Sejahtera Academic Framework (SAF)

106 105 Empowerment is the “authority or power given to someone to do something.” In the context of SAF, empowerment can be seen in various ways - the Senate empowers the Centres of Studies to make decisions pertaining to their particular programmes, and the Centre of Studies empowers the instructors, to make decisions pertaining to their particular course. Properly implemented, empowerment would bring about an environment that enables everyone to be proactive and to take charge of their own study and work environment to effect positive changes to everyone, as befits the characteristic of a khalīfah , or a leader. Programme Owners and Lecturers • The programme owner is empowered to develop a curriculum within the relevant standards that also upholds the SAF • The lecturer is empowered to make decisions regarding the best practices for his/her classes especially with regard to pedagogy and assessment • This includes the opportunity to develop new elective courses that are crafted to the lecturer’s interest and expertise Students • Students are empowered to decide on their academic pathway within the framework given • The free elective courses allow the students to explore their interests beyond the traditional boundary of their respective programmes • Whenever possible, students are given academic autonomy (instead of, for example, being dictated on what courses to take each semester) • Deciding on their own minor, and regulating their own learning to attain that chosen minor pathway • Students should also be empowered to engage with external parties towards their self-development, e.g., organising their own career talks, hosting their own seminars, creating and running community engagement projects Unless absolutely necessary, rigid study plans should be gradually phased out. EMPOWERMENT FLEXIBILITY Empowerment can only be realised when there is flexibility in the curriculum. Flexibility is not about bending rules, but it is about giving choices to both the students and the instructors. Flexibility is the ability to be easily modified. The COVID19 pandemic has also brought home the point that universities need to have the flexibility culture ingrained in our system so as to ensure that we are able to face instant and unplanned disruptions without sacrificing the quality of education being offered. What can be made flexible? A part of the curriculum structure – hence the free electives . The main aim of having open electives courses for IIUM students is to increase the breadth of their knowledge. It encourages students to pursue their other interests that, instead of distracting them from their main area of studies, would enable them to appreciate the complexity of the world around them, equipping them with more knowledge and skill sets to be an informed citizen in an uncertain world. These free electives are a portion of the curriculum that is set aside that allow the students to choose from any of the Senate-endorsed courses offered by IIUM or by other recognized universities. It is no longer “above and beyond” the curriculum as per the pre-SAF practise. If the students so choose, they can plan these electives around a minor, enabling them to gain a deeper understanding and better skill set in another area of study. The cross-listing of courses between different programmes is also a feature of this flexibility. The processes of exemption of related courses and transfer of courses will also be made less complicated administratively. The pedagogy and assessment are also other elements that should be made flexible. As long as standards and learning outcomes are met, instructors should be allowed to run their courses and assess their students as they see fit, using the constructive alignment concept as their guide; including applying the blended learning approach. Scheduling is also amenable to the flexibility principle. Courses may not need to run only according to the length of the regular semester, or only from 8-5. E.g., selected courses may be offered as modules, tilawāh classes may not need regular whole class meetings but work like tutorial sessions. Do what works best to achieve the learning outcomes, not what is easiest to manage. Venue may be made flexible too. Face-to-face classes may not need to be held only in classrooms, or designated learning spaces for the entire semester.