PENYEDIAAN DOKUMAN AKREDITASI 2021 FKMP

PROGRAM BDD, BDC, BDM dan BDX

(A) QUALIFYING REQUIREMENT

NO EAC STANDARD 2020 ETAC STANDARD 2020

1 Outcome-based Education (OBE) implementation. Minimum 140 SLT* credit unit. At least 100 SLT credit units shall
be engineering or engineering technology courses, of which a
minimum 50 slt credit units shall be allocated for practice-
oriented components in the technical and specialist area.

2 A minimum 135 SLT credits of which 90 credits must be engineering Final year project (8-12 slt credit units)
courses offered over a period of four years. (Based on SLT)
3 Capstone design project/Integrated Design Project Industrial training (minimum of 24 weeks)

4 Final year project (minimum six (6) credits) Full-time teaching staff (minimum of 8)

5 Industrial training (minimum of eight (8) weeks) Staff: student ratio 1: 15 or better

6 Full-time academic staff (minimum of eight (8)) with at least three (3) External examiner's report (and availability of the process that
Professional Engineers registered with the BEM requires a minimum of one report over two years)

7 Staff: student ratio of 1: 20 or better Programme Educational Objectives

8 External examiner/advisor report. (One in every two academic years.) Programme Outcomes
 (B) SELF ASSESSMENT REPORT (SAR)

PART ITEM EAC STANDARD 2020 ETAC STANDARD 2020

1 GENERAL INFORMATION AND (i) Provide general information on the IHL (i) Provide general information on the IHL and
PROGRAMME ACCREDITATION HISTORY and the specific programme. on the specific programme and attach the IHL
1.1 Overview of Universiti Tun (ii) Provide detailed information on academic calendar.
Hussein Onn Malaysia programme history of accreditation (year of (ii) Provide detailed information on programme
1.2 Overview of Faculty Mechanical accreditation, conditions imposed and history of accreditation (year of accreditation,
and Manufacturing Engineering actions taken). conditions imposed and actions taken).
1.3 History of Programme (iii) Describe any self-initiated changes made (iii) Describe any self-initiated changes made to
Accreditation to the programme and state the year the programme stating the year the changes were
1.4 Changes to Programme changes were introduced. introduced.

2 PROGRAMME EDUCATIONAL (i) State the vision and mission of the IHL (i) State the vision and mission of the
OBJECTIVES and/or faculty. IHL/faculty.
2.1 Vision and Mission (ii) List the PEOs and state where they are (ii) Describe the PEOs and state where are they
2.2 Programme Educational published or publicised. published.
Objectives (PEOs) (iii) Describe how the PEOs are consistent (iii) Describe how the PEOs are consistent with
2.3 Relations between PEOs-FKMP’s with the vision and mission of the IHL and/or the vision and mission of the IHL/ faculty and
Vision and Mission – Stakeholder faculty and stakeholders’ requirements. stakeholders requirements.
Requirements (iv) Describe the definition or PEO (iv) Describe the processes used to establish
2.4 Process of PEOs Development elements/performance indicators, the PEOs, and the extent to which the
and Review achievement criteria, and performance programme’s various stakeholders are involved
2.5 Strategies of Ensuring PEOs targets. in these processes.
Achievement (v) Describe the PEOs development and (v) Describe the process for the periodic review
2.6 Ongoing Evaluation and PEOs assessment processes including but not and revision of these PEOs
Achievement limited to:
2.7 Continuous Quality Improvement - Performance indicators
(CQI) for PEOs Achievement - The assessment instruments
2.8 Self-Assessment on Programme - Their achievements
Performance Related to PEOs - CQI activities
- Stakeholders involvement
(vi) Self-assess on programme performance
 related to PEOs based on the following scale
(with justifications) referring to Appendix H
of this Standard:
*Satisfactory/Unsatisfactory

3 PROGRAMME LEARNING OUTCOMES (i) List down the POs and state where are (i) List down the POs and state where are they
3.1 Programme Learning Outcomes they published or publicised. published.
(PLOs) (ii) Describe how the POs relate to the PEOs. (ii) Describe how the POs relate to the PEOs.
3.2 Relationship of Programme (iii) Describe how the POs are developed; (iii) Describe how the POs encompass the
Learning Outcomes (PLOs) and how they encompass and are consistent with outcome requirements of Section 5.0 of this
Programme Educational the 12 EAC’s POs of Section 6.2 and the Standard.
Objectives (PEOs) PEOs. (iv) Describe the processes used to establish
3.3 Relation of the Programme (iv) Describe the PO assessment model and review the POs, and the extent to which
Learning Outcomes (PLOs) with adopted by indicating the programme’s various stakeholders are
Engineering Accreditation Council - Where each of the PO is assessed? involved in these processes.
(EAC) Requirements - How each of the PO is assessed? (v) Describe the data gathered and explain the
3.4 Processes of Programme - What is the satisfactory attainment results of the assessment.
Learning Outcomes (PLOs) and measures to overcome any (vi) Explain how the assessment results are
Development and Review shortcomings? applied to further develop and improve the
3.5 Evaluation of Programme (v) Describe CQI strategies implemented in programme.
Learning Outcomes (PLOs) relation to POs. (vii) Describe the materials, including student
3.5.1 Indirect Assessment (vi) Self-assess on programme performance work and other tangible materials that
3.5.2 Direct Assessment related to POs based on the following scale demonstrate achievement of the POs
3.5.3 Consolidation of Indirect (with justifications):
and Direct Assessment *Satisfactory/Unsatisfactory
3.6 Ongoing Achievement of
Programme Learning Outcomes
(PLOs)
3.6.1 Analysis of PLOs
Achievement by Indirect
Assessment (Alumni and
Industry)
3.6.2 Analysis of PLOs
Achievement by Direct
 Measurement
3.6.3 Overall Analysis of PLOs
Achievement by Data
Consolidation of Direct
Assessment and Indirect
Assessment
3.7 Continuous Quality Improvement
(CQI) for PLOs Achievement
3.8 Self-Assessment on Programme
Learning Outcomes of FKMP
Programme

4 ACADEMIC CURRICULUM (i) Describe the programme structure and (i) Discuss the programme structure and course
4.1 Programme Structure and Course course contents to show how they are contents to show how they are appropriate to,
Content appropriate to, consistent with, and support consistent with, and support the development
4.1.1 Programme Name the development of the range of intellectual of the range of intellectual and practical skills
4.1.2 Programme Duration and practical skills and attainment or and attainment or achievement of the POs.
4.1.3 Entry Requirements achievement of the POs. (ii) Discuss the programme delivery and
4.1.4 Programme Content (ii) Describe the programme delivery and assessment methods and how these are
4.2 Academic Curriculum assessment (include description of appropriate to, consistent with, and support
Benchmarking assessment rubrics for projects, case studies, the development of the range of intellectual
4.3 Delivery and Assessment etc. and non-cognitive POs) methods, and practical skills and attainment or
Methods methods and how these are appropriate to, achievement of the POs.
4.3.1 Mapping of Course consistent with, and support the (iii) The information required in items (i) and (ii)
Content towards development of the range of intellectual and should include but is not limited to the
Programme Outcomes practical skills and attainment or following:
4.3.2 Knowledge Profile achievement of the POs. • A matrix linking courses to POs to
4.3.3 Complex Problem Solving (iii) The information required in items (i) and identify the contribution of each course
(CPS) (ii) should include but is not limited to the to the POs.
4.3.4 Complex Engineering following: • Distribution of the engineering
Activities (CEA) • A matrix linking courses to POs to technology courses (with industrial
4.4 Laboratory Exercise identify and track the contribution of training and WBL courses).
Implementation and Procedures each course to the POs. IHL may • Distribution of the (general education)
4.5 Industrial Training adopt the sample overall ‘Courses to courses.
 Implementation and Procedures POs’ mapping matrix included in • Distribution of the courses offered
4.6 Exposure to Professional Practice Appendix G of this Standard to according to semester.
4.6.1 Industrial Talks and Visits identify and track the contribution of
4.6.2 IEM Student Activities the courses to the POs as a guiding
4.7 Bachelor Degree Project (BDP) template. IHL may adopt own
Implementation and Procedures mapping strategy that may be
4.8 Integrated Engineering Design different from the sample template.
(IED) Project Implementation and • Distribution of the engineering
Procedures courses according to areas specific
4.9 Condition for Passing Courses to each programme referring to
4.10 Continuous Quality Improvement Engineering Sciences, Principles, and
(CQI) for Academic Curriculum Applications for traditional courses
4.11 Self-Assessment on Programme (Civil, Mechanical, Electrical,
Performance Related to Chemical and Electronics) of
Academic Curriculum Appendix B and areas obtained from
benchmarking exercises with
established programme elsewhere
for non-conventional programmes.
• Mapping of the courses to the
Knowledge Profile in Appendix B.
• Distribution of the related non-
engineering (general education)
courses.
• Distribution of the courses offered
according to semester.
(Note: Samples of table formats are
available in Appendix G).
(iv) Describe how benchmarking report/s
and other feedback (from EAC, IAP, External
Examiner/Advisor, etc.) have resulted in
Academic Curriculum improvement.
(v) Describe how the requirements of
Complex Problem Solving (CPS) and Complex
Engineering Activities (CEA) have been
addressed.
(vi) Describe laboratory exercises, related
POs, and approach to deliver and assess.
Give examples of open-ended laboratory
activities.
(vii) Describe industrial training scheme and
relate it to POs using appropriate examples.
(viii) Describe exposure to professional
practice and relate it to POs. Cite examples
of exposure to professional practice
activities.
(ix) Describe Final Year Projects (FYPs),
related POs, and how FYPs fulfil the specific
requirements stipulated in the Standard.
(x) Describe Integrated Design Projects,
related POs, and how the projects fulfil the
specific requirements stipulated in the
Standard.
(xi) Describe the ‘Condition for Passing
Courses’ practice(s).
(xii) Describe the extent to which the
programme’s various stakeholders are
involved in the curriculum development and
review process.
(xiii) Describe CQI strategies to be
implemented in relation to Academic
Curriculum.
(xiv) Self-assess on programme performance
related to Academic Curriculum based on
the following scale (with justifications):
*Satisfactory/Unsatisfactory
5 STUDENTS (i) Describe the requirements and process (i) Discuss the requirement and process for
5.1 Distribution of Student for admission of students to the programme. admission of students to the programme.
Enrolment (ii) Describe the policies and processes for (ii) Discuss the policies and processes for credit
5.2 Entry Qualifications for Final Year credit and course transfer/exemption. transfer/exemption.
Students of the Current Year (iii) Describe students’ counselling services (iii) Discuss students’ performance in relation to
5.3 Processes and Procedures of available. POs.
Student Admission (iv) Describe formal or informal feedback (iv) Discuss students’ workload.
5.4 Procedures of Credit platform/channel to obtain students (v) Discuss students’ activities and involvement
Transfer/Exemption feedback and suggestions for further in student organisations that
5.5 Students’ Counselling Services programme improvement, and how have the provide experience in management and
5.6 Students’ Workload feedback resulted in programme governance, representation in education and
5.7 Students’ Activities and improvement. related matters and social activities.
Involvement in Student (v) Describe students’ workload. (vi) The information required in items (i) to (v)
Organizations (vi) Describe students’ activities and should include but is not limited to the
5.7.1 Student Involvement in involvement in student organisations and following:
Student Organisations relevant professional engineering bodies • The distribution of students’ enrolment
5.7.2 University Support on that provide experience in management and for all academic years for the past four
Student Activities governance, representation in education and years (Table 6 in Appendix G).
5.7.3 Student Activities Organized by related matters and social activities. • The entry qualifications of final year
the Faculty (FKMP) (vii) The information required in items (i) to students of the current semester (Table
5.8 Students Performance in Relation (vi) should include but is not limited to the 7 in Appendix G).
to Programme Learning following:
Outcomes (PLOs) • The distribution of students’
5.8.1 Academic Performance enrolment for all academic years for
5.8.2 Assessment of Students’ the past four years (Table 6 in
Performance Appendix G).
5.8.3 Student Achievements in • The entry qualifications of final
co-curricular activities year students of the current
5.9 Continuous Quality Improvement semester (Table 7 in Appendix G).
(CQI) In Relation to Students (viii) Discuss students’ performances in
5.10 Self-Assessment on Programme relation to POs from overall holistic
Performance Related to Students perspective involving both curricular and co-
curricular activities, such as participating in
design competitions, public speaking
 activities, etc.
(ix) Describe CQI strategies to be
implemented in relation to Students.
(x) Self-assess on programme performance
related to Students based on the following
scale (with justifications):
*Satisfactory/Unsatisfactory

6 ACADEMIC AND SUPPORT STAFF (i) Discuss the adequacy and competencies (i) Discuss the strength and competencies of
6.1 Academic staff of the academic staff in covering all areas of the teaching staff/ WBL industry mentor in
6.1.1 Strength and the programme, and in implementing the covering all areas of the programme, and in
Competency of the Outcome-based approach to education. The implementing the outcome-based approach to
Academic Staff overall competence of Academic staff is education.
6.1.2 Academic Staff Expertise viewed from their diversity of background, (ii) Discuss how the overall staff workload
• Membership in academic qualification, academic and enables effective teaching, student-staff
Professional Bodies / professional practice experiences, including interaction, student advising and counselling,
Societies of Academic their track record in teaching, research, IHL service and research activities, professional
Staff publications, administration and service to development and interaction with industry.
• Strength and the society, ability to communicate, (iii) Discuss the sufficiency and competency of
Competencies of enthusiasm for developing more effective technical and administrative staff in providing
Academic Staff in programmes, level of scholarship, adequate support to the educational
implementing Outcome- participation in professional societies and programme.
Based Education attainment of Professional Engineer status. (iv) The information required in items (i) to (iii)
6.1.3 Academic Staff’s (ii) Discuss how the overall staff workload should include but is not limited to the
Workload enables effective teaching, student-staff following:
6.2 Technical and Administrative interaction, student advising and • A breakdown in terms of numbers of
Staff counselling, IHL service and research teaching staff (full-time, part-time and
6.2.1 Strength and activities, professional development and inter-programme) by year for the past
Competency of Technical interaction with industry. four years (Table 8 in Appendix G).
and Administrative Staff (iii) Discuss the sufficiency and competency • An analysis of all Teaching staff (Table 9
6.3 Professional Development of technical and administrative staff in in Appendix G).
 Training providing adequate support to the • A summary of the academic
6.3.1 Ongoing Implementation educational programme. qualifications of teaching staff (Table
6.3.2 Future Projected Plan (iv) The information required in items (i) to 10 in Appendix G).
6.4 Continuous Quality Improvement (iii) should include but is not limited to the • A summary of the professional/
(CQI) Related to Staff following: industrial/specialist certifications and
6.5 Self-Assessment on Programme • A breakdown in terms of numbers membership in professional
Performance Related to Staff of academic staff (full-time, part- bodies/societies of teaching staff (Table
time and inter-programme) by year 11 in Appendix G).
for the past four years (Table 8 in • A summary of the posts held by full
Appendix G). time teaching staff (Table 12 in
• An analysis of all academic staff Appendix G).
(Table 9 in Appendix G). • A summary of teaching workload of
• A summary of the academic teaching staff for the current semester
qualifications of academic staff (Table 13 in Appendix G).
(Table 10 in Appendix G). • An analysis of all support staff (Table 14
• A summary of the professional in Appendix G).
qualifications and membership in • A summary of the posts held by
professional bodies/societies of support staff (Table 15 in Appendix G).
academic staff (Table 11 in Appendix • The staff: student ratio by year for all
G). This shall also include registration academic years for the past four years
with Board of Engineers Malaysia in (Table 16 in Appendix G).
line with the requirement. • A listing of lecturers/invited speakers
• A summary of the posts held by full from industry/public bodies and their
time academic staff (Table 12 in level of involvement.
Appendix G).
• A summary of teaching workload
of academic staff for the current
semester (Table 13 in Appendix G).
• An analysis of all support staff
(Table 14 in Appendix G).
• A summary of the posts held by
support staff (Table 15 in Appendix
G).
• The staff: student ratio by year for
 all academic years for the past four
years (Table 16 in Appendix G).
• A listing of lecturers/invited
speakers from industry/public bodies
and their level of involvement.
(v) Describe the implemented professional
training scheme and incentives for academic
staff. List down academic staff who have
undergone or still undergoing training.
Provide future projected professional
training programme.
(vi) Describe participation of academic staff
in consultancy activities.
(vii) Describe participation of academic staff
in research and development activities.
(viii) Describe CQI strategies to be
implemented in relation to Academic and
Support Staff.
(ix) Self-assess on programme performance
related to Academic and Support Staff based
on the following scale (with justifications):
*Satisfactory/Unsatisfactory

7 FACILITIES (i) Discuss the adequacy of teaching and (i) Discuss the adequacy of teaching and
7.1 Teaching and Learning Facilities learning facilities such as classrooms, learning facilities such as classrooms,
7.1.1 Lecture Room and Halls learning-support facilities, study areas, learning-support facilities, study areas,
7.1.2 Engineering and information resources (library), computing information resources (library), computing and
Technology Laboratory and information-technology systems, information-technology systems, laboratories
7.1.3 Computer and laboratories and workshops, and associated and workshops, and associated equipment to
Information-Technology equipment to cater for multi-delivery modes. cater for multi-delivery modes.
Systems (ii) For programmes offered wholly or partly (ii) For programmes offered wholly or partly in
7.1.4 Computer and IT in distance mode, or at multiple or remote distance mode, or at multiple or remote
Facilities locations, describe how the facilities locations, describe how the facilities provided
7.1.5 e-Learning provided are equivalent to those provided are equivalent to those provided for on-campus
7.2 Library and Resource Centre for on-campus students. students.
7.2.1 Mechanical Text Books (iii) Describe the adequacy of support (iii) Describe the adequacy of support facilities
and Reference facilities such as hostels, sport and such as hostels, sport and recreational centres,
Collections recreational centres, health centres, student health centres, student centres, and transport
7.2.2 Journals centres, and transport in facilitating in facilitating students’ life on campus and
7.3 Support Facilities students’ life on campus and enhancing enhancing character building.
7.3.1 Residential College character building. (iv) The information required in items (i) to (iii)
7.3.2 Recreation, Sports and (iv) The information required in items (i) to should be provided in the supporting
Culture Centre (iii) should be provided in the supporting documents but is not limited to the following:
7.3.3 Transport Services documents but is not limited to the • A summary, in tabulated form, of the
7.3.4 Health and Medical following: lecture facilities (give number, capacity,
Services • A summary, in tabulated form, of and audio video facilities available).
7.3.5 Postal Services the lecture facilities (give number, • A summary, in tabulated form, of the
7.3.6 Bookstores and capacity, and audio video facilities laboratories (list down the equipment
Cafeterias available). available in each laboratory).
7.3.7 Religious and Counselling • A summary, in tabulated form, of • A summary, in tabulated form, of the
7.3.8 Main Halls (Graduation, the laboratories (list down the workshops (list down the
Conference, Seminar, equipment available in each equipment/machinery available in each
Exhibition and laboratory). workshop).
Examination) • A summary, in tabulated form, of • A summary, in tabulated form, of the
7.3.9 Financial and Banking the workshops (list down the computer laboratories (list down the
Services equipment/machinery available in hardware and software available).
7.4 Procedures and monitoring of each workshop). • A summary, in tabulated form, of the
health and safety aspects • A summary, in tabulated form, of other supporting facilities such as the
7.5 Maintenance and Calibration the computer laboratories (list down library (list down the titles of
7.6 Further Planned CQI Actions in the hardware and software books/journals/magazines/standards of
Relation to Facilities available). relevance to the programme).
7.7 Self-Assessment on Programme • A summary, in tabulated form, of • A summary, in tabulated form, of
Performance Related to Facilities the other supporting facilities such recreational facilities.
as the library (list down the titles of • A summary, in tabulated form, of
books/journals/magazines/standards information on recent improvements
of relevance to the programme). and planned improvements in these
• A summary, in tabulated form, of facilities.
recreational facilities.
 • A summary, in tabulated form, of
information on recent improvements
and planned improvements in these
facilities.
(v) Describe procedures and monitoring of
health, safety and environmental aspects of
facilities including lecture halls, laboratories,
equipment, etc.
(vi) Describe maintenance and calibration
aspects of teaching facilities and
equipment/apparatus.
(vii) Discuss how the safety, health and
environment issues being managed by the
IHL.
(viii) Describe CQI strategies to be
implemented in relation to Facilities.
(ix) Self-assess on programme performance
related to Facilities based on the following
scale (with justifications):
*Satisfactory/Unsatisfactory

8 QUALITY MANAGEMENT SYSTEMS (i) Describe the Quality Management (i) Outline the organisational structure of the
8.1 Organisational Structure Systems and organisational structure of the IHL as well as the structure within the faculty/
8.1.1 Board of Directors IHL as well as the structure within the department/programme. Discuss the level and
8.1.2 UTHM Administration faculty/ department/programme. Discuss adequacy of institutional support, operating
8.1.3 Administrative the commitment and level and adequacy of environment, financial resources, constructive
Organisation of Faculty of institutional support, operating leadership, policies and mechanisms for
Mechanical and environment, financial resources, attracting, appointing, retaining and rewarding
Manufacturing constructive leadership, policies and wellqualified staff and provision of professional
Engineering (FKMP) mechanisms for attracting, appointing, development, and provision of infrastructure
8.2 Adequacy of Institutional retaining and rewarding well-qualified staff and support services to achieve POs and assure
Support, Operating Environment and provision of professional development, continuity of the programme. All relevant
and Financial Resources and provision of infrastructure and support policies are to be made available during the
 8.2.1 Institutional Support services to achieve the PEOs and POs and visit.
8.2.2 Operating Environment assure continuity/sustainability of the (ii) Discuss the mechanism for the following:
8.2.3 Financial Resources programme. All relevant policies are to be programme planning; curriculum development;
8.3 Programme Quality Management made available during the visit. curriculum and content review; responding to
and Planning (ii) Discuss the mechanism for the following: feedback and inputs from stakeholders
8.3.1 Faculty Objectives and programme planning; including industry advisors, partner industry for
Faculty Quality curriculum development; curriculum and WBL training (if applicable), students and
Objectives content review; responding to feedback and alumni; tracking outcomes of performance
8.3.2 Educational Programme inputs from all stakeholders monitoring the through assessment; responding to External
8.4 Quality Assurance contribution of individual courses to the POs; Examiners comments; reviewing of Programme
8.4.1 System for Examination monitoring outcomes of performance Educational Objectives and Programme
Regulation through assessment; responding to External Outcomes; and continual quality improvement.
8.4.2 System of Assessment for Examiners comments; reviewing of PEOs and Where these are discussed elsewhere in the
Examinations, Projects POs; and Continual Quality Improvement report, specify their locations. For a new
and Industrial Training (CQI). Where these are discussed elsewhere programme, the IHL also needs to discuss the
8.4.3 System for Student in the report, specify their locations. For a processes surrounding the decision to
Admission and Teaching new programme, the IHL also needs to introduce the programme.
and Learning discuss the processes surrounding the (iii) Summarise responses to the external
8.5 Benchmarking decision to introduce the programme. examiner’s report.
8.6 Management System for Safety, (iii) Summarise feedback obtained from (iv) Discuss how the quality management
Health and Environment External Examiner/ Advisor, IAP and system of the IHL provides quality assurance
8.7 Continuous Quality Improvement stakeholders and how CQI was carried out. and benchmarking.
(CQI) (iv) Summarise benchmarking reports and (v) The information required in items (i) to (iv)
8.8 Self-Assessment on Quality how CQI was carried out. should be provided in the supporting document
Management Systems (v) Describe how the Quality Management and is not limited to the following:
System (QMS) of the IHL provides quality • Evidence on the participation of
assurance covering (not limited to) the Teaching staff, support staff and
following: students in the continual quality
• System for Examination improvement process.
Regulations including Preparation • Evidence on the development of
and Moderation of Examination Teaching staff through opportunities in
Papers: The programme has further education, industrial exposure,
established a working system for as well as research and development.
examination regulations including • Policies, internal processes and
 preparation and moderation of practices that are in place at all levels
examination papers. within the IHL relating to the five
• System of Assessment for criteria as stated in Section 8 of this
Examinations, Projects, and Standard.
Industrial Training: The programme • Evidence of the on-going participation
has established a working system for of industry advisors in discussions and
assessment of examinations, forums, professional practice exposure,
projects, industrial training and and collaborative projects.
other forms of learning delivery. The
scope of assessment is wide enough
to cover the achievement of POs.
• System for student admission and
teaching and learning: The
programme has established a
working system for student
admission and teaching and learning.
Quality assurance can be reflected
through proper and sufficient
policies/rules/regulations/
procedures in the
Department/Faculty or IHL, and
whether those systems are
implemented.
(vi) Describe the management system for
safety, health and environment.
(vii) Describe CQI strategies to be
implemented in relation to QMS.
(viii) Self-assess on programme performance
related to Quality Management Systems
(QMS) based on the following scale (with
justifications):
*Satisfactory/Unsatisfactory