ACADEMIC POLICY - 2022 EDITION

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public. Hence, each lecturer is expected to conduct himself or herself with
professionalism, integrity, good manners and courtesy at all times.
8.2 Lecturers should refrain using foul language and curse words at any time in
communicating with the stakeholders including students, parents, peers,
superiors and/or the public.
8.3 Lecturers should be mindful of his or her body language, intonation, pitch and
message content to avoid being misconstrued as being rude, impolite or having
poor manners.
8.4 Lecturers should avoid making derogatory and insensitive remarks that would
lower students’ self-esteem or misconstrue as being racist and discriminatory.
8.5 Lecturers should avoid making remarks and physical action that would tantamount
to sexual harassment or abuse.
8.6 Lecturers should at all time refrain from using language and physical action that
could be construed as intimidating, threatening and coercive in manner.
8.7 Lecturers should avoid making retaliating comments and physical actions towards
students that imply that they will be punished or penalized for lodging comments
and complaints against the lecturer.
8.8 Lecturers should act impartially towards all students whether it involves giving

attention, marking and grading as well as access to teaching content, materials
and support.
8.9 All students must be treated fairly irrespective of race, religion, creed and income
level.
8.10 Legitimate complaints received on a lecturer’s misbehaviour and misconduct
shall be brought to the University Disciplinary Board (UDB).

9.0 Dressing and Grooming
9.1 Dressing and grooming is important to a lecturer because he or she serves as a
role model to the students besides ensuring the maintenance of a proper
decorum in the teaching and learning context.
9.2 While at work, lecturers should be in proper formal, semi-formal or smart casual
attire as prescribed by the conventional standard dress code of the profession (for
example, clothes must be properly ironed, there should not be a mismatch in
colours such as orange pants with green shirt and red tie).
9.3 Hair should be kept neat and properly groomed.
9.4 Clothes should not be too tight or too loose.
9.5 For men, formal shoes should be worn at all times. For women, formal shoes or
dress sandals (open toes) should be worn at all times. However, dress sandals do
not include slippers, crocs and other variants of the slippers.
9.6 Avoid body odour and bad breath by ensuring proper hygiene and care as well as
9.7 taking precautionary measures such as using deodorant, proper brushing of teeth,
avoiding the consumption of certain food such as durian, raw onion, raw garlic or
petai and taking breath mints.

10.0 Duty and Responsibility to Lodge Report on Damaged and Malfunctioning Equipment and
Other Teaching and Learning Facilities and Amenities
10.1 Any problem arising from malfunction, failure or damage of teaching and learning
facilities and amenities such as lighting, air conditioning, computers, white board,
speakers, microphone, screen, pointers, projectors, table or chair must be
reported through email by the lecturer to the COO with a copy to the Deputy Vice

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Chancellor (Academic and Internationalisation) immediately after the class or lab
session ends.
10.2 Failure to lodge such a report may result in a show cause letter being issued to
the lecturer for being irresponsible.

11.0 Duty and Responsibility on Cleanliness and Cost Saving
11.1 It is the duty and responsibility of every lecturer to ensure a proper upkeep of
the teaching and learning environment at all times. Hence, lecturers must
ensure that they leave the facilities in a clean and sound condition as they found
them.
11.2 If any facility is found to be messy, dirty and in a state of disrepair, it is the
lecturer’s duty and responsibility to lodge a report to the COO with a copy to the
Deputy Vice Chancellor (Academic and Internationalisation) immediately before
the class or lab session begins.
11.3 Lecturers are expected to turn off the computer and LCD projector as well as
switch off the lights at the end of a teaching session. Failure to do so may result
in a show cause letter being issued to the lecturer for being irresponsible.
11.4 Lecturers are expected to strictly adhere to any other cost saving requirements
of the management.

12.0 Secrecy and Confidentiality
12.1 It is best to avoid discussing with students on management policies and decisions
as well as airing lecturers’ dissatisfaction or grievances in the classroom. Instead,
it should be voiced directly to the relevant Dean or at the Faculty Meeting or
Academic Management Committee (AMCOM) for proper action and solution to
be taken.
12.2 Lecturers should avoid discussing or passing comments on issues that they have
little facts on or issues that are sensitive and damaging to the organization.
12.3 Avoid gossips, passing of value judgments and passing of someone else’s
(including students, parents, peers and superiors) sensitive personal information
within the organization and externally at all costs.
12.4 Avoid sharing of intellectual property belonging to Widad University College with
others external to the organization.
12.5 Lecturers should avoid plagiarizing other people’s work. They should develop a
healthy respect for intellectual property by strictly citing the source(s) when
borrowing.
12.6 Failure to abide by the above policies may result in a disciplinary action being
taken against the lecturer by the University Disciplinary Board.

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SECTION 08 (X): GUIDELINES ON USING SOCIAL MEDIA

GUIDELINES TO USING SOCIAL MEDIA IN WUC

Introduction
We are all aware the importance of using social media in our daily life and that includes usage of this
internet platform in our University College or as a responsible Widad University College Staff. Though
there are lots of benefits when using this form of communication, there are also negative impact on
our us, on other person as well as our organisation when this is not use in a responsible way. The
social media platform knows no boundaries, not hidden and can be out of control. Any material
posted can be viral for various intentions. For good or for worse reasons. Let us all be responsible for
what we post and not fall into situations where we fail ourself or our colleges or anyone or
organisations out there. To ensure that we use social media platform as responsible staff of Widad
University College, we hereby make this good guideline as a reference to how we use social media,

Using encouragingly:
1. Use of social media for the purpose of enhancing teaching and learning
2. As a boundaryless two-way communication platform between the management, the deans,
coordinators or even from students in a fast and effective way.
3. Disseminating information intentionally to reach communities or organisations for purpose
of education or marketing.

Forbidden usage;
1. Sharing information that is confidential to the university in the social media.
2. Exposing or sharing negative comments that is related to Widad University College, the staff,
the management staff, lecturer or students of the university.
3. Making statements that can have negative impact to the university.
4. Making provocative, inciting or false statement.
5. Making statement that is racist in nature that may cause disharmony to lecturer, students or
staff of Widad University College.
6. Making untrue statement or stir up rumours
7. Making defamatory remarks in the intention to hurt feeling of others
8. Sharing sensitive information about politics or racial issues or of individual subject.
9. Using social media for personal gain such as performing online businesses during working
hours.

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SECTION 08 (XI): ANNUAL WORK PLAN

ANNUAL WORK PLAN

Introduction

1. A work plan is a document that outline a set of goals and processes by which a lecturer or
academic member can or is expected to accomplish within a set period of time.

2. In WUC, the annual work plan (AWP) is – One-year period of work plan. This a One-Calendar
year, not following the Academic Calendar year.

3. The goals of AWP are to have a better understanding of the scope of work each academic
member is expected to accomplish in tandem with the university vision and mission.

4. AWP, when use in academic life, help the academic member to stay organized and the faculty
management to keep tract of each academic individual performance at work.

5. Through work plans, academic member breaks down their processes into small, achievable
tasks and identify the things they want to accomplish.

6. The AWP will be translated as the Key Performance Index (KPI) for the year.

Key Performance Index (KPI)
1. KPI is a performance indicator, a type of performance measurement.

2. KPIs evaluate the success of an individual on a particular activity defined in their work
plan which he or she engages.

3. KPI score may be used to determine the amount of bonus (when available) you get each year
OR used for academic promotions.

Management of Annual Work Plan
1. AWP of individual academic member is managed at the faculty level for lecturers, at the
Deputy Vice Chancellor (academic and internationalization) at the Deans level, at the Vice-
Chancellor for the DVCs level.

2. Each individual academic personnel here manage their own AWP as a self-report procedure
after obtaining consent from their immediate supervisor.

3. Each individual academic member shall follow and update their achievements following the
target sets in their own AWP quarterly so as to make adjustments and focus on target that
has yet to achieve.

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Stategising Annual Work Plan
Based on guided Widad University College AWP format, the strategy for creating ones own AWP
depend on the level of the academic member. For example, a Senior Lecture’s AWP has different
expectation than a n Associate Professor or a Professor.

At the Faculty Level
3 sets of formats are available for the purpose of strategizing each individual work plan. These are;

1. Managerial Level: e.g., Dean, Deputy Dean, Programme Manager, Course
Coordinator

2. Lecturers with research function
3. Lecturer without research function

Generally individual AWP will have same objectives but with different measuring instruments in
their AWP format.

AWP format

To simplify the process for determining tasks intended to achieve through an annual work plan, the
various determinants shall be classified into 4 domains. These are;

1. Internal Process
2. Customer
3. Organizational Capacity
4. Financial

Internal process captures achievements in the following;
I. Academic Excellence
II. Examinations outputs
III. Research Output

IV. AWP target achieve

Customer services captures achievements in;

I. Student activities – academic and non-academic
II. Lecturer evaluation
III. Mentor-mentee evaluation

Organisational activities capture achievement in;
I. Course coordinator, programme manager,
II. Committee members/ chair (faculty or university level)

III. Training
Financial captures achievement in;

I. Student enrolment
II. Marketing activities
III. Trainer

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Measuring achievement in targeted AWP
Weightage distribution in various domain in AWP format

NO GOALS WEIGHTING FACTOR (%)
1 Internal Process
Lecturer with Research Lecturer without
Research

35 35

2 Customer 40 40

3 Organisational Capability 10 10

4 Financial 15 15

TOTAL 100 100

INTERNAL PROCESS
The Goals for Lecturer with & without Research: 55%

No Objective Weight Measure Rating
Outstandingfactor
Superior
Proficient(%)
Marginal
Unsatisfactory

Area
Goal

3 Academic Excellence Lecturers’ 10 Average <9 9-11 12-15 16-18 >24
Productivity Teaching

(With Hours/ week
Research)

(Without 15 Average < 12 12-14 15-18 19-21 >21
Research) Teaching
INTERNAL PROCESS Hours/ week

Passing 10 % <85% 85- >95%
rate 95%

Examinations Invigilation 5 Number of L: <10 L: 10 - L: >20
Slots 20

Accuracy of 5 % of correct <98% 98.6 – > 99.5
Results marking & 99.0%
recording

results

Research Output 5 R&D KPI Below Follow Above
KPI R&D KPI KPI

Total (35)

Customer

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No Goals Objective Weighting Measure Ratibg
Factor
(%)
CUSTOMER
2 UnsatisfactoryStudent5Number1234 5
Marginal
ProficientActivityInvolvement
Superior(Academic
Outstanding
and non-

academic)

Lecturer 30 Score <3.00 3- 3.6- 4.1- >4.5
Evaluation 3.5 4.0 4.5

3 Mentor- 5 Annual <3.00 3- 3.6- 4.1- >4.5

Mentee Mentor- 3.5 4.0 4.5
Evaluation Mentee

Evaluation
Score

Total 40

Organisational Capabilities

No Goals Objective Weighting Measure Rating
Factor
(%) Outstanding

Superior
Proficient
Marginal
Unsatisfactory

Course 6 Number 0 0 1 2 >2
Coordination Coordinate
Organisational
Capability Committee 2 Number Post 1 2 34 5
Post
Held

Training 2 Achieve 0 1 2 3 4
Training KPI

Total 10

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Financial MEASURE Rating

NO GOALS OBJECTIVE WEIGHTING
FACTOR (%)

Outstanding
Superior
Proficient
Marginal

Unsatisfactory

1 Student 5 Number of <30 30-49 50-60 61-70 >70
Enrolment Enrolment

FINANCIAL Marketing 5 Number 1 2 3 45
activities
Involvement

Training in 5 Number of 1 2 3 45
courses as programmes
Involvement
trainers

Total 15

NOTE:
1. This AWP shall be used to translated academic member KPIs

2. Each Lecturer will have their own blueprint of their AWP and a copy to be kept and
monitored by immediate supervisor

3. Immediate supervisor is the custody of academic member AWP blueprint

4. Academic member should approach the immediate supervisor when having issues to
achieve AWP target during the year for AWP period.

5. Academic member is advice to discuss with immediate supervisor on variation if any
addition or omission by the academic member during the period of AWP

6. Immediate supervisor shall acknowledge consented changes or omission from and obtain
approval from Dean of the faculty

.

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Example of Annual Workplan Form & Template: for Management level

Corporate WIDAD University College Annual Work Plan 2022 Others : _________________________________________
(Please tick) (Please tick) (Please specify)
FACULTY
Employee Name : Designation : (Please specify) Date Joined :

Manager Name : Designation : Department :
Department :

Financial No Objective Measure Weighting 1 2 Rating 4 5 Remarks
10% Factor (Unsatisfactory) (Marginal) 3 (Superior) (Outstanding)
1 New Enrollment of Class SOC Numbers (%) Per FSC
2 Operating EBITDA Total EBITDA (RM) 15% and below -15% to -5% (Proficient) 5% to 15% >15% Per FSC
5
< 60 60% - 66.99% -5% to 5%
5 9% staff turnover 7% staff turnover

1 STUDENTS' EXPERIENCE ≥ 13.00% 11.00% - 12.99%
< 69% 69% - 76.99%
Customer 1.1 Average Student Climate Survey Climate Survey on Faculty Front Desk 5 ≤ 88.00%
23% Rating Climate Survey - SCKD ≤ 85.00% 88.01% - 90.00%
% of Lecturers Who Scored Beyond 4.0 18 ≤ 98% 85.01% - 88.00%
2 Lecturers' Evaluation 98.1% to 98.5% 67% - 73.99% 74% - 80% > 80% Set
10 < 70% Fall below R&D KPI 5% staff turnover 3% staff turnover 0% staff turnover New KPI from GPM
3 10 < 97% Fall below current ratings
5 Fall below current ratings 9.00% - 10.99%
Internal Process 2 ACADEMIC EXCELLENCE ACADEMIC MANAGEMENT REPORT 5 Fall below current ratings 77% - 85.99% 7.00% - 8.99% <7.00% Set
62% 2.1 Academic Attrition Rate % of Student Attrition 5 90.01% - 92.00% 86% - 94% > 94% Set
2.2 Lecturers' Productivity % of Lecturers Teaching Above 18 Hours Per Week 8 70% - 79.99% 88.01% - 92.00% Set
2.3 Break-Even Point % of Classes Above BEP 3 97% - 97.99% 98.6% to 99% 92.01% - 94.00% >94.00% Set
2.4 Passing Rate % of Students Who Achieve GPA Above 2.0 3 Fall below current requirement 92.01% - 95.00% ≥ 95.01%
3 Accuracy of Results % of Correct Marking and Recording of Results 3 80% - 89.99% 99.1% to 99.5% 99.6% to 100%
4 Research Output R&D KPI 5 98% - 98.99% Maintain R&D KPI Improve on R&D KPI
5 MyRA / MyQuest Ratings on MyRA (2016: 35.52, 2 Stars) / MyQuest 5 Maintain current ratings Improve on current ratings
6 SETARA Ratings on SETARA (SETARA '13: 77.11, Tier 5) 5 Maintain current ratings Improve on current ratings

7 QS Rating Rating & Ranking on QS Maintain current ratings Improve on current ratings

8 Annual Work Plan Completion % of completion 90% - 99.99% 100% New KPI from GPM
9 Termination Process % of termination compliant to policy 99% - 99.99% 100%
Organisational 1 Staff Training % of Staff Who Achieved Training KPI Maintain current requirement Improve on current requirement
Capability
5%

100 2 3 4 5
(Marginal) (Proficient) (Superior) (Outstanding)
Appraisal Ratings 36% - 49%
1 50% - 69% 70% - 89% ≥ 90%
Verified by:
(Unsatisfactory) Head of Department :
≤ 35%

Employee : Agreed by:
Superior :

__________________________________________________ __________________________________________________ __________________________________________________
Name : ____________________________________________ Name : ____________________________________________ Name : ____________________________________________
Date : ____________________________________________ Date : ____________________________________________ Date : ____________________________________________

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Example of Annual Workplan Form & Template: for Lecturer with Research Committment

Corporate WIDAD UNIVERSITY COLLEGE FACULTY: Annual Work Plan 2022 Others : _________________________________________
(Please tick) (Please tick) (Please specify)
DR. / BIOCHEMISTRY (Please specify)
Employee Name : HASBULLANI BIN ZAKARIA Designation : DEAN Department : FOM Date Joined :
PROF DR JAMALUDIN ZAINOL Department : FOM
Manager Name : Designation :

No Objective Measure Weighting 1 2 Rating 4 5 Remarks
Factor (Unsatisfactory) (Marginal) 3 (Superior) (Outstanding)
Customer Financial 15% 1 Student Recruitment Number of Student Enrolled for Year (%)
2 Marketing Number of Marketing Activities Involves <30 30-49 (Proficient) 60-79 >80
3 Student Enrichment Courses Number of Courses conducted/involved 5 1 50-59 3 4
0 1 2 3 4
1 STUDENTS' EXPERIENCE 5 2
1.1 Student Activities 0 1 3 4
5 3.0 - 3.4 2 4.1 - 4.5 > 4.5
(Academic & Non Academic) 3.0 - 3.4 3.5 - 4.0 4.1 - 4.5 > 4.5
40% 2 Lecturers' Evaluation Average Number of Activities Carried Out 5 0 -15% to -5% 3.5 - 4.0 5% to 15%
3 Mentor-Mentee Evaluation Semester Lecturers' Evaluation Scores 30 < 3.0 10 - 11 hours -5% to 5% 15 - 17 hours >18 Hours
1 ACADEMIC EXCELLENCE Annual Mentor-Mentee Evaluation Scores 5 < 3.0 13 - 15 hours 12 - 14 hours 19 - 21 hours > 21 hours
1.1 Lecturers' Productivity 15% and below 16 - 18 hours
Internal Process 1.2 Lecturers' Productivity Average Teaching Hours / Week (with Research) 10 or <9 hours 85.01% - 88.00% 92.01% - 95.00% ≥ 95.01%
35% 2 EXAMINATIONS Average Teaching Hours / Week (without Research) 15 < 12 hours Lecturers: 14 to 16 slots 88.01% - 92.00% Lecturers: 20 to 22 slots Lecturers: ≥ 23 slots
2.1 Passing Rate Lecturers: 17 to 19 slots
2.2 Inviligation % of Students Who Achieve GPA Above 2.0 10 ≤ 85.00% AL: 4 to 5 slots AL: 8 to 9 slots AL: ≥ 10 slots
Numberof Slots 5 Lecturers: < 14 slots AP/P: 7 to 8 slots AL: 6 to 7 slots AP/P: 11 to 12 slots AP/P: ≥ 13 slots
2.3 Accuracy of Results % of Correct Marking and Recording of Results 5 AP/P: 9 to 10 slots
3 RESEARCH AL: < 4 slots 98.1% to 98.5% 99.1% to 99.5% 99.6% to 100%
Organisational 3.1 Research Output Number of Research 2 AP/P: < 6 slots 98.6% to 99%
Capability Number of Publication 3 0 2 3
10% Publication Achieved Training KPI 2 ≤ 98% 1 1% 3 4%
1 Staff Training Number Coordinated 6 1 2 3
2 Block / Posting Coordination Number of Post Held 2 0 1 2 3 4
3 Post in Committee 0 1 2 3 4
0 2 4
0
0

100 2 3 4 5
(Marginal) (Proficient) (Superior) (Outstanding)
Appraisal Ratings 36% - 49%
1 50% - 69% 70% - 89% ≥ 90%
Verified by:
(Unsatisfactory) Head of Department :
≤ 35%

Employee : Agreed by:
Superior :

__________________________________________________ __________________________________________________ __________________________________________________
Name : ____________________________________________ Name : ____________________________________________ Name : ____________________________________________
Date : ____________________________________________ Date : ____________________________________________ Date : ____________________________________________

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Example of Annual Workplan Form & Template: for Lecturer without Research Committment

Corporate WIDAD UNIVERSITY COLLEGE Annual Work Plan 2022 Others : _________________________________________
(Please tick) (Please tick) (Please specify)
FACULTY
Employee Name : Designation : (Please specify) Date Joined :

Manager Name : Designation : Department :
Department :

No Objective Measure Weighting 1 2 Rating 4 5 Remarks
Factor (Unsatisfactory) (Marginal) (Superior) (Outstanding)
1 Student Recruitment (%) 3
2 New Enrollment of Class (Proficient)

Financial Number of outreach programmes / external activities involved 2
60%
SOC Numbers 2

15% and below -15% to -5% -5% to 5% 5% to 15% >15%

1 STUDENTS' EXPERIENCE

Customer 1.1 Student Activities Average Number of Activities Carried Out - University 4
20% (Academic & Non Academic) Average Number of Activities Carried Out - SCKD
Semester Lecturers' Evaluation Scores 35 < 3.0
Internal Process 2 Lecturers' Evaluation Annual Mentor-Mentee Evaluation Scores 5 < 3.0 3.0 - 3.4 3.5 - 4.0 4.1 - 4.5 > 4.5 Set
15% 3 Mentor-Mentee Evaluation ACADEMIC MANAGEMENT REPORT 3.0 - 3.4 3.5 - 4.0 4.1 - 4.5 > 4.5
2 ACADEMIC EXCELLENCE % of Student Attrition 15% and below -15% to -5% -5% to 5% 5% to 15%
2.1 Academic Attrition Rate Average Teaching Hours Per Week 10 ≥ 13.00% 11.00% - 12.99% 9.00% - 10.99% 7.00% - 8.99% <7.00%
2.2 Lecturers' Productivity 10 < 15 hours 15 - 17 hours 18 - 20 hours 21 - 23 hours > 23 hours
3 EXAMINATIONS % of Students Who Achieve GPA Above 2.0
3.1 Passing Rate As per SOP 10 ≤ 85% 85.01% - 88% 88.01% - 92% 92.01% - 95% ≥ 95.01%
3.2 Meeting Deadlines Lecturers – 23 slots
AP/P – 13 slots 5 Fall below current timeframe Maintain current timeframe Improve on current timeframe
Academic Leaders – 10 slot
3.3 Invigilation Slots % of Correct Marking and Recording of Results Lecturers: < 14 slots Lecturers: 14 to 16 slots Lecturers: 17 to 19 slots Lecturers: 20 to 22 slots Lecturers: ≥ 23 slots
% of completion 5 AL: < 4 slots AL: 4 to 5 slots AL: 6 to 7 slots AL: 8 to 9 slots AL: ≥ 10 slots
Achieved Training KPI AP/P: 7 to 8 slots AP/P: 9 to 10 slots AP/P: 11 to 12 slots AP/P: ≥ 13 slots
AP/P: < 6 slots

3.4 Accuracy of Results 5 ≤ 98% 98.1% to 98.5% 98.6% to 99% 99.1% to 99.5% 99.6% to 100%
4 Annual Work Plan Completion 5 Did not submit at all or Submit After given deadline Exactly on given deadline New KPI from GPM
1 Staff Training
Organisational incomplete data Completed Training as per KPI
Capability 2 Not done at all
5%

100 2 3 4 5
(Marginal) (Proficient) (Superior) (Outstanding)
Appraisal Ratings 36% - 49%
1 50% - 69% 70% - 89% ≥ 90%
Verified by:
(Unsatisfactory) Head of Department :
≤ 35%

Employee : Agreed by:
Superior :

__________________________________________________ __________________________________________________ __________________________________________________
Name : ____________________________________________ Name : ____________________________________________ Name : ____________________________________________
Date : ____________________________________________ Date : ____________________________________________ Date : ____________________________________________

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SECTION 08 (XII): ANNUAL PERFORMANCE APPRAISAL

ACADEMIC STAFF ANNUAL PERFORMANCE APPRAISAL

Introduction

Annual Performance Appraisals are used to review the job performance of WUC employee over the
one-year period of service rendered. These reviews are used to highlight both strengths and
weaknesses in order to improve future performance of WUC academic members.

Performance appraisals also help employees and their managers create a plan for the staff
development through additional training and increased responsibilities, as well as to identify ways
the employee can improve and move forward in their career.

This Annual Performance Appraisals provide individuals with feedback on their job performance. It
ensures that academic members are managing and meeting the goals expected of them or targets as
set in their Annual Work Plan, giving them guidance on how to reach them if they fall short.

Annual Performance Appraisals also guide WUC management to give its academic members big-
picture feedback on their work and to justify pay increases, bonuses, as well as termination decisions.

The Annual Performance Appraisals by WUC adopts the 360-degree feedback assessment. The
assessment includes, self-assessment report, peer review and immediate supervisor assessment.

Annual Performance Appraisals Process and Procedures

There are 3 steps in the process and procedure for Annual Performance Appraisals;

Step One: Reviewing Objectives and Setting Goals

New Lecturers and Internal Transfers:
Upon completion of the orientation period, these academic members shall meet with their
immediate supervisors to review objectives and set goals for the remainder of the performance
review period (Review period shall be determined by WUC Human Resource Department}. The
objectives set shall be translated as their Annual Work Plan.

For all other academic staff:
Objectives will be reviewed and goals set at the beginning of the designated Annual Performance
Review Process period and the objectives will be clearly set as in their Annual Work Plan.

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Step Two: Mid-Year Review (Recommended)

New Lecturers and Internal Transfers:
The mid-year review should occur approximately three (3) months after the lecturer completes their
probation period. By this time, the lecturer should have six (6) months of experience in the duty with
WUC.

For all other academic staff:
The mid-year review should occur in six (6) months - or halfway through the performance review
period.

While recommended, faculty individual supervisors may choose not to hold a formal mid-year
review. Supervisors should keep the mid-year review for use during the annual review.

Lecturers should complete the Self-Assessment around eleven (11) months and submit this self-
assessment report to their immediate supervisor.

Academic members or lecturer may leave sections blank if appropriate or desired.

At the end of the performance review period (end of year), the immediate supervisor will complete
the Annual Review Form and submit it to the Dean for approval to ensure the Annual Review Form
is appropriate and are followed before submitting to WUC Human Resource Department.

Once the Annual Review Form is approved and signed, the HR Department returns the Annual Review
Form to the immediate supervisor.

The immediate supervisor will hold an end of performance period discussion with the lecturer of
academic member.

Immediate supervisors should give lecturers or academic members sufficient notice of when their
performance discussion will be scheduled so that lecturers or academic members may prepare for
the discussion.

It is recommended to give employees at least one to two (1-2) days’ notice.

The immediate supervisor and lecturers or academic members together will review the past year’s
performance, including objectives and goals and the performance rating appropriate for the
performance over the same time frame.

If the evaluation of the lecturers or academic members’ performance changes based on their self-
evaluation or the discussion, the supervisor should re-submit the Annual Review Form for review and
approval by the management center.

Lecturers or academic members should sign the completed Annual Review Form that has already
been approved by WUC Human Resource Department.

The Annual Review Form is a mean of documenting the outcome of the discussion, but is not a
substitute for a one-on-one discussion with the lecturers or academic members.

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Lecturers or academic members signature acknowledges receipt only, not agreement.

The Annual Review Form should then be submitted to the HR department within one (1) working day
of signature so the Annual Review Form can become part of the lecturers or academic member’s
personnel file.

A review is not a guarantee of an increase in salary. Additionally, lecturers or academic members who
have below average ratings do not qualify for a salary increase.

Further Action if Performance Issues Exist

If the lecturers or academic members has been issued Positive Corrective Action within the last year,
supervisors should include those issues in the Positive Corrective Action into the Annual Performance
Review and assess progress.

Mitigating factors, such as the length between the issue(s), are relevant and should be considered.

If, upon reviewing the lecturers or academic member’s performance for the Annual Performance
Review, the immediate supervisor determines that an lecturers or academic members performance,
behavior, or attendance warrants Positive Corrective Action (or warrants further Positive Corrective
Action, if the issues identified in a previous Positive Corrective Action have not improved), the
supervisor should reach out to HR Department to report such performance

Any issues identified by the immediate supervisor to justify a Positive Corrective Action should be
noted in the Annual Performance Review, but the immediate supervisor does not need to wait until
the Positive Corrective Action is completed before finalizing and issuing the Annual Performance
Review Form.

If the lecturers or academic members receive a Positive Corrective Action soon after the Annual
Performance Review session, the immediate supervisor should notify the lecturers or academic
members during the meeting that HR department will be notify.

If the lecturers or academic members receive a Positive Corrective Action during the Annual
Performance Review session, the immediate supervisor should notify the lecturers or academic
members prior to the meeting.

Compensation Review

One of the bases for determining lecturers or academic members’ annual performance review is
salary increase. Salary increase is meritorious performance. Faculty and lecturers or academic
members must be aware that compensation is consistent with the budget of WUC and will comply
with funding, financial management, and budgetary requirements of WUC.
Lecturers or academic members whose overall rating falls in the lower two rating categories (i.e.,
Below Average or Poor) are not eligible for a merit increase.

Lecturers or academic members whose performance is deserving of a merit increase, will be noted
by WUC and its management.

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Immediate supervisors are responsible for obtaining additional approvals, as required in each faculty,
for recommendations on salary increases.

A supervisor’s recommended salary increase is not final until approved by the HR department and
the financial office.
Closure

Annual Reviews Forms should be returned to WUC HR Department at least fifteen (15) days prior to
the effective date indicated on the Annual Review Form.

For any late review, defined as three (3) months late, it will be sent to the Human Resources
Department, Dean, appropriate Deputy Vice Chancellor, and/or Vice Chancellor.

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SECTION 08 (XIII): LECTURER FILE/PORTFOLIO

LECTURER TEACHING FILE / LECTURER’S FILE

LECTURER FILE / LECTURER PORTFOLIO

An Academic Portfolio is an organised record of lecturer academic experiences, achievements and
professional development. It consists of a collection of documents which illustrate the variety and
quality of work that lecturer do, along with their reflections on these documents and on lecturer
personal development over time.

A portfolio supports lecturers’ role as an academic by creating a record of their reflection,
development and achievements over time. Lecturer may like to use aspects of their portfolio to
provide evidence for formal probation review, progression or promotion processes.

Lecturer will need to produce their Lecturer File/Portfolio in internal interviews for pronotion,
evaluation process to the Dean during annual appraisals and when meetings with MQA during
accreditation or monitoring process.

There are five major areas of academic work that lecturer should include in their portfolio:

I. teaching and educational development
II. student services
III. scholarship and the advancement of knowledge and its applications
IV. contributions to the university and the community.
V. Leadership and management

Lecturer should include some evidence of their participation and reflection in each of these areas,
although at any point in their academic career lecturers work is likely to have a greater focus on some
areas than on others.

These guidelines suggest ways that the lecturer can develop their File/Portfolio to encompass the
major areas of academic practice. Each academic's experience and context will be different, so there
is no expectation that all Lecturers File/Portfolios will be similar. Rather they should contain evidence
of individual academic achievements and experiences, with reflections on these experiences.

Getting Started
Developing a portfolio is an ongoing process. As portfolio develops over time, lecturer will include
documents which provide evidence of a wide range of activities and achievements, along with the
reflections on these documents.

Getting started means beginning to create a framework and sections for portfolio which are useful
and can continue to use, then adding one or two items at a time as lecturer engage with different
aspects of their work.

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Add documents and reflections on a regular basis, both to assist the professional development and
so that yportfolio will be up to date for occasions when discussion on academic progress with their
supervisor or when planning an application for promotion.

Example of a Lecturer File / Portfolio

Example 1.
Puan Hamidah is a new Lecturer whose primary goals include teaching and learning effectively in
tutorials, lectures and practical. and commencing a PhD. This is what her portfolio contains by the
end of her first semester:

Overview and personal information
• A statement of goals that she negotiated with her immediate supervisor and that she
expected to achieve in a time frame. This is to include her personal Annual Work Plan
• A copy of her CV, to include copy of her degrees and relevant certs, testimonials and awards.
• A career timeline which she did during her career planning.

Teaching & Learning
• A brief description of how she sees her role as a teacher in lectures, tutorials and practical
classes
• List of courses and topics she will be delivering or involve in.
• The academic calender for the programme she is involved in.
• An outline of the subject she co-ordinates/teach with notes on changes if required
• Her lesson plans – how she plans to deliver each topic and effectively, this includes her plan
to deliver some of the topics on ine and her strategy to do so.
• A handout and learning guide on teaching and tutorials where she reflected on how to
encourage more student interaction in her classes and tutorials
• Her assessment strategy for the courses or topics she plans to deliver.
• Quizes, Questions and Assignment she uses in her assessment
• Samples of answers scripts from students
• Student attendance sheets
• Time tables of which highlights her involment in teaching
• References she uses in her teaching and learning
• Summary of student responses to an open-ended questionnaire about her tutorials, with her
comments about actions to take.
• Cross teaching activities
• Her Course evaluation report and classroom evaluation report

Student Services:
• Mentoring activities – mentees list, mentor-mentee meeting reports, mentee evaluation
• Student affair department activities – slubs and societies
• Reflective sessions with students
• Feedback sessions e.g., following examination, following course evaluation

Scholarship and research
• A series of notes about a possible topic for her PhD proposal or Research collaboration with
her colleagues
• Planning for publication and its time line

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• An application for conference/seminar funding, which includes a statement about the

relevance of the conference/seminar to her research and academic development.

Service to the university and the community
• Involvement in faculty or university management – committee members or appointments not
related to teaching and learning actvities
• Marketing activities she was involved with or designated to do
• A reportor copy of her involvement in activities related to university activities or community

Academic leadership
• List of meetings attended for semester
• Academic leadership such as chairing meeting, leading in clubs and committees
• Coordination work, within faculty or interfaculties

Sections for the portfolio

The important aspect of preparation a Lecturer File/ Portfolio iis should be presented in an organised
manner. To achieve this, there must be standard in partitioning as will adopt by all lcturers in WUC.
Though the content may differ between lecturers, partitioning in lecturer’s file must be standard.

The following guidelines provide advice on developing different sections of lecturers file or portfolio.
For each of the five major areas of academic work (general overview, teaching and educational
development, student services, scholarship and the advancement of knowledge and its applications,
contributions to the university and the community and academic leardership).

The suggested partitioning into sections is as follows and should be indicated on the cover of the file.

Partitioning Sections:

Section No Title Content
SECTION 01 General Overview
SECTION 02 Teaching and Learning
SECTION 03 Student Services
SECTION 04 Scholarship and Research
SECTION 05 Services to University & Community
SECTION 06 Academic Leadership
SECTION 07 Self Evaluation on Academic progress
SECTION 08 Appendixes / Attachments

Lecturers File Portfolio Confidentiality

Lecturer File/ Portfolio has certain confidentiality. It is kept by each lecturer and should be made
available to the Heads or Dean or when requested by management for specific documented purposes
such as during MQA visits. No student should be allowed access to lecturer’s file. Lecturers are
requested to safeguard their own Lecturer File/ Portfolio.

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Self Evaluation Checklist

This checklist guides the lecturer towards understanding and direction on writing self evaluation at
end of each academic session. This helps lecturer towards self quality and continuous improvements.
The table below incorporate questions that may direct lecturer in planning self evaluation.

Q No. Question Checked
Questions for reflection about teaching and educational
devlopment
What are my overall teaching goals and the goals that I have for my
students' learning?
How does my teaching encourage student learning?
How are my subject objectives, teaching approaches, learning tasks
for students, assessment and feedback efeectively managed?
How do I know whether my teaching has encouraged student
learning?
How confident and comfortable do I feel about my teaching and
what helps me to develop confidence?
How has my experiences helped me to develop or change my
understanding of teaching and learning?

Questions for self reflection
What gives me the most satisfaction as an academic?
What causes frustration and is there anything I can do about it?
Where would I really like to be in my career in a year's time, five
year's time, ten year's time?
Do I have any particular goals that I would like to achieve?
How consistent is what I am doing now in my work with my answers
to the above questions?
Are my goals and career plans consistent with the goals negotiated
with my supervisor, or should I consider some re-negotiation?
Who could help my career at present?

Questions for self evaluation on teaching and learning
To what extent have my personal goals for teaching been met?
How do I know whether I have been teaching well, and what
evidence do I have of good teaching?
What are my main achievements in teaching and what evidence do
I have for these?
What is my progress towards achieving the teaching goals that I have
negotiated with my supervisor?
What support have I received to develop my teaching and what
would I need to develop further as a lecturer?

Questions for reflection about scholarship
How do I keep up to date in my discipline area?
What sources do I use to do this?
In what ways is my work scholarly?

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How would I describe scholarship in teaching, and how do I apply it
to my own teaching?
In what ways do I enable myr students to engage with current ideas
in my discipline area?
How do I relate research to my teaching?

Questions for reflection about the advancement of knowledge
What are my personal research interests?
What are my research goals or intentions?
How does my research interests fit into the interests of my faculty?
In what ways can my research make a contribution to my discipline?
How do I find out about sources of funding and resources which
could support my research?
How have my experiences helped me to develop or change my
understanding of research and scholarship in my discipline?

Questions for self evaluation in advance in knowledge
To what extent have my personal goals for scholarship and the
advancement of knowledge been met?
What evidence do I have that I am contributing to the advancement
of knowledge in my field or developing the potential to do so?
What are my main achievements in research and scholarship and
what evidence do I have for these?
What is my progress towards achieving the research goals that I
have negotiated with my supervisor?
What support have I received to develop my research and
scholarship and what would I need to develop further as a
researcher?

Questions for reflection about my contributions to WUC
What administrative responsibilities are expected in my position?
What contributions to the university are expected of academics at
my level in my faculty?
How am I developing my knowledge and understanding of the
university so that I can identify opportunities for making useful
contributions?
What opportunities might there be for me to make an active
scholarly contribution outside the university?

Questions for self evaluation on contribution to WUC
What have been my most important contributions to the university
and the community, and what evidence do I have of these
contributions?
How far has my involvement reflected my intentions and my faculty
expectations?
How has my contribution enhanced the quality of the university or
community's work?
What is my progress towards achieving the goals that I have
negotiated with my supervisor?

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What support have I received to develop my contributions in this
area and what would I need to develop my contributions further?

Evidence to above Questions

If the lecturer has evidences to support and answer their questions above, the lecturer can
supplement these in the appendix section.

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SECTION 08 (XIV): PROGRAMME COURSE FILE/PORTFOLIO

PROGRAMME COURSE FILE

COURSE FILE / COURSE PORTFOLIO

Introduction

Course File or Course Portfolios allow programme managers and course coordinators to document
the scope and quality of their teaching performance and to improve their skills through continuous
reflection.

Course File or Course Portfolios are used to document the planning, process, and outcomes of a single
course. The articles and links in this section describe the purpose and important components of
Course File or Course Portfolios and offer detailed guidelines for creating these files.

What is the purpose of a course file/portfolio?
Many creative and effective teaching strategies are forgotten or misplaced between semesters, only to be re-
learned in subsequent semesters or lost forever. In WUC, no formal mechanism is in place to pass course-
specific teaching information from instructor to instructor. A solution to this problem is the course portfolio,
a resource exchange of course-specific teaching information.

Why should coordinators make a course portfolio?
Course portfolios prevent the loss of effective teaching techniques and materials, thus providing the means
for all coordinators to continually improve existing curriculum. Course file/portfolios will enable most
coordinators get a head start, specifically those who are new to the programme, those who are teaching for
the first time, or those who receive late postings and have little time to prepare. Course portfolios/file will
complement existing resources. Course portfolios/files are also useful for coordinators who plan to continue
teaching. Course portfolios/files can be revised into teaching/lecturer portfolios/files, which may be useful
documentation to present at interviews and list on in a CV.

Many of the items that is in course portfolio/file are things that are already available. Course file/portfolios
helps to organize them. A portfolio may not be complete, but every information will help the next coordinator
teach the course. By having Course file/portfolios from previous semesters, coordinators can spend more time
developing new material for their course to supplement and enhance the previously collected material.

How will course portfolios benefit faculty?
Faculty administrators such as the Dean, and coordinators can benefit from course portfolios in several ways;

• help faculty bring new lecturer up to speed,
• serve as a repository which lecturer can draw from,
• provide a source of information to improve courses.
• is organized to provide useful accreditation and assessment documents.

How will course portfolios help undergraduates?
Undergraduates will benefit by;

• more effective lecturer preparation earlier in the semester
• new lecturer can provide students with some immediate materials

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• enabling lecturer to have more time to new effective materials for future sessions.
• lecturer will have more time to focus on teaching techniques, curriculum revisions,
• the cumulative nature of the course portfolio will help avoiding previous mistakes and
• lecturer can identify common difficulties that students experience.

What does Course file/portfolios contain?
The content of Course File / Course Portfolio

• course components include the syllabus, teaching materials, support materials, and assignments.
• critical analyses of teaching and learning.
• assignments and tests used to evaluate student learning
• analyses of key assignments and tests.
• Samples/statistics of student performance
• Reflections on your teaching
• Reflections on the learning activity
• Feedback from the students

How will course portfolios be accessed and shared?
• Course file/portfolios shall be kept in the Faculty Office
• The Dean and Lecturer can access the file with record maintain by academic admin exec in faculty.
• It should not be made available to students or general public
• The course file should be made available to KPT/MQA or governing authority of the programme

The intent of the Course file/portfolios is to provide an information exchange of course-specific teaching
materials among lecturers. Course portfolios are intended to include constructive criticism of the course only.

Course Portfolio Contents

1. Checklist
The file/portfolio begins with checklists, which are intended to help remind course coordinator/lecturer to
place material into the portfolio as well as to let others know what information is being placed in the course
portfolio.

These checklists are as in table below;

Course Portfolio Checklist
Faculty:
Course Name:
Course Code:
Programme manager / Course Coordinator:
Folio for Current Session use: Semester/ Year;
Folio carried forward from (Session/Semester):

No Item
Syllabus and related information
Course description and objectives
Course Academic Calendar
Course policy
Available support services
Teaching materials
Course manual or notes
Lecture notes
Additions and revisions
Support materials

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Construction techniques
Equipment documentation
Computer files, programs, documentation
Troubleshooting and debugging tips
Departmental resources and shops
Expected format for assignments

Teaching materials additions and revisions
Support materials additions and revisions
Laboratory experiments (if Any)
Quizzes and exams
Samples of student work
Reflections during the semester

List of student projects
Assignments
Teaching materials additions and revisions
Support materials additions and revisions
Evaluations

Things to consider when using Course file/portfolios throughout the Semester;
• Before the first day of semester, lecturer should review and read what others have placed into the
course portfolio and gather other appropriate handouts. If changes to the handouts are necessary for
the new semester, make them before including them in the portfolio.
• During the semester, other additional handouts and assignments for the students is recorded and add
to the Course file/portfolios. New corrections, observations, homework solutions, and grading criteria
to be documented as well. It is advice to all lecturer, to add materials to the portfolio as they become
available, rather than at the end of the semester.
• The end of the semester is a time for lecturer and students to reflect upon what worked, what didn’t
work, and what needs to be improved for next time. Be sure to note any corrections or changes or
recommendations in the Course file/portfolios.

2. Syllabus
In general, a syllabus covers topics such as course structure, teaching/learning outcomes, learning activities,
teaching methods, and assessment strategies.

Specifically, a syllabus contains an outline and schedule of topics taught in the course. Also, the syllabus
communicates to students what the course is about, why it is taught, where it is going, and what will be
required of the students to pass the course. Last semester’s syllabus is a good place to start when creating a
new syllabus.

While teaching the course, keep track of topics that took more or less time to cover than you predicted. Include
suggestions about reorganizing or combining topics, or whatever ideas you have that would make the class
run more smoothly.

3. Teaching materials
This section contains all the materials considered essential for teaching the course. Materials required may
need updating.

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Course manual or notes
Include the most recent copy of the course or lab manual if one exists.
Lecture notes Include paper or digital copies of the lecture notes or presentations such as PowerPoints.

Additions and revisions
Include any other core teaching materials such as a bibliography of supplemental textbooks or online links if
one is not included within the course manual. If supplemental texts is used, please make sure that the chapters
used from each text are noted.

Support materials
In order for students to complete their assignments and fulfill the learning outcomes, the lecturer must supply
them with additional material to be included.

Construction techniques
If your students actually build something in your course, provide them with tips on how to perform the
construction, especially if it is their first time using the technique.

Equipment documentation
Many lab courses require students to use equipment to make measurements, perform experiments, or
troubleshoot a problem. Information or tips on how to use the equipment if available; please include them in
the course filr/portfolio. If documentation is from the manufacturer (e.g., a user’s manual) that is too large to
include, specify wherethis manual is available for reference.

Computer files, programs, and documentation
If assignments are to be done on a computer, computer files related to the course must be noted. This section
might include programs, data files, source code, sample files, online documentation, and the electronic version
of handouts. Include a pen drive (labeled with the operating system type) or state where the files are available.
Please also state where any written documentation for the software can be found.

Troubleshooting and debugging tips
It often seems like students keep making the same mistakes. If any tips on how to troubleshoot an experiment,
debug a computer assignment, or solve a problem set, be sure to include them in the course file/portfolio.

Assignments
This section of the course portfolio covers the expected format for assignments, problems, laboratory
experiments, handouts, problems, quizzes, and exams.

This section will give the next coordinator an idea about the questions asked in exams and old assignment
problems can be used in future discussions.

Corrections, suggestions for improvement, and specific grading criteria such as what factors will be included,
how they will be weighted, and how they will be translated into grades should be included with the
assignments.

Grading criteria and partial credit policy. If you grade several assignments the same way, just indicate the
grading scheme.
Expected format for assignments
Some lecturers expect students to turn in their assignments in a particular format. For example, reports should
be typed, lab write-ups should include an abstract, or computer printouts should be in a monospaced font. If
there are guidelines for the preparation of homework assignments, lab reports, or take-home exams, include
those guidelines in this section. If there are reason why you preferred your formatting style (easiness to grade,
better presentation, etc.), please do so. This information is often in a course syllabus.

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Laboratory experiments and in-class exercises
Include these handouts in the course portfolio and tell whether you had any problems with the current version
of the handout. If you make any changes, please be sure to write what they are. You might also recommend
other changes and include a note as to why you would make them.

Quizzes and exams
Whether to include quizzes and exams in the course portfolio is an instructor decision. Many instructors
consider these items to be sensitive material to which students should not be allowed access. Include quizzes,
bench exams, lab quizzes, midsemester, and final exams and provide their solution sets, only if appropriate.

Student work
Examples of student work are an important part of the course portfolio. Include good, average, and poor
examples of assignments, exams, or lab reports. If applicable, include a list of previous student projects. Also
include the grading guidelines. Putting student samples into course portfolio will give the next lecturer or
coordinator an idea of the variety of student work in the class. Student privacy is important.
Any student work samples you choose to include in the portfolio must be anonymous—remove the student’s
name and other identifying information. In the beginning of the semester, you should distribute a permission
form to ensure you have permission to do this.

Personal reflections and student feedback
The most valuable component of the course portfolio is the section that contains the constructive criticism of
the lecturer and students. Here is the place where you can give your personal reflections and evaluation of
the class. Any educational or motivational suggestions are encouraged. If you have any “I wish I had done that
...” or “If I teach this course again, I would do this and that differently” comments, this section is the right place
to add your ideas. Passing on information such as the difficulty of problems in assignment sets and exams,
motivation of students, strengths and weaknesses of students, and problems with lab equipment will be
helpful to the next instructor.

Reflections during the semester
Most ideas for improvement occur as the semester progresses. You may document your observations. Ideally
you should reflect upon every assignment or chapter in your course; use your own judgment on how often
you will need to do this. For example, you may write down your personal reflections once a week or for every
major section of the class. Also, incorporate student feedback into your reflections.

Reflections after the semester
The most important part of this portfolio may be your reflections at the end of the semester. You will have
your best impression of the course soon after your last day of teaching. Please take the time to note what
worked, what didn't work, and most importantly, what needs to be improved for the future.

Evaluations
Faculty require students to complete a course, lecturer evaluation form at the end of the semester. Students
are an excellent source of feedback regarding improvements to the course. If you have access to their
comments or a summary of their ratings, consider including them in the course file/portfolio. If you made your
own custom evaluations about your class; you may also include them. Remember that you should NOT include
any evaluations of the people teaching the course. Only course evaluations should be included in the portfolio.

Future Issues
In preparing this manual, lecturer may find issues that could not be resolved at this time due to inability to
predict how the portfolios would develop. Documented these issues here with tentative solutions.

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SECTION 08 (XV): BLENDED LEARNING & ONLINE TEACHING

BLENDED LEARNING & ONLINE TEACHING

WIDAD UNIVERSITY COLLEGE
BLENDED LEARNING GUIDELINES

Introduction
Blended learning is a term used when conventional classrooms teaching (F2F) and online methods
(non F2F) is applied in the teaching and learning of students. These methods blended in the outcome
that student had received what is due in their course or programme. Tis allow flexible teaching and
learning of students and by lecturers.

WUC adopts and accept blended learning as an alternative to teaching and learning at higher level of
education through proper instructions, structured and scheduling. However, this shall not
compromise on objectives and outcomes expected in a particular course or programme.

Percentage of weightage given between these two methods, which comes to, how much would be
online and how much time for on-line teaching and learning has not been set, though MQA/KPT
guidelines indicated not more than 60% is allowed for a full-time programme.

WUC policy on blended learning shall include the followings;
1. Blended Learning is allowed in programme that is suitable to have this method conduct.
2. There must be proper instructions by lecturers to students on how the online classes will be
conducted
3. Classes scheduled as online classes must be clearly seen on student time table
4. Planned for online classes must obtain written approval from the Dean of Faculty, with
schedule attached
5. All practical classes, internships, clinical postings, studio work must be conducted F2F
6. Lecturer must ensure that all students attending the online classes are equip with necessary
tools and equipment for successful online class to be conducted
7. Lecturer will ensure that student due to attend online class has internet access from where
they are studying
8. All Examination must be conducted F2F, Quizzes are allowed on-line.
9. All attendance must be captured at online teaching
10. Only F2F teaching is allowed for Semester 1 students of any full-time programme
11. For other semester only 40% is allowed for online teaching, this will be reviewed from time
to time.
12. Student evaluation (in the form of reflective session or evaluation form) on effectiveness of
online learning must be completed at end of course and a report is submitted to faculty Dean
by course coordinator.

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These policy and procedure shall regulate the implementation of blended learning in WUC.

The following document outlines comprehensive online teaching and learning approaches for WUC
to achieve the goals and objectives set by the Malaysian Higher Education Ministry.

The purpose of this blended learning Guideline is to assist all WUC academic staff, students and all
other stakeholders in implementing blended learning component of online teaching and learning
efficiently

Blended Learning Implementation.

Blended Learning models to adapt: -
● Face-to-Face Teaching (100%): A teacher in a classroom instructional setting uses
online learning only for remediation or supplemental instruction.
● Rotation (mixed): Students move back and forth between online and classroom
instruction.
● Flexible (not more than 60%): The curriculum is delivered primarily through an online
platform, with teachers providing onsite support.
● Online Lab: An online course is delivered in a physical classroom or computer lab.
● Selective Online: Courses are primarily online and physical facilities are used only for
Practical, purposes, projects, extracurricular activities, required check-ins,
examinations or for F2F instruction.

Implementing online component blended learning: -
● By hours in week: In a traditional course, the face-to-face instruction will be reduced
with the rest of the hours converted to guided online learning.
● By weeks: Online learning is designed according to the weeks in the semester.
● By alternate weeks: Online learning is designed into alternate weeks.
● By topics: Topics are chosen to be taught online and the hours are estimated based
on the length and depth of the topics.
● By tasks: Tasks are chosen to be completed online rather than in-class. The estimated
time to complete is calculated equivalent to student learning time in class.
● Case by case: Technology is integrated into the classroom. Students are assigned
technology related tasks (the present F2F hours are maintained).

Lecturers can utilize other models of blended learning as long as the instruction and learning tasks
are carefully designed and student learning time calculated to meet the credit hour requirement.

Student Learning Time (SLT).
The Student Learning Time (SLT) should be reviewed since a high percentage of SLT shall be allocated
for self-learning. Extra time should be designated for non-face-to-face activities to ensure the CLOs
are achieved.

All changes to the SLT must be reflected in the updated Blended Learning Plan (refer to table below).
This is to assist in ensuring that at least 70%-80% of planned activities have been conducted.

The following calculation illustrates the SLT calculation for several online interactions (based on e-
Learning Guidelines for Malaysians Higher Education Institutions, 2014: -

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● The time spent in Google Meet for synchronous live interaction is equivalent to face-

to-face meetings.
● Screen time for presentation materials such as PowerPoint, Google slides and Prezi is

generally calculated according to the number of slides based on the average time
between 3–5 minutes per slide. One slide is considered as one screen time. A 10-slide
presentation is equivalent to 50 minutes SLT.
● Run-time for multimedia materials like pre-recorded videos and audio is measured
based on the length and the estimation of multiple viewings of the materials. Viewing
and 8-minute video twice is equivalent to 16 minutes SLT.
● Consumption of reading materials is measured by the number of minutes a student
spends reading a single space A4 size paper written article. Lecturers should make a
reasonable estimation based on the average of 10 minutes per page. Reading a 10-
page article (assuming that one page has around 500 words) is equal to 100 minutes
SLT.
● Time spent for instructional activities; lecturers should make a reasonable estimation
on the length of time incurred to finish the task. This comprises activities such as
online collaboration, group discussion/work, and answering worksheets. Time
estimation should be similar to face-to-face interaction, a 20-minute online group
discussion is equal to 20 minutes SLT.

Online Instruction.
Moving conventional teaching and learning practice into an online delivery must be done taking into
consideration both the opportunities and drawbacks of the online medium. Lecturers are encouraged
to consider including students in designing the best delivery methods to ensure effective, engaging
and meaningful learning experience for them.

There are numerous resources on the web to help you design and execute blended learning delivery.

It is important for the lecturers to inform the students about the scheduling of activities beforehand
to ensure an efficient teaching and learning delivery. Students should be informed about:

● teaching and learning activities that will be done and important dates to be followed;
● types of assessment and detailed weightage for each assessment; and
● duration and scheduling of Synchronous type of assessment.

Delivery of instruction can be done in two ways: synchronous or asynchronous learning interactions.

Lecturers are advised to host a minimum of 3 synchronous learning interactions in one semester;
preferably at the beginning of; middle of; and before the end of semester.

For each of the remaining weeks, lecturers are encouraged to prepare 3 components: -
● Presentation of online content (i.e. learning materials) – in various forms e.g. online
(live) lectures, pre-recorded presentations, YouTube videos, links to web pages related
to topic of learning, etc.
● Learners’ activities – minimum of 1 activity per topic; and
● Assessment – minimum of 1 assessment per topic.

Synchronous Instruction.
Synchronous learning refers to teaching and learning that occur in real time i.e. both learner and
instructor are physically or virtually present at the same time, but not in the same place.

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Strategies may include:
● Conduct live online lectures; and/or
● Invite guest speaker(s) to the online session.

Tools: Teaching can be delivered using synchronous media applications such as Google Meets,
YouTube Live Stream, Facebook Live video, Skype for Business or other web conferencing tools.

Ensure students to actively participate in the session by encouraging them to: -
● Write ideas, comments, sharing resources using the chat box;
● Sharing ideas and comments verbally; and/or
● Present their works to everyone in class using the screen sharing feature.

Asynchronous Instruction
Asynchronous learning refers to teaching and learning that occur not in real time. It can occur not
only in different locations, but also at different times.

1Strategies may include:
● Pre-recorded lectures;
● Screen casting i.e. video recording of your computer screens; and/or
● Slide casting i.e. audio podcasts that are combined with slideshow.

Tools: Various tools are available such as Google Slides, Desmos, Microsoft PowerPoint, Loom screen
recorder, Screencast-o-matic, Adobe Captivate, and Camtasia Studio.

Recording Attendance
Attendance refers to students’ participation in online class activities.

Lecturers are required to record students’ attendance throughout the semester.

Various strategies can be used, including:
• Screen capture students who are present during the online (live) classes;
• Count the number of students who logged in the online (live) classes;
• Check the electronic timestamp of students' online activities, including but not limited to:
• submission of assignments, homework, lab reports, exit tickets, etc.
• participation in online discussions, forums, chats, etc.

Students need to be informed that these methods will be used to record their attendance, so that
they are aware that their participation will be used as evidence of attendance.

Assessment in a Blended Learning Environment

Continuous Assessment (Formative Assessment)
Formative assessment refers to any form of assessment, such as quizzes, tests, essays, projects,
interviews, or presentations, in which the goal is to give students feedback about their work while it
is in progress, to help students correct errors or missteps, or to improve the work along the way to
the final product.

181
Formative assessment: weekly quizzes, tests, projects, presentations, individual assignments, group
assignments.

Formative assessments could be conducted commencing Week 2 to the end of the Semester.
Lecturers are to refer to the Course Outline and study guide to plan the assessments.

The lecturers or Programme Coordinators need to ascertain the deadlines for assessments are well
planned and not intensive towards the end of the semester.

Lecturers are required to ensure that the number and complexity of tasks given go along with the
course credit load and the Student Learning Time (SLT).

If the number of students is very huge, lecturers can choose to conduct online assessments with
small groups of students. However, lecturers must ensure that the assessments carried out within
different groups are fair and equal.

Marking schemes and rubrics must be prepared.

Lecturers should provide feedback on students' achievements, comments, or grades within a
reasonable period.

Final Assessment (Summative Assessment).
Summative assessments evaluate student learning, knowledge, proficiency, or success after an
instructional period, as a unit, course, or program. Summative assessments are almost always
formally graded and often heavily weighted.

Courses with a final examination assessment are highly encouraged to be replaced with non-face-to-
face and summative assessments or coursework.

The dates of these converted assessments are not tied to the final examination dates stated in the
University academic calendar. They may be conducted at any time at the end of the semester.

The alternative summative assessment must be mapped to the same CLO(s), as the originally planned
final examination.

These alternative summative assessments must be vetted to ensure the cross-mapping with the
CLO(s).

Online Assessment Platform
The official online face-to-face final examination (or equivalent assessments) platform is Google
Classroom.

Other alternative assessment platforms could be considered, especially those that can be linked to
Google Classroom such as EdPuzzle.

Video and online presentation assessments are to be done via Google Products such as Google Meet
and Google Hangout.

182
Students are advised to submit Google related documents such as Google Doc and Google dashboard
for presentations.

Recommendations
For confidentiality and security purposes, it is recommended that the university to consider the
following: -

● Utilizing well-known LMS.
● Considering a highly secured exam platform such as Exam.net, (VLEs), such as Moodle

and Blackboard, and Moodle Quiz.

Online Assessment-based alternatives
An online assessment could be conducted in different forms:

● Open online exam, Open Book Text that could last for 24 hours, the longest duration
allowed for students with a low internet connection.

● Multiple Choice Questions (MCQs) using Moodle Quiz and Stack
● Portfolios
● Reflective journals
● Group / Collaborative assignments
● Presentations / Performances
● Video documentary assignment
● Blog
● Group work Assignments
● Video / Audio recordings, podcasts

Assessment Weightages and Course Learning Outcomes (CLOs).
he original weightage for continuous assessment and for final examination as listed in the modules
course outline should be retained and not changed. For instance:

The original alignment between assessments and course learning outcomes (CLOs) should also be
retained and not changed. Below is an example of how alternative assessments can be “mapped” to
the similar CLOs based on the originally planned assessments.

183

Based on the same example above, the table below is another way to understand how CLOs mapped
to the originally planned assessments are also aligned to alternative online assessments.

Reliability and Validity of Alternative Assessments
It is important that the new method of assessment should meet the following criteria when designing
an alternative assessment as stated below: -

● The alternative assessments should have the similar weightage and CLO as the
originally planned assessment.

● The assessments should also be relevant and related to the specific knowledge or skill
that is being assessed whilst preserving the taxonomy level.

Vetting and moderation processes should be implemented in order to ensure the validity and
reliability of the Final Summative Assessment (Final exam or alternative assessment). The Vetting
Committee should make sure that the assessment methods and questions are effectively mapped to
the CLOs and meets the relevant taxonomy level.
Verification that the methods and questions have been vetted can be recorded using existing
templates/forms developed by the school. All School Deans and Programme Heads must ensure that
the vetting/moderation record also includes the verification of questions applicable to CLOs with
marking schemes and/or rubrics.
All documents related to the vetting process are CONFIDENTIAL. The School Deans and Programme
Heads must ensure that all documents are only approachable to members of the Vetting Committee.

184
The conveyance of all documents constituted as CONFIDENTIAL online must use passwords or by
invitation. Lecturers must ensure confidentiality to prevent any leakage of questions and answers.

Communicating Instructions for Alternative Assessments
Keep in mind that students will be even less familiar with alternative online assessments than their
lecturers. It is essential to guide the students through the new assessment method.

Provide students (via Google Classroom) an updated teaching schedule which can be used to inform
the students.

Ensure to provide clear instructions through writing and in video/audio recording where possible.

Set a platform or time for students to communicate with lecturers to clarify and answer students’
questions about the assessment based on asynchronous assessments.

Lecturers should be available throughout the overall assessment time, For synchronous online
assessments, as well as 10 minutes before and after the assessment. The availability is important for
troubleshooting technical issues and any confusions that may arise. Online presence can also be a
deterrent against cheating.

It is essential to conduct a trial run or mock exam with the students during synchronous online
assessment (e.g. a real-time online exam). This will help both the lecturer and the students to become
familiar with the assessment platform as well as the question and- answer format as it appears on
screen. More importantly, problems and bugs can be identified and settled before the actual
assessment takes place. Lecturers can make the mock assessment as a compulsory prerequisite for
students to be allowed to take the actual assessment.

REFERENCES

The blended learning guideline used the following as a reference in establishing this document: -

• e-Learning Guidelines for Malaysians Higher Education Institutions, 2014
• Panduan Pengendalian Program Pendidikan Tinggi Semasa Dan Pasca Perintah Kawalan

Pergerakan COVID-19 (MQA);
• University Malaya Online Teaching and Learning Guideline During COVID-19 Pandemic.

TABLE Blended Learning Plan

185

SECTION 08 (XVI): ANNUAL WORK PLAN

STUDENT DIRECTED LEARNING (SDL)

Traditional education focuses on teaching, not learning. So, it is believed. However, most of what we
learn before, during, and after classrooms is learned without it being taught to us. A child learns such
fundamental things as how to walk without being taught. Adults learn most of what they use at work
while at work. Most of what is taught in classroom settings is forgotten, and much or what is
remembered is irrelevant. Therefor what is most relevant is learning how to learn. Student Directed
Learning is this process of developing life long learning skills needed for everyday life after formal
education. It is student centered learning.

Student-directed learning is a teaching-learning technology that aims to give the student greater
control, ownership, and accountability over his or her own education. Developed to counter the
conventional didactic teaching allows students to make their own choices while they learn in order
to make education much more meaningful, relevant, and effective.

SDL develops the foundational philosophy for evolving higher education learning and pedagogical
practices set forth by technologies development such as resources seeking online materials, active
communication with lecturers and instructors, presentation skills, self-assessments.

WUC guidelines and procedure for SDL
1. WUC encourages lecturer to incorporate SDL in student learning

2. It is proposed 2 hours of learning time be used as SDL in a week (in a 14-week semester
student will use 28Hrs of SLT) in the early phase

3. SDL can be performed individually or in self-determined group, without the presence of
instructor/lecturer

4. In the initial phase, SDL must be guided so as effective learning and its objectives is met

5. SDL must be seen in the student weekly time table and calculated as part of SLT

6. Guidelines on implementing SDL in curriculum teaching and learning method

7. Lecturer can use any of the following as guideline to implement SDL in delivery of course
• Topic – determine by lecturer and its suitability
• Objectives – set by lecturer/student
• Strategy for learning – finding resources
• Time frame – advice on time frame to compete tasks
• Assessment – self assessment
• Evaluation – facilitator evaluation

186

SECTION 08 (XVII): CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

CONTINUOUS PROFESSIONAL DEVELOPMENT – CPD - ACADEMIC STAFF

INTRODUCTION

• Continuing Professional Development (CPD) in the context of an educational institution, is
increasingly seen as a requirement rather than an option. While teachers do need to keep
abreast with updates and development in their own specific fields of course, they are also
expected at the same time to enhance their knowledge and skills in teaching and learning
approaches as well as managerial and leadership skills in an academic setting.

• CPD is a systematic process of lifelong learning and professional development, aimed at
assisting the educator to maintain and enhance his/her knowledge, skills and competence as
a teacher and researcher through emphasis on the process of education, translation of
learning in the workplace and to professional development.

• CPD in its broadest sense encompasses all those activities that help faculty members to
improve their capacity to become more effective instructors, as well as perform other parts
of their multifaceted tasks such as conducting research, contributing to administrative
activities and writing publishable materials.

• It is a tool for improving the educational vitality of our institutions through attention to the
competencies needed by individual teachers and to the institutional policies required to
promote academic excellence.

• CPD is considered a responsibility, an ethical obligation and even a right of both individuals
and institutions, based on their actual training needs. The approach and content is multi-
faceted, ranging from a focus on specific competencies, teaching and learning approaches,
and managerial, social as well as interpersonal development aspects.

• The main rationale for CPD is maintaining professional competence in an environment of
numerous challenges such as changing pattern and demography of diseases, new educational
technologies, increasing consumer knowledge and expectations, demand of greater public
accountability and more importantly the internationalization of education with its high
demands for quality assurance. The strongest motivational factor for CPD would be the will
and desire to maintain professional quality and to minimize professional incompetence in
particular personal and system failures. Ultimately, its aim is to institutionalize mechanisms
for revalidation of competencies in the future.

• WUC expects its academic staff to foster self-development initiatives through continuous
learning, the use of knowledge and skills to enhance creativity and innovation in teaching and
learning.

• CPD helps lecturer and instructors in ways to;
o CPD as a means to realize and identify his/her strengths and weaknesses and thus to
select his/her most appropriate learning pathway.
o CPD should be regarded as an intellectual challenge and fulfilment as the lecturer
undertakes new roles and responsibilities.

187
o The lecturer is seen to be responsible for his/her own actions, must seek and enable

his/her own career development and set personal goals.
o Lecturer should contribute to learning and development of peers to enhance

functioning of the whole team as well as to contribute to institutional learning and
excellence.

• WUC enable its academic staff to develop their own roles. WUC ensure that the professional
training needs of its academic staff are identified through a systematic needs assessment
process.

• WUC has ensure systems for CPD are in place to monitor quality of work and corrective
actions taken when and where necessary. The ultimate aim of WUC here is towards quality
improvement of its teaching programmes and academic human resources.

IMPLIMENTATION OF CPD

• Attending CPD course conducted internally has been made compulsory for all active teaching
lecturers of WUC.

• It is expected that each lecturer must attend at least 4 courses in an academic year. The
achievement shall be captured in the Staff Annual Work Plan and measured in their annual
appraisal.

• At end of each year, a list of all courses associated with continuous professional development
will be uploaded in the University CPD portal. This aspect of CPD will be managed WUC
Quality/Audit Unit. There shall be 12 topics with tentative dates on each course be stated.
The CPD course is meant for a half-day course or a one-day course depending on the breadth
of the course to be delivered. Since there are 12 topics in the list and only 4 is required to be
attended by individual lecturer, the other topics shall be made available for the coming year
and year after.

• Who will determine the courses to be attended by individual lecturer?

• As CPD is intended for lecturer’s individual development, lecturer is advice to select their own
topics to attend. Because the needs of each individual will vary, there is no prescribed
programme. Lecturers should assess their current situation and decides on appropriate topics
for development required. The selected topics requires approval from their dean as to ensure
no vacuum in the faculty teaching process during the course. The Dean can also determine
which course her/his lecturer should attend instead. This planning must be recorded in the
lecturer file/portfolio.

RECORDING CPD
Following each course attended for your CPD purposes, you must record on the outcomes of you
attending the course. This record for each course shall be kept in your Lecturer File/ Portfolio.
When recording. Ensure that you have answered the following questions;
It is useful to ask yourself the following questions:

i. What did you get out of this course?
ii. What have you learned and is there anything new?
iii. How will you apply it in practice?

188
iv. What is the resulting change?
v. Does this flag up any additional development which would be helpful for you to undertake?
vi. What benefits will it have for your service?
vii. How does this help you prepare for a new role?

TOPICS (Example)
1. Understanding Malaysian Education System and Requirements
2. Pedagogy in Teaching and Learning
3. WUC Semester and Credit System
4. COPPA
5. Student Assessment and Feedback
6. Conducting Reflective Session – Programme & Course Review
7. Academic Evaluation – classroom, course & peer review
8. Online Teaching & Learning
9. LMS and Online Platforms for Courses
10. Conducting Research
11. Introduction to Academic Publication
12. Annual Work Plan & Annual Appraisal

189

SECTION 09: ACDEMIC AFFAIRS – STANDARD OPERATING PROCEDURES

POLICY & PROCEDURE – TEACHING & LEARNING

SECTION 09 (I): PREPARATION OF TIME TABLE - SOP

1. PREPARATION OF TIMETABLE

JABATAN PROSEDUR NO RUJUKAN: WUC/ACAD/KPP02
AKADEMIK KUALITI OPERASI NO KELUARAN: 02
NO. PINDAAN: 01
PENYEDIAAN TARIKH KUATKUASA: 1 JULAI 2017
JADUAL WAKTU MUKASURAT: 1

PENGAJARAN

PROSEDUR PENYEDIAAN JADUAL WAKTU PENGAJARAN

Disediakan oleh Disemak oleh Diluluskan oleh

Tandatangan SUHAIDAH BINTI DR. LIM CHIN CHOON DR. BAHARI BIN
Nama ABDULLAH MOHAMMAD
AHLI KETUA AUDIT
Jawatan DALAMAN AKADEMIK PENGARAH
Tarikh JAWATANKUASA AKADEMIK
AUDIT 25 MAY 2017
1 JUN 2017
25 APRIL 2017

190

REKOD PINDAAN DOKUMEN TERKAWAL

Adalah menjadi tanggungjawab Pemegang Dokumen untuk memastikan salinan dokumen

ini sentiasa dikemaskini dengan memasukkan semua pindaan yang dinyatakan.

HALAMAN DIPINDA

Tarikh No. No. Muka surat Ringkasan Pindaan

Pindaan Para Tarikh

25/4/2017 01 - 1- 6 1. Pertukaran logo dan nama Diluluskan
institusi

2. No dokumen, no
keluaran, no pindaan,
tarikh kuatkuasa dan info
penyediaan dokumen

BIL. ISI KANDUNGAN MUKASURAT
4
1 Objektif 4
2. Skop 4
3. Dokumen Rujukan 5
4. Definisi
5. Keterangan Prosedur: Tindakan dan Tanggungjawab 5-6
6. Lampiran 7
.

1. OBJEKTIF
Prosedur ini disediakan bertujuan untuk menerangkan proses penyediaan jadual
waktu pengajaran yang meliputi bidang tugas Pegawai Penjadualan, Penyelaras
Program dan Pensyarah.

2. SKOP
Prosedur ini diguna pakai oleh Pengurusan Akademik bagi memastikan proses
penyediaan jadual waktu pengajaran dapat dilakukan dengan betul dan lancar.

3. DOKUMEN RUJUKAN LOKASI NO RUJUKAN
NAMA DOKUMEN

1. Prosedur Menentukan Beban Bilik Penolong Naib WUC/ACAD/KPP01

Kerja Pensyarah Canselor (Akademik)

4. DEFINISI 191
Penyelaras
Program Staf akademik yang telah dilantik oleh Dekan untuk menyelia tadbir
Pegawai program yang dikendalikan.
Penjadualan Individu y a n g t e l a h d i l a n t i k u n t u k m e n y e d i a k a n
j a d u a l w a k t u pengajaran.
Pensyarah
Mereka yang mengendalikan kuliah bagi kursus yang ditetapkan
termasuk bertaraf tetap, kontrak atau sambilan.

5. KETERANGAN PROSEDUR

Tindakan Tanggungjawab

1. Merangka dan mengisi Borang Beban Tugas Pensyarah Penyelaras
Program
(WUC / ACAD / KPP02 / B01). Borang Pra Pendaftaran Kursus
Pelajar (WUC / ACAD / KPP02 / B02) juga perlu diserahkan tetapi
tertakluk kepada keperluan Pegawai Penjadualan.
2. Menyerahkan kedua- dua borang kepada Pegawai Penjadualan
selewat- lewatnya minggu kedua selepas peperiksaan akhir
semester berakhir.

3. Merangka dan menyiapkan jadual waktu pengajaran Pegawai
Penjadualan
berdasarkan kepada borang- borang yang telah dilengkapkan oleh
Penyelaras Program. Jadual akan disiapkan selewat- lewatnya
satu minggu sebelum semester baru bermula.
4. Proses penyediaan jadual waktu pengajaran dibahagikan
kepada dua bahagian iaitu:

• Kursus umum seperti Pengajian Islam/ Moral,

Pengajian Malaysia, Bahasa Inggeris dan Kokurikulum.
• Kemudian d i i k u t i d e n g a n k u r s u s - k u r s u s t e r a s

b a g i setiap program.
5. Memaklumkan k e p a d a P e n s y a r a h u n t u k m e m b u a t

semakan jadual di dalam sistem.
6. Mengesahkan jadual waktu pengajaran yang telah pun disemak

oleh pensyarah dalam tempoh seminggu sebelum semester baru
bermula

7. Menyemak d a n m engesahkan jadual wa kt u Pensyarah
pengajaran Yang sudah siap dirangka oleh Pegawai
Penjadualan di dalam sistem kolej.
• Tempoh semakan adalah dalam tempoh 2 hari sahaja.
• Sebarang masalah atau laporan berkaitan jadual waktu
pengajaran boleh berhubung terus dengan Pegawai
Penjadualan.

7. LAMPIRAN LAMPIRAN NO RUJUKAN
Lampiran 1 WUC/ACAD/KPP02/C01
BIL PERKARA
1. Carta Alir Prosedur Penyediaan Jadual Waktu

Pengajaran

192

SECTION 09 (II): LECTURER FILE/PORTFOLIO - CHECKLIST

CHECKLIST FOR LECTURER FILE/PORTFOLIO

BIL. PERKARA YA TIDAK
1. Biodata diri (Resume, Permit mengajar) (√) (X)

2. Silibus kursus

Jadual waktu
3. - Pensyarah dan pelajar

- Kalendar akademik

4. Pelan pengajaran semester

5. Borang kehadiran pelajar (berserta salinan surat-menyurat ketidakhadiran)

6. Rekod penilaian pelajar

7. Ujian/ kuiz/ tutorial/ tugasan

8. Skema jawapan

9. Contoh jawapan pelajar (baik, sederhana, lemah)

10. Bahan pengajaran

11. Manual amali makmal (kursus amali sains)

Disahkan oleh:

Tandatangan:

…………………………….

Nama :……………………………………………….

Jawatan :………………………………………………….

Fakulti : ………………………………………………….

Tarikh :………………………………………………….

193

SECTION 09 (III): LECTURE & LABORATORY OPERATION - SOP

OPERATION OF LECTURE AND LABORATORY

PROSEDUR NO RUJUKAN : WUC/ACAD/KPP04
KUALITI OPERASI
JABATAN NO KELUARAN : 02
AKADEMIK PROSEDUR NO. PINDAAN : 01
PENGENDALIAN
TARIKH KUATKUASA : 1 JULAI 2017
KULIAH DAN
MAKMAL MUKASURAT :1

Disediakan oleh Disemak oleh Diluluskan oleh

Tandatangan

Nama SUHANA BT DR. LIM CHIN DR. BAHARI BIN
Jawatan BAHARUDIN CHOON MOHAMMAD
Tarikh AHLI
JAWATANKUASA KETUA PUSAT TIMBALAN NAIB
PUSAT JAMINAN JAMINAN KUALITI CANSELOR AKADEMIK
KUALITI
25 MAY 2017 1 JUN 2017
25 APRIL 2017

REKOD PINDAAN DOKUMEN TERKAWAL

Adalah menjadi tanggungjawab Pemegang Dokumen untuk memastikan salinan dokumen ini sentiasa
dikemaskini dengan memasukkan semua pindaan yang dinyatakan.

HALAMAN DIPINDA

Tarikh No. No. Muka surat Ringkasan Pindaan Tarikh
25/4/2017 Pindaan Diluluskan
Para
01
1. Pertukaran logo dan nama
institusi.

- 1 - 8 2. No. dokumen, no. keluaran, no.
pindaan, tarikh kuatkuasa dan
info penyediaan dokumen.

BIL. ISI KANDUNGAN 194
1. Objektif MUKASURAT
2. Skop
3. Dokumen Rujukan 4
4. Definisi 4
5. Keterangan prosedur 4
6. Lampiran 5
5
6

1. OBJEKTIF
Prosedur ini disediakan bertujuan menerangkan prosedur pengendalian kuliah
dan makmal di WUC yang merangkumi:
• Prosedur penentuan kuliah dan makmal
• Semakan penggunaan kuliah dan makmal

2. SKOP
Prosedur ini digunapakai oleh Pengurusan Akademik untuk memastikan proses
pengendaliah kuliah dan makmal dapat dibuat dengan lancar.

3. DOKUMEN RUJUKAN LOKASI NO RUJUKAN
NAMA DOKUMEN -TIADA-
BILIK TIMBALAN NAIB
1. Buku Peraturan Akademik CANSELOR (AKADEMIK) WUC/ACAD/KPP04/B01
WUC BILIK TIMBALAN NAIB
CANSELOR (AKADEMIK)
2. Borang Permohonan
Penggunaan Makmal

4. DEFINISI Mereka yang mengendalikan kuliah bagi kursus yang ditetapkan
Pensyarah termasuk yang bertaraf tetap, kontrak atau sambilan.
Penyelaras program ialah staf akademik yang telah dilantik oleh
Penyelaras Dekan untuk mengetuai sesebuah Program Pengajian.
Program Individu yang dilantik untuk menyediakan jadual waktu pengajaran.
Pegawai Penjadualan
Kakitangan yang bertanggungjawab dalam mengawal selia makmal.
Penyelaras Makmal

5. KETERANGAN PROSEDUR Tanggungjawab
Tindakan

1. Penentuan penggunaan makmal dan kuliah akan dilakukan oleh Penyelaras

penyelaras program berpandukan silibus kursus. Program

195

2. Bagi kursus yang memerlukan kuliah, senarai kursus akan dihantar ke unit Penyelaras

jadual Program

ATAU

Bagi kursus yang memerlukan penggunaan makmal, senarai kursus perlu Pegawai

dihantar kepada penyelaras makmal untuk tindakan selanjutnya Penjadualan

3. Pegawai Penjadualan akan menentukan / menetapkan kedudukan kelas Pegawai
bagi kuliah PPeennjyaedlauraalasn
ATAU PMeankymelaalras
Penyelaras makmal akan menentukan makmal yang akan digunakan Makmal

4. Pensyarah perlu membuat permohonan dengan mengisi borang Pensyarah/

permohonan penggunaan makmal dan dihantar kepada penyelaras Penyelaras

makmal seminggu sebelum tarikh sebenar. Makmal

5. Jika permohonan diluluskan oleh penyelaras makmal, sesi pengajaran Pensyarah
boleh dijadualkan mengikut jadual. Jika tidak, permohonan semula perlu
dilakukan.

7. LAMPIRAN

BIL PERKARA LAMPIRAN NO RUJUKAN

1. Carta Alir Prosedur pengendalian Kuliah dan Lampiran 1 WUC/ACAD/KPP04/C01
Makmal
Lampiran 2 WUC/ACAD/KPP04/B01
2. Borang Permohonan Penggunaan Makmal

196

SECTION 09 (IV): PRACTICAL & CLINICAL TRAINING - SOP

PROCEDURE FOR PRACTICAL & CLINICAL TRAINING

JABATAN PROSEDUR NO RUJUKAN : WUC/ACAD/KPP05
AKADEMIK KUALITI OPERASI NO KELUARAN : 02
NO. PINDAAN : 01
LATIHAN TARIKH KUATKUASA:
PRAKTIKAL DAN MUKASURAT 1 JULAI 2017
:1
KLINIKAL

PROSEDUR LATIHAN PRAKTIKAL DAN KLINIKAL

Disediakan oleh Disemak oleh Diluluskan oleh

Tandatangan DR. BAHARI BIN
MOHAMMA
Nama MAHARANI BINTI DR. LIM CHIN CHOON PENGDARAH
Jawatan AKADEMIK
Tarikh SEMAN KETUA AUDIT 1 JUN 2017
AHLI DALAMAN AKADEMIK

JAWATANKUASA AUDIT 25 MAY 2017
25 APRIL 2017

REKOD PINDAAN DOKUMEN TERKAWAL

Adalah menjadi tanggungjawab Pemegang Dokumen untuk memastikan salinan dokumen ini

sentiasa dikemaskini dengan memasukkan semua pindaan yang dinyatakan.

HALAMAN DIPINDA

Tarikh No. No. Muka surat Ringkasan Pindaan Tarikh

Pindaan Para Diluluskan

1. Pertukaran logo dan nama

institusi.

25/4/2017 01 - 1 - 8 2. No. dokumen, no. keluaran,

no. pindaan, tarikh kuatkuasa

dan info penyediaan dokumen.

Bil. Isi Kandungan Muka Surat
1 Objektif
2 Skop
3 Dokumen Rujukan
4 Definasi
5 Tanggungjawab dan Tindakan
6 Lampiran

197

PENGENALAN
Prosedur ini dibahagikan kepada 2 keadaan seperti berikut;

A. Pelajar yang menjalani Latihan Praktikal
Pelajar WUC yang dikehendaki menjalani latihan praktikal sebagaimana yang
ditetapkan dalam kurikulum kursus perlu mematuhi prosedur ini tertakluk kepada
syarat-syarat bagi program masing-masing.

B. Pelajar yang menjalani Latihan Klinikal
Pelajar WUC yang dikehendaki menjalani klinikal sebagaimana yang ditetapkan dalam
kurikulum kursus perlu mematuhi prosedur ini tertakluk kepada syarat-syarat yang
ditetapkan oleh Kementerian Kesihatan Malaysia dan Lembaga masing-masing.

1. OBJEKTIF
Prosedur ini disediakan bertujuan untuk menjelaskan Prosedur Latihan Praktikal dan
Klinikal bagi pelajar di WUC yang dikehendaki menjalani latihan di lapangan mengikut
bidang masing-masing sebagaimana yang ditetapkan dalam kurikulum kursus.

2. SKOP
Prosedur ini digunapakai oleh Pengurusan Akademik untuk memastikan
pengelolaan latihan di lapangan bagi semua program yang memerlukan latihan
praktikal/ klinikal mengikut proses yang betul.

3. DOKUMEN RUJUKAN

NAMA DOKUMEN LOKASI NO RUJUKAN
1. Buku Peraturan Akademik WUC BILIK PENOLONG NAIB -TIADA-
CANSELOR (AKADEMIK)
2. Buku Panduan Latihan Praktikal BILIK PENOLONG NAIB -TIADA-
CANSELOR (AKADEMIK)
3. Buku Panduan Klinikal BILIK PENOLONG NAIB -TIADA-
CANSELOR (AKADEMIK)

4. DEFINISI

Latihan Industri/ Satu latihan yang diwajibkan ke atas semua pelajar untuk

Klinikal mendapatkan pengalaman dan kemahiran seperti tertakluk

dalam komponen kurikulum.

Buku Log Sebuah buku yang digunakan oleh setiap pelajar untuk merekod
Ketua Klinikal kerja-kerja yang dilakukan dan kemahiran prosedur semasa
menjalani latihan klinikal/industri.

Staf akademik yang dilantik untuk memantau instruktor klinikal
dan pelajar semasa menjalankan tugas dalam latihan klinikal
pelajar program kesihatan.

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6. KETERANGAN PROSEDUR

A. Pelajar yg menjalani Latihan Praktikal Tanggungjawab
Pelajar
Tindakan
1. Pelajar mengisi Borang Pengesahan Menjalani Penasihat Akademik
Penyelaras Kursus/
Latihan Praktikal (WUC/ACAD/KPP05/B01) dan Pelajar
hantar kepada Penasihat Akademik 5 minggu
Penyelaras Kursus/
sebelum peperiksaan akhir semester semasa untuk Pelajar

semakan.
2. Penasihat Akademik menyemak jumlah jam kredit

samada pelajar tersebut layak atau tidak layak untuk
menjalani Latihan Praktikal
3. Jika layak, penyelaras kursus menyediakan senarai
nama pelajar dan membuat pengesahan melalui
surat akuan layak menjalani latihan praktikal
(WUC/ACAD/KPP05/S01).

Nota: *Jika tidak layak, pelajar perlu memenuhi

maksimum jumlah jam kredit sebelum menjalankan

latihan praktikal.

4. Pelajar mencari penempatan praktikal dan
menghantar resume kepada penyelaras kursus.

Bilangan resume bergantung kepada jumlah

organisasi yang dipohon dan satu salinan

diserahkan untuk simpanan penyelaras kursus.

Resume hendaklah mengandungi maklumat berikut:

a) Butir peribadi pelajar

b) Latar belakang akademik

c) Kegiatan ko-kurikulum

5 Penyelaras kursus menghantar senarai organisasi Penyelaras Kursus

kepada Eksekutif Program bagi urusan menaip surat

permohonan.

Eksekutif Program menghantar surat permohonan Eksekutif Program/

penempatan latihan praktika (WUC/ACAD/KPP05/S02),

resume pelajar dan borang jawapan penempatan

latihan praktikal (WUC/ACAD/KPP05/B02) kepada Pelajar

organisasi yang bersetuju menerima pelajar bagi tujuan

latihan praktikal.

6 Nota: Sekiranya pelajar gagal mendapat tempat
untuk latihan praktikal di sebarang organisasi yang
dipohon, permohonan baru hendaklah dibuat semula
mengikut para 4-6.

7 Adakan taklimat (2 minggu sebelum peperiksaan Penyelaras Program/
akhir semester semasa) bagi mengedarkan Penyelaras Kursus/

dokumen/borang yang perlu ada semasa pelajar Pelajar
menjalani latihan praktikal.

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i. Buku Panduan Latihan Praktikal

ii.Buku Log.
iii.Laporan Latihan Praktikal Dalam

Organisasi.
iv.Borang Penilaian Penyelia Organisasi.

Pelajar melapor diri di organisasi masing-masing.

8 Nota: Sekiranya pelajar gagal melapor diri pada tarikh Penyelaras Kursus/
Pelajar
yang ditetapkan, penyelaras kursus akan menghantar
notis peringatan kepada pelajar tersebut. Pelajar

tersebut diberi tempoh 7 hari dari tarikh penerimaan
notis untuk memberi tunjuk sebab ke atas kegagalan
melapor diri. Sekiranya pelajar berkenaan gagal

berbuat demikian, penyelaras kursus akan
menghalang pelajar tersebut dari meneruskan

latihan praktikal untuk semester tersebut.

9 Adakan mesyuarat bagi membincangkan persediaan Penyelaras Program/

lawatan dan penyeliaan latihan praktikal kepada Penyelaras Kursus

pensyarah. Mesyuarat juga akan mengagihkan Pensyarah /

pensyarah mengikut penyeliaan dan kawasan

penyeliaan.

10 Urus temujanji dengan organisasi bagi menetapkan Penyelaras Kursus/

tarikh dan masa lawatan dengan menghantar surat Pensyarah/ Eksekutif

penyeliaan latihan praktikal (WUC/ACAD/KPP05/S03) Program

beserta borang maklumbalas penyeliaan

(WUC/ACAD/KPP05/B03).

11 Buat lawatan penyeliaan di organisasi berkaitan. Pensyarah

*Penyeliaan hendaklah dilakukan semasa pelajar

menjalani latihan praktikal berdasarkan jadual bagi

program masing-masing.

Ambil tindakan pembetulan yang bersesuaian sekiranya Penyelaras Kursus/
pelajar mempunyai masalah dengan organisasi semasa Pensyarah
12 lawatan penyeliaan
Nota: Sekiranya pelajar mempunyai masalah

dengan organisasi yang dianggap memberi kesan yang

buruk kepada prestasi pelajar semasa menjalani

latihan praktikal, penyelaras kursus akan menghantar

notis peringatan kepada pelajar tersebut. Pelajar

tersebut diberi tempoh 7 hari dari tarikh penerimaan

notis untuk memberi tunjuk sebab. Jika pelajar

berkenaan gagal berbuat demikian, penyelaras kursus

akan menghalang pelajar tersebut dari meneruskan

latihan praktikal untuk semester tersebut.

13 *Adakan satu sesi pembentangan Penyelaras Program/
(WUC/ACAD/KPP05/B04) bagi menilai laporan Penyelaras Kursus/
latihan praktikal dan buku log.

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14 *Terima borang penilaian penyelia Penyelaras Program/

organisasi(WUC/ACAD/KPP05/B05), borang penilaian Penyelaras Kursus

penyelia kolej (WUC/ACAD/KPP05/B06), buku log,

laporan latihan praktikal dalam organisasi dalam

tempoh 3 hari selepas sesi pembentangan.

Nota: Sekiranya item di atas tidak diterima dengan

lengkap, hubungi organisasi atau pelajar untuk tindakan

seterusnya.

15 *Buat penilaian berdasarkan borang penilaian penyelia

organisasi, borang penilaian penyelia kolej, buku log,

laporan latihan praktikal dalam organisasi dan

pembentangan laporan latihan praktikal untuk Penyelaras Program/
menentukan gred Pelajar Penyelaras Kursus/
Pensyarah

16 Kemukakan gred pelajar kepada Penyelaras Program

untuk urusan pemprosesan markah. Rujuk Prosedur

Memasukkan Markah Peperiksaan Akhir Penyelaras Program/

(WUC/ACAD/KPP10). Penyelaras Kursus

B. Pelajar yang menjalani Klinikal

Tindakan Tanggungjawab

1. Penyelaras program menyediakan senarai nama Penyelaras Program
pelajar yang layak mengikuti klinikal yang
ditetapkan dalam kurikulum kursus.

2. Penyelaras program/ Ketua Klinikal akan Penyelaras Program/

mengatur penempatan klinikal berdasarkan Ketua Klinikal

objektif penempatan dan mengemukakan senarai

nama pelajar yang akan mengikuti klinikal kepada

Eksekutif Program untuk penyediaan surat

permohonan penempatan.

3. Surat permohonan penempatan beserta jadual/ Eksekutif Program
Pelan Latihan Praktikal (tempoh praktikal) akan

dihantar kepada setiap hospital/ klinik yang

dibenarkan oleh Kementerian Kesihatan
Malaysia.

4. Terima jawapan permohonan daripada hospital/ Penyelaras Program/

klinik yang dipohon. Eksekutif Program

(WUC/ACAD/KPP05/S04)

5. *Adakan taklimat sebelum melapor diri bagi Penyelaras Program/

mengedarkan dokumen/borang yang perlu ada Ketua Klinikal

semasa pelajar menjalani klinikal.