Monday, 24 February 2020

Instrumen Penarafan SETARA



 

[A] INPUT: GOVERNANCE

No. Criteria Indicators Suggested Evidences
1 Governing Body (Board of Directors, Governors, Council, etc.) A1a Routinely distinguishes between its governance role and the responsibilities of management Documented  roles and responsibilites of governance and management , documented policy on governance, quality manual, Terms of Reference  (TOR), minutes of relevant meetings
A1b The governing body reviews and amends formal financial, personnel and other delegations of responsibility Minutes of management meeting, strategic plan
2 Academic Governance A2a Governance structures and functions, and the relationships within them, are documented and are openly communicated Strategic plan,  governance organisational chart, minutes of management meeting,  means of communication (e.g., booklet,e-mail), copy of relevant web pages (if applicable)
A2b A comprehensive, interconnected and institutionalised committee system has responsibility for academic programmes Minutes of meetings, list of committees with TOR
3 Management and Staff A3a Clearly documented and publicly communicated  stated position descriptions, selection criteria and selection process for all staff Staff selection policy, job advertisement. documented staff job description, selection board  means of communication (e.g., booklet,e-mail), copy of relevant web pages (if applicable)
A3b Annual performance review (appraisal) of all staff, with reference to  Key Performance Indicators (KPI) Annual performance record, Minutes of management review meetings, description of KPI for individuals
4 Strategic Planning A4a Strategic plan in place, with measurable goals/targets Strategic plan, minutes of meeting
A4b Individuals are allocated responsibilities and timelines for implementation and are held accountable for performance KPI's for staff,  Annual performance record
A4c Progress is monitored annually through a reporting system Annual Report on monitoring of progress, minutes of management review meetings
A4d Risk management processes in place Report of risk management, OSHA report, student/staff insurance policy
5 Academic Autonomy A5a Institution is able and resourced to design/modify the courses offered and the curricula Curriculum review report, programme proposal and implementation
A5b Academic staff are able to focus on areas of their expertise Staff competency lists, programme handbook, staff handbook, staff training list, staff training plan
6 Clearly Defined Lines of Responsibility & Decision-Making A6a Roles of committees, individual managers and staff are distinguishable Minutes of  management review meeting, financial report, staff reward policy, documented staff roles and policies, TOR (Terms of Ref)
A6b Regular individual target setting and performance reviews linked to rewards KPI for staff,  policy related to staff rewards, annual performance report/annual appraisal, list of award recipients of the institutions e.g., Excellent Service Award (Anugerah Khidmat Cemerlang)
7 Student Representa-tion A7a There is effective student representation  in student affairs Organisational chart of student representative, report on student representantives' activities, report on student feedback and action taken, minutes of meeting between students representative with the higher management, Student Council/Parliament, university policy
8 Organisational Climate A8a Organisational climate surveys are conducted regularly and indicated improvements are enacted Report on recent analysis of organisational climate surveys (staff/students satisfaction survey, etc.), report on follow-up action
A8b Two-way consultative communication systems exist Mechanism to manage complaints (on-line, box, etc.), platform for two-way communication between the management and staff, minutes of staff/management meeting
A8c Flexible work arrangements for staff exist Documented policy on flexible working arrangement

[B] INPUT: PHYSICAL AND FINANCIAL RESOURCES

No. Criteria Indicators
1 Infrastructure (Physical) B1a Percentage of annual operating expenditure (excluding R&D allocations) on library resources
B1b Size of space per student for teaching and learning
2 Financial B2a Annual operating expenditure (excluding R&D allocations) per student
3 Support Services B3a Percentage of Full-Time Equivalent (FTE) students given full fee waiver or equivalent financial aid
B3b Number of students per licensed counselor
B3c Number of students per doctor (including panel doctors)

 

[C] INPUT: TALENT (QUALITY, EXPERIENCE AND DIVERSITY)

No. Criteria Indicators
1 Academic Staff Adequacy C1a Number of students per academic staff
Academic Staff Capability C1b Percentage of PhD qualified Academic Staff (and its equivalent)
C1c Average annual emolument of academic staff
C1d Academic staff training (including conferences, sabbaticals) expenses: Percentage of annual operating expenditure (excluding R&D allocations) spent on staff training
Academic Staff Experience C1e Teaching experience: Percentage of academic staff with 20 years or more
C1f Percentage of academic staff with at least 3 years accumulated FTE industry/professional experience
C1g Percentage of academic staff with experience teaching abroad (at least 1 year)
Overall Quality of Academic Staff C1h Graduate satisfaction with academic staff
2 Student Quality C2a Percentage of home enrolment with CGPA > 3.00 or equivalent on entry
C2b Percentage of enrolment on scholarships from external agencies
Diversity of Student C2c Percentage of international students

[D] PROCESS

No. Criteria Indicators Suggested  Evidences
1 Curriculum D1a Relevance - Graduates' Assessment External/assessor report, list of MoU/MoA/Letter of Intent
D1b Relevance - Institutional Assessment Reports of market survey
i Relevance: The Higher Education Provider (HEP) has external linkages at local, national, regional or global levels for the purposes of planning, implementing and reviewing its programmes External/assessor report, list of MoU/MoA/Letter of Intent
ii Relevance: Programmes offered are based on market needs Reports of market survey
D1c Comprehensiveness (Extent it meets the cognitive, psychomotor, affective) - Graduates' Assessment Programme handbook
D1d Comprehensiveness (Extent it meets the cognitive, psychomotor, affective) - Institutional  Assessment Programme handbook
i Comprehensiveness: Academic programmes incorporate the core content of the discipline that are essential for understanding the concepts, principles and methods that support the programme outcomes
ii Comprehensiveness: The programmes define the specific competencies that students should demonstrate upon completion of the period of study
D1e Challenging (Extent it encourages higher order thinking and decision making) - Graduates' Assessment Course proforma, assessment tools (e.g., exam scripts, assignments, quizzes, student answer scripts)
D1f Challenging (Extent it encourages higher order thinking and decision making) - Institutional Assessment Course proforma, assessment tools (e.g., exam scripts, assignments, quizes, student answer scripts)
i Challenging: The teaching and learning process experienced by the students can influence their problem solving and decision making skills
ii Challenging:The teaching and learning process experienced by the students can influence their creative and critical thinking skills
D1g Currency (Extent it incorporates latest appropriate philosophy, theories, techniques, etc.) Programme handbook
i Currency: Academic programmes fulfil the requirements of the discipline and incorporate topics of local, national and international importance, taking into account the appropriate discipline standards and international best practices for the field, as well as changes in them
2 Quality Delivery/
Pedagogy
D2a Effectiveness: The content, approach, and teaching-learning methods of the curricula are consistent with, and supportive of, their learning outcomes Course proforma
D2b Effectiveness: A variety of teaching-learning methods is used to achieve the eight domains of the learning outcomes and to ensure that students take responsibility for their own learning Course proforma
D2c Effectiveness: The teaching and learning activities are consistent with the curriculum Course proforma, assessment tools (e.g., exam scripts, assignments, quizes, student answer scripts)
D2d Efficiency: Percentage of academic to total staff population
3 Quality Assessment D3a Transparent, Valid and Reliable: Graduates' Assessment
D3b Transparent, Valid and Reliable: Institutional Assessment * Table specification
i Validity: The principles, methods and practices of student assessment are aligned with learning outcomes and the curricula Course proforma, assessment tools, programme handbook
ii Validity: Assessment is consistent with the levels defined in the Malaysian Qualifications Framework (MQF), the eight domains of learning outcomes and the programme standards Assessment tools
iii Validity: A variety of methods and tools are used to assess learning outcomes and competencies Assessment tools
iv Validity: There are mechanisms to ensure the validity and fairness of the student assessment system Assessment policy, external assessor report
v Reliability: Percentage of courses with marking schemes/guidelines Marking schemes
vi Reliability: There is mechanism to ensure reliability of the assessment Vetting of questions, external report on exam questions
vii Transparency: The methods of student assessment -- including the grading criteria -- are documented and communicated to students on commencement of a programme Documented assesment policy, means of communication (e.g., booklet,e-mail), copy of relevant web pages (if applicable)
viii Transparency: Student formative assessment results are communicated to the student within reasonable time Programme handbook, assesment policy
viiii Transparency: The programme grading, assessment and appeal policies are publicised Documented assesment policy
4 Monitoring D4a External: Percentage of programmes are accredited by MQA (excluding provisional accreditation) and/or local and/or international professional bodies http://www.mqa.gov.my/MQR/english/eakrResult.cfm
D4b Internal: Programme Monitoring - There is a comprehensive policy on the reviewing, monitoring and evaluation of all programmes Documented policy of reviewing, monitoring and evaluation of programme, evidences of stakeholders involvement
D4c Internal: Student performance and progression is analysed to ascertain the achievement of the learning outcomes of each programme Report on the analysis of students' performance for each programme,  exhaustive analysis and remedial action  of continuous assesment,  follow-up actions linking to learning outcomes
5 Ancillary Activities D5a Internship: Percentage of student participating in internship
D5b Outreach: Percentage of student participating in outreach programmes
D5c Exchange: Percentage of in-bound exchange students
D5d Exchange: Percentage of out-bound exchange students
D5e Extra-curricular: Extent of students' participation

 

[E] OUTPUT: QUALITY OF GRADUATES & GRADUATE SATISFACTION

No. Criteria Indicators
1 Graduate Marketability E1a Employment rate (six months after completion of studies or continuing studies)
E1b Average monthly starting pay of graduates who are employed
2 Graduate  Satisfaction E2a Average satisfaction with the Higher Education Provider (HEP) of the graduates
3 Employers’ Satisfaction E3a Average satisfaction with the graduates of the HEP
E3b Intention to employ from the HEP
4 Generic Student Attributes E4a The seven generic student attributes

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Pusat Perancangan Strategik & Pengurusan Kualiti (SPaQM), Universiti Sultan Zainal Abidin (UniSZA),
Kampus Gong Badak, 21300 Kuala Terengganu, Terengganu Darul Iman, MALAYSIA.
Tel: 09-668 8901 | Email: spaqm@unisza.edu.my | Faks: 09-6677868