1. TASKFORCE LEARNING & TEACHING EXCELLENCE
KAJIAN SEMULA DAN PERANCANGAN STRATEGIK PELAN GLOBAL UTM 2012 – 2020 (FASA 2)
LAPORAN
TASKFORCE LEARNING & TEACHING EXCELLENCE
13 OGOS 2014
DEWAN SENAT

2. SENARAI AHLI BIL NAMA 1. PROF DR ROSE ALINDA ALIAS (KETUA TF) 2.
PROF DR SHAHRIN MOHAMED 3.
PROF DR ZAIDATUN TASIR 4.
PROF DR AHMAD KAMAL IDRIS 5.
PROF DR MOHD SALLEH ABU 6.
PROF DR ABDUL SAMAD HJ ISMAIL 7.
PROF DR NAOMIE SALIM 8.
PROF MADYA DR LIZA ABDUL LATIFF 9.
PROF MADYA DR MOHD SHAFRY MOHD RAHIM
10.
PROF DR MUHAMMAD HISYAM LEE ABDULLAH
11.
HAJAH NAJMAH SHAMSUDDIN
12.
YASNI NURUL HUDA HJ MOHD YASSIN
13.
SITI NABIHAH JOHARI
14.
NORLY MAZLAN

3. SALIENT POINTS TO PONDER
ISSUES:
Lack of understanding on “New Academia” and the “New Academia Learning Innovation (NALI) Framework” hampers effective implementation.
Existing UTM curriculum, academic policies and guidelines may not be fully aligned to the University (PGU) and National (PSPTN/MEB) vision;
Lack of synergy and integration between KFAs and PTJs in delivering the New Academia ecosystem ;
accomplish the whole agenda without full cooperation from other units , thus needs restructuring and synergistic integration of key focus area from Office of PHB, Pendaftar, TNCP, TNCPI, HEMA, Bendahari (major revamp of support staff mindset and competency, more efficient and effective management of delivery system (infrastructure, SOP, communication, transparent management system))
UTM New Academia Learning Innovation Model.
Student Centred Learning (SCL) and
Blended Learning underpin
Entrepreneurial Academia is the outcome to be achieved by the New Academia Learning Innovation Model .
Under the New Academia Learning Innovation Model , there are 2 modes namely:
Learning Mode (Pedagogy/Andragogy) and
Learning Materials (Digital Resources).
UTM initiatives to enrich Teaching and Learning (T&L) are based on well-known and best teaching and learning practices which have been proven to be effective. These best practices include:
Harvard Business School Case Studies,
Peer Instruction,
MIT Open Courseware and
MIT BLOSSOMS (Blended Learning Open Source Science or Maths Studies).
Under Learning Mode (Pedagogy/Andragogy), there are:
Harvard Business School Case Studies
Problem-Based Learning
Scenario Based Learning
Peer Instruction
Service Learning
Job Creation
Conceive, Design, Implement and Operate (CDIO)
Under Learning Materials (Digital Resources), there are:
UTM OpenCourseWare
UTM-MIT BLOSSOMS
Video of Exemplary Professionals
Student-to-Student Edutainment
OBE Analysis System
UTM SCL Spaces
Under Student Centred Learning Experiences, if UTM policy maintains 80% attendance for a student to be eligible to sit for the final exam, it is suggested that:
60% is allocated for Face-to-Face which include Interactive Lecture, Harvard Business School Case Studies, Peer Instruction, and Problem Based Learning.
20% is allocated for Flipped Classroom which include Internet-based materials and videos such as UTM-MIT BLOSSOMS, UTM OCW, and UTMotion.
The other 20% is allocated for Online Discussions which include Computer Supported Collaborative Learning.

4. RECOMMENDATIONS
Intensive training of UTM Staff towards transforming mindset, harnessing talent and developing competency of staff .
Comprehensive examination of the existing curriculum, academic policies and guidelines.
Leadership, political will and drive by top management to coordinate and synergize efforts to transform the teaching and learning ecosystem.

5. FRAMEWORK FOR TEACHING AND LEARNING EXCELLENCE
HUMAN CAPITAL
WITH FIRST CLASS MINDSET & VALUES
(ENTREPRENEURIAL ACADEMIA)
KNOWLEDGE CREATOR
(P5: Graduate Focused University)
PG:UG Enrolled & Graduated
GOT
UG Integrated into PG
Industrial PhD
Awards & Recognitions
HOLISTIC ENTREPRENEURIAL MINDSET (S1)
Graduate Employability
Graduate Attributes
Entrepreneurial Mindset IndexAwards & Recognition
Multidisciplinary programs & courses
My3S
PROFESSIONAL WORKFORCE
(S2: Lifelong Learning for Professional development)
University Industry Linkages
Executive program graduated
High Level Professional Development Program (PDP)
Staff involved in external PDP
Industrial PhD
Student’s membership in Professional Bodies
Students with professional certificate
NEW ACADEMIA CURRICULUM DESIGN & DELIVERY (P1)
Internationally accredited academic programmes
Industrial panel involvement in program review
Professional involvement in L&T Delivery
Number of courses that addresses entrepreneurial learning outcome in a program
Number of courses that addresses professional ethics
Number of courses utilising new academia learning modes (pedagogy & andragogy) and learning materials
Number of PhD co-supervisors from industry
Percentage of PhD students undergoing internship program
Revising & devising curriculum design that leads to production of knowledge creators & creation
Learning activities that encourage creativity & innovation
academic program towards international accreditation
program review involving industrial panel
professional involve in the teaching deliver
courses involving professional
courses that addresses entrepreneurial learning outcome in a program
courses that addresses professional ethics
courses utilising diverse learning modes (pedagogy & andragogy) and learning materials
involvement of PhD co-supervisors and examiners from industry
students undergoing internsip programme
industry based projects
HOLISTIC EM
Hasil Kajian Pemandu (terkini)
Hasil Blueprint (Big Ideas)
ISSUES AND CHALENGES
S1 Holistic Entrepreneurial Graduates
No clear understanding of what is meant by “entrepreneurial mindset” (EM)
Existing curriculum does not adequately address EM
Existing entrepreneurial ecosystem not effectively functional
S2: Programs for working professional for advancement of knowledge & professionalism
Existing life-long learning focus on mass education
Existing expertise of UTM staff are under optimized
Rigid requirements and procedures from MQA
P1 Eclectic Academia Curriculum Design & Delivery
Lack of integration of industry input beyond the curriculum design
Conventional learning materials
Existing component of ecosystem does not support new academia
Infrastructure
Non conducive learning spaces
Resources
Lecturers
Conventional mindset
Lack of NA competency
Inadequate funding
Academic tour
Honorarium for external expertise
Student projects
Learning & teaching resources
MOOC-based
Income generation
Academic rules & regulations does not support flexible learning
P5 Graduate Focused University
Infrastructure (labs, facilities) does not support graduate focused University
Lack of local demand for PG graduates
Rely totally on physical
Complete centralization of all labs, ignoring the diversity of faculty lab requirement : faculty has no control on lab management
Finance
Human resource
P8 Excellent Service Delivery
Academic staf burdened to perform non academic work because of unclear job specs and lack of competencies
Lack of synergy between different PTJs (HEMA-SPS, HEMA-UGS, HEMA-Faculties, Research-Academic, ..)
Current internet facilities still not able to support our needs
DATA 2007 ONWARDS
(New or Revised??)
NEW ACADEMIA ECOSYSTEM (P8: Excellent Service Delivery)
Develop impact based measurement of academic service delivery
Financial
Human Capital (PPP)
Human Capital (Academic)
Physical Infrastructure
ICT
FRAMEWORK FOR TEACHING AND LEARNING EXCELLENCE

6. … Key Focus Area (KFA) … Strategy or Strategic Objective (SO) Status
(New,
Improved,
Retained,
Deleted)
Programme/ Project/ Initiative
KAI Statement
Operational Definition (OD)
(existing OD from CAPs, KAI and MyRA2)
KAI Target
Implications – Finance, HR, Physical, Governance
2015
2016
2020
Globally Marketable and outstanding graduates
IMPROVED
Produce EM attributes guidebook
Workable curriculum towards producing highly competent graduates with EM:
- CO’s
- Flexible delivery
- Flexible assessment
Enhance entrepreneurial ecosystem
- Policy, rules & regulations
- Integrated & functional sub-units
- Well trained academic staff to instill the EM
S1.1: Percentage of graduates employed at convocation time
Percentage of graduates being employed in between their convocation time
S1: Holistic Entrepreneurial Graduates
NEW
S1.2: Percentage of graduates employed 6 months after convocation time
S.1.3: UTM Graduate Student Attributes (GSA) score measurement
Instrumen = instrumen penilaian/pengukuran GSA,
contohnya seperti My3S atau setara dengannya.
S1.4: UTM Entrepreneurial Mindset (EM) Index
S1.5: Number of students receiving awards at national and international level
RETAINED
Number of students receive awards on academic, research or sporting events at national and international level
S1.6: Number of students graduated with multi-discipline
Bilangan pelajar (sepenuh masa dan separuh masa) yang digraduatkan oleh IPTA pada tahun semasa dengan sijil multi-disiplin
S1.7: My3S
… Key Focus Area (KFA) …
MOVING FORWARD
General concern
New Academia Learning Innovation Framework perlu difahami
Curriculum of the whole does not support University and National vision
Tak boleh jayakan agenda tanpa kerjasama pihak lain, thus needs restructuring and synergistic integration of key focus area from PHB, Pendaftar, TNCP, TNCPI, HEMA, Bendahari (Total revamp of support staff mindset and competency, More efficient and effective management of delivery system (infrastructure, SOP, communication, transparent management system))
Specific concern based on Strategic Objectives
S1 Holistic Entrepreneurial Graduates
Curriculum Review
Revise job creation: industry offers the job & funding
Crystal clear what is meant by “entrepreneurial mindset” (EM)
Workable curriculum towards producing highly competent graduates with EM:
- CO’s
- Flexible delivery
- Flexible assessment
Entrepreneurial ecosystem
- Policy, rules & regulations
- Integrated & functional sub-units
- Well trained academic staff to instill the EM
S2: Programs for working professional for advancement of knowledge & professionalism
Moving from mass education to high skill professional development program
P1 New Academia Curriculum Design & Delivery
Strong involvement of industry players in curiculum design and delivery
Transform Teaching Modes and Delivery Systems including the integration of various PTJs (activities by HEMA, ISC, UTM Tec, faculties etc) towards a holistic graduates with entrepreneurial mindset upon graduation.
The need to enhance the existing ecosytem (infrastructures, learning environment, resources
Academic rules and regulations to support flexible and dynamic learning
P5 Graduate Focused University
To promote executive Masters Programme
To develop virtual university environment
Restructuring of Laboratory Organisation and Management

7. Bilangan pelajar mengikuti program separuh masa
Strategy or Strategic Objective (SO)
Status
(New,
Improved,
Retained,
Deleted)
Programme/ Project/ Initiative
KAI Statement
Operational Definition (OD)
KAI Target
Implications – Finance, HR, Physical, Governance
2015
2016
2020
Generate opportunities for Life-Long Learning
IMPROVED
Consolidate existing professional development programs
Create high-skilled professional programs
Aggressive marketing initiative
Better rewards and recognition for those involved in professional development program (PDP)
S2.1: Number of industrial PhD students
NEW
Bil. Pelajar PhD dan setaraf (sepenuh masa dan separuh masa) yang mengikuti program PhD industri di IPTA
Finance, HR, Physical, Governance
S2: Life-Long Learning for Professional Development
(Programs for working professional for advancement of knowledge & professionalism)
S2.2: Number of part-time students
Bilangan pelajar mengikuti program separuh masa
S2.3: Number of off-shore students
Bilangan pelajar pesisri sepearuh masa
S2.4: Number of high- skilled PDP
Bilangan program PDP berskala tinggi yang dilaksanakan di UTM
S2.5: Number of academic staff involved in conducting PDP outside UTM
Bilangan staf akademik yang terlibat melaksanakan PDP di luar Universiti

8. Strategy or Strategic Objective (SO) Status (New, Improved, Retained,
Deleted)
Programme/ Project/ Initiative
KAI Statement
Operational Definition (OD)
KAI Target
Implications – Finance, HR, Physical, Governance
2015
2016
2020
P1:Continuous Academic Quality Improvement & P2: Up to date and Industry-Relevant Curriculum
IMPROVED
Major curriculum review of all programs
Review policy
Open the full time courses for revenue generation
P1.1: Number of academic programme initiated for international accreditation
RETAINED
Number of academic programme initiated for international accreditation
Finance, HR, Physical, Governance
P1: New Academia (NA) Curriculum Design & Delivery
(COURSES = UG & PG)
NEW
P2.1:Percentage of academic programmes with industry advisory panel
DELETED
P1.2: Number of program review involving industrial panel
Number of program reviewed by industry advisory panel
P1.3: Number of professional involve in the teaching delivery
P1.4: Number of courses involving professional
P1.5: Number of courses that addresses entrepreneurial learning outcome in a program
P1.6: Number of courses that addresses professional ethics
P1.7: Number of courses utilising new academia learning modes (pedagogy & andragogy)
P1.8 : Number of courses utilising new academia learning material
P1.9: Number of PhD co-supervisors from industry
P1.10: Percentage of PhD students undergoing internship program

9. Strategy or Strategic Objective (SO) retained
Programme/ Project/ Initiative
KAI Statement
Status
(New,
Improved,
Retained,
Deleted)
Operational Definition (OD)
KAI Target
Implications – Finance, HR, Physical, Governance
2015
2016
2020
P5: Graduate-Focused University
RETAINED
Promote executive master programs
Virtual university
P5.1: Percentage of postgraduate to total students (enrolment)
Percentage of postgraduate over total UTM student including undergraduate and post graduate (not include part time undergraduate student)
Finance, HR, Physical, Governance
P5.2: Percentage of PhD students to total PG students
Percentage of PhD student over total postgraduate UTM student
P5.3: Percentage of GOT of PhD students to total PhD students
Percentage of Graduate on Time for PhD Student referring to maximum requirement for PG student to complete their studies
P5.4: Number of PhD graduated in the year
Number of PhD graduates for the present year as approved by the University Senate
P5.5: Number of UG programs integrated with PG
NEW
P5.6: Number of industrial PhD MOU

10. Strategy or Strategic Objective (SO) Status (New, Improved, Retained,
Deleted)
Programme/ Project/ Initiative
KAI Statement
Operational Definition (OD)
KAI Target
Implications – Finance, HR, Physical, Governance
2015
2016
2020
P8: Excellent Service Delivery
RETAINED
Customer Satisfaction Index
P8.1:Customer Satisfaction Index
Governance
P8.2: Number of impact based measurement of academic service delivery (e-ppp, SKPG, exit survey) for;
Lecturers
Student: 80%
Staff: TOP 20
Stakeholders
NEW