Sejahtera Academic Framework (SAF)

12 11 INTRODUCTION Although initially small in terms of student enrolment, from its inception, International Islamic University Malaysia (IIUM) has always dreamed big. From a humble beginning of 153 students as its first intake in 1983, IIUM now has almost 30,000 students from foundation to doctorate levels, from more than 100 countries. From one small temporary campus of 11 hectares, IIUM now spans around 700 hectares in its 3 campuses of Gombak, Kuantan and Pagoh, another 200 hectares in its Gambang campus hosting the Centre of Foundation Studies and a more modest Kuala Lumpur campus. A full-fledged preparatory campus of our own is testimony to how far IIUM has grown. Almost 4 decades since its establishment, IIUM has been offering academic programmes that are of high quality and international standards. IIUM alumni have gone on to work in prominent positions across the globe, to be respected academics, to be social activists and to be pillars of society, among others. The academic programmes have been crafted based on an understanding of the Philosophy, Vision and Mission of the University. However, developments in the local and global arenas, especially disruption in technology and life post-pandemic, require that these programmes be reviewed to continue making IIUM a prominent player in higher education across the world. Specifically, IIUM graduates should continue to make waves as leaders for positive change and advancement in their society in addition to their areas of expertise. To that effect, the Sejahtera Academic Framework (SAF) is developed. Re-establishing the 7 mission statements as one of the backbones of our raison d’etre , the framework seeks to offer a comprehensive educational experience for IIUM students that will equip them with useful knowledge and specialised skills, while committed to Islamic values and practices imbued with integrity, as befit a khalīfah , even in a volatile and uncertain world. The academic review should not be done piecemeal at the programme level, as per the regular curriculum review. A university level academic review is not simply about doing simultaneous curriculum review of all programmes. It has to go beyond. It requires critically looking at what has been done, reflecting on what is currently being done, to be able to identify our strengths and weaknesses - as a university. It requires being confident enough to innovate in our pedagogical and assessment approaches. It requires the willingness for non-academic agencies to also participate and change, if need be, in order to realise the educational goals set forth. It requires a change of attitude on the role of academics and students, and administrative and management staff alike. In short, it requires a unification such that an organisation as large as the IIUM will be able to move all its elements in tandem in pursuit of yet more excellence, beyond the normal academic goal posts. Much has been discussed on various platforms but they have not been tangibly translated into how our academic programmes are being run. A large part of that is due to the non-existence of a framework connecting these parts together, and perhaps the reluctance of certain quarters to adapt to the way and the pace needed to continue leading the way. A framework is only worth its while if it is fully embraced - both intellectually and also in the actions of those involved. Hence this book does not just present what the framework is about (Section 4), but it discusses some of the action plans needed tomake it work. The Sejahtera Academic Framework (SAF) for IIUM academic programmes is informed by current practices (Section 3), and among other things they emphasised not only the necessity of critically reviewing the existing programmes, but also demands a transformation of the whole institution (Section 5). The University counts among its alumni prominent figures in various nations, but we cannot rest on our laurels. Disruptions, in its various forms, continue to happen in the world. Our graduates should not be trained only to function in the world that they know now, but they should be equipped to handle the various disruptions on multiple levels in their future. In fact, if a positive disruption (e.g. an innovation that eliminates poverty) is initiated by any one of our alumni, then we can indeed be confident that the University is leading the way. SECTION 1 EDUCATING THE NOW FOR THE FUTURE