The Manual for the

Quality Management of
Educational Programmes in
Myanmar
The case of Myanmar Maritime
University (MMU)
The Manual for the Quality Management of Educational Programmes in
Myanmar (The case of Myanmar Maritime University (MMU)) is published by:

ASEAN University Network (AUN)

17th Floor, ChaloemRajakumari 60
Chamchuri 10 Building
Chulalongkorn University
Phayathai Road, Bangkok
10330 Thailand

© ASEAN University Network

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording and/or otherwise without the prior written permission of the
Executive Director, ASEAN University Network.

Version No. 1.0

Date of Publication: November 2016
Contents

Chapter Page

Acknowledgements i

Foreword ii

Introduction 1

1. Expected Learning Outcomes 1-1

2. Programme Specification 2-1

3. Programme Structure and Content 3-1

4. Teaching and Learning Approach 4-1

5. Student Assessment 5-1

6. Academic Staff Quality 6-1

7. Support Staff Quality 7-1

8. Student Quality and Support 8-1

9. Facilities and Infrastructure 9-1

10. Quality Enhancement 10-1

11. Output 11-1

Acknowledgements

The manual is jointly prepared and written by Mr. Johnson Ong Chee Bin, AUN-QA
Expert and the Documentation Team from Myanmar Maritime University as listed
below.

Documentation Team

• Capt. Zin MaungTun

• Dr. Thu Han Tun
• Dr. Nilar Toe
• Mrs. Thet Thet

i
Foreword

Quality of higher education is an elusive concept.Myanmar’s National Education Law

requires all universities and colleges to establish their QA systems within the next
five years.

Myanmar Maritime University is honoured to share its QA knowledge gained from

the IQA Workshop in 2011 supported by DAAD,DIES, HRK and AUN-QA, to some
medical universities, cooperative universities and technological universities in
Myanmar with the objective of developing QA system in higher education.

IQA and EQA are two sides of the same coin. Without IQA, there is no sustainable
quality enhancement in higher education institutions (HEIs).

I wrote this foreword while I was attending the Policy Forum titled “Higher Education
Quality and Employability” at Xiamen University, China, in June 2016.Many quality
experts from 26 countries presented and discussed openly on that topic. It reinforces
my conviction that QA is an important and necessity system in HEIs.

Staff members from QMS Office of Myanmar Maritime University have participated
with their hearts and souls in writing the documentation for this project under the
good guidance of Mr. Johnson Ong Chee Bin, QA expert from AUN-QA Network.

I do hope that this manual would be a very fruitful one to guide CLM universities in
implementing QA at programme level.

Last but not the least, I would like to express my deepest thanks to AUN-QA Network
for its kind and continuous support.

Dr. Myat Lwin

Rector
Myanmar Maritime University

ii
Foreword

AUN-QA is the higher education quality assurance (QA) system and practices of the
ASEAN University Network (AUN). Its overarching working principle is to empower
universities and their management staff to establish, develop and continually
improve their QA systems through documentation, capacity building and quality
assessment.

This manual is the fruit of collaboration between AUN and participating CLM
universities in Cambodia, Lao PDR and Myanmar under the funding from Asian
Development Bank (ADB). ADB has been providing financial support for AUN-QA
activities involving Cambodia, Lao PDR, and Myanmar since 2012 under the “GMS
Higher Education Harmonisation and Networking: Strengthening Capacity of
University Quality Assurance System Project”.

The manual aims to assist CLM universities in the implementation of AUN-QA at

programme level. It documents the AUN-QA criteria and key concepts as well as QA
practices from participating universities in CLM countries. It is hoped that universities
can learn from them and become the providers of “quality education” by
implementing effective quality management for their educational programmes.

Lastly, I would like to acknowledge and express my sincere gratitude to Mr. Johnson
Ong Chee Bin, AUN-QA Expert and the Documentation Team from Myanmar
Maritime University for their contributions to the development of this manual.

Assoc. Prof. Nantana Gajaseni, Ph.D.

Executive Director
ASEAN University Network

iii
Introduction

1. Objectives

The “Manual for the Quality Management of Educational Programmes in

Myanmar ; the case of Myanmar Maritime University (MMU) ” is prepared as part of
Phase 3 of the AUN-ADB Project on Strengthening Capacity of University Quality
Assurance System towards Uplifting Higher Education Quality in Cambodia, Lao
PDR and Myanmar (CLM) Countries.

The objectives of the documentation project are to:

• enhance and strengthen the basic QA management system at the

programme level based on the ASEAN-QA project site assessment
results;
• establish a documentation system for existing QA management system
at programme level based on AUN-QA model;
• provide a common reference for QA management system planning,
implementation, monitoring and improvement; and
• provide a common source for QA management system training,
communication, standardisation and review.

The original manual is written in English language using a generic template

which is adapted and translated by the participating universities in CLM countries.
The quality management system written in the manual is based on the 3rd version of
the AUN-QA model at programme level. The manual is organised into 3 sections as
illustrated in Figure 1.

Figure 1 – Organisation of Manual

1
Introduction

2. Myanmar Maritime University (MMU)

The Ministry of Transport and Communications (previously known as the

“Ministry of Transport”) is the authority to manage and administer the maritime
transportation in Myanmar, which includes seafaring, ship management/operation,
ship building, port structures, port management, control of waterways, registration of
ships and last but not least closely monitoring the safety of life at sea and protection
of marine environment. To ensure the effective implementation of the above
activities, the Ministry has assigned different tasks to different departments under its
charge.
Myanmar Maritime University is one of the 9 departments and 2 institutes
under the Ministry of Transport established by the Republic of the Union of Myanmar
until April 2015. Since May 2015, the Ministry of Education manages the budget and
the Ministry of Transport and Communications (previously known as the “Ministry of
Transport”) manages the administration of the university. At present, the Myanmar
Maritime University is under the Ministry of Transport and Communications and it is
the only Maritime University in Myanmar. The main task of the University is to
develop human resources in the maritime industry.
Myanmar Maritime University was temporarily opened in the compound of
Myanmar Mercantile Marine College (Institute of Marine Technology), Bayinnaung
Road, Sinmalike, Yangon on August 1st, 2002. It moved to the present campus which
is endowed with modern design and facilities in Thilawa, Thanlyin Township in
2003.Currently, there are about 2,000 students studying at the campus.
The departments offering degree and diploma programmes in Myanmar
Maritime University are as follows:

• Department of Marine Engineering

• Department of Naval Architecture and Ocean Engineering
• Department of Port and Harbour Engineering
• Department of River and Coastal Engineering
• Department of Marine Electrical Systems and Electronics
• Department of Marine Mechanical Engineering
• Department of Nautical Science
• Department of Shipping Management
• Department of Port Management

Of the nine (9) departments above, seven (7) departments offer six (6)
Bachelor Engineering degrees (B.E) and one (1) Bachelor of Science degree B.Sc.
(Hons.). Shipping Management and Port Management departments offer two (2)
Post Graduate Diplomas while the three (3) Engineering departments offer three (3)
Master degrees. The university has received regional recognition for its quality
education.

2
Introduction

To achieve the quality standard of teaching the academic and technical

subjects, Myanmar Maritime University is affiliated with International Maritime
Universities from Korea, China, Japan, and World Maritime University for higher
education. The University drawn up its curricula and syllabi based on various
International Maritime Universities and International Maritime Organisation (IMO)
conventions STCW 95.

Myanmar Maritime University is an ISO 9001:2008 certified higher education

institution and has adopted the AUN-QA guidelines and criteria as its quality
framework. The university has participated in the ASEAN-QA Project Phase I and
Phase II and AUN-ADB training workshops since 2009. In 2013, its Bachelor of
Engineering in Maritime Engineering programme was assessed and certified to
AUN-QA requirements by an international team of assessors from Europe and
ASEAN under the ASEAN-QA Project Phase I.

Myanmar Maritime University aims to be one of the best universities in

Myanmar providing quality educational services which meet or exceed national and
international standards. The organisation of quality assurance at Myanmar Maritime
University is illustrated in Figure 2 below.

Figure 2: Organisation of QMS Office at Myanmar Maritime University

3. AUN-QA Model at Programme Level

AUN recognises the importance of quality in higher education, and the need
to develop a holistic quality assurance system to raise academic standards and
enhance education, research and service of universities in ASEAN. The AUN-QA
3
Introduction

Model comprises strategic QA, systemic QA and functional QA and it is aligned to

both regional and international quality assurance frameworks (see Figure 3).

Figure 3 – AUN-QA Model for Higher Education

The AUN-QA model for programme level (Version 3) starts with stakeholders
needs (see Figure 4). These needs are formulated in to the expected learning
outcomes which drive the programme (1st Column). There are four rows in the
middle of the model and the first row addresses the question of how the expected
learning outcomes are translated into the programme; and how they can be achieved
via teaching and learning approach and student assessment.

The second row considers the "input" into the process including academic and
support staff; student quality and support; and facilities and infrastructure.

The third row addresses the quality enhancement of the programme covering
curriculum design and development, teaching and learning, student assessment,
quality of support services and facilities, and stakeholders’ feedback.

The fourth row focuses on the output of the programme including pass rates
and dropout rates, the average time to graduate, employability of the graduates,
research activities and stakeholders’ satisfaction.

The final column addresses the achievements of the expected learning

outcomes and the programme.

The model ends with the fulfilment of stakeholders’ needs and the continuous
improvement of the quality assurance system and benchmarking to seek best
practices.

4
Introduction

Figure 4 – AUN-QA Model for Programme Level (3rd Version)

The 3rd version of the AUN-QA model for programme level encompasses the
following 11 criteria:

1. Expected Learning Outcomes

2. Programme Specification
3. Programme Structure and Content
4. Teaching and Learning Approach
5. Student Assessment
6. Academic Staff Quality
7. Support Staff Quality
8. Student Quality and Support
9. Facilities and Infrastructure
10. Quality Enhancement
11. Output

In the following chapters, the requirements of each AUN-QA criterion are given in
a box. To facilitate implementation and assessment of each criterion, the list of
statements of each criterion is translated into sub-criterion listed in the checklist. The
number in brackets [ ] in the sub-criterion indicates the corresponding statement(s) in
the box. A complete checklist of the AUN-QA criteria at programme level is
documented in Annex I.

5
Introduction

A 7-point rating scale is used for AUN-QA assessment. It provides universities

and assessors an instrument for scaling their verdicts and to see how far they have
progressed in their AUN-QA journey. The 7-point rating scale is described below.

Rating Description
1 Absolutely Inadequate
The QA practice to fulfil the criterion is not implemented. There are no
plans, documents, evidences or results available. Immediate
improvement must be made.
2 Inadequate and Improvement is Necessary
The QA practice to fulfil the criterion is still at its planning stage or is
inadequate where improvement is necessary. There is little document or
evidence available. Performance of the QA practice shows little or poor
results.
3 Inadequate but Minor Improvement Will Make It Adequate
The QA practice to fulfil the criterion is defined and implemented but
minor improvement is needed to fully meet them. Documents are
available but no clear evidence to support that they have been fully
used. Performance of the QA practice shows inconsistent or some
results.
4 Adequate as Expected
The QA practice to fulfil the criterion is adequate and evidences support
that it has been fully implemented. Performance of the QA practice
shows consistent results as expected.
5 Better Than Adequate
The QA practice to fulfil the criterion is better than adequate. Evidences
support that it has been efficiently implemented. Performance of the QA
practice shows good results and positive improvement trend.
6 Example of Best Practices
The QA practice to fulfil the criterion is considered to be example of best
practices in the field. Evidences support that it has been effectively
implemented. Performance of QA practice shows very good results and
positive improvement trend.
7 Excellent (Example of World-class or Leading Practices)
The QA practice to fulfil the criterion is considered to be excellent or
example of world-class practices in the field. Evidences support that it
has been innovatively implemented. Performance of the QA practice
shows excellent results and outstanding improvement trends.

In assigning rating to criterion and sub-criterion, only whole number should be used.
The overall verdict of the assessment should be computed based on the arithmetic
average of the 11 criteria with only one decimal place.

6
Introduction

Annex I

Checklist for AUN-QA Assessment at Programme Level

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been
clearly formulated and aligned with the vision and
mission of the university [1,2]
1.2 The expected learning outcomes cover both
subject specific and generic (i.e. transferable)
learning outcomes [3]
1.3 The expected learning outcomes clearly reflect
the requirements of the stakeholders [4]
Overall opinion
2 Programme Specification
2.1 The information in the programme specification is
comprehensive and up-to-date [1, 2]
2.2 The information in the course specification is
comprehensive and up-to-date [1, 2]
2.3 The programme and course specifications are
communicated and made available to the
stakeholders [1, 2]
Overall opinion
3 Programme Structure and Content
3.1 The curriculum is designed based on constructive
alignment with the expected learning outcomes
[1]
3.2 The contribution made by each course to achieve
the expected learning outcomes is clear [2]
3.3 The curriculum is logically structured, sequenced,
integrated and up-to-date [3, 4, 5, 6]
Overall opinion
4 Teaching and Learning Approach
4.1 The educational philosophy is well articulated and
communicated to all stakeholders [1]
4.2 Teaching and learning activities are constructively
aligned to the achievement of the expected
learning outcomes [2, 3, 4, 5]
4.3 Teaching and learning activities enhance life-long
learning [6]
Overall opinion

7
Introduction

5 Student Assessment 1 2 3 4 5 6 7
5.1 The student assessment is constructively aligned
to the achievement of the expected learning
outcomes [1, 2]
5.2 The student assessments including timelines,
methods, regulations, weight distribution, rubrics
and grading are explicit and communicated to
students [4, 5]
5.3 Methods including assessment rubrics and
marking schemes are used to ensure validity,
reliability and fairness of student assessment [6,
7]
5.4 Feedback of student assessment is timely and
helps to improve learning [3]
5.5 Students have ready access to appeal procedure
[8]
Overall opinion
6 Academic Staff Quality
6.1 Academic staff planning (considering succession,
promotion, re-deployment, termination, and
retirement) is carried out to fulfil the needs for
education, research and service [1]
6.2 Staff-to-student ratio and workload are measured
and monitored to improve the quality of education,
research and service [2]
6.3 Recruitment and selection criteria including ethics
and academic freedom for appointment,
deployment and promotion are determined and
communicated [4, 5, 6, 7]
6.4 Competences of academic staff are identified and
evaluated [3]
6.5 Training and developmental needs of academic
staff are identified and activities are implemented
to fulfil them [8]
6.6 Performance management including rewards and
recognition is implemented to motivate and
support education, research and service [9]
6.7 The types and quantity of research activities by
academic staff are established, monitored and
benchmarked for improvement [10]
Overall opinion

8
Introduction

7 Support Staff Quality 1 2 3 4 5 6 7

7.1 Support staff planning (at the library, laboratory,
IT facility and student services) is carried out to
fulfil the needs for education, research and
service [1]
7.2 Recruitment and selection criteria for
appointment, deployment and promotion are
determined and communicated [2]
7.3 Competences of support staff are identified and
evaluated [3]
7.4 Training and developmental needs of support
staff are identified and activities are implemented
to fulfil them [4]
7.5 Performance management including rewards and
recognition is implemented to motivate and
support education, research and service [5]
Overall opinion
8 Student Quality and Support
8.1 The student intake policy and admission criteria
are defined, communicated, published, and up-to-
date [1]
8.2 The methods and criteria for the selection of
students are determined and evaluated [2]
8.3 There is an adequate monitoring system for
student progress, academic performance, and
workload [3]
8.4 Academic advice, co-curricular activities, student
competition, and other student support services
are available to improve learning and
employability [4]
8.5 The physical, social and psychological
environment is conducive for education and
research as well as personal well-being [5]
Overall opinion

9
Introduction

9 Facilities and Infrastructure 1 2 3 4 5 6 7

9.1 The teaching and learning facilities and
equipment (lecture halls, classrooms, project
rooms, etc.) are adequate and updated to
support education and research [1]
9.2 The library and its resources are adequate and
updated to support education and research [3, 4]
9.3 The laboratories and equipment are adequate
and updated to support education and research
[1, 2]
9.4 The IT facilities including e-learning
infrastructure are adequate and updated to
support education and research [1, 5, 6]
9.5 The standards for environment, health and
safety; and access for people with special needs
are defined and implemented [7]
Overall opinion
10 Quality Enhancement
10.1 Stakeholders’ needs and feedback serve as
input to curriculum design and development [1]
10.2 The curriculum design and development process
is established and subjected to evaluation and
enhancement [2]
10.3 The teaching and learning processes and
student assessment are continuously reviewed
and evaluated to ensure their relevance and
alignment [3]
10.4 Research output is used to enhance teaching
and learning [4]
10.5 Quality of support services and facilities (at the
library, laboratory, IT facility and student
services) is subjected to evaluation and
enhancement [5]
10.6 The stakeholder’s feedback mechanisms are
systematic and subjected to evaluation and
enhancement [6]
Overall opinion

10
Introduction

11 Output 1 2 3 4 5 6 7
11.1 The pass rates and dropout rates are
established, monitored and benchmarked for
improvement [1]
11.2 The average time to graduate is established,
monitored and benchmarked for improvement [1]
11.3 Employability of graduates is established,
monitored and benchmarked for improvement [1]
11.4 The types and quantity of research activities by
students are established, monitored and
benchmarked for improvement [2]
11.5 The satisfaction levels of stakeholders are
established, monitored and benchmarked for
improvement [3]
Overall opinion
Overall verdict

In assigning rating to criterion and sub-criterion, only whole number should be used.
The overall verdict of the assessment should be computed based on the arithmetic
average of the 11 criteria with only one decimal place.

11
Chapter 1 – Expected Learning Outcomes

1. AUN-QA Criterion 1 – Expected Learning Outcomes

1. The formulation of the expected learning outcomes takes into account and
reflects the vision and mission of the institution. The vision and mission are
explicit and known to staff and students.
2. The programme shows the expected learning outcomes of the graduate. Each
course and lesson should clearly be designed to achieve its expected learning
outcomes which should be aligned to the programme expected learning
outcomes.
3. The programme is designed to cover both subject specific outcomes that relate
to the knowledge and skills of the subject discipline; and generic (sometimes
called transferable skills) outcomes that relate to any and all disciplines e.g.
written and oral communication, problem-solving, information technology,
teambuilding skills, etc.
4. The programme has clearly formulated the expected learning outcomes which
reflect the relevant demands and needs of the stakeholders.

2. AUN-QA Criterion 1 – Checklist

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been
clearly formulated and aligned with the vision and
mission of the university [1,2]
1.2 The expected learning outcomes cover both
subject specific and generic (i.e. transferable)
learning outcomes [3]
1.3 The expected learning outcomes clearly reflect
the requirements of the stakeholders [4]
Overall opinion

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• How the ELOs reflect the vision and mission of the university?
• How is feedback from stakeholders gathered and used for the formulation and
revision of ELOs? (related to criterion 10)
• Who are involved in the formulation and revision of ELOs and how often are
ELOs updated or revised? (related to criterion 10)
• How ELOs are formulated for the programme and all courses, and the
relationship between them? (related to criterion 3)
• What taxonomy of educational objectives (e.g. Bloom) is used for the
formulation of ELOs?
• How are ELOs aligned to teaching & learning approach and student
assessment? (related to criterion 4 and 5)
• What life-long learning skills are promoted and taught?
• What pathways and professional progression or development are available to
students and graduates for life-long learning?

1-1
Chapter 1 – Expected Learning Outcomes

3. Outcome-Based Education

The High Success Network (1992) defines outcome-based education as “defining,

organising, focusing, and directing all aspects of a curriculum on the things we want
all learners to demonstrate successfully when they complete the programme”.

Outcome-based education focuses on:

• Learning outcomes which learners are expected to learn

• Backward design of curriculum where courses and learning experiences are
designed to help learners to achieve the learning outcomes
• Student assessments are designed to measure the learners’ achievement of
the learning outcomes
• Constructive alignment of learning outcomes, curriculum, teaching and
learning methods and student assessments.

4. Bloom’s Taxonomy

Bloom’s taxonomy (1956) classifies learning outcomes into 3 key domains: cognitive
(knowledge), affective (attitude) and psychomotor skills (skills). Each domain is
organised into a hierarchy ranging from low to high level skills.

Figure 1.1 represents the cognitive domain which covers knowledge and the
development of intellectual skills. This includes the recall or recognition of specific
facts, procedural patterns, and concepts that serve in the development of
intellectual abilities and skills.

Level Exampl Key Words

e
Knowledge: Recall data Examples: Recite a Key Words: defines,
or information. policy. Quote prices from describes, identifies,
memory to a customer. knows, labels, lists,
Knows the safety rules. matches, names,
outlines, recalls,
recognises, reproduces,
selects, states.

Comprehension: Examples: Rewrites Key Words:

Understand the meaning, the principles of test comprehends, converts,
translation, interpolation, writing. Explain in one’s defends, distinguishes,
and interpretation of own words the steps estimates, explains,
instructions and for performing a extends, generalises,
problems. State a complex task. gives examples, infers,
problem in one's own Translates an equation interprets, paraphrases,
words. into a computer predicts, rewrites,
spreadsheet. summarises, translates.

1-2
Chapter 1 – Expected Learning Outcomes

Level Exampl Key Words

e
Application: Use a Examples: Use a manual Key Words: applies,
concept in a new situation to calculate an changes, computes,
or unprompted use of an employee’s vacation time. constructs,
abstraction. Applies what Apply laws of statistics to demonstrates, discovers,
was learned in the evaluate the reliability of a manipulates, modifies,
classroom into novel written test. operates, predicts,
situations in the work prepares, produces,
place. relates, shows, solves,
uses.
Analysis: Separates Examples: Troubleshoot Key Words: analyses,
material or concepts into a piece of equipment by breaks down, compares,
component parts so that using logical deduction. contrasts, diagrams,
its organisational structure Recognise logical deconstructs,
may be understood. fallacies in reasoning. differentiates,
Distinguishes between Gathers information from discriminates,
facts and inferences. a department and selects distinguishes, identifies,
the required tasks for illustrates, infers,
training. outlines, relates, selects,
separates.

Synthesis: Builds a Examples: Write a Key Words: categorises,

structure or pattern from company operations or combines, compiles,
diverse elements. Put process manual. Design a composes, creates,
parts together to form a machine to perform a devises, designs,
whole, with emphasis on specific task. Integratesexplains, generates,
creating a new meaning or training from several modifies, organises,
structure. sources to solve a plans, rearranges,
problem. Revises and reconstructs, relates,
process to improve the reorganises, revises,
outcome. rewrites, summarises,
tells, writes.
Evaluation: Make Examples: Select the Key Words: appraises,
judgments about the most effective compares, concludes,
value of ideas or solution. Hire the most contrasts, criticises,
materials. qualified candidate. critiques, defends,
Explain and justify a describes, discriminates,
new budget. evaluates, explains,
interprets, justifies,
relates, summarises,
supports.
Figure 1.1 – Hierarchy of Cognitive Levels
(Source: Bloom’s Taxonomy – The Three Types of Learning)

1-3
Chapter 1 – Expected Learning Outcomes

Figure 1.2 represents the affective domain which covers feelings, values,
appreciation, enthusiasms, motivations and attitudes.

Leve Example Key Words

l
Receiving Phenomena: Examples: Listen to Key Words: asks,
Awareness, willingness others with respect. Listenchooses, describes,
to hear, selected for and remember the follows, gives, holds,
attention. name of newly introduced identifies, locates,
people. names, points to,
selects, sits, erects,
replies, uses.
Responding to Examples: Participates in Key Words: answers,
Phenomena: Active class discussions. Gives a assists, aids, complies,
participation on the part presentation. Questions conforms, discusses,
of the learners. Attends new ideals, concepts, greets, helps, labels,
and reacts to a particular models, etc. in order to performs, practises,
phenomenon. Learning fully understand them. presents, reads, recites,
outcomes may Know the safety rules and reports, selects, tells,
emphasize compliance practises them. writes.
in responding,
willingness to respond,
or satisfaction in
responding (motivation).
Valuing: The worth or Examples: Demonstrates Key Words:
value a person attaches belief in the democratic completes,
to a particular object, process. Is sensitive demonstrates,
phenomenon, or towards individual and differentiates, explains,
behaviour. This ranges cultural differences (value follows, forms,
from simple acceptance diversity). Shows the initiates, invites, joins,
to the more complex ability to solve problems. justifies, proposes,
state of commitment. Proposes a plan to social reads, reports, selects,
Valuing is based on the improvement and follows shares, studies, works.
internalisation of a set of through with commitment.
specified values, while Informs management on
clues to these values are matters that one feels
expressed in the learner’s strongly about.
overt behavior and are
often identifiable.

1-4
Chapter 1 – Expected Learning Outcomes

Leve Example Key Words

l
Organisation: Organises Examples: Recognises Key Words: adheres,
values into priorities by the need for balance alters, arranges,
contrasting different between freedom and combines, compares,
values, resolving conflictsresponsible behavior. completes, defends,
between them, and Accepts responsibility explains, formulates,
creating a unique value for one’s behavior. generalises, identifies,
system. The emphasis is Explains the role of integrates, modifies,
on comparing, relating, systematic planning in orders, organises,
and synthesising values. solving problems. prepares, relates,
Accepts professional synthesises.
ethical
standards. Creates a life
plan in harmony with
abilities, interests, and
beliefs. Prioritises time
effectively to meet the
needs of the organisation,
family, and self.
Internalising values Examples: Shows self- Key Words: acts,
(characterisation): Has a reliance when working discriminates, displays,
value system that controls independently. Cooperates influences, listens,
their behavior. The in group activities (displays modifies, performs,
behavior is pervasive, teamwork). Uses an practises, proposes,
consistent, predictable, objective approach in qualifies, questions,
and most importantly, problem solving. Displays revises, serves, solves,
characteristic of the a professional commitment verifies.
learner. Instructional to ethical practice on a
objectives are concerned daily basis. Revises
with the student's general judgments and changes
patterns of adjustment behavior in light of new
(personal, social, evidence. Values people
emotional). for what they are, not how
they look.

Figure 1.2 – Hierarchy of Affective Levels

(Source: Bloom’s Taxonomy – The Three Types of Learning)

1-5
Chapter 1 – Expected Learning Outcomes

Figure 1.3 represents the psychomotor s k i l l s domain which covers physical

movement, coordination, and use of the motor-skills.

Leve Example Key Words

l
Perception: The ability to Examples: Detects non- Key Words: chooses,
use sensory cues to guide verbal communication describes, detects,
motor activity. This cues. Estimate where a differentiates,
ranges from sensory ball will land after it is distinguishes, identifies,
stimulation, through cue thrown and then moving to isolates, relates, selects.
selection, to translation. the correct location to
catch the ball. Adjusts
heat of stove to correct
temperature by smell and
taste of food. Adjusts the
height of the forks on a
forklift by comparing
where the forks are in
relation to the pallet.

Set: Readiness to act. It Examples: Knows and Key Words: begins,

includes mental, physical, acts upon a sequence of displays, explains,
and emotional sets. steps in a manufacturing moves, proceeds,
These three sets are process. Recognises reacts, shows, states,
dispositions that one's abilities and volunteers.
predetermine a person's limitations. Shows desire
response to different to learn a new process
situations (sometimes (motivation). NOTE: This
called mindsets). subdivision of
Psychomotor is closely
related with the
"Responding to
phenomena" subdivision
of the Affective domain.

Guided Response: The Examples: Performs a Key Words: copies,

early stages in learning a mathematical equation as traces, follows, react,
complex skill that demonstrated. Follows reproduce, responds
includes imitation and instructions to build a
trial and error. Adequacy model. Responds hand-
of performance is signals of instructor while
achieved by practising. learning to operate a
forklift.

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Chapter 1 – Expected Learning Outcomes

Leve Example Key Words

l
Mechanism: This is Examples: Uses a Key Words:
the intermediate stage personal computer. assembles, calibrates,
in learning a complex Repairs a leaking faucet. constructs, dismantles,
skill. Learned Drives a car. displays, fastens, fixes,
responses have grinds, heats,
become habitual and manipulates, measures,
the movements can be mends, mixes,
performed with some organises, sketches.
confidence and
proficiency.

Complex Overt Examples: Maneuvers a Key Words:

Response: The skillful car into a tight parallel assembles, builds,
performance of motor parking spot. Operates a calibrates, constructs,
acts that involve computer quickly and dismantles, displays,
complex movement accurately. Displays fastens, fixes, grinds,
patterns. Proficiency is competence while playing heats, manipulates,
indicated by a quick, the piano. measures, mends,
accurate, and highly mixes, organises,
coordinated performance, sketches.
requiring a minimum of
energy. This category
includes performing
without hesitation, and
automatic performance.

Origination: Creating Examples: Constructs a Key Words:

new movement patterns new theory. Develops a arranges, builds,
to fit a particular situation new and comprehensive combines,
or specific problem. training programming. composes,
Learning outcomes Creates a new gymnastic constructs, creates,
emphasize creativity routine. designs, initiate,
based upon highly makes, originates.
developed skills.

Figure 1.3 – Hierarchy of Psychomotor Skill Levels

(Source: Bloom’s Taxonomy – The Three Types of Learning)

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Chapter 1 – Expected Learning Outcomes

Bloom’s taxonomy was revised and updated by Lorin Anderson and his collaborators
including David Krathwohl in 2001 as documented in Figure 1.4.

Figure 1.4 – Revised Blooms’ Taxonomy (2001)

To facilitate constructive alignment of learning outcomes, instructional methods and

student assessments, the following template (Figure 1.5) was formulated to aid the
writing of learning outcomes and their choices of instructional methods and types of
student assessment.

Revised Bloom’s Taxonomy and Constructive Alignment with

Instructional Methods and Assessment Methods

Levels
Verbs Instructional Methods Assessment
Methods

− Define − Explicit Teaching − MCQs

Remembering
− Describe − Lecture − Short Answer Test
Retrieve relevant
− Identify − Didactic questions − Written Test
knowledge from
− Label − Demonstration Drill − Practical Test
long-term memory
− List and Practice − Tutorials
− Match − Role play − Mix and match
− Name − Modeling − Presentation (e.g.
− Outline − Simulation Reciting,
− Recall − Puzzles summarising)
− Recognise − Rub out and remember − Simulation
− Reproduce − Multi-media − Peer teaching
− Select − Computer-based
− State training
− Locate

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Chapter 1 – Expected Learning Outcomes

Revised Bloom’s Taxonomy and Constructive Alignment with

Instructional Methods and Assessment Methods

Levels
Verbs Instructional Methods Assessment
Methods

− Illustrate − Lecture − MCQs

Understanding
− Compare − Explicit teaching − Short answer test
Construct meaning
− Calculate − Role play − Presentation
from instructional
− Differentiate − Discussion − Performance
messages, including
− Explain − Concept formulation − Practical tests
oral, written, and
− Classify (e.g. mindmap, tree − Essay
graphic
− Generalise diagram) − Paraphrasing
communication
− Interpret − Models − Posters
− Paraphrase − Multi-media − Tutorials
− Rewrite − Assignments
− Summarise
− Translate
− Draw
− Sketch
Applying − Implement − Demonstration − Rearrange/mix &
Carry out or use a − Organise − Problem solving match
procedure in a given − Dramatise − Field trip − Matching
situation − Solve − Experiment − Projects
− Construct − Show & tell − Presentation
− Demonstrate − Mix & match − Posters
− Discover − Role play − Practicum
− Manipulate − Case study − Field work
− Modify − Projects − Work assignment
− Operate − Work assignment − Case studies
− Predict − Simulations − Simulations
− Prepare − Multi-media
− Produce
− Relate
− Show
− Choose
− Form
− Analyse − Case study − Essay Writing
Analysing
− Break down − Group Project − Poster
Break material
− Compare − Work Assignment − Written Report
(knowledge) into its
− Select − Laboratory experiment − Presentation
constituent parts and
− Contrast − Field Work − Portfolios
determine how the
− Deconstruct − Problem based- − Project
parts relate to one
− Distinguish learning − Performance Test
another and to an
− Defend − Debate − Research
overall structure or
− Differentiate − Research − Case studies
purpose
− Rationalise − Concept formulation − Critique
− Diagnose − Simulation
− Characterise
− Rank − Problem based − Presentation
Evaluating
− Assess learning − Written test
Make judgments
− Monitor − Debate − Debate
based on criteria and
− Check − Experiment − Mocked court
standards
− Test − Projects − Essay
− Judge − Practicum − Experiment
− Evaluate − Peer teaching − Project
− Estimate − Case studies − Performance Test
− Examine − Case studies

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Chapter 1 – Expected Learning Outcomes

Revised Bloom’s Taxonomy and Constructive Alignment with

Instructional Methods and Assessment Methods

Levels
Verbs Instructional Methods Assessment
Methods

− Tabulate − Oral test

− Generate − Problem Solving − Presentation

Creating
− Plan − Case Studies − Essay
Put elements
− Compose − Research Project − Journal
together to form a
− Develop − Practicum − Report Writing
coherent or
− Create − Experiment − Prototype or Model
functional whole;
− Invent − Field trip − Performance tasks
reorganise elements
− Organise − Models − Composition (play,
into a new pattern or
− Construct − Self-learning songs, poems, etc)
structure.
− Produce − Research
− Compile − Projects
− Design − Assignments
− Devise − Posters
− Establish
− Innovate
− Form
− Synthesise
− Modify
− Adapt
− Simulate
The above template is formulated by the core teams from the Myanmar Maritime University and
st
University of Yangon at the 1 QA Documentation Meeting 18 – 20 September 2014.

Figure 1.5 – Template for Constructive Alignment of Learning Outcomes,

Instructional Methods and Student Assessments

5. Expected Learning Outcomes

Learning outcomes are concerned with the achievements of the learner. They are
statements of what a learner is expected to know, understand and/or be able to
demonstrate after completion of a process of learning.

Aims or objectives, on the other hand, are concerned with teaching and the teacher’s
intentions as expressed in the aims or objectives of a course or lesson.

Learning outcomes are commonly divided into different categories of outcomes such
as discipline-specific outcomes that relate to the subject discipline and the
knowledge and/or skills related to it; and generic (sometimes called transferable
skills or lifelong learning skills) outcomes that non discipline-specific e.g. written,
oral, problem- solving, information technology, and team working skills etc.

Bloom’s taxonomy is popularly adopted for writing learning outcomes. The guidelines
for writing learning outcomes are listed below.

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Chapter 1 – Expected Learning Outcomes

• Begin each learning outcome with an action verb, followed by the object of the
verb and a phrase that gives the context. For example, “To apply economics
and business management concepts to solve business problems in the real
world”.
• Use only one action verb per learning outcome.
• Avoid vague terms like know, understand, learn, be familiar with, be exposed
to, be acquainted with, and be aware of. These terms are associated with
teaching objectives rather than learning outcomes.
• Avoid long sentences. If necessary use more than one sentence to ensure
clarity.
• Ensure that the learning outcomes of the lesson support the learning
outcomes of the module which in turn are aligned to the overall outcomes of
the programme.
• The learning outcomes must be observable, measurable and capable of being
assessed.
• When writing learning outcomes, bear in mind that they are realistic and
achievable within the period of study.
• Use higher order thinking skills for learning outcomes as learner progresses to
a higher level of study.
• Review and rewrite the learning outcomes to keep them current and relevant.

6. Formulation of Expected Learning Outcomes

Formulation of expected learning outcomes begins with the gathering of the needs of
the stakeholders including faculty members, current and past students, employers,
relevant government ministries/agencies, accreditation bodies, professional bodies,
and employers. These needs are usually written in the form of graduate profile or
competencies. They are then translated into programme learning outcomes using
educational taxonomy such as the Bloom’s taxonomy.

Programme learning outcomes describe what the learner will be able to do at the
end of the programme. They describe learning that is significant and related to what
learners will be expected to do in the “real world. The guidelines for writing
programme learning outcomes are:

• Identify expected performances of graduates and write them to complete the

statement such as “At the end of the programme, graduates will be able to…”
• Choose the active verb that is aligned to the educational taxonomy
• Describe only one performance at a time.
• Review each programme learning outcome to ensure that it
− Is clearly stated
− Is verifiable (learners can demonstrate that they have achieved the ability
described in the outcome)
− Describes learning that is essential, durable, meaningful and significant
− Describes learning that is transferable
− Describes learning that is performance-based
− Describes learning that is achieved at the end of the programme
− Is free of cultural and/or gender bias

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Chapter 1 – Expected Learning Outcomes

− Is consistent with the rationale for the programme

The needs of the stakeholders, graduate profile and their relationships with the
learning outcomes should be clearly stated as illustrated in Figures 1.6 and 1.7.

ELOs University MOET Industry ABET ETC.

1 F F M F ?

2 F M F

3 F F F F

4 F F F F

5 F P F

6 F P

7 F F F

8 F F F F ?

Figure 1.6 – Relationship between Learning Outcomes and Stakeholders’ Needs

Graduate ELO1 ELO2 ELO3 ELO4 ELO5 ELO6 ELO7

Profile/Competences

1. A strong
fundamental chemical
engineering knowledge
and the ability to apply and
integrate knowledge to
X X X
identify, formulate and
solve problems of
chemical engineering
fields

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Chapter 1 – Expected Learning Outcomes

2. The professional
skills necessary to be
effective and succeed in
the modern workforce
including work well in
multi-disciplinary teams,
the ability to design and X X X X X
solve problems, and the
ability to communicate
effectively, and to uphold
standards of ethics and
professionalism

3. The ability to
engage in life-long learning
by acquiring new skills and
to remain relevant in
today’s fast changing X X
environment

Figure 1.7 – Relationship between Learning Outcomes and Graduate Profile

The programme learning outcomes are then cascaded into course learning
outcomes and lesson learning outcomes. Course learning outcomes describe clearly
what learners will know and be able to do at the end of the course. Each course
learning outcome should align with one or more of the programme learning
outcomes. The expected course learning outcomes are derived from “designing
backward” from the programme learning outcomes, which contribute to the
achievement of the programme outcomes. Collectively, the course learning
outcomes from all the courses in the programme lead to the achievement of the
programme learning outcomes. When planning or revising a course it is important to
know how this course will work with the other courses in the programme to help
learners achieve the programme learning outcomes.
Curriculum maps are often used to help relate a course within the broader
programme of study. Some reviewing questions for writing course learning outcomes
are:

• How the course contributes to the programme learning outcomes?

• Do the course learning outcomes align with the expected learning in other
courses in the programme?
• Are the course learning outcomes clearly stated and measurable?
• Do the course learning outcomes follow the principles of educational
taxonomy?
• How course learning outcomes guide the development of learning activities
and the selection of student assessment?

Like course learning outcomes, lesson learning outcomes describe clearly what
learners will know and be able to do at the end of the lesson. They are sub-sets of

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Chapter 1 – Expected Learning Outcomes

the course learning outcomes and they contribute to the achievement of the course
learning outcomes.

Examples of how the programme learning outcomes are cascaded into course
learning outcomes and lesson learning outcomes are illustrated in Figures 1.8 and
1.9.

Course Learning Programme Learning Outcomes

Outcomes
Course CLOs PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8
C10001 CLO1 X X X X
CLO2 X X X
CLO3 X X X X
CLO4 X X X X
C20001 CLO1 X X X
CLO2 X X X
CLO3 X X X

Figure 1.8 – Cascading of Programme Learning Outcomes to Course Learning

Outcomes

Lesson Learning Outcomes Course Learning Outcomes

Course C10001 LLOs CLO1 CLO2 CLO3 CLO4
Lesson 1 LLO1 X X
LLO2 X
LLO3 X X
LLO4 X X
Lesson 2 LLO1 X X
LLO2 X X
LLO3 X X

Figure 1.9 – Cascading of Course Learning Outcomes to Lesson Learning Outcomes

To achieve constructive alignment, it is critical that the stakeholders’ needs and

learning outcomes should be aligned as illustrated in Figure 1.10.

Figure 1.10 – Alignment of Stakeholders’ Needs and Learning Outcomes

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Chapter 1 – Expected Learning Outcomes

7. QA Practices in Myanmar Maritime University

Figure 1.11 shows the formulation of expected learning outcomes for Marine
Engineering Programme at Myanmar Maritime University.

Figure 1.11 – Formulation of Expected Learning Outcomes

The graduate attributes for Marine Engineering programme at Myanmar Maritime

University are established and defined as follows:

Intellectual Skills (Knowledge)

Upon completion of the programme, a student will be able to:
§ Apply computer based and experimental methods for problem solving;
§ Develop marine engineering and management systems, processes and
products using scientific principles;
§ Apply knowledge of mathematics, science, computer technology, design, and
engineering practice to solve a wide range of problems;
§ Evaluate technical and financial risks through an understanding of the basic of
such risks; and
§ Evaluate the limitation of the range of methods employed in marine
engineering and management

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Chapter 1 – Expected Learning Outcomes

Specific Skills (Knowhow)

Upon completion of the programme, a student will be able to:
§ Use appropriate mathematical and computational techniques for simulating
and analysing marine specific problems;
§ Design sustainable marine systems, components or processes, with technical
analysis and critical evaluation of results;
§ Use learning resources for independent research; and
§ Conduct independent analysis of the economic, technical, environmental and
managerial factors influencing the decision making process surrounding
marine problems
Transferrable Skills
Upon completion of the programme, a student will be able to:
§ Communicate confidently and effectively in oral and written forms with the aid
of standard information technology systems;
§ Demonstrate the management of time and scare resources;
§ Work effectively as an individual, as a group member and undertake
leadership roles;
§ Employ a systematic approach to gathering, analysing and communicating
knowledge;
§ Undertake lifelong learning, particularly for continuing professional
development;
§ Generate new ideas to develop and evaluate a range of new solutions
Note: The depth to which these skills will be developed depends on the itinerary
taken.

The expected learning outcomes are established and defined. After ending the 5-
year programme, graduates will have the ability to:

PLO 1: Apply knowledge of mathematics, basic science, computer technology

and engineering in marine engineering;
PLO 2: Assess engineering problems and develop practical solutions;
PLO 3: Synthesise the results of engineering experiments in laboratory;
PLO 4: Generate effective oral, graphic, and written communication;
PLO 5: Demonstrate professional and ethical responsibility;
PLO 6: Plan the need for and an ability to engage in life-long learning;
PLO 7: Demonstrate a sense of responsibility to make a contribution to society;
PLO 8: Apply probability and statistical methods to marine engineering
problems;
PLO 9: Develop basic knowledge in fluid mechanics, dynamics of machineries,
apply mechanics, material properties, strength of material, design,
thermodynamics, naval architecture and ship construction, electrical
and marine electronics, energy/propulsion systems in the context of
marine vehicles;
PLO 10: Test marine engineering systems using engine-room simulator; and
PLO 11: Organise methods and techniques of marine system manufacturing
and the use of concurrent marine design

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Chapter 1 – Expected Learning Outcomes

Course Learning Outcomes

CLO 1: Course: Mar-1001(Myanmar)
- Develop Myanmar Language and literature of the entire nation, safeguarding of
cultural heritage and national character.
- Recognise and to promote of dynamism of patriotic spirit to the students.
- Influence the morale and morality of the students as well as for the entire nation.

CLO 2: Course: Eng-1001(English)

- Develop basic technical terms concerning ships and parts of ships.
- Apply listening and speaking skills in their respective professions.
- Produce own ideas using correct words and phrases.
- Rewrite the instructions correctly.
- Construct own sentences using correct word order and tenses.
- Use international phonetic alphabet (IPA) to provide a correct pronunciation to
the students for efficient communication

CLO 3: Course: Math-1001(Engineering Mathematics I)

- Calculate differentiation, applications of derivatives , integration and applications
of integral
- Demonstrate analytic geometry such as coordinate system, straight lines, circles,
parabolas, ellipses, hyperbolas
- Compute matrices and determinants, mathematical induction, permutations,
combinations and binomial theorem

CLO 4: Course: Chem-1001(Engineering Chemistry)

- Produce scientific concepts and principles and not on recall of factual materials.
- Develop skills of long term value in technology world rather than memories facts
with short term relevance.
- Recognise the usefulness and limitation of the scientific method and to
appreciate its applicability in other disciplines and in everyday life.

CLO 5: Course: Ph-1001(Engineering Physics)

- Describe lecturing (notes) on theoretical Engineering Physics.
- Interpret Physics concept formulations on each learning subject.
- Solve illustrative problems on own ideas.
- Distinguish natural phenomena on mechanics, optics, electricity, magnetism,
wave etc.
- Examine about experimental result on theoretical thinking.
- Develop self-learning by performing related assignments in order to enhance
creative thinking for the future.

CLO 6: Course: Com-1001(Introduction to Computer Systems)

- Explain the basic knowledge of Computer Science & Technology
- Use the learning of various nautical and engineering subjects as tool
- Solve any kind of computer applications in their current studies, further studies
and in job situation after they have graduated.

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Chapter 1 – Expected Learning Outcomes

CLO 7: Course: Math-2001(Engineering Mathematics II)

- Decide multivariable functions, partial derivatives, and multiple integrals
- Examine vectors in the plane and polar functions ,vectors and motion in space,
and infinite series
- Consider differential equations of first order, second order and higher order
- Classify vector analysis and numerical analysis
- Solve solutions of linear simultaneous algebraic equations

CLO 8: Course: Eng-2001(English II)

- Apply maritime English to communicate from ship to shore, shore to ship and
ship to ship in their professions.
- Compile technical terms of maritime area to use in their fields.
- Construct various sentences to prepare a report onboard ship.
- Translate instruction manuals and handbooks in their respective maritime
professions.

CLO 9: Course: Com-2001(Programming Language)

- Explain the basic knowledge of Programming Language.
- Use the learning of various computer applications and subject as tool
- Solve any kind of computer applications and programming in their current
studies, further studies and in job situation after they have graduated.

CLO 10: Course: WS-2001(Workshop)

- Discuss the basic knowledge of workshop technology.
- Recognise a statement of hand tools, machine tools, measuring instruments,
non-traditional machine and CNC machine.
- Demonstrate how to work on the lathe machine, shaping machine, drilling
machine, milling machines and welding machine.
- Solve problems of machine tools, welding, limits and fit, and basic CNC program.
- Explain specific applications of hand tool, machine tool, measuring instruments.
- Demonstrate practical work in using hand tool, machine tools fitting and welding
machine.

CLO 11: Course: EE-2011(Applied Electrical Engineering)

- Explain the experimental laws in electric circuits
- Recognise analysis methods for electric circuits
- Explain D.C and A.C Circuits
- Illustrate D.C circuits and A.C circuits
- Apply power factor improvement.
- Illustrate transformer
- Explain UPS system
- Apply cells and batteries
- Illustrate DC and AC machines

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Chapter 1 – Expected Learning Outcomes

CLO 12: Course: ME-2001(Basic Engineering Drawing)

- Describe the fundamentals of basic engineering drawing such as Projections,
Dimensions, Lines, Scales and Abbreviations used for engineering drawing
terms.
- Explain the basic concepts of orthographic projections, isometric drawings,
sectional views, thread formations, development and intersections.
- Draw isometric drawings using actual dimensions and scales.
- Demonstrate the development and intersections by using small models

CLO 13: Course: NA-2005(Mechanics)

- Discuss the basic quantities of scalar & vector and idealizations of mechanics.
- Recognise a statement of Newton's Laws of Motion and Gravitation.
- Express how to add forces and resolve them into components using the
Parallelogram Law.
- Solve particle equilibrium problems using the equations of equilibrium.
- Explain specific applications of frictional force analysis on wedges, screws, belts
and bearings.

CLO 14: Course: E-3001(English III)

- Apply maritime English and general English in their respective professions.
- Translate instruction manuals and handbooks to solve the problems in their
professions.
- Produce correct grammatical and lexical items to write reports or instructions.
- Describe something concerning their field using correct English.
- Apply for a job writing a CV and a letter correctly.
- Predict the situation using future tenses.

CLO 15: Course: Math-3001(Engineering Mathematics III)

- Explain complex analysis which is concerned with complex analysis functions
and support the power series in complex analysis
- Apply real integrals that can be evaluated by complex integration, wheras the
usual methods of real integral calculus fail
- Provide mathematical models of situations affected or even governed by chance
effects
- Justify optimisation principles that are of increasing importance in modern
engineering design and systems operation in various areas
- Explain data that can be represented numerically or graphically in various ways
defines probability

CLO 16: Course: Math-3002(Engineering Mathematics IV)

- Apply Laplace transform that solves problems directly, initial value problems
without first determining a general solution, and non homogeneous differential
equations without first solving the corresponding homogenous equation
- Evaluate a power series method for solving linear differential equations with
variable coefficients
- Judge the Fourier series which are series of cosine and sine terms and arise in
the important practical task of representing general periodic functions
- Explain a partial differential equation that is an equation involving one or more
partial derivatives of an (unknown) function of two or more independent variables
- Solve the differential equations that cannot be solved by calculus method

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Chapter 1 – Expected Learning Outcomes

CLO 17: Course: ME-3001(Marine Engineering Drawing)

- Describe the fundamentals of assembly drawing together with the conventional
representation of engineering drawing terms and common features.
- Draw the prescribed marine engineering assembly drawings practically by using
actual dimensions and appropriate scales.
- Explain the functions and operations of each drawing for marine engineering
knowledge.
- Show the assembly drawings on how to assemble all parts correctly by using
animations.

CLO 18: Course: ME- 3003 (Engineering thermodynamics I)

- Explain the basic principles of Gases, heat, vapour, laws of Thermodynamics.
- Describe and sketch, solve problems of work & polytropic process, work &
adiabatic process, work & hyperbolic process.
- Apply Boyles' & Charles' Law, characteristics equation of perfect gas to solve
problems related to marine engineering.
- Discuss the change of entropy by calculating using formulae.
- Identify the two types of engines (2-stroke & 4-stroke), the two types of boilers
(Fire-tube & Water-tube), two types of steam turbine (the impulse & the reaction).

CLO 19: Course: ME- 3004 (Technology of Materials)

- Explain the basic concepts of technology of materials and their importance in
material science.
- Classify the deflections and bending effects under different types of beams
together with various kinds of loads.
- Compare the torsion effects on single shaft and compound shafts.
- Demonstrate and show the tensile test, deflection of a beam and torsion effect on
circular shaft by using animations and practical exercises.

CLO 20: Course: ME-3006 (Fluid Mechanics)

- Discuss how fluid mechanics is applied in engineering practice.
- Apply the grid method to carry and cancel units in calculations.
- Distinguish between steady, unsteady, uniform, and non-uniform flows.
- Describe the steps to derive the Bernoulli equation from Euler’s equation.
- Evaluate the rotation and vorticity of a fluid element.

CLO 21: Course: NA-3007(Naval Architecture I)

- Describe the several types of ship and ship geometry including naming the lines
found in each plan.
- Identify the physical significance and location of centre of Buoyancy and center of
floatation and how these points are located using LCB, LCF, TCB, TCF, VCB.
- Analyse ship’s curves of form to find hydrostatic properties using Simpson’s first
rule, second rule and third rule

CLO 22: Course: ME- 4003 (Engineering thermodynamics II)

- Describe how heat can be transferred to the plane wall, composite wall, radial
system, bare surface, extended surface.
- Calculate numerical problems involving heat transfer between substances when
place in contact with each other.
- Sketch the refrigeration cycle, heat engine, heat pump & refrigerator.

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Chapter 1 – Expected Learning Outcomes

- Identify the types of compressors, condensers, evaporators & flow control

devices of the refrigerator.
- Analyse the vapour compression system, the vapour absorption system and
multi-pressure system.
- Compare sensible and latent heat changes in air conditioning equipment and
mixed air conditions.
- Estimate the amount of cooling required to keep the rooms in a building
comfortable in summer.

CLO 23: Course: ME-4005 (Dynamics of Machinery)

- Explain how forces are applied in machine.
- Identify the types of gear train and their speed ratios.
- Define the function of governors and classification of governors.
- Explain the types of cam and follower.
- Construct the cam profile.
- Describe the balancing of rotating masses.
- Calculate the problems relating to the moving mechanism.

CLO 24: Course: ME-4007 (Marine Engineering I)

- Explain diesel engine scavenging, turbocharging.
- Describe functions of engine components.
- Identify types and use of various engine parts.
- Sketch various parts of engine.
- Analyse various hazards in engine room.
- Operate boiler’s systems.
- Identify and describe the boiler mountings.
- Distinguish types of steering gear systems and its operation.
- Differentiate various cargo pumping systems of oil tankers and gas carriers.

CLO 25: Course: ME-4008 (Management and Maritime Law I)

- Recognise the characteristics of International Maritime Organization (IMO) and
Law of the Sea.
- Distinguish between the responsibilities of (IMO, STCW 1995, MARPOL 73/78,
ISM Code, ISPS Code, Law of the Sea and International Convention on Tonnage
Management).
- Differentiate the concept of the prevention of pollution from ships to marine
environment based on High Seas in Cases of Oil Pollution Causalities 1969,
London Dumping Convention and International Convention on Civil Liability for
Oil Pollution Damage.
- Apply the Safety Plan of International Conventional for the Safety of Life at sea,
1974 as amended (SOLAS).

CLO 26: Course: NA-4007 (Naval Architecture II)

- Discuss the development of screw propellers and various Types of propeller.
- Identify propeller geometry, propeller performance, improvement in propeller
performance characteristics.
- Explain the propeller open water characteristics and tests that are carried out in
Towing Tank.
- Analyse the propeller hull interaction and cavitation.
- Evaluate and use propeller design.

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Chapter 1 – Expected Learning Outcomes

CLO 27: Course: EE-4011 (Marine Automation and Control Systems)

- Define testing and measuring
- Classify different control systems
- Apply pneumatic control and automatic control
- Test the fault location
- Describe pneumatic and hydraulic Control
- Organise different controllers
- Apply control circuits
- Operate diesel electric propulsion system

CLO 28: Course: EE-4009 (Marine Electrical Engineering I)

- Explain basic safety
- Describe electrical power supply, conductors, insulation and neutral systems
- Apply maintenance principles
- Choose electrical equipment in hazardous areas
- Apply shore supply
- Explain alternators
- Illustrate single and three phase parallel operation of generators
- Illustrate motor starter, motor control and protection

CLO 29: Course: ME-5001(Marine Engineering Design)

- Generalise design principles, the design process
- Identify the estimation and iteration procedures
- Predict preliminary hull dimensions and weight estimates
- Design the shafting system
- Select the engine and propeller matching
- Estimate engineering economic performance of Ships
- Develop the preliminary ship design.

CLO 30: Course: ME-5003(Motor Engineering)

- Identify ship machineries and equipment
- Explain the fuel injection system.
- Describe the different types of fuel and their treatment.
- Explain the operation and maintenance of diesel engine.
- Operate safety management system.
- Develop and practice safe working environment.

CLO 31: Course: ME-5005(Vibration and Control)

- Describe the main source of ship vibration.
- Explain the theory of vibration and vibrating system.
- Explain how to reduce vibration by the use of isolators, damper, detuners and
auxiliary mass absorbers.
- Solve the problems related to the vibrating system

CLO 32: Course: ME-5007(Marine Engineering II)

- Examine various damages and defects of engine parts.
- Assess operational problems of diesel engine combustion.
- Examine installations and mountings of machineries.
- Diagnose the symptom of marine fuel problems.
- Monitor environmental pollutions.

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Chapter 1 – Expected Learning Outcomes

- Produce technical reports regard to any incidents.

- Analyse auxiliary boiler operational problems.

CLO 33: Course: ME-5008(Management and Maritime Law II)

- Recognise the types of the Certificates and Documents; and the role of
Classification Societies.
- Differentiate on the concept of the prevention of pollution from ships to marine
environment.
- Apply the Contingency Plan for Response to Emergency.
- Distinguish between the responsibilities of (International Convention on LL,
MARPOL 73/78, SOLAS, ISM Code), collision, grounding.
- Analyse the problem solving based on the Hague Visby Rules, Hamburg Rules,
Assistance and Salvage, Limitation of Liability and Marine Insurance.

CLO 34: Course: ME-5009 (Computer Application in Marine Engineering)

- Describe the features of Matlab Programming.
- Explain the programming in Matlab.
- Classify the different types of plotting in Matlab.
- Illustrate using GUI (Graphic User Interface) of Matlab.
- Solve problems by using Matlab Toolbox.
- Illustrate the simulink models for solving problems
- Implement Matlab programming for solving engineering problems.

CLO 35: Course: NA-5002(Ship Construction)

- Evaluate ship components and their materials of construction.
- Analyse construction and practicability of ship building, ship repair and
operational maintainability.
- Apply codes and standards.
- Describe modern shipyard techniques w/o neglecting basic principles.

CLO 36: Course: RC-5008(Environmental Engineering)

- Describe an introduction to environmental engineering design covering the sub-
discipline areas of water, and analysis of wastewater and treatment.
- Identify about the atmospheric dispersion of air pollutants, and operating
principles, design calculations of particulate control devices.
- Construct analysis and quantification of hazardous and nonhazardous solid
waste wastes, treatment and disposal.
- Plan maintenance and surveillance of water works, ship sewage system and
waste disposal
- Apply IMO regulations for marine environmental pollution from ships and to be
able to solve the problems.

CLO 37: Course: EE-5002 (Marine Electrical Engineering II)

- Describe tanker electrical safety systems
- Describe electrical requirements in oil, gas and chemical tanker
- Apply maintenance of generators and circuit breakers
- Apply fault protection, generator protection
- Apply voltage regulation
- Explain High Voltage engineering

1-23
Chapter 1 – Expected Learning Outcomes

Figure 1.12 illustrates the contribution of courses to the programme learning

outcomes of Marine Engineering Programme

Course Programme Learning Outcomes

CLOs PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO
1 2 3 4 5 6 7 8 9 10 11
CLO 1 × ×

CLO 2 × × × × × × ×

CLO 3 × × × × × ×

CLO 4 × × × × ×

CLO 5 × × × × ×

CLO 6 × × × × × × ×

CLO 7 × × × × × ×

CLO 8 × × × × × × × × ×

CLO 9 × × × × × × × × ×

CLO 10 × × × × ×

CLO 11 × × × × × ×

CLO 12 × × × × × ×

CLO 13 × × × × ×

CLO 14 × × × × × × × × ×

CLO 15 × × × × × × ×

CLO 16 × × × × ×

CLO 17 × × × × ×

CLO 18 × × × × ×

CLO 19 × × × × ×

CLO 20 × × × × ×

CLO 21 × × × × × × ×

CLO 22 × × × × ×

CLO 23 × × × × ×

CLO 24 × × × × × × × × ×

CLO 25 × × × × × ×

CLO 26 × × × × × ×

CLO 27 × × × × × × ×

CLO 28 × × × × × ×

CLO 29 × × × × × × ×

CLO 30 × × × × × × × × ×

CLO 31 × × × × × × ×

CLO 32 × × × × × × × × × ×

CLO 33 × × × × × ×

CLO 34 × × × × × × × × ×

1-24
Chapter 1 – Expected Learning Outcomes

CLO 35 × × × × × ×

CLO 36 × × × × × ×

CLO 37 × × × × × ×

Figure 1.12- Cascading of Programme Learning Outcomes to Course Learning

Outcomes for Marine Engineering Programme

The programme activities and PLOs are based on feedback and comments from
experts, researchers, lecturers, students and employers. Feedback from these
stakeholders set the basis for revision and improvement to the programme. The
relationship between the needs of stakeholders and programme learning outcomes
is as follows:

PLOs University Ministry Industry

1 √ √ √
2 √ √ √
3 √ √ √
4 √ √ √
5 √ √ √
6 √
7 √ √
8 √ √
9 √ √ √
10 √ √ √
11 √

Figure 1.13 - The relationship between the Needs of Stakeholders and Programme
Learning Outcomes

1-25
Chapter 2 – Programme Specification

1. AUN-QA Criterion 2 – Programme Specification

1. The Institution is recommended to publish and communicate the programme

and course specifications for each programme it offers, and give detailed
information about the programme to help stakeholders make an informed
choice about the programme.
2. Programme specification including course specifications describes the
expected learning outcomes in terms of knowledge, skills and attitudes. They
help students to understand the teaching and learning methods that enable the
outcome to be achieved; the assessment methods that enable achievement to
be demonstrated; and the relationship of the programme and its study
elements.

2. AUN-QA Criterion 2 – Checklist

2 Programme Specification 1 2 3 4 5 6 7
2.1 The information in the programme specification is
comprehensive and up-to-date [1, 2]
2.2 The information in the course specification is
comprehensive and up-to-date [1, 2]
2.3 The programme and course specifications are
communicated and made available to the stakeholders
[1, 2]
Overall opinion

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• Are the programme and course specifications conformed to the AUN’s

requirements?
• How are the programme and course specifications (print and non-print)
communicated and made available to stakeholders?
• Is the programme specification translated into other languages?
• Are the programme and course specifications aligned and standardised?

3. What is Programme Specification?

Programme specification is a set of documents that describes the study programme

offered by the university. The programme specification usually encompasses the
following items:
• a summary of programme aims and intended outcomes;
• an outline of the course structure;
• a matrix showing how the programme learning outcomes are achieved
through the courses; and
• a set of course specifications

2-1
Chapter 2 – Programme Specification

4. Purposes of Programme Specification

Programme specification aids prospective students and employers to make an

informed choice about the programme and serves as a medium of communication
between the university and its stakeholders as illustrated in Figure 2.1.

Figure 2.1 – Purpose of Programme Specification

The programme specification serves the following purposes:

• Information to employers about the competencies or knowledge, skills and

attitude of the graduates.
• Information to professional and regulatory bodies that accredit higher education
programmes about the entry requirements or recognition into a profession or
other regulated occupations.
• Information to faculty members for the purpose of reviewing, discussing and
reflecting on new and existing programmes and to ensure that there is common
understanding on the expected learning outcomes of the programme.
• Information for academic reviewers and external examiners who need to
understand the aims and the expected learning outcomes of the programme.
• As a basis for gaining feedback from current and past students on achievement
of the expected learning outcomes of the programme.

2-2
Chapter 2 – Programme Specification

5. Requirements of Programme Specification

The information to be included in the programme specification is listed below.

• Awarding body/institution
• Teaching institution (if different)
• Details of the accreditation by a professional or statutory body
• Name of the final award
• Programme title
• Expected Learning outcomes of the programme
• Admission criteria or requirements to the programme
• Relevant subject benchmark statements and other external and internal
reference points used to provide information on programme outcomes
• Programme structure and requirements including levels, courses, credits, etc.
• Date on which the programme specification was written or revised

The information to be included in the course specification is listed below.

• Course title
• Course requirements such as pre-requisite to register for the course, credits, etc.
• Expected learning outcomes of the course in terms of knowledge, skills and
attitudes
• Teaching, learning and assessment methods to enable outcomes to be achieved
and demonstrated
• Course description and outline or syllabus
• Details of student assessment
• Date on which the course specification was written or revised.

A sample programme specification for the Bachelor of Arts in Economics from the
University of Leicester is documented below. (Source:
http://www2.le.ac.uk/offices/sas2/courses/documentation/1112/undergraduate/css/ba-economics.pdf)

2-3
Chapter 2 – Programme Specification

2-4
Chapter 2 – Programme Specification

2-5
Chapter 2 – Programme Specification

2-6
Chapter 2 – Programme Specification

2-7
Chapter 2 – Programme Specification

2-8
Chapter 2 – Programme Specification

2-9
Chapter 2 – Programme Specification

2-10
Chapter 2 – Programme Specification

2-11
Chapter 2 – Programme Specification

2-12
Chapter 2 – Programme Specification

6. Module/Course Specification

Like the programme, the learning outcomes, teaching and learning strategies and
student assessments of a module or course should also be documented in a module
or course specification. A comprehensive course specification serves the same
purposes as a programme specification and forms part of a programme specification.

A sample of the module specification as in Appendix 2 above is attached for

reference (source: http://www2.le.ac.uk/offices/sas2/courses/documents/reports/ECUG1415.pdf).

2-13
Chapter 2 – Programme Specification

2-14
Chapter 2 – Programme Specification

QA Practices in Myanmar Maritime University

The programme specification for the Marine Engineering programme is tabulated

below:
GENERAL INFORMATION
Name of the Programme Marine Engineering
Degree awarded B.E (Marine Engineering)
Year the programme was introduced 2002
Mode of study Full time
Normal duration (before 2012-2013 academic year) 5 (five) years (9 semesters)
of the study to award the degrees
Normal duration (from 2012-2013 academic year) of 6 (six) years (11 semesters)
the study to award the degrees
Year of last review of courses by External Examiner 2014
Year of last review of curricula and courses 2014
Number of graduates until 2015 837
Number of undergraduate students currently enrolled 446
Medium of instructions and reference materials English
Name of the institution Myanmar Maritime University

Entry Requirement

Pass Matriculation examination with minimum marks of 450. (Remark: There is no

restriction about minimum marks since 2014-15 academic year)

Programme Objectives
i. Prepare graduates with the knowledge, understanding and proficiency skills to
work as officer in charge of the engineering watch on ship of 750 kW and
above propulsion power.
ii. Prepare graduates who can succeed in graduate school, research and
continuously improve themselves.
iii. Produce graduates who possess ethical qualities and are competent in
solving problems intellectually based on facts and ideas to enable effective
lifelong learning.

2-15
Chapter 2 – Programme Specification

Academic Calendar for Undergraduate & Postgraduate (2013-2014 Academic

Year)

Description Class From. To Duration Remark

Preparation for
Academic April, 2013
Handbook
Selection Plan 19.8.2013
Selection Date
26.9.2013 28.9.2013 3 Days
(H.E)
Eye Test/Health 30.10.2013 1.11.2013 1 Weeks
Interview 4.11.2013 5.11.2013 2 Days
Entry Result 2.12.2013
st
1 Year 2.12.2013 13.12.2013 12 Days
Enrolment 2
nd
to 5 Year &
th
15.11.2013 29.11.2013 16 Days
All Diplomas
Contact Time 2.12.2013 11.3.2014 16 Weeks
Private Study 12.3.2014 23.3.2014 12 Days
First Semester
24.3.2014 7.4.2014 10 Days
Exam
Vacation 8.4.2014 4.5.2014 4 Weeks
Contact Time 5.5.2014 22.8.2014 16 Weeks
Private Study 23.8.2014 31.8.2014 9 Days
Second Semester
Exam
1.9.2014 12.9.2014 10 Days

Short Break 2 Days

th
4 Year B. Sc
th
Seminar 5 Year BE 1.8.2014 8.8.2014
nd
2 Year Diploma
Defence 20.10.2014 24.10.2014
Submitting Date for
14.11.2014
project paper
st nd rd th
1 Yr, 2 Yr, 3 Yr, 4 Yr
st
( BE )1 Yr Diploma 31.10.2014
(SM/PM )
Exam Result th th
4 Yr ( NS), 5 Yr ( BE
nd
) 2 Yr Diploma 11.11.2014
(SM/PM )
Vacation 17.11.2014 30.11.2014 14 Days

Re-Open 1.12.2014

Preparation for
16.12.2014 17.1.2015 4 Weeks
Convocation
Convocation
Ceremony 6.2.2015
(Rehearsal)
Convocation
7.2.2015
Ceremony (Final )

2-16
Chapter 2 – Programme Specification

Credit Hours for Each Subject

Code Course Year 1 Year 2 Year 3 Year 4 Year 5 Total

S1 S2 S1 S2 S1 S2 S1 S2 S1 Credit
SUPPORTING COURSES

Mar 1001 Myanmar 1.9 1.9 3.8

E 1001 English 2.6 2.6 5.2
Math Engineering
4 4 8
1001 Mathematics I
Ch 1001 Engineering Chemistry 4.3 4.3 8.6
PH 1001 Engineering Physics 5 5 10
Introduction to
Com
Computer 2.4 2.4 4.8
1001
Science
E 2001 English II 2.6 2.6 5.2
Math Engineering
4 4 8
2001 Mathematics II
Programming
Com
Language 2.4 2.4 4.8
2001 ++
C, C , Mat lab
WS 2001 Workshop Technology 2.4 2.4 4.8
Sub-Total Credit Hours 20.2 20.2 11.4 11.4 63.2
OTHER ENGINEERING COURSES

Engineering
ME 2005 3.3 3.3 6.6
Mechanics
Applied Electrical
EE 2011 3.1 3.1 6.2
Engineering
NA 3006 Fluid Mechanics 3.1 3.1 6.2
NA 3007 Naval Architecture I 2.6 2.6 5.2
NA 4004 Engineering Materials 1.9 1.9 3.8
NA 4007 Naval Architecture II 2.6 2.6 5.2
Marine Electrical
EE 4009 2.4 2.4 4.8
Engineering
Control & Monitoring
EE 4011 2.4 2.4 4.8
Systems
Environmental
RC 5008 2.4 2.4
Engineering
Marine Electronic
EE 5002 1.9 1.9
& Control
NA 5002 Ship Construction 1.9 1.9
Sub-Total Credit Hours 6.4 6.4 5.7 5.7 9.3 9.3 6.2 49
DEPARTMENTAL COURSES

Marine Engineering
ME 2001 2.4 2.4 4.8
Drawing I
Marine Engineering
ME 3001 2.2 2.2 4.4
Drawing II
Engineering
ME 3003 3.1 3.1 6.2
Thermodynamics I
ME 3004 Strength of Materials 3.1 3.1 6.2
Management &
Me 4008 Maritime 1.9 1.9 3.8
Laws I
Engineering
ME 4003 3.8 3.8 7.6
Thermodynamics II
Dynamics of
ME 4005 2.6 2.6 5.2
Machinery
General Engineering
ME 4007 2.6 2.6 5.2
Knowledge I
Management &
ME 5008 Maritime 2.6 2.6
Laws II
Marine Engineering
ME 5001 2.6 2.6
Design

2-17
Chapter 2 – Programme Specification

Motor Engineering
ME 5003 1.9 1.9
Knowledge
ME 5005 Vibration and Control 1.9 1.9
General Engineering
ME 5007 2.4 2.4
Knowledge II
Computer Application
ME 5009 2.4 2.4
in Marine Engineering
Intern ship & Design
ME 5000 20 20
Project
Sub-Total Credit Hours 2.4 2.4 8.4 8.4 10.9 10.9 33.8 77.2
Total Credit Hours 20.2 20.2 14.1 14.1 20.2 20.2 40 189.4

Remark:
1 credit hour = 1 hour of lecture
1 credit hour = 2 hour of practical
Credit system has not been started in this Academic Year. When the University will
use the credit system, each department will need to calculate specifically.

Note
A student who has completed all the coursework and Workshop Skill Training
requirements will be allowed to take a General Viva Voce, in which general technical
knowledge of the student to practise as a qualified Marine Engineer as well as his
English language proficiency will be tested.

An academic year consists of two academic terms, each having duration of 16 or 17

weeks of classroom lab contact time followed by 2-3 weeks of private study and
examinations. There will be a vacation of one month after the first-term examination.
After the final (end-of-the-year) examination there will be Workshop Skill Training of
specified duration.

The tutorial/lab performance (if any) together with the examination marks for both
terms will be considered in making the final evaluation of a student in a particular
subject. Minimum of 75% classroom attendance and 100% laboratory attendance
are required for a student to be qualified for taking the examinations.

After graduation, a student who has met the requirements of all the academic
courses require approved sea service which mentioned requirements for certification
of OEW (Officer in charge of Engineering Watch) on ships, 750 kW or more
propulsion power in STCW 78 as amended.

2-18
Chapter 2 – Programme Specification

Organisation of Marine Engineering Department

Number Number
No. Rank Remarks
Allowed Appointed
1 Head of Department / Professor 1 1 _
2 Associated Professor 2 - -2
3 Chief Engineer 1 - -1
4 Lecturer 3 3 1
5 Second Engineer (Ship) 1 - -1
6 Assistant Lecturer 6 3 3
7 Assistant Engineer (Ship) 2 - -2
8 Instructor 6 2 -4
9 Draftsman 1 2 - -2
10 Draftsman 2 2 - -2
11 Junior Engineer 2 4 - -4
12 Section Clerk 1 - -1
13 Senior Clerk 1 1 -
14 Technician 3 2 - -2
15 Junior Clerk 1 - -1
16 Junior Typist 1 - -1
17 Oiler (Ship) 2 - -2
18 Wiper (Ship) 3 - -3
19 Office Assistant 1 - -1

Assigning Reverse Teaching Staff for Each Subject

Each and every subject teaching staff is assisted by one of the teaching staff
members while the taking class. If the subject teaching staff has to take leave, the
assisted one or a suitable teaching staff will be given responsibility to take the class.

2-19
Chapter 2 – Programme Specification

Preparation and Selection of Specific Examination Question

Three sets of question papers for each subject, marking scheme and a key answer
prepared by the subject teacher. Head of Department collects the questions and
submits them to the Rector. Questions from all departments are kept in a locker by
the Rector.

The Rector selects one set of them and the selected questions are kept in the locker
in the strong room. About three days before the examination, the questions are
copied according to the amount of students and put in bags and sealed. They are
kept safely in the strong room by the Registrar (Exam section) until the day of
examination.

On the examination day, 30 minutes prior to the examination time, the sealed
question paper bags are handed over to the Chief Invigilator by the Registrar
(Examination section) in front of the Head of Department (Academic).

After the examination, the answer papers are collected and handed over to the Head
of Department by the Registrar in front of the Head of Department (Academic) and
Chief Invigilator.

Selection of Examiner
Each department of Myanmar Maritime University chooses examiners who teach the
concerning subjects in lectures and tutorials.

Conducting Routine Test or Exam

Each and every subject teaching staff teaches the problems and exercises on the
lecture and tutorial times. Tutorial exam will be held at the end of every chapter or
once a month or 4 times in each semester.

2-20
Chapter 3 – Programme Structure and Content

1. AUN-QA Criterion 3 – Programme Structure and Content

1. The curriculum, teaching and learning methods and student assessment are
constructively aligned to achieve the expected learning outcomes.
2. The curriculum is designed to meet the expected learning outcomes where the
contribution made by each course in achieving the programme’s expected
learning outcomes is clear.
3. The curriculum is designed so that the subject matter is logically structured,
sequenced, and integrated.
4. The curriculum structure shows clearly the relationship and progression of
basic courses, the intermediate courses, and the specialised courses.
5. The curriculum is structured so that it is flexible enough to allow students to
pursue an area of specialisation and incorporate more recent changes and
developments in the field.
6. The curriculum is reviewed periodically to ensure that it remains relevant and
up-to-date.

2. AUN-QA Criterion 3 – Checklist

3 Programme Structure and Content 1 2 3 4 5 6 7

3.1 The curriculum is designed based on constructive
alignment with the expected learning outcomes [1]
3.2 The contribution made by each course to achieve the
expected learning outcomes is clear [2]
3.3 The curriculum is logically structured, sequenced,
integrated and up-to-date [3, 4, 5, 6]
Overall opinion

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• How the curriculum is aligned to the ELOs? (related to criterion 1)

• How the courses contribute to the programme ELOs? (related to criterion 1)
• How often is the curriculum revised and updated? (related to criterion 10)
• How the curriculum is structured and sequenced?
• How the courses are related to each other?
• Is the programme inter-disciplinary and research-based?

3-1
Chapter 3 – Programme Structure and Content

3. Programme Design and Development

Programme design and development often begins with the needs analysis.
Gathering information about the needs of stakeholders and marketplace; and
matching that with the mission of the university and its resources is an important first
step of the needs analysis process in determining the need for a new or revision of
an existing programme. The programme design and development process using a
backward curriculum design framework is illustrated in Figure 3.1.

Figure 3.1 – Backward Curriculum Design Framework

Some pertinent questions to ask at the needs analysis stage include:

• What are the gaps in the curricula of the existing programmes?

• What are the needs of stakeholders namely; employers, professional bodies,
government ministries and agencies, accreditation bodies, and society in
general?
• Can the gaps and needs be closed by revising an existing programme or a
developing a new programme?
• Is the programme aligned to the university’s mission and goals?
• Is there a ready pool of academic experts in the university to support the
programme?
• Are there adequate resources and infrastructures to support the programme?

After the needs are determined, a rationale for developing the programme should be
written. A rationale contains a general statement of educational goals and serves as
a guide in course planning and alignment of various courses. The rationale is
articulated into graduate attributes or competencies which are in turn translated into
expected learning outcomes using educational taxonomy as illustrated in Figure 3.2
below.

3-2
Chapter 3 – Programme Structure and Content

Expected Proposed
Graduate
Stakeholders Learning Modules/
Needs Attributes
Outcomes Courses

University
(Institution, faculty,
department,
faculty members)

What the
university wants to
teach?
Learners (Current
students and
Alumni)
What the students
want to learn?

Society
(Employers,
government
agencies,
professional
bodies)
What the society
expects the
graduate to have?

Figure 3.2 - Translation of Stakeholders’ Needs into Curriculum

At this stage, there is a need to determine the student requirements for admission
into the programme. Some questions to ask in determining the student requirements
for admission may include:

• How the programme fulfills the entry, curriculum and exit requirements of the
Education Ministry, National or Professional Qualification Framework?
• What prior qualifications or competencies are recognised and accepted for the
programme?
• What educational pathways are needed to accommodate students with prior
qualifications or different academic performance during the course of study?
• What courses and electives are needed to achieve both discipline-specific
and non discipline-specific (such as transferable skills) learning outcomes?

In planning the programme structure, it is important to consider the constructive

alignment of learning outcomes, curriculum, teaching and learning strategies and

3-3
Chapter 3 – Programme Structure and Content

student assessments through a coherent and integrative approach as illustrated in

Figure 3.3.

Figure 3.3 – Constructive Alignment of Curriculum to Learning Outcomes

The following four fundamental questions known as “Tyler’s Principles (1950)” serve
as a guide for curriculum planning:

• What educational purposes should the university seek to attain?

• What educational experiences are likely to attain these purposes?
• How can these educational experiences be effectively organised?
• How to assess whether these purposes are being attained?

To develop and maintain a programme that is coherent, integrated and sequential,

curriculum mapping is recommended. Curriculum mapping is a planning tool that can
be used at any stage in the curriculum development cycle. It provides a curriculum
map which is a graphical description or a synopsis of curriculum components that
can be used to align courses and lead to the achievement of the programme learning
outcomes.

A programme level curriculum map serves to:

• provide an overview of the curriculum for the programme

• categorise and organise discipline and non-discipline specific courses of the
programme
• categorise and organise subject-specific courses of the programme
• categorise and organise core and elective courses of the programme

3-4
Chapter 3 – Programme Structure and Content

• categorise basic, intermediate and advanced courses of subject-specific

courses
• Identify courses that are mandated by the National or Professional
Qualification Framework
• identify the connections and relationships of all the courses in the programme
• identify paths that learners can progress to meet graduation requirements
• act as a “communication medium” to promote dialogue about the programme

Different form of graphic organisers (such as webs, spider-map, hierarchical, flow

chart) are used as illustrated in Figures 3.4, 3.5, 3.6 and 3.7.

Figure 3.4 – A Web

Figure 3.5 – Spider-Map

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Chapter 3 – Programme Structure and Content

Figure 3.6 – Hierarchical/Chronological Map

Figure 3.7 – Flow Chart

The programme mapping will lead to the development of the curriculum of each
course in the programme. It is essential that the curriculum of each course be
designed so that the teaching and learning as well as the student assessment
methods support the achievement of the expected learning outcomes. Biggs (2003)
refers to this process as “constructive alignment”. “Constructive” refers to the
concept that students construct meaning through relevant learning activities; and
3-6
Chapter 3 – Programme Structure and Content

“alignment” refers to the situation when teaching and learning activities and student
assessment are aligned to achieve the expected learning outcomes. Constructive
alignment of any course involves:

• defining expected learning outcomes that are measurable;

• selecting teaching and learning methods that are likely to ensure that the
expected learning outcomes are achieved; and
• assessing how well the students have achieved the expected learning
outcomes as intended.

Lastly, the organisation of the programme and its courses should be integrated
showing the course relationship within the discipline and connection between other
disciplines. The programme and its content should be periodically reviewed to
ensure that they remain relevant and up-to-date.

4. QA Practices in Myanmar Maritime University

The curriculum for each subject is well-developed and in line with the expected
outcomes, goals and objectives of the programme according to the MMU’s
operational environment model shown in Figure 3.8.

Ministry of Transport and

Communications

Relevant National
Educational Policies Relevant Maritime
Education Policies

STCW Myanmar Maritime University

Department of Marine
Administration (DMA)

Figure 3.8 - MMU’s operational environment model

3-7
Chapter 3 – Programme Structure and Content

Marine Engineering Subjects

Of the 41 engineering subjects, 19 are marine engineering subjects, 12 are

supporting subjects which are designated as University Courses and the rest 10 are
other engineering subjects.
All the syllabi and curricula are drawn to meet the STCW 1975 as amendment,
International Maritime Organisation and model courses.
For marine engineering subjects, they are aligned with the model course 7.04 and
7.02.
The curriculum is also designed to meet the needs and satisfaction of the customers
and marine industry.
Each course structure shows the basic, intermediate and specialised courses as well
as group projects. The timeframe of an academic year is tabulated below.

Curriculum for Bachelor of Engineering (Marine Engineering)

FIRST YEAR B.E. (Marine Engineering)
Periods Per week
Sr. Course No. Course Title
Lect. Tut. Pract. Tot.
1. Mar 1001 Myanmar 2 1 0 3
2. E 1001 English I 3 1 0 4
3. Math 1001 Engineering Mathematics I 5 1 0 6
4. Ch 1001 Engineering Chemistry 4 1 2 7
5. PH 1001 Engineering Physics 5 1 2 8
6. Com 1001 Introduction to Computer 2 0 2 4
Science
Total 21 5 6 32

Training: Personal Survival Course and Basic Parade during the vacation period.

SECOND YEAR B.E (Marine Engineering)

Periods Per week

Sr. Course No. Course Title
Lect. Tut. Pract. Tot.
1. E 2001 English II 3 1 0 4

2. Math 2001 Engineering Mathematics II 5 1 0 6

3-8
Chapter 3 – Programme Structure and Content

3. Com 2001 Programming Language (C,C++, 2 0 2 4

Matlab)
4. WS 2001 Workshop Technology 2 0 1 3

5. ME 2001 Marine Engineering Drawing I 1 0 3 4

6. ME 2005 Applied Mechanics 4 1 0 5

7. EE 2011 Applied Electrical Engineering 3 1 1 5

Total 20 4 7 31

Industrial Training: Two months during the vacation period.

THIRD YEAR B.E. (Marine Engineering)

Sr Periods Per week

Course No. Course Title
. Lect. Tut. Pract. Tot.
1. E 3001 English III 3 1 0 4
2. Math 3001 Engineering Mathematics III 2 1 0 3
3. Math 3002 Engineering Mathematics III 3 1 0 4
4. ME 3001 Marine Engineering Drawing II 1 0 3 4
5. NA 3006 Fluid Mechanics 3 1 1 5
6. NA 3007 Naval Architecture I 3 1 0 4
7. ME 3003 Engineering Thermodynamics I 3 1 1 5
8. ME 3004 Strength of Materials 3 1 1 5

Total 21 7 6 34

Industrial Training: Two months during the vacation period.

FOURTH YEAR B.E. (Marine Engineering)

Periods Per week
Sr. Course No. Course Title
Lect. Tut. Pract. Tot.
1. ME 4008 Maritime laws & International 2 1 0 3
Conventions I
2. NA 4004 Engineering Materials 2 0 1 3
3. NA 4007 Naval Architecture II 3 1 0 4
4. EE 4009 Marine Electrical Engineering 2 0 2 4
5. EE 4011 Control and Monitoring Systems 2 1 1 4
6. ME 4003 Engineering Thermodynamics II 4 1 1 6
7. ME 4005 Dynamics of Machinery 3 1 0 4
8. ME 4007 Marine Engineering II 3 1 0 4

Total 21 6 5 32

Industrial Training: Two months during the vacation period.

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Chapter 3 – Programme Structure and Content

FIFTH YEAR B.E. (Marine Engineering)

Periods per week
Sr. Course No. Course Title Tot.
st nd
1 2
Lect. Tut. Pract. Term Term
1 ME 5008 Maritime laws & International 3 1 0 4 -
Conventions II
2 RC 5008 Environmental Engineering 2 1 1 4 -
3 EE 5002 Marine Electronic and control 2 1 0 3 -
Marine Engineering Design
4 ME 5001 Motor Engineering 3 1 0 4 -
5 ME 5003 Vibration and Control 2 1 0 3 -
6 ME 5005 Marine Engineering II 2 1 0 3 -
7 ME 5007 Computer Applications 2 1 1 4
8 ME 5009 Ship Construction 2 1 1 4
9 NA 5002 Intern ship 2 1 0 3
10 ME 5000 40
Total 20 9 3 32 40

Industrial Training: Six months during the second semester and vacation

The skill matrix of the programme is as follows: (This matrix relates to the graduate
abilities)
B.E( Marine Engineering )
Math1001

Math2001

Math3001

Math3002
Com1001

Com2001

ME 3001
Mar1001

ME2001

ME3003

ME3004

ME4003

ME4005

ME4007

ME4008

ME5000

ME5001

ME5003

ME5005

ME5007

ME5008

ME5009
WS2001

NA2005

NA3006

NA3007

NA4004

NA4007

NA5002

RC5008
EE2011

EE4009

EE4011

EE5002
Ch1001

Ph1001
E1001

E2001

E3001

A. Knowledge and Understanding

(i) apply knowledge related with marine
engineering X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
(ii) retain knowledge of marine engineering
concepts for long time X X X X X X X X X X X X X X X X X X X X X X X X X
(iii) solve the problems concerned with the marine
machineries onboard X X X X X X X X X X X X X X X X X X X X X X X X X X X
(iv) understand the marine engineering subjects
clearly both theory and laboratory skill X X X X X X X X X X X X X X X X X X X X X X X
B. Transferrable Skills
(v) become a good marine engineer with
transferrable and leadership skill accepted by the
shipping companies X X X X X X X X X X X X X X X X X

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Chapter 3 – Programme Structure and Content

Alignment of Programme Learning Outcomes, Teaching and Learning and

Assessment

S/N Programme Learning Teaching and Learning Assessment

Outcomes Methods Methods
1 Apply knowledge of Self-learning, Experiment, Presentation, Written
mathematics, basic Practicum, Case studies test, Oral test,
science, computer Experiment,
technology and Assignments
engineering in marine
engineering
2 Assess engineering Problem based learning, Presentation, Written
problems and develop Experiment, Practicum test, Experiment
practical solutions
3 Synthesise the results of Research Project, Presentation,
engineering experiments Practicum, Experiment, Performance tasks,
in laboratory Self -learning Projects
4 Generate effective oral, Case studies, Experiment, Presentation,
graphic, and written Self learning Assignments
communication
5 Demonstrate Problem solving, Presentation,
professional and ethical Research project, Field Projects,
responsibility trip Assignment,
6 Plan the need for and an Case studies, Experiment, Presentation,
ability to engage in life- Research Project, Peer Performance tasks,
long learning teaching Projects
7 Demonstrate a sense of Research project, Field Presentation,
responsibility to make a trip, Practicum, Self- Performance tasks,
contribution to society; learning Projects,
Assignments
8 Apply probability and Problem based learning, Written test,
statistical methods to Project, Practicum, Case Performance test,
marine engineering studies Experiment
problems

9 Develop basic Problem solving, Presentation,

knowledge in fluid Research Project, Performance tasks,
mechanics, dynamics of Experiment, Field trip, Research, Project,
machineries, apply Self-learning Assignment
mechanics, material
properties, strength of
material, design,
thermodynamics, naval
architecture and ship
construction, electrical
and marine electronics,
energy/propulsion
systems in the context of
marine vehicles

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Chapter 3 – Programme Structure and Content

S/N Programme Learning Teaching and Learning Assessment

Outcomes Methods Methods
10 Test marine engineering Experiment, Project, Written test,
systems using engine- Practicum, Case studies Experiment, Project
room simulator
11 Organise methods and Problem solving, Presentation,
techniques of marine Research project, Projects,
system manufacturing Practicum Assignments
and the use of
concurrent marine
design

3-12
Chapter 4 – Teaching and Learning Approach

1. AUN-QA Criterion 4 – Teaching and Learning Approach

1. The teaching and learning approach is often dictated by the educational

philosophy of the university. Educational philosophy can be defined as a set of
related beliefs that influences what and how students should be taught. It
defines the purpose of education, the roles of teachers and students, and what
should be taught and by what methods.
2. Quality learning is understood as involving the active construction of meaning
by the student, and not just something that is imparted by the teacher. It is a
deep approach of learning that seeks to make meaning and achieve
understanding.
3. Quality learning is also largely dependent on the approach that the learner
takes when learning. This in turn is dependent on the concepts that the learner
holds of learning, what he or she knows about his or her own learning, and the
strategies she or he chooses to use.
4. Quality learning embraces the principles of learning. Students learn best in a
relaxed, supportive, and cooperative learning environment.
5. In promoting responsibility in learning, teachers should:
a. create a teaching-learning environment that enables individuals to
participate responsibly in the learning process; and
b. provide curricula that are flexible and enable learners to make meaningful
choices in terms of subject content, programme routes, approaches to
assessment and modes and duration of study.
6. The teaching and learning approach should promote learning, learning how to
learn and instil in students a commitment of lifelong learning (e.g. commitment
to critical inquiry, information-processing skills, a willingness to experiment with
new ideas and practices, etc.).

2. AUN-QA Criterion 4 – Checklist

4 Teaching and Learning Approach 1 2 3 4 5 6 7

4.1 The educational philosophy is well articulated and
communicated to all stakeholders [1]
4.2 Teaching and learning activities are constructively aligned
to the achievement of the expected learning outcomes [2,
3, 4, 5]
4.3 Teaching and learning activities enhance life-long
learning [6]
Overall opinion

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• What is the educational philosophy and how is it demonstrated in teaching

and learning approach?
• How the teaching and learning activities are aligned to the ELOs? (related to
criterion 1 and 3)

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Chapter 4 – Teaching and Learning Approach

• What and how academic staff is trained in the teaching and learning
methods? (related to criterion 6)
• What and how the effectiveness of teaching and learning is evaluated? What
is the trend and what is done to improve the trend? (related to criterion 10)
• How ICT is harnessed to facilitate teaching & learning? (related to criterion 9)
• How research output is used to enhance teaching and learning? (related to
criterion 10).

3. Teaching and Learning Paradigm and Educational Philosophy

Learning activities are designed, grouped and sequenced so that they help learners
achieve the expected learning outcomes. Through these learning activities learners
also receive feedback about their progress and are prepared for evaluation where
they can demonstrate their achievement of the expected learning outcomes.

Research shows that “deep learning” is more likely to occur when learning activities
engage learners and challenge them to apply, extend, and critique knowledge and
skills and to use the newly acquired abilities in different contexts. Learning
paradigms are fields of knowledge with associated beliefs, concepts and principles,
and they are useful in understanding how learners acquire knowledge and skills.

In this section, three key teaching and learning paradigms are discussed.

Behaviourism

Behaviourism views behaviour as a learned response following an external stimulus.

Learners are inherently passive and learning takes place through reinforcement of
behaviour when there is a presence of an external stimuli.

Strengths
Learner is provided with clear goal and can respond to cues of that goal in a
predictable manner under certain conditions. For example, a driver stops the car
when the traffic light turns red.

Weaknesses
Learner does not respond when the cues are removed. For example, the driver who
has been conditioned to react to red light signal on the road may run into an accident
when the signal/cue is removed

Cognitivism

Cognitivism focuses on the internal mental activities through which learners process
information. It is necessary to determine how processes such as thinking, memory,
knowing and problem solving occur. Learners are viewed as rational beings whose
actions are a consequence of thinking.

Strengths
An organised structure to learning, where problems are broken down into smaller
and more manageable parts in an organised manner. For example, a child learning
how to read using phonics.

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Chapter 4 – Teaching and Learning Approach

Weaknesses
Learner might have difficulty adapting to changes as learning is too structured. For
example, the child is unable to sound words that do not follow the phonics rules .

Constructivism

Constructivism views learning as an active, constructive process through which

learners actively construct or create their own subjective representations of objective
reality. New information is linked to prior knowledge and new subjective mental
representations are formed. Discovery learning is the essence of constructivism.

Strengths
Learner relates information with his/her own experiences, beliefs and attitudes to
construct knowledge. He will be able to better deal with real-life situations. For
example, a lawyer would examine the case from various angles and consider ways
to defend his client.

Weaknesses
In situations where conformity is essential, divergent thinking and action may cause
problems. For example, there would be chaos if every lawyer decides to interpret
laws and practices in their own unique way.
The implication of the teaching and learning paradigm points to the need for
university to have an educational philosophy. Educational philosophy can be defined
as a set of related beliefs that influences what and how students are taught. It
represents answers to questions about the purpose of education, a teacher's role,
and what should be taught and by what methods. A well-articulated educational
philosophy will aid curriculum designers to choose an appropriate array of teaching
and learning approaches or instructional strategies with respect to situational factors
to ensure effectiveness of learning. Figure 4.1 below illustrates the alignment of
teaching and learning approach to culture, people and system.

Figure 4.1 – Alignment of Teaching and Learning Approach to Culture, People and
System

4-3
Chapter 4 – Teaching and Learning Approach

4. Teaching and Learning Strategies and Methods

The teaching and learning approach or instructional strategy adopted by university is

often based on the educational philosophy that the university holds. Instructional
strategy can be defined as a broad and distinct approach that adheres to a given
teaching and learning paradigm and educational philosophy. It determines the
approach to achieving learning outcomes. On the other hand, teaching and learning
method or instructional method is the nature of activity that teacher and students are
involved during the lesson and it would influence the learning environment created.

In this section, the following instructional strategies and their associated instructional
methods are discussed.

Direct lnstruction

According to Moore (2009), the teacher is seen as "a major information provider" in
this teacher-centred model. Common instructional methods under direct instruction
are documented below.

Strategy Methods Strengths Weaknesses

Direct • Lecture Tends to benefit Shorter

Instruction • Explicit Teaching auditory learners attention
• Didactic Questions span of
• Demonstrations passive
• Drill & Practice listeners

Lecture
One way instruction from teacher to learners by downloading information relating to
the topic.

Explicit Teaching
Explanation and elaboration of a subject with examples to help learners better
understand and relate to the topic.

Didactic Questioning
Asking questions to elicit response from learners using 5Ws and 1H.

Demonstration
Teacher demonstrates a skill to the learners (e.g. how to put on a life vest).

Drill and Practice

Learners practise a topic or skill on his or her own repeatedly.

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Chapter 4 – Teaching and Learning Approach

lndirect lnstruction

In indirect instruction, learners are deeply involved in the learning process without
any overt teaching being done by the teacher. Common instructional methods under
indirect instruction are documented below.

Strategy Methods Strengths Weaknesses

Indirect • Inquiry Promotes Time

Instruction • Problem Solving meaningful consuming
• Case Studies understanding and
• Concept ownership of
Formulation learning

Inquiry
Learners are asked to develop questions to explore and apply the subject matter.

Problem Solving
Specific real-life issues are given for learners to apply problem solving techniques.

Case Studies
Scenarios of actual real life cases related to the industry are used for discussions
and brainstorming of potential solutions for the cases.

Concept Formulation
Learners connect pieces of what they have learnt into a bigger concept.

Experiential Learninq

Experiential learning assumes that learners learn best when they go through an
experience of learning. Common instructional methods under experiential learning
are documented below.

Strategy Methods Strengths Weaknesses

Experiential • Simulations Engaging, Risks being

Learning • Focused Imaging facilitates artificial or
• Role Play transfer of superficial in
• Models knowledge and terms of
• Games skills, first hand learning
• Field Trip impactful quality
• Experiment experience

4-5
Chapter 4 – Teaching and Learning Approach

Simulation
Learners learn through interacting with a simulated environment.

Focused Imaging
Requires learners to visualize, for example, what you want to be in 5 years’ time.

Role Play
Learners assume different roles in a learning situation through human interaction.

Model
Learners build a physical model based on the learning acquired.

Game
Learners play games to pick up concepts or skills.

Field Trip
A field trip is a journey by a group of learners to a place away from their normal
learning environment.

Experiment
Learners try out different things to see what the outcomes are.

Interactive instruction

ln this strategy, learning occurs from peers and teacher. Multiple types of interactions
amongst the learners are used by the teacher to encourage thinking and sharing
amongst them. Common instructional methods under interactive instruction are
documented below.

Strategy Methods Strengths Weaknesses

Interactive • Debates Motivating for Dependent

Instruction • Discussions students. Interact upon the
• Problem Solving with others expertise of
• Brainstorming broadens the the teacher in
• Peer Learning educational structuring and
• Reflection experience developing the
dynamics of
the group

Debate
Learners take different sides of a topic to examine different perspectives.

Discussion
Learners talk to each other to generate ideas and opinions of the topic.

Problem Solving
Specific real-life issues are given for learners to apply problem solving techniques.
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Chapter 4 – Teaching and Learning Approach

Brainstorming
Learners in groups come together to generate ideas.

Peer Learning
Learners teach each other or help each other to pick up skills through practising
together.

Reflection
Learners reflect on a lesson/experience individually or in group.

lndependent Studv

Moore (2009) defined this as "any educational activity carried out by an individual
with little or no guidance". Common instructional methods under independent study
are documented below.

Strategy Methods Strengths Weaknesses

Independent Study • Work Assignment Learn on Not possible to

• Research Projects demand. ask questions
• Computer-Aided User is able to in the absence
Instruction stop for breaks. of the
• Reflection Tutorials can be instructor.
developed by Individuals
experts outside must be
the institution motivated
enough to
complete
tutorial

Work Assignment
Leaners complete work assigned by teacher who is away from class in an allocated
time.

Research Project
Learners research on learning topics and submit a report.

Computer-Aided Instruction
Learners learn independently through computer assistance (e-Learning).

Reflection
Learners reflect on a lesson/experience individually or in group.

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Chapter 4 – Teaching and Learning Approach

5. Choosing Teaching and Learning Methods

It is important to consider constructive alignment of teaching and learning strategies

to learning outcomes and student assessments when selecting instructional methods
as illustrated in Figure 4.2 below.

Revised Bloom’s Taxonomy and Constructive Alignment with

Instructional Methods and Assessment Methods

Levels
Verbs Instructional Methods Assessment
Methods

− Define − Explicit Teaching − MCQs

Remembering
− Describe − Lecture − Short Answer Test
Retrieve
− Identify − Didactic questions − Written Test
relevant
− Label − Demonstration Drill and − Practical Test
knowledge from
− List Practice − Tutorials
long-term
− Match − Role play − Mix and match
memory
− Name − Modeling − Presentation (e.g.
− Outline − Simulation Reciting, summarising)
− Recall − Puzzles − Simulation
− Recognise − Rub out and remember − Peer teaching
− Reproduce − Multi-media
− Select − Computer-based training
− State
− Locate
− Illustrate − Lecture − MCQs
Understanding
− Compare − Explicit teaching − Short answer test
Construct
− Calculate − Role play − Presentation
meaning from
− Differentiate − Discussion − Performance
instructional
− Explain − Concept formulation (e.g. − Practical tests
messages,
− Classify mindmap, tree diagram) − Essay
including oral,
− Generalise − Models − Paraphrasing
written, and
− Interpret − Multi-media − Posters
graphic
− Paraphrase − Tutorials
communication
− Rewrite − Assignments
− Summarise
− Translate
− Draw
− Sketch

Applying − Implement − Demonstration − Rearrange/mix & match

Carry out or use − Organise − Problem solving − Matching
a procedure in a − Dramatise − Field trip − Projects
given situation − Solve − Experiment − Presentation
− Construct − Show & tell − Posters
− Demonstrate − Mix & match − Practicum
− Discover − Role play − Field work
− Manipulate − Case study − Work assignment
− Modify − Projects − Case studies
− Operate − Work assignment − Simulations
− Predict − Simulations
− Prepare − Multi-media

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Chapter 4 – Teaching and Learning Approach

Revised Bloom’s Taxonomy and Constructive Alignment with

Instructional Methods and Assessment Methods

Levels
Verbs Instructional Methods Assessment
Methods

− Produce
− Relate
− Show
− Choose
− Form

− Analyse − Case study − Essay Writing

Analysing
− Break down − Group Project − Poster
Break material
− Compare − Work Assignment − Written Report
(knowledge) into
− Select − Laboratory experiment − Presentation
its constituent
− Contrast − Field Work − Portfolios
parts and
− Deconstruct − Problem based-learning − Project
determine how
− Distinguish − Debate − Performance Test
the parts relate
− Defend − Research − Research
to one another
− Differentiate − Concept formulation − Case studies
and to an overall
− Rationalise − Critique
structure or
− Diagnose − Simulation
purpose
− Characterise
− Rank − Problem based learning − Presentation
Evaluating
− Assess − Debate − Written test
Make judgments
− Monitor − Experiment − Debate
based on criteria
− Check − Projects − Mocked court
and standards
− Test − Practicum − Essay
− Judge − Peer teaching − Experiment
− Evaluate − Case studies − Project
− Estimate − Performance Test
− Examine − Case studies
− Tabulate − Oral test
− Generate − Problem Solving − Presentation
Creating
− Plan − Case Studies − Essay
Put elements
− Compose − Research Project − Journal
together to form
− Develop − Practicum − Report Writing
a coherent or
− Create − Experiment − Prototype or Model
functional whole;
− Invent − Field trip − Performance tasks
reorganise
− Organise − Models − Composition (play,
elements into a
− Construct − Self-learning songs, poems, etc)
new pattern or
− Produce − Research
structure.
− Compile − Projects
− Design − Assignments
− Devise − Posters
− Establish
− Innovate
− Form
− Synthesise
− Modify
− Adapt
− Simulate

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Chapter 4 – Teaching and Learning Approach

Revised Bloom’s Taxonomy and Constructive Alignment with

Instructional Methods and Assessment Methods

Levels
Verbs Instructional Methods Assessment
Methods

The above template is formulated by the core teams from the Myanmar Maritime University and
st
University of Yangon at the 1 QA Documentation Meeting 18 – 20 September 2014.

Figure 4.2 – Template for Constructive Alignment of Learning Outcomes,

Instructional Methods and Student Assessments

Active learning involves providing opportunities for students to meaningfully talk and
listen, write, read, and reflect on the content, ideas, issues, and concerns of an
academic subject (Meyers & Jones, 1993). Most of the non-direct instructional
methods listed above support active learning. The following tips may help in
choosing the appropriate instructional methods to aid learning:
• Match methods to learning outcomes
• Match learner characteristics and expectations
• Policy of university
• Teacher’s skills & comfort level
• Time availability
• Variety of instructions
• Create teacher-student interactions
• Logistical constraints (e.g. cost, space, equipment, etc.)

6. QA Practices in Myanmar Maritime University

The teaching and learning approach for Marine Engineering programme at Myanmar
Maritime University includes:

Classroom Teaching
There are 2 theatres and 5 two-storey buildings. The following table shows
the number of class rooms and lab rooms.

Sr S/N Room Type No of Room

1 Class rooms 25
2 Drawing room 7
3 Chart room 3
4 Multimedia 1
5 Lab 11
6 Simulator room 3
7 Language lab 3
8 Computer lab 2
Figure 4.3 – Number of class rooms and lab rooms

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Chapter 4 – Teaching and Learning Approach

Engine Room Simulator (CBT) for Marine Engineering Students

There is computer based engine room simulator which was installed in 2002. It is
imported from Transus Company, Italy. It includes one teacher server, 16 monitors.
Using one monitor, two or three students can be trained. Hence, 32 or 48 students
can be trained simultaneously. The marine engineering students get the good
opportunities to learn the followings:

a) Fuel oil transfer system onboard.

b) Fresh water system onboard.
c) Sea water system onboard.
d) Lubrication system onboard.
e) Alarm systems
f) Firing fighting system
g) Air starting system
h) Boiler operation procedure
i) Synchronization procedure of generators
j) Engine and propeller matching method and so on.

Educational Towing Tank

For naval architecture students and marine engineering students, Myanmar Maritime
University proudly established the newly hydrodynamic center. The 60m long, 4m
wide and 4m depth educational towing tank is currently installed. It is the only towing
tank in Myanmar. It is very useful for measuring the resistance subjected to the ship
hull. Upon getting the resistance value, the required engine power to overcome this
resistance can be quickly and accurately calculated. Moreover self-propulsion test
can be made using this towing tank.

Work Shop Skill Training

According to the 2012 Manila amendment, MMU is responsible to implement the

workshop skill training centre and train the marine engineering students for 6
months. At present, MMU is trying to install the required equipment such as air
condition, refrigeration, boiler, oily water separator etc. and to get experienced
instructors holding the C.O.C (Certificate of Competency) or C.O.P (Certificate of
Proficiency).

Tutorial / Test

The tutorials and tests are regularly carried out according to the curriculum.

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Chapter 4 – Teaching and Learning Approach

Assignment

Students have to complete the assignment given by the instructor.

Industrial training

• From the second year to fourth year of study, students are sent to the dockyards
and ports under the Ministry of Transport.

• According to the 2010 Manila amendment, the students who want to be marine
engineer onboard must only attend the workshop skill training.

• Workshop skill training course is administered, supervised and monitored by the

Department of Marine Administration (DMA).

The syllabus of this course under STCW convention, Regulation III/1 is as follows:

1. FUNCTION 1: MARINE ENGINEERING AT THE OPERATIONAL LEVEL

1.1 OPERATE MAIN AND AUXILIARY MACHINERY AND

ASSOCIATED CONTROL SYSTEMS
.1 Basic construction and operation principle of machinery system.
.1 Marine Diesel Engine
.1 Engine types
.2 Engine principles
.3 Large-bore two stroke
.4 Medium speed and high speed
.2 Marine Boiler
.1 Fuel atomization and combustion
.2 Boiler fundamentals
.3 Construction
.4 Mountings and steam distribution
.3 Shaft Installation and propeller
.1 Shaft installations
.2 Propeller
.4 Other Auxiliaries
.1 Pumps
.2 Refrigeration
.3 Air condition and ventilation
.4 Heat exchanger
.5 Evaporator and distillers
.6 Air compressor
.7 Purifier
.5 Steering gear
.1 Principle
.2 Preparation, operation, fault detection and necessary measure to
prevent damage for the following:
.1 Main engine and associated auxiliaries

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Chapter 4 – Teaching and Learning Approach

.2Steam boiler and associated auxiliaries and steam systems

.3Auxiliary prime movers and associated systems
.4Other auxiliaries
.1 Purifier and fuel oil treatment
.2 Air compressor
.3 Evaporator and distillers
.4 Refrigerator
1.2 OPERATE FUEL, LUBRICATION, BALLAST AND OTHER
PUMPING SYSTEMS AND ASSOCIATED CONTROL SYSTEMS
.1 Operation of pumping systems and routine pumping operations
.1 Pump Operations
.2 Operation of bilge, ballast and cargo pumping systems
.1 Systems

2. FUNCTION 2: ELECTRICAL, ELECTRONIC AND CONTROL ENGINEERING

AT THE OPERATIONAL LEVEL

Maintenance and repair of electrical and electronic equipment

.1 Maintenance and repair
.1 Principles of maintenance
.2 Generator
.3 Switchboard
.4 Electrical motors
.5 Starters
.2 Detection of electric malfunction and measures to prevent damage.
.1 Fault protection
.2 Fault location
.3 Construction and operation of electrical testing and measuring
equipment
.1 Testing and measuring
.4 Electrical and simple electronic diagrams
.1 Diagrams and symbols

3. FUNCTION 3: MAINTENANCE AND REPAIR AT THE OPERATIONAL LEVEL

APPROPRIATE USE OF HAND TOOLS, MACHINE TOOLS AND MEASURING
INSTRUMENTS FOR FABRICATION AND REPAIR ON BOARD
.1 Characteristics and limitations of materials used in construction and
repair of ships and equipment
.1 Basic metallurgy, metals and processes
.2 Properties and uses
.3 Non-metallic materials
.2 Characteristics and limitations of processes used for fabrication and
repair
.1 Process
.2 Heat treatment of carbon steel
.3 Properties and parameters considered in the fabrication and
repair of systems and components

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Chapter 4 – Teaching and Learning Approach

.1 Materials under load

.2 Vibration
.3 Self-secured joints
.4 Permanent joints
.5 Bonding plastics
.6 Adhesive and bonding
.7 Pipe works
.4 Safety measures to be taken to ensure a safe working
environment and for using hand tools, machine tools and
measuring instruments
.1 Safety
.5 Use of hand tools, machine tools and measuring instruments
.1 Hand tools
.2 Powered hand tools
.3 Machine tools
.1 Drilling machines
.2 Grinding machine
.3 Centre lathe
.4 Welding and soldering
a) Principles of electric arc welding
b) Principle of gas welding
c) Welding in low carbon steel
d) Common faults in welded joints
e) Thermal cutting
f) Inspection
g) Soldering
h) Safety and health when welding
.4 Measuring instrument
.6 Use of various types of sealants and packing

MAINTENANCE AND REPAIR OF SHIPBOARD MACHINERY AND EQUIPMENT

.1 Safety measures to be taken for repair and maintenance
.1 ISM Code
.2 SMS
.3 Safety measure to be taken
.2 Appropriate basic mechanical knowledge and skills
.1 Selection of appropriate tools and spare gears.
.2 Thorough understanding of procedure for maintenance and
repairs.
.3 Basic workshop technology.
.3 Maintenance and repair, such as dismantling, adjustment and
reassembling of machinery and equipment and The use of
appropriate specialized tools and measuring instruments
.1 Fastening.
.2 Centrifugal pumps
.3 Reciprocating pumps
.4 Screw and gear pumps.

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Chapter 4 – Teaching and Learning Approach

.5 Valves.
.6 Air compressors.
.7 Heat exchangers.
.8 Diesel engine.
.9 Turbocharger.
.10 Maintains Oil fuel burners and boiler
.11 Pump shaft alignment adjustment procedures.
.12 Pipes.
.13 Refrigeration maintenance.
.14 Oil fuel and lubricating system maintenance.
.15 Deck machinery maintenance
.16 Maintains steering gear.
.17 Refurbishes Diesel engine components

BASIC ENGINEERING DRAWING

.1 Types of drawing
.2 Line works
.3 Pictorial projection
.4 Development
.5 Dimensioning
.6 Geometrical tolerance
.7 Limits and fits
.8 Engineering drawing practice

Industrial Visit

Port and harbor students and River and Coastal students are required to visit the
Myanmar International Terminal Thilawa, Asia Port and dam projects under the
Ministry of Electrical Power. The visit equips them with the first-hand port and harbor
operational experience and knowledge.

Myanmar Maritime University is currently planning to send Marine Engineering

students, Naval Architecture Engineering students and Marine Electrical and
Electronic Engineering students to the Naval Dockyard Header Quarter to study the
respective fields.

Group Project in Final Year

After final year first semester examination, students are grouped to carry out
projects. They conduct the seminar and defense. The project carries 120 marks.

Sports and Social Activities

Sports such as chess, football, badminton, basketball, swimming etc. competition are
held in raining season as well as in cold season.

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Chapter 5 – Student Assessment

1. AUN-QA Criterion 5 - Student Assessment

1. Assessment covers:
• New student admission
• Continuous assessment during the course of study
• Final/exit test before graduation
2. In fostering constructive alignment, a variety of assessment methods should be
adopted and be congruent with the expected learning outcomes. They should
measure the achievement of all the expected learning outcomes of the
programme and its courses.
3. A range of assessment methods is used in a planned manner to serve
diagnostic, formative, and summative purposes.
4. The student assessments including timelines, methods, regulations, weight
distribution, rubrics and grading should be explicit and communicated to all
concerned.
5. Standards applied in assessment schemes are explicit and consistent across
the programme.
6. Procedures and methods are applied to ensure that student assessment is
valid, reliable and fairly administered.
7. The reliability and validity of assessment methods should be documented and
regularly evaluated and new assessment methods are developed and tested.
8. Students have ready access to reasonable appeal procedures.

2. AUN-QA Criterion 5 – Checklist

5 Student Assessment 1 2 3 4 5 6 7
5.1 The student assessment is constructively aligned
to the achievement of the expected learning
outcomes [1, 2]
5.2 The student assessments including timelines,
methods, regulations, weight distribution, rubrics
and grading are explicit and communicated to
students [4, 5]
5.3 Methods including assessment rubrics and
marking schemes are used to ensure validity,
reliability and fairness of student assessment [6,
7]
5.4 Feedback of student assessment is timely and
helps to improve learning [3]
5.5 Students have ready access to appeal procedure
[8]
Overall opinion

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Chapter 5 – Student Assessment

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• How are ELOs, teaching and learning approach and student assessment
aligned? (related to criterion 1, 3 and 4)
• What are the types and methods of assessment used throughout the course
of study?
• What is the assessment rubric and how it is formulated to test the
achievement of ELOs for each course? (related to criterion 1)
• When and how is the assessment requirements, methods and criteria
communicated to students? (related to criterion 8)
• How is in-course assessment and final results communicated to students?
(related to criterion 8)
• What is the student appeal process for examination results?
• What is the quality assurance process for student assessment to ensure fair,
accurate and consistent marking by academic staff? (related to criterion 10)

3. Types of Student Assessment

Assessment in the context of education involves deciding, collecting and

making judgements about evidence relating to the achievement of the learning
outcomes. Hence, student assessment must be constructively aligned to the
achievement of the learning outcomes as illustrated in Figure 5.1.

Figure 5.1 – Constructive Alignment of Student Assessment to Learning

Outcomes

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Chapter 5 – Student Assessment

The common types of student assessment are listed below.

Diagnostic Assessment

This assessment is used to determine education and training needs before

the start of formal course or programme. It helps to determine learning gaps and
to develop strategies to bridge those gaps. Sometimes, it is used to place
students in the correct course or programme when they are identified to have
knowledge or skills gap.

Formative Assessment

This assessment is known as “assessment for learning”, which focuses on

providing feedback on strengths and areas for improvement to students so that
they can take practical steps to improve learning. Formative assessment requires
continual feedback to be given to the students during learning, and giving
opportunities for them to put that feedback into action.

Summative Assessment

This assessment is known as “assessment of learning”, which occurs at the

end of a period of learning or at the end of a course. It is intended to measure the
learning or performance of students, where the result of the summative
assessment is used to award a grade or qualification.

Continuous Assessment

Continuous assessment is a way of judging how a student progresses

throughout the course of study rather than by a final examination. It consists of
both formative and summative assessments, where the assessment results
obtained over the course of study contribute to the final grade of the student.

Competency-Based Assessment

This assessment involves the collection of evidence and making

judgements on the nature and extent of progress towards achieving the stated
performance criteria or standards. The assessment is criterion-referenced where
the performance of the student is assessed against the set standards and is not
compared to other students as in a norm-referenced situation.

Integrated Assessment

Integrated assessment is about planning and designing assessment to

assess a set of relevant learning outcomes across two or more courses in a
meaningful way. It avoids over assessment of students and allows transfer of
learning in a realistic way.

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4. Principles of Assessment

The following principles must be addressed in designing student

assessment.

Validity

A valid assessment assesses what it intends to assess. It reflects the

achievement of the learning outcomes. Often, active verb used in an assessment
question reflects the active verbs of the educational taxonomy.

Reliability

Reliability refers to the consistency and accuracy of the assessment results or

outcomes. Reliability produces consistent results even if administered by different
markers at different times or across different contexts to the same candidate.
Reliability can be enhanced by:

• stating specific, observable and measurable assessment criteria

• giving clear allocation of marks for responses in marking scheme
• giving clear instructions to students and assessors
• giving clear instructions on how the assessment will be carried out or
marked
• moderating and comparing the results of two or more assessors for same
context to narrow the differences caused by personal biases.

Fairness

A fair assessment does not cause any advantage or disadvantage to

candidates. Fairness in assessment can be enhanced by:

• providing reasonable adjustment to assessment procedures depending on

the characteristics of the candidate
• stating clearly of the assessment criteria
• providing a system for review and appeal of the assessment decisions or
results

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Assessment Methods

There are many different types of assessment method and whatever

assessment method that one decides to use, it should be clearly aligned with the
learning outcomes and teaching and learning activities as illustrated in the
template in Figure 5.2.
Revised Bloom’s Taxonomy and Constructive Alignment with
Instructional Methods and Assessment Methods

Assessment
Levels Verbs Instructional Methods
Methods

− Define − Explicit Teaching − MCQs

Remembering
− Describe − Lecture − Short Answer Test
Retrieve relevant
− Identify − Didactic questions − Written Test
knowledge from
− Label − Demonstration Drill − Practical Test
long-term memory
− List and Practice − Tutorials
− Match − Role play − Mix and match
− Name − Modeling − Presentation (e.g.
− Outline − Simulation Reciting, summarising)
− Recall − Puzzles − Simulation
− Recognise − Rub out and remember − Peer teaching
− Reproduce − Multi-media
− Select − Computer-based
− State training
− Locate
− Illustrate − Lecture − MCQs
Understanding
− Compare − Explicit teaching − Short answer test
Construct meaning
− Calculate − Role play − Presentation
from instructional
− Differentiate − Discussion − Performance
messages,
− Explain − Concept formulation − Practical tests
including oral,
− Classify (e.g. mindmap, tree − Essay
written, and graphic
− Generalise diagram) − Paraphrasing
communication
− Interpret − Models − Posters
− Paraphrase − Multi-media − Tutorials
− Rewrite − Assignments
− Summarise
− Translate
− Draw
− Sketch
Applying − Implement − Demonstration − Rearrange/mix & match
Carry out or use a − Organise − Problem solving − Matching
procedure in a − Dramatise − Field trip − Projects
given situation − Solve − Experiment − Presentation
− Construct − Show & tell − Posters
− Demonstrate − Mix & match − Practicum
− Discover − Role play − Field work
− Manipulate − Case study − Work assignment
− Modify − Projects − Case studies
− Operate − Work assignment − Simulations
− Predict − Simulations
− Prepare − Multi-media
− Produce
− Relate
− Show
− Choose
− Form

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Revised Bloom’s Taxonomy and Constructive Alignment with

Instructional Methods and Assessment Methods

Assessment
Levels Verbs Instructional Methods
Methods

− Analyse − Case study − Essay Writing

Analysing
− Break down − Group Project − Poster
Break material
− Compare − Work Assignment − Written Report
(knowledge) into its
− Select − Laboratory experiment − Presentation
constituent parts
− Contrast − Field Work − Portfolios
and determine how
− Deconstruct − Problem based- − Project
the parts relate to
− Distinguish learning − Performance Test
one another and to
− Defend − Debate − Research
an overall structure
− Differentiate − Research − Case studies
or purpose
− Rationalise − Concept formulation − Critique
− Diagnose − Simulation
− Characterise
− Rank − Problem based − Presentation
Evaluating
− Assess learning − Written test
Make judgments
− Monitor − Debate − Debate
based on criteria
− Check − Experiment − Mocked court
and standards
− Test − Projects − Essay
− Judge − Practicum − Experiment
− Evaluate − Peer teaching − Project
− Estimate − Case studies − Performance Test
− Examine − Case studies
− Tabulate − Oral test
− Generate − Problem Solving − Presentation
Creating
− Plan − Case Studies − Essay
Put elements
− Compose − Research Project − Journal
together to form a
− Develop − Practicum − Report Writing
coherent or
− Create − Experiment − Prototype or Model
functional whole;
− Invent − Field trip − Performance tasks
reorganise
− Organise − Models − Composition (play,
elements into a
− Construct − Self-learning songs, poems, etc)
new pattern or
− Produce − Research
structure.
− Compile − Projects
− Design − Assignments
− Devise − Posters
− Establish
− Innovate
− Form
− Synthesise
− Modify
− Adapt
− Simulate
The above template is formulated by the core teams from the Myanmar Maritime University and
st
University of Yangon at the 1 QA Documentation Meeting 18 – 20 September 2014.

Figure 5.2– Template for Constructive Alignment of Learning Outcomes, Instructional

Methods and Student Assessments

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Chapter 5 – Student Assessment

Short Form and Multiple Choice Tests

Short form tests are also known as objective tests which do not usually test
higher order thinking skills. They include multiple choice, fill-in-the-blank, true-false
and matching types questions.

Short Answer Tests

Short answer questions require a brief answer consisting of a phrase,

sentence or short paragraph and they do not usually test higher order thinking skills.
For example, “Define formative assessment”.

Essays

Essays require students to select, organise and integrate material on a

given topic and they can usually test higher order thinking skills. They are useful
instruments to assess writing skills and create opportunity for students to develop
arguments to support the topic. Essays may vary from a single page (about 300
typed words) to major assignments of ten pages (3000 words). Essays may be
written under timed examination conditions or set as research assignments.

Performance Tests

Performance tests involve either a hands-on activity such as using a

laboratory equipment, or the development of products, such as a building design
or computer software. They are usually used to test higher order thinking skills.

Written Reports

Written reports involve presenting information and recommendations or

conclusions related to a specific purpose. Reports are written based on gathering
and analysing information using a discipline specific methodology and format. They
can be used to assess laboratory experiments, field work or case studies and they
are usually used to assess higher order thinking skills.

Fieldwork/Practicum Tests

Fieldwork and practicums provide opportunities for assessments to be

performed on site or subsequent to the experience. Fieldwork and practical tests
may involve performance tests in the workplace on specific cases or tasks, or may
involve the assessment of skills and abilities in the workplace over the duration of
the placement. They are usually used for higher order thinking skills.

Projects

Projects are an extended piece of work involving inquiry based activities.

Projects may be small or large, undertaken by individuals or in groups and have
outcomes such as a report, design, art work, a poster or product. They are
usually used to test higher order thinking skills.

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Presentations

Presentations are usually made orally to a class on a prepared topic and

may include the use of presentation aids such as PowerPoint or handouts. This
assessment may be undertaken individually or as a group. Presentations may take
different forms such as role plays, facilitating group activities or seminars,
conference presentations, debating, presenting a product, question and answer
time, and formal speeches. They are usually used to test higher order thinking
skills.

Case studies

A case study involves a situation, information and issues that provide deep
learning opportunities for students. The case could be the account of a real
experience, including authentic details, or a real experience in which some
elements are changed to prevent identification, or it could be completely
hypothetical. The aim is to give students opportunities to explore and apply skills
and theories that they have learnt in a related field of study. A case study
analysis, which includes the student’s personal response to a case, is usually
presented as a written or verbal report. Case studies are usually used to test
higher order thinking skills.

Posters

A poster is a visual representation of a topic or the outcomes of a learning

activity. Posters can use different media (physical or non-physical), and can be
created individually or in groups. They are used for assessing higher order
thinking skills.
Journals and Blogs

Journals and blogs are written by students over a period of time, such as a
semester, to reflect on their learning experiences. They provide an opportunity
for students to express their feelings, thoughts and beliefs about the content and
process of learning and themselves as learners using an informal writing style
and structure. They are used for assessing higher order thinking skills.

Portfolios

A portfolio is a purposeful collection of student works showing efforts, progress and

achievements over time. They are used for assessing higher order thinking skills.

The following questions may help in choosing the most appropriate assessment
method:

• Does the method assess the expected learning outcomes?

• Should the method be time-constrained?
• Is it important that the method you choose includes cooperative activity?
• Is visual component important?

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Chapter 5 – Student Assessment

• Is it important that students use information technology?

• Do you want to assess innovation or creativity?
• Do you want to encourage students to develop oral skills?
• Do you want to assess the ways in which students interact?
• Is the assessment of learning done away from the institution important?

5. Assessment Rubrics

Learning outcomes specify the minimum acceptable standard to enable a student

to pass a course. Students who performed above this threshold level are
differentiated by applying grading criteria. Grading criteria are statements that
indicate what a student must demonstrate to achieve a higher grade. These
statements help to differentiate the levels of performance of a student. By making
these criteria clear to students, it is hoped that students will aim for the highest levels
of performance.

Giving a grade to students does not provide adequate feedback on their

performance since the grade simply indicates an overall level of achievement. This
overall grade does not identify strengths and weaknesses on specific learning
outcomes. However, if the grading system is tied to some form of scoring guide, it
can be a very useful way of identifying areas for improvement that need to be
addressed. A scoring guide that is used in assessment is often referred to as a
rubric. A rubric is a grading tool used to describe the criteria used in grading the
performance of students. In general, each rubric consists of a set of criteria and
marks or grades associated with these criteria. Thus, rubrics help to define the
criteria of the system of assessment by describing performance at different points on
a rating scale. Often, the grading scale of a rubric is aligned to the university’s
grading system or scheme.

In designing an assessment rubric, it is important that the principles of assessment

are fulfilled.

• Validity – rubric matches with the expected learning outcomes

• Reliability – ensure some level of agreement among assessors
• Fairness – make what is assessed explicitly to students prior to the actual
conduct of the assessment

An assessment rubric consists of 3 components (see Figure 5.3) as follows:

• Criteria: the aspects of performance (e.g., argument, evidence, clarity) that

will be assessed
• Descriptors: the characteristics associated with each dimension (e.g.,
argument is demonstrable and original, evidence is diverse and compelling)
• Performance levels: a rating scale that identifies students’ level of mastery
within each criterion. Often they are aligned to the university’s grading system
or scheme.

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Chapter 5 – Student Assessment

Figure 5.3 – Component of an Assessment Rubric

Figure 5.4 below listed some questions for designing useful rubrics
(source: Learner-Centered Assessment on College Campuses: shifting the focus
from teaching to learning by Huba and Freed 2000)

Developing Useful Rubrics: Questions to Ask and Actions to Implement

(Learner-Centered Assessment on College Campuses:
shifting the focus from teaching to learning by Huba and Freed 2000)

Question Action
1
What criteria or essential elements must be
present in the student’s work to ensure that
it is high in quality? Include these as rows in your rubric
• These should be the criteria that
distinguish good work from poor work

2 How many levels of achievement do I wish

to illustrate for students?
• The levels should generally describe a
range of achievement varying from
excellent to unacceptable
o Example: exemplary, proficient,
marginal, unacceptable Include these as columns in your rubric
o Example: sophisticated, and label them
competent, partly competent,
not yet competent
o Example: distinguished,
proficient, intermediate,
novice
o Example: accomplished,
average, developing,
beginning

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Chapter 5 – Student Assessment

3
For each criterion or essential element of quality,
what is a clear description of performance at
each achievement level?
• Avoid undefined terms (e.g.,
“significant”, “trivial”, “shows Include descriptions in the
considerable thought”) appropriate cells of the rubric
• Avoid value-laden terms (e.g., “excellent”,
“poor”)
• Use objective descriptions that help
provide guidance to the students for
getting better when needed

4
What are the consequences of performing at Add descriptions of consequences to the
each level of quality? commentaries in the rubric

5
What rating scheme will I use in the rubric?
• Some criteria may be weighted differently Add this to the rubric in a way that fits
in with your grading philosophy
than others
6 When I use the rubric, what aspects work well
and what aspects need improvement?
• Does the rubric help you distinguish
among the levels of quality in a student
sample?
• Do the criteria seem to be appropriate? Revise the rubric accordingly
• Are there too many or too few levels of
achievement specified?
• Are there any descriptions that are
incomplete or unclear?

Additional questions/actions when developing rubrics for specific

assignments
1 What content must students master in order to Develop criteria that reflect
complete the task well? knowledge and/or use of content and
add them to the rubric
2 Are there any important aspects of the task that Identify skills and abilities that are
are specific to the context in which the necessary in this context and add
assessment is set? related criteria to the rubric
3 In the task, is the process of achieving the Include and describe criteria that
outcome as important as the outcome itself? reflect important aspects of the
process

Figure 5.4 – Questions for Designing Rubrics

6. QA Practices in Myanmar Maritime University

Myanmar Maritime University uses both summative and continuous

assessments to evaluate students’ performance. For engineering subjects, the
weightage of summative and continuous assessment for each subject in each
semester is 80:20 where 80% is allocated for evaluating theoretical knowledge and
20% for tutorials and practical works. But, there are 60% for theoretical knowledge
and 40% for tutorial and practical works, 70% for theoretical knowledge and 30% for
tutorial and practical works for some subject.

Continuous assessments are usually carried out via class tests, tutorials,
individual/group assignments, group projects, lab experiment-based problem solving,
etc. Assessments of students are documented and approved by the Head of
Department and submitted to the Office of Quality Management System.

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Chapter 5 – Student Assessment

To pass each subject, students have to achieve at least 50 marks in

examination. A supplementary examination will be held for students who did not
achieve the required passing marks. A student is considered failed if he or she failed
more than half of the subjects he or she sat in a semester. A student who fails in the
supplementary examination will be recorded as 1F. However, he or she can retake
the supplementary examination as an external student known as a “2F” student.
(Remark: There is no supplementary examination from 2012-13 academic year)

All assessments and their results are carefully recorded, maintained and
regularly evaluated. The university also ensures that all assessments are valid,
reliable and fair. Rules and regulations of assessment are made known and clear to
students and faculty members to follow. The appeal and examination procedures of
Myanmar Maritime University are documented below.

Appeal Procedure

Students who are not satisfied with their examination results are allowed to
submit their appeal within 2 weeks after announcement of examination results. The
appeal procedure is as follows:

1. Appeals should be made in writing to the Rector through the registrar of

examination.
2. The student’s appeal will be discussed at the Senate.
3. If the appeal is accepted, an appeal board will be formed to investigate the
appeal.
4. According to the investigation of the appeal board, the following actions will be
taken:
- If the examination result is due to computation or other errors, the appeal
board will take action in accordance with the University’s Rules and
Regulations. The error/mistake will be corrected as appropriate.
- If no errors/mistakes are found, no action will be taken on the student’s
appeal.

Examination Procedure

Registrar (Examination) is responsible for administering all examinations in

Myanmar Maritime University. Below is the examination procedure for First Semester
Examination, Final Examination and Supplementary (Resit) Examination.

1. Examinations are administered in accordance with the examination plan

which is prepared one month in advance before examination period.
2. The examination time-tables that are determined based on the academic
calendar are published upon approval by the Senate.
3. Answer booklets and extra-sheets are respectively sealed with roll number,
university badge and section. They are packed and arranged by section,
subject, and due date.
4. Questions concerning each subject are collected within fixed date from Heads
of Department. They will submit the stenciled questions to the Rector. Heads
of Department take responsibility in duplicating the required number of
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Chapter 5 – Student Assessment

questions selected by the Rector. The examination papers are then enclosed
in bags before transferring them to the Registrar. Question bags that have
been sealed are safely kept in a cabinet held in the strong room.
5. Examination rooms are prepared according to student list. Registrar takes
responsible for the arrangement of seats, sticking roll number cards on desks,
seating plan, checking of lights and toilets, doors and lock for security of
examination rooms.
6. All examination rooms are monitored for security, violations of examination
rules, and emergency case such as health problems. Monitoring Board for
examination is responsible for arranging and approving appropriate
adjustments to the examination if necessary.
7. If there are no irregularities after checking by the heads of the related
subjects, the question bags will be handed to the Chief Invigilator by the
Registrar.
8. At the end of the examination period, answer booklets are collected and
transferred to course leaders by Chief Invigilator.
9. Answer booklets are kept in the cabinets in the strong room at the respective
departments.
10. Answer booklets are assessed by course leaders/examiners within the
specified period. Heads of Department shall monitor the assessment process.

Supplementary Examination (Resit) Procedure

1. Students who have failed 50% of the total subjects and got at least 25% of the
total marks of each respective subject shall sit for the supplementary
examination.
2. A candidate is considered failed if he or she scored less than 25% of the total
marks. Candidates who are absented during the examination or if they
misconduct themselves during the examination will not be allowed to sit for
the examination.
3. Only theoretical knowledge shall be tested in supplementary examination. The
candidate can only get a maximum of 50% of total marks in supplementary
examination. Marks attained in practical works and tutorials during the
semester will remain unchanged.
4. Those who were absented and have failed in supplementary examination will
be recorded as 1F. Those who have failed 2 times will be recorded as 2F and
they are not allowed to continue their studies at the university and they will be
regarded as external students. For the external students, they have one
chance to sit for the examination to be held in the next academic year.
5. Supplementary Examination must be held within 2 weeks after the
announcement of final examination results.
6. Supplementary examination results will be announced in order of merits after
the final examination results.
7. Candidates who passed the supplementary examination are not regarded as
passed with credits or passed with distinctions.

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Chapter 5 – Student Assessment

Composition of Student Assessments

The composition of student assessments for each subject is as follows:
Subject
S/N Subject Title Exam Tutorial Practical Total
Code
1 ME 2001 Engineering Drawing 80 - 20 100
Marine Engineering
2 ME 3001 80 - 20 100
Drawing
Engineering
3. ME 3003 80 10 10 100
Thermodynamics I
4. ME 3004 Strength of Materials 80 10 10 100
Basic Thermodynamics
5. ME 3134 80 20 - 100
& Strength of Materials
Engineering
6. ME 4003 80 10 10 100
Thermodynamics II
7. ME 4005 Dynamics of Machinery 80 20 - 100

8. ME 4007 Marine Engineering I 70 10 20 100

Maritime Law &
9. ME 4008 80 20 - 100
Management I
Marine Engineering
10. ME 5001 70 10 20 100
Design
11. ME 5003 Motor Engineering 100 - - 100

12. ME 5005 Vibration & Control 80 20 - 100

13. ME 5007 Marine Engineering II 80 10 10 100

Maritime Law &
14. ME 5008 80 20 - 100
Management II
Computer Application in
15. ME 5009 80 10 10 100
Marine Engineering
Figure 5.5 - Composition of Student Assessments
Undergraduate students of Marine Engineering are offered altogether 15
subjects. Distinction mark for each subject is regarded as 80% and above. Passed
marks for each subject is regarded as 50% and above.

Checking and Assessing the Examination Answer Papers

Course leader will draft the marking scheme and explain the detail of the draft
to the board of examiners. In the event of disagreement, course leader will make the
parallel marking scheme. At the time of verification on answer papers, co-examiner
will cross check each answer paper. Then, the course leader will verify all of the
answer papers.

The Departmental Heads assigned duty to teachers of respective subjects to do

the correction. The latter must be at least 5 years in service.

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Chapter 5 – Student Assessment

- Correction Board shall be formed for correction process.

- In a correction board, the leader is the chief assessor and other teachers are
members of the board for each subject.
- The chief assessor is responsible for giving out answer booklist and receiving
those backs systematically.
- Necessary amendments is marking scheme shall be submitted to chief assessor.
- Cross-check shall be conducted by assessors assigned by the chief assessor.
- Mark list shall be recorded.
- Each department shall perform the correction process with fixed duration.
- All procedures carried out between correction process and announcing exam
results shall be confidential.
- Making Mark List
- After the correction process, chief assessor for each subject shall record mark list
and send it to the departmental head.
- Recording mark list shall be according to determinations such as exam marks,
practical marks, practical (exam) marks, tutorial marks, course work marks.
- Moderation shall have been completed for each subject.

After final year first semester examination, students are grouped to carry out
projects. They conduct the seminar and defense. Head of the Department will
announce the guideline for the project.

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Chapter 5 – Student Assessment

The following is the final year project marking scheme.

Performance Criteria/Dimension Weight (marks) Scores/Remark/Feedback

Meeting regular with Supervisor 10

Submit Progress Report 10

Formation of Project Paper 30

Presenting the paragraph 30

Analysis/Design 40
Presenting the Result 20

Presenting the Conclusion 15

Presenting the Recommendation 15

Viva Voce(1st time) 10

Viva Voce(2st time) 20

Total Marks 200

Figure 5.6 – Final Year Project Marking Scheme

To ensure the effectiveness of the adopted Quality Management System and for
continual improvement, all heads of the department are to collect the information
relating to the customer complaints, customer satisfaction, examination results,
setting examination questions, changes to technical matters etc. The information
collected is analysed and submitted to management review meeting for discussion
and improvement.

The University solicits feedback from the various stakeholders through its hotline,
feedback channels, surveys, focus groups, evaluation, etc. These are analysed and
reported for continuous improvement. Feedback is periodically sought from various
stakeholders, like graduates, employers, students and alumni.

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Chapter 6 – Academic Staff Quality

1. AUN-QA Criterion 6 - Academic Staff Quality

1. Both short-term and long-term planning of academic staff establishment or

needs (including succession, promotion, re-deployment, termination, and
retirement plans) are carried out to ensure that the quality and quantity of
academic staff fulfil the needs for education, research and service.
2. Staff-to-student ratio and workload are measured and monitored to improve the
quality of education, research and service.
3. Competences of academic staff are identified and evaluated. A competent
academic staff will be able to:
• design and deliver a coherent teaching and learning curriculum;
• apply a range of teaching and learning methods and select most
appropriate assessment methods to achieve the expected learning
outcomes;
• develop and use a variety of instructional media;
• monitor and evaluate their own teaching performance and evaluate courses
they deliver;
• reflect upon their own teaching practices; and
• conduct research and provide services to benefit stakeholders
4. Recruitment and promotion of academic staff are based on merit system, which
includes teaching, research and service.
5. Roles and relationship of academic staff members are well defined and
understood.
6. Duties allocated to academic staff are appropriate to qualifications, experience,
and aptitude.
7. All academic staff members are accountable to the university and its
stakeholders, taking into account their academic freedom and professional
ethics.
8. Training and development needs for academic staff are systematically
identified, and appropriate training and development activities are implemented
to fulfil the identified needs.
9. Performance management including rewards and recognition is implemented
to motivate and support education, research and service.
10. The types and quantity of research activities by academic staff are established,
monitored and benchmarked for improvement.

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Chapter 6 – Academic Staff Quality

2. AUN-QA Criterion 6 – Checklist

6 Academic Staff Quality 1 2 3 4 5 6 7

6.1 Academic staff planning (considering succession,
promotion, re-deployment, termination, and
retirement) is carried out to fulfil the needs for
education, research and service [1]
6.2 Staff-to-student ratio and workload are measured
and monitored to improve the quality of
education, research and service [2]
6.3 Recruitment and selection criteria including ethics
and academic freedom for appointment,
deployment and promotion are determined and
communicated [4, 5, 6, 7]
6.4 Competences of academic staff are identified and
evaluated [3]
6.5 Training and developmental needs of academic
staff are identified and activities are implemented
to fulfil them [8]
6.6 Performance management including rewards and
recognition is implemented to motivate and
support education, research and service [9]
6.7 The types and quantity of research activities by
academic staff are established, monitored and
benchmarked for improvement [10]
Overall opinion

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• How has the number of academic staff grown in the past? What is the
forecasted number of academic staff in the future? How they have grown or
shrink in respond to student cohort sizes?
• What are the current number, qualification, experience, and profile (age and
gender) of full-time and part-time academic staff?
• What is the method used for calculating FTEs of academic staff and students?
• What is the ratio of staff/student? How is this compared to other programmes,
faculties and universities?
• What are the roles, responsibilities, ethics and accountability of academic
staff?
• How are academic staff selected, appointed, promoted?
• How are academic staff appraised and rewarded for their performance
(teaching, research and service)?
• How are competencies and training needs of academic staff identified?
• What is the current and future training and development plan for academic
staff?
• How are academic staff redeployed, transferred, terminated and retired?
• What are the research activities (projects, papers, presentation, publication,
etc.) and funds carried out by academic staff over the past 5 years?

6-2
Chapter 6 – Academic Staff Quality

• How academic staff applied their research output to enhance teaching and
learning? (related to criterion 10).

3. Human Resource Framework

The overall human resource framework is illustrated in Figure 6.1. The

framework is aligned to the university’s strategic plan and human resource plan.

Figure 6.1 – Human Resource Framework

In the human resource framework, the following four key areas are identified
as being important in supporting the quality of academic staff and support staff of the
university.

Manpower Planning

Manpower planning is the process of assessing current workforce capabilities

including competences, demographics and work processes; determining future
workforce requirements; identifying gaps and implementing solutions to bridge the
gaps. Manpower planning is key to the implementation of a university’s strategy as it
enables the university to recruit and retain the right mix of people it requires to
support its educational needs. At the same time, it will serve to pre-empt problems of
manpower surplus and shortage. Manpower costs may be lower because
management can anticipate imbalances before they become unmanageable and
expensive.

A structured manpower planning process allows a company to understand the

effort needed for the different activities in each unit, section or department. It ensures
that a university has the right mix of skills and the optimal number of people to do the
work, leading to more efficient utilisation of workforce. Management can better
explore alternative staffing options other than permanent staff, for example,
employment of part-timers and re-employment of older employees.

6-3
Chapter 6 – Academic Staff Quality

Manpower planning allows the university to develop an action plan for the
organisation’s present and future manpower requirements in response to educational
needs. The steps include:

• Forecast future educational requirements such as the development of new

educational programmes and courses, research and service activities.

• Determine the annual manpower requirements and competences for

academic as well as university leaders and administrators in meeting the
forecasted future educational needs. Termination, retirement and attrition are
taken into consideration. Academic staff to student ratio may be used as a
guide in determining the manpower requirements.

• Determine manpower costing covering existing employment costs, estimated

salary increments, and statutory payments (such as bonuses) for the following
year along with projected increases of headcount by job level.

• Develop an action plan covering recruitment and selection; deployment and

assignment; promotion and re-deployment; training and development;
outsourcing; and alternative employment options such as the use of contract
or part-time staff.

Recruitment and Selection

Recruitment and selection is the practice of soliciting applicants and

assessing their suitability to fill vacated or newly created positions using a variety of
recruitment methods. The recruitment and selection process and procedure ensure
that the best-fit people are recruited on merit and that the recruitment and selection
process is free from bias and discrimination. Internal recruitment through promotion
and re-deployment is encouraged.

The recruitment and selection process include the following steps:

• Raising a hiring requisition with job description

• Identifying recruitment channels such as internal recruitment, advertisements,
employment agencies, websites, referral scheme, etc.
• Short listing applicants based on merit including but not limited to:
− Type of experience required for the job
− Amount of experience required for the job
− Educational and occupational qualifications
• Interviewing applicants and selection tests
• Selecting applicants based on the best-fit applicant. Job grade and
compensation package for the selected applicant is determined
• Conducting reference or background checks
• Making an offer and confirming candidate’s acceptance
• Assignment and deployment of candidate to the job position

6-4
Chapter 6 – Academic Staff Quality

Training and Development

Training and development can be defined as the process of planning and

conducting activities that develop employee competences and know-how to meet
business, organisation and individual needs. Identifying relevant training and
development programmes for employees will equip them with competencies to
perform their jobs effectively and build strong organisational capabilities to support
the university’s strategies and goals. A training and development plan may include
exposing employees to new areas of work that will broaden their experience and
help them gain a better understanding of the university operations. Continuous
training and development is the lever for an engaged and skilled workforce that helps
to drive efficiency and work quality in the university.

The steps in a training and development process include:

• Setting training and development objectives to support the goals and

strategies of the university and department.

• Identifying training and development needs of the university leaders,

administrators, and academic staff. The types of competencies needed for
each job grade should be developed.

• Developing the university training and development plan based on the needs
identified. In developing the university training and development plan, the
following points need to be considered:

− Training and development needs of individual employees

− Adequate resources (such as budget, time availability of employee,
sponsorship, scholarships, venue) to achieve planned training and
development activities
− Training and development schedule is planned based on the university’s
academic calendar
− Evaluating the effectiveness of training and development activities

• Listing of relevant training and development programmes to achieve the

training and development objectives. The types of training and development
programmes may include but not limited to:

− Orientations
− Workshops
− Seminars/conferences
− On-the-job training
− Exchanges and industrial attachments
− Professional and academic development programmes
− Coaching and mentoring programmes

6-5
Chapter 6 – Academic Staff Quality

• Implementing the training and development plan by preparing the schedule of

training and development activities. The schedule will usually list the training
and development courses available for the year. The administration of the
training and development programmes planned for employees has to be
carried out. This includes the coordination with training providers for the
development and delivery of the training and development programmes.

• Conducting training and development evaluation which involves the collection

of feedback from the course attendees and observing changes in
performance level of course attendees after the completion of the course.
Results of the course feedback should be analysed and communicated for the
purpose of making improvement to the training and development
programmes.

Performance Management

Performance management is the integrated process of maintaining or

improving employee job performance through the use of objective setting, appraisal,
coaching and feedback. A well implemented performance management process
establishes a strong link between an employee’s performance and rewards through
objective measurement of his performance and achievements. As part of the
performance management process, employees’ developmental needs and career
aspirations are also identified and input into the training and development needs.

The performance management includes the following steps:

• Developing performance appraisal forms which may include but not limited to:
− Key performance indicators (KPIs) for the review period
− Comments and ratings on specific areas of responsibility and overall
performance in relation to established KPIs or standards
− Feedback on areas of concern and performance improvement needed
− Opportunities for training and development, and career growth

• Defining responsibilities for monitoring the performance appraisal process to

ensure that all employees have established performance goals and
development plans, and are assessed objectively by their respective
supervisors. Briefings and training on the performance management process
should be held for all appraising supervisors.

• Determining the appraisal cycle which consists of three stages as shown in

Figure 6.2 below.

Figure 6.2 - Appraisal Cycle

6-6
Chapter 6 – Academic Staff Quality

− Performance goal setting involves employee and his appraising supervisor

and they are responsible for discussing and setting KPIs at the start of
each appraisal cycle. The KPIs should be SMART (i.e. Specific,
Measurable, Achievable, Relevant and Timeline)

− Feedback is usually carried out by the appraising supervisor. He should

provide ongoing and informal feedback to the individual employee’s
performance before a formal appraisal is conducted. He can provide
support and guidance to his employee through coaching.

− Performance appraisal involves the annual appraisal process for all

employees and it usually focuses on:

§ Achievements and performance for the current year

§ Areas that have done well and areas that require improvement
§ Development plan for the following year

• Developing a performance improvement plan when the supervisor believes

that the employee is not meeting the job expectations set for him. This
discussion will involve the employee and his supervisor for the verbal and the
first written warning. The findings and contents of discussion with the
employee should be documented.

• Developing an action plan involves documenting the actions pertaining to the

results of the appraisal of all employees evaluated during the performance
appraisal exercise. The recommended actions should be included in the
action plan. Examples of actions may include but not limited to:

− Performance bonus
− Promotion
− Recognition programmes
− Informal encouragement
− Training and Development programmes
− Performance warning
− Demotion
− Reduction or withholding of performance bonus
− Termination for non-performance

An employee may be recommended for promotion to give recognition for his

expanded work scope or changes in duties or responsibilities that are more
challenging and complex. Possible criteria to evaluate an employee’s
readiness for promotion may include but not limited to:

§ Demonstration of sustained positive performance since the last

appointment or promotion as reflected in performance appraisals;
§ Demonstration of sustained achievements of key objectives of the
employee’s role/job consistent to the company’s mission and core values;
and
§ Demonstration of potential to take on higher responsibilities.

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Chapter 6 – Academic Staff Quality

4. Full-Time Equivalent (FTE)

In calculating the FTEs of academic staff, institutions should define what
constitutes full-time student loads and faculty teaching loads including part-time
students and faculty at their percentage of full time loads.

There are different ways in calculating FTEs and institutions should state the
method, parameters and assumptions used. One of the methods to calculate FTEs is
based on the investment of time. For example, if 1 FTE is equal to 40 hours per
week (full-time employment), then the FTE of an academic staff member with a
teaching load of 8 hours per week will be 0.2 (i.e. 8/40). The investment of time
method can also be used for calculating FTEs of student. For example, if 1 FTE
student has to attend 20 hours of lesson a week, then the FTE of a part-time student
with 10 hours of lesson a week will be 0.5 (i.e. 10/20).

Another method to calculate FTEs is based on teaching load. For example, if

the official full-time teaching load of an academic staff is 4 courses per semester,
then each course accounts for 0.25 FTE. If an academic staff member is assigned 2
courses per semester, then the FTE will be 0.5 (i.e. 2 x 0.25 FTE). Similarly, student
study load can be used to calculate the FTEs of student. For example, if 1 FTE
student has to take 24 credits load per semester, then the FTE of a student with 18
credits load per semester will be 0.75 (i.e. 18/24).

Figure 6.3 may be used to specify the number of academic staff and their FTEs.

Category M F Total Percentage of

Headcounts FTEs PhDs
Professors
Associate/
Assistant
Professors
Full-time
Lecturers
Part-time
Lecturers
Visiting
Professors/
Lecturers
Total
Figure 6.3 - Number of Academic Staff (specify reference date and method of
calculation used for FTE of academic staff)

5. Staff-to-student Ratio

This indicator is the ratio 1 FTE academic staff member employed to the
number of FTE students enrolled. The aim is to give an idea of how much contact
time and academic support students at the institution may expect to receive. Figure
6.4 may be used to specify the staff-to-student ratio.

6-8
Chapter 6 – Academic Staff Quality

Academic Year Total FTEs Total FTEs of Staff-to-student

of Academic Staff students Ratio

Figure 6.4 – Staff-to-student Ratio (specify the method of calculation used for FTE of
students)
6. Competences of Academic Staff

A competency model describes the particular combination of competencies (i.e.

knowledge, skills and attitude) needed to effectively perform a role in an organisation
and it is used as a human resource tool for recruitment and selection; training and
development; performance management and rewards; career development and
succession planning. Competences can be defined as the level of proficiency in
performing a task effectively using the acquired competencies. Figure 6.5 shows
some essential competencies of academic staff.

Figure 6.5 – Competencies of Academic Staff

6-9
Chapter 6 – Academic Staff Quality

7. Research Activities

Research is an important output from academic staff. The types of research

activities (such as publications, consulting work, projects, grants, etc.) carried out by
academic staff should meet the requirements of the stakeholders. Figure 6.6 can be
used to provide data on the types and number of research publications by academic
staff.

Types of Publication No. of

Academic In-house/ National Regional International Publications
Total
Year Institutional Per Academic
Staff

Figure 6.6 - Types and Number of Research Publications

8. QA Practices in Myanmar Maritime University

Staff Recruitment, Training & Development, Appraisal and Promotion Policy

The Myanmar Maritime University is committed to determine and develop the

competences of personnel as well as to motivate and promote education and training
awareness among them. It sets out the following policies:

- Ensure that personnel assigned to the various tasks connected with the
provision of the services offered by the University is of adequate
experience and well-trained in that task;
- Identify training and development needs by means of ongoing appraisals
of individual development and performance of quality related activities; and
- Provide appropriate training and development to all personnel that is in
line with resources available and current operational demand.

Recruitment Procedure
The recruitment process for new staff position through the Union of Civil Service
Board is as follows:

1. All departments have to list and propose the need of new staff based on the
number of vacancies and qualifications required.
2. The administration department will scrutinize the educational qualification
requirements and to determine the number to be employed.
3. The proposals are then submitted to the university administrative committee.
4. A report to employ the new staff in each department will be fully described
and submitted to the Executive Committee of the Ministry of Transport and
Communications( former: The Ministry of Transport).
5. If the submission is granted by the Executive Committee of Ministry, it will be
submitted to the Project Appraisal Progress Reporting Department and the

6-10
Chapter 6 – Academic Staff Quality

Budget Department through the Ministry of Transport and

Communications( former: The Ministry of Transport).
6. Upon getting the approval from the Project Appraisal Progress Reporting
Department and the Budget Department, it is submitted to the government
office through the Ministry of Transport and Communications( former: The
Ministry of Transport).
7. After the approval of the government office has been gained, the coordination
with the Union of Civil Service Board is conducted through the Ministry of
Transport and Communications (former: The Ministry of Transport)
8. The Union of Civil Service Board will invite employment application through
the newspapers, written and oral examinations will he held to select
candidates during the preliminary selection.
9. Candidates from the preliminary selection will be sent to attend the basic
course for officer-to-be (Zeya Laung) in Phaung Gyi.
10. After completion of the course, the candidates will be employed in the
respective departments.

Inter-Government Staff Transfer Procedure

As the university is one of the government organisations, inter-transfer among
the government departments will be exempted from the above recruitment procedure.
For inter-government staff transfer:

- The government staff member firstly submits to his/her Director

General/Managing Director/ Rector for transfer to another department.
- Director General/ Managing Director /Rector are involved in negotiating
for inter-transfer of staff, once the transfer is approved, the staff will be
transferred to another department.

Mandatory Training
New employees joining Myanmar Maritime University will be given a mandatory
training to ensure that they are aware of the university’s quality policy, working hours,
security system, benefits and other administration matters:

The Administration Department shall ensure that a record is kept to verify that the
required mandatory training has been carried out. Head of the departments are to
determine the training needs and to obtain approval from the Rector to conduct/attend
training. Training records are considered as quality records and to be kept for at least 5
years. Training needs will be reviewed at the annual management review meetings.
.

On-the-Job Training

1. The University’s policy is to employ suitably qualified, educated and trained

personnel, however, where necessary, additional training will be given. Where
appropriate such training will be carried out at the work place.
2. The policy is to appoint suitably trained and qualified personnel to carry out quality
educational services. Additional training will be organised by the Head of

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Chapter 6 – Academic Staff Quality

Departments and will cover subjects such as safety, health and emergency
situations.
3. Identification of training needs may also be originated from non-conformance raised
during internal audits.
4. Performance/appraisal reports are forwarded to Administration Department by the
Head of Departments and training needs if any will be extracted and acted upon,
where appropriate.

Staff Promotion

1. Staff who conformed with the Q-sheet under the provision of university can
request for promotion from the recommendation of respective head of department.
2. The administration department will scrutinize the educational qualification
requirements and vacancy to determine the number to be promoted.
3. University will announce the entitled list to sit for the promotion examination
(written and personal interview).
4. Promotion Board will select the final selection list based on the promotion
examination result.
5. The final selection list is submitted to the Executive Committee of Ministry of
Transport and Communications (former: The Ministry of Transport) for approval.
6. For promotion of candidate from staff to officer, the approval from the Union of
Civil Service Board is required.
7. Promotion order will be issued to the selected person by the Ministry / the
University according to the approval of the Executive Committee.
8. The selected person needs to submit the duty report to Rector through the
respective Head of Department.

Academic Department
The structure of the Academic Department in Myanmar Maritime University is as
follows:

Academic Department

Training Division Education Department

Registrar Registrar Registrar Library Teaching

(Training (Student (Exam section) Aids Section
section) section)

Figure 6.7 –The structure of Academic Department

6-12
Chapter 6 – Academic Staff Quality

The lecturer to student ratio of Marine Engineering Department is as follows:

Item Number Ratio
Faculty Members 9 1:49
(full time and FTEs)
Total Undergraduates 446

As part of the continuous development of academic staff quality, academic

staff members are sent to affiliated foreign universities for further study such as
Master and Doctoral courses to further their qualifications. The following table shows
the no. of staff at Marine Engineering Department graduated or studying at foreign
universities.

Total No: of
Country /
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Graduate/
Year
certificate

China 3 3

Japan 1 1 1 1 1 5

1 1
Sweden
1 1
Singapore
Total 3 2 1 1 1 1 1 10

Figure 6.8 –No of Staff from ME department graduated at Foreign Universities

The number of academic staff and their FTEs are as follows:

Category M F Total Percentage of PhDs

Headcounts FTEs
Professors 1 1 0.3 -
Full-time 1 2 3 0.2 -
Lecturers
Visiting 1 1 0.1 -
Professors/
Lecturers
Assistant 1 1 2 0.1
Lecturers
Instructor 1 1 2 0.1
Total 5 4 9 0.8 -

Figure 6.9 - Number of academic staff and their FTE

6-13
Chapter 7 – Support Staff Quality

1. AUN-QA Criterion 7 - Support Staff Quality

1. Both short-term and long-term planning of support staff establishment or needs

of the library, laboratory, IT facility and student services are carried out to
ensure that the quality and quantity of support staff fulfil the needs for
education, research and service.
2. Recruitment and selection criteria for appointment, deployment and promotion
of support staff are determined and communicated. Roles of support staff are
well defined and duties are allocated based on merits, qualifications and
experiences.
3. Competences of support staff are identified and evaluated to ensure that their
competencies remain relevant and the services provided by them satisfy the
stakeholders’ needs.
4. Training and development needs for support staff are systematically identified,
and appropriate training and development activities are implemented to fulfil
the identified needs.
5. Performance management including rewards and recognition is implemented
to motivate and support education, research and service.

2. AUN-QA Criterion 7 – Checklist

7 Support Staff Quality 1 2 3 4 5 6 7

7.1 Support staff planning (at the library, laboratory, IT
facility and student services) is carried out to fulfil
the needs for education, research and service [1]
7.2 Recruitment and selection criteria for
appointment, deployment and promotion are
determined and communicated [2]
7.3 Competences of support staff are identified and
evaluated [3]
7.4 Training and developmental needs of support staff
are identified and activities are implemented to
fulfil them [4]
7.5 Performance management including rewards and
recognition is implemented to motivate and
support education, research and service [5]
Overall opinion

7-1
Chapter 7 – Support Staff Quality

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• What are the number, qualification, experience and profile of support staff in
the libraries, laboratories, computer facilities, student services at the
university, faculty and department?
• How is the support staff appointed, selected, promoted, appraised, rewarded?
• How are the competencies and training needs of support staff identified?
What is the current and future training and development plan for support
staff?
• What are the key performance indicators of service provided by libraries,
laboratories, computer facilities and student services? How are these KPIs
monitored and reported? What is trend of KPIs performance in the last 5
years? What is done to improve the trend (related to criterion 10, 11)

3. Planning and Staffing of Support Staff

Libraries, laboratories, IT facilities, administration and student services are

usually centralised at university and faculty levels. The planning and staffing of
support staff at these offices should be based on the Human Resource Framework
as outlined in Chapter 6 – Academic Staff Quality. It goes through the process of
manpower planning, recruitment and selection, training and development and
performance management as illustrated in Figure 7.1 below.

Figure 7.1 – Human Resource Framework

In the human resource framework, the following four key areas are identified as
being important in supporting the quality of support staff of the university.

7-2
Chapter 7 – Support Staff Quality

Manpower Planning

Manpower planning is the process of assessing current workforce capabilities

including competences, demographics and work processes; determining future
workforce requirements; identifying gaps and implementing solutions to bridge the
gaps. Manpower planning is key to the implementation of a university’s strategy as it
enables the university to recruit and retain the right mix of people it requires to
support its educational needs. At the same time, it will serve to pre-empt problems of
manpower surplus and shortage. Manpower costs may be lower because
management can anticipate imbalances before they become unmanageable and
expensive.

A structured manpower planning process allows a company to understand the

effort needed for the different activities in each unit, section or department. It ensures
that a university has the right mix of skills and the optimal number of people to do the
work, leading to more efficient utilisation of workforce. Management can better
explore alternative staffing options other than permanent staff, for example,
employment of part-timers and re-employment of older employees.

Manpower planning allows the university to develop an action plan for the
organisation’s present and future manpower requirements in response to educational
needs. The steps include:

• Forecast future educational requirements such as the development of new

educational programmes and courses, research and service activities.

• Determine the annual manpower requirements and competences for support

staff in meeting the forecasted future educational needs. Termination,
retirement and attrition are taken into consideration. Students or academic
staff to support staff ratio may be used as a guide in determining the
manpower requirements.

• Determine manpower costing covering existing employment costs, estimated

salary increments, and statutory payments (such as bonuses) for the following
year along with projected increases of headcount by job level.

• Develop an action plan covering recruitment and selection; deployment and

assignment; promotion and re-deployment; training and development;
outsourcing; and alternative employment options such as the use of contract
or part-time staff.

7-3
Chapter 7 – Support Staff Quality

Use Figure 7.2 may be used to specify the number of support staff required or
available.

Highest Educational Attainment Total

High Bachelor’s Master’s Doctoral
Support Staff
School
Library Personnel
Laboratory
Personnel
IT Personnel
Administrative
Personnel
Student Services
Personnel
(enumerate the
services)
Total
Figure 7.2 - Number of Support Staff (specify reference date)

Recruitment and Selection

Recruitment and selection is the practice of soliciting applicants and

assessing their suitability to fill vacated or newly created positions using a variety of
recruitment methods. The recruitment and selection process and procedure ensure
that the best-fit people are recruited on merit and that the recruitment and selection
process is free from bias and discrimination. Internal recruitment through promotion
and re-deployment is encouraged.

The recruitment and selection process include the following steps:

• Raising a hiring requisition with job description

• Identifying recruitment channels such as internal recruitment, advertisements,
employment agencies, websites, referral scheme, etc.
• Short listing applicants based on merit including but not limited to:
− Type of experience required for the job
− Amount of experience required for the job
− Educational and occupational qualifications
• Interviewing applicants and selection tests
• Selecting applicants based on the best-fit applicant. Job grade and
compensation package for the selected applicant is determined
• Conducting reference or background checks
• Making an offer and confirming candidate’s acceptance
• Assignment and deployment of candidate to the job position

7-4
Chapter 7 – Support Staff Quality

Training and Development

Training and development can be defined as the process of planning and

conducting activities that develop employee competences and know-how to meet
business, organisation and individual needs. Identifying relevant training and
development programmes for employees will equip them with competencies to
perform their jobs effectively and build strong organisational capabilities to support
the university’s strategies and goals. A training and development plan may include
exposing employees to new areas of work that will broaden their experience and
help them gain a better understanding of the university operations. Continuous
training and development is the lever for an engaged and skilled workforce that helps
to drive efficiency and work quality in the university.

The steps in a training and development process include:

• Setting training and development objectives to support the goals and

strategies of the university and department.

• Identifying training and development needs of the support staff. The types of
competencies needed for each job grade should be developed.

• Developing the university training and development plan based on the needs
identified. In developing the university training and development plan, the
following points need to be considered:

− Training and development needs of individual employees

− Adequate resources (such as budget, time availability of employee,
sponsorship, scholarships, venue) to achieve planned training and
development activities
− Training and development schedule is planned based on the university’s
academic calendar
− Evaluating the effectiveness of training and development activities

• Listing of relevant training and development programmes to achieve the

training and development objectives. The types of training and development
programmes may include but not limited to:

− Orientations
− Workshops
− Seminars/conferences
− On-the-job training
− Exchanges and industrial attachments
− Professional and academic development programmes
− Coaching and mentoring programmes

• Implementing the training and development plan by preparing the schedule of

training and development activities. The schedule will usually list the training
and development courses available for the year. The administration of the
training and development programmes planned for employees has to be
carried out. This includes the coordination with training providers for the
development and delivery of the training and development programmes.
7-5
Chapter 7 – Support Staff Quality

• Conducting training and development evaluation which involves the collection

of feedback from the course attendees and observing changes in
performance level of course attendees after the completion of the course.
Results of the course feedback should be analysed and communicated for the
purpose of making improvement to the training and development
programmes.

Performance Management

Performance management is the integrated process of maintaining or

improving employee job performance through the use of objective setting, appraisal,
coaching and feedback. A well implemented performance management process
establishes a strong link between an employee’s performance and rewards through
objective measurement of his performance and achievements. As part of the
performance management process, employees’ developmental needs and career
aspirations are also identified and input into the training and development needs.

The performance management includes the following steps:

• Developing performance appraisal forms which may include but not limited to:
− Key performance indicators (KPIs) for the review period
− Comments and ratings on specific areas of responsibility and overall
performance in relation to established KPIs or standards
− Feedback on areas of concern and performance improvement needed
− Opportunities for training and development, and career growth

• Defining responsibilities for monitoring the performance appraisal process to

ensure that all employees have established performance goals and
development plans, and are assessed objectively by their respective
supervisors. Briefings and training on the performance management process
should be held for all appraising supervisors.

• Determining the appraisal cycle which consists of three stages as shown in

Figure 7.3 below.

Figure 7.3 - Appraisal Cycle

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Chapter 7 – Support Staff Quality

− Performance goal setting involves employee and his appraising supervisor

and they are responsible for discussing and setting KPIs at the start of
each appraisal cycle. The KPIs should be SMART (i.e. Specific,
Measurable, Achievable, Relevant and Timeline)

− Feedback is usually carried out by the appraising supervisor. He should

provide ongoing and informal feedback to the individual employee’s
performance before a formal appraisal is conducted. He can provide
support and guidance to his employee through coaching.

− Performance appraisal involves the annual appraisal process for all

employees and it usually focuses on:

§ Achievements and performance for the current year

§ Areas that have done well and areas that require improvement
§ Development plan for the following year

• Developing a performance improvement plan when the supervisor believes

that the employee is not meeting the job expectations set for him. This
discussion will involve the employee and his supervisor for the verbal and the
first written warning. The findings and contents of discussion with the
employee should be documented.

• Developing an action plan involves documenting the actions taken pertaining

to the results of the appraisal of all employees evaluated during the
performance appraisal exercise. The recommended actions should be
included in the action plan. Examples of actions may include but not limited to:

− Performance bonus
− Promotion
− Recognition programmes
− Informal encouragement
− Training and Development programmes
− Performance warning
− Demotion
− Reduction or withholding of performance bonus
− Termination for non-performance

An employee may be recommended for promotion to give recognition for his

expanded work scope or changes in duties or responsibilities that are more
challenging and complex. Possible criteria to evaluate an employee’s
readiness for promotion may include but not limited to:

§ Demonstration of sustained positive performance since the last

appointment or promotion as reflected in performance appraisals;
§ Demonstration of sustained achievements of key objectives of the
employee’s role/job consistent to the university’s mission and core values;
and
§ Demonstration of potential to take on higher responsibilities.

7-7
Chapter 7 – Support Staff Quality

4. Competences of Support Staff

A competency model describes the particular combination of competencies

(i.e. knowledge, skills and attitude) needed to effectively perform a role in an
organisation and it is used as a human resource tool for recruitment and selection;
training and development; performance management and rewards; career
development and succession planning. Competences can be defined as the level of
proficiency in performing a task effectively using the acquired competencies. Figure
7.4 shows an example of a competency model for support staff.

Figure 7.4 - Example of a competency model for support staff.

5. QA Practices in Myanmar Maritime University

The staff members available in all laboratories are adequately qualified and
experienced to carry out their responsibilities. Besides, in-charge of each laboratory,
there is a lecturer to take care of its affairs. Administrative staff members are also
qualified enough, supportive and sufficient in numbers. These facilities are shared
and managed by the faculty administration.

Several measures are applied to educate and train the academic as well as
supporting staff. The key activities are summarised below:

• Lecturers are given compulsory pedagogical training by the university before

they are assigned to teaching.
• Faculty and support staff attends national, regional and international
conferences to upgrade their knowledge and establish network.
• Faculty and support staff members are given enhancing job training on
computer course and inter-departmental by the university.

7-8
Chapter 7 – Support Staff Quality

• Sports and recreation programmes are introduced to develop team

cohesiveness and staff well-being.
• The teaching staff members are sent to the affiliated foreign universities such
as Osaka University (Japan), Kobe University (Japan), Tokyo University of
Marine Science and Technology (Japan), Shanghai Maritime University
(China), Dalian Maritime University (China), Hohai University (China), Yangon
Technological University (YTU), World Maritime University (WMU), Nihon
University (Japan), Saitama University (Japan) Nagaoka University (Japan),
Ritsumeikan University (Japan), Eime University (Japan), New Hemisphere
University (America).

The number of support staff for Marine Engineering Programme is as follows:

Highest Educational Attainment Total

High Bachelor’s Master’s Doctoral
Support Staff
School
Library Personnel - 4 2 - 6
Laboratory
2 3 - 2 7
Personnel
IT Personnel 2 3 2 - 7
Student Services
Personnel
5 13 2 1 21
(enumerate the
services)
Total 9 23 6 3 41

Figure 7.5 – Number of Support Staff for Marine Engineering Programme

The number of support staff that attended the Government Service Training Courses
is as follows:

• A supporting staff attended Basic Government Service Training Course

(Thurin), Batch No (57) from 10.12.2013 to 14.3.2014.
• A supporting staff attended Basic Government Service Training Course
(Bala), Batch No (143) from 17.12.2013 to 21.3.2014 and also a supporting
staff attended Basic Government Service Training Course (Bala), Batch No
(144) from 20.5.2014 to 22.8.2014.
• Three supporting staff attended Basic Government Service Training Course
(Bala), Batch No (145) from 16.9.2014 to 19.12.2014. A supporting staff
attended Basic Government Service Training Course (Bala), Batch No (146)
from 23.12.2014 to 26.3.2014. Also a supporting staff is attending Basic
Government Service Training Course (Bala), Batch No (143) from 17.12.2013
to 21.3.2013.

7-9
Chapter 7 – Support Staff Quality

The procedure for support staff promotion and recruitment is expressed in Work
Instruction of Myanmar Maritime University Quality manual.

Key Performance Indicator (KPI) for Support staff

All academic departments use KPI for their continual improvement and these
KPIs provide support in meeting the departmental quality objective. The following is
KPI of register (exam) section.

Myanmar Maritime University

Key Performance Indicator (2014 - 2015)
Revised -……../…………/……………
Reporting Frequency Comment/
Management Area KPI Owner Target Percentage
Dec Jan Feb Mar April May June July Aug Sep Oct Nov Purpose
quality of work can work
Head 5point
doing well
can do team
team work Head
Satff's performance 5point work well
can operate
cooperation Head well with
5point students

Remark!
1 point= very poor
2 point=below average
3 point=average
4 point= above average
5 point= very good

Figure 7.6 – Key Performance Indicator of Register (Exam) Section

7-10
Chapter 8 – Student Quality and Support

1. AUN-QA Criterion 8 – Student Quality and Support

1. The student intake policy and the admission criteria to the programme are
clearly defined, communicated, published, and up-to-date.
2. The methods and criteria for the selection of students are determined and
evaluated.
3. There is an adequate monitoring system for student progress, academic
performance, and workload. Student progress, academic performance and
workload are systematically recorded and monitored, feedback to students and
corrective actions are made where necessary.
4. Academic advice, co-curricular activities, student competition, and other
student support services are available to improve learning and employability.
5. In establishing a learning environment to support the achievement of quality
student learning, the institution should provide a physical, social and
psychological environment that is conducive for education and research as well
as personal well-being.

2. AUN-QA Criterion 8 – Checklist

8 Student Quality and Support 1 2 3 4 5 6 7

8.1 The student intake policy and admission criteria
are defined, communicated, published, and up-to-
date [1]
8.2 The methods and criteria for the selection of
students are determined and evaluated [2]
8.3 There is an adequate monitoring system for
student progress, academic performance, and
workload [3]
8.4 Academic advice, co-curricular activities, student
competition, and other student support services
are available to improve learning and
employability [4]
8.5 The physical, social and psychological
environment is conducive for education and
research as well as personal well-being [5]
Overall opinion

8-1
Chapter 8 – Student Quality and Support

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• What is the number of student intakes in a year?

• What is the number and profile of students applied and enrolled for the
programme over the last 5 years? What is the acceptance ratio over the same
period?
• What are the basic requirements for students to apply for the programme?
• Where are the sources of students and how are they selected and admitted?
• How the quality of admitted students from different sources co-relate to their
academic performance (GPA)?
• What are the types of scholarship available to students?
• What research activities are carried out by students? (related to criterion 11)
• What student advice and services are available at the university and faculty
level?
• What are the roles of academic staff and support staff in providing student
advice and support?
• How students get their feedback on in-course assessments, project works,
assignments, examinations, etc. (related to criterion 5)
• How academic staff members are appointed as academic advisers and how
they are assigned to the students? (related to criterion 6).
• What is the system of communication and monitoring of student academic
performance?
• What are the types of activity (cultural, social, sports, recreation, etc.)
organised for students?
• What types of award and competition do students participate in?
• What are the campus amenities available to students? (related to criterion 9)
• What mental well-being services (i.e. counseling, psychiatry, stress
management, etc.) available to students?
• What career services and advice are provided to students?

3. Student Intake and Admission

Student intake and admission is the process through which university opens
its doors to admit students for a study programme offered at the university. The
intake and admission system varies widely from country to country, and from
institution to institution.
In most countries, prospective students apply for admission into university
during their last year of high school education. The processing of applications and
the administration of admission examinations, if any, may be decentralised to
universities or centralised at government agencies.
The decision to admit an applicant to a study programme often rests with the
university. The decision may be based on a variety of factors such as the results at
standard grade examinations, admission examinations (or their equivalents);
extracurricular activities; student diversity; and student character (based on essay or
interview), etc.

8-2
Chapter 8 – Student Quality and Support

Another important factor to consider in making an offer to students for a study

programme is the degree of competition for admission to that programme. The
admission rate of study programmes can vary widely from 100% to under 1% in
some popular or prestigious study programmes such as medicine and law.

The quality of the output depends a lot on the quality of the input (see Figure
8.1). This means that the quality of the entering students is important and
universities should pay special attention to attract quality students into their
universities.

Figure 8.1 – Quality of Students

The student intakes and enrolments of a study programme should be

monitored since they have a profound impact on the university’s resources and
infrastructure. Figures 8.2 and 8.3 may be used to track student intakes and
enrolments over time.

Academic Year Applicants

No. Applied No. Offered No. Admitted Total

Figure 8.2 - Intake of First-Year Students (last 5 academic years)

8-3
Chapter 8 – Student Quality and Support

Academic Year Students

st nd rd
1 2 3 4th >4th Year Total
Year Year Year Year

Figure 8.3 - Total Number of Students (last 5 academic years)

4. Student Progress Monitoring System

Student progress monitoring is a system that uses student performance data

to monitor the student’s performance and to evaluate the effectiveness of student
learning so that appropriate support can be given to them at the right time. The
progress monitoring system is often carried out via an online system where students’
information and academic performance are recorded and accessible by faculty
members and students.

Research has showed that when teachers monitor their students’ progress
continuously, they can make better decisions in helping students to learn. At the
same time, students become more aware of their own performance and become
active learners.

5. Student Support Services

To provide a physical, social and psychological environment that is conducive

to education, research and personal well-being, universities need to plan and provide
appropriate student support services and facilities. Examples of academic and non-
academic support services are depicted in Figure 8.4.

Figure 8.4 – Student Support Services

8-4
Chapter 8 – Student Quality and Support

6. QA Practices in Myanmar Maritime University

Student Quality
The registrar (student affair) of the university processes the applications and
the selection of students is made based on the criteria specified by the University.

Student Admission
The policy of the student admission of the University is committed to carry out
the tasks of admission correctly, fairly and effectively in accordance with criteria for
admission.

The Student Admission Procedure is as follows:

(a) Prepare the admission criteria of Myanmar Maritime University.

(b) Submit to Ministry of Transport and Communications (former: The Ministry of
Transport) for approval.
(c) Upon getting approval, submit to Department of Higher Education (Lower
Myanmar) under the Ministry of Education to be included in the admission
guidance book of institutions.
(d) Draw detailed plan for student admission to Myanmar Maritime University.
(e) Arrange for medical test and personal interview in comply with Myanmar
Maritime University’s admission plan.
(f) Submit to the University Administrative Body (Advisory Body) for approval.
(g) Announce the final selected list of students after getting approval from
Ministry of Transport.
(h) Register the final selected students.

The Criteria for admission are as follows:

(a) Only 20% of the female students must be accepted.

(b) All students must be in good health.
(c) Students must have got 450 marks and above in matriculation examination.
(Remark: There is no restriction about minimum marks)
(d) Female students can apply for all specialisations (i.e. 5 specialisations) except
Marine Engineering and Nautical Science.
(e) The students must undergo color test before entering the university. Male
students who wear glasses are not allowed to apply Nautical Science major.
(f) Students who passed the matriculation examination with the following
combinations can apply to MMU:
a. Myanmar, English, Mathematics, Physics, Chemistry, Economics
b. Myanmar, English, Mathematics, Physics, Chemistry, Biology
c. Myanmar, English, Mathematics, Physics, Chemistry, Geography
(g) All students are to be personally interviewed.
(h) All Students not only have to take workshop skill and to attend other training
conducted in and outside MMU and but also to get one year sea service (or)
on board training as the apprenticeship by their own arrangement in
accordance with the rules and regulations adopted by Department of Marine
Administration (DMA).

8-5
Chapter 8 – Student Quality and Support

The pie chart shows the lowest marks of students for entrance from 2010 to 2015.

Figure 8.5 – Lowest Marks for Marine Engineering Students

Total number of students

Academic No of Students
st nd rd
Year 1 Year 2 Year 3 Year 4th Year 5th Year Total
2010-11 121 122 103 116 117 579
2011-12 128 113 120 100 114 575
2012-13 88 140 105 110 96 539
2013-14 70 84 128 103 108 493
2014-15 79 85 62 122 97 445

Figure 8.6 – Total Number of Students

Student Advice and Support

Student’s progress during the semester for every subject is maintained by the
respective lecturer. The department and the central management maintain semester-
wise records (results) that are informed to the students regularly. All such students
are assigned a lecturer as mentor. Whenever appropriate, the mentor gives advice
and counsels the student to ensure that his/her behavior is being taken care of.

Myanmar Maritime University accounts students loading every week and keep
record for all students. For first semester and second semester, the students’
workload progress is as shown in graph.

8-6
Chapter 8 – Student Quality and Support

Figure 8.7- 2014 -15 Academic Year (1st semester), Academic Workload Progress

Figure 8.8- 2014 -15 Academic Year (2nd semester), Academic Workload Progress

All such students are assigned a lecturer as mentor. Whenever appropriate,

this mentor gives advice and counsel the student to ensure that his/her well-being is
being taken care of. The council of Myanmar Maritime University is formed by
Rector, Pro-rector, Professors (Head), Directors of General (MOT). They give advice
on the progress of the university’s continual improvement effort.

8-7
Chapter 8 – Student Quality and Support

Sports such as chess, football, badminton, etc. competitions are held in

raining season as well as in cold season.

At the Recreation Centre, sports facilities include main stadium for playing
badminton, table tennis, indoor football, basketball and swimming pool. It has one
football field for student fitness. Moreover, students can use the gym whenever they
have leisure time.

8-8
Chapter 9 – Facilities and Infrastructure

1. AUN-QA Criterion 9 – Facilities and Infrastructure

1. The physical resources to deliver the curriculum, including equipment,

materials and information technology are sufficient.
2. Equipment is up-to-date, readily available and effectively deployed.
3. Learning resources are selected, filtered, and synchronised with the objectives
of the study programme.
4. A digital library is set up in keeping with progress in information and
communication technology.
5. Information technology systems are set up to meet the needs of staff and
students.
6. The institution provides a highly accessible computer and network
infrastructure that enables the campus community to fully exploit information
technology for teaching, research, services and administration.
7. Environmental, health and safety standards and access for people with special
needs are defined and implemented.

2. AUN-QA Criterion 9 – Checklist

9 Facilities and Infrastructure 1 2 3 4 5 6 7

9.1 The teaching and learning facilities and
equipment (lecture halls, classrooms, project
rooms, etc.) are adequate and updated to support
education and research [1]
9.2 The library and its resources are adequate and
updated to support education and research [3, 4]
9.3 The laboratories and equipment are adequate
and updated to support education and research
[1, 2]
9.4 The IT facilities including e-learning infrastructure
are adequate and updated to support education
and research [1, 5, 6]
9.5 The standards for environment, health and safety;
and access for people with special needs are
defined and implemented [7]
Overall opinion

9 -1
Chapter 9 – Facilities and Infrastructure

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• What are the types and number of facilities and infrastructure available
(lecture facilities, libraries, laboratories, computer facilities)?
• What amount of budget per annual is allocated for facilities and infrastructure
maintenance, replacement and upgrading?
• What are the key performance indicators for monitoring user satisfaction,
condition and usage of the facilities and infrastructure? What is the trend of
user satisfaction in the last 5 years? What is being done to improve the trend?
(related to criterion 10, 11)
• What activities on safety, health and environment are organised?
• What are the personal protective equipment (gowns, gloves, helmets, safety
shoes, etc.) available to students and staff to protect their personal well-
being? (related to criterion 8)
• How are fire-fighting equipment and medical aids placed and maintained?
• What are the emergency plans for fire, earthquake, pandemic, etc.?

3. Provision of Facilities and Infrastructure

The provision of facilities and infrastructure should be in line with the

objectives of the programme. Facilities are also connected to the teaching and
learning approach and student assessment. For example, if the approach is student-
centred, then flexible classroom arrangement should be made available. Learning
resources and infrastructure such as computer laboratories, intranet and internet
access, e-learning portals, library resources, discipline-specific laboratories, etc.
should be adequately provided to meet the needs of students and staff.

Facilities and infrastructure do not limit to physical space but also virtual,
psychological and social spaces which are elements for conductive learning
environment (see Figure 9.1). The standards for environment, health and safety; and
access for people with special needs should be defined and implemented to ensure
that the learning environment is safe, accessible and secure.

Figure 9.1 – Facilities and Infrastructure

9 -2
Chapter 9 – Facilities and Infrastructure

4. QA Practices in Myanmar Maritime University

Physical resources in terms of lecture halls, machineries and equipment, and
computers are adequately available to all students and staff. The teaching and
learning facilities for Marine Engineering programme at Myanmar Maritime University
includes:

Classroom Facilities
There are (2) theatres and (5) two stories buildings. The following table shows
the number of class rooms and lab rooms.

Sr S/N Room Numbers of

Room
1 1 class rooms 25
2 drawing room 7
3 chart room 3
4 Multimedia 1
5 lab 11
6 simulator room 3
7 language lab 3
8 computer lab 2
9 Geotechnical Engineering Lab 1
10 GIS Lab 1
11 Concrete Technology Lab 1
12 Engineering Geology Lab 1
13 Physical Model 1
14 Hydrodynamic Center 1

Figure 9.2- Number of classrooms and lab rooms

Library

Teaching materials like books, articles, etc. are available at the department
and university’s libraries. Both have sufficient space and number of references for
students use. There is a library in the campus. Students can use library from 8:30am
to 4pm. The library has books plus periodicals, newspaper, magazines from around
the country and has facility to search for book from computer. As at 2014, there are
8273 books and 2654 journals in library. Budget is allocated to the library to
purchase books and other resources.

Staff and students easily search required books according to library

management software that is established in December 2010. Moreover, MMU library
is connected with British council library where students can borrow books for their
needs.

9 -3
Chapter 9 – Facilities and Infrastructure

Library procedure is as follows:

Books on subject matters and Myanmar books on knowledge and pleasure

are on loan. Books on subject matters are on loan for one week and Myanmar books
for three days. References are on loan on Friday and they are to be returned on the
coming Monday. Books over-due is announced on notice board and notice letter is
delivered to the respective borrower. For lost and damaged books, the borrower has
to pay the current price of the book. The specific library procedure is kept with the
librarian.

Training Facilities
The training facilities at Myanmar Maritime University are as follows:

No. Training Facilities No. Training Facilities

1 Ship Handling Simulator (PC 13 Experimental Towing Tank
based)
2 Engine Room Simulator (PC 14 Wave Generating Machine
based)
3 Electronic Laboratory 15 Survey Equipment

4 Marine Engineering Workshop 16 Photogrammetric Laboratory

5 Diesel Engine Laboratory 17 GIS Laboratory

6 GMDSS Training Facility 18 Engineering Geology Laboratory

7 Language Laboratory 19 Solid Mechanics Laboratory

8 Computer Laboratory 20 Structure Laboratory

9 Physics Laboratory 21 Concrete Testing Laboratory

10 Chemistry Laboratory 22 Multimedia Class Room

11 Engineering Workshop 23 E- library

12 Hydraulic Lab 24 Swimming Pool

Figure 9.3 - Training Facilities

The equipment lists of the laboratories are documented in the departmental quality
document.

9 -4
Chapter 9 – Facilities and Infrastructure

Computer Facilities

Computer laboratories are equipped with modern and state-of-the-art software and
they are continuously upgraded to stay up-to-date. Students can use free wifi in the
main building.

No. IT Facilities No. IT Facilities

1 Auto-ship software 13 Maxsurf ver 9.0.2, ver 11, ver
11.03
2 Auto Hydro 14 Matlab (R2009b) (Irg)

3 Auto Power 15 Auto CAD 2006

4 Auto Ship 16 Maestro ver 8.7

5 Auto Yacht 17 Electronic Workbench

6 Ship Manager 18 SAP-2000 ver 8.0.8

7 Auto Ship USB Driver 19 STAAD Pro 2006

8 Prop Expert 20 CES ver 4.1

9 Auto Structure 21 CX Programmer

10 Navcad ver 2005 22 CX Simulator

11 Ship Construction 23 JC Engine

12 Circuit Maker 2000

Figure 9.4 - Number of Software

Health and Safety

Students have full access to university clinics free of charge (open every
weekday). The services offered are first-aid, diagnosis and medical aid, counseling
and hospital referral. Adequate health and safety standards are implemented by the
university.

9 -5
Chapter 10 – Quality Enhancement

1. AUN-QA Criterion 10 – Quality Enhancement

1. The curriculum is developed with inputs and feedback from academic staff,
students, alumni and stakeholders from industry, government and professional
organisations.
2. The curriculum design and development process is established and it is
periodically reviewed and evaluated. Enhancements are made to improve its
efficiency and effectiveness.
3. The teaching and learning processes and student assessment are continuously
reviewed and evaluated to ensure their relevance and alignment to the
expected learning outcomes.
4. Research output is used to enhance teaching and learning.
5. Quality of support services and facilities (at the library, laboratory, IT facility and
student services) is subject to evaluation and enhancement.
6. Feedback mechanisms to gather inputs and feedback from staff, students,
alumni and employers are systematic and subjected to evaluation and
enhancement.

2. AUN-QA Criterion 10 – Checklist

10 Quality Enhancement 1 2 3 4 5 6 7
10.1 Stakeholders’ needs and feedback serve as
input to curriculum design and development [1]
10.2 The curriculum design and development process
is established and subjected to evaluation and
enhancement [2]
10.3 The teaching and learning processes and
student assessment are continuously reviewed
and evaluated to ensure their relevance and
alignment [3]
10.4 Research output is used to enhance teaching
and learning [4]
10.5 Quality of support services and facilities (at the
library, laboratory, IT facility and student
services) is subjected to evaluation and
enhancement [5]
10.6 The stakeholder’s feedback mechanisms are
systematic and subjected to evaluation and
enhancement [6]
Overall opinion

10-1
Chapter 10 – Quality Enhancement

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• What is the curriculum design & development process and who are the
stakeholders involved? (related to criterion 1). What improvements have been
made to the process over the years?
• What QA activities are carried to ensure quality in teaching & learning and
student assessment? What improvements have been made in these areas?
(related to criterion 4 and 5)
• What is the process of gathering feedback from students, alumni, academic
and support staff, employers, professional bodies, etc? What has been done
to improve the feedback process?
• How service quality of support services is measured and monitored? (related
to criterion 9)
• How research output from academic staff is used for teaching and learning?
(related to criterion 4 and 6)

3. Definition of Quality Enhancement

Quality enhancement in higher education refers to the improvement of:

• students’ knowledge, skills and attitudes or competencies;

• students’ learning environment and opportunities; and
• quality of an institution or a programme.

Quality enhancement is a planned initiative that is implemented for the purpose of

quality assurance and improvement. It is the continuous search for improvement and
best practices. The quality assurance and enhancement of programmes are
expected to include:

• formulation of expected learning outcomes;

• curriculum design and development process;
• teaching and learning approach and student assessment;
• support resources, facilities and services;
• research application; and
• stakeholders’ feedback mechanisms

The evaluation of higher education can be classified into two broad areas:
• Fitness of Purpose:
− Quality of objectives in teaching, research, and service

• Fitness for Purpose:

− Quality of inputs (resources such as students, staff, facilities &
infrastructure, etc.)
− Quality of processes (to reach the objectives, outputs and outcomes)
− Quality of outputs (results) of study programmes and research activities
− Quality of outcomes (effects) of study programmes, research activities and
community services

10-2
Chapter 10 – Quality Enhancement

4. Evaluation of Curriculum Design and Development Process

A typical curriculum design and development process would embrace the PDCA
cycle as shown in Figure 10.1.

Figure 10.1 – PDCA Approach to Curriculum Design and Development

The process of curriculum design and development constitutes various

interconnected elements in the PDCA cycle with the objective of achieving the
intended purpose of the programme.

Plan. This stage begins with an analysis of the stakeholders' needs of faculty, current
and past students, employers and society in general. The stakeholders' needs are
translated into human resource terminology i.e. graduate competencies which in turn
translated into educational taxonomy i.e. learning outcomes. Based on the learning
outcomes, curriculum is designed backward to meet them.

Do. This stage involves putting the plan into action where the curriculum is delivered
and learning outcomes are assessed to gauge the achievement of them.

Check. This stage involves the analysis of assessment results and feedback from
students and faculty where areas for improvement are identified. Course evaluation,
peer evaluation and curriculum validation are some examples of activities carried out
at this stage.

Act. When the learning outcomes are achieved, the curriculum, learning and
teaching strategies and assessment methods are standardised. Best practices are
shared and improvement is made for the next cycle of PDCA.

10-3
Chapter 10 – Quality Enhancement

5. Evaluation of Stakeholder’s Feedback

Stakeholder’s feedback can be formal or informal (i.e. through personal

contacts and unofficial). Mechanisms to solicit stakeholder’s feedback may include
but not limited to:
• Surveys:
− Questionnaire (paper and pencil)
− Mail survey
− Electronic/internet survey
− Face-to-face interview
− Telephone interview
• Tracer studies
• Focus group discussions
• Dialogues
• Complaint/suggestion system

The effectiveness and efficiency of the feedback mechanisms should be

evaluated continuously for enhancement purpose.

6. Evaluation of Support Services

Service standards are important for both internal and external customers:
prospective students, students, employers, employees, management, alumni,
suppliers, and the general public of the university. They help to shape customers’
perceptions and define what they can expect from the service providers. They also
help to provide feedback to management for service improvement. The steps
involved in establishing service standards are listed below.

Defining Service Standards

Service standards are usually defined in terms of: -

• Time refers to process time, response time or cycle time. For example,
“Document delivered within 3 working days” or “calls answered in within 3
rings” are service standards that involve time measures.
• Accuracy refers to degree of providing accurate information and documents to
customers. Often, 100% is acceptable as a standard. For example, students
would not want to have their examination slips printed with incorrect results or
employees with their pay slips printed with the wrong amount of salary.
• Reliability refers to the ability of a system or component to perform its required
functions under stated conditions for a specified period of time. For example,
“The university intranet is available with at least 99% uptime on a 24/7 basis”.

10-4
Chapter 10 – Quality Enhancement

Setting Service Standards

The sources of information to help setting the service standards are:

− Management
− Employees
− Current and past students
− Competitors
− Regulatory authorities

The feedback and information gathered from the stakeholders would help in
determining the level of service expected. The service standards set should focus on
the critical areas raised by customers. They can be monitored accurately with an
appropriate degree of effort and resources.

Figure 10.2 lists some of the NUS service standards (source:

http://www.nus.edu.sg/about-nus/overview/service-commitment/).

NUS Service Commitment

In ensuring that our students receive a high quality educational experience that enables them to
reach their full potential, NUS recognises that an efficient and effective administrative service is
needed. We are thus committed to delivering our core services at our main service points at the
following service levels:

Service Standards
Phone calls to NUS (Public Hotlines
only) • Answer 80% of calls within 30 seconds
Emails to NUS
(Generic email accounts for public
• Respond to 90% of emails within 3 working days
enquiries and feedback only)

10-5
Chapter 10 – Quality Enhancement

• Attend to 90% of walk-in customers within 10 minutes of

arrival during peak period from January to July
Admissions • Provide access to the website for Admissions,
Scholarship and Financial Aid 99% of the time
• Within 4 working days for graduate degrees and
Academic Administration students on non-graduating programmes;
• Within 7 working days for undergraduate degrees
Processing of Transcript Requests (excludes delivery time by post)
• Keep to the library opening hours published on the
portal
• Attend to 95% of in-person queries within 3 minutes
• Provide access to the library portal and Library
Study and Learning Support Integrated Catalogue (LINC) 99% of the time
Library • Provide access to subscribed e-resources 99% of the
time
• Make available all books returned at the Loans Desk
within half an hour
IT Care Service Desk
• Answer 90% of calls within 25 seconds
• Respond to 90% of emails within 8 business hours

Integrated Virtual Learning Environment (IVLE)

IT Support • Ensure 24/7 availability with an uptime of 99.9%

Webcast Services and eLearning

• Maintain an uptime of 99.9% for systems providing
Webcast Services and for eLearning Week
Student Service Centre
Student Services • Attend to 90% of walk-in customers within 8 minutes of
waiting time
Figure 10.2 - Some Examples of NUS Service Standards
(source: http://www.nus.edu.sg/about-nus/overview/service-commitment/).

Implementing Service Standards

The implementation of the service standards requires ownership, visibility and

commitment.

• Ownership - Each service standard must have a management owner, who is

accountable for the delivery of the service. Performance against standard will
normally be a feature during staff performance review. The management owner
will also have the authority to implement process and other changes to improve
operational performance.
• Visibility - Service standards and their performances against these standards
should be communicated to all employees on a timely basis. Notice boards,
memos, email, team briefings, newsletters and the university's intranet are
appropriate methods.
• Commitment - The mission or core values of the university are a good place to
'anchor' the commitment to customer service. All levels of management and
employees must be committed to deliver the service standards to customers as
promised.

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Chapter 10 – Quality Enhancement

Reviewing Service Standards

The university should regularly review its service standards based on its
performance and needs to ensure that the service standards remain relevant and
current to the needs of the stakeholders.

7. QA Practices in Myanmar Maritime University

The rector establishes the Centre of Academic Quality Assurance as the
internal organisation within the University to direct, assess, implement, and evaluate
the AUN-QA criteria. At the same time, the University will use the finding from this
assessment to guide the university’s future direction and development.
The programme is certified to ISO 9001-2008 Quality Accreditation by Bureau
Veritas Certification (Thailand) Limited (BVC). The benefits of this process have
been considerable. For example, the development of the MMU Quality Manual
provides extensive training to both students and teaching staff as well as admin staff,
and the nurturing of a culture of quality. In order to gain ISO 9001-2000 Certification,
the preliminary audit was conducted on 14.2.2007 and MMU was certified for quality
accreditation on 13.3.2007. Yearly monitoring was carried out on 14.2.2008 for the
first time and 10.2.2009 for the second time respectively. On 8.4.2010, the external
audits from BVC conducted the monitoring for new ISO 9001-2008 quality
certification. Yearly monitoring was carried out on 4.5.2011 for the first time and
10.5.2012 for the second time respectively. On 5.3.2013, the external audits from
BVC audited for ISO 9001-2008 quality certification. Yearly monitoring was carried
out on 4.3.2014 for the first time and 19.3.2015 for the second time respectively.
The curriculum is reviewed every year and the programme is subject to major
revision every five years. Inputs from faculty members and feedback from
stakeholders including employers, students, graduates, alumni are gathered through
respective curriculum committees.
Myanmar Maritime University’s operating environment for education quality is
in compliance with the STCW Convention, 1978, as amended is depicted in Figure
10.3.
Ministry of Transport and
Communications

Relevant National
Educational Policies Relevant Maritime
Education Policies

STCW Myanmar Maritime University

Department of Marine
Administration (DMA)

Figure 10.3 - Myanmar Maritime University’s Operating Environment

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Chapter 10 – Quality Enhancement

Course Activities and Assignments

Course activities and key assignments prepare students to demonstrate their

knowledge and skills. The key assignments are those that measure student’s
mastery of the course learning outcomes. Activities and assignments may include,
but are not limited to:

• Writing reports
• Oral presentations
• Multi-media presentations
• Simulations
• Field trips
• Other research assignments
• Tutorials

Activities and assignments can be interactive, project-based, team-based, and/or

exam based. Some activities and assignments may have a research component
which is set appropriate to the course level and subject, and that students can take
advantage of library resources, and databases. Finally, plagiarism is strictly
discouraged and enforced.

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Chapter 10 – Quality Enhancement

Curriculum Design

The following is the curriculum design of Myanmar Maritime University.

Figure 10.4- Curriculum Design Process

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Chapter 10 – Quality Enhancement

Course Monitoring
As teaching departments of the university are responsible to monitor the
courses they deliver, they need to perform a 3-phase course evaluation at least once
a year. In the first phase, teachers are evaluated on their teaching effectiveness. The
second phase evaluates the quality of the course and the last phase evaluates the
entire course and its components. The report including strengths and weaknesses of
the course and future changes are submitted.

Course Review

(a) Head of department and teachers have to review syllabi every year for their
respective department. University Board of Studies has been formed to
conduct necessary education and training related tasks such as syllabi and
curricula addition and amendment, and research on the subject matters. MMU
has formed boards of studies for all subjects being delivered.
(b) Each board of studies comprises professor of respective subject, lecturer
assigned duty by the Academic Board, and external experts. The membership
validation period for the board of studies is two years except for those who are
included in the board due to their rank and position in their departments.
(c) University Academic Board reviews the curricula and syllabi submitted by the
boards of studies.

Student Evaluation

Course evaluation for each lecturer is done after each semester and feedback
is collated and communicated to the lecturer for improvement and training purposes.
Students are required to evaluate the subjects taken at the end of each semester.
The evaluation covers course contents, facilities, lecturer’s performance, etc. The
feedback is collated to improve the curriculum and learning effectiveness.

Stakeholder’s Feedback

To ensure the effectiveness of the adopted Quality Management System and

for continual improvement, all head of the departments are to collect the information
relating to the customer complaints, customer satisfaction, examination results,
setting examination questions, changes to technical matters etc. The information is
analysed and submitted to management review meeting for discussion and
improvement.

The University solicits feedback from various stakeholders through its hotline,
feedback channels, surveys, focus groups, evaluation, etc. These are analysed and
reported for continuous improvement. Feedback is periodically sought from various
stakeholders, like graduates, employers, students, and alumni.

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Chapter 10 – Quality Enhancement

Some examples of stakeholders’ feedback and complaints for 2014 academic

year are as follows:

- To arrange more tutorial discussion and Lab

- It is suggested to start the school hours only at 9am in the morning as the
school buses are late.
- To hold the final examination only in the middle of the September as the
beginning of the September is too early.
- For a good transportation, the number of 48 buses should be increased so
that they can run frequently. Also, the school buses should be arranged to run
in every township.
- For the cleanliness of the university campus, the students should also be
asked to collect and remove the rubbish class by class alternately.
- The excursion trips should also be arranged for the students to get knowledge
and pleasure.
- To enjoy the university life and be fit and healthy, students should be given
the separate periods for sports and activities.
- To increase the number of canteens so that the students can get food easily
and at the reasonable price.
- It is suggested to have a room as a GYM.
- The starting hour for school should be a bit later instead of having five-minute
break between two periods.
- The exam result should be fully announced instead of the star lists.
- To arrange the seminars frequently by inviting the graduate students working
in the maritime industry.
- The Roll Call should be checked carefully and given marks.
- To stop 75% system for Roll Call.
- The school disciplines should be stricter. It is thought that the lectures will be
finished in time by decreasing some activities for pleasure.
- It is suggested to ask the students to do the projects starting from Third Year.
- The stage in classroom is too narrow and dangerous for the senior teachers, it
should be enlarged to be at least 3 inches wider than before.
- During lectures, the students should be asked questions concerning the topic.
It will be better to include not only lecture periods but also sport periods.
- The whiteboard in Room (515) is destroyed by termites. As the stages in
Drawing room (114) and (214) were damaged, they need to be repaired.
- The students should also take responsibility for the cleaning in the university
campus. There should be an extra free time for sports or cleaning.
- To be stricter with students who did not wear uniforms in the school
compound

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Chapter 10 – Quality Enhancement

Internal Audit

In 2014, internal audit was carried out from 17.6.2014 to 10.12.2014. 5 non-
conformities, 29 observations and 49 opportunities for improvement were reported.
Thus, the Non-Conformities are discussed as follows:

1. There is no license for software (eg. circuit marker 2000, electronic

workbench, auto-ship ,maxsurf ver11,etc)
2. Although department is implementing actions to achieve planned result,
department didn’t mention the criteria for vendor selection.
3. At Estate Division (Vehicle), work instructions (WI) were not indicated with
serial number
4. At Estate Division (Vehicle), there is no register book to record
maintenance work
5. Shipping Management department needs to analyze about exam results
and question. Dept needs to review and monitor course for 2013-14
academic year

There were no non-conformities at the external audit (2015) but there were two
observations and 5 opportunities for improvement as follows:

1. All academic divisions have gathered and analysed feedback form (MMU-
013), but they should implement "clear action plan" for the lower score.
(OBS)
2. All divisions have sufficient measuring/monitoring of KPIs, but they should
strengthen their "mathematical analysis". (OBS)
3. Currently preventive actions are raised in action plan, but MMU might
revise MMU-010 to better serve "action to prevent occurrence" clearly.
(OFI)
4. Administration division might consider "evaluation of in-house training
effectiveness" to be one of the KPIs. (OFI)
5. Even though MMU conducts internal audit for all relevant divisions, please
make sure that internal auditor will audit "all relevant requirements" for
each audited division. (Internal audit checklist / MMU-05). (OFI)
6. They have sufficient maintenance records of workshop machines, but they
should set up clear "maintenance period" and "checking technical term"
e.g. what voltage (+/-), temp (> or < specific number).(Workshop
Department) (OFI)
7. They have sufficient maintenance records of computers, but they should
set up clear "inspection lists".(Computer Science Department) (OFI)

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Chapter 10 – Quality Enhancement

Service Standards

The service standards of MMU are as follows:

Service Standards
Registrar (Exam) - Within 15 working days for mark certificate and grading
certificate
- Within 5 working days for recommendation letter
Library - Make available all books returned at the loan desk every
evening
- Provide access to Library Management System from 9 am
to 3pm
IT Support - Provide Wi-Fi from 9 am to 4 pm

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Chapter 11 – Output

1. AUN-QA Criterion 11 – Output

1. The quality of the graduates (such as pass rates, dropout rates, average
time to graduate, employability, etc.) is established, monitored and
benchmarked; and the programme should achieve the expected learning
outcomes and satisfy the needs of the stakeholders.
2. Research activities carried out by students are established, monitored and
benchmarked; and they should meet the needs of the stakeholders.
3. Satisfaction levels of staff, students, alumni, employers, etc. are established,
monitored and benchmarked; and that they are satisfied with the quality of
the programme and its graduates.

2. AUN-QA Criterion 11 – Checklist

11 Output 1 2 3 4 5 6 7
11.1 The pass rates and dropout rates are
established, monitored and benchmarked for
improvement [1]
11.2 The average time to graduate is established,
monitored and benchmarked for improvement [1]
11.3 Employability of graduates is established,
monitored and benchmarked for improvement [1]
11.4 The types and quantity of research activities by
students are established, monitored and
benchmarked for improvement [2]
11.5 The satisfaction levels of stakeholders are
established, monitored and benchmarked for
improvement [3]
Overall opinion

The questions below aim to guide the writing of the self-assessment report (SAR)
and the establishment of QA practices for the above criterion.

• What is the trend of student pass rates, time to graduate and employability
over the last 5 years? How do they perform against benchmarked
universities? What are being done to improve the trend?
• What are the types and volume of research activities carried out by students?
(related to criterion 8)
• What indicators are used to measure stakeholders’ satisfaction (students,
staff, alumni, employers, etc? What is the trend of the indicators in the last 5
years? (related to criterion 10)
• What is the plan to improve stakeholders’ satisfaction?
• How satisfied are employers with graduate quality as compared to graduates
from other universities?

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Chapter 11 – Output

3. Measuring and Monitoring Output

In assessing the quality assurance system, institutions not only have to

evaluate the quality of the process, but also the quality of output and its graduates. In
evaluating the quality of the graduates, institutions have to monitor the achievement
of the expected learning outcomes, pass rates and dropout rates, the average time
to graduation and the employability of graduates. Research is another important
output from the process. The types of research activities carried by students should
meet the requirements of the stakeholders. Figure 11.1 shows the output data for
monitoring pass rates and dropout rates for a study programme.

Academic Cohort % completed first % dropout during

Year Size degree in
3 4 >4 1st 2nd 3rd 4th Years &
Years Years Years Year Year Year Beyond

Figure 11.1 - Pass Rates and Dropout Rates (last 5 cohorts)

After the analysing the input, the process and the output, institutions have to
analyse the satisfaction of its stakeholders such as staff, students, alumni and
employers. There should be a system to collect and measure stakeholders’
satisfaction. The information collected should be analysed and benchmarked for
making improvements to the programme, quality practices and quality assurance
system.

4. Benchmarking

Benchmarking can be defined as a “systematic and continuous process of

comparing elements of performance in an institution against best practices within
and outside the organisation with the purpose of improving its performance.

The types of benchmarking include but not limited to:

• Process benchmarking focuses on the business processes (such as

curriculum design, stakeholder’s feedback, student admission, etc.) of the
institution against its benchmarking partners.

• Performance benchmarking focuses on the competitive position of the

institution and its products and services against the benchmarking partners.

• Functional benchmarking focuses on the performance or operation of a

function (such as human resource, academic services, computer services,
etc.) within the institution against its benchmarking partners.

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Chapter 11 – Output

• Best-in-class benchmarking focuses on studying the leading competing

institutions or best practices carried out by other institutions.

5. QA Practices in Myanmar Maritime University

The following outputs of MMU are established and monitored for continual
improvement.

Subject Pass Rates

Pass rate of every subject in MMU is established, monitored and benchmarked.
An example is shown below.

ME 3003

The graph shows the pass percentages of students for ME 3003 subject from
academic year 2009/10 to 2013/14. The percentage of students passing the subject
averages at 96.4% and this shows that vast majority of the students are meeting the
minimum requirements and learning objectives of the subject.
Passed Percentage of ME 3003
No. Academic Year Total No. of Student No. of Passed Student % of Passed Student

1 2009-2010 113 111 98%

2 2010-2011 101 97 96%
3 2011-2012 116 109 94%
4 2012-2013 193 187 97%
5 2013-2014 126 122 97%

Figure 11.2 – Pass Percentage of ME-3003

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Chapter 11 – Output

Pass Rate and Dropout Rate

The pass rate and dropout rate in the last 5 years are as follows:

Academic Size Percentage(%) completed Percentage(%) dropout during

year cohort/class first degree in

3 years 4 years > 4 years 1 year 2 year 3 year

85% 90% 97% 1% 1% 0.5%

2010-11 120
79% 94% 100% 1% 2% 0.5%
2011-12 120
89% 81% 98% 1.5% 2% 1.5%
2012-13 120
93% 82% 97% 2% 5% -
2013-14 80
- 1% 1%
2014-15 80

Figure 11.3 – Pass rate and Dropout rate

Myanmar Maritime University is the only maritime university in Myanmar and

Marine Engineering programme is the only programme offered in the country.
Comparing the number of graduates of Marine Engineering programme with other
programmes in university is used for benchmarking.

Figure 11.4 – Number of Graduates for all Programmes

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Chapter 11 – Output

According to the country’s economic condition, there are insufficient work

placements for Marine Engineering graduates. The number of student places for
each study programme is capped. For example, Marine Engineering Programme
only admits about 80 to 100 students per year. The number of graduates for each
study programme is monitored.

Figure 11.5 – Number of Graduates for ME Programme

Academic Size Cohort/ Class Graduate(size)

year

NA ME PH RC EE NS NA ME PH RC EE NS

2010-11 50 100 50 5 30 100 50 100 50 1 20 100

2011-12 90 100 50 5 40 100 90 100 40 2 40 80

2012-13 90 100 70 5 80 100 90 100 60 4 70 80

2013-14 90 100 50 5 50 100 90 100 40 3 50 90

2014-15 90 100 50 5 40 100 90 100 40 7 30 100

Figure 11.6 – Comparison with graduate (average size) of all programme

Most of the graduates of MMU are employed by corporations overseas,

however, there are some who worked in industries and companies in Myanmar.
Monitoring of graduates is a challenge especially for those who are abroad.

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Chapter 11 – Output

Research by Students

Marine Engineering Students are required to submit research paper during

their final year. The head of department and teachers from Marine Engineering
department supervise and guide the students on the research activities. Mostly
students carried out research on water jet propulsion system, analysis of marine air
compressor, analysis of main components of marine diesel engines, design of a
general cargo vessel, landing craft, oil tanker, modeling on hybrid marine propulsion,
analysis on marine refrigeration system, inverter design for marine ups system, ship
electrical installation for marine vessel, ballast tank control system, heating control
system for heavy fuel oil, study on improvements of navigation channels near
Monkey Point and King Bank Foreshore Area, analysing numerical design of
breakwaters for great Coco Island, wave analysis and breakwater design at lat-khok-
kone, study of possibility of liquefaction in Thilawa and Yangon port area, wave
analysis and a prospective for port development in Thante, field study of tidal current
in Hmaw Wunn Creek and model test of turbines.

Stakeholders Satisfaction

Feedback from stakeholders are analysed and acted upon by the

management board of the university to ensure that their needs are met.

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