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Foreword
Praise be to Allah the Almighty, and prayers and peace be upon our Prophet Mohammad (the
Messenger of Mercy), his family and companions.
It is my pleasure to welcome the distinguished academic performance audit panel and to take
this opportunity to present MEDIU’s Self-Review Portfolio that helps to accomplish MEDIU’s
and MQA’s mutual objectives of bringing Higher Learning Institutions in Malaysia to the
desired level that is comparable globally with other institutions of higher learning of the
developed countries in attaining the highest academic quality in the higher education industry.
Since the moment of setting the date of the audit, all of MEDIU’s dedicated staff have been
working diligently to attain the needed result which shall be presented to your good selves, the
academic performance auditors. For this purpose MEDIU has formed an in-house committee, to
respond to the needs of the APA auditors in preparing the required documentation and to
assist the distinguished APA auditors in completing their mission and to help to make it a
success. At the same time, inshaa’ Allah, reflect a positive image on MEDIU’s achievements
gained within a short period of time since its inception in 2008.
MEDIU welcomes the distinguished APA auditors, and wishes to take the opportunity to learn
from the auditors’ expertise, guidance and advice that are beneficial. This will help to uplift the
standard of services at this University.
May Allah, The Almighty, bless us all with success and prosperity.
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Contents
Foreword ............................................................................................................................................................................... ii
Contents ............................................................................................................................................................................... iii
Mediu Historical Background ............................................................................................................................................ xiv
Introduction ....................................................................................................................................................................... xvi
PART A: GENERAL INFORMATION ............................................................................................................................... 1
PART B: INFORMATION ON THE NINE AREAS OF EVALUATION FOR QUALITY ASSURANCE .................... 13
AREA 1: VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES ..................................... 14
1.1
Statement of Vision, Mission and Educational Goals ................................................................................... 15
1.1.1 State or provide a copy of the HEP’s vision and mission and the general educational goals. ..................... 15
1.1.2 Describe how the mission statement and educational goals reflect the crucial elements of the processes and
outcomes of higher education in line with national and global developments which may include issues of social
responsibility, competency, research attainment, community involvement, ethical values, and leadership......... 17
1.1.3 Describe the appropriate body and membership responsible for approving the vision, mission and
educational goals of the HEP................................................................................................................................ 17
1.1.4 Provide information to what extent the institutional mission and educational goals incorporate aspects of
leadership, social responsibility, research, scholarship, community engagement, ethical values, professionalism
and knowledge creation. ....................................................................................................................................... 18
1.1.5 State that the HEP’s planning and evaluation processes, educational programmes, educational support
services, financial and physical resources, and administrative processes are adequate and appropriate to fulfil its
stated goals. .......................................................................................................................................................... 18
1.1.6 State that the HEP’s planning and evaluation processes, educational programmes, educational support
services, financial and physical resources, and administrative processes are adequate and appropriate to fulfil its
stated goals. .......................................................................................................................................................... 19
1.2 Participation in Formulation of Vision, Mission and Educational Goals ............................................................ 20
1.2.1 Describe how the HEP involves major stakeholders in the formulation and renewal of the mission and
educational goals as well as the educational programmes. ................................................................................... 20
1.2.2 Describe how the HEP consults and involves a wide range of stakeholders in the ongoing refinement of the
vision, mission and goals ...................................................................................................................................... 21
1.3 Academic Autonomy........................................................................................................................................... 22
1.3.1 Describe how the curriculum is designed and the resources allocated to show sufficient autonomy in such
functions ............................................................................................................................................................... 22
1.3.2 How does the HEP ensure that the members of the academic staff have sufficient autonomy to focus on
areas of their expertise? ........................................................................................................................................ 22
1.3.3 What are the HEP’s plans to expand the boundaries of academic autonomy? ............................................ 22
1.4 Learning Outcomes ............................................................................................................................................. 24
1.4.1 Show how the learning outcomes and educational goals are in line with, and supportive of, the vision and
mission of the HEP. .............................................................................................................................................. 24
1.4.2 Specify the broad competencies and attributes expected of students upon completion of a period of study
.............................................................................................................................................................................. 24
1.4.3 Specify the broad competencies and attributes expected of students upon completion of a period of study.
.............................................................................................................................................................................. 24
1.4.4 Explain how the competencies are related to the needs of the student profession, discipline and the larger
society................................................................................................................................................................... 24
SELF-REVIEW FOR AREA 1 ......................................................................................................................................... 26
AREA 2: CURRICULUM DESIGN AND DELIVERY ............................................................................................... 29
2.1 Curriculum Design and Teaching-Learning Methods ......................................................................................... 30
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2.1.1 Describe the processes, procedures, and mechanisms for curriculum development. How are the main
constituents in the institution involved in this ...................................................................................................... 30
2.1.2 Show evidence that the HEP have considered market and societal demand for the programme as well as
sufficient resources to run it. ................................................................................................................................ 30
2.1.3 Show how the aims and objectives of programmes are in line with, and supportive of, the vision and
mission of the HEP ............................................................................................................................................... 31
2.1.4. Elaborate how the HEP ensures the principles guiding the design of the curriculum support the attainment
of learning outcomes. ........................................................................................................................................... 31
2.1.5 Describe the various teaching-learning methods to achieve learning outcomes and ensure that students take
responsibility for their own learning. ................................................................................................................... 31
2.1.6 Describe how the HEP ensures its curriculum and instructional methods encourage students to take active
participation for their learning. ............................................................................................................................. 32
2.1.7 Specify how the HEP envisages that the curriculum and instructional methods prepare students
for their learning. ................................................................................................................................................ 33
2.1.8 Give details of HEP policies and practices that show that teaching and learning are consistent with the
curriculum. How are elements of inconsistencies redressed? ............................................................................... 33
2.1.9 Show how the curriculum encourages a multi-disciplinary approach and co-curricular activities in
enhancing and enriching the personal development of the learner. Show how these are monitored and appraised.
.............................................................................................................................................................................. 34
2.1.10 Show how external sources are engaged in the needs analysis of programmes. Show how their
commentaries are utilized to improve them. ......................................................................................................... 35
2.1.11 What are the co-curricular activities that enrich student learning experience, and foster personal
development and responsibility? .......................................................................................................................... 35
2.2 Curriculum Content and Structure....................................................................................................................... 36
2.2.1 Describe how the academic programmes incorporate the core content of the discipline that are essential for
understanding the concepts, principles and methods that support the programme outcome. ............................... 36
2.2.2 Describe how the academic programmes fulfil the requirements of the discipline and takes into account
discipline standards and international best practices as well as changes in them. ................................................ 36
2.2.3 Specify the processes by which topics of local, national and international importance are incorporated into
the curriculum....................................................................................................................................................... 37
2.2.4. Show evidence that the HEP has the mechanism in place to access the latest development in a field of
study. .................................................................................................................................................................... 37
2.3 Management of Programmes............................................................................................................................... 39
2.3.1 Provide a sample of the Student Study Guide, Student Handbook and Student Project Handbook, where
applicable.............................................................................................................................................................. 39
2.3.2 State the designation, responsibility and authority of the main academic officer and committee responsible
for a programme. Do they have adequate resources? Show evidence. ................................................................. 39
2.3.3 State the terms of reference of the curriculum committees. ........................................................................ 39
2.3.4 What authority do the committees have to resolve conflicts of educational principle and to ensure that the
goals and the requirements of the specific disciplines are met? ........................................................................... 39
2.3.5 What are the resources given to programme teams to implement teaching-learning activities, and to
conduct programme evaluation for quality improvement? ................................................................................... 41
2.3.6 Describe the review and evaluation processes of programmes and the utilisation of the results. ................ 41
2.3.7 Show how the learning environment nurtures scholarly and creative achievements. .................................. 41
2.3.8 Describe the structures and processes to ensure that all the criteria and standards of a qualification awarded
are fulfilled. .......................................................................................................................................................... 42
2.3.9 Explain the HEP’s mechanisms and resources for introducing and evaluating innovations in teachinglearning and evaluation methods. Indicate the involvement of internal and external principal stakeholders and
experts in these. .................................................................................................................................................... 44
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2.3.10 Show how the HEP engages external expertise nationally and internationally in the review and evaluation
of programmes. ..................................................................................................................................................... 44
2.4 Linkages with External Stakeholders .................................................................................................................. 45
2.4.1 Describe the links that exist between the HEP and its external stakeholders for the purpose of curriculum
improvement. ........................................................................................................................................................ 45
2.4.2 State the existing mechanism to obtain and utilise feedback from employers for the improvement
of the curriculum, training and workplace exposure. .................................................................................... 45
2.4.3 What opportunities are available to students to have linkages with external stakeholders? ........................ 45
SELF-REVIEW FOR AREA 2 ......................................................................................................................................... 46
AREA 3: ASSESSMENT OF STUDENTS ................................................................................................................... 48
3.1 Relationship between Assessment and Learning ................................................................................................. 49
3.1.1 Explain how assessment principles, methods and practices are aligned to the learning outcomes and
curricula. ............................................................................................................................................................... 49
3.1.2 State how assessment of students is consistent with the levels defined in the MQF and its eight domains of
learning outcomes. ................................................................................................................................................ 49
3.1.3 Indicate how the HEP monitors student assessment to reduce curriculum overload and encourage
integrated learning. ............................................................................................................................................... 49
3.2 Assessment Methods ........................................................................................................................................... 50
3.1.4 Describe how the HEP ensures that appropriate attitudes are assessed and inculcated (e.g., respect for
socio-cultural diversity, sensitivity to rights of others, teamwork, lifelong learning). ......................................... 50
3.1.5 Describe how the link between assessment and learning outcomes are periodically reviewed to ensure its
effectiveness. ........................................................................................................................................................ 50
3.2.1 Describe the student assessment methods and show how these methods, including that of practical training,
clinical training, studio projects, demonstrations and the like, can measure the students’ achievement of the
learning outcomes. ................................................................................................................................................ 51
3.2.2 Provide information on the summative and formative assessment methods. .............................................. 51
3.2.3 Describe the mechanism to ensure validity, reliability and fairness of the student assessment system. ...... 53
3.2.4 Explain how the HEP monitors the reliability and validity of assessment over time and across sites. ....... 53
3.2.5 Describe how internal assessments are validated against external standards (e.g., external examiners,
external examinations).......................................................................................................................................... 55
3.2.6 Explain the various feedback mechanisms to ensure validity, reliability, consistency, currency and fairness
of the assessment methods. Explain whether records are available to students for feedback on performance and
corrective measures. ............................................................................................................................................. 55
3.2.7 Explain how the HEP provides feedback to students on their academic performance, including making
records available, to ensure that they have sufficient time to undertake remedial................................................ 55
3.2.8 Describe how assessment methods are reviewed to ensure currency. ......................................................... 57
3.2.9 How are student assessment methods documented and communicated to students?................................... 57
3.2.10 Append a copy of the Regulations of Examination. .................................................................................. 57
3.2.11 Describe how the internal assessments are comparable to that of external best practices (e.g., through
evaluation by external examiners, in comparison with student assessment held in reputable institutions). ......... 57
3.2.12 State whether the curriculum have mechanisms to review and implement new methods of assessment. . 57
3.2.13 How does the review of the assessment method incorporate current global developments and best
practices in the discipline? .................................................................................................................................... 57
3.3 Management of Student Assessment ................................................................................................................... 59
3.3.1 How autonomous are the departments in the management of student assessment? .................................... 59
3.3.2 Indicate the committees and the processes for verification and moderation of assessments, and
benchmarking academic standards of assessment. How autonomous are they? ................................................... 59
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3.3.3 Explain how the committees ensure that standards are met......................................................................... 59
3.3.4 Explain how assessment performance and results are made available to students. ..................................... 59
3.3.5 State the authority responsible for assessment policy. Describe the composition of the committees involved
and their terms of reference. ................................................................................................................................. 61
3.3.6 State whether student representatives, academic staff and stakeholders are involved in making changes to
the system of student assessment and their mode of involvement. ....................................................................... 61
3.3.7 Provide information on the appeal policy. ................................................................................................... 61
3.3.8 Describe how confidentiality and security are ensured in student assessment processes and academic
records. ................................................................................................................................................................. 61
3.3.9 Explain the nature of the independent external scrutiny of student assessment to improve the management
of the assessment system. ..................................................................................................................................... 61
SELF-REVIEW FOR AREA 3 ......................................................................................................................................... 63
AREA 4: STUDENT SELECTION AND SUPPORT SERVICES ............................................................................... 65
4.1 Admission and Selection ..................................................................................................................................... 66
4.1.1 Who is responsible for student selection? State the academic criteria and the mechanisms for admission to
programmes and any other additional requirements. ............................................................................................ 66
4.1.2 Provide evidence that the students selected fulfil the admission policies. ................................................... 68
4.1.3 Describe the admission mechanisms and criteria for students with other equivalent qualifications (where
applicable). ........................................................................................................................................................... 68
4.1.4 Describe the characteristics of students admitted. Provide a copy of any technical standards that have been
deployed for the admission of students with special needs. ................................................................................. 68
4.1.5 Show how the criteria and mechanisms are published and disseminated. ................................................... 68
4.1.6 Provide information on the pre-requisite knowledge and skills for student entry. ...................................... 69
4.1.7 If a selection interview is utilized, describe it. ............................................................................................ 69
4.1.8 Show evidence that the admission policy and mechanism is fair and transparent. ...................................... 69
4.1.9 Describe the appeal policy and mechanism. ................................................................................................ 70
4.1.10 State what are the special programmes provided for those who are selected but need additional remedial
assistance. ............................................................................................................................................................. 70
4.1.11 Summarize the methods of orientation of new students, early warning system for academic difficulty and
system of academic counselling, tutoring and remediation. ................................................................................. 70
4.1.12 Indicate the student intake in the last three years and the projection of student intake for the next five
years. Describe how the size of student intake is determined in relation to the capacity of the HEP and explain
the mechanisms that exist for adjustments, taking into account the admission of visiting, exchange and transfer
of students............................................................................................................................................................. 71
4.1.13 How does the HEP continuously monitor and periodically review student selection processes? .............. 71
4.1.14 Describe how the selection methods are reviewed to comply with the social responsibilities, human
resource requirements and needs for further studies and lifelong learning. ......................................................... 71
4.1.15 Show how the student performance is monitored as a feedback mechanism to improve student selection.
.............................................................................................................................................................................. 72
4.1.16 How does the HEP engage the relevant stakeholders in the review of its admission policy and processes?
.............................................................................................................................................................................. 72
4.1.17 Describe how student intake incorporates social responsibility by privileged consideration for people with
special needs. ........................................................................................................................................................ 72
4.1.18 Show the relationship between student selection, programmes and learning outcomes. ........................... 72
4.2.1 Describe the policies, regulations and processes of credit transfer, credit exemption and articulation
practices, and how are these disseminated. .......................................................................................................... 73
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4.2.2 Describe how the HEP keeps abreast of latest development with regards to articulation, credit transfer and
credit exemption and cross-border provisions. ..................................................................................................... 75
4.3 Transfer of Students ............................................................................................................................................ 76
4.3.1 Explain the policy, criteria and mechanisms to enable qualified students to transfer to another programme.
Indicate if there are appropriate mechanisms such as bridging courses for students who need it. Provide figures
for the last five years. ........................................................................................................................................... 76
4.3.2 Describe the mechanism to ensure transfer students are given exemptions by taking into account their
previous experience, qualifications obtained from another programme and credits accumulated. Provide figures
for the last five years. ........................................................................................................................................... 76
4.3.3 Indicate how students accepted for transfer have comparable achievements in their previous institution of
study. Provide the relevant data to support this. ................................................................................................... 76
4.3.4 Describe the policies and mechanisms to facilitate student mobility, exchanges and transfers, nationally
and internationally ................................................................................................................................................ 76
4.4 Student Support Services and Co-Curricular Activities ...................................................................................... 78
4.4.1 What support services are made available to students? Show evidence that those who provide these
services are qualified. What other additional support programmes provided by other organizations are accessible
to students? ........................................................................................................................................................... 78
4.4.2 If the HEP has campuses that are geographically separated, how are student support services provided at
these sites? ............................................................................................................................................................ 78
4.4.3 How are the adequacy, effectiveness and safety of these services evaluated and ensured? ........................ 78
4.4.4 What mechanism is available for students to complain and to appeal on matters relating to student support
services? ............................................................................................................................................................... 78
4.4.5 Describe the roles and responsibilities of those responsible for student co-curricular activities. ................ 80
4.4.6 Describe the management of the activities and maintenance of student records. ........................................ 80
4.4.7 Describe the accessibility, confidentiality and effectiveness of the academic and non-academic counselling
and support services (e.g., preventive and therapeutic health services, financial aid, sports and cultural activities,
career and academic counselling) available to the students. ................................................................................. 80
4.4.8 Provide information on the availability of an early warning system to detect students with academic
difficulties. ............................................................................................................................................................ 81
4.4.9 Provide information on the qualification of those who provide these services. Explain how the HEP
ensures that those who provide these services are qualified. ................................................................................ 81
4.4.10 How are students orientated into academic programmes of the HEP? ...................................................... 81
4.4.11 Describe additional support programmes provided by other organizations that the students could access.
.............................................................................................................................................................................. 81
4.4.12 Describe the importance given to student support services in the organizational structure of the HEP. ... 82
4.4.13 Provide information on the unit dedicated to academic and non-academic counselling. .......................... 82
4.4.14 How is the effectiveness of the counselling services measured, and the progress of those who seek its
services monitored? What plans are there to improve the services, including that of enhancing the counselling
services? ............................................................................................................................................................... 82
4.4.15 Describe the mechanisms that exist to identify students who are in need of spiritual, psychological, social
and academic support. .......................................................................................................................................... 82
4.4.16 Describe how student supervision is instituted. Explain how the HEP deals with situations where it
anticipates a student encountering academic difficulty (e.g., a student entering with a marginal academic
qualification). ....................................................................................................................................................... 83
4.4.17 Describe any courses, training or reparatory sessions organized for remediation. .................................... 84
4.4.18 Describe the training and development plan to enhance the skills and professionalism of the academic
and non-academic counsellors. How many have benefitted from this in the last five years? ............................... 84
4.5 Student Representation and Participation ............................................................................................................ 85
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4.5.1 State the HEP’s policy on student participation in the teaching-learning process. Describe how students
contribute to the development of these policies. ................................................................................................... 85
4.5.2 Explain the measures taken by HEP to encourage student self-government and participation in the
activities of the governing bodies of the HEP. ..................................................................................................... 85
4.5.3 Show evidence of the statement of student rights and responsibilities and its availability to the campus
community. ........................................................................................................................................................... 85
4.5.4 Describe the jurisdiction of judicial bodies, the disciplinary responsibilities of HEP officials, and all
disciplinary procedures and their dissemination. .................................................................................................. 85
4.5.5 Describe the policy on active student participation and show how students are encouraged to actively
participate in curriculum development, teaching-learning processes as well as in other areas that affect their
welfare. ................................................................................................................................................................. 85
4.5.6 How are students and student organizations facilitated to gain managerial and leadership experience, to
encourage character building, to inculcate a sense of belonging and responsibility, and to promote active
citizenship? ........................................................................................................................................................... 87
4.5.7 What is the policy regarding student publication? ....................................................................................... 87
4.5.8 Describe the appropriate channels to allow student participation in the formulation, management and
evaluation of the curriculum, and in academic matters relevant to them.............................................................. 87
4.5.9 What facilities are available to encourage student involvement in publication? ......................................... 88
4.6 Alumni ................................................................................................................................................................ 88
4.6.1 How does the HEP encourage active linkages and continuous relationship between it and its alumni? ..... 88
4.6.2 Describe the role of the alumni in curriculum development, the achievement of the learning outcomes and
the future direction of the HEP. ............................................................................................................................ 88
4.6.3 How does the HEP encourage the alumni to assist the students in preparing for their professional future?
Show the result of this initiative. .......................................................................................................................... 88
SELF-REVIEW FOR AREA 4 ......................................................................................................................................... 89
AREA 5: ACADEMIC STAFF ..................................................................................................................................... 90
5.1 Recruitment and Management ............................................................................................................................. 91
5.1.1 Provide the HEP policies on academic staff recruitment to include the requirements related to the
qualifications for appointment. ............................................................................................................................. 91
5.1.2 Provide data to show that the staffing profile matches the range and balance of teaching skills,
specializations and qualifications required to deliver each programme. Identify any problem areas and describe
corrective actions needed and planned. ................................................................................................................ 91
5.1.3 Provide evidence to show that the number of academic staff involved in conducting each programme is
sufficient. .............................................................................................................................................................. 91
5.1.4 Describe the teaching responsibility, research and scholarly activities, consultancy, community services
and administrative functions of the academic staff to show a balance of functions and responsibilities in line
with academic conventions. .................................................................................................................................. 93
5.1.5 State the policy to ensure the equitable distribution of responsibilities among the academic staff. ............ 93
5.1.6 State the HEP’s policy for ensuring that teaching, research and service contributions are appropriately
recognized and rewarded. ..................................................................................................................................... 95
5.1.7 Describe the policies, criteria and processes in the appointment and promotion to academic positions,
particularly that of professorship and associate professorship. ............................................................................ 95
5.1.8 Describe how the HEP balances its recruitment between all levels of academic and non-academic staff and
between local and international academic staff with multi-disciplinary backgrounds. ........................................ 95
5.1.9 Describe the nature and extent of the HEP’s national and international linkages in the effort to enhance its
scholarly activities. ............................................................................................................................................... 95
5.2 Service and Development .................................................................................................................................... 97
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5.2.1 Show evidence of, and state the mechanisms and procedures for, professional development and career
advancement of the academic staff (including study leave, sabbatical, advanced training, specialized courses, retooling, etc.) .......................................................................................................................................................... 97
5.2.2 Show evidence of the existence of, or academic staff access to, institutions, centres or activities (e.g.,
centres of excellence, research institutes, professional bodies, learned societies, academic forums) that supports
academic staff development. ................................................................................................................................ 97
5.2.3 Describe how participation in staff development programmes is encouraged............................................. 97
5.2.4 Provide information on the institutional policy on service, development and appraisal of the academic
staff. Describe the HEP policy to retain the academic staff. Give information on the academic staff leaving the
institution in the last five years. ............................................................................................................................ 97
5.2.5 Describe the policy on consultancy and private practice ............................................................................. 97
5.2.6 Describe the HEP’s criteria and administrative procedures for initial appointment, promotion and tenure.
Provide written guidelines. If there are multiple tracks for academic staff, describe these and the criteria for
advancement. ........................................................................................................................................................ 99
5.2.7 Describe the processes and procedures in handling disciplinary cases involving the academic staff........ 101
5.2.8 Describe the mentoring and guidance system for new academic staff. Provide information for the recent
intake of new academic staff. ............................................................................................................................. 101
5.2.9 Describe the support available to assist new academic staff to develop teaching skills in line with current
trends in pedagogy, curriculum design, instructional materials, and assessment. .............................................. 101
5.2.10 Show evidence that academic staff are provided with the necessary training, tools and technology. ..... 101
5.2.11 Describe how the student appraisal of the academic staff is conducted. Indicate its frequency. ............. 103
5.2.12 List and describe the major conferences organized by the HEP in the last five years. ............................ 103
5.2.13 List and describe the major conferences attended and actively participated by members of the academic
staff in the last five years. Describe how the academic staff are given the opportunity to participate in
professional, academic and other relevant activities at national and international levels. How is this participation
appraised and its results utilized for purposes of enhancing the student experience? ........................................ 103
5.2.14 Give evidence of national and international recognition of staff members (e.g., journal editorship, service
as peer reviewers, study and expert-groups and national committee membership). ........................................... 103
5.2.15 Show the research activities of the academic staff in the last five years ................................................. 103
5.2.16 Describe the provisions for allowing advanced enhancement for academic staff. .................................. 103
SELF-REVIEW FOR AREA 5 ....................................................................................................................................... 105
AREA 6: EDUCATIONAL RESOURCES ................................................................................................................. 106
6.1 Physical Facilities .............................................................................................................................................. 107
6.1.1 List the major physical facilities available to conduct educational programmes of the HEP. ................... 107
6.1.2 Describe the adequacy of the physical facilities and equipments (such as workshop, studio, laboratories) as
well as human resources (for example, laboratory professionals, technicians). ................................................. 109
6.1.3 Identify current unmet needs and needs that may arise within the next several years. .............................. 109
6.1.4 For programmes requiring workshop or laboratory support, provide a brief description of the facilities. 109
6.1.5 Show how educational resources are distributed and scheduled according to educational needs. ............ 109
6.1.7 Describe the collection available in the library and resource centre. State the database system used in them.
............................................................................................................................................................................ 110
6.1.8 State the number of staff in the library and resource centre and their qualifications. ................................ 110
6.1.9 Describe resource sharing and access mechanisms that are available to extend the library’s capabilities.
Comment on the extent of use of these facilities by academic staff and students. Comment on the adequacy of
the library to support the programmes ................................................................................................................ 112
6.1.10 Describe the mechanism to obtain feedback from users on the library policy, services and procedures. 112
6.1.11 Explain the steps taken and the facilities provided by the HEP to promote research activities. .............. 112
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6.1.12 State the policy on the use of information and communication technology (ICT) in the HEP. Describe the
ICT infrastructure that supports academic programmes ..................................................................................... 112
6.1.13 List the ICT staff and their qualifications that support the implementation of the ICT policy at the HEP.
............................................................................................................................................................................ 112
6.1.14 Indicate what plans exist to improve the educational facilities -- physical, library and ICT -- in line with
the development in teaching practice. ................................................................................................................ 114
6.1.15 Explain how the HEP periodically reviews the adequacy, currency and quality of its educational
resources. ............................................................................................................................................................ 114
6.1.16 Indicate what plans exist to improve these facilities in line with the development in the teaching practice
............................................................................................................................................................................ 114
6.1.17 Describe how students and faculty are provided with opportunities to learn the various and most current
methods to access information. .......................................................................................................................... 114
6.1.18 How are these facilities user friendly to those with special needs? ......................................................... 114
6.2 Research and Development ............................................................................................................................... 116
6.2.1 Describe the policy and planning that identifies the priorities, facilities and development in research and
commercialization. ............................................................................................................................................. 116
6.2.2 Summarize the major research interests at the HEP. Describe the research facilities to support these areas
of interest. ........................................................................................................................................................... 116
6.2.3 Describe any programmes on ethics in research for staff and graduate students. Describe the formal policy
related to scientific misconduct in research (e.g., deception, fabrication of results, plagiarism, and conduct
outside the norm of scientific behaviour) and how it is disseminated. ............................................................... 116
6.2.4 Specify the administrative entity that is responsible for protecting the integrity of the research processes
............................................................................................................................................................................ 116
6.2.5 Describe the facilities and the budget allocation made available by the HEP to support research. ........... 118
6.2.6 List the major research activities and the academic staff involved in them in the last five years. ............. 118
6.2.7 Describe how the HEP fosters interaction between its research and educational activities. ...................... 118
6.2.8 Explain the mechanism that exists to ensure research activities are reflected in the curriculum and
teaching. ............................................................................................................................................................. 118
6.2.9 State any initiatives taken by departments to engage students in research. ............................................... 118
6.2.10 Show the link between research, development and commercialization ................................................... 118
6.2.11 List and describe the research, development and commercialization activities and achievements in the last
five years. ........................................................................................................................................................... 120
6.2.12 Describe the processes where the HEP reviews its research resources and facilities and the steps taken to
enhance its research capabilities. ........................................................................................................................ 120
6.2.13 Describe the incentives to academic staff to engage in publication, including in reputable refereed
journals. .............................................................................................................................................................. 120
6.2.14 List and describe the major publications of the academic staff in the last five years. ............................. 120
6.3 Educational Expertise ........................................................................................................................................ 122
6.3.1 Describe the policy and practice on the use of appropriate educational expertise in planning educational
programmes and in the development of new teaching and assessment methods. ............................................... 122
6.3.2 Describe the access to educational expertise, both internal and external, and its utilization for staff
development and research. ................................................................................................................................. 122
6.4.1 Describe the practice of the HEP in collaborating and cooperating with other providers for exchanges of
student, staff, and resources in compliance with the HEP’s policy. Provide information on these exchanges for
the last five years. ............................................................................................................................................... 122
6.4.2 Describe how is this collaboration disseminated to students and faculty. ................................................. 122
6.4.3 How do the educational exchanges benefit the HEP? ............................................................................... 122
6.4.4 Describe the future plans to strengthen international collaborative activities. .......................................... 124
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6.4.5 How would a policy on exchanges with international institutions benefit the HEP? ................................ 124
6.4.6 Describe the facilities and financial allocation to support educational exchanges. ................................... 124
6.5 Financial Allocation .......................................................................................................................................... 126
6.5.1 Provide information on the HEP’s financial standing and sources which supports its academic, research
and service missions. .......................................................................................................................................... 126
6.5.2 Demonstrate how the financial allocation dedicated to the HEP -- and its utilization -- is sufficient for it to
achieve its purpose. ............................................................................................................................................ 126
6.5.3 Indicate the responsibilities and line of authority in terms of budgeting and resource allocation in the HEP.
............................................................................................................................................................................ 126
6.5.4 Describe the policy on tuition fees and other payments, and the policy of refund to students who withdraw
or who are dismissed from the institution. .......................................................................................................... 126
6.5.5 Provide information on number of students who are funded through loans, grants or scholarship. What are
the major sources of student funding? ................................................................................................................ 128
6.5.6 Describe how those responsible for a programme enjoy sufficient autonomy to allocate and utilize
resources to achieve the programme objectives. ................................................................................................ 128
SELF-REVIEW FOR AREA 6 ....................................................................................................................................... 130
AREA 7: PROGRAMME MONITORING AND REVIEW ....................................................................................... 132
7.1 Mechanisms for Programme Monitoring and Review....................................................................................... 133
7.1.1 Describe the processes, procedures and mechanisms for monitoring and reviewing a curriculum. .......... 133
7.1.2 Describe the structure and workings of programme review committees. .................................................. 133
7.1.3 Describe the nature of the relationship and the responsibilities of the parties involved in collaborative
arrangements in programme monitoring and review. ......................................................................................... 133
7.1.4 How does a self-review process assist in identifying weaknesses and in improving academic programmes?
............................................................................................................................................................................ 133
7.1.5 Explain how the HEP ensures that identified concerns are addressed. ...................................................... 133
7.1.6 Describe how the HEP uses the feedback from programme review in programme development. ............ 133
7.1.7 Describe how evaluation activities are being enhanced and refined to cover all important components of
the programmes. ................................................................................................................................................. 134
7.1.8 How are student performance and progression analyzed to ascertain that learning outcomes have been
achieved? ............................................................................................................................................................ 134
7.1.9 Explain how the HEP utilizes the analysis of student performance and progression to provide feedback to
committees responsible for student selection, curriculum planning and student counselling. Provide examples.
............................................................................................................................................................................ 134
7.2 Involvement of Stakeholders ............................................................................................................................. 136
7.2.1 Which stakeholders are consulted in the monitoring and review of programmes? Describe the involvement
of these stakeholders........................................................................................................................................... 136
7.2.2 Show how the views of these stakeholders are taken into consideration ................................................... 136
7.2.3 Show how feedbacks obtained from stakeholders are incorporated in a programme review exercise. ..... 136
7.2.4 Do stakeholders have access to the final report of a programme review? ................................................. 136
7.2.5 How are professional bodies and associations engaged in programme monitoring and review? .............. 136
SELF-REVIEW FOR AREA 7 ....................................................................................................................................... 138
AREA 8: LEADERSHIP, GOVERNANCE AND ADMINISTRATION ................................................................... 139
8.1 Governance ....................................................................................................................................................... 140
8.1.1 Show how the policies and practices of the HEP are consistent with its statement of purpose. ................ 140
8.1.2 Describe the governance structures and functions, and the relationships between them. How are these
made known to all parties involved? .................................................................................................................. 140
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8.1.3 Describe the functions, structure, leadership, membership and reporting protocol of the major permanent
decision-making bodies of the HEP. .................................................................................................................. 140
8.1.4 Describe how the HEP ensures the effectiveness of relationship between the institutional leadership and
the departments. .................................................................................................................................................. 140
8.1.5 Describe the representation and role of the academic staff, students and other principal stakeholders in the
various institutional governance structures and committees. Indicate the type and frequency of meetings held
during the past academic year. ........................................................................................................................... 142
8.1.6 Show evidence that the governing board is an effective policy-making body with adequate autonomy... 142
8.1.7 Describe the mechanisms to ensure functional integration and comparability of educational quality in
campuses that are geographically separated. ...................................................................................................... 142
8.1.8 Describe the department or unit set up to assure educational quality. Describe the internal quality
assurance system and mechanism. ...................................................................................................................... 144
8.1.9 Highlight the major community engagement activities of members of the HEP. How is involvement in
such activities recognized? ................................................................................................................................. 144
8.1.10 Describe the committee system responsible for academic programmes in the HEP and how it utilizes
consultation and feedback, and considers market needs analysis and employability projections. ..................... 144
8.1.11 Describe the representation and role of the academic staff, students and other stakeholders in the various
governance structures and committees of the HEP. ........................................................................................... 144
8.1.12 Describe the role and function of the Chair of the governing board. ....................................................... 146
8.1.13 Describe how free the governing board from undue external pressures is. ............................................. 146
8.1.14 Describe the policy pertaining to conflict of interest, particularly in relation to private practice and parttime employment of its employees. .................................................................................................................... 146
8.1.15 Describe the HEP’s participation in the socio-economic activities of the community in which it is located.
............................................................................................................................................................................ 146
8.2 Institutional and Academic Leadership ............................................................................................................. 148
8.2.1 Describe the selection criteria, selection process, job description, and the qualification and experience
required of members of the institutional executive management team of the HEP. ........................................... 148
8.2.3 Describe the relationship between the HEP leadership and the academic leadership in matters such as
recruitment and training, student admission, and allocation of resources and decision-making processes. ....... 148
8.2.4 Describe how the performance of the academic leadership of the departments and programmes is
periodically evaluated. ........................................................................................................................................ 148
8.2.5 Show how the HEP leadership and the academic leadership create a conducive environment to generate
innovation and creativity in the institution. ........................................................................................................ 149
8.2.6 Describe the policies to enhance the leadership capabilities of the HEP leadership and the academic
leadership. List the programmes that the HEP and the academic leadership have undergone for this purpose in
the last five years. ............................................................................................................................................... 149
8.3 Administrative and Management Staff .............................................................................................................. 150
8.3.1 Describe the structure of the administrative staff which supports the educational programmes. .............. 150
8.3.2 Explain how the number of the administrative staff is determined in accordance to the needs of the
programmes and other activities. Describe the recruitment processes and procedures. State the terms and
conditions of service. .......................................................................................................................................... 150
8.3.3 Describe the effectiveness and efficiency of the administrative support for academic programmes......... 150
8.3.4 State the mechanisms for training and career advancement for administrative and management staff of the
HEP. Describe the achievements of this training and career advancement activity in the last five years. ......... 150
8.3.5 Describe how the HEP conducts regular performance review of its administrative and management staff.
............................................................................................................................................................................ 152
8.3.6 State the mechanisms and procedures for monitoring and appraising staff performance, for ensuring
equitable distribution of duties and responsibilities among the staff, and for determining the distribution of
rewards. .............................................................................................................................................................. 152
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8.3.7 Describe the processes and procedures in managing the discipline of the staff. ....................................... 152
8.3.8 Describe the training scheme for the administrative and management staff to fulfil the needs of the
educational programmes. .................................................................................................................................... 152
8.4 Academic Records............................................................................................................................................. 154
8.4.1 State the policies on the secure retention, retrieval and disposal of student and academic staff records. .. 154
8.4.2 Describe how the HEP ensures the rights of individual privacy and the confidentiality of records. How are
these made known?............................................................................................................................................. 154
8.4.3 Describe the HEP’s review policies on security of records and its plans for improvements. .................... 154
8.5 Interaction with External Sectors ...................................................................................................................... 156
8.5.1 Describe the mechanisms to ensure that the HEP interacts constructively with the external sectors,
including its external stakeholders. .................................................................................................................... 156
8.5.2 Describe the effectiveness of the relationships between the HEP and the external sectors. ...................... 156
8.5.3 Describe any type of shared responsibility between the HEP and the external sectors. ............................ 156
8.5.4 Describe the formal agreements between the HEP and its external sectors. ............................................. 156
SELF-REVIEW FOR AREA 8 ....................................................................................................................................... 157
AREA 9: CONTINUAL QUALITY IMPROVEMENT .............................................................................................. 158
9.1 Quality Improvement ........................................................................................................................................ 159
9.1.1 Describe the policies and procedures for regular reviewing and updating of the internal quality assurance
activities of the HEP. .......................................................................................................................................... 159
9.1.2 Describe the efforts taken by the internal quality assurance unit to keep abreast with the changes and best
practices in quality assurance. ............................................................................................................................ 159
9.1.3 Identify those responsible for continual quality improvement within the HEP and their qualifications and
experiences. ........................................................................................................................................................ 159
9.1.4 How does the unit or department dedicated to quality assurance support the HEP’s attempt to ensure
continuous quality improvement? ...................................................................................................................... 159
9.1.5 Describe how the HEP implement the recommendations for quality improvement and record the
achievements of such implementations. ............................................................................................................. 161
9.1.6 Describe the link between the quality assurance processes and the achievement of the institutional goals.
............................................................................................................................................................................ 161
9.1.7 How prominent is the internal quality assurance unit in the organizational structure of the HEP? ........... 161
9.1.8 Describe the recent and projected activities undertaken by the HEP with the purpose to ensure that it
remains responsive to its changing environment and in embracing the spirit of continual quality improvement.
............................................................................................................................................................................ 161
9.1.9 What are the attempts made by the HEP to have its internal quality assurance system accredited and
recognized by a relevant, external and authoritative accreditation body? .......................................................... 161
SELF-REVIEW FOR AREA 9 ....................................................................................................................................... 163
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Mediu Historical Background
MEDIU was established by a group of renowned Muslim scholars who wanted to provide
contemporary Muslims with modern yet suitable educational tools that would prepare the
Ummah for the harsh reality of life in the Muslim world today - a world that is beleaguered by
war, prejudice, poverty, injustice and illiteracy. By facilitating e-learning, MEDIU can easily be
accessed by students from all corners of the world at any time or place.
MEDIU was named after Al-Madinah Al-Munawwarah, the holy and blessed city where Prophet
Muhammad, (Peace Be upon Him) established the capital of the first Islamic state.
The founders of MEDIU have expended efforts and substantial sums of money in order to
establish the University, seeking thereby reward from Allah. It is today enlightening the vast
eastern world from its location in one of the most successful and progressive Muslim countries
in knowledge and civilization attainments, Malaysia. MEDIU operates under Malaysia’s Private
Higher Education Act of 1996 (Act 555), which governs its establishment and administration,
in order to prepare and provide a conducive learning environment for students of higher
learning, and enjoys unparalleled approval from the Malaysian government.
In addition, MEDIU is unique in its marshalling and coordination its academic and scholarly
resources, with administrative skills and technical proficiency from all over the eastern world.
It starts with the primary administrative and technical centre in Malaysia, employing a selected
people as administrators and qualified technicians. The academic content is produced in its
Cairo offices, which employ a distinguished team of scholars from the most renowned Egyptian
universities. Oversight and guidance are provided by MEDIU’s offices in Al Madinah Al
Munawwarah. In addition, MEDIU has regional offices spread across the world to provide
educational services to students, who are currently concentrated in Indonesia, Malaysia,
Thailand and Singapore. Steps are currently being taken to expand its presence in Europe and
America in the near future.
Under the current continuous support and amenities, MEDIU received from the Ministry of
Higher Education in Malaysia, and the directive managements from the Honourable Chairman
of the University's Council, His Serene Highness Prince Dr. Bandar bin Salman bin Muhammad
AlSaud, the University Council members, and members of the University Top Management
Committee, the University has made many achievements during its first operational year. It
started its operation as from February of 2008 by accepting the first batch of students from
Indonesia, in the disciplines of Islamic Sciences, approved by the Malaysian Ministry of Higher
Education and recommended by the Malaysian Qualification Agency [MQA]. The programs are
offered through distance education and e-learning method, developed by a local team.
MEDIU continued its steady growth, and the total number of students enrolled by the end of
the year, 2008 were 1,276. They were from more than 39 countries from all over the world.
MEDIU also established more than 7 educational and collaborative centres in South East Asia,
the Middle East, and the United Kingdom. The number applicants increased to more than
4,000. They are from all around the world.
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The University further upgraded its technical and academic capabilities by developing a
complete integrated system using the latest educational techniques and the World Wide Web
(internet) to deliver lessons to its students. This includes: developing electronic content for
more than 4000 electronic lectures, developing electronic support systems, such as MEDIU
LMS system [ALIM], MEDIU virtual campus management system (CMS), MEDIU's customers
relation system (CRM), MEDIU's Digital library, and MEDIU's multiple language website.
MEDIU successfully obtained the MOHE's approval for 18 academic programs in the areas of
Islamic Sciences, Business Administration, Management, and Computer Science. The university
has also submitted documentation for 15 more additional academic programs for approval.
In light of the rapid development of the University, and due to the growing numbers of
students who wish to come and study here in Malaysia, and to comply to the vision of the
University, the University felt the need to expand the academic programs and methods of
education to meet the needs and requirements of the target group in the Muslim World in
particular, and the rest of the world in general.
With the advantage of the unique educational environment of Malaysia, and the proud heritage
of One Malaysia, and in order for MEDIU to participate in realizing the educational vision of
Malaysia as to be an educational hub for this region in various fields and specialties, MEDIU
decided to take effective steps to achieve that vision, by offering a hybrid education system
using the method of virtual and e-learning, distance learning, and conventional approach. The
university has intended to build its main campus and Head Quarters in Malaysia, particularly
based on Islamic design and concept in Cyberjaya. MEDIU has sought the support and backing
from the Government of Malaysia, i.e. the Ministry of Higher Education, through the office of
His Highness, the Sultan of Selangor, and the Selangor State Government, to make its plan a
reality in the near future.
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Introduction
This self-review portfolio consists of two parts. Part A represents general information and
institutional profile of Al-Madinah International University (MEDIU). Part B represents
information on the nine areas of evaluation for quality assurance. Sufficient reliable data and
information about MEDIU is provided. All specific criteria in each nine area of standards are
answered and reported with self-review analysis and a write-up is prepared and arranged according
to the sections and sub-sections required in the quality assurance code of practice.
xvi
PART A: GENERAL INFORMATION
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SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
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1. Name of the Higher Education Provider (HEP):
Al-Madinah International University (MEDIU)
2. Date of establishment:
26 December 2006
3. Reference No. of the Approval for Establishment:
KPT (JPS)600-07/71/Jld. 1(23)
4. Name, title and designation of the chief executive officer:
Prof. Dr. Mohammad Khalifa Al-Tamimi, Rector
5. Address:
11th floor, Plaza Masalam, No. 2 Jalan Tengku Ampuan Zabedah E/9E,
Section 9, 40100 Shah Alam, Selangor
Correspondence address: Same as above
6. Telephone No.:
+603-55113939
7. Fax No.:
+603-55113940
8. Email:
tamimi@mediu.edu.my
9. Website:
www.mediu.edu.my
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MEDIU/2010
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10. Names and addresses of Faculties, Schools, Departments,
Centres (if located outside the main campus):
Nil
11. Names and addresses of branch campuses (if applicable):
Nil
12. List of Faculties/Schools/Departments/Centres in the HEP
(and its branch campuses) and no. of programmes offered:
No.
Name of Faculties/Schools/Departments/Centres
No. of programmes offered
1
Faculty of Islamic Sciences
4
2
Faculty of Languages
1
3
Faculty of Computer and Information
Technology
4
4
Faculty of Finance & Administrative
Science
3
5
Institute of Postgraduate Studies
11
6
Institute of Preparatory Studies
2
7
Centre of Languages
34 short courses
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13. Details of all programmes currently conducted by the HEP
(and its branch campuses):
No.
Name of
programme
Level
Awarding
body
Approval
Date
Recognition Type of
Current
Accreditation
(by
Programme
No. of
Date
PSD/JPA) (Collaboration
students
Date /Home grown)
1.
Bachelor of Islamic
Science (Hons) in Fiqh
and Usul Fiqh
Bachelor
MEDIU
03/03/2008
Home grown
370
2.
Bachelor of Islamic
Science (Hons) in
Bachelor
Da'wah and Usuluddin
MEDIU
03/03/2008
Home grown
318
3.
Bachelor of Islamic
Science (Hons) in AlHadith
Bachelor
MEDIU
03/03/2008
Home grown
136
Bachelor
MEDIU
23/07/2007
Home grown
267
5.
Bachelor of Languages
(Hons) in Arabic
Language and
Literature
Bachelor
Pending with dept for
submission to MQA for
PA application
MEDIU
03/03/2008
Home grown
99
6.
Diploma in Business
Information System
Diploma
MEDIU
21/08/2008
Home grown
0
7.
Bachelor of Business
Administration (Hons)
Bachelor
MEDIU
17/07/2009
Home grown
0
8.
Bachelor of Business
Administration in ECommerce(Hons)
Bachelor
MEDIU
17/07/2009
Home grown
0
9.
Diploma in
Information
Technology
Diploma
MEDIU
21/08/2008
Home grown
0
4.
Bachelor of Islamic
Sciences (Hons) in the
Science of Al-Quran
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SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
Bachelor of
10. Information
Technology (Hons)
Bachelor of
Information
Technology in
11.
Management
Information System
(Hons)
Bachelor of
Information
12. Technology in System
Development and
Administration (Hons)
Bachelor
MEDIU
Bachelor
MEDIU
Bachelor
29/10/2008
MEDIU/2010
Home grown
0
23/01/2009
Home grown
0
MEDIU
23/01/2009
Home grown
0
13.
Foundation in Islamic
Sciences
Foundati
on
MEDIU
18/06/2007
Home grown
0
14.
Foundation in Arabic
Language
Foundati
on
MEDIU
18/06/2007
Home grown
0
15. Master in Aqidah
Master
MEDIU
Home grown
10
Master in Arabic
16. Literature and Literary
Criticism
Master
MEDIU
Home grown
0
Home grown
25
Home grown
25
Home grown
150
Home grown
53
Home grown
169
17.
Master in Qada' and
Siyasah Shar'iyyah
Master
MEDIU
18.
Master in 'Ulum AlHadith
Master
MEDIU
19. Master in Fiqh
Master
MEDIU
20. Master in Usul Al-Fiqh
Master
MEDIU
Master
MEDIU
21.
Master in Tafsir and
'Ulum Al-Quran
18/05/2009
18/05/2009
12/01/2009
12/01/2009
09/09/2008
09/09/2008
09/09/2008
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SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
22.
Master in Fiqh AlSunnah
Master
MEDIU
23.
Master in Arabic
Language
Master
MEDIU
24. Master in Da'wah
Master
MEDIU
25. Master in Qira'aat
Master
MEDIU
09/09/2008
MEDIU/2010
Home grown
70
Home grown
40
28/09/2009
Home grown
0
09/12/2009
Home grown
0
09/09/2008
PSD: Public Service Department, JPA: Jabatan Perkhidmatan Awam)
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SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
14. Number and qualification of academic staff:
Status
Academic
Qualification
Full-time PhD
Masters
Bachelors
Diploma
Professional
Others
Sub-total
Part-time PhD
Masters
Bachelors
Diploma
Professional
Others
Sub-total
Total
Number of staff
Foreign
32
9
Local
1
1
Total
32
10
1
41
4
3
1
42
4
3
2
1
2
8
49
9
51
15. Designation of academic staff:
Designation
Number
Local
Full-time Part-time
Professor
Associate Professor
Assistant Professor
Lecturer
Junior Lecturers
including tutors,
teaching assistants
Total
Foreign
FullParttime
time
2
22
17
1
3
6
Fulltime
Parttime
2
22
18
3
6
List others who are involved in teaching and learning, for example, adjunct professors, visiting
professors, exchange professors, fellows, etc.
16.
Total number of students:
The numbers are as per, 12 February, 2010, Friday.*
Male
Female
Total
Local
89
31
120
Number of students
Foreign
1119
464
1583
Total
1208
495
1703
*The numbers are subject to change due to daily enrolment.
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MEDIU/2010
SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
17. Student attrition rate:
Total
2009
2008
Semester
181
125
56
February
45
12
33
June
211
31
180
September
12
0
12
November
449
168
281
Total
82
19
63
February
70
8
62
June
164
1
25
0
25
November
341
28
313
Total
790
163
Condition
Withdrawal
September
Termination
Total No. of students who left the University
Reasons for leaving:
Furthering study in other university
Double enrolment
Information from LC
Special case
Rejection of offer
Poor CGPA
Migration
Family matters
No scholarship
Student’s application
Twice probation
Decision by BOE
The lack of RPS system
Failure with grade (F) in the same subject twice in a row
Those who were given a scholarship refused to continue their studies, due to not being given a living allowance
Some students withdraw from the program as they were expecting a student visa
18. Total number of administrative and support staff:
Job Designation
ACCOUNTANT
ACCOUNTS ASSISTANT
ACCOUNTS EXECUTIVE
No of Staff
Required
Current No
of Staff
1
1
2
1
Minimum Qualification
Recognized Professional
Qualification
Diploma
Diploma
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MEDIU/2010
SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
ADMIN ASSISTANT
ADMIN EXECUTIVE
ADMIN OFFICER
ADMINISTRATOR
ANALYST PROGRAMMER
ASSOCIATE ACCOUNTANT
DEAN OF STUDENT AFFAIRS DEPARTMENT
DEAN, POST GRADUATE STUDIES
DEPUTY RECTOR
DEPUTY TO THE LIBRARY DIRECTOR
ENDOWMENT EXECUTIVE
EXAM & RECORDS OFFICER
EXECUTIVE, PROMOTION UNIT
HEAD , STUDENT SERVICES UNIT
HEAD OF ADMISSION & REGISTRATION DEPT
HEAD OF ADMISSION UNIT
HEAD OF CATALOGUING & INDEXING DEPT.
HEAD OF COUNSELING UNIT
HEAD OF CUSTOMER SERVICE CENTRE
HEAD OF DESIGN & MULTIMEDIA DEPT.
HEAD OF INFORMATION SYSTEMS & SERVICES UNIT
HEAD OF MIDDLEWARE SERVICES UNIT
HEAD OF MULTIMEDIA DESIGN UNIT
HEAD OF MULTIMEDIA DEVELOPMENT UNIT
HEAD OF NETWORK ENGINEERING & SECURITY UNIT
HEAD OF REGISTRATION UNIT
HEAD OF TECHNICAL INFRASTRUCTURE SERVICES
DEPT
HEAD, ACADEMIC REGULATORY UNIT
HEAD, ADMISSIONS & RECORDS DEPT.
HEAD, PROJECT MANAGEMENT DEPARTMENT
HEAD, PUBLIC RELATIONS DEPARTMENT
HUMAN RESOURCE EXECUTVE
HUMAN RESOURCE MANAGER
HUMAN RESOURCE OFFICER
INSTRUCTIONAL DESIGNER (ENG)
JR. INSTRUCTIONAL DESIGNER (ARABIC)
JR. SYSTEM ADMINISTRATOR
JR. SYSTEM ENGINEER
LIBRARIAN
MANAGER
MANAGER, BUSINESS MANAGAMENT SYSTEM
MANAGER, RECTOR OFFICE
MARKETING OFFICER
MULTIMEDIA DESIGNER
2
10
1
2
4
2
7
1
4
1
1
1
3
1
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
SPM
Degree
Degree
Degree
Diploma
Degree
PhD
Master
PhD
Master
Degree
Diploma
Degree
Degree
Degree
Diploma
Degree
Degree
Diploma
Diploma
Diploma
Diploma
Diploma
Diploma
Diploma
Diploma
1
Diploma
1
1
1
1
1
1
1
1
1
1
1
Degree
Diploma
Degree
Degree
Degree
Degree
Diploma
Degree
Degree
Diploma
Diploma
Degree
Degree
Degree
Degree
Diploma
Diploma
1
1
1
2
1
1
1
1
10
9
MEDIU/2010
SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
MULTIMEDIA PROGRAMMER
OFFICER, CUSTOMER SERVICE CENTRE
OFFICER, EVENT MANAGEMENT UNIT
OFFICER, LEGAL & SECRETARIAL SERVICES UNIT
OFFICER, TRANSLATION UNIT
PERSONAL ASSISTANT
RECTOR
SENIOR ANALYST PROGRAMMER
SOLUTION ARCHITECT / HEAD OF EISD
SYSTEM / NETWORK ENGINEER
SYSTEM ANALSYT
WEB DEVELOPER
1
2
2
1
1
1
2
TOTAL
29
1
1
1
1
1
1
2
Diploma
Diploma
Degree
Degree
Degree
Degree
PhD
Degree
Diploma
Diploma
Degree
Degree
81
10
19. Provide the organisational chart of the HEP:
Al-Madinah International
University
Academic Affairs
Division
Student Affairs Division
Research and
Development Division
Faculty of Islamic
Sciences
Examination And
Records Department
Research Centres
Faculty of Languages
Student Services
Department
Faculty of Computer
and Information
Technology
Customer Service
Centre
Faculty of
Finance &
Administrative
Science
Marketing Department
Faculty of Education
Institute of
Postgraduate Studies
International Relations
Division
Endowment
Department
International
Cooperation and
Exchange
Department
Financial Affairs
Division
Internet Application
Admin Department
Financial Planning &
Control Department
Technology
Infrastructure Services
Department
Academic
Development Centre
Learning Centres
Department
Admissions and
Registration
Department
Technology Division
Administrative
Development Centre
Corporate Training
Centre
Development of
Financial Resources
Department
Enterprise and Internal
Systems Development
Department
Finance
Department
Contracts &
Procurement
Department
Administrative Affairs
Division
Human Resources
Department
Public Relations
Department
Corporate Services
Department
Library Division
Reference and
Information Services
Department
Cataloguing and
Indexing Department
Acquisition
Department
Accounting
Department
Design and Multimedia
Department
(
)
Academic Production
Department (Cairo)
Centre of Languages
Institute of
Preparatory Studies
Administration of
Academic
Programmes
Department
For more details please refer to: 090319 MEDIU's Organisational Structure in the Appendices.
11
20. State the purpose of this audit:
 Comprehensive Institutional Audit
o Thematic audit …………………………………..(please specify)
21. Provide details of the purpose of this audit:
Academic Performance Audit
22. Contact person:
 Name (Title): Fuad Ahmad Bin Umar Al As
 Designation: Manager of Rector Office
 Tel.: +603 55 11 3939 Ext: 102
 Fax: +603 55 12 7077
 Email: fuad@mediu.edu.my
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PART B: INFORMATION ON THE NINE AREAS OF EVALUATION FOR QUALITY
ASSURANCE
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AREA 1: VISION, MISSION, EDUCATIONAL GOALS AND
LEARNING OUTCOMES
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1.1 Statement of Vision, Mission and Educational
Goals
1.1.1 State or provide a copy of the HEP’s vision and mission and the general
educational goals.
Vision, mission and educational goals are the guiding principles to help us plan,
develop and execute out programmes and management of the HEP as a whole.
They were carefully developed and reviewed taking into consideration feedbacks
from various parties/stakeholders from time to time.
Vision
A leading international university that promotes a wide range of knowledge in its
various aspects to serve humanity and to promote its advancement.
Mission
Disseminating knowledge using the best means and learning methods; knowledge
development and intellectual exchange consistent with international level of
excellence; to create conducive educational and research environment for
knowledge seekers all over the world that serves society and preserves ethical
values.
Educational goals
University Objectives:
• To disseminate scholarship and knowledge in all the various fields of life, and ease
the means of receiving knowledge using the latest and best technological means.
• To preserve values and ideals by way of higher education and academic research.
• To create a comprehensive and integrated academic environment in the field of
education and research.
• To contribute to the advancement of higher education with its various branches
and specializations and offer programmes, opportunities to study and innovative
services that are comprehensive and of the highest quality.
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• To produce graduates with a high level of
knowledge,
technological
capabilities,
and
competitive skills that will be contributors to society.
• To enter into partnerships and agreements with
related parties to achieve collaboration and
integration in all fields.
University Values:
• Sincerity and professionalism.
• Commitment and Integrity.
• Originality and Innovation.
• Quality and Excellence.
• Mutual Respect and Healthy Competition.
• Leadership and Sound Planning.
• Confidence and Shouldering the Responsibility.
• Self-Initiative and Teamwork.
• Lifelong Learning.
• Open Communication with societies and serving
them.
Support Materials
and Documents:
1.1.1
090402 Vision,
Mission & Objectives
‫الرؤية والرسالة واألهداف‬
(Final)
1. The vision, mission and the educational goals are
published in the website to ensure that it is made
known
to
the
relevant
parties.
2. The HEP also presented its vision, mission and the
educational goals the various brochures of the HEP
internally and public consumption.
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1.1.2 Describe how the mission statement and
educational goals reflect the crucial elements of
the processes and outcomes of higher
education in line with national and global
developments which may include issues of
social responsibility, competency, research
attainment, community involvement, ethical
values, and leadership.
Support Materials
and Documents:
1.1.2
090402 Vision,
Mission & Objectives
‫الرؤية والرسالة واألهداف‬
(Final)
The vision and mission statement, and
educational goals were developed taking into
consideration the various crucial elements of the
process and outcome of higher education. The
programme offered by the HEP are and will be
those that reflect the Islamic approach that
place high importance on moral and ethical
values in the process of developing leaders in
their own right and field.
1.1.3
090319 MEDIU's
Organisational
Structure ‫الهيكل اإلداري‬
‫لجامعة المدينة العالمية‬
(Final) [HQ], TMC
Minutes of Meeting
As an HEP, it will definitely involved in research
activities that will seek new knowledge and truth
in various field which will than become inputs in
the enhancement and improvement of
programmes offered by the HEP and for the
betterment of mankind.
1.1.3 Describe the appropriate body and
membership responsible for approving the
vision, mission and educational goals of the
HEP.
The vision, mission and educational goals of the
HEP were thoroughly discussed and approved by
the Top Management Committee (TMC)
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1.1.4 Provide information to what extent the
institutional mission and educational goals
incorporate aspects of leadership, social
responsibility,
research,
scholarship,
community engagement, ethical values,
professionalism and knowledge creation.
MEDIU/2010
Support Materials
and Documents:
1.1.4
Website, MEDIU's
brochure, MEDIU's
annual report
The HEP has incorporated into the vision,
mission and educational goals the various
aspects of leadership, social responsibility,
research, scholarship, community engagement,
ethical values, professionalism and knowledge
creation.
1.1.5 State that the HEP’s planning and
evaluation processes, educational programmes,
educational support services, financial and
physical
resources,
and
administrative
processes are adequate and appropriate to
1.1.5
Quantitative
Objectives
fulfil its stated goals.
The HEP has incorporated into the vision,
creation. The HEP is confidence that it has
sufficient fund and resources to fulfil its stated
goals.
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1.1.6 State that the HEP’s planning and
evaluation
processes,
educational
programmes,
educational
support
services, financial and physical resources,
and
administrative
processes
are
adequate and appropriate to fulfil its
stated goals.
MEDIU/2010
Support Materials
and Documents:
1.1.6
Quantitative
Objectives
The HEP has incorporated into the vision,
creation. The HEP is confidence that it has
sufficient fund and resources to fulfil its
stated goals.
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1.2 Participation in Formulation of Vision, Mission
and Educational Goals
1.2.1 Describe how the HEP involves major stakeholders in the formulation and
renewal of the mission and educational goals as well as the educational
programmes.
1. Advice and opinion of the stakeholders are always sought after in formulating and
reviewing the vision, mission, educational goals and programmes in both formal and
informal discussions.
2. Feedbacks from students are gathered through various mean, such as students
complain, tabulated and analyzed. This exercise takes place at any time of the
semester targeting to assess 3 areas: the lecturer, the module and the HEP. Actions
are taken based on the feedback gathered from the students.
3. Open management concept that the HEP has practiced allows students to come
forward and channel the ideas to improve the HEP. Some of the avenues for
students to channel their feedback:
a. Lecturers who are appointed to take care of students’ academic welfare.
b. Student Services Department – takes care of students’ welfare both academic
and non-academic
c. Counsellors – appointed to listen to students’ grievances, complaints and
feedback.
d. Head of Department
e. HEP representatives at various learning centres
f. Students are also able to post their comments in the suggestion box available at
the faculty lobby.
4. The Faculty meets once a month among other things to discuss academic issues,
resource education and programme planning. Before the semester begins, they
meet to plan for the semester. In the middle of the semester, they will review the
progress of the students and the management of programme offered in that
particular semester. At the end of the semester, they will evaluate the final
outcome and provide input for the next planning cycle.
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5. Being new, currently HEP has not produced
any graduate, however it has planned to invite
alumni to share their views and opinions on the
quality of the programmes after they graduate.
MEDIU/2010
Support Materials
and Documents:
1.2.1
Students' feedback,
appointment of
counsellor for MEDIU
1.2.2 Describe how the HEP consults and
involves a wide range of stakeholders in the
ongoing refinement of the vision, mission and
goals
1. Advice
and
opinion
of
the
stakeholders are always sought after
in formulating and reviewing the
vision, mission, educational goals and
programmes in both formal and
informal discussions
1.2.2
Feedback Donors,
External Advisor,
Students, Parents
2. Feedbacks
from
students
are
gathered through various mean, such
as students complain, tabulated and
analyzed. This exercise takes place at
any time of the semester targeting to
assess 3 areas: the lecturer, the
module and the HEP. Actions are
taken based on the feedback
gathered from the students.
3. Open management concept that the
HEP has practiced allows students to
come forward and channel the ideas
to improve the HEP. Some of the
avenues for students to channel their
feedback:
a. Lecturers who are appointed to
take care of students’ academic
welfare.
21
b. Student Services Department –
takes care of students’ welfare
both academic and non-
SELF-REVIEW PORTFOLIO FOR ACADEMIC PERFORMANCE AUDIT
MEDIU/2010
1.3 Academic Autonomy
1.3.1 Describe how the curriculum is designed and the resources allocated to
show sufficient autonomy in such functions
In designing the curriculum the HEP seeks the opinion and advise of various
stakeholders pertaining to niche area to be emphasis by the HEP and the
marketability of the proposed programme and the existing programme. The
following are the steps taken in the process of preparing the curriculum.
Preparation of Curriculum
- The faculty forms a working group to develop a new curriculum
- The working group prepares work schedule
- Working Group undertakes research (where necessary) and consults Industry
Experts. On the basis of the research outcome and industry consultation, working
group will prepare draft curriculum.
- Working group tables the first draft of the curriculum at Faculty meeting
- Faculty suggestions will be incorporated into updated draft
- Updated draft of the curriculum tabled for review by Senate Curriculum
Committee and the process continues until it is ready to be submitted to University
Senate for final approval
- Working Group prepares documentation for MQA approval
- Feedback from MQA will be rebutted.
- Upon the approval by the Ministry of Higher education (MOHE) the propose
programme will be offered
1.3.2 How does the HEP ensure that the members of the academic staff have
sufficient autonomy to focus on areas of their expertise?
The academic staff will be encouraged to participate in the whole process of
curriculum development especially in the area of their expertise. They are given
sufficient autonomy to incorporate their ideas and suggestions on the area of their
expertise wherever relevant to the proposed programme
1.3.3 What are the HEP’s plans to expand the boundaries of academic autonomy?
The HEP plan to encourage academic staff to participate in the whole process of
curriculum development especially in the area of their expertise. However, the HEP
ability to expand the boundaries of academic autonomy will be subjected to the
rules and regulations, and terms and conditions as set by MQA.
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Support Materials and Documents:
1.3.1
Senate Minutes of meeting/ Academic
Committee/Qualitative objectives/infrastructure and
academic staff development./ Faculty Minutes of meeting
1.3.2
090319 MEDIU's Organisational Structure ‫الهيكل اإلداري‬
‫( لجامعة المدينة العالمية‬Final), policy on conflict of interest for
academic staff, particularly in the area of private
practice?, HR Policies and Regulation
1.3.3
Policy on conflict of interest for academic staff,
particularly in the area of private practice? HR Policy?
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1.4 Learning Outcomes
1.4.1 Show how the learning outcomes and educational goals are in line with, and
supportive of, the vision and mission of the HEP.
The HEP always ensure that learning outcome and educational goals are in line with,
and supportive of, the vision and mission of the HEP
1.4.2 Specify the broad competencies and attributes expected of students upon
completion of a period of study
Below are the generic HEP’s learning outcomes, however each programme will have
its own learning outcomes mapped to HEP’s learning outcomes.
At the end of the programme, the students are able to:
1. Demonstrate and apply the knowledge in the area of specialization
2. Demonstrate sensitivity towards others
3. Lead and work with others in the workplace to accomplish common goals
4. Demonstrate practical experience
5. Appreciate and apply Islamic ethic and professional responsibilities
6. Communicate ideas effectively in both oral and written form.
1.4.3 Specify the broad competencies and attributes expected of students upon
completion of a period of study.
Students in the HEP are not only equipped with relevant academic qualification but
also soft skills and the industrial exposure which are important to the industry and for
lifelong learning.
1.4.4 Explain how the competencies are related to the needs of the student
profession, discipline and the larger society.
The competencies especially soft skills are crucially needed by students to prepared
them for his/her career, lifelong learning and good citizenship.
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Support Materials and Documents:
1.4.1
Randomly, show the programme learning outcomes and
education goals of each programme
1.4.2
Randomly, show the learning outcomes each programme
1.4.3
mastery of knowledge in specific fields, use of ICT,
intellectual skills in critical thinking, knowledge seeking,
problem solving and creative decision making, practical
skills, ability to communicate, possession of attitudes and
values of responsible citizenry such as sensitivity to the
needs of society, participation in community affairs and
willingness to learn, adapt and change.-soft skills,
leadership skills or other skills
1.4.4
The proof of the linkage between competencies expected
at the end of the programme and those expected during
postgraduate training and the workplace (such as
entrepreneurship) should be specified such as soft skills,
leadership skills or other skills
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SELF-REVIEW FOR AREA 1:
Vision, Mission, Educational Goals and Learning Outcomes
Strengths

University vision, mission and educational goals and are very clear.

Some of the Stakeholders have been considered in the preparation University vision,
mission and educational goals.

With the current strategic plan, educational programmes, and physical resources, and
administrative processes MEDIU will be able to achieve its goals.

Relevant parties were given academic autonomy (Rector / Deputy Rectors / Deans /
Heads of Departments).

Learning Outcomes are very clear at Faculty level.

The University Documents & policies are made easily accessible and well administered.

A guide for developing academic and administrative Quantitative objectives was created
and used by departments and faculties to develop their yearly strategic plans in line
with the broad, university-level strategic objectives already articulated.
Areas of Concern

Conform the alignment between mission statement and educational goal of MEDIU and
the mission of Ministry of Higher education, Malaysia and global developments.

Confirm the alignment between the Faculties’ mission statements and the mission of the
University, its strategic learning goals of integrity, leadership, and academic values

Create departmental mission statements in light of departmentally developed learning
outcomes.
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
MEDIU/2010
Confirm availability of mission statements of all academic programs and departments,
and their publication in the annual report.

Measurability of the mission statement needs to be considered.

Measurement of learning outcomes needs to be strengthened.

Appoint a consultant to review the building blocks already in place, to identify and
strengthen others that are necessary, and to pull together and coordinate the various
strategic choices that emerge so as to form a cohesive long-term plan for Mediu

All academic and service departments must prepare strategic plans, if they have not
done so, must establish medium- and long-term goals. Departmental budgets must be
based on these and not on historical allocations.
Additional Actions required:
Recommendation 1:
The University vision, mission, and goals must be made more visible in Mediu Headquarter and
in the community at large.
Recommendation 2:
All academic programs have a mission statement aligned with the University mission
statement, particularly with regard to the strategic learning goals of integrity and leadership
and the academic values. These must be and shared with all stakeholders.
Recommendation 3:
All Faculties must have a mission statement aligned with the University mission. These mission
statements must be published in the annual report.
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Opportunities for Improvement

The university must focus on Research.

Improve tools in measuring and realizing the vision & mission.

Include major stakeholders in the future consultation exercise.
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MEDIU/2010
AREA 2: CURRICULUM DESIGN AND DELIVERY
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2.1 Curriculum
Methods
Design
and
Teaching-Learning
2.1.1 Describe the processes, procedures, and mechanisms for curriculum
development. How are the main constituents in the institution involved in this
In designing the curriculum the HEP seeks the opinion and advise of various
stakeholders pertaining to niche area to be emphasis by the HEP and the
marketability of the proposed programme and the existing programme. The
following are the steps taken in the process of preparing the curriculum.
Preparation of Curriculum







The faculty forms a working group to develop a new curriculum
The working group prepares work schedule
Working Group undertakes research (where necessary) and consults
Industry Experts. On the basis of the research outcome and industry
consultation, working group will prepare draft curriculum.
Working group tables the first draft of the curriculum at Faculty meeting
Faculty suggestions will be incorporated into updated draft
Updated draft of the curriculum tabled for review by Senate Curriculum
Committee and the process continues until it is ready to be submitted to
University Senate for final approval
Working Group prepares documentation for MQA approval
Feedback from MQA will be rebutted.
2.1.2 Show evidence that the HEP have considered market and societal demand
for the programme as well as sufficient resources to run it.
Programmes at HEP have considered market and societal demand.
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2.1.3 Show how the aims and objectives of
programmes are in line with, and supportive of, the
vision
and
mission
of
the
HEP
The programme objectives are always develop based
on the vision, mission and objectives of HEP, so that
the objective will support the vision and mission of
HEP.
2.1.4. Elaborate how the HEP ensures the principles
guiding the design of the curriculum support the
attainment
of
learning
outcomes.
The Head of Department will ensure and monitor the
Academic staff so that the course outlines and
assessments are developed to support the attainment
of the programme outcomes.
2.1.5 Describe the various teaching-learning
methods to achieve learning outcomes and ensure
that students take responsibility for their own
learning.
Support Materials and
Documents:
2.1.1
Proposal for Procedure
and Policy in
developing a
curriculum; Faculty
Board meeting minutes
2.1.3
Refer to the vision,
mission of the HEP and
the programmes
offered at MEDIU.
2.1.4
JD of HOD, Report on
the monitoring process
from HOD
2.1.5
Document sent to
MQA
The HEP’s mode of instruction is through online
however the teaching – learning method used will
ensure that students take responsibility for their own
learning through assignments, projects
coursework assessment wherever relevant.
and
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2.1.6 Describe how the HEP ensures its
curriculum
and
instructional
methods
encourage students to take active participation
for
their
learning.
The HEP ensures its curriculum and instructional
methods encourage students to take active
participation for their learning through various
assessment mechanisms in class:
MEDIU/2010
Support Materials and
Documents:
2.1.6
Sample of quizzes,
assignments, forum;
categorised; excellence,
average, weak
1. Assignments – students are encouraged to
conduct their own survey/research either
individually or in a group to achieve the
objectives.
2. Practical assessment – This assessment is
more towards laboratory assessment, and
mostly used to assess IT and Computer
Science students.
3. Tests and Exams – this is done in the class as
a mean to assess the student’s
understanding on the theoretical aspects.
4. Industrial Training-students will be assess for
the industrial training by the lecturer as well
as the assessor from the industry
`
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MEDIU/2010
2.1.7 Specify how the HEP envisages
that the curriculum and instructional
methods prepare students for their
learning.
The curriculums were carefully developed and
the instructional and assessment methods
were chosen to suit the requirement of the
programme, which take into consideration
towards achieving the learning outcomes set
for the programme.
2.1.8 Give details of HEP policies and
practices that show that teaching and
learning are consistent with the curriculum.
How are elements of inconsistencies
redressed?
Support Materials
and Documents:
2.1.7
Curriculum
Committee, Academic
Committee, Faculty
Board; minutes of
meeting. On-line
system, ALIM,
Sample of questions
for the assessment
2.1.8
Sample of Course
outline; Sample of
master text and
courseware prepared
by SME
1. Upon getting approval to run the
programme from MOHE, document 3.2 of TC01 is translated into master text and
courseware which are given to students as the
semester progress. The subject outline serves
as teaching plan.
2. It is vital that prior to the commencement
of the semester, the Head of Department
ensure that the subject matter expert (SME)
prepare the master text and courseware
according to the approved curriculum to be
used for the delivery of the subjects during
the particular semester.
3. The relevant lecturers assigned to deliver
the subject for that particular semester will
review the master text and courseware to
ensure that they are consistent with the
curriculum develop.
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2.1.9 Show how the curriculum
encourages a multi-disciplinary approach
and co-curricular activities in enhancing
and enriching the personal development
of the learner. Show how these are
monitored and appraised.
MEDIU/2010
Support Materials and
Documents:
2.1.9
List of Co-curricular
activities; student
council-org chart,
minutes of meeting;
policy -student council;
The curriculums were developed to include
multi-disciplinary
approach
towards
learning and the teaching-learning
activities would encourage students to
participate in all activities prepared for the
delivery
of
the
curriculum.
Students are encourage to participate in
the co-curricular activities of their choice
which is outside of the curriculum but
important in enhancing and enriching the
personal development of the learner.
While the curriculums were deliver and
monitor by the assigned lecturers, however
the co-curricular activities will be
monitored by the department that
approved the said co-curricular activities
through the assigned officers.
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2.1.10 Show how external sources are
engaged in the needs analysis of
programmes. Show how their
commentaries are utilized to improve
them.
Feedbacks from relevant stakeholders
will be gathered from time to time to
gauge and analyze any gaps of
programme offered by the HEP. The
feedback will be used as inputs in
reviewing
and
improving
the
programme.
MEDIU/2010
Support
Materials and
Documents:
2.1.10
Feedback from
lecturers,
students, SME
2.1.11
List of Cocurricular
activities;
student councilorg chart,
minutes of
meeting; policy student council;
2.1.11 What are the co-curricular
activities that enrich student learning
experience, and foster personal
development and responsibility?
The co-curricular activities such as
community projects, programme
management, sports, association and
club activities will enrich student
learning experience, and foster
personal development and
responsibility.
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MEDIU/2010
2.2 Curriculum Content and Structure
2.2.1 Describe how the academic programmes
incorporate the core content of the discipline
that are essential for understanding the
concepts, principles and methods that support
the programme outcome.
Each academic programme has it core discipline
that the students must take in order to complete
the programme. The core discipline will be
central to the programme and other subjects
such as electives are meant to complement and
enhance the programme holistically. This will
help the students to understand the concept
principles and methods that support the
programmes outcomes.
Support Materials and
Documents:
2.2.1
Sample of study
scheme for
programmes, Sample
of assessments,
minutes of meeting of
the faculty Board,
Curriculum Meeting
2.2.2
Document sent to
MQA
2.2.2 Describe how the academic programmes
fulfil the requirements of the discipline and
takes into account discipline standards and
international best practices as well as changes
in them.
All academic programmes, offered by the HEP
have gone through thorough assessment by the
Malaysian Qualifications Agency(MQA) that
ensure the academic programme fulfil the
requirements of the discipline and takes into
account discipline standards and international
best practices as well as changes in them.
Any changes to the academic programme, will
have to be re-assess by MQA before they are
offered to the students.
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2.2.3 Specify the processes by which topics of local, national and international
importance are incorporated into the curriculum
1. In designing the curriculum the HEP seeks the opinion and advise of various
The lectures will incorporate examples, issues, and solutions from various
sources (national and international).
2. Students are required to do project or project papers that may incorporate
multidiscipline topics of local and international in nature.
3. The experience and knowledge of International students gathered by the
lecturers from their classes will be shared among with the future students.
2.2.4. Show evidence that the HEP has the mechanism in place to access the latest
development in a field of study.
Being new, currently the HEP does not have the mechanism in place to access the
latest development of study, however the HEP encourage its academic staff to
participate in workshops, seminars, forums, congress, etc so that to keep abreast
with the latest development in their field of studies.
The academic staffs are also encourage to do research to seek new knowledge and
development of field of studies that can be inputs in the improvement and
enhancement of its programme.
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Support Materials and Documents:
2.2.3
Sample of Case study, project paper
2.2.4
List of staff attending conferences, seminars, training
internally or externally
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2.3 Management of Programmes
2.3.1 Provide a sample of the Student Study Guide, Student Handbook and
Student Project Handbook, where applicable.
Refer to the Study and Examination Rules and Regulations for the Bachelor's
Degree, Diploma (Equivalent to a Two-Year Degree) and the Pre-University
Foundation Level.
2.3.2 State the designation, responsibility and authority of the main academic
officer and committee responsible for a programme. Do they have adequate
resources? Show evidence.
The Dean of each faculty and programme development committee
The minutes of meeting will be furnished on the day of the visit.
2.3.3 State the terms of reference of the curriculum committees.
The Terms of Reference of the curriculum committees include the following:
1. The curriculum developed must be in-line with the vision, mission and
educational goal of the HEP
2. To undertake a fundamental review of the programme’s content to ensure
that it is up-to-date
3. To undertake comprehensive review of the regulatory framework (by MQA
and MOHE) that affects the contents and structure of the programme.
4. To consider any changes that need to be made in order to improve the
programme so as to accommodate new development in the technology and
to enable he programme to meet current and future needs of the industry.
5. To make any other recommendations as the committee deems fit
2.3.4 What authority do the committees have to resolve conflicts of educational
principle and to ensure that the goals and the requirements of the specific
disciplines are met?
The HEP is bound and guided by various guidelines from MQA and as such any
conflicts of education principle will be resolved.
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Support Materials and Documents:
2.3.1
Study and Examination Rules & Regulations for the
Bachelor's Degree, Diploma (Equivalent to a two-year
Degree) and the Pre-University Foundation Level
2.3.2
090319 MEDIU's Organisational Structure ‫الهيكل اإلداري‬
‫( لجامعة المدينة العالمية‬Final) [HQ], List of name of staff in
MEDIU, staff personal file, JD
2.3.4
MQA guidelines
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2.3.5 What are the resources given to programme teams to implement teachinglearning activities, and to conduct programme evaluation for quality
improvement?
The programme teams will be given the full support and the necessary resources
required to implement teaching and learning activities and to conduct programme
evaluation for quality improvement.
2.3.6 Describe the review and evaluation processes of programmes and the
utilisation of the results.
The faculty will monitor and evaluate the progress of the delivery and
implementation of the programme from time to time. The feedbacks and results
gathered from the evaluation will be used as input towards improvement and
enhancement of the programme in the future.
2.3.7 Show how the learning environment nurtures scholarly and creative
achievements.
The HEP will ensure that the programme be delivered and implemented in the very
conducive teaching-learning environment that will encourage students active
participation in the class activities and academic discourse.
All the programmes as offered by the HEP are through online. Learning centres are
established in several strategic location all over the world equip with latest
technologies and infrastructure that create conducive environment in where the
students can assess the academic staff of the HEP online through teleconference
and interactive internet applications.
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2.3.8 Describe the structures and processes to ensure that all the criteria and
standards of a qualification awarded are fulfilled.
1. Upon approval of the programme by the MOHE, the curriculum will be
translated into course outline inclusive of the learning outcomes, assessment
method and procedure, and course modules will be prepared for the various
subjects in the programme.
2. Each assessment is targeted to assess various learning outcomes. The learning
outcomes tested are specified explicitly in both the module outline and project
brief.
3. To ensure the students have fulfil the criteria and standards of a qualification
awarded, review of the teaching and learning process of the programme will be
conducted, feedback from stakeholders especially the students will be gathered
by the lecturer concerned and the results will be used as input to improve the
programme.
4. Internal quality check
• Faculty Board of Studies, Board of Examination, Joint Faculty Board
5. External quality check
• Accreditation visit by MQA
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Support Materials and Documents:
2.3.5
Quantitative Objectives
2.3.6
Feedback from lecturers, students, SME
2.3.7
List of facilities, list of LC and Service centres
2.3.8
Sample of Course outline; Sample of master text and courseware
prepared by SME, Faculty Board, BOE
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2.3.9 Explain the HEP’s mechanisms and
resources for introducing and evaluating
innovations in teaching-learning and evaluation
methods. Indicate the involvement of internal
and external principal stakeholders and experts
in these.
The HEP constantly review its teaching-learning
and evaluation methods in order to make the
necessary improvement to keep abreast with the
latest method in teaching and learning, and
evaluation methods and make any necessary
innovation
from
time
to
time.
The HEP invites expert in teaching-learning and
evaluation experts to have workshop or train the
HEP Academic staff in relation to teachinglearning and evaluation methods, besides
sending Academic Staff for training, seminar,
conference in the said area.
Support Materials
and Documents:
2.3.9
Review its teachinglearning and evaluation
methods invites expert
in teaching-learning and
evaluation experts to
have workshop or train
the HEP Academic staff
in relation to teachinglearning and evaluation
methods
2.3.10
Contract of SME, CDC
and external assessor
2.3.10 Show how the HEP engages external
expertise nationally and internationally in the
review and evaluation of programmes.
Nationally
 HEP’s programme are always being access
periodically by MQA through the process of
accreditation and self evaluation.
 HEP’s engaged experts in the relevant areas,
internally and externally to review our
programme so as to keep abreast with the
currency development of the knowledge.
Internationally
 HEP’s seek technical expert advice from the
Subject Matter Experts (SME) to review and
evaluate the programmes offered by HEP.
Refer to the appointment letter of SME and
consultants
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2.4 Linkages with External Stakeholders
2.4.1 Describe the links that exist between the HEP
and its external stakeholders for the purpose of
curriculum improvement.
Support Materials and
Documents:
HEP appointed the subject Matter Experts (SME) to
provide expert advice and review on new and existing
programmes.
Refer to the appointment letter of SME and
consultants
2.4.1
Sample of appointment
letter for SME,
Consultant, External
Advisor/Examiner:
name list and cvs
2.4.2 State the existing mechanism to obtain and
utilise feedback from employers for the
improvement of the curriculum, training and
workplace exposure.
2.4.2
Sample of Course
outline; Sample of
master text and
courseware prepared by
SME , Students'
feedback
Being new the HEP does not have any mechanism to obtain
and utilize feedback from employers for the improvement
of the curriculum, training and workplace exposure. This is
because the HEP has yet to produce its first graduate. The
HEP has planned to do alumni tracer studies and employer
satisfaction of our graduates studies for our forthcoming
graduates
2.4.3
feedbacks through
project and researches,
suggestion box,
constructive comments
through customer care
2.4.3 What opportunities are available to students
to have linkages with external stakeholders?
The students through projects and researches are
encouraged to link up with external stakeholders to
get feedbacks, information and advice about their
projects and researches so that their project and
researches will be those that can meet the need of
the market.
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SELF-REVIEW FOR AREA 2:
Curriculum Design and Delivery
Strengths

The Educational programmes goals and objectives are clearly documented.

University curriculum structure includes ethics and morality, language and co-curriculum
and provides a general framework for all undergraduate programmes.

Programme Learning Outcomes and domains of soft skills are mapped across all courses

All courses learning outcomes are designed to support the programme learning outcomes
and very much focused on student centred learning

The process of forming a Curriculum provides check, balance, depth and breadth of the
curriculum.
Areas of Concern

All academicians should be introduced to MOHE and MQA Guidelines for mapping
courses with learning outcomes, learning domains and soft skills to enhance the
relevancy of courses

Feedback from the external examiner on the quality of the Programme should be
obtained every trimester from faculty examiners.

The external examiner should visit the Faculty normally once a year to give comments
on the overall performance of the Programme.

The Faculty should appoint industry advisors who will occasionally confer with the
faculty members and share their views on the education system.
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Opportunities for Improvement

Report of External Examiner will be reviewed in Faculty board, Academic & Quality
Assurance Department (AQAD) and University Senate. Any improvement which needs
to be done will be advised accordingly.

Feedback from Industrial Advisors should be reviewed and discussed in Faculty board
and the necessary improvement, as decided, will be submitted to AQAD and University
Senate.

Feedback from industries and graduates on the current development of the industrial
sector of the Malaysian economy should be analyzed and the necessary improvements
in existing curriculum should be implemented to further equip the future graduates in
facing the latest challenges.

All data gathered, results analyzed, and actions taken should be documented and used
as performance target/ the subsequent years for assessing the achievement of the
Programme Objectives.
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AREA 3: ASSESSMENT OF STUDENTS
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3.1 Relationship between Assessment and Learning
3.1.1 Explain how assessment principles, methods and practices are aligned to the
learning outcomes and curricula.
1. Relevant assessment practices are tailored to the learning outcomes and
educational goals of the particular module in order to measure the student’s
achievement and to find out if the learning outcomes have been achieved. The
assessment mechanisms designed includes individual assignment, group
participation, project, report writing, presentation and etc.
2. Prior to the commencement of each semester, the Academic Staff are required
to prepare the assessment method for his/her subjects that should be suitable
with the level and the loads of the subjects.
3.1.2 State how assessment of students is consistent with the levels defined in the
MQF and its eight domains of learning outcomes.
HEP place serious consideration that should be taken by Academic Staff to ensure
that the assessment methods used to evaluate the students in each subject offered
are consistent and suitable with the levels defined in the MQF and its eight domains
of learning outcomes.
3.1.3 Indicate how the HEP monitors student assessment to reduce curriculum
overload and encourage integrated learning.
1. Student’s load will be calculated based on the teaching and learning activities
set for that particular module. Each activity will carry a certain amount of load.
Students are only allowed to take minimum of 12 credit hours and maximum of
18 credit-hours per semester for full time students and minimum of 6 credit
hours and maximum of 12 credit-hours per semester for part time students.
2. One way to ensure there is no curriculum overload; the student will only be
allowed to take modules that are suitable to the level they are in. The coding
system of the subject that are being used will allow rapid checking to ensure
students are not overloaded with too many subjects and assessments and at
the correct level they are in.
3. Students' assessment will be tied closely to the curriculum as determined by
credit hour for that subject. Lecturers will be briefed and reminded constantly to
assess the students appropriately based on the student’s load.
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3.2 Assessment Methods
3.1.4 Describe how the HEP ensures that
appropriate attitudes are assessed and
inculcated (e.g., respect for socio-cultural
diversity, sensitivity to rights of others,
teamwork, lifelong learning).
In delivering the subjects, the Academic Staff are
always reminded to inculcate appropriate
attitudes, work ethics, respect for socio-cultural
diversity, sensitivity to rights of others,
teamwork, lifelong learning as part of learning
process for the students. The assessment
method will also take into consideration about
the above.
3.1.5 Describe how the link between
assessment and learning outcomes are
periodically
reviewed
to
ensure
its
effectiveness.
The HEP continuously gathered feedbacks from
its stakeholders especially the students and
lecturers to be used as input to further improved
the assessment methods so as to ensure its
effectiveness.
Support Materials
and Documents:
3.1.1
Sample of assessment;
quizzes, forums,
assignments. Midterm,
final exam
3.1.2
Student results in
Student Portal.
3.1.3
Study Scheme can be
viewed through Mediu
Student information
System(MIS); Study
scheme sent to MQA;
Monitored by
Admission Dept
3.1.4
Sample of assessment;
quizzes, forums,
assignments. Midterm,
final exam; Questions
and Answers
3.1.5
Feedbacks from
stakeholder; students
and lecturers
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3.2.1 Describe the student assessment methods and show how these methods,
including that of practical training, clinical training, studio projects,
demonstrations and the like, can measure the students’ achievement of the
learning outcomes.
The appropriate students’ assessment methods employed such as practical training,
clinical training, studio projects, demonstrations and the like will be those that can
measure the students’ achievement of the learning outcomes. The suitability of the
assessment methods will be reviewed continuously to gauged students’
achievement of the learning outcomes.
3.2.2 Provide information on the summative and formative assessment methods.
Summative
1. Forum or presentation through teleconference
2. Assignments
3. Project papers
Formative
1. Tests
2. Exams
3. Quizzes
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Support Materials and Documents:
3.2.1
Sample of assessment; quizzes, forums, assignments.
Midterm, final exam ; Questions and Answers
3.2.2
Instructor Guide; ALIM
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3.2.3 Describe the mechanism to ensure validity, reliability and fairness of the
student assessment system.
1. Examination papers for the subject for that particular semester will be
moderated by the Deans and written feedback will be given to the lecturers. The
lecturers will make appropriate changes and the process continues until both
parties are satisfied.
2. Marking of exam papers is done internally by the lecturers who conduct the
subject. However, whenever necessary it will be moderated by our appointed
external examiners.
3. The students have the platform to appeal to the Faculty if they are not satisfied
with the result.
3.2.4 Explain how the HEP monitors the reliability and validity of assessment over
time and across sites.
1. The modes of delivery of the HEP is online, therefore same Exam Question
Paper will be used across sites. The assessments are measured against the
module requirements (module outcome). This process is reviewed regularly
every semester.
2. The HEP keeps Exam Bank for all subjects offered so as to be used as
benchmark for future purposes. This will ensure the reliability and validity of
assessment.
3. The Board of Examiners of HEP has the final say about the grades and its
suitability with the level of the programme.
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Support Materials and Documents:
3.2.3
Moderated Exam Question Paper; Appeal Policy
3.2.4
Question Bank, BOE TOR, Examination Policy
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3.2.5 Describe how internal assessments are validated against external standards
(e.g., external examiners, external examinations).
Marking of exam papers is done internally by the lecturers who conduct the subject.
However, whenever necessary it will be moderated by our appointed external
examiners.
3.2.6 Explain the various feedback mechanisms to ensure validity, reliability,
consistency, currency and fairness of the assessment methods. Explain whether
records are available to students for feedback on performance and corrective
measures.

Students’ performance in the assessment process of each subject will be
monitored and evaluated for every semester. The grade will be normalized to
provide consistency and fairness.

Students feedback and complaint about their result will be evaluated and
reviewed to ensure validity, reliability, consistency, currency and fairness of the
assessment methods

Records are available to students for feedback on performance and corrective
measures on individual case basis.

All documents related to student’s performance are kept in the students’ file.
Documentation such as student’s transcript and counselling form are updated
on semester basis.

All marked student’s works are kept by individual lecturers during semester.
Lecturers are encouraged to include their comments/feedbacks on student’s
work.
3.2.7 Explain how the HEP provides feedback to students on their academic
performance, including making records available, to ensure that they have
sufficient time to undertake remedial
1. During the Board of Examiners Meeting in each semester, the performance
of the students especially the academically challenged students will be
discuss and appropriate action with be taken to help them through remedial
measures so that they have sufficient time to improve their performance.
2. Counselling session will be organized for the academically challenged
students and the necessary advice and guidance will be given to put them
back on track.
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Support Materials and Documents:
3.2.5
Sample of Answer Scheme, Exam Question Paper and
Answer Booklet
3.2.6
Sample of Assessment, Sample of Exam Question Paper and
Answer booklet
3.2.7
Results will be announce in ALIM, and Website, BOE
minutes of meting
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3.2.8 Describe how assessment methods are reviewed to ensure currency.
The assessment methods are continuously reviewed through students’ performance
and feedbacks every semester. Whenever necessary improvement will be done.
3.2.9 How are student assessment methods documented and communicated to
students?
The student assessment method documented in the course outline and their
performance will be placed in the students records.
3.2.10 Append a copy of the Regulations of Examination.
Refer to the Study and Examination Rules and Regulations for the Bachelor's
Degree, Diploma (Equivalent to a Two-Year Degree) and the Pre-University
Foundation Level
3.2.11 Describe how the internal assessments are comparable to that of external
best practices (e.g., through evaluation by external examiners, in comparison with
student assessment held in reputable institutions).
The internal assessments are made comparable to that of external best practices
through the employment of external examiners as moderators.
3.2.12 State whether the curriculum have mechanisms to review and implement
new methods of assessment.
The curriculums are developed in such a way that it is flexible to allow review and
implementation of new methods of assessment.
3.2.13 How does the review of the assessment method incorporate current global
developments and best practices in the discipline?
The HEP always keep current on assessment methods to keep abreast and
incorporate with current global developments and best practices in the discipline.
The Academic Staff are always advice to keep current with the latest development
in student’s assessment method.
3.2.14 Describe how external expertise, locally and internationally, are consulted in
the review of the assessment system.
The HEP employ the expertise from Subject Matter Experts (SME) to advice and
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Support Materials and Documents:
3.2.9
ALIM/ MEDIU Student Information System (MIS)
3.2.10
Study and Examination Rules & Regulations for the
Bachelor's Degree, Diploma (Equivalent to a two-year
Degree) and the Pre-University Foundation Level
3.2.11
External Examiners CV
3.2.14
SME name list and contracts
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3.3 Management of Student Assessment
3.3.1 How autonomous are the departments in the management of student
assessment?
Each academic staff has autonomy in his/her student’s assessment. However they
are bound by certain general rules and regulations set by the HEP, such as the
distribution of marks according to types of assessment method used in the
management or delivery of the subject.
3.3.2 Indicate the committees and the processes for verification and moderation
of assessments, and benchmarking academic standards of assessment. How
autonomous are they?
The Head of department would normally assign a moderator for each subject to
verify and moderate the exam question. The exam question would have to be
agreed by the lecturers concern and the assigned moderator before it can be finally
printed.
3.3.3 Explain
The
HEP
how the committees
ensures
that
standards
ensure that standards
are
met
accordingly
are
met.
through:
1. Internal quality check
• Moderator assigned by the Head of Department for that particular subject.
2. External quality check
• Accreditation visit by MQA.
• The HEP has plan to introduce the use of external moderator such as from
other notable Universities in the relevant area.
3.3.4 Explain how assessment performance and results are made available to
students.
The records are available to students for feedback on their performance:
1. All documents related to student’s performance are kept in the students’
file. Documentation such as student’s result slip and counselling form are
updated on semester basis.
2. All marked student’s works are kept by individual lecturers during semester.
Lecturers are required to include their comments/feedbacks on student’s
work.
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Support Materials and Documents:
3.3.1
Course outline, and Instructor Guide
3.3.2
Exam Moderation Procedures
3.3.4
Student can view their result through Mediu Student
information System (MIS)
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3.3.5 State the authority responsible for assessment policy. Describe the
composition of the committees involved and their terms of reference.
The HEP senate is responsible for designing the assessment policy. The Faculty will
implement the policy.
3.3.6 State whether student representatives, academic staff and stakeholders are
involved in making changes to the system of student assessment and their mode
of involvement.
There is no representation from students in making changes in the students’
assessment. However feedbacks gathered formally and informally from all
stakeholders including the students will be used as inputs should there be any
changes to the system of students’ assessment.
3.3.7 Provide information on the appeal policy.
There is a clear appeal process for both projects and exams.
1. Within a given time frame, students file their appeal using an appeal form
and deposited these at the Examination Unit of HEP.
2. The appeal is reviewed by lecturer and prepares a report for the Dean.
3. The result of the appeal is sent to the Examination Unit of HEP to inform the
students.
3.3.8 Describe how confidentiality and security are ensured in student assessment
processes and academic records.
All exam papers are stored in the strong room for its confidentiality and security. As
for the results, only the Examination Unit officers have access to the academic
record of the students.
3.3.9 Explain the nature of the independent external scrutiny of student
assessment to improve the management of the assessment system.
At the moment the HEP does not have independent external scrutiny of student
assessment to improve the management of the assessment system.
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Support Materials and Documents:
3.3.5
Senate Minutes of meeting
3.3.6
In progress
3.3.7
Appeal Policy; i. Re-Evaluation for final Examination(s)
results,
3.3.8
JD of Exam Unit staff, strong room
3.3.9
Nil
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SELF-REVIEW FOR AREA 3:
Assessment of Students
Strengths

In order to achieve learning outcomes as required by the Malaysian Qualification Agency,
student assessment methods are continuously formulated and reviewed based on students'
feedback through Course Evaluation System.

Faculties are given the autonomy to formulate the assessment methods and grading criteria
appropriate for their educational programmes.

Student assessment results are communicated to the students within reasonable time and
are viewed by students through online result system.
Areas of Concern

Development of training module for delivering and measuring the achievement of
learning outcomes.

Train academic staff members on best practices to help them in formulating assessment
methods to achieve course learning outcomes.
Opportunities for Improvement

Establish Assessment committee in each faculty to deal with the assessment methods
matters.

Faculties must get feedback from external examiners and academic staff member about the
assessment matter and how it can be improved to achieve programmes learning outcomes.
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The feedback can be obtained via discussion session, forum and seminar organized by the
faculty.
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AREA 4: STUDENT SELECTION AND SUPPORT
SERVICES
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4.1 Admission and Selection
4.1.1 Who is responsible for student selection?
State the academic criteria and the mechanisms
for admission to programmes and any other
additional requirements.
Undergraduate:
Student Admission Committee (SAC) that consist
of Deputy Rector of Student Affairs, Deans of
Faculties, Head of Admission & Registration
Dept, Head of Marketing Dept & Head of Exam &
Records Dept is responsible for the selection.
Post graduate:
Institute of Post Graduate Study (IPS) is
responsible for the selection. The members of IPs
are Dean of IPS & Deans of Faculties
The general academic criteria for admissions are
as the following:
(Note: Please refer to the latest policy of Study &
Examination Rules)

Support Materials and
Documents:
`
4.1.1
Study & Examination
Rules
(http://www.mediu.edu
.my/rules-andregulation/study-andexams/newstudentadmissions.html)
Post-Graduate Rules
http://www.mediu.edu.
my/rules-andregulation/postgraduat
esrules/admission.html
For Diploma programmes:
1. At least three (3) passes including
Mathematics in the General
Certificate of Education Ordinary
Level (GCE) O Level Examination
(UK Educational System);
OR
2. Pass at least 3 credits in Sijil
Pelajaran Malaysia (SPM) or Sijil
Pelajaran Malaysia Vokasional
(SPMV) ;
OR
3. Any certificates with a pass in
Mathematics and working experience
that are recognized by the University
as equivalent to the above
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
For Degree programmes,
1. The applicant should have passed the foundation course offered by the
University with a CGPA of at least 2.0;
OR
2. Passed Sijil Tinggi Pelajaran Malaysia (STPM) with at least two principal
passes;
OR
3. Attained a diploma accredited by MQA, Malaysian government or the
University Senate with a grade of good or better;
OR
4. Passed Sijil Tinggi Agama Malaysia (STAM);
OR
5. Attained Sijil Rendah Pelajaran (SRP) or Penilian Menengah Rendah (PMR)
along with work experience of not less than five years and passed a
minimum of five subjects of the Sijil Pelajaran Malaysia (SPM). The student
should be a minimum of 21 years of age This is considered a requirement for
exceptional cases;
OR
6. Alternatively, the applicant will have acquired any degree recognized by the
University as equivalent to one of the previously mentioned qualifications.

For Master programmes,
1.
2.
3.
4.
5.
A relevant Bachelor degree (Honours) with good grades from MEDIU, or
any other institutions of higher learning recognized by the university; or
Any other certificate that is recognized as equivalent to a Bachelor degree
(Honours) or other relevant professional qualification and experience that
are recognized by the University.
A relevant General Bachelor degree (without honours) with at least one year
working experience, and
If deemed necessary, an applicant may be interviewed and/or required to sit
for an entrance test in order to determine his eligibility for admission to a
specific programme.
The department of faculty may, with the approval of the University
Academic Council (UAC), require the applicant to satisfy additional
conditions for admission to a specific programme.
Follow strictly adhere to the MQA entry requirements as specified in the approval
letter. For school leavers, students must pass Bahasa Malaysia at SPM level in order
for them to continue at the tertiary level.
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4.1.2 Provide evidence that the students
selected fulfil the admission policies.
Refer to the attachment for the sample of
students' application.
Support Materials and Documents:
4.1.2 Student's Personal File
Compactor
4.1.3 Describe the admission mechanisms
and criteria for students with other
equivalent
qualifications
(where
applicable).
HEP will evaluate the equivalency of other
equivalent qualification. HEP will seek the
advice of qualified body such as MQA and
similar body that can advice the equivalency
of other qualification (Note: Please refer to
the latest policy of Study & Examination
Rules).
4.1.3 Study & Examination Rules(point 5 & 6
for undergraduate entry requirement)
Under Graduate:
http://www.mediu.edu.my/rules-andregulation/study-and-exams/newstudentadmissions.html
Post Graduate:
http://www.mediu.edu.my/rules-andregulation/postgraduates-rules/admission.html
4.1.4 Nil
4.1.4
Describe
the
characteristics
of
students admitted. Provide a copy of any
technical standards that have been
deployed for the admission of students
with special needs.
4.1.5
Study & Examination Rules Post Graduate
Rules
http://www.mediu.edu.my/rules-andregulation.html
Currently we do not have students with
special need. This probably because the
mode of delivery of programme of the HEP is
online. However should there be a need for
it as we progress we will consider providing
the necessary assistance. For PC illiterate
student, E-Orientation is provided.
4.1.5 Show how the criteria and
mechanisms are published and
disseminated.
All criteria and mechanisms pertaining to the
HEP are published in the website of the HEP.
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4.1.6 Provide information on the prerequisite knowledge and skills for student
entry.
Most of the students of the HEP are from
the Middle Eastern countries and the
course material are in Arabic so potential
students are expected to have good
command of Arabic to enter the
programme.
For those non-Arabic speaking potential
students they are required to sit for MEDIU
Arabic Proficiency Test (MAPT) with not
less than 70 %
Support Materials and
Documents:
4.1.6 Entry Requirement
http://www.mediu.edu.my/admiss
ions/entry-requirement.html
4.1.7 Nil
4.1.8 Student's Personal File
For those non-English speaking potential
students they are required to sit for MEDIU
English Proficiency Test (MEPT) with not
less than 70 %
4.1.7 If a selection interview is utilized,
describe
it.
HEP does not use the interview methods to
select students
4.1.8 Show evidence that the admission
policy and mechanism is fair and
transparent.
Refer to the Study and Examination Rules
and Regulations for the Bachelor's Degree,
Diploma (Equivalent to a two-year degree)
and the pre-University Foundation Level.
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4.1.9 Describe
mechanism.
the
appeal
policy
MEDIU/2010
and

All potential students that meet the entry
requirements will be accepted for admission.
 However, for students who have missed the
deadline, they may appeal to the HEP to be
accepted for admission in that particular
semester. Students will write a letter and
complete the application form
 Should the students meet the entry
requirement and the semester still at the
early stage (2 weeks), the students will be
admitted in that particular semester,
otherwise they will be deferred to the
subsequent semester.
4.1.10 State what are the special programmes
provided for those who are selected but need
additional remedial assistance.
For those who are deficient in Arabic, short
courses in Arabic are provided for a fee.
4.1.11 Summarize the methods of orientation
of new students, early warning system for
academic difficulty and system of academic
counselling, tutoring and remediation.
Orientation
 The HEP does not have formal orientation
because the mode of delivery is online and
the students are not physically present at
any MEDIU campus.
 New students are requested to access the
website for information on students
orientation and getting all the necessary
information on how to study in MEDIU.
Academic counselling
 Students with academic difficulty will be
referred to the academic counsellor
 The academic counsellor will counsel the
students with academic difficulty and advise
them to take the relevant action in order to
improve their academic standing
Tutoring
 Online tutorial will be given to all students of
that particular subject
Remediation
 Students with academic difficulty will be
advice to take less subjects per semester
until he/she is able to improve his/her
CGPA/GPA
Support Materials and
Documents:
4.1.9 Nil
4.1.10
Entry Requirement
http://www.mediu.edu.my/admi
ssions/entry-requirement.html
4.1.11
1. Guidelines & Orientation
2. Instructors' Guide
3. Study & Examination Rules
Guideline & Orientation:
Student Portal (the first icon)
Instructors' Guide:
Tutoring:
Student Portal (the first icon)
Remediation:
http://www.mediu.edu.my/rulesand-regulation/study-andexams/course-registration.html
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4.1.12 Indicate the student intake in the last
three years and the projection of student
intake for the next five years. Describe how
the size of student intake is determined in
relation to the capacity of the HEP and
explain the mechanisms that exist for
adjustments, taking into account the
admission of visiting, exchange and transfer
MEDIU/2010
Support Materials and
Documents:
4.1.12 Overview of Student
Recruitment for five years
of students.
4.1.13 Nil
The size of the students intake is determine by
the availability of academic staff (full time
and part time) for that particular semester and
the demand from potential students
4.1.14 Nil
4.1.13 How does the HEP continuously
monitor and periodically review student
selection
processes?
HEP will monitor the performance of the
existing students to find out the suitability of
the admission criteria that are currently being
used. The feedbacks will be used to improve
the future admission criteria.
4.1.14 Describe how the selection methods
are reviewed to comply with the social
responsibilities,
human
resource
requirements and needs for further studies
and
lifelong
learning.
To comply with the social responsibilities,
human resource requirements and needs for
further studies and lifelong learning the HEP
will study the future needs for human
resource of the country and the students need
to further studies before making any review of
the students selection method.
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4.1.15 Show how the student performance is
monitored as a feedback mechanism to
improve student selection.
HEP will monitor the performance of the existing
students to find out the suitability of the
admission criteria that are currently being used.
The feedbacks will be used to improve the future
admission criteria.
4.1.16 How does the HEP engage the relevant
Support Materials and
Documents:
4.1.15 N\A
4.1.16 N\A
4.1.17 N\A
stakeholders in the review of its admission
policy and processes?
4.1.18 N\A
HEP continuously gather feedbacks from
relevant stakeholders such students and
academic staff in the admission policy review
process by studying the performance of the
existing students of the HEP.
4.1.17
Describe
how
student
intake
incorporates social responsibility by privileged
consideration for people with special needs.
Currently we do not have students with special
need. This probably because the mode of
delivery of programme of the HEP is online.
However should there be need for it as we
progress we will consider providing the
necessary assistance
4.1.18 Show the relationship between student
selection, programmes and learning outcomes.
Students with better qualification at entry point
tend to perform better in the programme and
more able to adapt to the requirement of the
programme. Thus the learning outcome can be
achieve and measured.
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4.2 Articulation Regulations, Credit Transfer
and Credit Exemption
4.2.1 Describe the policies, regulations and processes of credit transfer, credit
exemption and articulation practices, and how are these disseminated.
Students will be allowed to transfer from another university when the following
conditions are fulfilled:
a) The student transfers from a recognized college or university.
b) The student has not been expelled from the other institution due to a disciplinary
infraction.
c) The student shall be subject to the conditions for transfer as stipulated by the
Senate.
The office of admissions and registration shall evaluate the students transcript to
determine the equivalencies of the courses the student studied in another
university based upon the recommendations of the Faculties that offer those
subjects. The courses that are accepted as equivalent shall be entered into the
students transcript and will be counted in calculating his/her CGPA and the number
of credit-hours accumulated.
Transfer of the students credits shall take place in accordance with the procedures,
rules and the dates announced by the University. However, no more than 50% of
the credits required for graduation shall be transferred.
After securing the approval of the Deans of the two relevant faculties, a student
may transfer from one course of study to another.
A student, after securing the approval of the Dean of the faculty, may transfer from
one specialisation to another within the same faculty.
When a student transfers from one specialisation to another, all the courses he/she
studied will remain in his/her academic record. That includes the grades, semester
GPA, and the CGPA for the entire period of study in the University.
The Senate has the following rights:
A. The right to alter any of the legal articles of these rules and regulations or add or
delete
articles.
B. The right to make exceptions to any of the legal articles of these rules and
regulations.
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Support Materials and Documents:
4.2.1 Study & Examination Rules
Post-Graduate Rules
Under Graduate:
http://www.mediu.edu.my/rules-and-regulation/study-andexams/transfers-credit.html
Post Graduate:
http://www.mediu.edu.my/rules-andregulation/postgraduates-rules/transference.html
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4.2.2 Describe how the HEP keeps abreast of
latest development with regards to
articulation, credit transfer and credit
exemption and cross-border provisions.
At the moment the HEP follow closely the
procedure of articulation, credit transfer and
credit exemption as set by MQA
Support Materials and Documents:
4.2.2 Study & Examination Rules
Post-Graduate Rules
Under Graduate:
http://www.mediu.edu.my/rules-andregulation/study-and-exams/transferscredit.html
Post Graduate:
http://www.mediu.edu.my/rules-andregulation/postgraduatesrules/transference.html
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4.3 Transfer of Students
4.3.1 Explain the policy, criteria and mechanisms to enable qualified students to
transfer to another programme. Indicate if there are appropriate mechanisms
such as bridging courses for students who need it. Provide figures for the last five
years.


The policy has been explained in 4.2.1
The HEP has been established and in operation since 2008 as such we do not
have cases/request for credit transfer be it internally or from student coming
into the HEP.
4.3.2 Describe the mechanism to ensure transfer students are given exemptions
by taking into account their previous experience, qualifications obtained from
another programme and credits accumulated. Provide figures for the last five
years.
Documents like Academic transcripts, syllabus of the subject and personal interviews
are used to certify the students competencies and to determine the exemption to be
given.
Wherever necessary or relevant students will be required to sit for exam to indicate
its competencies in the relevant subject for transfer.
Transfer student will be given appropriate exemption for subjects that meet the
requirement of transfer credit as in the manual.
4.3.3 Indicate how students accepted for transfer have comparable
achievements in their previous institution of study. Provide the relevant data to
support this.
The HEP has been established and in operation since 2008 as such we do not have
cases/request for credit transfer be it internally or student coming into the HEP
4.3.4 Describe the policies and mechanisms to facilitate student mobility,
exchanges and transfers, nationally and internationally
The HEP has been established and in operation since 2008 as such we do not have
cases/request for credit transfer be it internally or student coming into the HEP.
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Support Materials and Documents:
4.3.1
Study & Examination Rules
Post-Graduate Rules
Under Graduate:
http://www.mediu.edu.my/rules-and-regulation/study-andexams/transfers-credit.html
Post Graduate:
http://www.mediu.edu.my/rules-andregulation/postgraduates-rules/transference.html
4.3.2
Study & Examination Rules
Post-Graduate Rules
Under Graduate:
http://www.mediu.edu.my/rules-and-regulation/study-andexams/transfers-credit.html
Post Graduate:
http://www.mediu.edu.my/rules-andregulation/postgraduates-rules/transference.html
4.3.3
Student's Personal File
4.3.4
Nil
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4.4 Student Support Services and Co-Curricular
Activities
4.4.1 What support services are made available to students? Show evidence that
those who provide these services are qualified. What other additional support
programmes provided by other organizations are accessible to students?
Academic counselling

Academic counselling will be given to academically difficult student to help
them to improve their academic standing. The appointed staff is qualified in
the area of counselling.
4.4.2 If the HEP has campuses that are geographically separated, how are
student support services provided at these sites?
The HEP is an online campus therefore the support services are provided through
the online.
4.4.3 How are the adequacy, effectiveness and safety of these services evaluated
and ensured?
The HEP take serious attention in providing services to its students with respect to
adequacy, effectiveness and safety of these services, so wherever and whenever
there is deficiency it will be met immediately.
4.4.4 What mechanism is available for students to complain and to appeal on
matters relating to student support services?
Department of Student Services has created several means by which a student
could forward any type of complaints through the following channels:
1. CRM Student Care Emails by which students could forward directly to
the Student Services Department
2. ALIM Emails in the student portal by which the students could forward
directly to the lecturers
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`
Support Materials and Documents:
4.4.1 List of student Affairs Staffs
4.4.2 Nil
4.4.3 Nil
4.4.4
1. Feedback Form
2. Report
3. Student Care Emails
Feedback Form (for academic & all facilities):
http://feedback.mediu.edu.my/feedback/index.php/home
Report:
http://feedback.mediu.edu.my/feedback/index.php/auth
Feedback form for academic & lecturer:
http://feedback.mediu.edu.my/academic/index.php/admin
Student care emails:
https://crm.mediu.edu.my/
http://alim.mediu.edu.my/
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4.4.5 Describe the roles and responsibilities of
those responsible for student co-curricular
activities.
Since the student of HEP are scattered all over the
world the HEP does not provide any co-curricular
activities
to
the
student.
Department of Student Services had developed
policies and regulations on student activities and
had forwarded to Top Management Committee
for the approval. The implementation will begin
when the face-to-face teaching at the university
commences.
Support Materials and
Documents:
4.4.5 Student activities Policy
4.4.6 Student's Personal File
Student Record in CMS
4.4.6 Describe the management of the activities
and maintenance of student records.
Since the student of HEP are scattered all over the
world the HEP does not provide any co-curricular
activities
to
the
student.
The students record and examination department
maintain the student records
4.4.7
1) Student Services Department
2) Summary Transfer Info
3) CRM User name and password
4) Student portal User name and
password
4.4.7 Describe the accessibility, confidentiality
and effectiveness of the academic and nonacademic counselling and support services (e.g.,
preventive and therapeutic health services,
financial aid, sports and cultural activities, career
and academic counselling) available to the
students.
All academic and non-academic counselling and
support services provided by the HEP will be kept
confidentially. Only relevant authorities are
allowed to access to the records.
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4.4.8 Provide information on the
availability of an early warning system to
detect
students
with
academic
difficulties.
The students performance will be
monitored continuously and those with
academic difficulties will be identified and
counselled.
4.4.9 Provide information on the
qualification of those who provide these
services. Explain how the HEP ensures
that those who provide these services are
qualified.
The CV of the staff will be presented upon
request and for ‘your eyes only’.
4.4.10 How are students orientated into
academic programmes of the HEP?
New students can access the website of
HEP to find information about academic
programmes and any other information
they required.
The orientation is done online in which
special guidance with picture and sound
are provided in Student Portal. Students
are advised to read on their own.
Support Materials and Documents:
4.4.8 Study & Examination Rules
SOP of Issuing Warning:
Under Graduate:
http://www.mediu.edu.my/rules-andregulation/study-and-exams/transferscredit.html
4.4.9
Staff Personal File
Guideline & Orientation
http://studentportal.mediu.edu.my/eorientation/main.html
4.4.10 Guideline & Orientation:
http://studentportal.mediu.edu.my/eorientation/main.html
4.4.11 List of Service Centres and
Students Services:
4.4.11 Describe additional support
programmes
provided
by
other
organizations that the students could
access.
The students may get additional support
from other organizations pertaining to
their need at their place of stay. This has
to be done by the student themselves
since they are not on campus student.
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4.4.12 Describe the importance given to
student
support
services
in
the
organizational structure of the HEP.
The student support services is placed under
the Students Affairs Division headed by
Deputy Rector in the organizational structure
of the HEP
4.4.13 Provide information on the unit
dedicated to academic and non-academic
counselling.
The unit dedicated to academic and nonacademic counseling is the student services
department-to check on this
4.4.14 How is the effectiveness of the
counselling services measured, and the
progress of those who seek its services
monitored? What plans are there to improve
the services, including that of enhancing the
counselling services?
The effectiveness of the counselling services
is measure by studying the performance of
those counselled students. Their progress is
monitored closely by the counsellor and
further counselling will be provided if it is
required.
MEDIU/2010
Support Materials and Documents:
4.4.12
Organization Chart:
M GOV 2.2
4.4.13
Orientation and Counselling Unit:
http://www.mediu.edu.my/universitymanagement/student-affairsdivision/departments-and-units.html
4.4.14
1- Staff of Orientation and
Counselling Unit
2- Guideline & Orientation web page
4.4.15
Analysis of students' emails:
4.4.15 Describe the mechanisms that exist to
identify students who are in need of
spiritual, psychological, social and academic
support.
Students that have academic difficulties may
seek counsel from the academic counsellor
on their own free will or they may be referred
to by the academic staff.
The HEP does not have the capacity and the
mechanism to identify students who are in
need of spiritual, psychological and social.
This is because the HEP students are not on
campus since the mode of delivery of HEP is
online.
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4.4.16 Describe how student supervision is
instituted. Explain how the HEP deals with
situations where it anticipates a student
encountering academic difficulty (e.g., a
student entering with a marginal academic
qualification).
Support Materials and
Documents:
4.4.16
Nil
The HEP get the assistance of its staff to refer to
the counsellor if there is students who face
with academic difficulties. Students with low
entry requirement will be closely monitored so
that their performance could be identified and
necessary remedial action may be taken should
they encountered with academic difficulties.
In addition, currently ASC/ESC are not offered
as University or Faculty requirement for the
purpose of enhancing the student language
competency , though the language Centre has
proposed that .This may be in the soonest
future. Alternatively , the language centre
allows the students , to attend ASC/ESC as
audience or since self learning of short courses
is a mode of learning students can obtain
access to
these courses in ALIMs after
recommendation from their respective
lecturers.
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4.4.17 Describe any courses, training or
reparatory sessions organized for
remediation.
Extra tutorial may be organized to help those
students with academic difficulties.
4.4.18
Describe
the
training
and
Support Materials and
Documents:
4.4.17
Nil
4.4.18
Nil
development plan to enhance the skills and
professionalism of the academic and nonacademic counsellors. How many have
benefitted from this in the last five years?
Besides they are academically qualified the
academic and non-academic counsellor will
be sent for short courses or attending
workshop and seminars pertaining to
counselling to enhance their skills and
professionalism.
Being new the needs for improvement of
skills and professionalism is still low and
hence no one has been sent for this purpose
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4.5
Student
Representation
and
MEDIU/2010
Participation
4.5.1 State the HEP’s policy on student participation in the teaching-learning
process. Describe how students contribute to the development of these policies.
The HEP always encourage its student to actively participate in the teaching and
learning process. Their inputs are important contributions to the development of
these policies.
4.5.2 Explain the measures taken by HEP to encourage student self-government
and participation in the activities of the governing bodies of the HEP.
There is no student self-government and participation in the activities of the
governing bodies of the HEP. This is due to the fact that the HEP is an online
educational provider.
4.5.3 Show evidence of the statement of student rights and responsibilities and
its
availability
to
the
campus
community.
There is no student self-government and participation in the activities of the
governing bodies of the HEP. This is due to the fact that the HEP is an online
educational provider
4.5.4 Describe the jurisdiction of judicial bodies, the disciplinary responsibilities of
HEP officials, and all disciplinary procedures and their dissemination.
Currently the HEP does not have the judicial bodies since it is an online provider.
However, Student Affairs has already created a general policy on students discipline
in which it needs to be improved from time to time.
4.5.5 Describe the policy on active student participation and show how students
are encouraged to actively participate in curriculum development, teachinglearning processes as well as in other areas that affect their welfare.
The HEP does not have policy on students’ participation however their feedbacks
are valuable inputs in curriculum development, teaching-learning processes as well
as in other areas that affect their welfare.
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Support Materials and Documents:
4.5.1
1. Feedback Form
2. Report
3. Student Care Emails
Report:
http://feedback.mediu.edu.my/feedback/index.php/auth
Feedback form for academic & lecturer:
http://feedback.mediu.edu.my/academic/index.php/admin
4.5.2
Students association and Students Representative Policy
4.5.3
Students association and Students Representative Policy
4.5.4
Student Disciplinary Rules
4.5.5 Nil
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4.5.6 How are students and student
organizations facilitated to gain managerial
and leadership experience, to encourage
character building, to inculcate a sense of
belonging and responsibility, and to promote
active citizenship?
There is no student organizations in the HEP
however students are encouraged to
participate in their community programmes
to gain managerial and leadership experience,
to encourage character building, to inculcate
a sense of belonging and responsibility, and
to
promote
active
citizenship.
Wherever relevant the curriculum and the
delivery of the curriculum will include aspect
such as managerial skills, leadership,
character building, and sense of belonging.
4.5.7 What is the policy regarding student
publication?
The HEP does not have any policy on
students’ publication however the HEP has
plan to encourage students to participate in
the online students’ publication of the HEP in
future.
MEDIU/2010
Support Materials and
Documents:
4.5.6
Student Activities Policy
4.5.7
Student Disciplinary Rules
4.5.8
1. Feedback Form
2. Report
3. Student Care Emails
Feedback Form (for academic & all
facilities):
http://feedback.mediu.edu.my/feed
back/index.php/home
Report:
http://feedback.mediu.edu.my/feed
back/index.php/auth
Feedback form for academic &
lecturer:
http://feedback.mediu.edu.my/acad
emic/index.php/admin
Student care emails:
https://crm.mediu.edu.my/
http://alim.mediu.edu.my/
4.5.8 Describe the appropriate channels to
allow student participation in the
formulation, management and evaluation of
the curriculum, and in academic matters
relevant to them.
Students can provide feedbacks through
various channel such as students’ evaluation
form and through email to the customer
service.
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4.5.9 What facilities are available to encourage
student
involvement
in
publication?
Currently the HEP does not have students’
publication however the HEP has plan to
encourage students to participate in the online
students’ publication of the HEP in future.
4.6 Alumni
Support Materials and
Documents:
4.5.9
Nil
it and its alumni?
4.6.1
Nil
Currently the HEP does not have alumni because
the 1st cohort of students has yet to graduate
however the HEP has plan to encourage the
potential graduates to form alumni so that it can
have active linkages and continuous relationship
between it and its alumni.
4.6.2
Nil
4.6.3
Nil
4.6.1 How does the HEP encourage active
linkages and continuous relationship between
4.6.2 Describe the role of the alumni in
curriculum development, the achievement of
the learning outcomes and the future direction
of the HEP.
Currently the HEP does not have alumni because
the 1st cohort of students has yet to graduate
however the HEP has plan to encourage the
potential graduates to form alumni so that it can
have active linkages and continuous relationship
between it and its alumni.
4.6.3 How does the HEP encourage the alumni
to assist the students in preparing for their
professional future? Show the result of this
initiative.
Currently the HEP does not have alumni because
the 1st cohort of students has yet to graduate
however the HEP has plan to encourage the
potential graduates to form alumni so that it can
have active linkages and continuous relationship
between it and its alumni.
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SELF-REVIEW FOR AREA 4:
Student Selection and Support Services
Strengths
Admission and Selection

Transparent student selection.

No delay in processing time in of student application.

In formations on student selection, admission are documented and disseminated to
stakeholders.

The size of student intake is regularly reviewed in consultation with relevant stakeholders.
Transfer of Students

The procedure used by the University to facilitate credit transfer depends on the level and
content as well as the grade obtained for the course.
Areas of Concern

Limited space to conduct certain programmes e.g. engineering and science-based
programmes.

Lack of qualified career counsellors.

There are not enough facilities for Postgraduate students.
Opportunities for Improvement

Increase number of student intake and more qualified academics must be employed.

More scholarships must be secured to facilitate this need.

Hire full-time career counsellors.

Student support services must be evaluated on a regular basis to ensure service
effectiveness.

Academic advice must be provided to students by qualified academic staff members.
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AREA 5: ACADEMIC STAFF
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5.1 Recruitment and Management
5.1.1 Provide the HEP policies on academic staff recruitment to include the
requirements related to the qualifications for appointment.
The HEP practices a staff requirement policy based on two main criteria or job
specifications which are the lecturer track and tutor track. As required by the
Malaysian Qualifications Agency (MQA) guideline, a lecturer must possess a
qualification one level higher in the relevant area that he/she is being assigned to
however those with qualification in the same level may be recruited if they have at
least 5 years experiences in the same areas.
A tutor or specialist track would be applicants with a required skill-set in the area of
specialization but does not meet the minimum qualifications requirement. Tutor
track applicants are required to undergo the staff development programme, which
allow them to obtain the necessary qualifications within a specific time-frame
(maximum of five years).
For foreign staff they are subjected to immigration Employment policies governing
mandatory health checks, age requirement and so forth.
Appointed academic staff list will be submitted to MOHE for certifications (teaching
permit) for academic staff.
5.1.2 Provide data to show that the staffing profile matches the range and balance
of teaching skills, specializations and qualifications required to deliver each
programme. Identify any problem areas and describe corrective actions needed
and planned.
One of the corrective actions planned by the HEP Is to engage the existing Academic
Personnel in the Staff Development Plan for qualification upgrading and/or hire
applicants with the relevant skill-set with the intention for long-term staff
development initiatives.
5.1.3 Provide evidence to show that the number of academic staff involved in
conducting each programme is sufficient.
As per 5.1.2
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Support Materials and Documents:
5.1.1
1) HR Policies and Regulations
2).JD of academic staff
5.1.2
1) List of Academic staff; Part time and Full Time with qualification and
experience
2) Staff Personal File; Part time and Full Time
5.1.3
1) List of Academic staff; Part time and Full Time
2) Staff Personal File; Part time and Full Time
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5.1.4 Describe the teaching responsibility, research and scholarly activities,
consultancy, community services and administrative functions of the academic
staff to show a balance of functions and responsibilities in line with academic
conventions.
The HEP expects all lecturers to provide quality supervision in the classroom and to
ensure all students are given the opportunity to succeed and pass their studies. The
ordinary lecturers who didn’t engage in any administrative positions are expected to
give lecture and tutorial not exceeding 18 hours per week.
In general, lecturers do the following:
 Conduct tutorials, practical demonstrations, lecturers, workshops and clinic
sessions in order to deliver the programme set within the curriculum
 Prepare module outline and timetable for each semester that is given to
each student at the start of the semester.
 Prepare project briefs that have clear objectives, assessment criteria,
deadlines and schedules and expected outcomes. Ensure Principal Lecturers
are aware of the projects.
 Prepare teaching materials that may include visual aids, handouts, lecture
notes, manuals, coursework, assignments and examination papers.
 Maintain effective and accurate records of attendance with lesson dates
 Maintain student progress records
 Mark and assess student’s work as objectively as possible.
 To recommend changes to the curriculum to the Faculty at the end of each
semester.
 To recommend necessary resources at the end of each semester that is
required for the next semester intake.
 Support the Faculty in all activities organized by the HEP.
 Supervise student’s project and thesis.
Currently the lecturers have yet to be engaged in research activities.
5.1.5 State the policy to ensure the equitable distribution of responsibilities
among the academic staff.
The HEP does not have clear policy on distribution of responsibilities among the
academic staff however academic staff are given tasks and responsibilities as and
when the needs arise and depending on their expertise.
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Support Materials and Documents:
5.1.4
1) Policy on Academic Regulation
2) Methods of Course Delivery
5.1.5
090319 MEDIU's Organisational Structure ‫( الهيكل اإلداري لجامعة المدينة العالمية‬Final) [HQ],
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5.1.6 State the HEP’s policy for ensuring that teaching, research and service
contributions are appropriately recognized and rewarded.
The Terms of Reference (TOR) or lecturers are to teach, do research and
consultancy, and writing. These activities will be the criteria used to evaluate the
lecturers and due recognition will be given and rewarded based on the contribution
in those areas.
Refer to page 18 and 19 of the Human Resource Policies and Regulations and
Performance Management-HR-008
5.1.7 Describe the policies, criteria and processes in the appointment and
promotion to academic positions, particularly that of professorship and
associate
professorship.
Refer to page 18 and 19 of the Human Resource Policies and Regulations and
Performance Management-HR-008
5.1.8 Describe how the HEP balances its recruitment between all levels of
academic and non-academic staff and between local and international academic
staff with multi-disciplinary backgrounds.
HEP practice the recruitment of academic staff based on best qualified person for
the post that need a specific requirement that they must be in proficient in the
language of their area of specialization besides their area of specialization.
5.1.9 Describe the nature and extent of the HEP’s national and international
linkages in the effort to enhance its scholarly activities.
HEP encourage its academic staff to further their studies nationally and
internationally in the process of enhancing its scholarly activities.
HEP has plan to link with other institution of higher education to have collaboration
in the area of teaching-learning, research and writing,
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Support Materials and Documents:
5.1.6
1) HR Policies and Regulations
2) Performance Management-HR-008
3) Appraisal Exercise for the current staff
5.1.7
1) HR Policies and Regulations
2) Performance Management-HR-008
3) Appraisal Exercise for the current staff
5.1.8
1) HR Policies and Regulations
2).JD of academic staff
5.1.9 MOU Document
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5.2 Service and Development
5.2.1 Show evidence of, and state the mechanisms and procedures for,
professional development and career advancement of the academic staff
(including study leave, sabbatical, advanced training, specialized courses, retooling, etc.)
The HEP still in the process of development and enhancement in every aspect of
higher education therefore less emphasis is currently be given to professional
development and career advancement of the academic staff (including study leave,
sabbatical, advanced training, specialized courses, re-tooling, etc.)
5.2.2 Show evidence of the existence of, or academic staff access to, institutions,
centres or activities (e.g., centres of excellence, research institutes, professional
bodies, learned societies, academic forums) that supports academic staff
development.
HEP has close relationship with Islamic International University of Malaysia (IIUM)
for academic staff training and support.
5.2.3 Describe how participation in staff development programmes is
encouraged.
HEP always encourage its academic staff to improve their academic standing to
further their studies and attending seminars so as to be able to keep abreast with
latest development in their field of studies.
5.2.4 Provide information on the institutional policy on service, development and
appraisal of the academic staff. Describe the HEP policy to retain the academic
staff. Give information on the academic staff leaving the institution in the last five
years.
Refer the Human Resource Policies and Regulations
5.2.5 Describe the policy on consultancy and private practice
HEP does not have policy on consultancy and private practice however should there
be a request by the academic staff due consideration will be given on case by case
basis. Refer to page 21 - 23 of the Human Resource Policies and Regulations
(Section 2: Employment Policy Conducting Consultancy - Short Courses & Training
for External Organization)
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Support Materials and Documents:
5.2.1
1) HR Policies and Regulations
2) List of Trainings, Conferences, Seminars + name list of participation
5.2.2
Proof of academic staff training and support from IIUM or other universities
(externally)
5.2.3
1) HR Policies and Regulations
2) List of Trainings, Conferences, Seminars + name list of participation
5.2.4
1) HR Policies and Regulations
2) Performance Management-HR-008
3) Appraisal Exercise for the current staff
4) Name list of staff leaving MEDIU and reason of leaving
5.2.5
1) HR Policies and Regulations
2) Sample of Irwan letter in allowing and encouraging him to do
consultancy externally
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5.2.6 Describe the HEP’s criteria and administrative procedures for initial
appointment, promotion and tenure. Provide written guidelines. If there are
multiple tracks for academic staff, describe these and the criteria for
advancement.
1. The HEP’s criteria and administrative procedures for initial appointment are as
follows:
 The applicants must possess a minimum of qualification that is one level
higher than the programme offered or those with same level of qualification
but with at least 5 years of experience in the relevant area
 However, in cases of specialized, new areas of study or lack of qualified
professionals in the chosen area; candidates are assessed by
tenure/experience in the field of profession instead of qualification. The
applicants must have at least 2 years of industry experience
 The applicants with proficiency in Arabic Language will be an advantage
 Applicants who have prior teaching experience will be given extra
consideration.
Refer to page 6 until page 9 of the Human Resource Policies and Regulations
2. In the area of administrative procedures, the following procedural guidelines
are as follows upon successful appointment of an applicant
 An offer letter to be issued and processed by the Human Resource
Department
 All new appointments will undergo induction course organized by the HEP to
introduce them to the work culture and job requirements of the HEP.
 Building access pass card (Magnetic Access Points) and corporate email
particulars to be verified by the Faculty, approved by Head of Faculty/Dean
and submitted to Information Technology (IT) Department
 Handover of all allocated timetable and subject module handbooks to be
given by the programme leader
 Formal curriculum briefing by the Dean
 Handover of hardcopy module handbook (in cases which involves updating
of new content, the Dean and the new staff member would be required to
plan for a new handbook)
 The semester end review to be done by the Dean
 Staff confirmation assessment by the Dean
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Support Materials and Documents:
5.2.6
1) HR Policies and Regulations
2)Procedure to recruit foreign staff and local staff - we only have
General Procedure of recruitment (recruitment for foreign staff
depends on their expertise and Immigration approval)
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5.2.7 Describe the processes and procedures in handling disciplinary cases
involving the academic staff.
If there is breach of disciplinary conduct the academic staff concern will be given a
show caused letter which they have to answer within 2 weeks. If the breach of
disciplinary conduct is repeated, similar show caused letter will be issued to the
maximum of three times, beyond that the academic staff concern will be called to
face the disciplinary board and appropriate action will be taken.
Refer to pg 54 and 55, item 4.3 Disciplinary procedure of the Human Resource
Policies and Regulations
5.2.8 Describe the mentoring and guidance system for new academic staff.
Provide information for the recent intake of new academic staff.
The HEP does have a loose system of mentoring for new staff members. However, it
is done on ad-hoc manner as and when it is relevant.
5.2.9 Describe the support available to assist new academic staff to develop
teaching skills in line with current trends in pedagogy, curriculum design,
instructional materials, and assessment.
The new academic staff will be given the course outline and the text book for the
course that they have to deliver. They are given the freedom to handle the class the
way that they deem fit. However from time to time they are encourage to improve
their delivery by attending relevant courses in pedagogy, curriculum design,
instructional materials, and assessment when those courses are available.
5.2.10 Show evidence that academic staff are provided with the necessary
training, tools and technology.
The HEP does not currently have organized training for its academic staff, they are
provided with the latest tools and technology in teaching-learning. From time to
time they are encourage to improve their delivery by attending relevant courses in
pedagogy, curriculum design, instructional materials, and assessment when those
courses are available.
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Support Materials and Documents:
5.2.7
1) HR Policies and Regulations
2)Staff Personal File for Full Time and Part Time,
International and Local
5.2.8
1) Staff induction
2) Proof of Training session by HR
5.2.9
1) Proof of support to new academic staff
2) Training provided to new academic staff
5.2.10
1) Proof/Evidence in providing training, tools and technology
2) List of Academic staff attended for Internal training for
DIM-DIM, ALIM and MQA training
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5.2.11 Describe how the student appraisal of the academic staff is conducted.
Indicate its frequency.
At the end of every semester students are encourage to complete the student
appraisal form make available on the HEP student portal.
5.2.12 List and describe the major conferences organized by the HEP in the last
five years.
Being new the HEP has yet to organize any conference.
5.2.13 List and describe the major conferences attended and actively participated
by members of the academic staff in the last five years. Describe how the
academic staff are given the opportunity to participate in professional, academic
and other relevant activities at national and international levels. How is this
participation appraised and its results utilized for purposes of enhancing the
student experience?
The HEP has always encouraged its academic staff to actively participate either as
presenter or participants in any seminars or conferences. However due to budget
constraint it has not been able to finance the academic staff participation. The
academic staff are encouraged to seek financial support to attend any of the
conferences.
5.2.14 Give evidence of national and international recognition of staff members
(e.g., journal editorship, service as peer reviewers, study and expert-groups and
national committee membership).
Currently the HEP’s academic staff have not received any recognition in either
national or international in the area such as journal editorship, service as peer
reviewers, study and expert-groups and national committee membership
5.2.15 Show the research activities of the academic staff in the last five years
Currently none of the academic staff are involved in research activities.
5.2.16 Describe the provisions for allowing advanced enhancement for academic
staff.
We have a policy on Conducting External Consultancy: Short Courses & Training for
External Organization). We encourage staff to further study by giving them
Examination Leave (depends whether the course taken relevant to the particular job
of the staff). However, Sabbatical Leave does not exist in HR Policies but we will
come out with a proposal (if needed). Kindly advise the best solution.
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Support Materials and Documents:
5.2.11
1. Feedback Form
2. Report
Feedback Form (for academic & all facilities):
http://feedback.mediu.edu.my/feedback/index.php/home
Report:
http://feedback.mediu.edu.my/feedback/index.php/auth
Feedback form for academic & lecturer:
http://feedback.mediu.edu.my/academic/index.php/admin
5.2.12
Nil
5.2.13
Proof and name list attended and participated in conferences
5.2.16
1) HR Policies and Regulations.
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SELF-REVIEW FOR AREA 5:
Academic Staff
Strengths

Academic staff responsibilities are well defined.

The criteria for local and international staff recruitment includes teaching, academic
recognition, qualifications, professional experience, and research activities.

The staff policy fully addresses matters related to service, staff career development,
promotion, and appraisal of staff.

The assessment of performance is carried out by the Department superiors on a yearly
basis.

Promotion, salary increment or other remuneration are fully based on individual
achievement.
Areas of Concern

International cooperation must be enforced through the recruitment of renowned scholar,
external examiners and visiting

The university must allow sabbatical leave for to support staff development.
Opportunities for Improvement

Recruitment policy needs to be formulated to achieve a balance between senior and junior
academic staff, between academic and non-academic staff and between full-time and parttime staff.

Establishment of guidelines on mentoring for new and existing academic staff.
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AREA 6: EDUCATIONAL RESOURCES
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6.1 Physical Facilities
6.1.1 List the major physical facilities available to conduct educational
programmes of the HEP.
Minimum facilities required for eODL with partial face-to-face:
No. Matter Equipment Number Proportion of Equipment to Students Ways of Usage
Place/Way to Acquire
1.




Virtual classroom
Web camera
Microphone
Electronic whiteboard 1 unit of each equipment x 5 rooms 1:350 As per subject
requirements
Main / regional centre
2. Tutorial (F2F) Tutorial room 5 rooms 1: 30 4 times per semester Regional
10 rooms 1: 30 Learning centres
3. Discussion Meeting room 1 room 1:20 As required by the students Regional /
Learning centres
4. Computer Work Computer 30pc x 3 rooms 1: 30 As required by the students
Regional / Learning centres
5. Lecturing materials CD
Modules
Textbooks 1:subject 1 type : 1 student As one's own To deliver to students via
courier services
The library use KOHA for its library system and developed a digital library [‫المدينة مكتبة‬
‫ ] الرقمية‬which contain e-books in html format besides other digital libraries available
on the internet such as :
• ‫ االلكترونية المصطفى مكتبة‬- http://www.al-mostafa.com/
• ‫ الوقفية المكتبة‬- http://waqfeya.com/
• ‫ الفوائد صيد مكتبة‬- http://www.saaid.net/book/index.php
• ‫ الشاملة الموسوعة‬- http://www.islamport.com/
‫ المشكاة مكتبة‬- http://www.almeshkat.net/books/index.php
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Support Materials and Documents:
6.1.1
IT inventory lists
Floor plans for 8th and 11th floors
ALIM, CMS, CRM, DLMS
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6.1.2 Describe the adequacy of the physical facilities and equipments (such as
workshop, studio, laboratories) as well as human resources (for example,
laboratory professionals, technicians).
As per table in 6.1
6.1.3 Identify current unmet needs and needs that may arise within the next
several years.
As per table in 6.1
6.1.4 For programmes requiring workshop or laboratory support, provide a
brief description of the facilities.
*Refer to sheet name Answer 6.1.4
6.1.5 Show how educational resources are distributed and scheduled according
to educational needs.
The mode of delivery of HEP is online and the students are not on campus, however
the students have access to the student portal and website for their course/subject
material. At the moment, the HEP does not face any problem in term of adequacy
of educational resources.
6.1.6 Show evidence that the physical facilities comply with the relevant laws, and
with health and safety regulations
The HEP always ensure that all the physical facilities comply with the relevant law
and health and safety regulations.
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6.1.7 Describe the collection available in the library and resource centre. State
the database system used in them.
*Refer to sheet name Answer 6.1.7
The library use KOHA for its library system and developed a digital library [‫المدينة مكتبة‬
‫ ] الرقمية‬which
contain
e-booksand
in html
format besides other digital libraries available
Support
Materials
Documents:
on the internet such as :
• ‫المصطفى مكتبة‬
6.1.2‫ االلكترونية‬- http://www.al-mostafa.com/
• ‫الوقفية المكتبة‬
- http://waqfeya.com/
IT inventory
lists
• ‫ الفوائد صيد مكتبة‬- http://www.saaid.net/book/index.php
• ‫ الشاملة الموسوعة‬- http://www.islamport.com/
6.1.3
• ‫المشكاة مكتبة‬
- http://www.almeshkat.net/books/index.php
campus
and face-to-face
plan
The KOHACyberjaya
library system
is currently
used forteaching
managing
three types of books:
1. Physical books, which is for staff reference only and not accessible online.
6.1.4
2. PDF
digital books, which are acquired through scanned and downloaded
Answer
tabDigital Libraries. This type of book is accessible online by
from other6.1.4
Arabic
IT
inventory
lists
users.
3. HTML digital books, which is from the al-Madinah Digital Library [‫المدينة مكتبة‬
‫ ]الرقمية‬and is also accessible by users over the internet.
6.1.5
IT network diagram
6.1.8 State the number of staff in the library and resource centre and their
qualifications.
6.1.6
Fire certificate
Staff in Shah Alam:







1 Deputy Chief Librarian –
Master in Education (Curriculum Studies), Faculty of Education, University of
Khartoum.
Postgraduate Diploma in Information Sciences and Library Studies, Faculty of
Arts, University of Khartoum.
Postgraduate Diploma in Islamic Economic, Faculty of Economics, University
of Umm Durman
Bachelor of Science, Faculty of Education , University of Khartoum
1 Librarian – Master in Library and Information Sciences [MLIS], IIUM
1 Library Assistance - Executive Diploma in Syariah Studies, UM
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Support Materials and Documents:
6.1.7
Answer 6.1.7 tab
DLMS
6.1.8
Library staff CVs
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6.1.9 Describe resource sharing and access mechanisms that are available to
extend the library’s capabilities. Comment on the extent of use of these facilities
by academic staff and students. Comment on the adequacy of the library to
support the programmes
The HEP is using the online and digital library for the use of its students and
academic staff. Currently it has been utilized heavily by both parties (students and
academic staff) for teaching and learning references and researches.
6.1.10 Describe the mechanism to obtain feedback from users on the library
policy, services and procedures.
The library currently uses online enquiry form under the supervision of customer
service department to obtain feedback from students
6.1.11 Explain the steps taken and the facilities provided by the HEP to promote
research activities.



One of the requirements of the academic staff is to do research.
HEP is introducing master and PhD programmes by research.
Students in certain subjects are required to do research through project
papers wherever relevant.
6.1.12 State the policy on the use of information and communication technology
(ICT) in the HEP. Describe the ICT infrastructure that supports academic
programmes
The mode of delivery of the HEP is online therefore the HEP heavily used the
information and communication technology for teaching – learning. The HEP
provides Student Portal and website for teaching and learning
6.1.13 List the ICT staff and their qualifications that support the implementation
of the ICT policy at the HEP.
*Refer to sheet name Answer 6.1.13
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Support Materials and Documents:
6.1.9
Answer 6.1.7 tab
DLMS
6.1.10
CRM: student feedback on library system
6.1.11
Regulations for Faculty Members
Postgraduate Guideline
Regulations for Postgraduate Studies
http://www.mediu.edu.my/rules-and-regulation/aca-staff-rules.html
http://www.mediu.edu.my/rules-and-regulation/postgraduateguideline.html
http://www.mediu.edu.my/rules-and-regulation/postgraduatesrules.html
6.1.12
IT inventory lists
Network diagram
ALIM, CMS, CRM, DLMS
6.1.13
Answer 6.1.13 tab
IT staff CVs
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6.1.14 Indicate what plans exist to improve the educational facilities -- physical,
library and ICT -- in line with the development in teaching practice.
The HEP has a plan to increase the online and digital library and its ICT
infrastructure in view of future expansion in programme to be offered.
6.1.15 Explain how the HEP periodically reviews the adequacy, currency and
quality of its educational resources.
The HEP always monitors the adequacy, currency and quality of its educational
resources by getting feedbacks from the academic staff and the faculties and take
the necessary action to improve its educational resources.
6.1.16 Indicate what plans exist to improve these facilities in line with the
development in the teaching practice
The HEP always monitors the adequacy, currency and quality of its educational
resources by getting feedbacks from the academic staff and the faculties and takes
the necessary action to improve its educational resources. It is an ongoing and
continuous process.
6.1.17 Describe how students and faculty are provided with opportunities to learn
the various and most current methods to access information.
The HEP always provide for students and faculties to learn the various and most
current methods to access information by accessing the student portal and HEP
website.
The students may also contact the various academic staff of HEP to get and to learn
the current methods to access information.
6.1.18 How are these facilities user friendly to those with special needs?
Currently the HEP does not have students with special needs. Nevertheless the
facilities provided by the HEP can easily be learned by anybody with modification
for those with special needs.
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Support Materials and Documents:
6.1.14
Library expansion plan
6.1.15
Evidence of feedback from academic staff and faculties
6.1.16
Evidence of feedback from academic staff and faculties
6.1.17
E-orientation website
Faculty training on ALIM, CMS, etc
6.1.18
N/A
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6.2 Research and Development
6.2.1 Describe the policy and planning that identifies the priorities, facilities and
development in research and commercialization.
Currently the HEP does not have a clear policy on research and its
commercialization however the HEP would encourage its academic staff to be
engaged in research activities in their area of specialties. The HEP would provide
research facilities and fund on case by case basis.
6.2.2 Summarize the major research interests at the HEP. Describe the research
facilities to support these areas of interest.
Currently the HEP academic staff have not been engaging in research. However
the academic emphasis of the HEP is on Islamic aspect of various academic fields.
6.2.3 Describe any programmes on ethics in research for staff and graduate
students. Describe the formal policy related to scientific misconduct in research
(e.g., deception, fabrication of results, plagiarism, and conduct outside the norm of
scientific behaviour) and how it is disseminated.
The HEP does not currently offer specific programme on ethic and research
however the academic staff and the students have always been reminded about
scientific misconduct in research (e.g., deception, fabrication of results, plagiarism,
and conduct outside the norm of scientific behaviour). The students and the
academic staff are always reminded of the importance of scientific misconduct in
research and its implications for those who breach the scientific misconduct in
research.
6.2.4 Specify the administrative entity that is responsible for protecting the integrity
of the research processes
The HEP is in the process to enhance the existing Research and Development Unit
that will be responsible to manage the research and protect the integrity of
research process.
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Support Materials and Documents:
6.2.1
In progress
6.2.2
In progress
6.2.3
In progress
6.2.4
In progress
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6.2.5 Describe the facilities and the budget allocation made available by the HEP
to support research.
Currently the HEP does not specifically allocate budget to support research however
any application for research budget will be process on a case by case basis and on
the financial situation of the HEP.
6.2.6 List the major research activities and the academic staff involved in them
in the last five years.
Being new the HEP academic staff have not been engaging in any research activities.
6.2.7 Describe how the HEP fosters interaction between its research and
educational activities.
Research result and finding are normally used as input to enhance lectures material.
6.2.8 Explain the mechanism that exists to ensure research activities are
reflected in the curriculum and teaching.
Research result and finding are normally used as input to enhance lectures material.
6.2.9 State any initiatives taken by departments to engage students in research.


HEP is introducing master and PhD programmes by research.
Students in certain subjects are required to do research through project papers
wherever relevant.
6.2.10 Show the link between research, development and commercialization
Theoretically those research and development output that has commercial value
will be commercialized if there is funder.
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Support Materials and Documents:
6.2.5
Nil
6.2.6
Nil
6.2.7
In progress
6.2.8
In progress
6.2.9
Regulations for Faculty Members
Postgraduate Guideline
Regulations for Postgraduate Studies
http://www.mediu.edu.my/rules-and-regulation/aca-staffrules.html
http://www.mediu.edu.my/rules-and-regulation/postgraduateguideline.html
http://www.mediu.edu.my/rules-andregulation/postgraduates-rules.html
6.2.10
In progress
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6.2.11 List and describe the research, development and commercialization
activities and achievements in the last five years.
Up till now, the HEP does not have any research, development and
commercialization activities and achievements
6.2.12 Describe the processes where the HEP reviews its research resources and
facilities and the steps taken to enhance its research capabilities.
The Top Management Committee (TMC) would review reports on the current and
future needs for research resources and facilities that were gathered from various
faculties and action be taken to enhance the HEP research capabilities.
6.2.13 Describe the incentives to academic staff to engage in publication, including
in reputable refereed journals.
Publication has always been one of the most important criteria used by the HEP in
assessment process of the academic staff especially for promotion exercise.
6.2.14 List and describe the major publications of the academic staff in the last
five years.
Nil
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Support Materials and Documents:
6.2.11
Nil
6.2.1
TMC meeting minutes
Senate meeting minutes
6.2.13
Academic staff promotion
6.2.14
Nil
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6.3 Educational Expertise
6.3.1 Describe the policy and practice on the use of appropriate educational
expertise in planning educational programmes and in the development of new
teaching and assessment methods.
The HEP engaged its academic staff, the subject matter experts (SME) and
consultants in planning educational programmes and in the development of new
teaching and assessment methods.
6.3.2 Describe the access to educational expertise, both internal and external, and
its utilization for staff development and research.
The HEP has constantly seek the advice of internal and external expertise for the
purpose of staff development and research. The HEP also encourage collaboration
in research and writing with other external expertise.
6.4 Educational Exchange
6.4.1 Describe the practice of the HEP in collaborating and cooperating with other
providers for exchanges of student, staff, and resources in compliance with the
HEP’s policy. Provide information on these exchanges for the last five years.
Currently the HEP does not have any collaboration and cooperation with other
providers for exchanges of student, staff, and resources. However the HEP has close
understanding with IIUM for staff exchanged.
UPDATED ANSWER:
Currently, we have signed MOU with IBFIM for knowledge & expertise exchange
and in progress effort to sign MOU with INCEIF & OUM.
6.4.2 Describe how is this collaboration disseminated to students and faculty.
In progress.
6.4.3 How do the educational exchanges benefit the HEP?
It helps the HEP to fill up any gaps in area of academic staff inadequacy.
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Support Materials and Documents:
6.3.1
Subject Matter Experts consultant contracts
6.3.2
External examiners’ contracts
6.4.1
MOU Document
6.4.2
N/A
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6.4.4 Describe the future plans to strengthen international collaborative activities.
The HEP always work towards strengthening the collaborative activities with other
international provider especially in the area of using their facilities as Learning
Centre and their academic staff as facilitator at the Learning Centre.
The future plans may include collaborative research and writing.
6.4.5 How would a policy on exchanges with international institutions benefit
the HEP?
Policies on exchanges with international institutions would greatly benefit the HEP
in the area of new development of curriculums and teaching-learning, the exchange
would encourage collaboration in research and writing, exchange of academic staff
etc.
6.4.6 Describe the facilities and financial allocation to support educational
exchanges.
Due to financial limitation the HEP has limited fund to provide facilities and financial
allocation however any request for such allocation will be considered on case by
case basis.
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Support Materials and Documents:
6.4.4
Learning and Service centres list
6.4.5
N\A
6.4.6
N\A
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6.5 Financial Allocation
6.5.1 Provide information on the HEP’s financial
standing and sources which supports its academic,
research
and
service
missions.
Due to the sensitivity and confidentiality, the
information will be provided upon request.
6.5.2 Demonstrate how the financial allocation
dedicated to the HEP -- and its utilization -- is
sufficient for it to achieve its purpose.
Since its establishment in 2007, the HEP does not have
any problems in the financial allocation. All financial
needs for the management of HEP through these years
were met.
6.5.3 Indicate the responsibilities and line of authority
in terms of budgeting and resource allocation in the
HEP.
The faculties and units in the HEP will prepare the
budget for their faculties and units for the coming year
and the financial manager will prepare the overall HEP
budget taking into consideration the budget prepare
by faculties and units. The proposed budget for HEP
will be presented to the Top Management Committee
for approval.
6.5.4 Describe the policy on tuition fees and other
payments, and the policy of refund to students who
withdraw or who are dismissed from the institution.
The policy on tuition fees and other payments allows
students to pay lump sum or instalments as agreed
upon between the two parties. For those who have
paid the fees and decided to withdraw from the HEP
part of the tuition fee may be refunded depending on
the date of withdrawal.
Refer to the attachment:
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Support Materials and Documents:
6.5.1
Financial statements
EMAS Financial system. Audited Reports. Monthly financial reports. Budgets. (Custodian:
Zuraidah Othman. Normeeza Sahidin). Management Meeting Minutes and Agreement (Majidin
Abdullah)
6.5.2
Financial statements
EMAS Financial system. Audited Reports. Monthly financial reports. Budgets. (Custodian:
Zuraidah Othman. Normeeza Sahidin). Management Meeting Minutes and Agreement (Majidin
Abdullah)
6.5.3
FAD functions
Budget documents (Custodian: Normeeza Sahidin). Planning and Budgeting Control
Procedure (Majidin Abdullah)
6.5.4
Study and Examination Rules and Regulations For the Bachelor’s Degree, Diploma (Equivalent
to a Two-Year Degree) and the Pre-University Foundation Level-tuition fees and refund
Website and M:Drive folders contain Information pertaining to policy and procedure regarding
tuition fees structure, payment, refund, withdrawal, payment by installation etc. (FAD
Custodian: Zuraidah Othman).
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6.5.5 Provide information on number of students who are funded through
loans, grants or scholarship. What are the major sources of student
funding?
There are total of 733 active students for 2008 intake and 297 for the new
scholarship students for 2009 and 2010 (As at 05/02/2010). All of them are
sponsored by individual donors and other groups of scholarship funds.
6.5.6 Describe how those responsible for a programme enjoy sufficient
autonomy to allocate and utilize resources to achieve the programme
objectives.
Those responsible for a programme must put up their plan on the
management of the programme and the support system and services for
deliberation and consideration of the Top Management Committee. Upon
approval of the plan they are to execute the programme as plan.
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Support Materials and Documents:
6.5.5
Scholarship records in Scholarship Master List
6.5.6
TMC meeting minutes
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SELF-REVIEW FOR AREA 6:
Educational Resources
Strengths
Physical Facilities

Academic staff are provided with sufficient educational resources

Physical facilities for teaching and learning conform to Health and staff safety.

Digital Library.

Digitization of rare books and manuscript.

Special collections (i.e. Islamic Manuscripts, Islamic Economics, etc).
Educational Exchanges

Exchange programmes – MOUs with international universities.
Areas of Concern
Research

Heavy teaching workloads that affect the research and publication outputs.

Development of facilities for research is not focused.

Interaction between research and education is not reflected in curriculum.
Educational Exchanges

Implementation of all MOUs.
Financial Allocation

No fund to conduct research.
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Opportunities for Improvement
Research

Identify priority niche areas for research.

Focus on the development of facilities for some research areas e.g. to focus on
Information technology and Engineering area.

Encourage UG students to acquire research skills.
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AREA 7: PROGRAMME MONITORING AND REVIEW
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7.1 Mechanisms for Programme Monitoring and
Review
7.1.1 Describe the processes, procedures and mechanisms for monitoring and
reviewing a curriculum.
Faculty Board meeting minutes.
7.1.2 Describe the structure and workings of programme review committees.
The Faculty Board plays the role of programme review committee and consists
of the Dean and Head of Departments as the chairman, the Head of Departments
and the academic staff teaching the subject. When the need arises they discuss
programme review matters in the Faculty Board meetings.
7.1.3 Describe the nature of the relationship and the responsibilities of the parties
involved in collaborative arrangements in programme monitoring and review.
Currently, there are no collaborative arrangements.
7.1.4 How does a self-review process assist in identifying weaknesses and in
improving academic programmes?
The self-review process help to identify the strengths and the weaknesses of the
HEP especially with respect to the programme offered. The information
gathered in the self-review process will be used as inputs to further strengthen
its strength and improve its weaknesses.
7.1.5 Explain how the HEP ensures that identified concerns are addressed.
The findings from the self review process will be brought to the Top
Management Committee for the deliberation and consideration. Those short
comings that need immediate action will be dealt with immediately, for the
other issues or short comings further investigation and planning will be done
before action for improvement are taken.
7.1.6 Describe how the HEP uses the feedback from programme review in
programme
development.
All feedbacks from programme review in programme development will be
further deliberate and be used as inputs for programme improvement.
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7.1.7 Describe how evaluation activities are being enhanced and refined to cover
all important components of the programmes.
In the area where the HEP does not have expertise outside consultant will be
used to enhance and refine the evaluation activities to ensure that it covers all
important components of the programme.
7.1.8 How are student performance and progression analyzed to ascertain that
learning outcomes have been achieved?
The assessment methods used in each subject delivered will analyzed the
student's performance and progression. They are used to measure whether the
learning outcomes of that particular subject or programme are achieved.
The information gather from the analysis will be used to improve the delivery,
the support system and the infrastructure to ascertain that learning outcomes of
the subjects and the programmes will be achieved.
7.1.9 Explain how the HEP utilizes the analysis of student performance and
progression to provide feedback to committees responsible for student selection,
curriculum planning and student counselling. Provide examples.
The performance and progression of the existing students will be used to find
out whether the students selection based on the entry requirement used is
appropriate.
It will also be used for curriculum planning and improvement with respect to
the content and its relevancy and currency that meet the needs of the industries.
In any process of student counselling input such as students performance and
progression will help the counselling sessions and progress.
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Support Materials and Documents:
7.1.7 : Exam Question Bank Consultant contract (Dr. Nahla)
and Lecturer appointed to evaluate programmes (Dr.
Mohammed Al-Basyoumi)
7.1.8 : ALIM: Student Assessment Marks (Servers)
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7.2 Involvement of Stakeholders
7.2.1 Which stakeholders are consulted in the monitoring and review of
programmes? Describe the involvement of these stakeholders.
The students and the academic staff who teach that particular subject will be mostly
consulted in the process of programme monitoring and review. Their feedbacks
and comments will be collected and analyzed to improve the programme.
Feedbacks from other stakeholders such as the industries or potential employers
are gathered formally or informally will also be used during the monitoring and
review of the programme.
7.2.2 Show how the views of these stakeholders are taken into consideration
The HEP always take into consideration and used views or feedback from these
stakeholders in its process of reviewing and monitoring its programme. The HEP
always put high regards on their invaluable views, for it will definitely help HEP to
improve and go to the higher level of achievement
7.2.3 Show how feedbacks obtained from stakeholders are incorporated in a
programme review exercise.
The HEP always has discussion formally or informally with its stakeholders to find
their views that can be incorporated in programme review exercise.
Refer to the attachment 7.1 Sample of Comments and Feedbacks-Customer Service
Centre
7.2.4 Do stakeholders have access to the final report of a programme review?
The stakeholders can have access to the HEP website for information about its
programme and see for themselves the various reviews that have been
incorporated into the programme.
7.2.5 How are professional bodies and associations engaged in programme
monitoring and review?
The professional bodies and associations are always been engaged by the HEP
indirectly through MQA during assessment for programme approval and
accreditation, before any of relevant programme could be approved or accredited.
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Support Materials and Documents:
7.2.5: MQA Submission docs (M: ACD)
7.2.5: MQA Approvals (M: ACD)
7.2.5: Appointment of SME, CDC and consultants (HR
personnel files)
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SELF-REVIEW FOR AREA 7:
Programme Monitoring and Review
Strengths

Policy to review academic programmes by external assessors are in place.

Various committees at the faculty and university levels are involved in the approval and
endorsement of an educational programme.
Areas of Concern

Implementation of procedures & policies.
Opportunities for Improvement

Implementation of Academic Quality Assurance.

Increase number of parties in the evaluation and review of programmes (i.e. the
industry, alumni, parents/community, academicians and students).
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AREA 8: LEADERSHIP, GOVERNANCE AND
ADMINISTRATION
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8.1 Governance
8.1.1 Show how the policies and practices of the HEP are consistent with its
statement
of
purpose.
The policies and practices of the HEP are always consistent with its statement of
purpose especially with respect to upholding the Islamic teaching and practice
as the backbone of the delivery or the practice of Islamic teaching, culture and
knowledge in all of the programmes delivered in the HEP.
Refer to item 1.1.1(Area 1) for the vision, mission and educational goals
8.1.2 Describe the governance structures and functions, and the relationships
between them. How are these made known to all parties involved?
Refer to the attachment 8.1 Organizational Chart and Functions.
8.1.3 Describe the functions, structure, leadership, membership and reporting
protocol of the major permanent decision-making bodies of the HEP.
The Top Management Committee is headed by the Rector and consists of the
Top Management of the HEP. It is the main body that deliberate and decide on
policy issues, management of the HEP including the running of its programmes.
The Head of Departments will report to the Deans on all issues pertaining to
his/her department and the Deans will report to the Deputy Rectors (Academic
Affairs Division). The Deputy Rectors will form the Top Management
Committee (TMC).
8.1.4 Describe how the HEP ensures the effectiveness of relationship between the
institutional leadership and the departments.
The line of responsibilities and protocol connecting the various departments,
faculties to the Top Management Committee will ensure the flow of information,
bottom up and/or top bottom and all issues will be dealt with accordingly and
appropriately as and when the need arises.
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Support Materials and Documents:
8.1.1: 090402 Vision, Mission & Objectives ‫الرؤية والرسالة‬
‫( واألهداف‬Final) – (GOV2.5; website; Outlook "Public
Folders")
8.1.2 : Organizational Chart (GOV2.2; website; Outlook
"Public Folders")
8.1.2: Functions (GOV2.3; website; Outlook "Public
Folders")
8.1.3 : TMC Functions, Senate Policy, Faculty Boards,
Deans, etc policies (GOV2.3; website; Outlook "Public
Folders")
8.1.4 : TMC meeting minutes (GOV5.3)
8.1.4 : Senate meeting minutes (GOV5.1)
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8.1.5 Describe the representation and role of the academic staff, students and
other principal stakeholders in the various institutional governance structures and
committees. Indicate the type and frequency of meetings held during the past
academic year.
The academic staffs are members of a faculty or department. They are represented
directly in their respective departments and faculties. They are to attend
departments and faculties meeting regularly where they participate and express
their views and concern about the department and faculties. The department and
faculties meet regularly at least once per semester. Besides, academic staffs are
also members of various committees at departments, faculties and HEP level such
as Academic and Corporate Planning Committee, Website Committee etc.
At the moment the students do not have students representation in various
institutional governance structures and committees, however they can express their
views and give their feedbacks through students evaluation form that could be
access from the student portal.
8.1.6 Show evidence that the governing board is an effective policy-making body
with adequate autonomy.
Refer to the attachment 8.1 Organization Chart and functions
Minutes of the meeting will be provided upon request and ‘for your eyes only’
8.1.7 Describe the mechanisms to ensure functional integration and comparability
of educational quality in campuses that are geographically separated.
Since the HEP’s mode of delivery is online, the students and the HEP are connected
through the online infrastructure and the educational standard and quality is the
same across geographical separation.
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Support Materials and Documents:
8.1.5: TMC meeting minutes (GOV5.3)
8.1.5: Senate meeting minutes (GOV5.1)
8.1.5: Faculty Boards and Committees meeting minutes
(ACD5)
8.1.6: Organizational Chart (GOV2.2; website; Outlook
"Public Folders")
8.1.6: Functions (GOV2.3; website; Outlook "Public
Folders")
8.1.6: TMC meeting minutes (GOV5.3)
8.1.6: Senate meeting minutes (GOV5.1)
8.1.7: ALIM (Courseware, Master Text), Webmeeting
(Servers)
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8.1.8 Describe the department or unit set up to assure educational quality.
Describe the internal quality assurance system and mechanism.
The internal quality assurance system and mechanism of the HEP is managed
and monitored under the auspices of the ‘Deputy Rector for research and
development’.
The Division concerned with educational quality is the R&D division chaired by
Deputy Rector for research and development and the Head of Academic quality
assurance Department.
8.1.9 Highlight the major community engagement activities of members of the
HEP. How is involvement in such activities recognized?
Currently there are not much of community engagement activities that involve
members of the HEP. However the members at time were invited to participate
in various ceremonial events involving the community at various level of the
society.
8.1.10 Describe the committee system responsible for academic programmes in
the HEP and how it utilizes consultation and feedback, and considers market
needs analysis and employability projections.
The HEP/ the faculty will establish committee for academic programmes as and
when the need arises such as developing, monitoring the delivery and
assessment of the academic programmes and from time to time makes
improvement on the existing programmes offered.
8.1.11 Describe the representation and role of the academic staff, students and
other stakeholders in the various governance structures and committees of the
HEP.
The governance structures and committees of the HEP will normally be
comprised of the academic staff of HEP. For example the HEP University Council
is comprised of the Academic staffs that were appointed to the Council and
renowned members of the public. Other stakeholders are invited to contribute
their ideas and opinion to the various structures and committees either formally
or informally.
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Support Materials and Documents:
8.1.8: Division/Department Functions (GOV2.3; website;
Outlook "Public Folders")
8.1.9: News/Events' on the website
Listing: Al-Madinah International University (MEDIU)
participates in Selangor Islamic Education Convention.
Dated: 8th December, 2009
(Website:http://www.mediu.edu.my/news-events/educationconvention.html)
8.1.9: Educational field trip of students and teachers from Ibn
Khaldun High School, Shah Alam, Selangor.
Dated: 27th May, 2009 (http://www.mediu.edu.my/newsevents/ibn-khaldun.html)
8.1.9 : A signing agreement of collaboration between AlMadinah International University (MEDIU) with Jaiputra
College Dated: 15th May, 2009
(http://www.mediu.edu.my/news-events/jaiputra_visits.html)
8.1.9 : Educational field trip of students and lecturers from
the Graduate Program of Sriwijaya University, Palembang,
Indonesia
Dated: 30th January, 2009 (http://www.mediu.edu.my/newsevents/sriwijaya-university.html)
8.1.9 : Visit by a delegation of educators from Indonesia to
MEDIU.
Dated: 26th November, 2008
(http://www.mediu.edu.my/news-events/20081205.html)
8.1.9: Al-Madinah International University (MEDIU)
participate in Al-Kuwait Educational Exhibition
Dated: 17th December, 2008
(http://www.mediu.edu.my/news-events/kuwaiteducationalexhibition.html)
8.1.9: Educational field trip from the management and
students of Universitas Sjahkhyakirti, Palembang.
Dated: 18th November, 2008
(http://www.mediu.edu.my/news-events/educational-fieldtrip-from-the-management-and-students-of-universitassjahkhyakirti-palembang.html)
8.1.10: Faculty Board meeting minutes (ACD5)
8.1.11: Organizational Chart (GOV2.2; website; Outlook
"Public Folders")
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8.1.12 Describe the role and function of the Chair of the governing board.
The chair of the governing board which is the Council of HEP is non-executive
chairman. His roles and functions is to chair the Council meetings which is held
once a year to dwelt policy issues of the HEP.
Minutes of the meeting of the council will be presented upon request and for ‘your
eyes only’.
8.1.13 Describe how free the governing board from undue external pressures is.
The governing board is independent of external pressure and is autonomous
however they have to meet the standard requirement as set by the MOHE and MQA
and other relevant quality assurance bodies.
8.1.14 Describe the policy pertaining to conflict of interest, particularly in relation
to private practice and part-time employment of its employees.
Currently the HEP does not have any policy pertaining to conflict of interest,
particularly in relation to private practice and part-time employment of its
employees however any conflict of interest in relation to private practice and parttime employment of its employees will be dealt with upon request and on case by
case basis.
8.1.15 Describe the HEP’s participation in the socio-economic activities of the
community in which it is located.
The participation of the HEP in the socio-economic activities of the community in
which it is located is very limited because of it is new to the community and it is still
in the process of developing itself.
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Support Materials and Documents:
8.1.12: Constitution: Chancellor role (GOV2.1)
8.1.12: University Council minutes (GOV5.4)
8.1.13: Constitution: University Council (GOV2.1)
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8.2 Institutional and Academic Leadership
8.2.1 Describe the selection criteria, selection process, job description, and the
qualification and experience required of members of the institutional executive
management
team
of
the
HEP.
Attached is the HR Policy of the HEP.
8.2.2 Describe the current leaders of academic programmes and departments (i.e.,
the academic leadership) in terms of their qualifications, experience and expertise
on issues of curriculum design, delivery and review. Describe the procedures and
criteria for their selection, appointment and evaluation.
As per item 8.2.1
8.2.3 Describe the relationship between the HEP leadership and the academic
leadership in matters such as recruitment and training, student admission, and
allocation of resources and decision-making processes.
The Top Management Committee is headed by the Rector and consists of the Top
Management of the HEP. It is the main body that deliberate and decide on policy
issues, management of the HEP including the running of its programmes.
The Head of Departments will report to the Deans on all issues pertaining to his/her
department and the Deans will report to the Deputy Rectors (Academic Affairs
Division). The Deputy Rectors will form the Top Management Committee (TMC).
8.2.4 Describe how the performance of the academic leadership of the
departments and programmes is periodically evaluated.
The performance of the academic leadership of the departments and programmes
is periodically evaluated annually by their immediate superiors and they will be
discussed in the TMC meetings where appropriate rewards and penalties such as
salary increments, bonus and promotions of the high achievers will be recognized.
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8.2.5 Show how the HEP leadership and the
academic leadership create a conducive
environment to generate innovation and
creativity in the institution.
Support Materials and
Documents:
The HEP and the academic leadership will always
encourage the staff to continuously innovate
and improve on the performance. Conducive
environment such as good infrastructure
facilities are provided for the staff by HEP.
8.2.1: HR Policy
(GOV1.6; website)
The HEP has always been sensitive to the needs
and the welfare of its staff.
8.2.2: HR Policy
(GOV1.6; website)
8.2.6 Describe the policies to enhance the
8.2.2: Academic
Leadership JDs (HR
personnel files)
leadership capabilities of the HEP leadership
and the academic leadership. List the
programmes that the HEP and the academic
leadership have undergone for this purpose in
the last five years.
The HEP has provided the staff incentive to
improve or enhanced their leadership
capabilities by having training programmes such
as short courses in English and Arabic for free.
The staffs are also encouraged to further their
studies in their chosen and relevant programmes
that will be fully financed by the HEP if it is done
internally.
8.2.1: Top management
JDs (HR personnel files)
8.2.3: TMC meeting
minutes (GOV5.3)
8.2.3: Senate meeting
minutes (GOV5.1)
8.2.3: Faculty Boards
meeting minutes
(ACD5)
8.2.4: Performance
management/evaluation
records (HR personnel
files)
8.2.4: TMC meeting
minutes (GOV5.3)
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8.3 Administrative and Management Staff
8.3.1 Describe the structure of the administrative staff which supports the
educational
programmes.
Refer to the attachment 8.1
Organizational chart and function
Each department and faculty has its own administrative staff which supports the
educational programmes.
8.3.2 Explain how the number of the administrative staff is determined in
accordance to the needs of the programmes and other activities. Describe the
recruitment processes and procedures. State the terms and conditions of service.
The number of the administrative staff is determined by the amount of workload in
the department concerned. Since currently the workload is still low the
administrative staff would normally multi tasking.
As the amount of workload increases the number of administrative staff will be
increase accordingly.
Refer to the attachment 5.1 Human Resource Policies and Regulations
8.3.3 Describe the effectiveness and efficiency of the administrative support for
academic programmes.
The programmes offered at MEDIU is an on-line programmes, therefore the
effectiveness and efficiency of the administrative and IT support for academic
programmes are very important crucial.
8.3.4 State the mechanisms for training and career advancement for
administrative and management staff of the HEP. Describe the achievements of
this training and career advancement activity in the last five years.
HR policy on training and career advancement
Refer to the attachment 5.1 Human Resource Policies and Regulations
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Support Materials and Documents:
8.3.1 : Organizational Chart (GOV2.2; website; Outlook
"Public Folders")
8.3.1 : Functions (GOV2.3; website; Outlook "Public
Folders")
8.3.2: HR Policies and Regulations (GOV1.6; website)
8.3.2: Employee contracts(HR personnel files)
8.3.2: JDs (HR personnel files)
8.3.3: Student feedback
(http://feedback.mediu.edu.my/feedback/index.php/)
(http://feedback.mediu.edu.my/academic/index.php )
(http://e-orientation.mediu.edu.my/feedback/index.php)
8.3.3: Staff performance reviews (Staff performance for
lecture its hardcopy with HR department and the sample for
the form locate in M:\QST\QST 1 ISO Documents (Current
Certification Scope)\1.4 Forms\1.4.6 HR)
8.3.4: HR policies and Regulations (GOV1.6; website)
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8.3.5 Describe how the HEP conducts regular performance review of its
administrative and management staff.
Refer to the attachment 8.3 Human Resource Policies and Regulations-page 25-27
5.2 Sample of Performance Management HR-008
8.3.6 State the mechanisms and procedures for monitoring and appraising staff
performance, for ensuring equitable distribution of duties and responsibilities
among the staff, and for determining the distribution of rewards.
All staff performance is being appraised based on KPI. At the beginning of the year,
each staff is asked to detail his/her job duties and responsibilities for the year. Their
performance based on their job duties and responsibilities will be continuously
accessed and monitored, any gaps between the job duties and responsibilities and
actual performance will be identified and rectified.
Refer to the attachment 8.3 Human Resource Policies and Regulations-page 25-27
5.2 Sample of Performance Management HR-008
8.3.7 Describe the processes and procedures in managing the discipline of the
staff.
The problematic staff will be informed of their wrong doing related to the discipline
and should the same wrong doing or other wrong doing done by the same staff be
repeated warning letters will be given to the maximum of three. Beyond that
numbers, he/she will be brought to the disciplinary board.
Refer to the attachment 5.1 Human Resource Policies and Regulations
8.3.8 Describe the training scheme for the administrative and management staff
to fulfil the needs of the educational programmes.
Refer to the attachment 5.1 Human Resource Policies and Regulations
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Support Materials and Documents:
8.3.5: HR Policies and Regulations-page 25-27 (GOV1.6;
website)
8.3.5: Sample of Performance Management HR-008 (HR
personnel files)
8.3.6: HR Policies and Regulations-page 25-27 (GOV1.6;
website)
8.3.6: Sample of Performance Management HR-008 (HR
personnel files)
8.3.6: Quantitative Objectives (GOV2.5)
8.3.7: HR policies and Regulations (GOV1.6; website)
8.3.8: HR policies and Regulations (GOV1.6; website)
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8.4 Academic Records
8.4.1 State the policies on the secure retention, retrieval and disposal of student
and academic staff records.
The students’ record will be kept:
Student Exam answer scripts will be kept for at least one cycle for that cohort.
 Transcript/exam records will be kept forever
 Student personal data will be kept forever
The academic staff record will be kept while he/she is a member of the HEP.
8.4.2 Describe how the HEP ensures the rights of individual privacy and the
confidentiality of records. How are these made known?
All records will be kept in the compactor and only certain individual has access to
the compactor. He/she needs to sign a secrecy oath.
8.4.3 Describe the HEP’s review policies on security of records and its plans for
improvements.
The policies on security of records will be review as and when the need arise.
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Support Materials and Documents:
8.4.1: Sample files (Compactor and HR file room)
8.4.2: Sample signed employee secrecy oaths (HR personnel
files)
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8.5 Interaction with External Sectors
8.5.1 Describe the mechanisms to ensure that the HEP interacts constructively
with the external sectors, including its external stakeholders.
One of the mechanisms used by the HEP is the establishment of the subject matter
expert (SME) that may include external stakeholders that enable the HEP to interact
constructively with the external sectors in the relation to development and
enhancement of the programmes offered by the HEP.
8.5.2 Describe the effectiveness of the relationships between the HEP and the
external sectors.
Currently the relationship between the HEP and the external sectors has been
effective in the aspect of programme development.
8.5.3 Describe any type of shared responsibility between the HEP and the
external
sectors.
Currently the HEP’s engagement with the external sectors are mostly in the aspect
of programme development, academic consultation and recruitment. The HEP has
plan for collaboration for the future in the area such as research and writing.
8.5.4 Describe the formal agreements between the HEP and its external sectors.
The HEP has established formal agreement with various parties especially on the
usage of facilities as learning centres in various parts of the world. Refer to the
attachment 8.4 Learning Centre-Address, Telephone and Fax No.
Support Materials and Documents:
8.5.1: SME contracts (HR personnel files)
8.5.2: SME contracts (HR personnel files)
8.5.3: SME contracts (HR personnel files)
8.5.4: Service and Learning Centre-Address, Telephone and Fax No.
(http://www.mediu.edu.my/support/contact.html)
8.5.4: Agreements (W:\Learning Centre\AGREEMENT)
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SELF-REVIEW FOR AREA 8:
Leadership, Governance and Administration
Strengths

Mediu has well defined its governance structures with functions and it is has been
disseminated to all staff members.

The nominations of academic and administrative positions are transparent and well
documented.
Areas of Concern

Training requirement for managers and administrators

Training requirements for academic staff members.
Opportunities for Improvement

Let the students representatives involve in decision making.

Develop training programmes for potential leaders (academic administrators).
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AREA 9: CONTINUAL QUALITY IMPROVEMENT
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9.1 Quality Improvement
9.1.1 Describe the policies and procedures for regular reviewing and updating of
the internal quality assurance activities of the HEP.
The Academic Regulatory Unit is the unit entrusted to regularly reviewing and
updating of the internal quality assurance activities of the HEP.
The policies and procedures on the internal quality assurance of the HEP are closely
tied with the MQA guidelines with respect to programme development, review and
monitoring and the establishment and procurement of the support system in
teaching-learning activities of the HEP.
9.1.2 Describe the efforts taken by the internal quality assurance unit to keep
abreast with the changes and best practices in quality assurance.
The HEP through their internal quality assurance unit will always keep abreast with
the changes and the best practice quality assurance by sending staff to quality
assurance workshop organized by QA bodies such as MQA.
9.1.3 Identify those responsible for continual quality improvement within the HEP
and their qualifications and experiences.
The Deputy Rector of Academic Affairs Division is the main officer responsible for
developing and practicing continual quality improvement within the HEP wherever
necessary consultant will be employed to help the units in the process of continual
quality improvement.
9.1.4 How does the unit or department dedicated to quality assurance support the
HEP’s attempt to ensure continuous quality improvement?
The Unit or department dedicated to quality assurance support the HEP’s attempt
to ensure continuous quality improvement by closely monitor the latest
development in quality assurance requirements and procedures and make the
necessary changes or improvement to ensure continuous quality improvement of
the HEP.
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Support Materials and Documents:
9.1.3:
CV of DR, AA and any consultants (HR personnel files)
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9.1.5 Describe how the HEP implement the recommendations for quality
improvement and record the achievements of such implementations.
The HEP would normally adhere to recommendations by the authorized body for
quality improvement such as MQA and the HEP is able to implement most of the
recommendations.
9.1.6 Describe the link between the quality assurance processes and the
achievement of the institutional goals.
Currently the HEP has not produces any graduate as such it is not able to fully
measure the achievement of the institutional goal, however the quality assurance
process of the HEP is a continuous process.
The HEP will always take steps to ensure that the educational goals will be achieved
and continuous improvement and development will be done to ensure that the
goals will be met.
9.1.7 How prominent is the internal quality assurance unit in the organizational
structure of the HEP?
The internal quality assurance unit is placed under the auspices of the Deputy
Rector Academic Affairs Division of the HEP. This in itself signifies the important of
the division to the HEP.
9.1.8 Describe the recent and projected activities undertaken by the HEP with the
purpose to ensure that it remains responsive to its changing environment and in
embracing the spirit of continual quality improvement.
The HEP is one of the participant for the Academic performance Audit(APA)
organized by MQA and MOHE to evaluate its quality assurance situation and subject
itself to external assessment.
9.1.9 What are the attempts made by the HEP to have its internal quality
assurance system accredited and recognized by a relevant, external and
authoritative accreditation body?
The HEP is subjected to quality assurance requirement set by MQA for its
programmes that are being offered. It has yet to achieve the serve accreditation
status.
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Support Materials and Documents:
9.1.7:
Org Chart
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SELF-REVIEW FOR AREA 9:
Total Continual Quality Improvement
Strengths

Meeting Outcomes of The top management committee chaired by the rector are
disseminated and implemented directly by the head of departments

Establishment of Quality assurance Department.
Areas of Concern

Lack of rewards system as part of organizational culture.
Opportunities for Improvement

Implementation of ISO quality management system, quality initiatives programs,

Monitoring KPI & strategic initiatives through Strategic Performance Management.

Developing Policies and procedures for quality assurance practices.

Developing procedures for reviewing and updating quality assurance practices.
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