iTABLE OF CONTENTSPART I: COMPA MODULE SYNOPSISLECTURE TOPICS PAGE NO.1. Introduction 22. Research Process and Design 43. Avoiding Plagiarism, Plagiarism Software & APAReferencing Style 64. AI and Integrity in COMPA Writing 85. Developing the Problem Statement, Research Questions and Objectives 116. Writing the Literature Review 147. Qualitative Data Collection 168. Qualitative Data Analysis 199. COMPA Structure: Research Proposal/Chapter 1 2210. COMPA Structure: Completing the Chapters 2411. Writing the Final Copy 26
iiPART II: COMPA WRITING GUIDECHAPTER TOPICS PAGE NO.1 General Requirements of COMPA1.1 Introduction 291.2 Research Method Requirement 291.3 Language 291.4 Technical Specifications 291.5 Submission of COMPA 311.6 Supervisory Committee and Best COMPA Selection Committee 321.7 COMPA Grading System 321.8 Progress Report 331.9 Consultation of Supervisor 332 Evaluation and Plagiarism2.1 Guidance on Levels of Marks 342.2 Plagiarism 372.3 Conduct of Plagiarism 372.4 Unsatisfactory Outcome of the COMPA 383 COMPA Format 393.1 Title Page 403.2 Abstract 403.3 Acknowledgement 403.4 Acceptance Sheet 403.5 Declaration of COMPA 403.6 Table of Contents 413.7 List of Figures 413.8 List of Tables 413.9 List of Abbreviations/Notations/Glossary of Terms 413.10 Body of the COMPA 413.11 References 433.12 Appendices 43
1PART IPOSTGRADUATE DIPLOMA IN STRATEGIC & DEFENCE STUDIESPSD 5142 COMMANDANT PAPER IPSD 5212 COMMANDANT PAPER IIMODULE SYNOPSIS 2026
2COMMANDANT PAPER (COMPA)LECTURE 1:INTRODUCTIONActivity Type Lecture, Group DiscussionDate of Delivery 2026Learning Objectives 1. To understand the purpose and scope of COMPA (Course/Module/Program/Project) and its relevance to academic and professional development;2. To introduce fundamental concepts of research including types, methodologies, and approaches relevant to the course;3. To comprehend the importance of research ethics and the principles guiding ethical conduct in academic research;4. To familiarize students with key ethical guidelines, institutional ethics review processes, and responsible research practice; and5. To outline the structure of the course/module in terms of assessments, deliverables, and expected learning outcomes.Learning Objectives Aligned to Bloom’s Taxonomyo Remembering: Recall the purpose and scope of COMPA and fundamental research ethics principles.o Understanding: Explain key concepts of research and ethical considerations in academic work.o Applying: Illustrate examples of ethical and unethical research practices.o Analysing: Differentiate between various ethical principles and guidelines.o Evaluating: Assess the importance of ethics in different types of research.o Creating: Construct a personal ethical framework for conducting research responsibly.Delivered By: Dr. Norhazlina Fairuz Musa Kutty
3Aim:The primary aim of this session is to orient students to the COMPA program, setting a foundation for academic inquiry and integrity throughout the course. It seeks to equip students with foundational knowledge in research principles as well as the ethical considerations that govern scholarly work. This is essential in fostering responsible conduct, critical thinking, and quality research outputs.Questions: 1. What are the key objectives and scope of COMPA?2. What constitutes academic research and what are the common methodologies used?3. Why is research ethics critical in conducting and presenting research?4. What ethical principles must be adhered to during research?5. How will the course structure and assessments support students in achieving their learning objectives?Essential Readings:1. Creswell, J. W. (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition). Sage Publications.2. Israel, M., & Hay, I. (2006). Research Ethics for Social Scientists. Sage Publications.3. Malaysian Code of Ethics for Research involving Human Subjects, National Institutes of Health Malaysia.4. Resnik, D. B. (2020). The Ethics of Research with Human Subjects: Protecting People, Advancing Science, Promoting Trust. Springer.5. The Belmont Report (1979). Ethical Principles and Guidelines for the Protection of Human Subjects of Research.Additional Readings:1. Bernard, H. R. (2017). Research Methods in Anthropology. Rowman & Littlefield.2. Flick, U. (2018). An Introduction to Qualitative Research (6th Edition). Sage Publications.3. Saunders, M., Lewis, P., & Thornhill, A. (2019). Research Methods for Business Students (8th Edition). Pearson.Course Content Overviewo Introduction to COMPA: Purpose, aims, and expectationso Overview of research: Definitions, types, and methodologieso Research Ethics: History, principles, and significanceo Ethical practices: Consent, confidentiality, and integrityo Institutional Review Boards and Ethics Committees: Function and processeso Planning your research: Formulating research questions and proposalso Assessment and output expectations
4COMMANDANT PAPER (COMPA)LECTURE 2:THE RESEARCH PROCESS AND DESIGNActivity Type Lecture, Group DiscussionDate of Delivery 2026Learning Objectives 1. To understand the systematic steps involved in the research process;2. To learn how to design a research project including identifying the problem, formulating research questions, and choosing an appropriate methodology;3. To distinguish between different types of research designs: exploratory, descriptive, explanatory, and experimental;4. To explore the criteria for good research design, including validity, reliability, and ethical considerations; and5. To appreciate the role of literature review and hypothesis development in shaping research design.Learning Objectives Aligned to Bloom’s Taxonomyo Remembering: Identify the key stages of the research process and types of research designs.o Understanding: Summarize how to formulate research questions and develop hypotheses.o Applying: Design a basic research proposal applying appropriate research designs.o Analysing: Compare different research methodologies for suitability in various contexts.o Evaluating: Critique research designs for validity, reliability, and ethical soundness.o Creating: Develop a comprehensive research plan including ethical considerations.Delivered By: Dr. Norhazlina Fairuz Musa Kutty
5Aim:This session aims to provide students with a comprehensive understanding of the research process and how to design effective research projects. It focuses on equipping students with skills to conceptualize and plan research systematically, ensuring that their studies are methodologically sound and ethically conducted. Questions: 1. What are the key stages in the research process?2. How do you formulate clear and researchable questions?3. What are the main types of research designs and when are they used?4. How is research design evaluated for quality and ethical adherence?5. What is the importance of reviewing existing literature and developing hypotheses?Essential Readings:1. Creswell, J. W. (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition). Sage Publications.2. Kumar, R. (2019). Research Methodology: A Step-by-Step Guide for Beginners (5thEdition). Sage Publications.3. Neuman, W. L. (2017). Social Research Methods: Qualitative and Quantitative Approaches (7th Edition). Pearson.4. Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th Edition). Sage Publications.Additional Readings:1. Saunders, M., Lewis, P., & Thornhill, A. (2019). Research Methods for Business Students (8th Edition). Pearson.2. Flick, U. (2018). An Introduction to Qualitative Research (6th Edition). Sage Publications.3. Walliman, N. (2017). Your Research Project: Designing and Planning (3rd Edition). Sage Publications.Course Content Overviewo Overview of the research process: formulation, planning, execution, and dissemination.o Problem identification and research question formulation.o Review of literature and hypothesis development.o Types of research designs: exploratory, descriptive, explanatory, experimental.o Criteria for evaluating research design: validity, reliability, and ethical considerations.o Choosing appropriate research methods and techniques.o Planning data collection and analysis.o Ethical issues in research design and conduct.
6COMMANDANT PAPER (COMPA)LECTURE 3:AVOIDING PLAGIARISM, PLAGIARISM SOFTWARE& APA REFERENCING STYLEActivity Type Lecture, Hands-on Demonstration, Group DiscussionDate of Delivery 2026Learning Objectives 1. To understand the concept of plagiarism and its implications in academic writing;2. To identify types of plagiarism and how to avoid them;3. To demonstrate the use of plagiarism detection software (Turnitin/Grammarly); and4. To apply APA referencing style correctly in COMPA writing.Learning Objectives Aligned to Bloom’s Taxonomyo Remembering: Define plagiarism and list its common forms.o Understanding: Explain why plagiarism threatens research integrity.o Applying: Use plagiarism software to generate similarity reports.o Applying: Construct accurate in-text citations and reference lists using APA style.Delivered By: Dr. Wan Su Emi Yusnita binti Wan YusofAim:This lecture aims to strengthen students’ understanding of academic integrity by focusing on plagiarism avoidance strategies and mastering the APA referencing style. Students will be exposed to plagiarism detection tools and guided on how to use references ethically to support COMPA writing.
7Questions: 1. What is plagiarism, and why is it considered an academic offence?2. What are the different types of plagiarism commonly found in research writing?3. How can plagiarism detection tools assist in improving originality?4. How to correctly format APA in-text citations and reference lists?5. How does proper referencing contribute to research credibility?Essential Readings:1. American Psychological Association. (2020). Publication manual of the American Psychological Association, 2020. American Psychological Association.2. Pears, R., & Shields, G. (2025). Cite them right: the essential referencing guide. Bloomsbury Publishing.Additional Readings:1. Bailey, S. (2014). Academic writing: A handbook for international students.Routledge.2. Neville, C. (2016). The complete guide to referencing and avoiding plagiarism.McGraw-Hill Education (UK).Course Content Overviewo Definition of plagiarismo Types of plagiarismo Consequences of plagiarism in COMPAo Introduction to plagiarism detection tools (Turnitin/Grammarly)o Interpreting similarity reportso Principles of APA 7th Editiono In-text citations (paraphrasing & direct quotes)o Reference list formattingo Common APA mistakes in COMPA writingo Hands-on practice
8COMMANDANT PAPER (COMPA)LECTURE 4:AI AND INTEGRITY IN COMPA WRITINGActivity Type Lecture, Hands-on Demonstration, Group DiscussionDate of Delivery 2026Learning Objectives At the end of the lecture, students will be able to:1. Explain the role of the internet in academic research; 2. Identify suitable online databases and search engines for scholarly research; 3. Construct effective search queries using keywords, Boolean operators, and wildcards; 4. Use online tools to identify research topics and research gaps;5. Apply internet-based tools to support literature review, thesis formatting, and academic writing; and6. Identify appropriate digital platforms for publishing research papers.Learning Objectives Aligned to Bloom’s Taxonomyo Remembering: List internet-based research tools and databases.o Understanding: Explain how search engines differ in research capability.o Applying: Construct effective search queries using Boolean operators.o Applying: Use online tools to prepare literature reviews and research gaps.o Applying: Compare databases for topic selection and publication suitability.Delivered By: Dr. Hafizah Mat Nawi
9Aim:This lecture aims to equip students with the knowledge and practical skills to effectively and ethically use the internet as a research tool. Students will learn how to search for research topics, develop search queries, identify research gaps, manage literature reviews, prepare academic writing, and utilise digital tools throughout the research and publication process.Key Questions for the Lecture1. How can the internet be used efficiently for academic research?2. Which search engines and databases are most suitable for scholarly work?3. How do keywords, Boolean operators, and wildcards improve search results?4. How can online tools help identify research gaps?5. What digital tools support the writing and publication of research papers?Essential Readings:1. Lecture notes: Internet as a Research Tool (PDF)Additional Readings:1. Abbott, A. (2022). Digital paper: A manual for research and writing with library and internet materials. University of Chicago Press.Course Content Overview1. Introduction to Internet as a Research Toolo Importance of internet-based researcho Efficient access to vast academic informationo Benefits of using digital research tools to save time and effort2. Search Engines and Research Databaseso Search engine capabilities and limitationso Major academic search platforms:✓ Google Scholar✓ Scopus✓ Web of Scienceo Differences in database coverage and results3. Searching for Research Topicso Using databases to identify research areaso Platforms for topic exploration:✓ Google Scholar✓ Scopus✓ Web of Science✓ Open Knowledge Maps✓ Google Trendso Characteristics of a good research topic:✓ Declarative✓ Focused
10✓ Feasible✓ Appropriate4. Developing Search Querieso Identifying keywords from:✓ Context✓ Intervention✓ Mechanism✓ Outcomeo Boolean operators:✓ AND, OR, NOT✓ NEAR/x, SAMEo Wildcards (*, ?, $)o Use of phrases and parentheses to refine searches5. Preparing Literature Review and Research Gapso Using online tools to map existing researcho Identifying gaps in knowledgeo Digital platforms supporting literature review:✓ Connected Papers✓ Research Rabbit✓ Semantic Scholar✓ Elicit✓ Sciteo Understanding summarising, synthesising, comparing, and critiquing literature6. Formatting Academic Writingo Thesis formatting tools:✓ APA Word template✓ Reference managers (Mendeley, Zotero)o Integrating references from online databases7. Publishing a Research Papero Identifying suitable journals:✓ Scopus✓ Web of Science✓ SCImago Journal Rank (SJR)o Using journal finder tools to match manuscripts with appropriate journals8. Digital Tools for Data Analysiso Overview of commonly used analysis tools:✓ SPSS✓ NVivo✓ SmartPLS✓ Excel✓ VOSviewer✓ Publish or Perisho Role of digital tools in research analysis and visualisation
11COMMANDANT PAPER (COMPA)LECTURE 5:DEVELOPING THE PROBLEM STATEMENT, RESEARCH QUESTIONSAND OBJECTIVESActivity Type Lecture, Group Discussion, Interactive ExercisesDate of Delivery 2026Learning Objectives 1. To define the components and significance of a research problem statement in academic inquiry;2. To explain the relationship between the research problem, research questions, and research objectives;3. To develop clear, focused, and evidence-based research problem statements relevant to specific study topics;4. To formulate precise and researchable questions that logically derive from the problem statement;5. To construct specific, measurable, achievable, relevant, and time-bound (SMART) research objectives to guide study design; and6. To critically evaluate problem statements, questions, and objectives for clarity, relevance, and feasibility in academic research contexts.Learning Objectives Aligned to Bloom’s Taxonomyo Mapping to specific Bloom’s Taxonomy levels with examples:o Remembering: List key ethical principles and guidelines relevant to academic research.Example: Recall the main components of the Belmont Report.o Understanding: Explain why ethical conduct is essential in the research process.Example: Describe the purpose of informed consent in human subject’s research.o Applying: Illustrate how to apply ethical principles in designing a research study.Example: Demonstrate how to ensure confidentiality during data collection.o Analysing: Differentiate ethical from unethical research practices in given scenarios.Example: Analyse a research case to identify potential ethical violations.
12o Evaluating: Critique a research proposal’s adherence to established ethical standards.Example: Assess the ethical validity of participant recruitment procedures.o Creating: Formulate a personal or institutional code of ethics for conducting research.Example: Develop guidelines for responsible research conduct addressing data management and participant welfare.o This mapping guides instruction from foundational knowledge up to the creation and critical evaluation of ethical research principles—ideal for master’s level mastery in research ethics.Delivered By: Dr. Norhazlina Fairuz Musa KuttyAim:To provide students with comprehensive skills to develop accurate and effective research problem statements, formulate coherent research questions, and build SMART objectives that will guide their research systematically. Questions: 1. What are the essential elements of a research problem statement?2. How are research questions logically derived from the problem statement?3. What characteristics define effective research questions and objectives?4. How can research objectives be made SMART?5. How do problem statements, questions, and objectives shape the research design?Essential Readings:1. Creswell, J. W. (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.2. Kumar, R. (2019). Research Methodology: A Step-by-Step Guide for Beginners.3. Saunders, M., Lewis, P., & Thornhill, A. (2019). Research Methods for Business Students.Additional Readings:1. Flick, U. (2018). An Introduction to Qualitative Research.2. Walliman, N. (2017). Your Research Project: Designing and Planning.
13Course Content Overviewo The function and features of a research problem statemento Developing research questions aligned with the problemo Characteristics and examples of strong vs weak research questionso Formulating SMART research objectiveso Evaluating research questions and objectives for clarity and feasibilityo Practical exercises on drafting and refining statements, questions, and objectivesTeaching Methods:o Presentation and explanation by instructoro Group discussions and peer reviewo Hands-on exercises drafting problem statements and research questionso Instructor feedback and Q&AAssessment:o Participation in group activitieso Submission of drafted problem statement, research questions, and objectives as assignmentThis lesson plan follows the COMPA style and content depth appropriate for master's level research courses and is structured to build student competence in research formulation progressively.
14COMMANDANT PAPER (COMPA)LECTURE 6:WRITING THE LITERATURE REVIEWActivity Type Lecture, Hands-on Practice, Group DiscussionDate of Delivery 2026Learning Objectives 1. To understand the purpose and role of the literature review as a systematic process for qualitative research;2. To identify the relevant themes from the reviewed literature by using Thematic Analysis Approach; and3. To develop the skills in critically writing a clear, organized and coherent literature review.Learning Objectives Aligned to Bloom’s Taxonomyo Understanding: Describe the roles and functions of the literature review.o Applying: Implement the relevant skills and knowledge in generating the literature review.o Analysing: Discuss critically and integrate qualitative research literature.Delivered By: Dr. Wong Chooi YeAim:The primary aim of this session is to assist CPs in developing the critical skills and knowledge that enable them to systematically identify the research gaps and synthesize the existing scholarly publications in qualitative research. These enable the development of the ability to write up well-organized, coherent, and insightful literature reviews that enhance the rigor and relevance of qualitative research.
15Questions: 1. What are the key objectives and functions of the literature review?2. What constitutes the literature review?3. How can literature review help to decide on the research topics and research gaps?4. What are the suitable techniques for writing up efficient literature reviews?5. How much literature is sufficient?Essential Readings:1. Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. British Psychological Society Award-winning book that deeply elaborates on thematic analysis methodology and practice.2. Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.3. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.4. Patton, M. Q. (2015). Qualitative Research and Evaluation Methods. Sage Publications.5. Roselle, L. & Spray, S. (2012). Research and Writing in International Relations (2ndEd.). Routledge. Additional Readings:1. Braun, V., & Clarke, V. (2006). “Using thematic analysis in psychology.” Qualitative Research in Psychology, a seminal paper outlining the widely used six-step framework for thematic analysis.2. Noblit, G. W., & Hare, R. D. (1988). Meta-Ethnography: Synthesizing Qualitative Studies. Sage Publications.3. Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). “Thematic analysis” in The SAGE Handbook of Qualitative Research in Psychology, expanding on thematic analysis variations and theoretical underpinnings.Course Content Overviewo Introduction to Literature Reviewo Getting Started on the Literature Reviewo Searching for the Literatureo Read a Scholarly Journal Articleso Manage the Data: A Systematic Approacho Conduct and Write Up a Literature Review: Thematic Analysis o Synthesize the Literature
16COMMANDANT PAPER (COMPA)LECTURE 7:QUALITATIVE DATA COLLECTIONActivity Type Lecture, Group Discussion, Interactive ExercisesDate of Delivery 2026Learning Objectives 1. To define qualitative data collection and its key methods in research contexts;2. To explain the purposes, strengths, and limitations of major qualitative data collection techniques;3. To identify appropriate qualitative data collection methods for specific research questions and contexts;4. To design and plan qualitative data collection strategies including sampling and ethical considerations;5. To demonstrate practical application of qualitative data collection methods through simulated exercises; and6. To critically evaluate qualitative data collection approaches for trustworthiness, reflexivity, and triangulation.Learning Objectives Aligned to Bloom’s Taxonomyo Remembering: Define key qualitative data collection methods and their distinguishing characteristics.Example: List the primary methods such as interviews, focus groups, and participant observation.o Understanding: Explain the purposes, strengths, limitations, and applications of major qualitative data collection techniques.Example: Describe when purposive sampling is appropriate for qualitative studies.o Applying: Select and design appropriate qualitative data collection strategies for specific research questions and contexts.Example: Develop an interview guide for investigating stakeholder perspectives in a case study.o Analysing: Differentiate between various qualitative methods and evaluate their suitability based on research objectives and ethical considerations.Example: Compare focus groups versus individual interviews for exploring group dynamics
17o Evaluating: Critically assess qualitative data collection plans for trustworthiness, reflexivity, triangulation, and practical feasibility.Example: Critique a proposed observation protocol for researcher bias and data saturation potential.o Creating: Design comprehensive qualitative data collection protocols incorporating ethical safeguards, sampling strategies, and quality assurance measures.Example: Formulate a mixed-method data collection plan combining interviews and document analysis with triangulation strategies.o This Bloom’s Taxonomy alignment progresses master’s students from foundational knowledge of qualitative methods to advanced skills in designing and critically evaluating sophisticated data collection strategies essential for rigorous research.COMPA1-LECTURE-03-Developing-the-problemstatement-research-questions-and-objectives.docxDelivered By: Dr. Norhazlina Fairuz Musa KuttyAim:To equip the CPs with comprehensive knowledge and practical skills in qualitative data collection methods, enabling them to select, design, and implement appropriate techniques that generate rich, credible data for master’s level research.Questions: 1. What are the primary methods of qualitative data collection and their distinguishing features?2. How do qualitative data collection techniques differ from quantitative approaches?3. When should specific methods like interviews, focus groups, or observations be selected?4. What ethical and practical considerations apply to qualitative data collection?5. How can triangulation and reflexivity enhance the quality of qualitative data?Essential Readings:1. Creswell, J. W. (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition). Sage Publications.2. Flick, U. (2018). An Introduction to Qualitative Research (6th Edition). Sage Publications.3. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation (4th Edition). Jossey-Bass.4. Patton, M. Q. (2015). Qualitative Research & Evaluation Methods (4th Edition). Sage Publications.
18Additional Readings:1. Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach (3rd Edition). Sage Publications.2. Saunders, M., Lewis, P., & Thornhill, A. (2019). Research Methods for Business Students (8th Edition). Pearson.3. Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6thEdition). Sage Publications.Course Content Overviewo Definition and characteristics of qualitative data collection: focus on depth, context, and meaning.o Core methods: in-depth interviews, focus group discussions, participant observation, document analysis.o Sampling strategies: purposive, snowball, saturation principles for qualitative research.o Planning data collection: protocols, reflexivity, field notes, and researcher role.o Ethical considerations: informed consent, confidentiality, power dynamics in qualitative settings.o Enhancing credibility: triangulation, member checking, audit trails.o Practical exercises: designing interview guides, observation protocols, and method selection scenarios.Teaching Methods:o Instructor presentation with visual aids and real-world exampleso Group discussions on method selection for case studieso Hands-on exercises: developing data collection instruments (interview guides, observation checklists)o Peer review and instructor feedback sessionso Q&A and clarification of practical implementation challengesAssessment:o Participation: Active engagement in group discussions, method selection case studies, and peer review sessions during class.o Practical Exercise: Development and submission of a qualitative data collection instrument (e.g., interview guide, observation protocol, or focus group moderator script) demonstrating appropriate method selection and ethical considerations.This lesson plan follows the COMPA style and content depth appropriate for master’s level research courses and is structured to build student competence in research formulation progressively.
19COMMANDANT PAPER (COMPA)LECTURE 8:QUALITATIVE DATA ANALYSISActivity Type Lecture, Group Discussion, Interactive ExercisesDate of Delivery 2026Learning Objectives Learning Objectives Aligned to Bloom’s Taxonomy1. Remembering: Define key qualitative data analysis approaches and their core techniques.Example: List thematic analysis, grounded theory, and content analysis methods.2. Understanding: Explain the principles of qualitative data analysis including iterative processes and researcher reflexivity.Example: Describe the role of coding in building meaning from qualitative data.3. Applying: Implement basic qualitative analysis techniques on sample datasets.Example: Conduct initial coding and theme identification on interview transcripts.4. Analysing: Differentiate between various qualitative analysis methods and their suitability for different research questions.Example: Compare inductive vs. deductive coding approaches in case study data.5. Evaluating: Critically assess the rigor, trustworthiness, and limitations of qualitative analysis outputs.Example: Evaluate thematic findings for credibility, transferability, and researcher bias.6. Creating: Design and execute a comprehensive qualitative data analysis plan incorporating multiple techniques and quality assurance measures.Example: Develop an analysis framework combining thematic analysis with member checking for a research project.Delivered By: Dr. Norhazlina Fairuz Musa Kutty
20Aim:To equip the CPs with advanced skills in qualitative data analysis, enabling them to systematically transform rich data into meaningful, credible findings while maintaining methodological rigor and ethical integrity.Questions: 1. What are the primary approaches to qualitative data analysis and their philosophical underpinnings?2. How do coding processes evolve from open to axial to selective coding?3. What strategies ensure trustworthiness in qualitative analysis?4. How does researcher positionality influence data interpretation?5. When should different analysis methods (thematic, narrative, discourse) be applied?Essential Readings:1. Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. Sage Publications.2. Creswell, J. W. (2021). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Edition). Sage Publications.3. Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative Data Analysis: A Methods Sourcebook (4th Edition). Sage Publications.4. Saldaña, J. (2021). The Coding Manual for Qualitative Researchers (4th Edition). Sage Publications.Additional Readings:1. Flick, U. (2018). An Introduction to Qualitative Research (6th Edition). Sage Publications.2. Patton, M. Q. (2015). Qualitative Research & Evaluation Methods (4th Edition). Sage Publications.3. Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6thEdition). Sage Publications.Course Content Overviewo Foundations of qualitative data analysis: philosophy, principles, and iterative nature.o Coding techniques: open, axial, selective coding; in vivo and process coding.o Major approaches: thematic analysis, grounded theory, IPA, narrative analysis, discourse analysis.o Software tools: NVivo, MAXQDA, Atlas.ti for managing complex datasets.o Ensuring quality: trustworthiness criteria (credibility, transferability, dependability, confirmability).o Reflexivity, audit trails, member checking, and triangulation in analysis.o Practical exercises: hands-on coding exercises, theme development, and findings interpretation.
21Teaching Methods:o Instructor-led presentation with visual coding examples and software demonstrationso Group analysis exercises on real anonymized datasetso Peer review of coding schemes and emerging themeso Individual practice with qualitative analysis softwareo Class discussion on reflexivity and positionality challengesAssessment:o Participation: Engagement in coding exercises, group analysis discussions, and peer feedback sessions.o Practical Exercise: Individual coding assignment analyzing a provided transcript dataset, producing a coding framework with emergent themes.This comprehensive lesson plan follows the established COMPA format, progressively building master's-level competencies in qualitative data analysis from foundational knowledge to sophisticated interpretive skills.
22COMMANDANT PAPER (COMPA)LECTURE 9: COMPA STRUCTURE: RESEARCH PROPOSAL/CHAPTER 1Activity Type Lecture, Group DiscussionDate of Delivery 2026Learning Objectives 1. To identify the background, purpose and justification of the COMPA Proposal/ Chapter 1; and2. To prepare and outline the Proposal/ Chapter 1 with the required format for qualitative research.Learning Objectives Aligned to Bloom’s Taxonomyo Remembering: State the fundamental concepts as used in the Proposal/ Chapter 1.o Applying: Determine the relevant terms and knowledge in generating the Proposal/ Chapter 1.Delivered By: Dr. Wong Chooi YeAim:The primary aim of Proposal/ Chapter 1 for COMPA I is to clearly frame the research gaps and outline the context that the study intends to explore. The chapter sets out the background, problem statement, research questions and objectives, present the literature review, introduces relevant conceptual frameworks, research methods, articulates the significance of research, research scope, research limitations, and organisation of chapters.Questions: 1. What are the key objectives and functions of the Proposal/ Chapter 1 of qualitative research?2. What are the major components that must be included in the qualitative proposal/ Chapter 1?3. How to align the Proposal/Chapter 1 with the research questions (RQ) and research objectives (RO)?
234. How has the Proposal/Chapter 1 related to Chapter 2 – 5 of the research report?5. Does the qualitative Proposal/Chapter 1 demonstrate significant consistency? Essential Readings:1. Creswell, J. W. (2017). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.2. Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2013). Proposals That Work: A Guide for Planning Dissertations and Grant Proposals. Sage Publications.3. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.4. Patton, M. Q. (2015). Qualitative Research and Evaluation Methods. Sage Publications.5. Roselle, L. & Spray, S. (2012). Research and Writing in International Relations (2ndEd.). Routledge. Additional Readings:1. Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach. Sage Publications.2. Punch, K. F. (2016). Developing Effective Research Proposals. Sage Publications.Course Content Overviewo Backgroundo Problem Statemento Research Questionso Research Objectiveso Literature Reviewo Conceptual Frameworko Research Methodo Significance of Researcho Research Scopeo Research Limitationso Organisation of Chapters
24COMMANDANT PAPER (COMPA)LECTURE 10: COMPA STRUCTURE: COMPLETING THE CHAPTERSActivity Type Lecture, Group DiscussionDate of Delivery 2026Learning Objectives 1. To prepare Chapter 2 to 5 with the required format for qualitative writing.2. To articulate the findings derived from data analysis in a clear and coherent manner.3. To analyse the research findings in line with the Literature Review, Problem Statement, ROs and RQs.Learning Objectives Aligned to Bloom’s Taxonomyo Understanding: Outline the research findings emerged from thematic analysis to establish credibility.o Applying: Determine the relevant terms and knowledge in generating Chapter 2 – 5 in relation to the ROs and RQs.o Analysing: Interpret the research findings (patterns and meanings) in a systematic and coherent manner.Delivered By: Dr. Wong Chooi YeAim:The primary aim of Chapter 2 - 5 for COMPA I is to ensure comprehensive coverage of the qualitative writing. By using thematic analysis approach, it focuses on situating the research in scholarly context and hence proffers meaningful insights and contributions as part of the academic literature body.
25Questions: 1. What are the key objectives and functions of Chapter 2 – 5 as in qualitative research?2. What are the major components that must be included in Chapter 2 - 5?3. How to align Chapter 2 - 5 with the Problem statement, research questions (RQ) and research objectives (RO)?4. How has the Proposal/Chapter 1 related to Chapter 2 – 5 of the research report?5. Does the qualitative writing on demonstrate Chapter 2 – 5 significant consistencies? Essential Readings:1. Creswell, J. W. (2017). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.2. Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2013). Proposals That Work: A Guide for Planning Dissertations and Grant Proposals. Sage Publications.3. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.4. Patton, M. Q. (2015). Qualitative Research and Evaluation Methods. Sage Publications.5. Roselle, L. & Spray, S. (2012). Research and Writing in International Relations (2ndEd.). Routledge. Additional Readings:1. Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach. Sage Publications.2. Punch, K. F. (2016). Developing Effective Research Proposals. Sage Publications.Course Content Overviewo Chapter 2 (RO1, RQ1)o Chapter 3 (RO2, RQ2)o Chapter 4 (RO3, RQ3)o Chapter 5 Conclusion and Recommendations
26COMMANDANT PAPER (COMPA)LECTURE 11:WRITING THE FINAL COPYActivity Type Lecture, Hands-on Exercise, Group DiscussionDate of Delivery 2026Learning Objectives 1. To identify the structure and format for preparing the final copy of COMPA.2. To apply the knowledge on qualitative writing for the COMPA report.Learning Objectives Aligned to Bloom’s Taxonomyo Understanding: Outline the structure and format for preparing the final copy of COMPA in a coherent order.o Applying: Implement the knowledge on qualitative writing the COMPA report.Delivered By: Dr. Wong Chooi YeAim:The primary aim of this lecture is to guide the CPs in preparing and writing of the manuscript into COMPA final copy with a coherent qualitative format. The CPs are equipped with the fundamental knowledge and practical skills needed to develop a well-structured qualitative final report that adheres to academic standards. The CPs will be able to apply consistent formatting, construct coherent arguments, and present findings with the assistance of key MS Word features. Questions: 1. What are the general requirements of a COMPA?2. What are the technical specifications required for a COMPA?3. How to prepare the final copy of COMPA with the MS Words key features?
27Essential Readings:1. Creswell, J. W. (2017). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications.2. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.3. Microsoft Support. (2024). Use the Navigation Pane in Word. Microsoft.4. Baumeister, R. F., & Leary, M. R. (1997). Writing Qualitative Research Reports. Sage Publications.5. American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.).Additional Readings:1. Lunenburg, F. C. (2010). Writing a qualitative research report. National Forum of Educational Administration and Supervision Journal, 27(4).Microsoft Office Training Center. (2024). Tips for Writing Research Papers in Microsoft Word.Course Content Overviewo General Requirements of a COMPAo Technical Specifications/ COMPA Structureo Body of the COMPAo Referenceso Appendiceso MS Word Key Features
28PART IIPOSTGRADUATE DIPLOMA IN STRATEGIC & DEFENCE STUDIESCOMPA WRITING GUIDE 2026
29CHAPTER 1GENERAL REQUIREMENTS OF COMPA1.1 Introduction This handbook serves as a guideline to assist Course Participants (CPs) of the Postgraduate Diploma in Strategic and Defence Studies (PGDSDS) in preparing their academic paper/Commandant Paper (COMPA). It provides the format and style of writing in line with the Publication Manual of the American Psychological Association Seventh Edition or APA 7thedition. CPs are advised to refer closely to this guide and should seek further clarification, where necessary, from their supervisors at the National Defence University of Malaysia (NDUM) and the Malaysian Armed Forces Staff College (MAFSC). 1.2 Research Method Requirement For the purpose of this course, the COMPA emphasises the qualitative research approach. CPs are required to consult scholarly and reliable materials from printed and online databases as well as from primary sources, where appropriate. 1.3 Language The COMPA should be written in English. There should be consistency in the use of the language, especially the spelling style (either British or American), throughout the paper. 1.4 Technical Specifications Printing should be done on a letter-quality or laser printer. Only the original wordprocessed copy of a COMPA or high-quality photocopies will be accepted. 1.4.1 Number of Words The COMPA should comprise of 12,000 to 14,000 words. This shall exclude thecontent page, abstract, tables, figures, appendices and references. 1.4.2 Page Layout The text should be presented in portrait layout. Landscape layout may be used for figures and tables.
301.4.3 Type of Paper White A4 size paper (80 gsm) should be used. The CPs should include a blank sheet of paper at the front and back of the COMPA. Photocopies of the COMPA should also be of the same quality. 1.4.4 Typeface and Font Size The entire text of the COMPA, including headings and page numbers, must be formatted with a 12-point Times New Roman font. It should not be scripted or italicised, except for scientific names, book and journal titles, and terms in a different language. Headings should be in bold print. Footnotes and text in the tables should be 10-point. 1.4.5 Margins The left margin should be 1.625 inches and the right, top and bottom margins at one inch. Margin specifications are meant to facilitate binding and trimming. All information (text headings, footnotes and figures), including page numbers, must be within the text area. 1.4.6 Spacing The COMPA should be typed double-spaced, with two spaces between paragraphs and sections. The following, however, should be single-spaced. a. Quotations of three lines or more, indented and set in a block. b. References or bibliography (except between entries). c. Multi-line captions (tables, figures). d. Appendices, such as questionnaires, letters. e. Headings or subheadings. 1.4.7 Pagination All pages should be numbered consecutively throughout the COMPA, including pages containing tables, figures and appendices, centrally at the bottom of the page. Page numbers should appear automatically and should not be placed in brackets, hyphenated or accompanied by decorative images. Text, tables and figures should be printed only on one side of the paper. Preliminary pages preceding Chapter 1 must be numbered in lowercase Roman numerals (i, ii, iii, etc.). The Title Page should not be numbered although it is counted as page i. Page 1 is the first page of the Introductory Chapter (Chapter 1).
311.4.8 Binding Before printing and the binding process, ensure that all requirements for the COMPA have been met, necessary signatures have been obtained and all pages are in the right order. The cover for the COMPA should be in maroon and should be of a cloth spine binding. The following requirements for the front cover should be adhered to. a. COMPA Spine. The spine should be lettered in gold using a 20-point (similar to text) and contain the following particulars (please refer to Appendix A-1 and A-2 for details). 1) Name of CP;2) Diploma for which the study is submitted, i.e., PGDSDS.; and3) Year of submission. b. Front Cover. The front cover should be lettered in gold using an 18-point gold block font (similar to text) and contain the particulars listed below (please refer to Appendix A-1 and A-2 for details). 1) Title of COMPA;2) Name of CP;3) Diploma (in full), i.e. POSTGRADUATE DIPLOMA IN STRATEGIC AND DEFENCE STUDIES;4) Name of the university, i.e., NATIONAL DEFENCE UNIVERSITY OF MALAYSIA; and5) Year of submission. 1.5 Submission of COMPA a. CPs are required to submit four hard-bound copies of the COMPA: one each for the NDUM library, MAFSC library, supervisor and the CP. b. CPs are required to check for possible plagiarism by utilising the Turnitin software provided by the NDUM library prior to submission of their COMPA. The similarity index should not be more than 20% inclusive of AI usage. c. The COMPA writing should adhere to the format laid down in this Guide Book. In the event where the CP fails to comply with the writing format, the grade mark may be reduced from the original mark. d. Chapters 1 and 2 are to be submitted in Semester I. e. Chapters 3, 4 and 5 are to be submitted in Semester II.
321.6 Supervisory Committee and Best COMPA Selection Committeea. A Supervisory Committee will be convened to address issues pertaining to the exchange of supervisor and other matters involving COMPA supervision.b. For CPs who obtain grade A+ (or grades determined by the College), their final submission shall be evaluated by a Selection Committee to determine the best COMPA. CPs whose COMPA are shortlisted, shall be called to present their paper at a vivasession for the selection of the best paper award. 1.7 COMPA Grading System The following table describes the grading system for COMPA: Table 1.1COMPA Grading System Note:COMPA I • 100% - assessment by Supervisor COMPA II• 70% - assessment by First Examiner (Supervisor) • 30% - assessment by Second Reader • In cases where there is a great difference in the grading of the COMPA, a third reader will be appointed. Marks Grade Grade Point Pass/Fail90 – 100 A+ 4.00 Pass 80 – 89 A 4.00 75 – 79 A- 3.67 70 – 74 B+ 3.33 65 – 69 B 3.00 60 – 64 B- 2.67 Fail 55 – 59 C+ 2.33 50 – 54 C 2.00 45 – 49 C- 1.67 40 – 44 D+ 1.33 35 – 39 D 1.00 30 – 34 D- 0.67 29 or less E 0.00
331.8 Progress Report To ensure the smooth progress of the COMPA study, the respective supervisors will submit reports on the progress of his/her supervisees as follows: a. COMPA I The progress report is to be submitted on the 11th week of Semester I. b. COMPA II The progress report is to be submitted on the 11th week of Semester II. 1.9 Consultation of SupervisorCPs are required to meet their respective supervisors for consultation for 10 times each semester (Semester I & II). Failure to attend consultation on three occasions may result in the supervisors submitting a formal complaint immediately. Likewise, supervisors are expected to provide regular feedback on COMPA supervision. Should supervisors fail to do so, CPs are obliged to submit a formal complaint to MAFSC. Complaints from CPs on inefficient supervision or administrative matters after COMPA submission to NDUM and MAFSC will not be accepted as grounds for appeal.
34CHAPTER 2 EVALUATION AND PLAGIARISM2.1 Guidance on Levels of Marks It is necessary to ensure that the marks awarded to CP are in some way aligned to others who are in this course in order to achieve compatibility from one CP to another CP. The following is for guidance only but if any deviation occurs, solid justification is required to support the reasons for such occurrence before the Examination Committee meets. When assessing the COMPA, descriptors on the right-hand side of the following table reflects the clerical presentation of the document, while those on the left-hand side represents the academic content; the more critical criteria for the mark range are shown at the top section on this side. All acceptable COMPA should have appropriate referencing (i.e. non-trivial, focused and relevant from sound sources). Although there are no specific requirements for the number of reference sources, it is expected that references should be sufficient to show exhaustive analysis of the area studied. 90 – 100 marks (World Class)• Demonstrates creativity and originality of thought and is suitable for wider circulation than the place where the work was carried out (for example it is of publishable quality with no more than minor revisions). • Illustrates (where appropriate) both the strategic studies and generic worth of the research carried out and the candidate’s total mastery of the subject matter. • Shows a complete conceptual understanding and an extremely high level of technical competence. • Shows a highly developed capacity for independent thought and demonstrates exhaustive analysis of the area of application. • Shows the full and appropriate selection of and the application of tools/techniques and approaches used. • Contain conclusions which are fully justified and supported by the evidence presented and meets the project objectives. • Features wide ranging, appropriate and well citedbackground supporting information from a wide variety of sources including appropriate academic and/or strategic studies material and this has been carefully analysed in relation to the specific task and the wider related areas. • Recommendations for further work (where applicable) are practical and convincing.• Professionally produced, showing exceptional written communication skills with flawless grammar and spelling. • Complex and new concepts are easy to follow and understand. • Well-structured with excellent use of headings and sub-sections that show the development of a logical argument. • Diagrams used are appropriately titled and referenced in the text. • The contents sheet includes all the subsections and relevant page numbers. • All pages are correctly and clearly numbered. • All references are properly cited and listed and references and bibliography are distinct.
3575 - 89 marks (Exceptional)• There is some indication of the use of original ideas that can be used more generally and in wider applications than the specific type of task studied. • Evidence of highly developed critical abilities. • Shows very highly developed ability to analyse, synthesise and apply knowledge and concepts. • Shows a high degree of mastery of the subject matter. • Shows a near complete conceptual understanding and a high level of technical competence. • Depth of analysis and outcomes somewhat exceeds what would normally be achieved by most CP at a master’s level. • Clearly demonstrates understanding and appropriate application of relevant tools/ techniques/methodologies. • The work is very well argued; all the main issues are explored and evaluated and the reasons for the conclusions are clearly indicated.• Project objectives are met. • Recommendations for further work (where applicable) are practical and convincing.• Well produced, showing a high level of written communication skills with few or no grammatical and spelling errors. • Even relatively complex arguments are easy to follow. • Well-structured with good use of headings and sub-sections that show the development of a logical argument. • Diagrams, contents sheet, page numbering, references and bibliography are presented correctly with few or no errors.70 – 74 marks (Good Work)• There is evidence of some attempt at original thought, aimed generally at the task attempted. • Use of some new methods or approaches A good attempt at analysis, synthesis and application of knowledge and concepts. • There is appreciation of the main issues and the ability to make critical points and substantiate them. • The main outcomes were beyond question, although limited to the specific task studied. • Shows a sound and thorough grasp of the subject matter, good conceptual understanding and a good level of technical competence. • The work may not consider the wider issues and implications but with some additional work this may have been evident. • Recommendations and conclusions (where applicable) are practical and could be acted on. • Possibly some minor errors that would not have a serious effect on the outcomes.• Effective presentation, showing generally good written communication skills with good spelling and grammar. • The work is easy to read and understand. • Well thought through. • Overall structure and the length are appropriate. • Diagrams, contents sheet, page numbering, references and bibliography are generally well presented with only minor errors of indexing, proofreading or photocopying.
3665 – 69 marks (Acceptable)• There is little evidence of original thought. • There is a fair understanding of the basic concepts. • Although the work may contain some significant errors, it is technically competent. • The analysis, synthesis and application of knowledge and concepts are competent but relatively routine. • Some of the conclusions drawn may be weak or unsubstantiated, but with care they could be acceptable. • Better analysis techniques may be available but are not used. • There is sensible comment on the evidence and materials used in the task. • There is heavy reliance on easily obtained background source materials and wide use of poorly authenticated material. This material may show little integration with the research. • The general outcomes were sound and where confusion or gaps exist, they would not substantially affect the outcomes. • Recommendations for further work (where applicable) are generally correct but are not sufficiently focused or detailed to be useful.• A competent presentation within a satisfactory overall structure that may lack balance in certain areas or fails to integrate fully all of the material. • Possible inclusion of irrelevant information. • It is generally well written with adequate spelling and grammar. • It is easy to appreciate the main findings in one reading. Some points may require rereading • Diagrams, contents sheet, page numbering, references and bibliography may contain errors or show inconsistency.60-64 poor (may be acceptable for Postgraduate Diploma papers)• There is a tendency towards uncritical description and no evidence of original contribution or ideas. • Concepts and theory are understood but there is only a modest attempt to utilise them. • Shows some familiarity with the subject matter, but with some serious gaps and misconceptions. • A low level of technical competence with some errors. • There is limited evidence of the appropriate methods and analysis that should be used. • There is little discussion of the work, or its applications. • Conclusions drawn from the work are limited and show little added value from the work carried out. • Literature is poorly analysed and/or unrelated to the tasks carried out. • Recommendations for further work (where appropriate) are either missing or unsubstantiated.• Less than optimal presentation, lacking in logical structure, making it difficult to read. • Ideas are poorly expressed, often with mistakes. • There are errors in grammar and/or spelling, diagrams and contents sheet; this inhibits the easy reading of the document. • Page numbering, references and bibliography may be poorly presented or some missing.45 – 59 marks (Very Poor)• Does not demonstrate understanding of the issues and the information/data used may have limited relevance.• There is a lack of critical reasoning and often the project objectives, (where articulated), have been ignored or badly misunderstood.• Showing major gaps in knowledge of the subject matter and many areas of misunderstanding and confusion.• Technical competence is poor or no evidence that concepts and theory have been understood.• Little or no attempt at analysis.• There is an inability to apply any knowledge generated. • Background work stated but not analysed and not applied to the research task. • Recommendations for further work (where applicable) are irrelevant or missing.• Poor or muddled presentation and structuring of arguments.• The level of expression is inadequate, often being unclear or confused.• Poor grammar and/or spelling. This may require the document to be read a number of times before the meaning is fully understood.• Diagrams, contents sheet, page numbering,references and bibliography poorly presented or missing.
3729 or less – 44 (Extremely Poor)• Minimal analysis, synthesis and application of knowledge. • No evidence of critical abilities or original thought. • There is no comment on the background materials used, or candidate’s generated output, culminating in irrelevant or missing conclusions. • Lack of integration with the objectives (if present) and contains some significant errors or omissions. • Does not demonstrate the ability to appropriately apply tools/techniques and methodologies. • Poorly defined project objectives that result in lack of integration with previous work, discussion and conclusions. • Inadequate review of previous work, with little relation to project objectives. • No recommendations for further work, where appropriate.• A poorly structured document that may lack balance in certain areas or fails to integrate fully all of the material. • Possible inclusion of irrelevant information. • Poorly written with poor spelling and grammar. • Diagrams are not appropriately labelled to the extent that they may mislead the understanding of the report. • Contents sheet, page numbering, references and bibliography may contain errors and/or show inconsistency.2.2 Plagiarism Where plagiarism, copying and/or excessive paraphrasing is found, the relevant paragraphs will not contribute to the final mark. Consequently, the plagiarised, copied and/or excessively paraphrased content should be ignored when determining a mark. 2.3 Conduct of Plagiarism The University and the College take a serious view of plagiarism. Any CP found to have committed or aided and abetted in plagiarism may be subject to disciplinary actions in accordance with the University (NDUM) and the Malaysian Armed Forces Staff College(MAFSC) Academic Disciplinary Council/Board. All COMPA are required to be subject to the Turnitin plagiarism checker. Supervisors are required to review the similarity report prior to the final completion and submission of the COMPA. The similarity index for COMPA should be 20% or lower, it shall include the use of AI. Regardless of whether the COMPA has been subjected to Turnitin, it is the supervisors’ responsibility to satisfy themselves that the work submitted is the original work of the CPs, except where otherwise appropriately acknowledged. If the supervisor, in considering the COMPA and/or the Turnitin similarity which includes the use of AI report identify potential plagiarism, every step should be taken to seek evidence of the source of the potential plagiarism and this MUST then be documented prior to the final completion and submission of the COMPA. It is not appropriate to accuse a CP of fraud on suspicion only, the evidence must be gathered and presented. The CP should then be notified of the evidence preferably before the final completion and submission of the COMPA, so that the CP may provide an explanation, make his/her defence or take necessary remedial action. The CP will be given seven days to respond after the
38submission date, in writing, in which case the return of the marked COMPA and feedback to the CP should be deferred, pending receipt and consideration by the supervisor of the CP’s response. The COMPA should then be marked as if it was not fraudulent (with adjustment for poor academic practice - i.e. poor referencing technique - if appropriate). If, in the light of the evidence available and the CP’s response, the supervisor agrees that the case should be investigated further, the supervisor may mark ‘Referred for further investigation’ attach with the submitted COMPA. The plagiarism pro-forma in the assessment document should be completed and returned with the graded documentation and the fact specifically brought to the attention of the Supervisory Committee that will invoke the Faculty’s usual Plagiarism Investigation Procedures. A Plagiarism Investigation Panel will then be convened, and the case shall be given due consideration. The CP will be notified of the outcome of the investigation and informed of the options available to him/her (the supervisor will be provided with a copy of the notification). If the suspected plagiarism is proven, the Investigation Panel may request the matter to be referred to the Academic Disciplinary Council/Board for acts of academic misconduct. Such acts will be subject to the due process under AUKU 1971, rules and regulations of MAFSC. CP from the Malaysian Armed Forces may also be subject to disciplinary measures under the Armed Forces Act 1972. 2.4 Unsatisfactory Outcome of the COMPA According to the PGDSDS regulations handbook, the minimum passing work is Grade B. In cases where the grade awarded is below B, the CP will be required to re-submit his/her work. A CP is allowed a review in accordance with the University Policy. The CP will normally be given two weeks from the date the Examination Committee convenes to complete the revision and to re-submit.
39CHAPTER 3 COMPA FORMATThe entire COMPA should be bound in a single volume. The following describes the conventional format for a COMPA. It generally consists of three main parts: a. Preliminary pages - the preliminary part should include the title page, dedication, abstracts in English and Malay, acknowledgments, approval sheets, declaration of COMPA, table of contents, lists of tables, figures and abbreviations. b. Text or main body - usually divided into chapters and sections. c. Supporting pages - containing references/bibliography and appendices. A typical layout and arrangement of a COMPA is shown in Table 3.1. Table 3.1 A typical structure of a COMPA No. Elements Remarks (Refer to)1. Blank Page2. Title Page APPENDIX B3. Abstract APPENDIX C-14. Abstrak APPENDIX C-25. Acknowledgment APPENDIX D6. Approval Sheet APPENDIX E7. Declaration of COMPA APPENDIX F8. Table of Contents APPENDIX G9. List of Figures APPENDIX H-110. List of Tables APPENDIX H-211. List of Abbreviations/ Notations/Glossary of Terms APPENDIX I12. References APPENDIX K13. Appendices14. Biodata of Student 15. Blank Page
403.1 Title Page (refer to Appendix B) This page should include the following information:a. Title of COMPA. b. Name of the CP. c. Diploma (in full), i.e. POSTGRADUATE DIPLOMA IN STRATEGIC AND DEFENCE STUDIES. d. Name of the university, i.e. NATIONAL DEFENCE UNIVERSITY OF MALAYSIA. e. Month and year of submission. 3.2 Abstract (refer to Appendices C-1 and C-2)The abstract is a summary of the entire COMPA and should be given equal attention as the main text. It should not include any references. Abbreviations or acronyms must be preceded by the full terms when first used. An abstract should be around 300 -350 words in length.The abstract should be written in both English and Malay. The version to appear first should be of the same language used in the COMPA body. In this case, the English version should appear first, followed by the Malay version. The format of abstract heading is shown in Appendices C-1 and C-2. Even though a COMPA may have been written in English, the abstract in Malay must also reach an acceptable scholarly standard. Common pitfalls such as spelling errors, incorrect usage of prepositions and prefixes (e.g. “di”, “ke”) should be avoided. Scientific terms must be used accurately and consistently. 3.3 Acknowledgement (refer to Appendix D)Acknowledgment usually contains written expressions of appreciation for the guidance and assistance received from individuals and institutions. 3.4 Acceptance Sheet (refer to Appendix E)An acceptance sheet bears the confirmation of the supervisor that the CP has successfully completed the COMPA in partial fulfilment of the programme. 3.5 Declaration of COMPA (refer to Appendix F) The declaration form contains the CP’s affirmation that the paper is the product of his/her efforts, with credits given to original sources, among others.
413.6 Table of Contents (refer to Appendix G)The Table of Contents must list the headings of the chapters, sub-headings and relevant sub-divisions throughout the paper, with the corresponding page numbers. 3.7 List of Figures (refer to Appendix H-1) Figures include graphs, maps, charts, engineering drawings, photographs (plates), sketches, printed images and any other forms of illustration that is not a table. The exact titles or captions and their corresponding page numbers must be listed in sequence. Figures, including any in the appendices, should be numbered consecutively throughout the COMPA. If the whole COMPA contains only one or two figures, then, as with tables, the list may be omitted. 3.8 List of Tables (refer to Appendix H-2)The list shows the exact titles or captions of all tables in the text and appendices, together with the starting page number of each table, and must be listed in sequence. If the whole COMPA contains only one or two tables, then a List of Tables may not be necessary. 3.9 List of Abbreviations/Notations/Glossary of Terms (refer to Appendix I)If abbreviations and acronyms (e.g. NDUM, MINDEF, STRIDE) are used in the COMPA, they should be explained in the List of Abbreviations, even though the full names are provided when the terms were first mentioned in the text. This list should be the last item in the preliminary section. It serves as a ready reference to readers not familiar with the abbreviations used in the COMPA. Universally recognised scientific symbols (such as CO2, cm, mm, kg, ha) need not be listed. 3.10 Body of the COMPA 3.10.1 Chapter Layout (refer to Appendix J)Chapter 1: This section consists of 11 elements, including Introduction, Problem statement, Research Questions, Research Objectives, Research Methods, Literature review, Conceptual Framework, Significance of Research, Research Scope, Research Limitations, and Organisation of Chapters. Chapters 2, 3, 4: Each of the chapters should contain the discussion and analysis of the respective research questions posed in Chapter 1. Each chapter should observe the academic style of writing beginning with the introduction, followed by the appropriate sub-headings that reflect the issues discussed in the chapter before concluding it with the summary.
42Chapter 5: The concluding chapter of the COMPA should provide the answers to the research questions, summarising the significant findings or arguments. This is where the significance of the findings is emphasised in relation to other researches on the subject, if any. The chapter may also provide recommendations appropriate to the subject matter and suggestions for future research.3.10.2 Figures (refer to Appendix H-1 & H-2) As with tables, ensure that each figure in the COMPA is referred to in the text. Figures include maps, charts, graphs, diagrams, photographs (or plates) and printed images. They are numbered consecutively or according to the chapter throughout the COMPA, including those in appendices. Numbering schemes is by chapter, e.g. Table 1.1, Table 1.2 and Table 1.3 to indicate they belong to Chapter 1, Table 2.1, Table 2.2 and Table 2.3 to Chapter 2, and so on. The figure number, title and caption should be typed single-spaced and written according to the APA 7th edition style. Figures should be inserted as soon as possible after their first mention in the text. As with tables, the style used must be consistent throughout the COMPA. If a figure occupies an entire page, the caption may be typed on the left-hand page (reverse side blank) facing the figure. It is counted but not paginated. A figure drawn in the landscape format should have the top of the figure at the binding edge. The figure number, title and caption should be typed parallel to the orientation of the figure. Figures should conform to the standard margin requirements. Engineering drawings should follow the appropriate standards, with any large size drawings placed as appendices. Any coloured figure shall be reproduced in colour for all copies of the COMPA submitted for examination or binding. Where possible such coloured figures shall be colour laser printed onto the same paper used for the text printing of the COMPA. Otherwise, any coloured figure shall be differentiated by the use of different textures signifying different colours and a suitable legend shall be included. If a figure is taken from a particular source, the source must be stated at the end of the caption. Photographs used as illustrations must be affixed in the text using high quality glue or better techniques. Where possible digital reproductions of photographs shall be used as illustrations and colour laser-printed. High quality photocopied versions of the actual newspaper or other media clipping shall be used. Alternatively, high quality, legible digital scans of the clipping may be used. If a figure has a source, but has been adapted, indicate by using ‘Adapted from ...’ instead of ‘Source: ...’. 3.10.3 FootnotesIn APA Style 7th Edition, footnotes are permitted only for supplemental content notes (e.g., explanations) or copyright permissions. The format of the footnotes should be numbered
43consecutively with superscript in the text, footnote text indent first line 0.5 inches, single-space, font 10 points.3.10.4 Equations All equations, whether mathematical and chemical, are considered text and numbered according to the chapter. If detailed derivation is needed, it is to be placed in an appendix. 3.10.5 Citations The CPs are required to use APA Style 7th Edition correctly and consistently. The CPsshould seek consultation from respective supervisors for guidelines and may refer to the Scribbrwebsite (https://www.scribbr.com/citation/generator/). At the end of the COMPA, CPs must supply a list of references in alphabetical order by authors, with consistent punctuation. 3.10.6 Header and Footer The use of Header and Footer is not allowed. 3.11 References The References section contains a list of works cited in the COMPA. A COMPA has to have one consistent style (APA Style 7th Edition). Samples of commonly used reference styles are given in Appendix K. 3.12 Appendices Information or data that are too detailed for inclusion in the main body of the COMPA may be included as appendices, and these are placed after the reference list. Appendices include original data, tabulations, tables that contain data of lesser importance, lengthy quotations, supporting decisions, forms and documents, computer printouts, detailed engineering drawings and other pertinent documents. Appendix materials should be grouped by type, e.g. Appendix A: Questionnaire; Appendix B: Original data; Appendix C: Tables of results. Appendices must be paginated consecutively with the main text. If there are three or less appendices, their details such as numbers and titles should be listed as items in the Table of Contents. If there are more than three, then the Table of Contents should include a List of Appendices with its page number. The list itself should come immediately after the List of Figures.
44APPENDIX A-1 FORMAT OF THE SPINE AND FRONT COVER OF A COMPA 60 mm TITLE OF COMPA (Uppercase, centred, bold, Times New Roman ,18-point gold-coloured font) NAME OF CP (Uppercase, centred, bold, Times New Roman, 18-point gold-coloured font) NAME OF DIPLOMA NATIONAL DEFENCE UNIVERSITY OF MALAYSIA YEAR (Uppercase, centred, bold, Times New Roman, 18-point gold-coloured font) 60 mm
45APPENDIX A-2 EXAMPLE OF THE SPINE AND FRONT COVER OF A COMPA60 mmIMMIGRATION AS A POTENTIAL SECURITY THREAT TO MALAYSIAMIKAYLA BT MALIK POSTGRADUATE DIPLOMA IN STRATEGIC AND DEFENCE STUDIES NATIONAL DEFENCE UNIVERSITY OF MALAYSIA 202660 mm
46APPENDIX B FORMAT OF THE TITLE PAGE 60 mmTITLE OF COMPA(Uppercase, centred, bold, 12-point font)NAME OF CP(Uppercase, centred, bold, 12-point font)COMPA submitted to National Defence University of Malaysia, in fulfilment of the requirements for the Postgraduate Diploma in Strategic and Defence StudiesYear of submission60 mm
47APPENDIX C-1 FORMAT OF ABSTRACT ABSTRACT The abstract should be given equal attention as the main text. It is a summary of the entire COMPA and does not normally include any reference to the literature. Abbreviations or acronyms must be preceded by the full term at the first use. An abstract should be written in not more than 350 words. It includes a brief statement of the problem, objectives, theory/concepts that were used, the research method and major findings. (Single spacing, Font 12, Times New Roman)
48APPENDIX C-2 FORMAT OF ABSTRAK ABSTRAK Abstrak wajib diberi perhatian rapi seperti mana bahagian kertas akademik yang lain. Ia merupakan ringkasan keseluruhan tesis dan tidak mengandungi bahan rujukan. Nama singkatan atau akronim mesti didahului dengan terminologi penuh pertama kali ia digunakan. Abstrak harus diolah tidak melebihi 350 patah perkataan. Ia merangkumi pernyataan permasalahan, objektif, teori/ konsep yang digunakan, kaedah penyelidikan dan penemuan utama. (Single spacing, Font 12, Times New Roman)