INTRODUCTION.The Academy of Language Studies (ALS) of UiTM Terengganu was established for the purpose of serving and coordinating the teaching and learning of different languages to all the students. The languages offered in the academy are English, Bahasa Melayu, French, Mandarin and Arabic. Prior to this date, the teaching of these languages are according to the needs of different disciplines. Our core business is to cater to all the language needs as stipulated by the university. Besides teaching, language lecturers are also involved actively in writing not only course materials, manuals, and text books which are currently used by the students and staff of UiTM and other institutions of learning, they are also actively involved in many research publications.We also actively conduct short courses, in-house training, language activities for schools, government agencies, international students as well as local community services. Besides that, we also offer language services namely editing and translating documents, conference papers, website contents internally and externally. PROGRAM OFFERED.Kursus Kemahiran Bahasa (KKB)Kursus Kemahiran Bahasa (KKB) provides language proficiency courses to the academic and administrative staff of UiTM Terengganu who wish to polish or learn a language on a part-time basis.
- Hm222 Ijazah Sarjana Muda Pengurusan Perkhidmatan Makanan (kepujian) En
- Ijazah Sarjana Muda Sains Kesetiausahaan
These courses are also extended to the corporate organizations and individuals upon request. The languages offered are English, Arabic, Mandarin and French. The most highly sought after course is Pre-University English Course (Kursus Bahasa Inggeris Persediaan Universiti)MUET WorkshopsALS of UiTM Terengganu also organizes MUET workshops, normally a few weeks before the scheduled Malaysian University English Test.
![Hm222 Hm222](https://terengganu.uitm.edu.my/v2/images/announcements/2018/E-banner-Hi-Works-2019.png)
The workshops aim to sufficiently prepare the students with the various language skills necessary for them to sit for MUET.Language Editing ServicesLanguage editing services are offered to students, academic and non-academic staff and outsiders from any disciplines. The services offered are proofreading, translation and paper review. Expert language editing services are provided to ensure error free manuscripts are produced.Community ServicesCommunity services is an integral part of ALS UiTM Terengganu. Various activities and collaborations have been planned and organized giving benefits to many especially schools. PROGRAM OFFEREDDr. Goh Ying Soon. Penilai Jurnal Pertanika.
Panel MQA. Penilai buku UMTCik Halimaton@Nor Ashikin Mohd.
FSKM Faculty of Computer Science and Mathematics (FSKM) UiTM Terengganu offers a diploma program of Diploma in Computer Science ITM Dungun around the beginning of the establishment in 1985. Until now FSKM UiTM Terengganu has grown to have three (3) degree program and remain with one (1) diploma program. FSKM UiTM Terengganu play an important role in generating employment, professional and semi-professional who is able to assume responsibility as 'knowldege worker'. This effort will always continue in UiTM Terengganu by streamlining programs existing and introducing new programs that are relevant to the current era of the knowledge society. The following are among the programs offered at UiTM Terengganu: Diploma in Computer Science (CS110) Bachelor of Information Technology (Business Computing) (CS244) Bachelor's Degree in Computer Science (CS230) Bachelor of Mathematics of Computing (CS247)Programs offered under this faculty was formed in order to train students in computer applications in scientific and commercial energy requirement of skilled workers is growing in all organizations. Graduates from UiTM Terengganu FSKM can choose whether they want to continue their studies at a higher level or to enter the working world.We here hope you make your selection UiTM Terengganu to achieve our ambitions and realize your dreams.
Hopefully you will gain experience useful and fun during your stay on this campus. FKEEducation Electrical Engineering is a dynamic profession that have evolved to take into account the current and future developments. Dell touchpad setting not responding. Hence the Faculty of Electrical Engineering (FKE) with the motto 'Always Together Advancement' is now growing rapidly, with six full-time program and also a part-time program.
FKE's mission is to produce graduates who are knowledgeable, disciplined, lordly and quality as well as competitive next have a high endurance. Electrical Engineering is the engineering of the most-popular among the students of UiTM.FKE was established in 1968 with the objective to train and provide studies in the field of special engineering to Bumiputera whether at the professional or semi-professional. In the early stages, FKE only offers two programs alone. Until today FKE has produced in 1000 and 4600 Assistant Electrical Engineer Electrical Engineer in various specializations such as Electronics, Power and Equipment. FPFaculty of Accountancy is one of the many programs offered at UiTM Terengganu (UiTMT), well-known as a resort campus. Situated by the beach, the sound of the waves and the singing of seagulls provide fresh air and natural lullaby to ease tension and promote healthy life. Faculty of Accountancy offers opportunities to those who wish to become qualified accountants and plays a very significant role for the nation building, particularly in providing relevant professional and sub-professional Bumiputra for the accountancy profession.
In 2004, UiTM contributes about 40% qualified and registered Bumiputra accountants in Malaysia. Accounting program was first introduced in UiTMT in July 1975 being the first program was the Diploma in Accountancy (DIA) with 43 students.In January 1997, Bachelor of Accountancy (Hons) or BAcc was introduced. The expansion continued with the establishment of Executive Master of Accountancy (part-time basis) and Diploma in Accounting Information System (full-time basis) in 2005. All the 4 programs offered are internally-assessed programs (DIA, DAIS, BAcc, and EMAcc). Since 1999, Faculty of Accountancy, UiTMT has produced more than 500 graduates with Bachelor of Accountancy (Hons) degree. Currently, 33 dedicated lecturers are committed to work hand-in-hand to produce capable and accountable graduates.Our curriculum is distinctively interdisciplinary and international.
Courses remain relevant, rigorous and responsive to our changing world. Our faculty members constantly redefine what they teach and how they teach it, ensuring that the best traditions of the academy are merged with the most current thinking and scholarship in all disciplines.The faculty’s curriculum takes into account the multi-talents and abilities of students, who upon completing their studies are guaranteed a job in the real world. We care about preparing the students for life. Apart from training them to be highly skilled people, we also equip them with an understanding of the technological, environmental and ethical challenges that they will face in a world of accelerating change. The faculty requires students to undergo practical attachment in their chosen fields as a way of acquiring hands-on experience.
This is our students' competitive edge. HM240BSC IN HOTEL MANAGEMENT (HM240)PROGRAMME DESCRIPTIONThis three year programme in the Faculty of Hotel and Tourism Management was first introduced in 1993 to meet the growing requirements of hotel industry in Malaysia. The programme was designed to provide students with comprehensive, up-to-date knowledge and hands-on experience at operational and management levels. Since then, this programme has developed an excellent reputation within the hotel industry in the country for the quality of the graduates.The programme concentrates on broad coverage of hospitality industry at both operational and managerial departments that includes food and beverage, front office, housekeeping, foodservice, event management, sales and marketing, club management, revenue management, hotel marketing and human resources.
Further, the programme prepares students with a wide array of professional careers in hotels and resorts, private clubs, restaurants, conference centres and catering businesses.The curriculum offers a balance between knowledge and practical application to ensure that students are well equipped with knowledge and hands-on experience, hence able to obtain immediate employment in the hospitality industry upon graduation. In addition, the industrial training programme will provide students with valuable experience, which will assist them in their career planning as well as full time job opportunities. HM115AKADEMI PENGAJIAN ISLAM KONTEMPORARI (ACIS)Head Of School:Ust Wahairi MahmudTel: 6PUSAT PENGAJIAN SISWAZAH (PPS)Head of Center:Prof. Azman Che MatTel: 09-8403 786 (Noraziera)Fax: 09- 8403 788Programme:1) coursework - part time:AA701 - Executive master in Business AdministrationAC700 - Master of AccountancyBM775 - Master in Office Systems Management2) Research Mode Studies from various fieldsINSTITUT PENDIDIKAN NEO (iNED)Head Of School:En Jamri Awang BesarTel: 6.
For Bachelor of Philosophy, Law and Business (Honours) BPLB(Hons) / Ijazah Sarjana Muda Falsafah, Undang-Undang dan Perniagaan (Kepujian) BPLB(Hons)The Bachelor of Philosophy, Law and Business aims to prepare students to be broad-minded, knowledgeable and skillful graduates. The students would be capable of observing and mastering certain issues related to society, business, and nation accurately and rationally through scientific methods.As such, students are being prepared to be knowledgeable and competent in the area of Philosophy, Law and Business where they are able to put into practice the knowledge skills acquired. Students are also trained to be innovative and having very high cognitive and communication skills. At the end of the programme, students should be able to inculcate good values, accept accountability, and assume responsibility in the work environment and society. For Bachelor of Philosophy, Law and Business (Honours) BPLB(Hons) / Ijazah Sarjana Muda Falsafah, Undang-Undang dan Perniagaan (Kepujian) BPLB(Hons)STPM CANDIDATE.
1. STPM with at least CGPA 3.50.
2. MUET with Band 3.
3. Undergo and fulfill the interview requirementsSIJIL TINGGI AGAMA MALAYSIA (STAM) CANDIDATE. 1. STAM with at least Jayyid Jiddan level. 2.
MUET with Band 3. 3.
Undergo and fulfill the interview requirementsKPM MATRICULATION / FOUNDATION UM AND UITM CANDIDATE. 1. SPM with distinction in Bahasa Melayu or any other recognised equivalent qualifications. 2. KPM Matriculation / Foundation UM and UITM with CGPA 3.5 and above. 3.
MUET with Band 3. 4. Undergo and fulfill the interview requirementsDIPLOMA (UA, POLITEKNIK, IPTS). 1.
In possession of a Diploma or any other qualification recognized as equivalent by the Malaysian Government and as thereby approved by the University's Senate with a minumam CGPA of 3.50. 2. MUET with Band 3. 3. Undergo and fulfill the interview requirements.
HM240BSC IN HOTEL MANAGEMENT (HM240)PROGRAMME DESCRIPTIONThis three year programme in the Faculty of Hotel and Tourism Management was first introduced in 1993 to meet the growing requirements of hotel industry in Malaysia. The programme was designed to provide students with comprehensive, up-to-date knowledge and hands-on experience at operational and management levels. Since then, this programme has developed an excellent reputation within the hotel industry in the country for the quality of the graduates.The programme concentrates on broad coverage of hospitality industry at both operational and managerial departments that includes food and beverage, front office, housekeeping, foodservice, event management, sales and marketing, club management, revenue management, hotel marketing and human resources. Further, the programme prepares students with a wide array of professional careers in hotels and resorts, private clubs, restaurants, conference centres and catering businesses.The curriculum offers a balance between knowledge and practical application to ensure that students are well equipped with knowledge and hands-on experience, hence able to obtain immediate employment in the hospitality industry upon graduation. In addition, the industrial training programme will provide students with valuable experience, which will assist them in their career planning as well as full time job opportunities.
2 Universiti Teknologi MARA The Truly National University i3 Message from the Vice Chancellor UiTM is an affirmative action university which started as a training unit in 1956, transformed into a college in 1965, elevated to an institute in 1967 and declared a university in Today, UiTM has 575,396 alumni, 187,000 students enrolled in 485 programmes, instructed by almost 8,771 academic staff and supported by another 9,279 administrative professionals. There are 30 campuses including 12 state campuses and the main campus in Shah Alam. Many more campuses are under construction to accommodate a target of 200,000 students. Throughout the years, UiTM has been extremely cognizant of and taken steps to assure the quality of teaching, learning and research by establishing a quality unit in 1994 which later became a Centre for Total Quality Education (CTQE) and is now an Institute with formal responsibility for assisting the University to meet all the requirements of MOE, MQA and other agencies.
Realising the importance of an explicit, organised and documented quality management system (QMS), UiTM started before 2000 to develop quality management systems based on the ISO 9001 standard and remained certified until The University decided to cease external certification of faculties and campuses and resolved to do this from within. UiTM s QMS is still based on this global standard but is internally validated by Institute for Quality and Knowledge Advancement (InQKA). The feedback from all our students, graduates, alumni, staff, assessors, regulators and other stakeholders assure us that the university experience meets and, in many cases, exceeds the expectations. We are, however, not complacent. 4 programmes will remain equivalent in this multi-campus university. UiTM is cognizant of the challenges in managing quality of education, research and services across multiple sites and is ever willing to try new ideas to ensure that this university does not only assure but also enhance its quality. A new Quality Assurance and Enhancement Policy approved by Senate in October 2014 provides clear and common baseline quality assurance practices for all faculties and campuses in the University.
Among others, this policy calls for programme reviews of all non-professional programmes even before attaining self accreditation status. This Self Review Portfolio (SRP) outlines the policies, practices and processes of the University in discharging a very important mandate Changing Destinies of Bumiputera through human capital development. Madden nfl 08 pc download completo. This concise SRP presents a fair and true account of the manner in which the University manages its mission and strives to enhance the learning experiences as expected of and from a transformative entrepreneurial university. Vice Chancellor Tan Sri Dato Sri Prof. Provide the organisational chart of the UITM: Figure 1: Organisational Chart of UiTM 5457 21. State the purpose of this audit: / Comprehensive Institutional Audit for Self-Accreditation Status 22. Provide details of the purpose of this audit: This audit is carried out pursuant to an invitation by the Minister of Education to UiTM to be considered for Self Accredittation Status.
Contact person: Name (Title): Prof. Haji Hazman Shah Abdullah Designation: Assistant Vice Chancellor, Institute of Quality & Knowledge Advancement, UiTM Tel.: Fax:58 NOTES TO THE SELF REVIEW PORTFOLIO The descriptions of UiTM s approaches, policies, practices, process and procedures pertaining to the 9 areas in Code of Practice for Institutional Audit (COPIA) are provided in the following sections.
The descriptions are guided by the questions provided in MQA-03 for the preparation of Self Review Portfolio (SRP). The questions relating to the benchmark standards are in light blue while enhanced standards are in light red for easy identification.
The descriptions are intended to provide a concise but a true and fair account of how UiTM plans, implements, monitors, reviews and improves practices subsumed under the 9 areas of quality assurance. The descriptions start with relevant policies followed by the practices pursuant to the policies in the faculties, campuses and other academic centres. Where a requirement is substantially similar to an earlier one, appropriate cross reference is made to avoid duplication. Tables and figures which are originally in Bahasa Malaysia are left in their original form but with English table captions.
All references to units and divisions within UiTM are in Bahasa Malaysia. For evidences relating to practices at the faculties and/or the campuses, samples representing the 3 clusters and one campus are provided. Where the records or evidences are system-based, screenshots of the system are provided. The evidences are stated at the end of the description of policies and practices regarding a requirement. All evidences are appropriately index to the questions for easy reference.
Where evidence is cited again, the same index is retained. A full presentation of the systems will be provided or available during the visit. This will provide the panel with a good sample of the practices in the various academic centres. During site audit, the panel can view the evidences from all faculties and campuses. This approach, we hope will provide the panel with a good picture of UiTM s practices before the visit. 5659 1 PHILOSOPHY, VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES Overview UiTM was set up in 1956 as RIDA, renamed as Maktab MARA in 1965 before it was established as Institut Teknologi MARA (ITM) in In 1976, ITM was placed under the Ministry of Education and in 1996 it was given all powers of a university but officially called Universiti Teknologi MARA (UiTM) in UiTM is an 18 year old university ( ). ITM and now UiTM has maintained its philosophy and core mission of spearheading Bumiputera human capital development in all professions and fields to support their equitable participation in the economy with necessary adaptations by successive university leaders to national plans (New Economy Masterplan, PSPTN1, PSPTN 2, RMK10) and industry needs.
As a public university and in the context of an innovation-led economy, entrepreneurship, research and industry-community service have risen as important complement to the educational mission of the university. The university s motto, philosophy, vision, mission and educational objectives as listed below underpin its transformative role as aptly reflected in the tagline Mengubah Destini Anak Bangsa (Changing Destinies). 1.1 Statement of Vision, Mission and Educational Goals (VMG) Benchmarked Standards State or provide a copy of UiTM s vision and mission and the general educational goals. Motto Endeavour, Religious, Dignity (Usaha, Taqwa, Mulia) Philosophy Every individual has the ability to attain excellence through the transfer of knowledge and assimilation of moral values so as to become professional graduates capable of developing knowledge, self, society and nation. 5760 Vision To establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to Bumiputera s dynamic involvement in all professional fields of world-class standards in order to produce globally competitive graduates of sound ethical standing. Mission To enhance the knowledge and expertise of Bumiputera in all fields of study through professional programmes, research work and community service based on moral values and professional ethics.
Objectives 1. To provide maximum opportunities for Bumiputera to pursue professionallyrecognised programmes of study in science, technology, industry, business, arts and humanities. To provide quality and innovative programmes of study relevant to current market needs and customer demands, and in line with policies of national development. To establish a human resource development programme as a tool for the assimilation of a value system within the university community. To ensure that UiTM graduates are adequately prepared to join the local as well as the global workforce.
To establish UiTM as a centre of excellence that is accountable for the effective and efficient management of its human resources, finances and assets in order to achieve its educational objectives, while playing its role as a catalyst in community development. Appendix: Screenshots of VMG from campus and faculty websites Describe how the mission statement and educational goals reflect the crucial elements of the processes and outcomes of higher education in line with national and global developments which may include issues of social responsibility, competency, research attainment, community involvement, ethical values, and leadership. The university s VMG underscores the importance of and the need to provide and broaden educational access to Bumiputera to empower their transformation and inclusion in the wealth of the nation. This transformation is guided through programmes which are locally appropriate (MQF, MQA, MOE, MITI), globally competitive (international recognitions & attestations) and entrepreneurial (knowledge and business creation) aimed at producing graduates with good communication and leadership skills, competent, ethical and socially responsible and responsive. 5861 Appendix: Screenshots of VMG from campus and faculty websites Describe the appropriate body and membership responsible for approving the vision, mission and educational goals of UiTM. The creation and the revisions to the VMG of the university are finally approved by the 12 member BOD and further endorsed by the MOE through its acceptance of the 5 year development and strategic plans which are guided and underpinned by these strategic statements of purpose. Appendix: Clause 14 (1) & (2) of Act 173 Appendix: Latest organizational chart Describe how the vision, mission and educational goals are made known to the relevant parties.
Download Until Dawn PC Torrent at TorrentFunk. We have 33 Until Dawn PC Game torrents for you! Until Dawn PC Download is Ready! Until Dawn PC Download is an adventure game played in the world of horror, the game was designed for the console versions but reworkedgames.eu team decided to allow players to play in the full versions of the game Until Dawn on your computer. Until Dawn Pc Game Download Free Full Version Game Highly Compressed Released in North America on 25 August 2015. It released in the UK on 28 August 2015. The Game Until Dawn Free Download Pc released as Until Dawn PS4. Until Dawn Game Free Download Full Version Gameplay. Until Dawn Torrent Download is set in an open world of Western Canda. Until dawn pc port. Until Dawn – PC Published by Games Torrents - Posted in PC 8 At its best, until dawn is a cheerfully cheesy homage to horror movies in a world built by a developer who clearly love the genre.
The VMG of the universities are featured in all important university publications (RMK10, Convocation Book etc.). The university website displays the VMG for the benefit of students, staff and visitors.
Staff and students are provided with information about these statements of purpose and direction while undergoing induction or orientation as news members of the university, and by the VC (e.g. Annual address) and DVCs (various functional committees) in the planning and evaluation sessions. The faculties, centres and campuses (FCCs) help to convey the university s VMG to their staffs and students. The faculties interpret and develop their own VMG within the context of the university s VMG but are defined more specifically to their respective areas of responsibility which are often required by professional bodies.
The state campuses which host programmes from different faculties display the same VMG as the university. Further, all the websites are linked to the main university website which provides a central point of reference to all units. Appendix: Screenshot of VMG on websites Appendix: Sample documents with VMG Convocation book Appendix: Induction/orientation documents with VMG Appendix: Three sample faculty website with its VMG Enhanced Standards Provide information to what extent the institutional mission and educational goals incorporate aspects of leadership, social responsibility, research, scholarship, community engagement, ethical values, professionalism and knowledge creation. See62 1.1.6 State that UiTM s planning and evaluation processes, educational programmes (Institutional Profile), educational support services, financial and physical resources (Area 6), and administrative processes (Area 8) are adequate and appropriate to fulfil its stated goals. The university establishes, operates, reviews and continually improves the planning and evaluation systems and processes necessary to carry out its mission consistent with the requirements of the regulating bodies (JPA, MAMPU, MOE, MOF, MQA, Professional bodies etc.) and the expectations of the community. These arrangements and provisions are periodically and externally evaluated by JPA (through MYPost, HRMIS,), MOE (autonomy audit, research audits, centres of excellence audits, PSTPN audit), MQA (programme audits, institutional audits, Setara 2011/2013, D-Setara 2011), Auditor General (financial audits), SIRIM and LRQA (quality systems audit) and professional bodies (accreditation audits).
Additionally, the international ranking bodies and international accreditation bodies form the second layer of external evaluation to ensure the University s systems and processes are fit for purpose and on par with international good practices. These evaluations have shown (through positive audit or review outcomes) that the systems and processes are appropriate and effective in meeting the needs of a large comprehensive university.
Further, through the CQI and innovation programmes, the University mobilises the energies of all staff to improve the systems and processes in departments, faculties, centres and campuses. The many awards and accolades that the university has received testify to the commitment and efforts to innovate and improve the university s capacity to meet its goals and expectations of its stakeholders. The University s systems and processes as checked and validated through the multiplicity of audits assure the university leadership and the stakeholders that the university continues to meet its obligations to provide the expected learning opportunities and serve the industry and community through its research and community service. More information on provision and adequacy of educational programmes, financial and physical resources and administrative processes in meeting the university s goals are provided in Areas 2, 6 and 8 respectively. Appendix: List of international accreditations Appendix: LRQA Surveillance Audit Report Appendix: APA report Appendix: PG Audit Report Appendix: Financial Audit Reports Zero Audit Certificate Appendix: Sample list of awards Awards (Entreprenuerial U, certifications Appendix: QS and THE ranking details 6063 1.2 Participation in the Formulation of Vision, Mission and Educational Goals Benchmarked Standards Describe how UiTM involves major stakeholders in the formulation and renewal of the mission and educational goals as well as the educational programmes. The VMG is typically discussed and debated in small working groups comprising senior academics and administrative staff who then propose changes to the existing VMG and the rationale for such changes. These proposals are discussed in the Senate and Executive Committee (EXCO) meetings before eventually tabled to the BOD for final consideration and decision.
The BOD is also unique in that it comprises members who represent a wide cross section of stakeholders representing the ministries, alumni and businesses. Significant changes to the VMG are brought to the attention of the regulators especially if they involve major re-alignment of purpose and direction.
Enhanced Standards Describe how UiTM consults and involves a wide range of stakeholders in the ongoing refinement of the vision, mission and goals. The major stakeholders are directly involved in the conception and refinement of the VMG on an ongoing basis. Key stakeholders and interested Bumiputera NGOs are consulted periodically by the VC on strategic changes to the university.
Additionally, the BOD itself comprises members who represent a cross section of key stakeholders both from the government (MOE), industry (corporations and entrepreneurs) and community (NGO). Appendix: BOD membership Appendix: Engagement with Dr Adnan 1.3 Academic Autonomy Benchmarked Standards Describe how the curriculum is designed and the resources allocated to show sufficient autonomy in such functions.
UiTM is empowered under the Universiti Teknologi MARA Act, 1976 (Act 173) to design and deliver curricula at all levels based on the needs of the nation and industry guided by the VMG, moderated by the Senate and BOD and subject to policies, rules and regulations applicable to universities in general. The curricula are developed and designed following a standard process established by the Academic Office which ensures that all requirements of MQA, MQF and MOE and other applicable bodies are met. The faculties are encouraged to develop futuristic programmes incorporating newer pedagogies (e.g.
Problem-based Learning & 6164 Blended learning) and approaches (joint degrees & split programmes), offering multidisciplinary experiences (major, minor & electives) and internships within the framework established by the regulators. UiTM also has the autonomy to restructure or terminate non-viable and non-competitive curricula which it has exercised from time to time. The university through its budgeting and expenditure processes allocates and expends resources as appropriate and in compliance with all internal and external financial regulations to ensure achievement of specified educational and learning outcomes. In the case of new curriculum development, all new resources needed to deliver the programme are identified and when approved, resources are requested and allocated through the budgeting process.
Further information on the curriculum development and resource allocation are provided in Area 2 (Curriculum Design and Delivery) and Area 6 (Educational Resources). Appendix: Clause 2 of Act How does UiTM ensure that the members of the academic staff have sufficient autonomy to focus on areas of their expertise?
The planning for and the recruitment of academic staff are based on needs of faculties, disciplines and programmes for expertise. Academic staff are assigned to areas of study and research as needed and based on their expertise in keeping with MQA standards. Within their area of expertise, academic staff select specialisation or concentration consistent with faculty s future plans and their own professional interests. The academic staff have wide autonomy in focusing their research efforts on areas of interest. More recently, UiTM has guided the research efforts to several nationally aligned research niches as shown in Figure 2.
More information on research is provided in Area 6. 65 Figure 2: Core Research Areas (from RMI 29th Oct 2014) UITM, as part of its leadership and management planning, identifies and appoints staff with expertise and experience in appropriate areas to lead and manage specific functions and processes of the university. More importantly, academic staff can choose one of the three career tracks namely research, teaching and learning, and academic leadership as they progress in the academic career in UiTM (see Table 10). Pengajaran dan/atau Penyeliaan dan Penyeliaan pasca Siswazah 2. Penyelidikan, Penerbitan dan Persidangan 3. Perundingan dan/atau Kepakaran Table 10: Three Promotion Tracks Track I Track II Track III General Criteria Inovasi/Pengkomersilan/Keusahawanan Khidmat (Universiti/Masyarakat/Pelajar) Sanjungan dan Anugerah Akademik 7.
Kepimpinan Akademik dan Kualiti Keperibadian Jumlah Note: Track I: Teaching & Learning Track II: Research (Fellow/Researchers/Scientist) Track III: Academic Leadership Appendix: Garis Panduan Kenaikan Pangkat UiTM66 Enhanced Standards What are UiTM s plans to expand the boundaries of academic autonomy? UiTM is a half century old academic institution. It has evolved from a training centre to become the largest comprehensive public university offering programmes at all levels and in many disciplines through 24 faculties and 3 academic centres. A network of 30 state and satellite campuses delivers these programmes nationwide. Institutional maturity and managerial efficiency necessitates granting of administrative autonomy to campuses and faculties.
To govern the large university system within the framework of Act 173 and affording the state campuses adequate managerial autonomy to operate efficiently and effectively, the University has developed a unique governance concept called One University, Two Systems (see Figure 3) to rationalise the development and delivery of the programmes among and between the network of state campuses 1. Figure 3: One University, Two Systems This approach calls for a planned and systematic granting of academic, human resource, financial and development autonomy to state campuses within the framework of Act 173. Through a rigorous process of governance audits using a modified version of MOE s University Good Governance Instrument (UGGI), UiTM has identified and granted defined management autonomy to state campuses (Campus Good Governance Instrument (CGGI) and Audit report). The recent MOE University Autonomy Audit carried out by MPC affirmed the systematic manner in 1 Approved by BOD on 20 th June67 which the University managed the process of devolution. As shown in Table 11, the 10 autonomous state campuses have been approved by the BOD but only 7 have been formally bestowed the status. Table 11: Autonomous State Campuses No State Campus Date of BOD Approval 1 Sarawak Jan Terengganu Jan Perlis Jan Perak Jan Pahang Jan Melaka Jan Penang May Johor Jun 2014. 9 Sabah Jun 2014.
10 Kelantan Jun 2014. 11 Kedah - 12 Negeri Sembilan -.Approved but not declared. Source: Registry Eventually, all campuses will be granted autonomous status upon attaining the threshold scores in the CGGI. This autonomy is granted within the context of Act 173 and all other applicable laws. Campuses can, upon receiving autonomy, develop their own curriculum, eventually manage their own assessments and make academic decisions as stipulated in the academic regulations via their Jawatankuasa Akademik Negeri (JAN), plan, select and appoint their staff with JKKN and JJKK, sign MOUs etc.
2 More autonomy is planned to ensure institutional flexibility and agility as the BOD becomes more confident in the ability of the state campuses to locally manage matters previously centralised. Further, the Academic Office and the Postgraduate Institute have in 2014 granted more autonomy to the faculties in the management of postgraduate programmes. Thirteen faculties are empowered to conduct Defence of Proposal (DRP) and viva for masters and PhD students 3. Eventually, all faculties will carry out the DRP and viva themselves based on a set of clear and common policies, processes and procedures which will be monitored by the Post Graduate Institute (IPSIS). Under the outcome-based education, Faculties and academics have autonomy to develop and use newer methods and approaches to teaching, learning and assessment provided such changes are coordinated with all involved and where necessary, after obtaining required approvals. The policy of blended learning enjoins faculties to offer greater flexibility to students and staff in their teaching and learning endeavours as a complement to the conventional face to face methods.
As of the 3 rd quarter of 2014, 1618 courses 4 have been formally registered to use the blended mode and more courses will join this mode as required by the university policy. 2 Minutes of BOD Meeting A 2089 (114) held on 27 th Dec MPS Bil. 2/ & MPS Bil.10/ Data provided by i-learn via 21 st Oct.
2014) 6568 Appendix: Autonomy Document Appendix: Registrar s documents for autonomous campuses Appendix:UGGI - UiTM Learning Outcomes Prior to the formulation of MQF and the 8 learning outcomes domain (LOD) in 2008, UITM developed a 21 Attributes Model of its Graduate which reflected the university s ideal of a complete graduate (Ciri-Ciri Model Graduan UiTM, 2004). Since 2009, UiTM has adopted the MQF LODs and the MOE LOs as primary reference to its graduate attributes at the university and the programme levels. The generic LOs as spelled out by MQF and MOE are not inconsistent with the 21 Attributes Model of UITM Graduate.
Table 12 shows the congruence between these two sets of graduate attributes. 70 Figure 4: Nexus between Vision, Mission and Learning Outcomes (InQKA, 2014) Specify the broad competencies and attributes expected of students upon completion of a period of study.
The UiTM graduate attributes and MQF learning outcomes as specified in Table 10 are incorporated in all the academic programmes. These broad competencies are articulated appropriately in the programme outcomes together with the programme specific outcomes pertaining to knowledge, methods and skills of the discipline. All UiTM graduates are expected to have and demonstrate at a minimally required level the broad competencies listed below at the conclusion of their programme of study. Leadership skills 2. Team skills 3. Social skills 4. Information management skills 5.
Entrepreneurship skills 6. Time Management skills 7. Communication skills Table 13 shows samples of programme outcomes from the 3 clusters of faculties namely Humanities and Social Science, Management Science and Science and Technology in UiTM. 6871 No Table 13: Sample Programme Outcomes of 3 Clusters Science &Technology Humanities & Soc Sc Management Science Electrical Administrative Science Information Management Engineering 1 Ability to acquire and apply science and engineering fundamentals. 2 Communication ability to express ideas effectively, in written and oral forms.
3 Acquiring in-depth technical knowledge in one or more specialization. 4 Ability to identify, formulate and solve engineering problems. 5 Ability to utilize systems approach to design and evaluate operational performance. 6 Ability to use the techniques, skills, and modern engineering tools necessary for engineering practices. 7 Ability to recognize and appreciate importance of ethical standards in professional work.
8 Ability to acquire lifelong learning. 9 Ability to apply managerial or entrepreneurship skills. 10 Ability to work as both an individual and a team on electrical engineering or multidisciplinary projects. 11 Knowledge of contemporary issues and appreciation of diversity in the world and intellectual areas. 76 Appendix: Guidelines and Procedure for Curriculum Review Appendix: Module Outcome-based Education (7 modules) Appendix: Student Learning Time Calculator Appendix: Analysis of Percentage Change in Curriculum Review Appendix: Findings of Market Survey ED227/228/230 Appendix: Market Survey Analysis Report (MSc Green Architecture) Appendix: Round Table Dialogue Discussion FPHP & Education Appendix: Feedback from Industry FPHP & Education Show how the aims and objectives of programmes are in line with, and supportive of, the vision and mission of UiTM.
(Source: UHEK) Figure 5: Links between vision, mission and learning outcomes Conceptually, as depicted in Figure 5, all programmes are in line with and supportive of the strategic purposes of this University. This alignment is brought about by the review and approval processes both within and without the university. The new programme development or programme review teams are provided with guidelines, which among others, direct attention to alignment of the programme outcomes to the vision, mission and generic learning outcomes of the university.
The curriculum committee at faculties and campuses are required to review the alignment through mapping: Course Outcomes- Programme Outcome -Learning Outcomes Soft Skills Programme Educational Objectives Vision, Mission and Objective of the University. These alignments are further examined within the university at the Majlis Kurikulum Universiti for existing programmes and also by MQA, BOD and JPT through the approval and accreditation processes. 7477 2.1.4 Elaborate how UiTM ensures the principles guiding the design of the curriculum support the attainment of learning outcomes. Designing Curriculum in UiTM takes the approach of Design Backward, Deliver Forward adhering to UiTM s Vision, Mission, Objectives and the Ministry of Higher Education (MOHE) Learning Outcomes.Subsequently, Programme Educational Objectives (PEO), Programme Learning Outcomes (PLO)and curriculum structure are developed accordingly. Sequence of courses is placed into the structure together with possible proposed content in charting the journey to arrive at the graduate profile i.e. Programme Learning Outcomes.
Mapping of the objectives and outcomes are presented in the COPPA document and Curriculum review proposal. CO-PO matrix is established to ensure alignment of CO, PO and Teaching Method and Assessment Method.
Appendix: 2012 Appendix: Code of Practice for Programme Accreditation, COPPA, MQA Example of Mapping (CO-PO Matrix)SCE 553, GAR Describe the various teaching-learning methods to achieve learning outcomes and ensure that students take responsibility for their own learning. To achieve the learning outcomes, varieties of teaching and learning methods are deployed in UiTM under the discipline cluster of Science Technology, Management Sciences, and Social Sciences and Humanities. This ensures that students take responsibility for their own learning. The diverse teaching and learning methods allow students to acquire and experience the necessary advanced knowledge and skills, and positive attitudes and behaviour in preparing them to become all-rounded and responsible citizenry. These teaching and learning methods inculcate skills such as critical thinking, problem-solving, decision-making, and analytical thinking for students to take active responsibility for their life-long learning. The teaching and learning activities are student-centred and outcome-based to ensure that all students actively participate in the learning process.
The curriculum and all courses and syllabi are OBE-compliant so that students are fully aware of the competencies that need to be successfully achieved upon completion of the programme. Learning outcomes in the cognitive, psychomotor and affective domains are embedded into the courses. The student learning time (SLT) is integrated into the syllabi to ensure that students engage in self-learning. Students learning is also monitored through their class participation, coursework and assessments.
Gaps in learning are addressed through learning consultancies offered by the lecturers involved. The PO-CO Matrix, PO-MOHE-SS, and Taxonomy matrix of each programme bear testimony to this statement.
7578 The teaching and learning activities include the following: lecture, studio, field work, group discussion, peer learning, laboratory work, student presentation, forum, role playing, online learning, video, case study, field work, Industrial Training, Directed reading, Problem Based Learning (PBL), interactive multimedia, mini project, assignment, industrial visit, seminars, games and simulation and so forth. For example in hospitality and tourism industry programmes, practical classes (the kitchen, mock restaurant and housekeeping department, ticketing computer lab), demonstrations and hands-on are the core teaching and learning methods emphasized. Guest speakers/practitioners are invited to the class sessions to talk and share on important aspects of the workplace and contemporary issues. The teaching and learning methods are evident in the curriculum document. Appendix: Course Information EPC510, BMP422, AT110 Appendix: Course information BMP422 Appendix: Course Syllabus ELC 400, Appendix: Scheme of Work ELC 400 & TJC 501, Appendix:Lecture Maker (French), & Lecture Maker (Japanese) Appendix: Pearson UiTM Blended Colloquium Describe how UiTM ensures its curriculum and instructional methods encourage students to take active participation for their learning.
UiTM has a role in ensuring that the curriculum and instructional methods encourage active participation of students in the learning process. The teaching and learning activities are mainly student-centred and outcome-based; therefore, each student has to participate actively in the learning process. A committee which consists of the Deputy Dean (Academic)/Deputy Rector (Academic), Professors, Senior Lecturers and OBE Committee is formed to observe the alignment of course learning outcomes with teaching and assessment activities at faculty and campus levels. The findingsare reported in CDL-CQI report. Issues regarding teaching and learning, curriculum, assessment and students are addressed and discussed at UiTM s OBE Committee meeting held once a year. Monitoring of quality teaching and learning is also administered through PROPENS (Lecturer Professionalism Monitoring). Faculty s initiatives in carrying out other mechanisms are also encouraged.
SUFO and RESUFO also solicit information on the extent of student participation in learning activities. The committee is responsible to ensure that learning and teaching methods are appropriate and aligned, and they allow for active learning and student centred learning. To ensure that all academic staff are trained in the basics of learning and teaching, UiTM provides two courses namely Kursus Asas Pengajaran (KAP) and Certificate in Education (CIED). The former is mandatory for all new staff while the latter is open to all staff as part of their professional development.
The two courses train staffto use appropriate learning and teaching methods in their respective programmes and courses. 7679 If the lecturers register their course as Blended Learning, students participation is monitored by ilearn portal system. Appendix APB:(a) Laporan OBE-CDL Diploma Bahasa Inggeris Appendix Laporan OBE-CDL BahasaKetiga 20 Ogos 2014 Appendix Laporan OBE-CDL Screen Shot INED: Specify how UiTM envisages that the curriculum and instructional methods prepare students for their learning. The university through the initiatives of the Curriculum Affairs Unit conducts session of Training of Trainers (TOT) to expose staff representatives to concepts and principles of Outcome-Based Education (OBE). Seven modules are used which include all aspects of OBE including teaching and learning methodology and assessment methods and how each activity is mapped to the learning outcomes.
Another initiative is the formation of OBE Committee (JK OBE) whose roles, among others, are to help disseminate knowledge on OBE and ensure implementation of OBE curriculum at faculties and branch campuses. Members of the committee are usually nominated by the faculties and branch campuses thus the prerogative of the deans and rectors, whilethose trained as trainers automatically become members. The committee meets at least once a year to discuss matters pertaining to OBE implementation. Report such as the CDL-CQI is discussed and shared during the meeting. Any updates with regards to latest instruction, teaching learning and curriculum development are also informed during the meeting. The committee also organises biannual colloquium to share best practices in curriculum aspects including teaching, learning and assessment. (The papers presented are in the process of editing to be published.) Training for teaching learning activities are also conducted by the Institute of Leadership Quality and Management (ilqam) seasonally.
These include the Basic Teaching Course (KAP) for junior lecturers and Certificate of Education (CiED). The latter is open to all academic staff to further improve on their teaching, learning and assessment practice. In short, these help staff to prepare them better and help students to have better learning experience. Apart from this, creativity in teaching and learning is also encouraged and some training platforms are provided by i-learn, another unit entrusted with providing learning environment at the university. Appendix: Minutes of Meeting OBE Committee Appendix: OBE-SCLAppendix: Institute of Leadership and Quality Management.
Appendix: ilearn: 7780 2.1.8 Give details of UiTM policies and practices that show teaching and learning are consistent with the curriculum. How are elements of inconsistencies redressed? Generally, the TLA activities are planned and indicated in the programme and course documents. Through the review and approval processes these alignments are examined, misalignments are observed, and corrections are made. UiTM provides policies and practices which show teaching and learning are consistent with the curriculum, and are in accordance with the guidelines stipulated by the Academic and International Affairs Division, the governing body in UiTM that oversees the university s academic practices and policies irrespective of groups or locations. The practices of the university include: 1. Control of these documents throughout the system to ensure consistency 2.
Hm222 Ijazah Sarjana Muda Pengurusan Perkhidmatan Makanan (kepujian) En
RPs coordinating the TL in their courses across groups and campuses. Use of Propens/SUFO to monitor delivery methods are as per plan. Use of CDL-CQI to examine outcomes and performances and where delivery is the issue, these are addressed by the faculties and campuses. IQA by faculty, campus and InQKA checking for inconsistencies and seeking resolutions. Through the IQA processes which often call for better dissemination of information about guidelines and policies, retraining of staff and in worst case scenario, counselling and administrative action. The academic practices in UiTM are regulated by HEA guidelines and in the faculty the elements of inconsistencies are redressed at the Jawatankuasa Kurikulum Fakulti (JKKF), Jawatankuasa Akademik Fakulti (JAF) and Jawatankuasa Akademik Pengajian Siswazah (JKAPS), internal and external qualityaudits as well as the Panel Pengurusan Sumber Manusia (PPSM). Appendix: Appendix: Appendix: Appendix: Appendix: Appendix: Buku e-tadbirurusakademikuitm: Understanding Plagiarism-A Guide for Lecturers Avoiding Plagiarism-A Guide For Student Logbook Research Student Progress Supervisor Logbook Research Student Progress Student InQKA External Review Report-FKE Enhanced Standards Show how the curriculum encourages a multi-disciplinary approach and co-curricular activities in enhancing and enriching the personal development of the learner.
Show how these are monitored and appraised. UiTM encourages a multi-disciplinary approach through the university courses, minor and electives offered in a programme. Minor courses and electives are either across faculties or intra-faculty. 7881 Co-curriculum is a compulsory course for all diploma and degree programmes with an exception for off-campus programmes (PLK) and electronic distance learning (epjj). Students are assessed through observations, assignments and tests. Examples are Kesatria, Red Crescent, Sports and Cultural course. Extra co-curricular is an additional programme to support personal and professional development of students.
Ijazah Sarjana Muda Sains Kesetiausahaan
It is a non credit course with points reward system. The accumulated points are used for students to redeem for accommodation on-campus. Examples of the activities are debate, community service programme, and cultural programme.
Appendix: Manual Kemahiran Insaniah Appendix: Aktiviti Kemahiran Insaniah Pelajar - APB Appendix: Extra Co-Curricular Activities-FPHP Show how external sources are engaged in the needs analysis of programmes. Show how their commentaries are utilised to improve them. External sources are important elements in the process of needs analysis for the programmes whereby inputs are derived from external stakeholders such as captains of industries, practitioners, other Higher Learning Institutions, programme benchmarking, alumni and parents. There are three levels of engagement with outsiders: 1.
UiTM level: The VC and the TNC, in particular TNC-HEA and TNC ICAN get feedback from outside sources like MOE, MITI, MQA, Alumni, NGOs, Employers groups and professional bodies about graduates or our graduates. This feedback is channeled to and through the university system for appropriate action. 2.5 year diploma (MOE, MQA), Industrial PhD (MOE). Faculty/programme level: advisory boards, external examiners, adjunct professors, visiting professors, visits to employers and other universities, seminars and conferences, practical training visits etc. This is required by UiTM and is examined through the programme review processes at the Majlis Kurikulum Universiti. The curriculum development and review process examine what information has been obtained and how it has been used to shape the programmes. Examples are - more entrepreneurial mindset in final year projects, practical training for whole semester and in the final semester, improvement of English language proficiency of graduates raise the entry MUET band for all programmes, even thinking about exit one band higher MUET etc.
Appendix: Report of Academic Advisor LG220 & ED260 Appendix: Report of External Examiner HTH551 & AP116 Appendix: Visiting Professor Report-FPHP (HTH500, HTH551 &HTH600) Appendix: List of Visiting Professor (FPHP) & Academic Appointment 7982 What are the co-curricular activities that enrich student learning experience, and foster personal development and responsibility? The Division of Student Affairs is responsible for the planning and implementation of co-curricular activities for the main campus and all state campuses. Specifically, the co-curricular and student leadership unit ensures that all students are given a holistic education as stipulated in the Soft Skills in Institutions of Higher Learning in Malaysia module by the Ministry of Education, Malaysia.
The components of co-curricular activities include uniform bodies, spiritual, selfdevelopment, sports, arts and culture, and information technology. Students are also encouraged to be involved in the faculty's academic activities such as conferences and seminars. They should become a member of the societies available in the faculty, and get involved with the faculty's research and academic activities. Various student organizations, societies and clubs are available for students to gain experience in management, leadership, governance, and social activities. The activities act as a driving force for students in developing the required generic skills. The activities facilitate the students to be more confident and self motivated. The students are also encouraged to organize their own activities and events such as leadership training programmes, outdoor activities, entrepreneurship, industrial visits and professional talks.
Some of the co-curricular activities that enrich student learning experience, and foster personal development and responsibility at the faculty are as follows: Debate, speaking and writing competitions Voluntary activities with organization outside the institution conducted by some of the programmes at the faculty Community voluntary work organized by the students club and association at the faculty Sports activities carried out by the programmes at the faculty Cultural activities (e.g. Sushi parties, cultural bazaar) Language activities (e.g. Voice out, video competition) Finishing school Module Appendix: Students Activities APB, BHEA 8083 2.2 Curriculum Content and Structure Benchmarked Standards Describe how the academic programmes incorporate the core content of the discipline that are essential for understanding the concepts, principles and methods that support the programme outcomes.
![Uitm Uitm](/uploads/1/2/4/1/124141288/755783838.jpg)
As a comprehensive university, UiTM offers academic programmes ranging from Certificates to Doctoral Programme. It is imperative for UiTM to ensure that the curricular of all academic programmes are designed according to the Guidelines furnished by the Ministry of Higher Education, Malaysian Qualifications Agency and Professional Accreditation Bodies. The selection of the core content for each discipline of the programmes offered in UiTM must be relevant and meeting the students future needs as to anticipate the developments within the discipline or profession. Hence, the core content of each of the disciplines must be executed through a wide range of teaching and assessment methods.
In addition, the entire academic programme curriculum in UiTM incorporates a range of generic capabilities as stipulated in the Ministry of Higher Education (MOHE) 9 Learning Outcomes: Learning Outcomes: 1. Knowledge in Specific Area- Content 2. Practical Skills 3.
Thinking and Scientific Skills 4. Communication Skills 5. Social Skills, Teamwork and Responsibilities 6. Values, Ethics, Teamwork and Professionalism 7.
Information Management and Life Long Learning 8. Management and Entrepreneurship 9. Leadership Skills The academic programmes entire curriculum is designed in such a way that students will have a thorough understanding of fundamental concepts through the coverage of extensive content.
Thus, lecturers teaching in UiTM use real-life examples, bring cases from current issues, give local examples and relate theory into practice in ensuring the soundness of implementing the curriculum. Several factors are considered in ensuringa well designed academic curriculum in UiTM. The duration of each programme is very important as it determines the amount of time needed for a student to graduate in a particular academic programme. Thus, the weightage of the major (programme), core courses, compulsory university courses and offerings of electives and minor are also determined by each academic programme. Each academic programme in UiTM selects courses/subjects in the curriculum to support the achievement of the Learning Outcomes (LOs) of the programmes. Thus, the breadth and depth of the contents in the curriculum are determined by the selection of appropriate courses that are structured and sequenced accordingly for the duration of study.
Each component of the curriculum content from major courses to electives is designed according to Programme Standard requirement. An academic programme curriculum and all of its 8184 content components are updated between 3-5 years through the process of Curriculum Review where inputs from external examiners, industry captains, students and other stakeholders are taken into account. The entire academic programme curriculum is also benchmarked with universities in Malaysia and abroad. 163 Figure 6: Web OPAC Appendix: Senarai Perpustakaan UiTM: Sistem Pentadbiran Perpustakaan UiTM (SPPU) Appendix: Screenshot of the different systems and features State the number of staff in the library and resource centre and their qualification UiTM Library has qualified and adequate number of staff (Figure 7) to provide sufficient services to the students and staff. There are also staff with Master s Degrees 161164 350 Staff Qualifications (Perpustakaan UiTM) Figure 7: Library Staff Qualifications 162165 Appendix: Senarai Staf: Sistem Pentadbiran Perpustakaan UiTM (SPPU) dan Fail Peribadi Staf Describe resource sharing and access mechanisms that are available to extend the library s capabilities. Comment on the extent of use of these facilities by academic staff and students. Comment on the adequacy of the library to support the programmes To ensure that UiTM s library gives the best services to the students and staff, several resource sharing schemes with local and foreign universities such as MYTO, My UniNet, The MyULIS, MALCat, Econ Biz etc have been established.
In addition, UiTM library has also created institutional repository as an additional mechanism to support knowledge sharing via digitalization of library materials such as research report, student projects, thesis, entrepreneurship projects etc. All online facilities are adequate and actively used to support teaching and learning as well as research activities in UiTM as shown in Table 26. 170 Figure 9: Design of WAN Network in UiTM MetroE Wireless Wide Area Network (WLAN) The design of the wireless WAN is as depicted in Figure 10.