the consistency of policies and practices with the statement of purpose are in place. 8.1.2 UTM has made the appointment to the position of academic leadership more transparent. The candidate has to apply to the Human Capital Management, Office of Registrar for the intended position. The final selection will be under the jurisdiction of the Selection Committee. This has created an opportunity for staff that are qualified to be appointed to the intended position. 8.2 8.2.1 Areas of concern that need to be addressed; Even though there is a clear structure of organization and line of authority, not all information disseminated from the top management reaches the various levels of staff. Hence any changes and new policy could not be appreciated by the staff. In fact to some extend develops resistance to change. 8.3 8.3.1 Strategies for maintaining and enhancing the strengths; UTM top management will constantly review the system and policy to respond to the constantly changing environment. 8.4 8.4.1 Steps that have been taken to address the problem areas; The top management once in a while visited the faculty and unit to obtain first hand information regarding the well being of the faculty and units. Besides, a briefing by the Vice Chancellor is being conducted on a monthly basis to disseminate the current situation and the way forward of the university. 8.4.2 To ensure the direction of the university, transformation plan and changes are clearly communicated and understood, UTM has organized a massive Strategic

17

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

Planning session which involve every level of administrators using Balance Score card approach. 8.4.3 The University Management Group has been formed that comprises of all the Faculty Deans and directors of units and centres. This group is meant to be a platform for various management issues to be discussed and disseminated to the faculty/unit members through the Deans and Directors.

18

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

AREA: 9 CONTINUAL QUALITY IMPROVEMENT 9.1 9.1.1 Strengths of the HEP in meeting its goals; The University has set-up 2 entities dedicated to over-view the issues on quality i.e The Quality Council and the University Quality Unit (UKU). The Quality Council is responsible for policy making whilst the UKU is mainly the secretariat to implement what has been decided by the Quality Council. 9.1.2 The journey for inculcating quality in teaching and learning activities, administration etc. commences in 1999. To reward the faculty, unit or department that shows excellent achievement in quality, the University has introduced the Vice Chancellor Quality Award. The quality culture in UTM is very obvious with the certification of many of the faculty and unit with ISO 9000 and 5S. The ultimate achievement due to the quality movement was that UTM was awarded the Prime Minister Award in 1999. 9.2 9.2.1 Areas of concern that need to be addressed; The University Quality Unit is managed by a Director and assisted by 2 Deputy Directors (Academic and Management). The unit is also supported by 3 administration staff and a PAR. However, no clear set-up is established at unit and faculty level. At some faculty and unit quality activities are managed by a committee whilst the others are through the Faculty Academic Office, i.e Deputy Dean for Academic. Thus the staff assigned for quality has no clear line of authority and responsibility 9.2.2

The culture of continual improvement among faculties, units and departments has been inculcated ever since. However, the implementation is observed to be lacking in many aspects.

9.3 9.3.1

Strategies for maintaining and enhancing the strengths; The University Quality Unit will conduct various courses to further inculcate quality culture among staff. However, currently UQU in collaboration with CTL have conducted courses in teaching and learning.

19

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

9.4 9.4.1

Steps that have been taken to address the problem areas; In order for the dissemination of information and cascading of works pertaining to quality to be conducted smoothly, a clear entity at the faculty and unit has to be set up officially. This can be regarded as working committee. Similar set up has also to be formed at university level and regarded as the Quality Steering committee. An initial discussion at the Quality Unit level has been conducted and shall be brought to the attention of UTMs top management.

20

PART C - SELF-REVIEW REPORT ACADEMIC PERFORMANCE AUDIT

10.0 - CONCLUSION UTM has various strengths in all of the nine areas being analysed. A clear vision and mission has been established to pave the direction of UTM to meeting its stipulated goal. With clear management structure and governing system, supported by well equipped facilities, experience and qualified staff, UTM with it the core business activities; teaching and learning and other related activities such as research and publication, could produced quality assured product which will fulfill market needs.

21