Program Standards Computing

2014
PROGRAMME STANDARDS:
COMPUTING
Programme Standards: Computing

First Edition 2010
Second Edition 2014
Malaysian Qualifications Agency

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Malaysian Qualifications Agency 2015

ISBN:
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The Standards Division
CONTENTS
FOREWORD ......................................................................................................................I
ABBREVIATIONS ............................................................................................................II
2.
PROGRAMME AIMS............................................................................................9
3.
LEARNING OUTCOMES ...................................................................................14
4.
CURRICULUM DESIGN AND DELIVERY .........................................................20
5.
ASSESSMENT OF STUDENT LEARNING .......................................................26
6.
STUDENT SELECTION .....................................................................................30
7.
ACADEMIC STAFF ............................................................................................35
8.
EDUCATIONAL RESOURCES ..........................................................................38
9.
PROGRAMME MONITORING AND REVIEW ...................................................40
10.
LEADERSHIP, GOVERNANCE AND ADMINISTRATION ................................42
11.
CONTINUAL QUALITY IMPROVEMENT ..........................................................44
REFERENCES ................................................................................................................45
APPENDIX 1 ...................................................................................................................47
APPENDIX 2 ...................................................................................................................48
APPENDIX 3 ...................................................................................................................54
APPENDIX 4 ...................................................................................................................73
FOREWORD
In its effort to ensure the quality of programmes in institutions of higher learning in
Malaysia, Malaysian Qualifications Agency (MQA) has published various documents
such as Malaysian Qualifications Framework (MQF), Code of Practice for Programme
PROGRAMME STANDARDS: COMPUTING
Accreditation (COPPA), Code of Practice for Institutional Audit (COPIA), Guidelines

to Good Practices (GGP) and Programme Standards (PS). It is important that these
quality assurance documents be read together with this document in developing and
delivering higher education programmes in Malaysia.
The Programme Standards document outlines sets of characteristics that describe

and represent guidelines on the minimum levels of acceptable practices that cover all
the nine Malaysian quality assurance areas: programme aims and learning
outcomes, curriculum design and delivery, assessment of student learning, student
selection, academic staff, educational resources, programme monitoring and review,
leadership, governance and administration, and continual quality improvement. The
Programme Standards for Computing covers the education levels from certificate to
doctoral.
This Programme Standards document has been developed by a panel of experts in

consultation with various public and private Higher Education Providers (HEPs),
relevant government and statutory agencies, professional bodies, related industries
and students. My deepest gratitude goes to them and the MQA officers who put forth
tremendous effort and generously gave their time in realizing the Programme
Standards for Computing.
Thank you.
Dato Prof. Dr. Rujhan Bin Mustafa

Chief Executive Officer
Malaysian Qualifications Agency (MQA)
2015
ABBREVIATIONS
ACM
Association for Computing Machinery
BOK
Body of Knowledge
CGPA
Cumulative Grade Point Average
COPIA
Code of Practice for Institutional Audit
COPPA
Code of Practice for Programme Accreditation
CPD
Continuous Professional Development
CS
Computer Science
GGP
Guidelines to Good Practices
HEP
Higher Education Providers
ICT
Information and Communication Technology
IEEE-CS
The Institute of Electrical and Electronics Engineers Computer

Society
Information System
IT
Information Technology
MGC
Minimum Graduating Credits
MQA
MQF
Malaysian Qualifications Framework
SE
Software Engineering
ii
IS
1. INTRODUCTION
Computing, for the purposes of this Programme Standards involves the study of
computers and their applications. Thus, Computing includes designing and building
hardware and software systems for a wide range of purposes; processing,
structuring, and managing various kinds of information; carrying out scientific studies
using computers; making computer systems behave intelligently; creating and
using communications and entertainment media; finding and gathering information
relevant to any particular purpose.
In the Malaysian context, Information and Communication Technology (ICT) is widely

used as a phrase to describe Computing. As a result, Computing degrees have
always been referred to as ICT degrees.
For the purpose of Malaysian Higher Education sectors, the learning framework is
based on the ACM Problem Space of Computing. Computing is broadly categorised
into four (4) major disciplines namely Computer Science, Software Engineering,
Information Technology and Information Systems:

i.
Computer Science: Graduates of this discipline, called Computer Scientists,

should be prepared to work in a broad range of positions involving tasks from
theoretical work to software development and can adapt to innovations in
ICT; essentially they are able to:
a. Designing and implementing software.
b. Devising new ways to use computers.
c. Developing effective ways to solve computing problems.
d. Planning and managing organizational technology infrastructure.
ii.
Software Engineering:
Graduates of this discipline, called Software
Engineers, should be able to perform and manage activities at every stage of

the life cycle of large-scale Software systems; they become specialist in
designing and implementing software in the large.
iii.
Information Technology: Graduates of this discipline, called Information

Technology Professionals, should be able to work effectively at planning,
implementation, configuration and maintenance of an organisations

computing infrastructure; prepared to succeed in roles involving planning and
managing technology infrastructure.
iv.
Information
Systems: Graduates
of this
discipline, called Information
Systems Specialists, should be able to analyse information requirements

and business processes and be able to specify and design systems
that are aligned with organisational goals.
The four (4) disciplines provide the basic platform for placement of computing
programmes. It is worth clarifying that Computer Science and Software Engineering
programs prepare students for computing technology creation, while Information
Technology and Information System are more designed for roles as experts in using
technologies. The other disciplines such as computer engineering and creative
multimedia programmes are not covered within this standard. Any programmes that
do not comply with this standard should not use the naming conventions specified in
this programme standard.
2
clear that each of the four disciplines are different. For this reason, the
nomenclature of diploma and bachelor degree awards in Computing must be
prefixed by these four disciplines to avoid confusion. Consistent nomenclature
will reduce the gap between the fresh graduates capabilities and expectation of
employers. However for other than Diploma and Bachelors Degree programmes,
HEPs may determine the specific nomenclature for their awards based on existing
national and international best practices.
Further, potential employers of new computing bachelor degree graduates must be
To help employers select the right graduates for the ICT job role, Multimedia
Development Corporation (MDeC) has developed Skills Competency Matrix (SCM).
This enables the learning outcomes of the four disciplines to be mapped to the job
functions in ICT as shown in the table in Appendix 2. Some examples are shown in
the table below:
Job Type
Alternative Job Titles
Programmer
Programmer
Software Engineer
Discipline of Fresh Graduates

Computer Science
Software Developer
Network
Systems Engineer
Engineer
Systems Administrator
Computer Science
IT Administrator
Database administrator
Database
Database Analyst
Administrator
Database Engineer
Computer Science
Information Systems
Database Specialist
Table 1: Skills Competency Matrix (SCM)
Computer Science spans a wide range, from its theoretical and algorithmic
foundations to cutting edge developments in Robotics, Computer Vision, Intelligent
Systems, Bioinformatics, Forensic Computing and other exciting areas. It involves
designing and implementing software, devising new ways to use computers and
developing effective ways to solve computing problems.
Computer Science offers a comprehensive foundation that permits graduates to

adapt to new technologies and ideas. Computer scientists extend theories and
practice for implementation of computer systems which has grown to include
aspects of web development, interface design, security issues, mobile computing,
and involvement in devising new ways to use computers. Computer scientists are
expected to be flexible in performing all types of computing task including software
development, system administration, information analysis etc.
The general learning framework of the discipline is as mapped by the shaded portion
of the diagram below:
Diagram 1: Association for Computing Machinery (ACM) Problem Space Computing
Software Engineering is the discipline of developing and maintaining software

systems that behave reliably and efficiently, is affordable to develop and maintain and
built to customers specifications. It has evolved in response to factors such as the
growing impact of large scale software systems in a wide range of situations and the
increased importance of software in safety-critical applications.
Software Engineering programmes produce graduates, who can understand user

requirements and develop software systems. Software Engineers are expected to
develop systematic models and reliable techniques for producing high-quality
software on time and within a budget.
Computer Science.

Software Engineering.
Information Technology in the broadest sense refers to all aspects of computing.

However, in academia, it often refers to meeting the technological needs of business,
government, healthcare, schools, and other kinds of organisations through the
selection, creation, application, integration and administration of computing
technologies.
IT
graduates are
trained
to
focus on
the
configuration needs of organisations and people
application,
deployment, and
over a wide spectrum. IT
Professionals have a special focus on satisfying organisational needs that arise from
Computing Technology. They assume responsibility for selecting hardware and
software appropriate for an organisation, integrating these with organisational needs
and its infrastructure, and installing, customising, and maintaining those applications
for the computer users in the organisation.

Information Technology.
processes to meet the information needs of businesses and other enterprises,

enabling
them to achieve
their objectives
in effective, efficient ways. This
disciplines perspective on Information Technology emphasises Information, and

views technology as an instrument for generating, processing and distributing
information.
Information Systems programmes prepare graduates to work with business support

applications such as payroll, accounts, receivables and inventory management.
Information Systems Specialists are expected to become familiar with computer
applications related to these traditional business areas, especially databasemanagement systems and spreadsheets, and other off-the-shelf software products.
Information Systems integrate Information Technology solutions and business
Information System.
As a whole, the Programme Standards for Computing describes the different

levels of standards
leading to the award of individual qualifications, namely
Certificate (Malaysian Qualifications Framework MQF Level 3), Diploma (MQF

Level 4), Bachelors Degree (MQF Level 6), Masters Degree (MQF Level 7) and
Doctoral Degree (MQF Level 8). It has not incorporated Advanced Diploma (MQF
Level 5) as the expert focus group for the Programme Standards felt that the
qualification best fits the needs and demands of the non-conventional student entry
mode and should be given opportunity to develop in accordance to the demand for
such a qualification in the future.
These standards are designed to encourage diversity of approach within a framework

that is compatible with the national and global human resource requirements and the
socio-economic needs. HEPs are expected to combine, teach and assess the subject
matter creatively. The Programme Standards provides an inventory of content;
delivery and assessment of programmes, thus enabling identification of vital
components of qualifications from Certificate to Doctoral awards.
As the statements within the Programme Standards should be viewed as benchmark

statements, HEPs are encouraged to go beyond the basic minimum. This document
is also
intended to
be
valuable
to
potential
students,
their
parents and
guardians, employers, professional and regulatory bodies, universities, colleges

and schools. Assessors and Auditors are guided by these standards in arriving at
their recommendation and conclusions.
The development and implementation of this Programme Standards is to ensure that

the graduates meet the professional requirements and expectations in their
respective fields. HEPs must take into consideration the balance between the
fundamental body of knowledge and the rapidly evolving subject matter and introduce
effective and sustainable programme improvement. In doing so, the providers should
also ensure that the graduates obtain the necessary skills to function effectively.
This is the second edition of the Programme Standards for Computing. A review has
been done to the previous Programme Standards: Computing that has been adopted
as a guide since 2010 by HEPs in Malaysia. This review process is to ensure that the
document is updated with current policies and development of computing
It is important to note that all partnership or collaborative programmes should also

comply with the requirement of this Programme Standards.
As the purpose of this Programme Standards is to provide guidelines in relation to the

development and conduct of programmes in the identified fields, it is of paramount
importance that this document be read with other quality assurance documents and
policies by the Malaysian Qualifications Agency and related agencies. These include
but are not limited to:
i.
The Malaysian Qualifications Framework (MQF);
ii.
The Code of Practice for Programme Accreditation (COPPA);
iii.
The Code of Practice for Institutional Audit (COPIA); and
iv.
Relevant Guidelines to Good Practices (GGP).
transformation.
2. PROGRAMME AIMS
A Programmes stated aims reflect what it wants the learner to achieve. It is crucial
for these aims to be expressed explicitly and be made known to learners and other
stakeholders alike (COPPA, 2008, pp.10).
CERTIFICATE (Malaysian Qualifications Framework, MQF Level 3)

Computing programmes at Certificate level aim to provide computing graduates with
a broad range of interpersonal skills and an in-depth understanding and knowledge
within their field of study to responsibly take on appropriate jobs. The nomenclature
for the Certificates, for example, Certificate in PC Maintenance and Certificate in
Networking should reflect concentration areas of the Programme.
The programme aims for a Certificate are to train graduates who:

i.
possess basic knowledge and skills in computing;
ii.
can utilise computing tools and techniques by applying knowledge and

interpreting information to solve problems;
iii.
can execute routine tasks and are proficient in the use of relevant tools in
their area of training;
iv.
can perform IT support services;
v.
have communication, team and interpersonal skills, and are aware of their
social and ethical responsibilities; and
vi.
possess skills for lifelong learning and career development.
DIPLOMA (MQF Level 4)

Computing programmes at Diploma level aim to provide graduates with the
skills and a broad-based knowledge to responsibly take on appropriate jobs with
moderate autonomy. The graduates should possess a combination of knowledge and
skill to assist in an organisations computing needs.
Generic Programme aims for a Diploma are to prepare graduates who:

i.
possess relevant knowledge, skills and aptitude to meet job specifications;
ii.
can utilise current computing tools and techniques by applying knowledge

and interpreting information to solve problems;
iii.
can execute and be responsible for routine tasks;
iv.
have effective communication skills to convey information, problems and

solutions;
v.
have team and interpersonal skills, and are aware of their social and
ethical responsibilities; and
vi.
possess skills for lifelong learning and career development.
Subject to the concentration in a particular Diploma and its nomenclature, the

specific Programme aims for two categories consisting of four (4) Disciplines
identified in this Programme Standards are:
A. Computer Science or Software Engineering

The Programme should prepare graduates who:
i.
have knowledge of algorithms, software methods and current programming

languages;
ii.
have the ability to analyse, design and develop computer applications;
iii.
have the ability to assist in the development of systematic models; and
iv.
have the skills to adhere to standard process-oriented methodologies and
B. Information Technology or Information Systems

i.
have knowledge of organisational and systems needs;
ii.
have the ability to configure, integrate, deploy systems and utilise software
according to the organisational needs as well as providing maintaining and
technical support within the organisations; and
iii.
have the ability to explain the concept importance of human-computerinteraction.
BACHELORS DEGREE (MQF Level 6)

Computing programmes at Degree level aim to provide graduates with sufficient
knowledge and skills to take on appropriate responsibility with a higher degree
of autonomy from the Diploma holders. The graduates should possess the ability to
be responsible for an organisations computing needs.
procedures for producing high-quality software on time and within a budget.
10
Generic programme aims for a Bachelors Degree are to prepare graduates who:
i.
possess skills for lifelong learning, research and career development;
ii.
have communication, team, leadership and interpersonal skills, and aware

of the social, ethical and legal responsibilities; and
iii.
have entrepreneurial skill and a broad business and real world perspective.
Subject to the specialisation/major/minor in a particular Bachelors Degree and its

nomenclature, the specific Programme aims for the four (4) Disciplines identified
in this Programme Standards are:
A. Computer Science
i.
possess fundamental knowledge, principles and skills in Computer Science;
ii.
have strong analytical and critical thinking skills to solve problems by

applying knowledge, principles and skills in Computer Science;
iii.
possess and able to apply fundamental mathematical, scientific and

theoretical
11
computing knowledge
in analysing, modelling, designing,
developing and evaluating computing solutions; and

iv.
understand the interplay between theory and practice of computer science

and the essential links between them;
B. Software Engineering
i.
possess fundamental
knowledge, principles and skills in Software
Engineering;
ii.
have strong analytical and critical thinking skills to solve problems
by
applying knowledge, principles and skills in Software Engineering; and

iii.
are competent in
applying
appropriate
methodologies,
models
and
techniques that provide a basis for analysis, design, development, testing

and implementation, evaluation, maintenance and documentation of a large
scale software system.
C. Information Technology
i.
possess fundamental knowledge, principles and skills in Information

Technology;
ii.
have strong analytical and critical thinking skills to solve problems by

applying knowledge, principles and skills in Information Technology;
iii.
possess the ability to design, implement and manage
Information
Technology solutions and resources, and recognise the impact of technology

on individuals, organisations and society; and
iv.
possess skills to integrate various technology solutions.
D. Information Systems
i.
possess fundamental knowledge, principles and skills in Information

Systems;
ii.
have strong analytical and critical thinking skills to solve problems
by
applying knowledge, principles and skills in Information Systems;

iii.
understand business requirements and have the ability to plan, design and
manage business Information Systems, with the relevant technology and
12
knowledge to enhance organisational performance; and

Support the design and IT solutions.
MASTERS DEGREE (MQF Level 7)

Computing programmes at Masters level aim to provide Masters Degree holders
with advanced knowledge and skills to deal with an organisations computing needs.
The programmes are aimed to cater for both computing and non-computing
graduates. In applying the aims below, HEPs are required to adapt in accordance to
the needs of the candidates.
The programme aims for a Masters level are to:
i.
provide graduates with advanced knowledge and skills in computing;
ii.
equip graduates with advanced theoretical principles and scientific methods

to create effective solutions to problems and to evaluate them;
iii.
train graduates to work on a project in which they propose, design, build,

test, analyse, and deliver a computing solution to meet
appropriate
computing standards and realistic constraints;

iv.
instill graduates with skills to seek knowledge through lifelong learning;
iv.
v.
equip graduates with the ability to supervise and carry out research under
supervision;
vi.
develop graduates effective communication skills in both written and oral

form; and
vii.
inculcate graduates with professional and ethical responsibilities as well as
understanding
the
possible
social,
economic,
cultural,
legal
and
environmental impact of their computing solutions in the global context.
DOCTORAL DEGREE (MQF Level 8)

Doctoral level qualification should provide graduates with the ability to develop and
expand knowledge and application of computing, both in the organisation and
society.
The programme aims for a Doctoral level are to:

i.
prepare competent practitioners/researchers with a firm grounding in

computing who can foster research and development of new knowledge in
specific areas;
13
ii.
equip practitioners/researchers with in depth knowledge of computing and a

focused understanding in the area of expertise;
iii.
prepare practitioners/researchers who can apply skills and principles
of
lifelong learning in academic and career development;

iv.
develop practitioners/researchers effective communication skills in both

written and oral form;
v.
equip practitioners/researchers with the ability to supervise and carry out

independent research; and
vi.
inculcate
practitioners/researchers
responsibilities
with
professional
and
ethical
as well as understanding the possible social, economic,
cultural, legal and environmental impact of their computing solutions in the

global context.
3. LEARNING OUTCOMES
Learning Outcomes are detailed statements described in explicit terms of learners
achievement and are achievable and assessable upon completion of a period of
study.
The quality of programme is ultimately assessed by the ability of the learner to carry
out their expected roles and responsibilities in society. This requires the programme
to have a clear statement of the learning outcomes to be achieved by the learner
(COPPA, 2008, pp.11).
These learning outcomes should cumulatively reflect the eight domains of

learning outcomes, which are significant for Malaysia (MQF, 2007, Para 15, pp.4)
and are related to the various levels of taxonomy accordingly, in line with national and
global developments.
The eight domains of learning outcomes are:

knowledge;
ii.
practical skills;
iii.
social skills and responsibilities;
iv.
values, attitudes and professionalism;
v.
communication, leadership and team skills;
vi.
problem solving and scientific skills;
vii.
information management and lifelong learning skills; and
viii.
managerial and entrepreneurial skills.
The knowledge and practical skills in computing encompass five areas in the
Association for Computing Machinery (ACM) Problem Space Computing as follows:
i.
Organisation issues and information system.
ii.
Application technologies.
iii. Software methods and technologies.

iv. System infrastructure.
v.
Computer hardware and architecture.
14
i.
CERTIFICATE
Upon completion of the programme, graduates should be able to:
i.
demonstrate an understanding of basic knowledge and skills in their area of

concentration;
ii.
utilise computing tools and techniques to solve problems related to the area
of concentration;
iii. perform a range of support tasks such as installation, configuration, basic
maintenance and data entry;
iv. execute instructions as described in user and technical manuals;
v.
apply skills and principles of lifelong learning in academic and career

development;
vi. communicate effectively with peers, clients, superiors and society at large;
vii. demonstrate teamwork, interpersonal, and social skills; and
viii. demonstrate
professionalism,
social
and
ethical
considerations
in
accordance with ethical and legal principles.
DIPLOMA
15
Generic learning outcomes

i.
demonstrate the ability to articulate and document work-flow and processes

during project development;
ii.

development;
iii. communicate effectively with peers, clients, superiors and society at large;
iv. demonstrate teamwork, interpersonal, entrepreneurial and social skills; and
v.
demonstrate professionalism and social and ethical considerations in

accordance with ethical and legal principles.
Subject to the concentration in a particular Diploma and its nomenclature, the

specific learning outcomes for the four (4) Disciplines identified in this
Programme Standards are:
A. Computer Science or Software Engineering

i.
develop and write computer programmes using at least one industry relevant
general purpose programming language;
ii.
analyse
a problem, model and design a solution, implement and test
projects to meet real world needs;

iii. select appropriate data structure and basic algorithms for software solutions;
iv. use industry relevant methods and tools to manage, configure and develop
computer-based systems; and
v.
apply industry standard practices in software development life cycle.
B. Information Technology or Information Systems

i.
obtain, analyse and document user requirements for real-world projects;
ii.
develop appropiate IT solutions in relevant areas;
iii. design and manage computer networks or information system;

iv. provide technical support, configure, deploy and maintain computer
solutions; and
interpret information and system models for an organisations functional
areas.
BACHELORS DEGREE
Generic learning outcomes
i.

development;
ii.
communicate effectively with peers, clients, superiors and society at large;
iii. demonstrate teamwork, leadership, interpersonal and social skills;

iv. utilise relevant techniques and demonstrate analytical and critical thinking
skills in problem solving;
v.
demonstrate professionalism and social and ethical consideration in

accordance with ethical and legal principles; and
vi. apply broad business and real world perspectives daily and demonstrate
entrepreneurial skills.
v.
16
Subject to the specialisation/major/minor in a particular Bachelors Degree and its

nomenclature, the specific learning outcomes for the four (4) disciplines
identified in this Programme Standards are:
A. Computer Science

i.
demonstrate knowledge of essential facts, concepts, principles, and theories

relating to Computer Science;
ii.
analyze algorithms as well as design and optimize computational solutions;

and
iii. apply computing skills in analyzing, modelling, designing, developing,

programming and evaluating efficient computing solutions.
B. Software Engineering
i.

relating to Software Engineering;
17
ii.
apply theoretical principles of Software Engineering in relevant areas; and
iii. apply appropriate methodologies, models and techniques that provide a

basis for analysis, design, development, test and implementation, evaluation,
maintenance and documentation of a large scale software.
C.
i.

relating to Information Technology;
ii.
apply theoretical principles of Information Technology in relevant areas; and
iii. design, implement and manage Information Technology solutions and

resources, and recognise the impact of technology on individuals,
organisation and society.
D. Information Systems
i.

relating to Information Systems;
ii.
demonstrate understanding of business requirement;
iii. apply theoretical principles of Information Systems in relevant areas; and

iv. be able to plan, design and manage business Information Systems, with the
relevant technology and knowledge to enhance organisational performance.
MASTERS DEGREE
i.
apply and integrate knowledge concerning current research issues in

computing
and produce work that is at the forefront of developments in the domain of
the programme of study;
ii.
evaluate and analyse computing solutions in terms of their usability,

efficiency and effectiveness;
iii. develop computing solutions and use necessary tools to analyse their
performance;
iv. apply existing techniques of research and enquiry to acquire, interpret and
v.
communicate and function effectively in a group;
vi. prepare, publish and present technical material to a diverse audience; and
vii. demonstrate behaviour that is consistent with codes of professional ethics
and responsibility.
DOCTORAL DEGREE
i.
demonstrate a systematic comprehension and in-depth understanding of

a discipline and mastery of skills and research methods related to the field
of computing;
ii.
critically analyse, evaluate and synthesise new and complex ideas;
iii. show scholarly capabilities to generate, design, implement
and adopt
the integral part of the research process based on the computing

theoretical framework;
iv. contribute to original research that broadens the boundary of knowledge
through an in-depth thesis, which has been presented and defended
extend, knowledge in computing;
18
according to International standards including writing in Internationally

refereed publications;
v.
communicate to peers, scholarly communities and society at large through

the preparation, publication and presentation of technical material;
vi. promote the technological, social and cultural progress in a knowledge-
based society in both academic and professional contexts;
19
vii. demonstrate behaviour that is consistent with codes of professional ethics,

legal requirements and responsibility; and
viii. supervise research projects.
4. CURRICULUM DESIGN AND DELIVERY

For the purpose of this Programme Standards, reference is made to the Code of
Practice for Accreditation of Programmes (COPPA) and in particular, the section on
Curriculum Design and Delivery. The term curriculum design and delivery is used
interchangeably with the term programme design and delivery. Programme means
an arrangement of courses that are structured for a specified duration and the
learning volume to achieve the stated learning outcomes to lead to an award of a
qualification (COPPA, 2008, pp.12).
This section of the Programme Standards contains benchmarked statements

pertaining to the structure and delivery of a programme within the field of Computing.
Tables below represent the benchmark requirements for all levels of qualifications
and they include the requirements for the various classifications of modules
(compulsory, core, concentration/specialization, field elective and free electives).
Specific requirement as to the body of knowledge for the different levels (Certificate
Doctoral Degree) and disciplines are provided in Appendix 3. HEPs are given the
body of knowledge indicated in this document. For academic collaboration

programmes such as 3+0 in computing, the local HEPs shall deliver original
curriculum offered by the foreign partner HEPs in its entirety.
Programming skills and the ability to learn new programming languages is very
important in computing, especially in computer science and software engineering. For
computer science programmes, students need to master a programming language
that will enable them to appreciate the underlying computer architecture and prepare
them for other critical programming tasks, such as C/C++. In addition they will need
to master a second programming language that is relevant to the programme.
Industrial training is crucial in the development of students maturity and experience.
Hence, HEPs need to allocate a required number of units for this purpose. For the
purpose of calculation of credits 1 credit is equal to a minimum of 2 weeks of training.
For bachelors degree programme it is highly recommended the duration for industrial
flexibility to design their own programmes; however, they are expected to cover the
20
training should be around six consecutive months. While for diploma programme the
recommended duration is three consecutive months.
CERTIFICATE
Minimum Graduating Credits 60
Component
Percentage (%)
Credits
Mata Pelajaran Umum (MPU Modules
10 15
6-9
Core Modules
30 - 35
18 - 21
Concentration
43 77
26 - 46
07
0-4
Industrial Training
Recommended delivery methods:

i.
Lectures
ii.
Tutorials
iii.
Practical Class
iv.
Laboratory work
21
DIPLOMA
Component
Percentage (%)
Credits
MPU Modules
9 12
8 - 11
Core Modules
24 39
21 - 35
Concentration
19 44
17 - 40
Elective Modules
9 22
8 - 20
Industrial Training
4 13
4 - 12

i.
Lectures
ii.
Tutorials
iii.
Practical Class
iv.
Laboratory work
v.
Blended Learning
BACHELORS DEGREE (COMPUTER SCIENCE)

Component
Percentage (%)
Credits
MPU Modules
8 12
10 - 14
Core Modules
28 38
33 45
Specialisation / Field Electives
23 56
27- 67
Final Year Project
58
6 - 11
Industrial Training
5 10
6 - 12
Free modules (non computing preferred)
10 23
12 - 27
BACHELORS DEGREE (SOFTWARE ENGINEERING)

Minimum Graduating Credits - 120
Component
Credits
MPU Modules
8 12
10 - 14
Core Modules
45 55
54 - 66
10 33
12 40
Final Year Project
5-8
6 - 11
Industrial Training
5 10
6 - 12
10 23
12 - 27
BACHELORS DEGREE
(INFORMATION TECHNOLOGY / INFORMATION SYSTEM)
Component
Percentage (%)
Credits
MPU Modules
8 12
10 - 14
Core Modules
28 - 38
33 - 45
23 - 56
27 67
Final Year Project
5-8
6 - 11
Industrial Training
5 - 10
6 - 12
10 - 25
12- 30
22
Percentage (%)
23
i.
Lecture
ii.
Tutorial
iii.
Practical class
iv.
Laboratory work
v.
Field visit/Field work
vi.
Role play/Simulation
vii.
Case study
viii.
Blended learning
ix.
Open and Distance Learning (ODL)

MASTERS DEGREE BY COURSEWORK
Component
Percentage (%)
Credits
50 - 63
20 - 25
Project Paper
23 - 30
9 - 12
15 - 20
6 - 12
Core
Modules
including
Research
Methodology

i.
Lectures
ii.
Industrial visits
iii.
Case study
iv.
Problem-based learning
v.
Guest lecture series
vi.
Interactive learning
MASTERS DEGREE BY MIXED MODE
Component
Core Modules including Research
Percentage (%)
Credits
30 - 50
12 - 20
50 - 70
20 - 28
Methodology
Dissertation
Note:
i.
Ratio of coursework to dissertation is within the range of 50:50 or 40:60 or

30:70.

i.
Lectures
ii.
Industrial visits
iii.
Case study
iv.
Supervision of dissertation
v.
vi.
Guest lecture series
vii.
viii.
Research seminars/workshop
MASTERS DEGREE by RESEARCH
No given credit value
Remarks
Dissertation
100%
Research Methodology
Compulsory
Relevant Pre-Requisites Modules
Optional
Note:
i.
Students are required to undertake research in a related field of study and

submit a dissertation.
ii.
The HEP must have a set of procedures and guidelines pertaining to;
a. Minimum and maximum periods of candidature.
b. Format of the thesis.

i.
Field research
ii.
iii.
Supervision of dissertation
iv.
v.
24
Component
DOCTORAL DEGREE by RESEARCH

No given credit value
Component
Thesis
100%
Research Methodology
Relevant Pre-Requisites Modules
25
Remarks
Compulsory
Optional
Note:
i.
Students are required to undertake research in a related field of study and

submit a thesis.
ii.
The HEP must have a set of procedures and guidelines pertaining to;
a. Minimum and maximum periods of candidature.
b. Format of the thesis.

i.
Lectures
ii.
Field research
iii.
Supervision of thesis
iv.
v.
vi.
Colloquium
vii.
5. ASSESSMENT OF STUDENT LEARNING

Student assessment is a crucial aspect of quality assurance because it drives
student learning. It is one of the most important measures to show the achievement
of learning outcomes. The result of assessment is also the basis in awarding
qualifications. Hence, methods of student assessment have to be clear, consistent,
effective, reliable and in line with current practices and must clearly support the
achievement of learning outcomes (COPPA, 2008, pp.15).
Specific methods of assessment will depend on the specific requirement of each

module. However, as a general guide, the following must be considered:
i.
The combination of the various assessment methods should show the

achievement of the Learning Outcomes;
ii.
Summative and formative assessments should be used;
iii.
Knowledge and understanding (the cognitive domain) should be tested

through written, oral or other suitable means but practical skills should be
tested by practical evaluation such as Lab Tests;
iv.
In modules requiring practical skills, pass in practical evaluation is
candidate has demonstrated the ability to perform required practical skills;

and
v.
The types of assessments indicated below are merely examples. Higher

Education Providers (HEPs) are encouraged to use a variety of methods and
tools appropriate for the learning outcomes and competencies.
Generally, students shall be evaluated either for continuous and final evaluation
through:
i.
Examination
- Written examination such as quizzes, test and final examination.
- Oral examination.
ii.
Coursework
-
iii.
Assignments, Report.
Project (Individual and/or Group)

-
Report, Group Activities, Presentation.
compulsory. A pass here implies that the examiner is satisfied that the
26
Other evaluation methods such as class participation and attendance may be used
whenever appropriate.
Suggested breakdown for each level of award from Certificate to Master Degree are
as given below. Candidates should pass BOTH formative (continuous) and
summative (final) assessment for every subject. HEPs can define the meaning
27
of pass, however a pass should imply that the examiner must be satisfied that
the candidate has met all the learning outcomes of the particular subject.
The following tables provide a summary for the method of evaluation for the listed
qualifications:
MODULES
QUALIFICATIONS
Certificate
Diploma
FORMATIVE
ASSESSMENT
(%)
SUMMATIVE
ASSESSMENT
(%)
50 - 70
30 - 50
50 - 70
30 - 50
REQUIRED
Written Assessment
Oral Assessment
Practical Assessment
Written Assessment
Oral Assessment
Industrial Attachment
/Internship
Bachelors Degree
40 70
30 - 60
Project
Written Assessment
Oral Assessment
Industrial Attachment
/Internship
Masters Degree by
Coursework
Masters Degree by
Mixed mode
Project
Written Assessment
Presentation
Project Paper
Written Assessment
Presentation
MODULES
QUALIFICATIONS
FORMATIVE
ASSESSMENT
(%)
REQUIRED
SUMMATIVE
ASSESSMENT
(%)
Dissertation
Viva Voce
For Masters and PhD by Research:

i.
Formative assessment must include:

a)
Monitoring of research progress periodically (for example, through a

progress report, or a proposal defense).
b)
ii.
Research presentation/colloquium/seminar/workshop.
Summative assessment is used to assess all learning outcomes of a

programme, and must include:
a)
completion of prescribed courses;
b)
thesis or dissertation; and
c)
viva voce.
The following table provides a summary for the method of evaluation for Masters and
MODULES
QUALIFICATIONS
FORMATIVE
ASSESSMENT
(%)
SUMMATIVE
ASSESSMENT
(%)
Masters Degree by
Research
REQUIRED
Presentation
Thesis (two examiners)
Viva Voce
One (1) refereed

publication
Doctoral Degree
Thesis (internal and

external examiners)
Viva Voce
One
(1)
internationally
refereed publication
PhD by Research:
28
Compositions of dissertation/thesis examiners are prescribed in the Standards for

Masters and Doctoral Degree. The name of all supervisors and examiners should be
stated in the front pages of thesis and dissertation.
29
6. STUDENT SELECTION
This section of the Programme Standards concerns the recruitment of students into
the individual programme of study. In general, admission policies of the Programme
need to comply with the prevailing policies of the Malaysian government.
There are varying views on the best method of student selection. Whatever the
method used, the Higher Education Provider (HEP) must be able to defend its
consistency. The number of students to be admitted to the Programme is determined
by the capacity of the HEP and the number of qualified applicants. HEP admission
and retention policies must not be compromised for the sole purpose of maintaining a
desired enrolment. If an HEP operates geographically separated campuses or if the
Programme is a collaborative one, the selection and assignment of all students must
be consistent with national policies (COPPA, 2008, pp.17).
The benchmarked standards for recruitment of students into computing programmes

are provided below. The standards are created keeping in mind the generic national
Higher Education policies pertaining to minimum student entry requirement. Higher
apply to their individual Institution. All qualifications referred to below must be

accredited by MQA or by an agency equivalent to MQA in the issuing country.
The minimum standards are as follows:
CERTIFICATE
i. A pass in Sijil Pelajaran Malaysia (SPM) or its equivalent with ONE (1) credit, and
a Pass in Mathematics;
OR
ii. A pass in Sijil Kemahiran Malaysia (SKM) Level 2 in a related field and a pass in
Mathematics at SPM level or its equivalent.
Education Provider (HEP) must take cognisance of any specific policies that may
30
DIPLOMA
i. A pass in SPM with at least Credit in any 3 subjects inclusive of Mathematics or

any equivalent qualification;
OR
ii. A pass in Sijil Tinggi Persekolahan Malaysia (STPM), with a minimum of Grade C
31
(GP 2.00) in any subject or any equivalent qualification and a credit in

Mathematics at SPM level or its equivalent;
OR
iii. A pass in Sijil Tinggi Agama Malaysia (STAM) with a minimum grade of Maqbul
(pass) and a credit in Mathematics at SPM level or its equivalent;
OR
iv. A pass in SKM Level 3, and a credit in Mathematics at SPM level or its equivalent;
OR
v. A pass in any qualifications equivalent to Certificate (MQF Level 3) and a credit in
Mathematics at SPM level or its equivalent.
Candidates without a credit in mathematics at SPM level or its equivalent may be

admitted if the Certificate programme contains subjects in mathematics that are
equivalent to mathematics at SPM level.
Candidate with a credit in computing related subject at SPM level or its equivalent
may be given preferential consideration.
BACHELORS DEGREE
Bachelors Degree in Computer Science and Software Engineering
i. A pass in Matriculation or Foundation studies with minimum CGPA of 2.00 and a
credit in Additional Mathematics at SPM Level or its equivalent;
OR
ii. A pass in Sijil Tinggi Persekolahan Malaysia (STPM) with a minimum Grade C
(GP 2.00) in any 2 subjects and a credit in Additional Mathematics at SPM Level
or its equivalent;
OR
i. A Diploma in Computer Science OR Software Engineering OR Information

Technology OR Information Systems or equivalent with a minimum CGPA of 2.50
and a credit in Additional Mathematics at SPM Level or its equivalent. Candidates
with CGPA below 2.50 but above 2.00 with a credit in additional mathematics at
SPM level or its equivalent may be admitted subject to a rigorous internal
assessment process;
OR
ii. Any other Diploma in science and technology with a minimum CGPA of 2.50 may
be admitted subject to a rigorous internal assessment process and a credit in
Additional Mathematics at SPM level or its equivalent.
Candidates without a credit in additional mathematics at SPM level or its equivalent

may be admitted if the Diploma programme contains subjects in mathematics that are
equivalent to additional mathematics at SPM level.
Candidate with a credit in computing related subject at SPM or STPM level or its
equivalent may be given preferential consideration.
32
i. A pass in Matriculation or Foundation studies with minimum CGPA of 2.00 and a
credit in Mathematics at SPM Level or its equivalent;
OR
ii. A pass in Sijil Tinggi Persekolahan Malaysia (STPM) with a minimum Grade C
(GP 2.00) in any 2 subjects and a credit in Mathematics at SPM Level or its
equivalent;
OR
iii. A Diploma in Computer Science OR Software Engineering OR Information
Technology OR Information Systems or equivalent with a minimum CGPA of 2.50
and a credit in Mathematics at SPM Level or its equivalent;
OR
iv. Any other Diploma in Science and technology or business studies with a minimum
CGPA of 2.50 may be admitted subject to a rigorous internal assessment process
and a credit in Mathematics at SPM level or its equivalent.
Bachelors Degree in Information Technology and Information Systems
Candidates with CGPA below 2.50 but above 2.00 with a credit in mathematics at
SPM level or its equivalent may be admitted subject to a rigorous internal
assessment process.
Candidate with a credit in computing related subject at SPM or STPM level or its
equivalent may be given preferential consideration.

MASTERS DEGREE
Masters Degree by Research
i. A Bachelors Degree of Computing or in the area of science and technology or
related to computing, with a minimum CGPA of 3.00;
OR
ii. A Bachelors Degree of Computing or in the area of science and technology or
related to computing, with CGPA below 3.00 but above 2.50, can be accepted
subject to rigorous internal assessment process;
OR
33
iii. A Bachelors Degree of Computing or in the area of science and technology or

related to computing, with CGPA less than 2.50, with a minimum of 5 years
working experience in a relevant field may be accepted.
Masters Degree by Coursework and Mixed Mode
i. A Bachelors Degree or its equivalent, with a minimum CGPA of 2.75;
OR
ii. A Bachelors Degree or its equivalent, with a minimum CGPA of 2.50 and not
meeting CGPA of 2.75, can be accepted subject to rigorous internal assessment
process;
OR
iii. A Bachelors Degree or its equivalent, with CGPA less than 2.50, with a minimum
of 5 years working experience in a relevant field may be accepted.
For candidates without Computing Degree, prerequisite modules in computing must

be offered to adequately prepare them for their advanced study.
DOCTORAL DEGREE
A Masters Degree or equivalent AND candidates must have completed at least
ONE (1) of their earlier Degrees (Masters or Bachelors) in Computing or related to
computing.
International students must have proof of good proficiency in verbal and written
English. For example International English Language Testing System (IELTS) score
of 6.0 or its equivalent. If a student does not meet this requirement, HEPs must offer
English proficiency courses to ensure that the students proficiency is sufficient to
meet the needs of the programme.
Note for PhD by Research:

i. There shall be no direct entry from Bachelors Degree level to PhD level.
ii. Candidates registered for Masters Degree by research programmes with a
Bachelors Degree level may apply to convert their candidacy to the PhD
programmes subject to having shown competency and capability in conducting
research at PhD level and approval by the HEP Senate.
34
7. ACADEMIC STAFF
The quality of the academic staff is one of the most important components in
assuring the quality of Higher Education and thus every effort must be made to
establish proper and effective recruitment, service, development and appraisal
policies that are conducive to staff productivity (COPPA, 2008, pp.21).
Staff Development
Academic staffs are vital to deliver a quality programme and to perform teaching
effectively, as well as to produce graduates that are employable and accepted by the
industry. As the industry is dynamic and globally influenced, academic staff needs to
continually update themselves with changes around the globe. Thus, HEPs must
ensure that all academic staff is well-equipped with the latest knowledge and skills in
their teaching and learning activities.
HEPs should facilitate academic staff to participate in relevant Continuous
35
Professional Development (CPD) programmes of at least 40 hours per year, such as:
i.
Professional development for full-time staff.
ii.
Updated teaching and learning skills.
iii.
Updated research and supervisory skills.
iv.
Industry attachment (if required by HEPs).
v.
Research, consultation and community services involvement.
The following sections provide benchmarked requirements for the various levels of
the Computing qualifications.
CERTIFICATE
Academic staff qualification
i.
Diploma with TWO (2) years relevant industrial experience or professionally

certified in the relevant area OR Bachelors Degree in related field.
(30% of the staff with minimum TWO (2) years relevant industrial work
experience or professionally certified in the relevant area).
Academic staff ratio

i.
Full-time and Part-time teaching faculty At least 50% full-time.
ii.
Overall Staff-Student ratio 1:20.
DIPLOMA
Academic staff qualification
i.
Bachelors Degree in related field.
ii.
experience or professionally certified in the relevant area).

i.
ii.
Minimum number of academic staff 6.
iii.
BACHELORS DEGREE
Minimum academic staff qualification
i.
Masters Degree in the related field. For those without Bachelors degree in
Degree must be obtained through taught courses.

experience).
ii.
Bachelors Degree with FIVE (5) years related work experience in the subject
taught.
(The programme should not employ more than 20% of the staff of this
category).

i.
ii.
Minimum number of academic staff 10.
iii.
computing or related field but teaching computing subject, this Masters
36
MASTERS DEGREE
Academic staff /supervisor qualification
i.
Doctoral Degree in related field. For those without Bachelors degree in

computing or related field, the Masters Degree must be obtained through
taught courses.
ii.
Masters Degree in related field with FIVE (5) years relevant work experience.
(The Programme should not employ more than 20% of the staff in this
category).

i.
Supervisor-student ratio
i.
Overall main supervisor-student ratio 1:10 (by coursework and mixed mode).
ii.
Overall main supervisor-student ratio 1:7 (by research).
iii.
Maximum number of postgraduate students per supervisor should not exceed

15.
37
DOCTORAL DEGREE
Academic staff / supervisor qualification
i.
Doctoral Degree or equivalent in related field.
ii.
For those Doctoral Degree holders with less than 2 years experience in
teaching and research, a senior academic staff (with the experience of
successfully graduating a postgraduate student) should co-supervise the
student.

i.
Full-time and part-time teaching faculty at least 60% of the staff are full-time.
Supervisor-student ratio
i.
Overall main supervisor-student ratio 1:7.
ii.
The main supervisor must be a full-time staff of the conferring HEPs.
iii.
Maximum number of postgraduate students per supervisor should not exceed

15.
8. EDUCATIONAL RESOURCES
Adequate educational resources are necessary to support the teachinglearning activities of the Programme. These resources include finance, expertise,
physical infrastructure, information and communication technology, and research
facilities. The physical facilities of a programme are largely guided by the needs of
the specific field of study (COPPA, 2008, pp.23).
For Computing programmes, Higher Education Providers (HEPs) are required to

provide sufficient resources conducive to support teaching and learning in the field.
For lecture and tutorial rooms, and computer labs, sufficient space to accommodate
student-centered learning must be provided. For research in Post-graduate
programmes, candidates should be provided with a conducive work area.
CERTIFICATE and DIPLOMA

i.
Computer Labs
Tutorial Rooms
iii.
Lecture Rooms (with sufficient Audio Visual facilities)
iv.
Library (including on-line resources)
v.
Internet Access
vi.
Sufficient access to relevant software and hardware according to the needs

of the programmes and students
vii.
Computer Lab Demonstrator-Student ratio 1:20
BACHELORS DEGREE
i.
Computer Labs
ii.
Research/Project Lab for final year students
iii.
Specialised Lab according to programme needs
iv.
v.
Tutorial Rooms
vi.
vii.
Internet Access
viii.
Sufficient access to relevant software and hardware according to the needs

of the programmes and students
ix.
Computer Lab Demonstrator-Student ratio 1:20
38
ii.
MASTERS and DOCTORAL DEGREES
39
i.
Computer Labs
ii.
Research/Project Lab
iii.
Specialised Lab according to the Programme needs
iv.
v.
Tutorial Rooms
vi.
Working Space/Station
vii.
viii.
Internet Access
ix.
Relevant specialised software and hardware according to the needs of the

programmes and students.
9. PROGRAMME MONITORING AND REVIEW

Quality enhancement calls for programmes to be regularly monitored, reviewed and
evaluated.
This
includes
the
monitoring,
reviewing
and
evaluating
of
institutional structures and processes (administrative structure, leadership and

governance, planning and review mechanisms), curriculum components (syllabi,
teaching
methodologies, learning outcomes) as well as student progress,
employability and performance (COPPA, 2008, pp.27).
Feedback from multiple sources such as students, alumni, academic staff,

employers, professional bodies and parents must be obtained in order to assist in
enhancing the quality of the programme. These feedback and the corresponding
actions taken should be documented for auditing purposes.
In order to institutionalise the feedback mechanism, HEPs should establish at least

the following committees;
Board of Studies
ii.
Student representative committee
iii.
Board of Examiners
Board of Studies
HEPs must provide a credible Board of Studies which meets at least once a year for
the monitoring and reviewing of the Computing programmes. The Board of Studies
should comprise computing professionals, industry representative, external academic
evaluators, subject-matter experts, alumni and other relevant stakeholder.
One of the reports to be provided to Board of Studies concerns programme

effectiveness that has been evaluated through various longitudinal studies of the
graduates. The report should include perceptions of society and employers on the
strengths and weaknesses of the graduates, graduate employability and benchmark
against other HEPs.
40
i.
Student Representative Committee
This committee comprises of students currently enrolled in the computing

programmes. The committee members will meet with the HEPs administration at
least once in a semester to provide feedback from the student perspective regarding
the quality of the programmes and any other issues that impact their performance.
Student feedback, for example, through questionnaires and representation in
program committees, is keys for identifying specific problems and for continual
improvement of the programme.
Board of Examiners
Board of examiners will meet at the end every semester to review student
achievement and performance.
Feedback obtained from short term and long term analysis of student performance
that is used to improve the quality of the programme. Measures of student
41
performance would include the average study duration, assessment scores, passing
rate at examinations, success and dropout rates, students and alumnis report about
their learning experience, as well as time spent by students in areas of special
interest.
Evaluation of student performance in examinations can reveal very useful

information. If student selection has been correctly done, a high failure rate in a
programme indicates something amiss in the curriculum content, teaching-learning
activities or assessment system. The programme committees need to monitor the
performance rate in each programme and investigate if the rate is too high or too low.
HEPs are also advised to refer to Guidelines to Good Practices for Monitoring,
Reviewing and Continually Improving Institutional Quality.
10. LEADERSHIP, GOVERNANCE AND ADMINISTRATION

There are many ways of administering an Educational Institution and the methods of
management differ between HEPs. Nevertheless, governance that reflects the
leadership of an academic organisation must emphasise excellence and scholarship.
At the departmental level, it is crucial that the leadership provides clear guidelines
and direction, builds relationships amongst the different constituents based on
collegiality and transparency, manages
accountability, forge partnership
with
finances and other resources with
significant
stakeholders
in
educational
delivery, research and consultancy and dedicates itself to academic and scholarly
endeavours. Whilst formalised arrangements can protect these relationships, they are
best developed by a culture of reciprocity, mutuality and open communication
(COPPA, 2008, pp.28).
Leadership
In this programme, academic leadership is largely focused on suitable qualified

persons to carry out the necessary curriculum monitoring and review of computing
knowledge and reflects the attributes of good ethical values in work practices.
The leadership requirement of these programme standards is complementary to Area

8 in the COPPA document. Thus, the specific positions and the programme
leadership positions (e.g., Coordinator, Head of Department, Head of Programme or
Dean of faculty) offered at different levels in the institution must preferably fulfil the
qualifications and experience as follows:
Diploma and Certificate

i.
A Bachelors Degree in Computing or related area with a minimum of FIVE (5)

years relevant experience.
Bachelors Degree and below

i.
A Masters Degree with at least ONE (1) qualification in computing or related

area.
programmes. The leaders of the programme should be a full time staff with relevant
42
Masters Degree and below

i.
A Doctoral Degree, with at least ONE (1) qualification in computing or related

area;
OR
ii.
A Masters Degree with 10 years relevant experience, with at least ONE (1)
qualification in computing or related area.
Doctoral Degree and below

i.
A Doctoral Degree with THREE (3) years experience in related area, with at
least ONE (1) qualification in computing or related area.
Governance
The HEPs must comply with the policies and practices of good governance according
to applicable laws (e.g Private Higher Education Institutions Act 1996 (Act 555),
circular). HEPs are encouraged to benchmark the programme in order to ensure
comparability with computing programmes offered by international universities that
43
have good standing.
For postgraduate programme in computing, the following items need special attention
In order to ensure the quality of postgraduate programmes in computing, the

HEPs should fulfil the Code of Practice for Institutional Audit (COPIA)
requirements. The HEPs should also comply with MQA postgraduate
standards. HEPs should implement monitoring and review policies to ensure
postgraduate research students complete their studies within a reasonable
time.
Joint supervision should be encouraged with external supervisors locally and

abroad.
HEPs should establish mechanisms to ensure quality of research output, for

example publication in books by reputable publishers, peer reviewed,
international journals, policy recommendations, etc.
11. CONTINUAL QUALITY IMPROVEMENT

Increasingly, society demands greater accountability from HEPs. Needs are
constantly changing because of the advancements in science and technology, and
the explosive growth in global knowledge, which are rapidly and widely disseminated.
In facing these challenges, HEPs have little choice but to become dynamic learning
organisations that need to continually and systematically review and monitor the
various issues so as to meet the demands of the constantly changing environment
(COPPA, 2008, pp.30-31).
The Higher Education Providers (HEPs) are expected to provide evidence of ability to
keep pace with changes in the field and requirements of stakeholders. These should
be demonstrated by:
i.
A comprehensive curriculum review should be conducted at least once every

programme cycle. However, updating the curriculum to keep pace with the
current developments should be conducted at a more regular interval.
ii.
Continuous quality assessment processes by external reviewers who are

qualified in the relevant fields.
Continuous
benchmarking
against
top
universities
at
national
and
international level.
In addition HEPs are strongly encouraged to adopt the following practices, but not
limited to;
i.
linkages with industry;
ii.
continuous review of industrial attachment practices and records;
iii.
dialogue sessions with stakeholders;
iv.
active participation of academic staff at relevant conferences, seminars,

workshops and short courses;
v.
presentations by invited speakers, local or international; and
vi.
organisation of conferences, seminars and workshops.
HEPs are also advised to refer to Guidelines to Good Practices for Monitoring,
Reviewing and Continually Improving Institutional Quality.
iii.
44
REFERENCES
ACM/IEEE/AIS The Joint Task Force for Computing Curricular. Computing Curricula
(2005); The overview report covering undergraduate programs, September 2005,
http://www.acm.org/education/curricula-recommendations.
45
ACM/IEEE CS Joint Task Force on Computing Curricular. Computer Science

Curricula (2013); Curriculum Guidelines for Undergraduate Degree Programs in
Computer Science, December 2013, http://www.acm.org/education/curricularecommendations.
ACM/IEEE CS Joint Task Force on Computing Curricular. Computer Science
Curriculum (2008); An Interim Revision of CS 2001, December 2008,
ACM/IEEE CS Joint Task Force on Computing Curricular. Computer Engineering
(2004); Curriculum Guidelines for Undergraduate Degree Programs in Computer
Engineering.
December
2004,
http://www.acm.org/education/curricularecommendations.
ACM/IEEE CS Joint Task Force on Computing Curricular. Information Technology
(2008); Curriculum Guidelines for Undergraduate Degree Programs in Information
Technology.
November
2008,
ACM/IEEE CS Joint Task Force on Computing Curricular. Software Engineering
(2004); Curriculum Guidelines for Undergraduate Degree Programs in Software
Engineering. August 2004, http://www.acm.org/education/curricula-recommendations.
Association for Computing Machinery (ACM), Association for Information Systems
(AIS) and Association of Information Technology Professionals (AITP). Information
Systems (2002); Model Curriculum and Guidelines for Undergraduate Degree
Programs
in
Information
Systems.
Association for Computing Machinery (ACM) and Association for Information
Systems (AIS). (2010). Information Systems (IS) (2010); Model Curriculum and
Guidelines for Undergraduate Degree Programs in Information Systems.
J.T. Gorgone, P. Gray, E. A. Stohr, J.S. Valacich, and R. T. Wigand, MSIS 2006.
Model Curriculum and Guidelines for Graduate Degree Programs in Information
Systems (Communications of AIS, Volume 17, Article 1). January 2006,
Malaysian Qualifications Agency (2007). Malaysian Qualifications Framework MQF.
Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2008). Code of Practice for Programme
Accreditation COPPA. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2012). Guidelines to Good Practices: Curriculum
Design and Delivery GGP: CDD. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2013). Guidelines to Good Practices: Accreditation
of Prior Experiential Learning (APEL). Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2009). Code of Practice for Institutional Audit
COPIA. Petaling Jaya, Malaysia.
Malaysian Qualifications Agency (2014). Kompilasi Dasar (2009-2013) berdasarkan
Kod Amalan Akreditasi Program. Unpublished Book.
Ministry of Education (2013). Buku Panduan Mata Pelajaran Pengajian Umum Institut
Pengajian Tinggi.
Stevens Institute of Technology, Integrated Software & Systems Engineering
Curriculum (iSSEc) Project, Graduate Software Engineering 2009 (GswE2009)
Curriculum Guidelines for Graduate Degree Programs in Software Engineering
Version
1.0,
September
2009,
Surat Makluman MQA Bil. 7/2014 Garis Panduan Beban Staf Akademik, rujukan
(MQA100-1/7/2(9)), dated 1st October 2014.
Malaysian Qualifications Agency (2013). Standards: Masters and Doctoral Degree.

Unpublished Book.
46
APPENDIX 1
LIST OF PANEL MEMBERS
NO.
47
1.
NAME
ORGANISATION
Prof. Datuk Dr. Shahrin bin

Sahib@Sahibuddin
-Chairperson-
Universiti Teknikal Malaysia

Melaka (UTeM)
Alternate Member:
Prof. Madya Dr. Mohd Khanapi bin Abd Ghani
2.
Prof. Dr. Abdullah Mohd Zin

-Co-Chairperson-
3.
Dr. Dzaharudin Mansor
Universiti Kebangsaan
Malaysia (UKM)
Persatuan Industri Komputer
dan Multimedia Malaysia
(PIKOM)
4.
Dr. Simon Egerton
5.
En. Tan Eng Hoo
Monash University
Multimedia Development
Alternate Member:
En. Ang Kah Heng
Corporation Sdn. Bhd. (MdeC)
APPENDIX 2
SKILLS COMPETENCY MATRIX (SCM)
Job Type
.NET Programmer
Discipline of Fresh
Graduates
.Net Developer
Computer Science
Application Developer
(.Net)
Application Engineer (.Net)
Software Engineer (.Net)
Software Programmer
(.Net)
C/C++ Programmer
Cobol Programmer
C++ Developer
Computer Science
C++ Graphics Programmer
C++ Software Analyst
C/C++ Software Engineer
Cobol Developer
Computer Science
Microfocus COBOL
Computer Console
Computer Science
Operator
Software Engineering,
Computer Technician
Systems Operator
Information Systems
Call Centre Agent
Computer Science
(Customer Service)
Call Centre Officer
Call Centre Representative
Information Systems
Customer Care
Developer
PL/1 Developer
(Cobol/DB2)
Computer Operator
Contact Centre
Agent (Inbound)
Coordinator
Customer Relationship
Executive (Call Centre)
48
Job Type
Discipline of Fresh
Graduates
Customer Service
Associate
Customer Service
Executive (Contact Centre)
Customer Helpdesk Officer
Customer Service Officer
Customer Service
Representative
International Customer
Care Officer
Reservation Sales
Executive
Contact Centre
Agent (Outbound)
49
Customer Care Consultant
Contact Centre Personnel
Computer Science
Offshore Sales Executive
Outbound Contact Centre
Consultant
Information Systems
Computer Science
Information Systems
Phone Consultant
Strategic Business Event

Executive
Contact Centre
Recovery Staff
Customer Support
Engineer
Telesales Agent
Telesales Executive
Telesales Representative
N/A
Customer Support Officer
Computer Science
Customer Support
Representative
Product Engineer
Information Systems
Job Type
Firmware Engineer
Discipline of Fresh
Graduates
Product Support Engineer
Product Support Officer
Customer Care Engineer
Bios Engineer
Computer Science
Device Driver Engineer
Drivers Engineer
Embedded Software
Engineer
Fraud Detector
Graphic Driver Engineer
Video Driver Engineer
Transaction Monitoring
Computer Science
Manager
Fraud Specialist
Information Systems
Computer Science
Information Systems
Computer Science
Information Systems
IT Marketing
Executive
IT Project
Coordinator
IT Sales Engineer
Java Programmer
Marketing Manager
Project Administrator
IT Sales Evangelist
Computer Science
Pre-sales engineer
Information Systems
J2EE Programmer
Computer Science
J2ME Programmer
Java Application
Developer
Java Developer
50
Job Type
JDE Consultant
Multimedia
Programmer
Network Engineer
51
Oracle Database
Administrator
Discipline of Fresh
Graduates
Java EE Programmer
IT System Analyst (JDE)
Computer Science
JDE Application Specialist
Information Systems
Multimedia Specialist
Computer Science
Media Producer
Multimedia Developer
Technical Artist
Information Systems
IT Network Systems
Computer Science
Engineer
Network Analyst
Network Specialist
Systems Administrator
Oracle Database Analyst
Computer Science
Oracle Database Engineer
Oracle Database
Information Systems
Specialist
PHP Programmer
Product
Characterization
Engineer
RPG Programmer
PHP Developer
Computer Science
Web Programmer (PHP)
N/A
Computer Science
IT Executive (RPG)
Computer Science
RPG Business Analyst
RPG Software Developer
RPG Software Engineer
RPG System Analyst
Job Type
Software Engineer
Software QA
Engineer
Discipline of Fresh
Graduates
Software Development
Computer Science
Engineer
QA Analyst
Computer Science
QA Executive
Quality Engineer
Product Assurance
Engineer
SQL Database
Administrator
Technical Helpdesk
Analyst
Release Manager
Software Tester
Test Engineer
SQL Database Analyst
Computer Science
SQL Database Engineer
SQL Database Specialist
Information Systems
Access Administration
Computer Science
Analyst
Contact Centre Executive
Contact Centre Service
Information Systems
Computer Support
Computer Science
Engineer
IT Assistant
IT Support Executive
Information Systems
System Engineer
Technical Specialist
Computer Science
Desk Executive
Customer Care Consultant
Inbound Technical Support

Representative
Technical Support
(Contact Centre)
Technical Support
Engineer
Test Development
Engineer
N/A
52
Job Type
Web Designer
53
Web Programmer
Webmaster
Discipline of Fresh
Graduates
Flash Animator
Computer Science
Flash Designer
Flash Developer
Interface Designer
Information Systems
Multimedia Designer
Multimedia Producer
Web Animator
Computer Science
Information Systems
Web Developer
Web Administrator
Computer Science
Web Content Manager
Information Systems
APPENDIX 3
BODY OF KNOWLEDGE
The breadth and depth of the required Computing (ICT) Body of Knowledge should
reflect the different level of study from Certificate to Doctoral Degree level. Higher
Education Providers (HEPs) are required to develop programmes to reflect current
best practices. Institutions are advised to refer to the Association of Computing
Machinery (ACM) website or other relevant Computing Curricula and Description.
CORES FOR COMPUTING
(A) CERTIFICATE
Body of Knowledge
Computer Architecture
Mathematics
Computer Systems
Data Representation and Manipulation
Registers
Memory Organization
Bus Configurations
Timing Issues and Pipelining
Assembly Language
Database Concepts
Normalization
Data Models
Database Management Systems
Introduction to SQL
Number base systems
Control of accuracy
Formal Language
Set, Relation and Function
Counting Principle
Logic, truth tables
Boolean Algebra
54
Database
Detail Topics
Body of Knowledge
Network and Communication
Detail Topics
Graphs and Trees
Data Communication and Transmission
Classifying Networks
LANs and WANs
Networking and Internetworking devices
Broadcasting Communications / Voice Over

IP / Telecommunications
Operating Systems
55
Programming Fundamentals
Network Protocols and Standards
Modulation and Multiplexing
Switching
Socket Programming
Hardware and Software
System Software and Architecture
Process Control Management
Deadlocks
Memory Management
I / O Management
File System Management
System Security
Network Operating System
Problem Solving and Program Design
Programming Language concepts
Control Structures
Operators
Arrays
Functions/Methods
String Manipulation
Pointer expression/arithmetic
Development of Graphical User Interface
(B) DIPLOMA
Body of Knowledge
Detail Topics
Computer Systems
Data Representation and Manipulation
Registers
Memory Organization
Bus Configurations
Timing Issues and Pipelining
Assembly Language
Database Concepts
Normalization
Data Models
Database Management Systems
Introduction to SQL
Database design
Number base systems
Control of accuracy
Formal Language
Set, Relation and Function
Counting Principle
Logic, truth tables
Boolean Algebra
Graphs and Trees
Calculus and Algebra
Real number
(Only for Computer Science
Set, function and relation
and Software Engineering)
Linear equation
Solving quadratic equation
Differentiation of simple functions
Integration of simple functions
Data Communication and Transmission
Classifying Networks
LANs and WANs
Database
Discrete Mathematics
Network and Communication
56
Computer Architecture
Body of Knowledge
Detail Topics
Networking and Internetworking devices
Broadcasting Communications/Voice Over
IP/Telecommunications
Operating Systems
57
System Analysis and Design
Network Protocols and Standards
Modulation and Multiplexing
Switching
Socket Programming
Hardware and Software
System Software and Architecture
Process Control Management
Deadlocks
Memory Management
I/O Management
File System Management
System Security
Network Operating System
Problem Solving and Program Design
Programming Language concepts
Control Structures
Operators
Arrays
Function /Methods
String Manipulation
Pointer expression/arithmetic
Development of Graphical User Interface
Fundamentals of SAD
Project Management
Overview of SDLC
Preliminary Investigation/Feasibility Study
Systems Analysis
Data Dictionary
Body of Knowledge
Detail Topics
Process Specification
Input / Output Design
(C) BACHELORS DEGREE
CORES FOR EACH OF THE FOUR (4) DISCIPLINES OF COMPUTING
a)
Computer Science
The body of knowledge for the Computer Science discipline and corresponding
detail topics are listed below. For more information, refer to Computer Science
2013: Curriculum Guidelines for Undergraduate Programs in Computer Science.
Body of Knowledge
Algorithms and Complexity
Detail Topics
Basic Analysis
Algorithmic Strategies
Fundamental Data Structures and Algorithms
Basic Automata, Computability and

Complexity
Architecture and Organisation
Digital Logic and Digital Systems
Machine Level Representation of Data
Assembly Level Machine Organization
Memory System Organization and

Architecture
Interfacing and Communication
Computational Science
Introduction to Modeling and Simulation
Discrete Structures
Sets, Relations, and Functions
Basic Logic
Proof Techniques
Basics of Counting
Graphs and Trees
Discrete Probability
Fundamental Concepts
Graphics and Visualization
58
Body of Knowledge
Foundations
Designing Interaction
Information Assurance and
Security Foundational Concepts in Security
Security
Principles of Secure Design
Defensive Programming
Threats and Attacks
Network Security
Cryptography
Information Management Concepts
Database Systems
Data Modeling
Fundamental Issues
Basic Search Strategies
Basic Knowledge Representation and
Human-Computer Interaction
Detail Topics
Information Management
Intelligent Systems
Reasoning
59
Basic Machine Learning
Networking and
Introduction
Communication
Networked Applications
Reliable Data Delivery
Routing And Forwarding
Local Area Networks
Resource Allocation
Mobility
Overview of Operating Systems
Operating System Principles
Concurrency
Scheduling and Dispatch
Memory Management
Security and Protection
Parallel and Distributed
Parallelism Fundamentals
Computing
Parallel Decomposition
Operating Systems
Body of Knowledge
Detail Topics
Communication and Coordination
Parallel Algorithms, Analysis, and

Programming
Parallel Architecture
Object-Oriented Programming
Functional Programming
Event-Driven and Reactive Programming
Basic Type Systems
Program Representation
Language Translation and Execution
Algorithms and Design
Fundamentals
Fundamental Programming Concepts
Fundamental Data Structures
Development Methods
Software Processes
Methods
Software Project Management
Tools and Environments
Requirements Engineering
Software Design
Software Construction
Software Verification and Validation
Software Evolution
Software Reliability
Computational Paradigms
Cross-Layer Communications
State and State Machines
Parallelism
Evaluation
Resource Allocation and Scheduling
Proximity
Virtualization and Isolation
Reliability through Redundancy
Programming Languages
Systems Fundamentals
60
Body of Knowledge
Detail Topics
Social Issues and
Social Context
Professional Practice
Analytical Tools
Professional Ethics
Intellectual Property
Privacy and Civil Liberties
Professional Communication
Sustainability
b)
The body of knowledge for the Software Engineering discipline and
corresponding detail topics are listed below. For more information, refer to SE
2004: Curriculum Guidelines for Undergraduate Degree Programs in Software
Engineering.
Body of Knowledge
61
Algorithms and Complexity
Detail Topics
Basic Analysis
Algorithmic Strategies
Fundamental Data Structures and

Algorithms
Basic Automata, Computability and

Complexity
Architecture and Organisation
Digital Logic and Digital Systems
Machine Level Representation of Data
Assembly Level Machine Organization
Memory System Organization and

Architecture
Programming Languages
Interfacing and Communication
Functional Programming
Event-Driven and Reactive Programming
Basic Type Systems
Program Representation
Body of Knowledge
Detail Topics
Language Translation and Execution
Algorithms and Design
Fundamentals
Fundamental Programming Concepts
Development Methods
Foundational Concepts in Security
Security
Principles of Secure Design
Defensive Programming
Threats and Attacks
Network Security
Cryptography
Information Management Concepts
Database Systems
Data Modeling
Networking and
Introduction
Communication
Networked Applications
Reliable Data Delivery
Routing And Forwarding
Local Area Networks
Resource Allocation
Mobility
Overview of Operating Systems
Operating System Principles
Concurrency
Scheduling and Dispatch
Memory Management
Security and Protection
Construction Technologies
API design and use
and Methods
Code reuse and libraries
Object-oriented run-time issues
Parameterization and generics
Assertions, design by contract, defensive
Operating Systems
62
Body of Knowledge
Detail Topics
programming
Error handling, exception handling, and fault

tolerance
State-based and table driven construction

techniques
Run-time configuration and

internationalization
Grammar-based input processing
Concurrency primitives
Middleware
Construction methods for distributed

software
Constructing heterogeneous (hardware and

software) systems
63
Performance analysis and tuning
Development environments
GUI builders
Unit testing tools
Application oriented languages
Application of abstract machines
Application of specification languages and

methods
Automatic generation of code from a

specification
Program derivation
Analysis of candidate implementations
Mapping of a specification to different

implementations
Mathematical Foundations
Refinement
Functions, Relations and Sets
Basic Logic
Proof Techniques
Body of Knowledge
Engineering foundations and
Detail Topics
Basic Counting
Graphs and Trees
Finite State Machines, regular expressions
Grammars
Numerical precision, accuracy and errors
Empirical methods and experimental
economics for software
techniques
Statistical analysis
Measurement and metrics
Systems development
Engineering design
Theory of measurement
Value considerations throughout the

software lifecycle
Generating system objectives
Evaluating cost-effective solutions
Realizing system value
Group dynamics / psychology
Communications skills (specific to SE)
Professionalism
Software Modelling and
Modelling foundations
Analysis
Types of models
Analysis fundamentals
Requirements fundamentals
Eliciting requirements
Requirements specification and
Professional Practice
documentation
Software Design
Requirements validation
Design concepts
Design strategies
Architectural design
64
Body of Knowledge
Detail Topics
Human computer interface design
Detailed design
Design support tools and evaluation
Software Verification and
V&V terminology and foundations
Validation
Reviews
Testing
Human computer UI testing and evaluation
Problem analysis and reporting
Evolution processes
Evolution activities
Process concepts
Process implementation
Software quality concepts and culture
Software quality standards
Software quality processes
Process assurance
Product assurance
Management concepts
Project planning
Project personnel and organization
Project control
Software configuration management
Software Evolution
Software Process
Software Quality
65
Software Management
c)
The body of knowledge for the Information Technology discipline and
corresponding detail topics are listed below. For more information, refer to IT
2008: The Computing Curricula Information Technology Volume.
Body of Knowledge
Detail Topics
Pervasive Themes in IT
Fundamentals
History of Information Technology
Body of Knowledge
Detail Topics
IT and Its Related and Informing Disciplines
Application Domains
Human Factors
HCI Aspects of Application Domains
Human-Centred Evaluation
Developing Effective Interfaces
Accessibility
Emerging Technologies
Human-Centred Software Development
Fundamental Aspects
Security
Security Mechanisms (Countermeasures)
Operational Issues
Policy
Attacks
Security Domains
Forensics
Information States
Security Services
Threat Analysis Model
Vulnerabilities
Integrative Programming and
Inter-systems Communications
Technologies
Data Mapping and Exchange
Integrative Coding
Scripting Techniques
Software Security Practices
Miscellaneous Issues
Overview of Programming Languages
System Administration and
Operating Systems
Maintenance
Applications
Administrative Activities
Administrative Domains
Requirements
Human Computer Interaction
System Integration and
66
Body of Knowledge
Acquisition and Sourcing
Integration and Deployment
Project Management
Testing and Quality Assurance
Organizational Context
Architecture
Social and Professional
Professional Communications
Issues
Teamwork Concepts and Issues
Social Context of Computing
Intellectual Property
Legal Issues in Computing
Organizational Context
Professional and Ethical Issues and
Architecture
Detail Topics
Responsibilities
History of Computing
Privacy and Civil Liberties
Web Systems and
Web Technologies
Technologies
Information Architecture
Digital Media
Web Development
Vulnerabilities
IM Concepts and Fundamentals
Database Query Languages
Data Organization Architecture
Data Modeling
Managing the Database Environment
Special-Purpose Databases
Basic Logic
Functions, Relations and Sets
Hypothesis Testing
67
Math and Statistics for IT
Body of Knowledge
Networking
Platform Technologies
Sampling and Descriptive Statistics
Graphs and Trees
Application of Math & Statistics to IT
Foundations of Networking
Routing and Switching
Physical Layer
Security
Network Management
Application Areas
Fundamental Programming Constructs
Algorithms and Problem-Solving
Event-Driven Programming
Operating Systems
Architecture and Organization
Computing Infrastructures
Information Systems
The body of knowledge for the Information Technology discipline and
corresponding detail topics are listed below. For more information, refer to IS
2010: The Curriculum Guidelines for Undergraduate Degree Programs in
Information Systems.
Body of Knowledge
Detail Topics
Foundations of Information
Characteristics of the Digital World
Systems
Information systems components
Information systems in organizations
Globalization
Valuing information systems
Information systems infrastructure
The Internet and WWW
68
d)
Detail Topics
Body of Knowledge
Detail Topics
Security of information systems
Business intelligence
Enterprise-wide information systems
Development and acquisition
Information systems ethics and crime
Data and Information
Database approach
Management
Types of database management systems
Basic file processing concepts
Physical data storage concepts
File organizations techniques
Conceptual data model
Logical data model
Physical data model
Database languages
Data and database administration
Transaction processing
Using a database management system from
69
an application development environment
Use of database management systems in an

enterprise system context
Enterprise Architecture
Data / information architecture
Data security management
Data quality management
Business intelligence
Service oriented architecture
Enterprise architecture frameworks
Systems integration
Enterprise resource software
Monitoring and metrics for infrastructure and

business processes
Green computing
Body of Knowledge
Detail Topics
Virtualization of storage and systems
The role of open source software
Risk management
Business continuity
Total cost of ownership and return on

investment
Software as a service
Enterprise data models
Data / information architecture and data

integration
IS Project Management
Content management
Audit and compliance
System administration
IT control and management frameworks
Emerging technologies
Introduction to Project Management
The Project Management Lifecycle
Managing Project Teams
Managing Project Communication
Project Initiation and Planning
Managing Project Scope
Managing Project Scheduling
Managing Project Resources
Managing Project Quality
Managing Project Risk
Managing Project Procurement
Project Execution, Control & Closure
Managing Project Control & Closure
Core computing system architecture concepts
Core computing system organizing structures
Core technical components of computerbased systems
70
IT Infrastructure
Body of Knowledge
Detail Topics
Role of IT infrastructure in a modern
organization
Operating systems
Networking
Organizing storage on organizational networks
Data centers
Securing IT infrastructure
The role of IT control and service

management frameworks (COBIT, ITIL, etc.)
in managing the organizational IT
infrastructure
Ensuring business continuity
Grid computing
Cloud computing, computing as a service
System performance analysis and

management
71
Purchasing of IT infrastructure technologies

and services
Systems Analysis and Design
Identification of opportunities for IT-enabled

organizational change
Business process management
Analysis of business requirements
Structuring of IT-based opportunities into

projects
Project specification
Project prioritization
Analysis of project feasibility
Fundamentals of IS project management in

the global context
Using globally distributed communication and

collaboration platforms
Analysis and specification of system
Body of Knowledge
Detail Topics
requirements
Different approaches to implementing

information systems to support business
requirements
Specifying implementation alternatives for a

specific system
Impact of implementation alternatives on

system requirements specification
Methods for comparing systems

implementation approaches
Organizational implementation of a new

information system
Different approaches to systems analysis &

design: structured SDLC, unified
process/UML, agile methods
The IS function
Acquisition
IS strategic alignment
Strategic use of information
Impact of IS on organizational structure and

processes
IS economics
IS planning
Role of IS in defining and shaping competition
Managing the information systems function
Financing and evaluating the performance of

information technology investments and
operations
Acquiring information technology resources

and capabilities
Using IS/IT governance frameworks
IS risk management
72
IS Strategy, Management and
APPENDIX 4
Glossary
1.
73
MPU Module
Module that is taken to fulfil national requirements

as defined by the government.
2.
Computing
Computing is concerned with the understanding,

design,
implementation
and
exploitation
of
computation and computer, and communication

technology.
3.
Core Modules
Modules that are deemed common to a specific

discipline of Computing as defined by this
Programme Standards.
4.
Concentration/Specialisation
Modules taken to fulfill the requirements within

an
identified specialisation
within
specific
discipline of Computing
5.
Formative Assessment
A process of monitoring the achievement of the

learning outcomes of students at a periodic time.
This is also referred to as continuous assessment.
6.
Summative Assessment
A process of evaluating and grading the learning

of students at the end of a module. This is also
referred to as final assessment. This assessment
can be in the form of written examination, oral
examination, skill assessment or presentation.
7.
Graduate
A student who has successfully completed any

level
of
Standards.
qualification
within
this
Programme
8.
Fresh Graduate
Fresh Graduate is defined as a graduate that has

less than one year working experience in the
related fields.
9.
Industrial
Attachment/
Industrial Training/Internship
A period of time within the programme where

students are required to be placed in the industry
to gain industrial experience and enhance soft
skills.
10.
Internationally Refereed
Publications
Peer
reviewed
publications
of
international
standing either as conference proceedings or in

journals.
11.
Module
A unit of learning and teaching
also described,
as subject or course or unit in a programme.
12.
Programme
structured
modules
and
leading
sequenced
to
an
set
of
academic
13.
Field Elective Module
A module which is selected by a student from a

group of identified computing modules which form
part of the Minimum Graduating Credits for the
programme.
14.
Free Elective Module
A module which is selected by a student from

inside or outside the computing field.
15.
Related field
A field of study in Science and Technology or

related to computing.
award/qualification.
74

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What are some of the terms defined in the glossary?

2014

Programme Standards: Computing

Malaysian Qualifications Agency

Malaysian Qualifications Agency 2015

Printed copies are available from:

LEARNING OUTCOMES ...................................................................................14

CURRICULUM DESIGN AND DELIVERY .........................................................20

ASSESSMENT OF STUDENT LEARNING .......................................................26

STUDENT SELECTION .....................................................................................30

ACADEMIC STAFF ............................................................................................35

EDUCATIONAL RESOURCES ..........................................................................38

PROGRAMME MONITORING AND REVIEW ...................................................40

LEADERSHIP, GOVERNANCE AND ADMINISTRATION ................................42

CONTINUAL QUALITY IMPROVEMENT ..........................................................44

Accreditation (COPPA), Code of Practice for Institutional Audit (COPIA), Guidelines

The Programme Standards document outlines sets of characteristics that describe

This Programme Standards document has been developed by a panel of experts in

Dato Prof. Dr. Rujhan Bin Mustafa

Association for Computing Machinery

Cumulative Grade Point Average

Code of Practice for Institutional Audit

Code of Practice for Programme Accreditation

Continuous Professional Development

Guidelines to Good Practices

Higher Education Providers

Information and Communication Technology

The Institute of Electrical and Electronics Engineers Computer

Minimum Graduating Credits

Malaysian Qualifications Agency

Malaysian Qualifications Framework

PROGRAMME STANDARDS: COMPUTING

In the Malaysian context, Information and Communication Technology (ICT) is widely

Information Technology and Information Systems:

Computer Science: Graduates of this discipline, called Computer Scientists,

Graduates of this discipline, called Software

Engineers, should be able to perform and manage activities at every stage of

Information Technology: Graduates of this discipline, called Information

implementation, configuration and maintenance of an organisations

discipline, called Information

Systems Specialists, should be able to analyse information requirements

PROGRAMME STANDARDS: COMPUTING

Further, potential employers of new computing bachelor degree graduates must be

PROGRAMME STANDARDS: COMPUTING

the table below:

Alternative Job Titles

Discipline of Fresh Graduates

Computer Science offers a comprehensive foundation that permits graduates to

Diagram 1: Association for Computing Machinery (ACM) Problem Space Computing

Software Engineering is the discipline of developing and maintaining software

Software Engineering programmes produce graduates, who can understand user

PROGRAMME STANDARDS: COMPUTING

PROGRAMME STANDARDS: COMPUTING

of the diagram below:

Diagram 2: Association for Computing Machinery (ACM) Problem Space Computing

Information Technology in the broadest sense refers to all aspects of computing.