Session 2 Pemantapan COPIA 4 Area Ver 3

AREA 3: TALENT AND RESOURCES

3.1 - Academic Staff - Policies

Standards Impactful Evidences

3.1.1 The HEP must have clear policies, 1. HR Handbook/policies – recruitment,
transparent procedures and promotion and appraisal
human resource planning to
recruit, develop, assess, reward,
and promote and academic staff
in line with the vision, mission,
and institutional goals.

3.1.2 The HEP must have a clear policy 1. Policy on academic integrity including
on academic integrity including plagiarism, and research ethics
plagiarism.

3.1.3 The HEP must regularly review 1. HR Development and Strategy Plan and
policies, procedures and human initiatives
resource plan to address the gaps
between the institutional 2. Performance analysis report and revised
performance and goals. policies/procedures

AREA 3: TALENT AND RESOURCES

3.1 - Academic Staff - Policies
Explanations
• All relevant policies are existing can get AL3.
• If there are records of when each of the policies are introduced and reviewed, then

can claim AL5.

3.1 - Academic Staff – Policies – Attainment
Level

AREA 3: TALENT AND RESOURCES

3.1 - Academic Staff - Implementations

Standards Impactful Evidences

3.1.4 The HEP must have an adequate 1. Data on staff-student ratio per
number of qualified academic programme/semester
staff with relevant experience to
teach and assess student learning 2. Table of staff qualification levels
outcomes for each programme. 3. Percentage of staff with PhD
4. Percentage of full time staff and

turnover rate

3.1.5 The academic staff must be given 1. Staff JTOR and KPIs
sufficient autonomy to focus on 2. Staff Workload per semester
areas of their expertise, such as 3. Data showing trend of academic
curriculum development and
implementation, academic productivity
supervision of students, research
and writing, scholarly activities,
academically-related
administrative duties, and
community engagement.

AREA 3: TALENT AND RESOURCES

3.1 - Academic Staff - Implementations
Explanations
Provide all data and related info for AL3.

3.1 - Academic Staff – Implementations –
Attainment Level

AREA 3: TALENT AND RESOURCES

3.1 - Academic Staff - Training and Development

Standards Impactful Evidences Explanations

3.1.6 The HEP must 1. List of trainings offered Provide all data and related
info for AL3. Further
have appropriate to staff based on needs explanation qualifies for
AL4.
and effective analysis.

training and 2. Data on staff active in

academic staff research – external

development grant, publication, PG

programmes students,

including collaboration/linkages

leadership skills with other

through institution/industry.

participation in 3. Data on staff

professional professional

activities, research membership and

and industry external engagement.

linkages and other

relevant activities.

3.1 - Academic Staff – Training and
Development – Attainment Level

AREA 3: TALENT AND RESOURCES

3.1 - Academic Staff - Performance and Reward

Standards Impactful Evidences Explanations

3.1.7 The academic staff 1. Data on staff • Provide data, info and

must be evaluated professional statistics for AL3.

at defined membership and • Further describe on how

intervals and external engagement. UiTM revise the promotion

rewarded for their 2. Staff Awards – criteria until finally adopted

performance research, teaching, 4 track system which

based on their publication, etc. reward staff based on their

academic 3. Statistics on staff strengths to qualify AL4.

responsibilities promotion. • Next, include showing low

and scholarly turnover rate and can

activities. conduct exit interviews to

find out why staff left and

take appropriate action on

these reasons to improve

the system to qualify AL5.

3.1 - Academic Staff – Performance and Reward
– Attainment Level

AREA 3: TALENT AND RESOURCES

3.2 – Non-Academic Staff

Standards Impactful Evidences

3.2.1 The HEP must have adequate 1. Table of staff qualification levels and
qualified non-academic staff to managerial experience
support the development and the
implementation of academic
programmes and related
activities.

3.2.2 The HEP must have training 1. Staff development plan and training
scheme for the non-academic scheme based on needs analysis
staff to fulfil the specific needs of
academic programmes for 2. Annual appraisal exercise records
example, safety and risk 3. Record on innovative contributions by
management, maintenance of
specialised equipment, and staff
additional technical skills. 4. Personal file

AREA 3: TALENT AND RESOURCES

3.2 – Non-Academic Staff

Standards Impactful Evidences

3.2.3 The HEP must have a policy on 1. Policy on work ethics
work ethics and performance
review scheme for continuous
development and career
advancement of the non-
academic staff to ensure good
university management.

Explanations

• Provide related info, data and statistics for AL3.
• Describe various of training programs available for targeted groups of non-academic

staff and showing the effectiveness of these training programs being evaluated
regularly for future improvements of the programs to qualify AL4.
• Describe achievements through awards attained by non-academic staff. Highlight that
academic achievements of UiTM would not be possible without strong support from
non-academic staff to qualify AL5.

3.2 – Non-Academic Staff – Attainment Level

AREA 3: TALENT AND RESOURCES

3.3 – Physical and Technology Resources

Standards Impactful Evidences

3.3.1 The HEP must have clear 1. Policies, procedures and methods of

policies for managing managing educational resources including

educational resources Information and Communication Technology

which are regularly 2. Policies, procedures and methods of

reviewed and improved to managing University Record and Archives

support the achievement of 3. Plans to review policies, procedures and

the programme learning methods of managing educational resources

outcomes and the 4. Minutes of meetings related to managing

institutional goals. educational resources

5. Survey and feedback on educational resources

from relevant stakeholders

6. Action/improvement plan to maintaining and

upgrading physical and IT facilities

7. List of trainings related to using, maintaining,

and upgrading physical and IT facilities

AREA 3: TALENT AND RESOURCES

3.3 – Physical and Technology Resources

Explanations
• Provide related and relevant data as stated for AL3.
• Further describe on relating UiTM-RMK plan to the budgeting process for allocation

and priority level given to Educational Resources.
• Analysis on allocating budget for planned and preventive maintenance.
• Analysis to evaluate the effectiveness of budget spend in creating conducive T&L

environment leading to good learning and working experiences.
• Happiness index indicator related to educational resources.
• Further discuss and explain these items qualifies for AL4 or AL5.

3.3 – Physical and Technology Resources –
Attainment Level

AREA 3: TALENT AND RESOURCES

3.3 – Physical and Technology Resources

Standards Impactful Evidences

3.3.2 The HEP must 1. List of facilities.

regularly review and 2. Library brochure with complete information on available

improve physical and facilities.

technological 3. Surveys on customers satisfaction towards educational

resources including resources of the university.

physical facilities, 4. Subscription of electronic / online database and

library, equipment resources.

and information and 5. University Complaints and Suggestions System.

communication

technology facilities

that are distributed

and scheduled

according to

educational and

institutional needs.

AREA 3: TALENT AND RESOURCES

3.3 – Physical and Technology Resources

Explanations
1. List of facilities, e.g., lecture rooms, seminar rooms, examinations halls, strong rooms, oral

examination rooms, students activities facilities, resources centre, reading rooms, library,
laboratories, students residences, health centre, mosque, parking, banks, café, transport
facilities, internet and Wi-Fi facilities, computer centre, sports and recreation centres and
centres of excellences.
2. Library brochure with complete information on available facilities such as smart reading
rooms, discussion rooms, postgraduate lounge, carrels, helpdesk, database of books and
journals, data bases of e-books and journals and other facilities.
3. Provide related information and relevant data as state qualifies for AL3.

3.3 – Physical and Technology Resources –
Attainment Level

AREA 3: TALENT AND RESOURCES

3.4 – Students Support Services

Standards Impactful Evidences

3.4.1 The HEP must have policies for 1. Policies for managing student

managing student support services, support services, extracurricular

extra-curricular activities and student activities and student representation

representation and participation for and participation

total learning experience which must 2. Quality procedures and documents

be regularly reviewed and improved. for students support services

3. Guidelines/Manual for managing

student activities

AREA 3: TALENT AND RESOURCES

3.4 – Students Support Services

Explanations
• Provide related information and relevant data as state qualifies for AL3.
• Describes policies at HEP can enable for AL4 and AL5.
• Describe services provided by HEP with reviews on policies based on analysis of

feedbacks from students.
• Highlight the role of the NR unit and the Counselling Unit – Why did UiTM create this

Unit? From student and community feedback?
• Highlight how MPP of UiTM coordinate the activities and students voice for the entire

UiTM system.
• Describe the extensive range of co-curricular activities available at UiTM and how

these enhances the learning experience and learning outcomes.

3.4 – Students Support Services – Attainment
Level

AREA 3: TALENT AND RESOURCES

3.4 – Students Support Services

Standards Impactful Evidences Explanations

3.4.2 The HEP must provide 1. MoU/MoA and • Provide related

resources for student student mobility information and

support services; such reports (inbound and relevant data as state

as physical, social, outbound). qualifies for AL3.

financial and 2. Bulletin for student’s • Describe how

recreational facilities, participation in sports dedicated budget is

and counselling and at university/national allocated (tabung

health services, extra- and international amanah) for various

curricular activities and levels. services mentioned.

student representation 3. List of centres and • Describe how these

and participation for their functions that services are evaluated

total learning support students’ and how feedback

experience which must needs and students’ from clients were

regularly be reviewed activities. collected and taken on

and improved. 4. Student insurance and board for

welfare scheme. improvement.

3.4 – Students Support Services – Attainment
Level

AREA 3: TALENT AND RESOURCES

3.5 – Financial Resources

Standards Impactful Evidences

3.5.1 The HEP must have a clear line of 1. Financial Governance Structure

responsibility and authority for 2. SOP for budget application and budget

budgeting and resource allocation allocation

that takes into account the 3. Guidelines for HOD on budget

specific needs of each utilization

department.

3.5.2 Those responsible for an 1. Samples of allocated and expenditure
academic programme should be for selected academic programmes
given sufficient autonomy to
appropriately allocate resources 2. New infrastructure or equipment
to achieve the programme goals acquired to improve existing or
and to maintain high educational introduce programmes
standards.

AREA 3: TALENT AND RESOURCES

3.5 – Financial Resources

Explanations
• Provide related information and relevant data as state qualifies for AL3.
• Describe the budgeting process highlighting its strong relation to Educational Goals

and UiTM Strategic Plan.
• Show how budget is prioritizes based on the strategic plan.
• Show that there is a systematic monitoring process at the Bursars Office for the whole

UiTM system. Is there any analysis to evaluate the effectiveness of the utilized budget?
• Describe that the deans, rectors and directors have autonomy with limits of authority

is utilizing the allocated budget.

3.5 – Financial Resources – Attainment Level



AREA 4:
CONTINUAL QUALITY IMPROVEMENT AND

SUSTAINABILITY

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.1 - Mechanisms for Programme Monitoring, Review and Evaluation
Policy on Programme Monitoring, Review and Evaluation

Standards Impactful Evidences

4.1.1 The HEP must have policy on 1. Policies, criteria, guidelines and
monitoring, reviewing and standards on Programme Monitoring,
evaluation of its programmes, Review and Evaluation
covering the need and/or
benchmarking analysis, teaching- 2. Systems and procedures for Programme
learning activities, student Monitoring, Review and Evaluation
assessment, administration and
related educational and support 3. Minutes meeting (campuses and senate
services, which must be regularly approval)
reviewed and updated.

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.1 - Mechanisms for Programme Monitoring, Review and Evaluation

Policy on Programme Monitoring, Review and Evaluation

Explanations

• Provide related information and relevant data as state qualifies for AL3.
• A comprehensive CQI on the programme – Outcomes and Curriculum; Student

Assessments; Talent and Educational Resources; Support Services, Program
Management & Program Review.
• CQI at Program Level results in interventions that leads to improvement of academic
programmes.
• Describe benchmarking exercise conducted based on themes – Curriculum, Promotion
Criteria, Teaching Facilities etc.
• CQI results in recommendation and action taken to meet current and future
challenges- APEL, MOOCS, Micro-Credential.

4.1 - Mechanisms for Programme Monitoring, Review and
Evaluation – Policy on Programme Monitoring, Review and
Evaluation – Attainment Level

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.1 - Mechanisms for Programme Monitoring, Review and Evaluation
Processes and Outcomes of Programme Monitoring, Review and Evaluation

Standards Impactful Evidences

4.1.2 The programme monitoring, review and 1. Appointment letters and terms of

evaluation exercises must be headed by reference for coordinators for

designated coordinators and must programme monitoring, review

involve all parties managing the and evaluation exercises

programme, including collaborative 2. Surveys or studies on need

partners, if applicable. analysis

3. Programme benchmarking reports

4. Programme performance/ review

reports

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.1 - Mechanisms for Programme Monitoring, Review and Evaluation
Processes and Outcomes of Programme Monitoring, Review and Evaluation

Standards Impactful Evidences

4.1.3 The review and evaluation processes 1. Programme assessment/
for programmes must include student evaluation reports
progression and performance analysis,
covering the passing, attrition and 2. Programme self-review portfolios
employability rates, and review by the 3. List of programme assessors
programme external advisors to 4. Committee for overseeing
ascertain attainment of the learning
outcomes and must be performed with programme evaluation exercises
sufficient impartiality.

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.1 - Mechanisms for Programme Monitoring, Review and Evaluation
Processes and Outcomes of Programme Monitoring, Review and Evaluation

Standards Impactful Evidences

4.1.4 The results of the programme review 1. Minutes of HEP’s senate and / or
and evaluation as well as the management regarding
recommendations and areas of programme assessment /
improvement must be brought to the evaluation
attention of the highest relevant
authorities in the HEP.

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.1 - Mechanisms for Programme Monitoring, Review and Evaluation

Processes and Outcomes of Programme Monitoring, Review and Evaluation

Explanations

• Provide related information and relevant data as state qualifies for AL3.
• Are recommendations resulting from CQI at programme levels analyzed to identify

common issues that need intervention at UiTM level? Were these issues then
discussed at JKIKU/Senate and finally brought to LPU if they involve policy changes or
addition resources?
• How effective is the MKSP mechanism in utilizing the PDCA cycle to improve
institutional performance in terms of attainment of Educational Goals?
• Has reviews on student progression and performance analysis, covering the passing,
attrition and employability rates, and review by the programme external advisors been
brought to the attention of the Senate/LPU which resulted in changes of policy or
SOP?

4.1 - Mechanisms for Programme Monitoring, Review and
Evaluation – Processes and Outcomes of Programme
Monitoring, Review and Evaluation – Attainment Level

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.2 – Involvement of Stakeholders

Standards Impactful Evidences

4.2.1 The programme review and • Systems, procedures and guidelines for

evaluation exercises must involve engaging stakeholders, including alumni

relevant stakeholders, including and employers

alumni, employers and external • List of programme external advisors

experts and the feedback must be • Alumni and employer surveys

systematically documented, • Minutes of meeting with programme

analysed and considered in the external advisors

curriculum and the changes be • Minutes of meeting of programme

disseminated. review committee related to

stakeholders’ feedback

• External advisor report

4.2 – Involvement of Stakeholders – Attainment
Level

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.3 – Quality Improvement and Enhancement

Standards Impactful Evidences

4.3.1 The HEP must establish policies 1. Policies, guidelines and procedures for

and procedures for regular reviewing/updating of internal quality

reviewing and updating of its assurance (IQA) system and continual

internal quality assurance system quality improvement (CQI)

and processes to ensure continual

quality improvement.

4.3.2 The HEP must have an 1. Terms of reference for the

independent department or unit department/unit for the HEP’s IQA

dedicated to, and responsible for, system

the internal quality assurance 2. HEP’s organisation chart showing the

system given a prominent status position of the IQA department/unit

with the direct line of reporting to 3. Appointment criteria and terms of

the head of the institution or the reference for head of the IQA

governing board. department/unit

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.3 – Quality Improvement and Enhancement

Standards Impactful Evidences
1. Quality manuals, documentation and
4.3.3 The HEP must promote quality
culture through participatory and procedures for HEP’s internal processes
cooperative process across all
levels in order to assure quality in 1. Quality plans, including action plans and
education, research, service and risk treatment plans for quality
management of the institution. improvement/ enhancement

4.3.4 The HEP must have mechanisms 2. Certificates for quality management
to implement recommendations systems
for quality improvement and
quality enhancement plans, 3. Minutes of HEP’s senate and/or
which must be linked with the management regarding quality plans
institutional goals. and CQI of IQA processes

4. KPI monitoring system

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.3 – Quality Improvement and Enhancement

Explanations

• Provide related information and relevant data as state qualifies for AL3.
• Describe the IQA eco system at UiTM – faculty level and UiTM level; involvement of

internal and external panel of assessors.
• Describe the training (internal and external) programs that the IQA staff had

undergone to ensure high quality standards are maintain consistently between
faculties and campuses.
• Describe the processes of gathering and analyzing data; identification of strengths,
concerns and weaknesses; recommendations for interventions and approval to
implement the intervention measures.
• Describe how implementation of the intervention measures improve the institutional
Educational Goals.

4.3 – Quality Improvement and Enhancement –
Attainment Level

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.4 – Institutional Sustainability

Standards Impactful Evidences

4.4.1 The HEP’s strategic and 1. Policies, guidelines and procedures related

internal processes, including to institutional autonomy, and

governance, capacity building, sustainability

quality assurance activities 2. Documents related to risk management

and risk management, must be

institutionalised and

supported by the highest

authority in the HEP to ensure

effective implementation and

sustainability.

4.4.2 Sufficient resources for 1. Resource allocation plan and fund
establishing and maintaining disbursement for all department/units
an effective and sustainable
quality culture within the 2. Reports on income/wealth generation
institution must be provided. 3. Minutes of meeting of HEP’s senate,

management and board of governance on
matters to institutional sustainability

AREA 4: CONTINUAL QUALITY IMPROVEMENT
AND SUSTAINABILITY

4.4 – Institutional Sustainability

Explanations

• Provide related information and relevant data as state qualifies for AL3.
• Show that UiTM Educational Goals is formally institutionalized as UiTM Strategic Plan

which is systematically monitored by the top management.
• Show that appointment at mid management level and top management level comprise

younger talent – talent sustainability.
• Show that recruitment strategy resulted in age groups of staff that will keep UiTM

sustainable in terms of Academic talent.
• Show that most of the active research group consist of good combination of young and

experienced researcher – sustainability of research.

4.4 – Institutional Sustainability
– Attainment Level

IMPORTANTS NOTES

Documents to be prepared by HEP
may include but not limited to the

list of examples provided



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