INFORMATION ON AREA 1: VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES

1.1 Statement of Vision, Mission and Educational Goals Information on Benchmarked Standards

1.1.1 State and provide a copy of the HEP’s vision, mission and the

general educational goals.

1.1.1.1 UiTM Pahang’s Philosophy

UiTM Pahang’s adopts the philosophy of UiTM, that is: A belief that

every individual has the ability to attain excellence through the transfer

of knowledge and instilling of moral values so to produce professional

graduates capable of advancing knowledge self, society and the

nation.

1.1.1.2 UiTM Pahang’s Vision

UiTM Pahang’s vision is aligned to UiTM Malaysia vision, to establish

UiTM as a premier university of outstanding scholarship and academic

excellence capable of providing leadership to Bumiputera’s dynamic

involvement in all professional fields of world-class standards in order

to bring forth globally competitive graduates of sound ethical standing.

1.1.1.3 UiTM Pahang’s Mission

UiTM Pahang’s mission is in tandem with UiTM Malaysia which is to

enhance the knowledge and expertise of Bumiputera in all fields of

study through professional programs, research work and community

service based on moral values and professional ethics.

1.1.1.4 UiTM Pahang’s Educational Objectives

UiTM Pahang adopts the educational objective which has been laid out

by the main campus as stated below:

To provide maximum opportunities for Bumiputera's to pursue

professionally-recognized program study in science, industry,

technology, business, arts, humanities.

To provided quality and innovative of study relevant to current market

need and customer demands and in line with the policies of national

development.

To establish a university-wide human resource development programs

for instilling sound value system within the University community.

To ensure that UiTM graduates are adequately prepared to join the

local as the international workforce.

To establish UiTM as a centre of excellence that ensures the sound

and effective management of its human resource, and finances and

assets in order to achieve its educational objectives, whilst playing a

major role as a catalyst in community development.

1.1.1.5 The Educational Goals

UiTM Pahang’s educational goals is congruent with UiTM Malaysia

educational goals, it also strives to provide educational programs at

semi-professional and professional levels in tandem with national

manpower needs, particularly in business, and science & technology,

besides instilling positive attitude and molding esteemed personality

through exposure to knowledge from diverse civilizations, and

internalizing Islamic teaching, specifically for less privileged Bumiputera youth so as to better prepare them for the challenges of

the working world, be independent and daring to be agents of change in a multiracial society.

To summarize, the keywords in UiTM Pahang’s vision, mission and the

objective statements can be mapped together with UiTM Malaysia as

follows:

Table 1.1: Keywords in the vision, mission and the objective

statements of UiTM Pahang mapped to vision, mission and objective

statements of UiTM Malaysia as a whole.

KEYWORDSUITM

VISION STATEMENTUITM

MISSION STATEMENTUITM

EDUCATION OBJECTIVES

Premier University of

Outstanding Scholarship

& World-Class Standing

Enhancing Knowledge

& Expertise in all Fields

of Study

Wide Access to Various

Fields of Study

Academic Excellence Academic Programs Quality and Innovative

Industrial-Based & Market-

Oriented Programs

Leadership Quality Research Activities Human Capital

Professional Fields Community Services Employability

Globally Competitive &

Ethical Graduates

High Moral Values &

Professional Ethics

Established Centres of

Excellence & Catalyst in

Community Development

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.

The processes and outcomes of higher education are described in the

MQA learning outcomes and/or the MOHE learning outcomes. All

faculties in UiTM have embarked on the OBE project since 2007. A

special committee was assigned to handle the task at each faculty. It

started with re-looking and reanalyzing its objectives and rewording

these so as to be more of an outcome focused on attributes to be

inculcated in the students upon graduation.

Through discussions, roundtables and workshops, the committee

designed the program educational objectives (PEO) and program

outcomes (PO) of each program. The committee was required to map

each PO statement to match its PEO and the nine MOHE learning

outcomes (LOs). To date, out of 13 degree and diploma programs, 13

programs or 100 per cent have been attended to. These will be made

available during the site visit.

Meanwhile, the process did look into its relevance to the mission and

vision of UiTM Malaysia. During the process, the committee was

required to revisit and internalize the mission and vision statement of

the university. The mission of UiTM Malaysia was drafted to reflect the

rationale for the university’s existence. UiTM Malaysia was established

to ensure access and opportunity for the Bumiputera with respect to

tertiary education in a wide spread of professional fields, exposing

them to quality education, research and community services in a

professional and ethical manner. This statement embodies the

philosophy of moving the university populace towards nurturing able

human capital workforce for the nation, not only in terms of

professional cognitive aspects of graduates, but also the soft skills

required of them for the working life.

Apart from addressing teaching and learning as the core function of a

university, the mission statements also highlight the other two pillars

of the university, that is, research and community service. The mission

is translated into operational processes and activities, namely,

academic affairs, student affairs, research & commercialization,

community & industrial networking, records & registry, bursary &

finance, library support services and development & facilities

management. These major operations are governed by seven

distinctive outfits, specifically to ensure that the mission is carried out

efficiently and effectively, to realize the university’s vision. The seven

are the Academic Affairs Division, which is headed by the Deputy Vice

Chancellor of Academic & International Affairs; the Student Affairs &

Alumni Division, which is headed by the Deputy Vice Chancellor of

Students Affairs and Alumni; the Research & Commercialization

Division, which is headed by the Deputy Vice Chancellor of Research

&Commercialization; the Community and Industrial Networking

Division, which is headed by the Deputy Vice–Chancellor of

Community & Industrial Networking, the Registrar Office, which is

headed by the Registrar, the Bursary & Finance Division, which is

headed by the Bursar; and the Library, which is headed by the Chief

Librarian.

In line with UiTM Malaysia’s mission, UiTM Pahang has developed its

own mission statement adapting to the local needs. Providing quality

teaching and learning is in line with enhancing knowledge and

expertise in all fields of study. Quality is a journey; it is a continuous

process of continual improvement for knowledge enhancement among

its academic staff. UiTM Pahang strives to provide a high degree of

quality in all fields of study via the academic programs. The promotion

of life-long learning is apparent with UiTM Pahang offering various

programs ranging from diploma to degree for full time students.

Besides that, the academic staffs are encouraged to participate in

research and innovation to broaden their understanding and expertise

of their subject area. The supporting staffs are also encouraged to be

involved in research and innovation together with the academic staff to

reflect the research culture that exists in UiTM Pahang. Research is not

only limited to writing and publication, but also the creation and usage

of the latest technology in improving current processes and

procedures. This is especially apparent in the IID (Invention, Innovation

and Design Competition) held yearly in UiTM Pahang. The spirit of

cooperation among staff, client and community is very much apparent

in various community service activities organized by UiTM Pahang

involving staff and students and even the alumni working with the

community. It is hoped that by participating in community activities,

UiTM Pahang will produce professional graduates of high moral values.

Meanwhile, the five statements of the educational objectives that raps

in to the statement of educational goals, basically describe the need

for the university to instill all the elements of good conduct within the

students and staff to ensure credibility, quality, and accountability in

their work delivery, whether as students or staff. Even though MOHE

highlights the outcome mainly for the attributes of the graduates, we in

UiTM Malaysia also look into the attributes of staff. A well rounded and

able graduate is only possible if the university also focus on the human

capital development within the institution. That is the reason why our

philosophy, vision, mission, objective and goal do incorporate the

attributes of staff and management.

It can be seen that the vision, mission, objectives and educational

goals of UiTM Pahang do align to the vision, mission, objectives and

educational goals of UiTM Malaysia as a whole along with the National

Higher Education Strategic Plan 2007-2010 of the Ministry of Higher

Education, and eventually, the five national missions in the 9th

Malaysia Plan. It is significant that these statements translate into

aspirations to prepare quality human capital for the nation. Hence, in

UiTM Malaysia, they specifically cater to the accessibility of Bumiputera

towards pursuing quality higher education.

Figure 1.1: The Relationship Model of the Program Outcome

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 objectives of the UiTM Pahang are based on

UiTM Malaysia that underwent a thorough review exercise in the year

2002 up to 2004. A method of scenario planning was put into practice.

The top management, together with the senior management that

consist of heads of department, sat together, brainstormed, analyzed

the earlier version of the statements, thought out the probable changes

that might happen in the near future, medium term and long term, in

areas relating to social, technological, economic, environmental, and

political changes. These changes were paraphrased to form a probable

future that would range from the worst to the best scenario. Upon

consensus, the group later reconstructed the mission, that is, the

reason for existence, which is to offer access to tertiary education for

Bumiputera.

Concurrently drafted into the vision statement was the need for UiTM

Pahang to strive for a world-class standard, not merely for purposes of

branding and to boast of, but also as a launching pad to bring quality at

the doorstep of every Bumiputera in general, and the Malays, in

particular.

The process ended in 2004, and was later endorsed by the university

Board. Its implementation is manifested through the following

cascading schedule:

Board

Senate

Deans and Heads of Department

Heads of Program and Heads of Unit

Students and the general staff

1.1.4 Describe how the vision, mission and educational goals are made

known to the relevant parties.

The newly reworded philosophy, vision, mission and educational

objectives were first shared with the university’s general citizenry

through the Vice Chancellor’s speech in 2004 (refer to slide

presentation, Colmar January 2004). It was later made available

through a poster (refer to the framed poster on V/M/O) distributed to all

campuses and departments, after which it cascaded through

documents such as bulletin, diary, numerous introductory texts of

various university documents like annual reports, documentary CD on

Preparation for Life, and the university website.

Figure 1.2 Statements of Vision, Mission and Objective on the Website

All websites of sub-portals within the university’s network are required

to have a link to statements on the vision, mission and objectives of the

university. This is to ensure that consistency and shared vision are

institutionalized.

The information is cascaded down through top management (including

heads of programs and heads of unit), students and the general staff

via announcements in meetings, staff emails via Lotus notes and also

published in UiTM Pahang’s website, posters and banners displayed in

the university’s compound.

Figure 1.3 Statements of Vision and Mission on the Website of UiTM Pahang

Information on Enhanced Standards

1.1.5 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.

UiTM Pahang’s mission statement was derived in line with UiTM

Malaysia’s mission statement. It acts as a supplement while catering to

the needs of the state government and also meeting the needs of the

local Bumiputera community. This is to balance the participation of

Bumiputeras in the social and economic participation in the state. All

the keywords in the mission statement (refer to Table 1.1) have been

drafted in such a way that they reflect the original mission statement of

UiTM Malaysia.

Statements in the mission were derived from Article 153 of the Federal

Constitution in which the needs of Bumiputera are catered to, to ensure

social and economic balance in the nation. All the keywords in the

mission statement (refer to Table 1.0) have been drafted in such a way

that they would sustain any future changes and challenges in social,

technological, economic, environmental and political spectrum; hence,

the scenario planning was adopted when the university reanalyzed and

redrafted the statements in 2002.

1.1.6 State that the HEP’s planning and evaluation processes, educational

programs, educational support services, financial and physical resources, and

administrative processes are adequate and appropriate to fulfill its stated

goals.

The document Pelaksanaan Rancangan Malaysia Ke 9 UiTM Malaysia

(Implementation of the 9th Malaysia Plan in UiTM Malaysia), published

by the Centre for Strategic Planning in 2006, is seen as a

comprehensive reference material that incorporates the evaluation of

program achievement (Chapter 3), the educational support services,

financial and physical resources planning (Chapters 4, 5, 6, 7, 8, 10

and 11). The document was launched about a month following the

announcement of the national-level 9th Malaysia Plan. The university

has long been documenting its planning through the spirit of working

together between the Centre for Strategic Planning, that linked the

academic requirements of teaching & learning, research &

commercialization and community service, to the physical development

needs of the university, in tandem with the 6th, 7th, 8th MP and 9th

Malaysia Plan. The document is accessible through the Centre for

Strategic Planning (CSP), UiTM Pahang. For the 10thMalaysia Plan, the

centre has recently started roundtable discussions on planning for the

future. This time around, the Academic Affairs Division is preparing a

separate document basically catering for a possible model and

changes that might happen within the academic setup, prior to

submitting it to the CSP for consolidation. At the same time, the

Development office had also prepared the SOA of the future

development, which will later be incorporated into the UiTM Pahang

planning document. All these draft documents would be made available

during the site visit (refers to UiTM Pahang Strategic Planning 2006 –

2010).

1.2 Participation in the Formulation of Vision, Mission and Educational Goals

Information on Benchmarked Standards

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

programs.

Apart from the process mentioned in the previous section, the renewals

of educational programs are regularly conducted through the process

of curriculum review. The process is governed by the Senate, while its

management is under the purview of the Academic Quality Assurance

Unit, Academic Affairs Division. The whole process of curriculum

review can take the form of top-down or bottom-up movement. The top-

down process starts with the request made to the faculty from either

the ministry, the Board or the top management, to review the

curriculum, while the bottoms-up process starts from the faculty board

itself, and may be the result of a request from the external examiners

or other stakeholders. Please refer to the Curriculum Review flowchart

either in hard copy or through the website of the Academic Affairs

Division.

Information on Enhanced Standards

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.

UiTM Pahang will revise its vision, mission and educational goals in

accordance to any changes made in UiTM Malaysia’s vision, mission

and educational goals and State Government requirements.

Since 2000, when the university underwent the Change Management

project in consultation with Sapura Bhd, and followed by the ISO

project that had taken place from 2003 right up to 2006, all refinement

of the vision, mission and goals had been consistently reviewed

through a process of Plan-Do-Check & Act cycle. The university

engaged internal experts from CSP, AQA or InQKA to drive the review

of the overall university planning, programs planning and quality

management planning. An analysis would be conducted every half a

year under one of the departmental management review meetings

(extract of samples of minutes of meeting and the Quality Manual of

the university and all faculties and departments). Brainstorming

sessions would normally follow. A task force was then formed to take

any follow-up action on the review (please refer to the Pine Meeting,

Formation of the Task Force, and the document produced). Few other

samples are also available, including the 200,000 High Impact Project,

the 9th Malaysia Plan UiTM Malaysia, the draft document on the

Academic Blueprint and Strategic Planning for World-Class University

by CSP, being the latest.

1.3 Academic Autonomy

Information on Benchmarked Standards

1.3.1 Describe how the curriculum is designed and the resources allocated

to show sufficient autonomy in such functions.

Curriculum is under the ownership of the faculty therefore UiTM

Pahang is not involved in curriculum development and review unless it

is a totally new program. The latest policy on the offerings of new

programs is in consultation with respective faculties.

Prior to January 2009, the process of developing a new curriculum had

followed the procedure in the Guideline for New Programs, which was

prepared by the JPIPT in 2002. It can be found in the website of the

AQA unit under the Academic Affairs Division. (The document is still

available at the website as certain programs, although already

endorsed by the Senate and the Board before January 2009 are yet to

be approved by the JPIPT). Programs proposed and offered after

January 2009 will have to follow the COPPA requirements, the

guideline of which is also available in the AQA website, by forming a

link to the MQA official website.

Under the new guideline, each faculty is directed by its own academic

board which evaluates the comprehensiveness, the adequacy and the

thoroughness of the document prior to its submission to the MQA panel

for provisional accreditation, after which the proposal will be reviewed

for approval by the Senate, the Board, right up to the JPIPT,

respectively. Under this new procedure, the AQA unit will be the

evaluator at university level, assisting the faculty and ensuring

guidelines are adhered to. It will also be the unit responsible to liaise

with the MQA panel in arranging for external evaluation.

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?

Similar to UiTM Malaysia main campus, members of the academic staff

at UiTM Pahang are all assigned primary duties, according to their area

of expertise in the staff’s database known as STARS. They are allowed

to pursue their career accordingly up to PhD level. The process is clear

and is available in the Human Resource Department procedure. Each

faculty member is advised to prepare his own career plan and fulfill all

the required steps.

The procedure can be found in the website, i-Staff Portal,

(http://aplikasi.uitm.edu.my/portal_i-Staf/skrin) which acts as a gateway

to a one-stop centre consisting of various systems effectively

developed by the best among our pool of experts. The staff would have

log in into the i-Staff portal in order to gain access to ePTK, eCuti,

eKenaikan Pangkat,eBiasiswa, eDisiplin, eInventori Penilaian Kendiri,

eMaklumbalas, ePengambilan Staf (UiTM Malaysia Staff Only),

eKaunseling, eKiosk Peribadi, eMaklumbalas Pejabat Pendaftar and

eStatistik.

Prisma (http://prisma.uitm.edu.my/PRISMa09/electronicDirectory) is

also introduced as a tool for the academic staff to document and

manage the publications and innovations that have been done by

them. It serves as a database for easy access and reference of the

publications and innovations that have been created by all academic

staff.

Each faculty is allowed to conduct its own staff interview according to

discipline, under the purview of the Registrar’s Office. Please refer to

the Registrar’s Office website at

(http://www.pendaftar.uitm.edu.my/index.php) which describes the

management of recruitment exercises, be it for academics or non-

academics.

UiTM Pahang is also allowed to conduct its own staff interview

according to discipline under the purview of the Registrar’s Office,

where the faculty is represented by their respective Dean as a panel in

the interview in selecting successful candidates.

Similarly, each faculty has its own strategic plan for faculty

development, using the main Strategic Planning document, namely,

Pelaksanaan Rancangan Malaysia Ke 9 UiTM produced by the Centre

for Strategic Planning in 2006. This is specifically referred to in Chapter

7 of the said document. Each faculty has given its input on new

programs to be offered for the next five years.

Other than that, UiTM Pahang also has its own strategic plan for the

campus development; periodic Strategic Planning Retreat is also held

to review and monitor the progress of UiTM Pahang, in line with the

development of UiTM Malaysia as a whole and catering to the State

aspirations.

Information on Enhanced Standards

1.3.3 What are the HEP’s plans to expand the boundaries of academic

autonomy?

In view of the university’s aspiration of becoming a premier university of

world-class standing, it is now charting its way towards achieving the

research university status for it main campus, the newly completed

Puncak Alam campus, as well as the Sungai Buloh and Selayang

branches. The model (see Figure 1.3) is deemed viable based on the 1

University 2 Systems governance initiated earlier to cater for the High

Impact Project Enrolment of 200,000 proposed by the government

under the 9th Malaysia Plan. The concept embodies the whole

university, including branch campuses in each state, as a single entity,

that is, ONE university; however, with regards to the governance of

academic programs, it has been decided that there must a separation

in terms of management and administration, with one division catering

for degree and/or higher-level programs, and the other, catering for

diploma and/or lower-level programs. This two-pronged division would

ensure that the university will be able to move forward towards

achieving world standards, while at the same time maintaining its social

responsibility of providing a wide access for Bumiputera to obtain

tertiary education, thus following through the balancing Quality and

Quantity approach introduced in 2005.

Figure 1.3: The 1 University 2 Systems Model

The quest for RU status for the main campus was decided in 2007, and

it must be seen as a progression towards achieving world-class

standing. Currently, CSP is the department responsible in making sure

that the university is moving in tandem with the criteria set by the

MOHE committee.

Meanwhile, UiTM is in the process of documenting the Academic

Blueprint to ensure that the efficiency and effectiveness of academic

operations be put in place. The 12 other main state branch campuses

are to be clustered according to the physical zone, that is, the Northern

zone which will consist of the Perlis, Kedah, Pulau Pinang and Perak

campuses; Negeri Sembilan, Melaka, and Johor will come under the

Southern Zone; Pahang, Terengganu, and Kelantan campuses will be

clustered under the Eastern Zone; while Sabah and Pahang campuses

will be under the East Malaysia Zone. Under the structure, all programs

offered at multiple sites will have a proper caretaker; to name a few,

the Head of Lead Program and the Head of Anchoring Faculty for each

zone. For detailed explanation, the Deputy Vice Chancellor of

Academic Affairs will brief on this during the site visit.

In view of the top management’s aspiration of creating twelve

independent universities, UiTM Pahang has been identified as one of

the branch campuses to be upgraded to a university status. Each

campus will be segregated and developed as a university by its own.

On the frontline of this new aspiration, UiTM Pahang, UiTM Perak and

UiTM Perlis is set to be the pioneer of this new change. Each campus

is now required to produce its own SRP and SRR to comply with MQA

requirements.

1.4 Learning Outcomes

Information on Benchmarked Standards

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.

UiTM offers programs over a wide spectrum, ranging from diploma

right up to PhD level for disciplines which include the Health Sciences,

Engineering, Business & Accounting, and Arts & the Humanities.

Majority of the degree and diploma programs have begun to undergo

the shift towards Outcome-Based Education. In UiTM, all the 24

faculties are grouped into three main clusters, namely: Science &

Technology, Business & Management, and Social Sciences &

Humanities. There are 12 faculties under the S&T cluster, five faculties

under Business & Management, while seven faculties and one

academy are under the Social Sciences and Humanities.

UITM PAHANG LEVELS OF PROGRAM AND LOs

In UiTM Pahang, there are 13 programs and 11 faculties grouped

under the three main clusters of Science & Technology, Business &

Management, and Social Sciences & Humanities. There are 4 faculties

under the S&T cluster, 3 faculties under Business & Management,

which 3 faculties and one academy are under the Social Sciences and

Humanities.

UiTM offers programs over a wide spectrum, ranging from diploma

right up to PhD level for disciplines which include the Health Sciences,

Engineering, Business & Accounting, and Arts & the Humanities.

Majority of the degree and diploma programs have begun to undergo

the shift towards Outcome-Based Education. In UiTM, all the 24

faculties are grouped into three main clusters, namely: Science &

Technology, Business & Management, and Social Sciences &

Humanities. There are 12 faculties under the S&T cluster, five faculties

under Business & Management, while seven faculties and one

academy are under the Social Sciences and Humanities.

UiTM offers programs that spread over the range from diploma right up

to PhD for fields ranging from Health Sciences, Engineering, Business

&Accounting and Art & Humanities. Majority of degree program and

diploma program had undergone the migration plan towards the

Outcome Based Education. In UiTM, all the 24 faculties are grouped

into three + 1 main clusters: Science & Technology, Health Sciences,

Business & Management and Social Sciences & Humanities. There are

8 faculties under the S&T cluster, 4 under the Health Sciences, 5

faculties under the Business & Management while 7faculties and 1

Academy are under the Social Sciences and Humanities cluster.

Each program has its own program outcome, but each one is seen to

reflect the key element or key word found in the vision, mission and

objective of the university.

A table of generic program outcomes had been produced as in Table

1.2.Elements in these can be mapped to the keyword found in the

Table 1.1earlier. It shall be made available during the site visit.

These generic learning outcomes can be seen to have the elements

that would drive the mission in view of realizing the vision of the

university to be of a world class standing. Each of the generic POs of

the clusters do cater to at least one of the key elements in the mission,

vision and educational goal statement of the university.

The committee that prepares the program outcome at each faculty

started their process, by revisiting the vision, mission and objective of

the university along with the nine learning outcome of the nation. They

then also refer the program standard prepared by MQA, to get ideas of

what elements must be in those learning outcome according to specific

field. By doing so the alignment is assured.

Figure 1.4: Academic Program Quality Assurance System

Table 1.3: Generic Program Outcome According to the Cluster of Fields in UiTM

Science & Technology Health Sciences Management & Business Social Sciences & Humanities

Ability to acquire and apply

basic knowledge of science,

mathematics and the specific

field discipline.

Equipped with detailed

theoretical and practical

knowledge on professional

health sciences practices.

Apply the principles of

management in business and

accounting activities.

Ability to retranslate what they

understand from the text into

synthesis of their own which

they can subsequently express

on their own, either verbally or

in written form, using

information and

communication technology as

an enabling tool.

Ability to communicate

effectively, not only with the

specific field discipline

fraternity but also with public.

Able to recommend the most

appropriate solution to fulfill

specific health needs.

Identify and take advantage of

business opportunities locally

and globally.

Demonstrate rigorous

(scientific) approach,

professionalism and strong

moral and ethical values

ingenerating and sharing

knowledge.

Ability to identify, formulate

and solve specific field

discipline problems.

Aware of the possible

medications, their composition,

and any unique applications or

potential limitations of their

solution.

Apply and use ICT in business

environment.

Describe, conceptualize,

theories and apply relevant

concepts and perspectives in

solving selective concrete

issues affecting real life

communities and society.

Ability to use a system

approach to design and

evaluate operational

performance.

Capable of ensuring the

delivery of optimum

medication.

Apply the tools and techniques

in major functional areas of

business.

Engage both creatively and

critically in a given discourse to

problems and issues of society

and culture.

This involves the ability to

appreciate the aesthetical and

civilization dimensions of

human development and the

capacity to sieve through or

question certain prevalent

paradigms and assumptions in

society with a view of seeking

alternative modes of

understanding and

explanation.

Ability to act effectively as an

individual and in a group, with

leadership and managerial

capabilities.

Capable of compounding the

appropriate medicine.

Demonstrate conduct that is

consistent with business ethics

and local culture.

Use their intellectual

imagination to situate and

contextualize their

understanding and explanation

of human social behavior at

the micro level in broader

historical and structural terms,

and who are able to mediate

their understanding and

explanation in both local and

global terms.

1.4.2 Specify the broad competencies and attributes expected of students

upon completion of a period of study.

UiTM takes pride in providing wholesome education to its students, and thus

helps make their presence in the University a valuable experience. The

University’s academic regimen offers students the advantage of fulfilling the

didactic demands of tertiary education in the realm of acquired knowledge and

that of revealed knowledge. While the former is meant to ensure excellence in

education, the latter is incorporated into the curriculum as a means of

inculcating good spiritual values in the students, the manifestation of which

would carry them through life as personalities of high integrity whatever their

position in the world of work. The goal to engender towering personalities out

of UiTM’s graduates through well-structured curriculum and co-curriculum

development is in tandem with the University’s objective of molding students

who are all-rounder and imbued with admirable attributes including

competitiveness, dynamism, confidence and maturity, and also the fear of

God.

The University’s focus on the acquisition of soft skills, which is embedded in

the curriculum through various course requirements like oral presentation of

reports for a wide spectrum of core subjects across discipline, or through non-

core subjects like public speaking, communication skills and

entrepreneurship. In this context, the value-added element is the use of

English as the University’s medium of instruction, which greatly aids student

development beyond the demands of classroom environment. The expansive

exposure in the use of English in virtually all the learning environments

throughout the duration of their studies in UiTM, will inevitably impact

positively on their communicative skills in the world of work. Similarly, their

business acumen is sharpened through exposure in the course

entrepreneurial skills, which will ultimately help the students gain the cutting

edge should they choose to build a career in the commercial or business

sector.

The University’s co-curriculum further reinforces its student development

agenda. Not only are students able to further enhance their soft skills, but also

gain more in terms of confidence building, negotiation skills and leadership

training. This they attain through their involvement in a wide range of activities

encompassing the arts (e.g. theatre and literary genres), sports (e.g. extreme

sports and recreational pursuit),uniformed groups (e.g. military-based and civil

defense), soft skills (e.g. debating, public speaking and religion-based

pursuit), and other activities with the common goal of focusing on character

building to mould towering personalities.

In summary, the generic competencies of UiTM graduates are captured under

the 21 Attributes Model Graduates but it still can be coined as a simple tagline

that UiTM will produce graduates that are professional in their field of study and versatile in their soft skills attributes.

Figure 1.4: 21 Graduates’ Model of UiTM

The generic learning outcomes can be seen to have the elements that would

drive the university’s mission with the view of realizing its vision. Each of the

generic POs within the respective clusters caters to at least one of the key

elements in the mission, vision and educational goal statements of the

university (i.e., professional, research, community services).

1.4.3 Describe how these relate to the existing and emergent needs of the

profession, discipline and the larger society.

The generic program outcomes, according to clusters, relate specifically to the

emergent needs of the general public by addressing the means by which each

statement matches the nine learning outcomes at national level. In so doing,

at least, the needs of the profession, the discipline and society at large would

be very much assured. Each program that has undergone the curriculum

review under the OBE has its own program outcome. This can be viewed from

among the 71 program which have been approved by the Senate for the past

two years, including, FSPPP, FTMSK, FSK, FKA, and FSSR, among others.

The mapping of Course outcome to program outcome, then from program

outcome to MOHE Learning Outcome, together with catering to the taxonomy

levels are some but few steps taken in order to build in quality into the

program hence preparing the graduates to embraced the ever complex and

changing societal need.

Information on Enhanced Standards

1.4.4 Explain how the competencies are related to the needs of the student

in his future workplace, further studies and good citizenship.

The competencies to be developed within the graduates as stipulated in the

respective program outcome and how those maps to the learning outcome of

the MOHE ensures the relevancy to the industry need and future workplace.

REFERENCES

1. Pelaksanaan Rancangan Malaysian ke 9 UiTM (2006) Pusat Perancangan Strategik UiTM

2. Deraf Academic Blueprint UiTM (2009), Bahagian Hal Ehwal Akademik

3. Blueprint of the High Impact Project Enrolment 200,000 UiTM4. Amanat Naib Canselor 20045. Amanat Naib Canselor 20056. Amanat Naib Canselor 20067. Amanat Naib Canselor 20078. Amanat Naib Canselor 20089. Amanat Naib Canselor 200910.The Curriculum Review Document of faculties (2007-2009)11.AKNC Dokumen 200912.http://www.uitm.edu.my 13.http://www.Pahang.uitm.edu.my