Accreditation

Chapter 1: Internal Quality Assurance and Management

• Standard 1: Academic Unit Management
• Standard 2: Governance System
• Standard 3: Self-Check/Self-Evaluation
• Standard 4: Staff-Development

• The management structure of the School has been well developed with qualified staff for the position. The School also welcomed their new Dean in August.
• The report stated as per May 2019, there were 12 support staff which seems to be slightly outdated as the accreditation is for 2024. Appendix C01 listed only 10 support staff while the website listing was slightly different. This shows some inconsistencies in the data provided by the School.
• The School provides evidences of the decision making process and program evaluation process in the report and peer review visit sessions.
• The plans to adopt more new technologies and management practices to enhancing communication and effectiveness of the administration are highly commendable.
• Regular internal audits, annual strategic reviews, and periodic external evaluations were carried out by the School for its governance system.

• The school has a management system appropriate considering its nature. It also has, to some extent, authorities in making decisions. The school also conducts regular faculty meetings, usually outside of town, as well as regular committee meetings. External evaluation is conducted periodically through MQA and ABEST21. The school is also in the process of AACSB accreditation, and will have its PRT visit this coming October.
  The school implements regular internal audits, annual strategic reviews, and periodic external evaluations. The existing system allows the school to improve the management system and educational and research environment in a timely manner.
  The school conducts annual strategic planning workshops and town hall meetings, which are the formal and systematic mechanisms for periodic self-check / self-evaluations. These mechanisms allow the school to also receive feedback from the stakeholders.
  The school has equipped the staff with training programs focused on global best practices, cross-cultural communication, and international management standards. In addition, the internal recruitment of staff involves a competitive process where staff from all parts of UiTM can apply for a position. The staff have the opportunities to participate in various internal trainings offered, including online classes by the lecturers. Staff evaluations are also conducted periodically based on several KPIs.
• AAGBS has an effective management system but could benefit from enhancing its adaptability to better support its academic and research functions within the global academic environment. To improve, the School should consider increasing the frequency and scope of evaluations, incorporating global standards, and expanding the evaluation system to cover a broader range of management practices and stakeholder feedback. Setting clear, measurable goals with specific timelines for implementing changes will help ensure more efficient responses to evaluations. Additionally, AAGBS should focus on providing a safe space for stakeholder feedback and ensuring that such feedback leads to concrete actions, communicated transparently. The audit also identified a need for expanding training opportunities to include both technical skills (e.g., Excel, Access, database management) and soft skills (e.g., communication, leadership), to better equip staff and support their professional growth.

Issues to be improved:

• The School shall look into the areas highlighted for improvements which includes broadening the scope of external evaluations, providing more detailed analyses and action plans and streamlining the implementation of the recommendations from the governance evaluations.
• While the School recognized the needs for enhancing its self-check/self-evaluation system, the proposed plan should be carried with clear action plans and objectives rather than just some general statements on what to be done.
• The School need to identify the relevant trainings for administrative staff (especially the support staff) to enhance their administrative and communication skills. At the same time, the effectiveness of the training should be evaluated.

• AAGBS’s management system is effective but needs improvement in several areas:
  • Adaptive Management Structure: The School should develop a more flexible management structure to better support evolving academic and research demands.
  • Evaluation Frequency and Scope: Increasing the frequency and scope of evaluations will ensure continuous improvement and responsiveness to educational and research trends.
  • Evaluation System: Implementing a more defined evaluation system aligned with global standards is recommended.
  • Broader Evaluation Scope: Expanding evaluations to include a wider range of management practices and stakeholder feedback will provide a more comprehensive understanding of areas needing improvement.
  • Goal Setting and Implementation: Establishing clear, measurable goals with specific timelines for implementing changes will facilitate more effective responses to evaluation findings.
  • Stakeholder Feedback: Creating a safe space for stakeholder feedback and ensuring that this feedback leads to concrete actions is crucial, along with clear and timely communication of these actions.
  • Training Programs: Expanding training opportunities to include both technical skills (e.g., Excel, Access, database management) and soft skills (e.g., communication, leadership) will better support staff development and enhance overall workforce capabilities.

The School’s Feedback:

• Broadening the Scope of External Evaluations: The school is committed to broadening the scope of its external evaluations and providing more detailed analyses to ensure that action plans are well-implemented. Our approach is tightly aligned with the policies set by the university and INQKA (Institute of Quality and Knowledge Advancement), which oversees and monitors the quality assurance process. External evaluations are conducted periodically with approval from INQKA. We ensure that self-reviews are submitted by the 31st of March each year, and comprehensive audits occur every two years to maintain continuous quality improvements.
• Enhancing the Self-Check/Self-Evaluation System: AAGBS acknowledges the need to move beyond general statements in its self-check/self-evaluation reports. The school is committed to implementing clear action plans with specific objectives and timelines. Every year, the school submits the Self-Review Report (SRR) to INQKA to ensure internal evaluations and audits are conducted smoothly and efficiently. By refining this process, we aim to make our evaluations more robust and actionable.
• Training for Administrative Staff: The school recognizes the importance of providing relevant training for administrative staff, particularly in enhancing communication and administrative skills. To this end, we are reviewing the available training programs and plan to introduce additional courses that focus on both technical and soft skills. The effectiveness of these training sessions will be monitored, and adjustments will be made to ensure they meet the needs of the staff and improve their readiness and productivity.
• Improving Management Structure: While AAGBS’s current management structure is effective, the school agrees that it could benefit from greater flexibility to support both academic and research demands. We are working to create a more adaptive management framework where the academic and research units harmonize their efforts, ensuring the Key Performance Indicators (KPIs) are aligned to promote excellence in both areas. Continuous monitoring will be performed to ensure both academic and research activities are harmoniously integrated.
• Expanding Evaluation Frequency and Scope: The school has several research groups ensuring that we remain updated on trends both locally and internationally. AAGBS recognizes the importance of increasing the frequency of evaluations and expanding their scope to include a wider range of management practices. To this end, the school has already implemented evaluation systems aligned with ABEST21 and is currently pursuing AACSB accreditation, ensuring we are adhering to the highest global standards.
• Goal Setting and Implementation: The school has established clear, measurable goals for implementing evaluation findings. These goals are monitored through strategic planning and communicated to all relevant stakeholders each quarter. This structured approach helps the school track and assess department performance, ensuring accountability at all levels.
• Stakeholder Feedback: AAGBS remains committed to creating a safe space for gathering feedback from stakeholders, including students, alumni, and industry partners. Formal communication channels, such as the program coordinator and alumni affairs offices, ensure that feedback is heard and acted upon in a timely manner. This collaborative approach helps foster an inclusive environment where all stakeholders are encouraged to contribute to the school’s continuous improvement process.
• Training Programs for Staff: The school is expanding its training programs to include both technical skills (e.g., Excel, Access, database management) and soft skills (e.g., communication, leadership). Each administrative staff member is required to complete at least 42 hours of training related to their specific job scope, ensuring that they are adequately prepared to meet the school’s administrative and operational needs. We are committed to maintaining the readiness and efficiency of our staff through consistent training and development.
  In summary, AAGBS is dedicated to addressing the PRT’s recommendations. We are refining our self-evaluation processes, expanding training for administrative staff, and continuously seeking feedback to drive improvements across all aspects of the school. The school’s commitment to global standards and continuous quality enhancement is at the forefront of our strategy moving forward.

PRT Response:

Agreed and satisfied with the School’s feedbacks on this matter.

Chapter 2: Mission Statement

• Standard 5: Mission Statement
• Standard 6: Financial Strategies

• AAGBS has developed a clear and comprehensive mission statement that emphasizes the development of expert knowledge, fundamental knowledge, and sophisticated expertise in the realm of management. The School reviews its mission statement regularly with the input from various stakeholders.
• The evidence attached (Doc 24) doesn’t provide detailed information about financial strategies.

• The school has a mission statement that is clear, support the mission of the parent university, aim at character-building of the members of the modern society as well as nurturing professionals to meet the needs of the globalizing economic society, and published to the stakeholders through various means.
  The school in general has the means to realize its mission statement. The main revenue sources is student tuition. Some percentage of the income of faculty members who provide consulting services also serve as additional revenues, but only consists of very small percentage. The school also organizes conference to get more revenues.
• AAGBS has a global mission and vision but needs to clearly define what “global” entails, including specifying target regions, demographics, and challenges. To effectively track progress and impact, the school should establish realistic and measurable Key Performance Indicators (KPIs) aligned with its global objectives. Additionally, AAGBS must address the common challenge of diversifying revenue streams. Strategies to broaden the revenue base could include forming industry partnerships, expanding continuing education programs, leveraging intellectual property, and seeking private investments or philanthropic contributions. Diversifying revenue will help create a more resilient financial model and support the sustainability of its educational and research missions.

Issues to be improved:

Although the School has plans to diversify its revenue streams and enhancing its fundraising capabilities, it does not mention the revenue generating activities projected by the school to support its financing, particularly the strategies to gain new funding opportunities.

• The school can strengthen its alumni base by working with the alumni association and involve them in providing sponsors for the school’s various initiatives.
• AAGBS needs to address several key areas for improvement:
  • Clarifying Global Scope: The school must specify what “global” means in its mission, including defining geographical regions, target demographics, and the specific global challenges or opportunities it aims to tackle.
  • Establishing Effective KPIs: There is a need to develop realistic, measurable Key Performance Indicators (KPIs) aligned with the defined global objectives to better monitor progress and assess impact.
  • Diversifying Revenue Streams: To ensure financial resilience and sustainability, AAGBS should implement strategies to broaden its revenue base. This could involve forming industry partnerships, expanding continuing education programs, leveraging intellectual property, and seeking alternative funding sources like private investments or philanthropic contributions.

The School’s Feedback:

• Diversifying Revenue Streams: AAGBS acknowledges the need to further diversify its revenue streams. The school has planned biennial conferences aimed at generating additional income. Additionally, we are exploring further sponsorship opportunities, having already secured support from partners such as the Erasmus project for initiatives like smart classrooms and meeting rooms. Moving forward, the school will continue working to expand these sponsorship opportunities and generate sustainable revenue to support its educational and research activities.
• Strengthening Alumni Engagement: The school is actively working with its alumni association to strengthen ties and involve alumni in sponsoring various initiatives. Although alumni have shown interest in contributing, the student association is relatively self-sufficient, often managing its own income-generating activities. Nevertheless, we will continue to encourage alumni to support key initiatives and engage them in events that benefit both current students and the school community.
• Clarifying Global Scope: AAGBS understands the importance of clarifying what “global” means in the context of its mission. Our interpretation of “global” includes defining target regions, demographics, and specific global challenges the school aims to address. This is aligned with the university’s broader vision of achieving global recognition while maintaining a strong local foundation (“glocal”). Starting this year, we have embraced this concept by embedding it in our strategic objectives to ensure that our global vision remains locally rooted and contextually relevant.
• Establishing Effective Key Performance Indicators (KPIs): The school has already implemented KPIs aligned with our global objectives, which are monitored through the university’s system. These KPIs allow us to track progress and ensure that all activities align with the school’s vision and mission. We continuously evaluate and adjust these KPIs to ensure they remain realistic, measurable, and impactful in driving the school’s strategic goals.
• Expanding Revenue-Generating Strategies: AAGBS is committed to implementing a broader range of strategies to secure financial resilience and sustainability. This includes exploring partnerships with industries, expanding continuing education programs, leveraging intellectual property, and seeking alternative funding sources such as private investments and philanthropic contributions. The school has already begun working on securing funds and developing partnerships to sponsor future conferences and events, which will help solidify our financial foundation.

In conclusion, AAGBS appreciates the constructive feedback from the PRT and remains dedicated to continuous improvement in financial sustainability, alumni engagement, and global positioning. We look forward to implementing the recommended strategies to enhance our institution’s success.

PRT Response:

Agreed and satisfied with the School’s feedbacks on this matter.

Chapter 3: Curriculum

• Standard 7: Learning Goals
• Standard 8: Curriculum Policy and Management of Curriculum
• Standard 9: Quality Improvement of Curriculum
• Standard 10: Online Education
• Standard 11: Diploma Policy and Learning Outcomes
• Standard 12: Globalization of Curriculum

• The learning goals are well developed in accordance to the quality assurance bodies requirements. The School has indicated it is strengthening the alignment of between its educational objectives and its mission statement.
• The curriculum revision structure and process are in place with inputs from various stakeholders being collected.
• The School has implemented robust online education practices using advanced technology and multimedia resources to enhance the learning experience. The school has adopted various online platforms and tools to deliver high-quality education, ensuring that students have access to interactive and engaging content.
• Clear diploma policy is in place for the MBA program offered by the School and being communicated to students via various channels such as website, orientation and handbook.
• The School conducts the classes in English and inviting foreign guest speakers or overseas visiting professors. Additionally, it also organized international seminar and conducts online joint classes with international partners.
• There are evidences of international collaboration with joint degree and double degree, student mobility program and global internship being in place.

• The school’s curriculum reflects learnings goals that define the expertise, skills, and competencies that students are expected to develop, ensuring that graduates are well-prepared to meet the demands of the global business environment, which are also updated on a regular basis. There are also advisors who help students with course selection.
  The program has a structured process for setting and reviewing its curriculum policy, and has mechanisms to receive feedback from different stakeholders through various means, including Closing the Loop (CTL) and Assurance of Learning (AoL) meeting sessions. The content of the curriculum is also ensured to be relevant to industry practice.
  The school provides adequate facilities for students, and have in general faculty members with relevant education and industrial background that create a conducive learning and teaching environment. To support teaching and learning activities, both students and administrative staff expect that the school have more smart classrooms. The total contact hours for the subjects can be considered as sufficient. The school also capped the number of students per class (25 students) to ensure that these students. The school also utilizes a system that provides information about the students’ course records.
  The school implemented a blended learning for the teaching and learning activities, using various supporting technology and platforms. In conducting online classes, the faculty members are supported by teaching assistants / administrative staff.
  The program has established a clear diploma policy outlining the criteria for course completion, including credit requirements, and this has been communicated to students through various means. The program has also built a system to collect stakeholders’ opinions to ensure the achievement of learning outcomes of its alumni. Accordingly, the school has implemented a mechanism to periodically review the Mission Statement, Learning Goals and the Curriculum.
  The school has already established several international collaborations where faculty and students can participate in exchange programs, and developing curriculum with globalization component.
• To enhance the educational experience at AAGBS, it is crucial to address several key areas. Learning objectives should be communicated more effectively, with ongoing feedback to ensure alignment and address student concerns. The syllabus needs regular updates to reflect industry changes and incorporate recent faculty research, avoiding perceptions of faculty being out of touch. The grade appeal process must be made more transparent and accessible to ensure students understand their rights. Improved communication about curriculum changes is essential for clarity and inclusivity. Students should receive better guidance on seeking faculty input, particularly for group projects. Establishing Key Performance Indicators (KPIs) aligned with the school’s global vision is necessary. Online learning strategies should focus on continuous monitoring, engaging content, and strong technical support. Increasing stakeholder engagement will provide valuable feedback for curriculum improvement. Additionally, incorporating diverse international perspectives and benchmarking against top global institutions will enhance the curriculum. Expanding global collaborations with international institutions and industry leaders will further improve AAGBS’s educational quality and global relevance, preparing students effectively for the international workforce.

Issues to be improved:

• The School may look into in offering courses related to the latest development and emerging topics such as AI, Big Data, Business Transformation and Sustainability etc. that reflect the dynamism of the program.
• The School shall adopt a common policy pertaining to the use of AI in education, teaching and learning, particularly related to assessments.

• The school might consider making a comprehensive assessment to determine which classes should be determined online and offline, as they feel that there are some classes can utilize more online mode.
• To improve the educational experience at AAGBS, the following areas require attention:
  • Enhancing Communication of Learning Objectives: Ensure learning goals are clearly
    communicated and seek continuous feedback from students.
  • Regularly Updating the Syllabus: Update course content to reflect industry changes and recent faculty research.
  • Improving the Grade Appeal Process: Make the process more transparent and accessible to help students understand their rights.
  • Better Communication About Curriculum Changes: Foster clarity and inclusivity regarding updates and changes.
  • Providing Improved Guidance for Faculty Input: Encourage students to seek faculty input, particularly for group projects.
  • Establishing Key Performance Indicators (KPIs): Develop KPIs aligned with the school’s global vision.
  • Enhancing Online Learning Strategies: Focus on continuous monitoring, engaging content, and robust technical support.
  • Increasing Stakeholder Engagement: Regularly involve students, alumni, faculty, and industry partners to gather valuable feedback.
  • Incorporating Diverse International Perspectives: Enhance the curriculum by including diverse global viewpoints and benchmarking against leading institutions.
  • Expanding Global Collaborations: Strengthen partnerships with international institutions and industry leaders to improve educational quality and global relevance.

The School’s Feedback:

• Integration of Emerging Topics in Curriculum (AI, Big Data, Sustainability): The school has already started embedding emerging topics like AI, Big Data, Business Transformation, and Sustainability into the curriculum, with the new changes scheduled for March 2024. This initiative is aligned with our vision of creating dynamic programs that respond to global business trends. These topics will prepare our students to navigate the rapidly evolving technological landscape, ensuring they acquire relevant and future-ready skills.
• Adopting AI Policies in Teaching and Assessments: In line with the recommendations, AAGBS uses Turnitin to detect AI-related issues in assessments, adhering to university policies to uphold ethical academic standards. However, the school acknowledges the need to develop a formal policy specific to the use of AI in assessments and learning. We are committed to ensuring that AI is integrated in ways that align with the highest ethical standards.
• Balancing Online and Offline Classes: The school recognizes the importance of a comprehensive assessment to determine the optimal balance between online and offline classes. Although the school must comply with the guidelines set by the MOHE and MQA, we are continuously exploring ways to maximize the use of online learning platforms while ensuring quality and compliance with educational regulations.
• Enhancing Communication of Learning Objectives: Every semester, faculty members are reminded to clearly communicate learning objectives and seek continuous feedback from students. These objectives are shared at the beginning of each semester, along with detailed course plans. The standard documents from the accreditation unit further reinforce this practice, ensuring that expectations are clear to both students and faculty.
• Regular Syllabus Updates: AAGBS follows a structured curriculum review process, revising syllabi every 3 to 5 years to incorporate industry changes and the latest academic research. Throughout this process, the school engages stakeholders, including industry partners, alumni, and academic experts, to ensure that the curriculum remains relevant and responsive to market demands.
• Improving the Grade Appeal Process: The school is committed to enhancing transparency in the grade appeal process. Students are provided with clear guidelines and informed of their rights. The school follows university processes for handling appeals, and has made the process more accessible, ensuring students understand the steps involved and their options for recourse.
• Communication about Curriculum Changes: Curriculum updates are communicated clearly through management meetings, academic sessions, and formal communication channels such as emails and WhatsApp groups. We ensure that no faculty member is left behind in understanding and implementing these changes, fostering inclusivity and clarity in the process.
• Guidance for Faculty Input: The school encourages faculty members to actively participate in the development of programs, particularly group projects. Guidance and support for faculty are regularly provided to ensure effective collaboration and curriculum delivery.
• Establishing KPIs Aligned with the Global Vision: The school has developed and implemented KPIs aligned with its global vision. These KPIs are monitored and updated regularly, ensuring alignment with both the university’s mission and broader strategic goals. The school is also improving transparency around the reporting of KPI-related activities, with a focus on enhancing clarity and accountability.
• Enhancing Online Learning Strategies: The school has improved its online learning strategies by implementing robust monitoring systems and transparent feedback mechanisms. As part of the new curriculum, we have streamlined the AOL process, consolidating reporting forms into a unified document to ensure consistent tracking of student progress and close the loop on feedback.
• Increasing Stakeholder Engagement: AAGBS continues to improve engagement with students, alumni, and industry partners. Formal communication channels, such as the program coordinator and alumni affairs offices, facilitate continuous feedback and dialogue. This allows for active participation from all stakeholders in decision-making processes and ensures that their voices are heard.
• Incorporating Diverse International Perspectives: The school has taken global viewpoints into consideration by benchmarking our curriculum against international standards. This ensures that our students are exposed to diverse perspectives and prepared for success in the global market. This process is guided by the requirements set forth by the MOHE to maintain the curriculum’s relevance and freshness.
• Expanding Global Collaborations: AAGBS has been actively expanding its global partnerships with leading institutions and industry leaders to enhance educational quality. Our MOUs with international partners support various initiatives such as staff mobility, research collaboration, and academic exchanges. These efforts are aligned with the school’s goal to strengthen its global presence and provide students with valuable international exposure.

In conclusion, the school values the constructive feedback provided by the PRT and remains committed to continuous improvement in line with global standards. We will continue to implement strategic initiatives that enhance the educational experience for our students and further strengthen our international reputation.

PRT Response:

Agreed and satisfied with the School’s feedbacks on this matter.

Chapter 4: Students

• Standard 13: Admission Policy and Student Selection
• Standard 14: Student Encouragement and Support
• Standard 15: Student Body Diversity

• The School has a clear admission policy which has been practiced and the information being disseminated via various admission documents.
• The School has a proper system in place for students rewards, financial and administrative support.
• While there was an increased in the number of foreign students in the past two years, it only represented 1% of the student number.

• The main issue regarding students is the declining trend of the number of students enrolled in the program. Based on the interview, it seems that there is a gap in between students with working experience, and those without working experience, that makes it more challenging for students without working experience to engage in class’ discussions. There is a tendency that more women enrolled in the MBA program. However, this is also the trend in the Malaysian education system in general. The program has several programs to facilitate students to have international exposure.
• To enhance its global standing, AAGBS should focus on improving student diversity by attracting a broader range of nationalities and racial backgrounds. This would foster a more inclusive and enriching learning environment, reflecting the interconnected nature of today’s world and deepening cross-cultural understanding. To achieve this, targeted recruitment strategies and robust support systems, such as mentoring programs and inclusive campus activities, are essential to integrate and support diverse students effectively.
  Additionally, there is a need for comprehensive career support services, as students have reported a significant shortfall in formal job-hunting assistance. Establishing a dedicated career services office, offering personalized career counseling, job fairs, and integrating career development into the curriculum would address this gap. Tailored support for students with no prior work experience, including specialized workshops and mentorship programs, is also crucial.
  While maintaining a diverse student body is beneficial, AAGBS should also strategically consider the types of students to attract based on the program’s future goals. Evaluating how different student profiles, such as varying levels of experience, impact the learning environment can help align expectations and enhance the educational experience. By addressing these areas, AAGBS can better prepare students for success in a globalized job market and ensure a supportive and effective learning environment.

Issues to be improved：

• The School shall identify reasons for the decline of the students’ enrollment over the past years and enhance its marketing efforts to attract more student and addressing the declining enrollment trend.
• Students rewards, financial and administrative support need to be informed to the students on its relevancy and updates.
• The School shall continue to recruit more international students for its program.
• The School shall work closely with alumni in creating more activities and platforms to connect with the students with the alumni and industry.

• The program might consider to develop a comprehensive and thorough strategy to attract more students, including more international degree program students (not only exchange students).

The School’s Feedback:

• Decline in Student Enrollment and Marketing Efforts: The school acknowledges the decline in student enrollment and has actively taken steps to identify the reasons behind this trend. In response, we have enhanced our marketing strategies to attract more students. These efforts include year-round promotional campaigns via online and offline channels, with a focus on increasing visibility at events and exhibitions once they resume. Moving forward, we will ensure that our marketing is targeted and data-driven to more effectively address enrollment challenges.
• Communication with Students: The school is committed to ensuring that students are well-informed about relevant updates, including financial, academic, and administrative matters. Regular updates will be communicated through various channels, including Telegram and the school website, to ensure timely dissemination of information.
• Recruitment of International Students: While the current university restrictions limit international student recruitment to outbound exchanges, the school continues to strengthen its capacity in this area. We are actively preparing for future international recruitment by developing strategies, policies, and promotional activities that will be implemented once the restrictions are lifted. Additionally, the school recently appointed a Corporate Communication Coordinator within the Industry Linkages and Internationalization Unit to lead these initiatives.
• Alumni Engagement and Industry Linkages: We agree with the PRT’s suggestion to work closely with alumni in creating more activities and platforms for engagement. The school has already begun enhancing alumni interactions, including the “Coaching for Success” initiative launched in 2023, which connects students with alumni and industry partners to provide mentorship and guidance. This initiative is aligned with our goal of preparing students for success in a competitive job market.
• Enhancing Student Diversity: While the school operates within the broader guidelines set by the university, which has certain obligations concerning student diversity, we strive to welcome students from a wide range of social, ethnic, and academic backgrounds. This is reflected in our outreach programs and inclusive practices aimed at fostering a diverse student body.
• Support Systems for Diverse Students: We recognize the importance of providing tailored support to meet the needs of our diverse student population. In partnership with our alumni, we have already established a mentoring program designed to assist students with academic and personal development, ensuring they have the tools needed to succeed in a global business environment.
• Career Support: The school offers a comprehensive career support program, including personalized counseling, job fairs, and workshops on job market preparation. These initiatives are managed by the dedicated career support team under the university’s Center for Career Services, which provides ongoing support for student career development and job placement.
• Workshops for Career Assistance: The school is committed to helping students prepare for the workforce by offering a range of workshops on key career skills, such as resume writing, interview preparation, and corporate maturity. We plan to expand these programs by incorporating feedback from both students and industry to ensure that the workshops remain relevant and impactful.
• Supporting Students without Prior Work Experience: For students entering the program with limited work experience, we offer specialized workshops and mentorship opportunities to bridge the gap. These initiatives are designed to equip students with practical skills and experiences that enhance their employability and ensure they are well-prepared to enter the workforce.
• Academic Goals and Continuous Improvement: The school remains committed to providing individualized support to students based on their academic goals and progress. We recognize that students enter the program with varying levels of experience, and our continuous assessment methods allow us to tailor support to each student’s needs. This personalized approach ensures that students are equipped with the knowledge and skills necessary to achieve success during and after their studies

In summary, the school is dedicated to addressing the PRT’s recommendations and continues to implement strategic initiatives to enhance student support, alumni engagement, and international recruitment. We appreciate the valuable feedback and remain committed to ensuring the success and growth of our students and programs.

PRT Response:

Agreed and satisfied with the School’s feedbacks on this matter.

Chapter 5: Faculty

• Standard 16: Faculty Structure
• Standard 17: Faculty Qualifications
• Standard 18: Maintenance of Education and Research Environment
• Standard 19: Faculty Development
• Standard 20: Faculty Diversity

• The School has a balance team of faculty in term of their age group and designations. However, there is no international faculty member at the moment. The School has appointed few visiting professors from overseas.
• All faculty members are qualified and actively participating in the research and publication. Some of them are involved in the international research collaboration and teaching.
• Teaching loads among the faculty are fairly distributed. Most of the faculty interviewed does not have any issues with the teaching load and research activities.
• Research funding support and sabbatical leave are in place for the faculty members to apply.

• In general, the program has an adequate number of full-time professors and associate professors given the size of the student body. The number of female faculty members is higher than that of their male counterparts, but this is also common in the Malaysian education system. In addition, all faculty members are Malaysian nationals. However, the school has international visiting professors.
  In general, the faculties possess the necessary qualifications to teach in the MBA program. The program also conducts a thorough review of faculty performance based on their research activities, educational contributions, and social contributions and have a reward system for faculty members’ achievement in academic research and education.
  The school has imposed a limit on faculty members’ teaching load. There were no complaints / concerns from the faculty members during the interview session regarding excessive burden.
  The interview session reveals that students acknowledge the superior efforts by faculty members to support their learning journey.
• To ensure the sustainability and success of the AAGBS program, it is essential to implement a comprehensive faculty management plan that addresses both faculty levels and age demographics. This plan should include strategic goals for succession planning by identifying and preparing future leaders, offering professional development, and addressing potential shortages through targeted recruitment. Retaining experienced faculty with competitive salaries and growth opportunities is vital for maintaining institutional knowledge and education quality. The plan must also include periodic reviews to stay aligned with educational trends. Additionally, new standards for monitoring faculty performance in education, research, and service are needed. This includes setting higher benchmarks for research impact and quality, such as publishing in top-tier journals, enhancing metrics for teaching effectiveness, and establishing criteria for service contributions. By adopting these measures, the school can ensure a well-balanced faculty team, foster a research culture of excellence, and maintain high standards in all areas of faculty performance.

Issues to be improved:

• The School should plan to recruit international faculty member in long run.
• Succession planning should be planned as 20% of the existing faculty members are over 60 years old and on contract employment.
• The School shall continue to enhance the faculty development by providing or sending them to the relevant training programs especially on the latest trends and development within their area of expertise.
• Appointment of international visiting professors should not be taken as a long term solution for international faculty recruitment. The School should have plan in place to recruit full time international faculty member.

• The school might consider to evaluate the publication requirements for faculty members regarding research outputs, and further support faculty members to produce high-quality research, which can support the fulfillment of the school’s mission.

The School’s Feedback:

The school acknowledges the PRT’s recommendations regarding the need for a comprehensive Faculty Management Plan and Succession Planning. We recognize that the future of the school depends on the development and retention of experienced faculty members, as well as the recruitment of international faculty.

• Succession Planning: The school recognizes that succession planning is essential, especially considering that 20% of the existing faculty are over 60 years old and on contract. Moving forward, the school will prioritize creating a structured plan to identify and develop future leaders from within the faculty, ensuring continuity and excellence in academic leadership.
• Faculty Development and International Recruitment: The school will continue to enhance faculty development by providing relevant training programs focused on the latest trends and research developments. The appointment of international visiting professors, while valuable, is not a long-term solution. The school is committed to developing a plan for recruiting full-time international faculty members to strengthen its global academic network.
• Research and Teaching Standards: The school is currently evaluating its publication requirements and standards for faculty research output. We are committed to supporting faculty members in producing high-quality research that aligns with the school’s mission. In addition, we will establish higher benchmarks for research performance, teaching effectiveness, and contributions to service, ensuring that faculty members continue to meet the evolving demands of higher education.

In conclusion, the school values the PRT’s insights and is taking steps to implement these recommendations, ensuring a strong faculty foundation that will support the school’s global mission.

PRT Response:

Agreed and satisfied with the School’s feedbacks on this matter.

Chapter 6: Educational Infrastructure

• Standard 21: Maintenance of Educational Infrastructure
• Standard 22: Globalization of Educational Infrastructure

• The facilities for teaching and learning are well maintained and equipped with cutting technology systems.
• Each faculty member is assigned with own individual office which is conducive for research and teaching preparation.

• The school in general has the necessary facilities to support its teaching and learning activities. The school in general has the necessary facilities for faculty members and students with different cultural backgrounds.
• To enhance the effectiveness and impact of AAGBS’s facilities, it is essential to develop and implement Key Performance Indicators (KPIs) that measure facility usage, user satisfaction, maintenance response times, and frequency of issues. Monitoring these KPIs will help identify underutilized areas and emerging needs, allowing for informed decision-making and proactive improvements. Additionally, expanding hybrid collaborative systems and integrating advanced technology in classrooms are crucial for modernizing education. Implementing features like interactive digital whiteboards, high-quality video conferencing tools, and Bluetooth projectors will improve flexibility, inclusivity, and engagement in learning environments. These updates will ensure facilities and technology align with stakeholder expectations and support the institution’s goals effectively.

Issues to be improved:

The maintenance of the facilities shall be carried regularly.

• Based on the interviews with students and staff, there is a need for more smart classrooms.

The School’s Feedback:

• Need for More Smart Classrooms: The school fully agrees with the PRT’s observation regarding the necessity of more smart classrooms. Being a public university, AAGBS must adhere to certain processes and procedures, including securing the required budget through internal allocations. Over the past two years, the school has made significant efforts to identify contractors or tenders that could provide the necessary equipment within the allocated budget. While some sets of equipment have been procured, the structural limitations of certain classrooms have impeded the optimal functioning of the installed equipment. However, the school is continuing its efforts to resolve these issues and ensure that all smart classrooms are fully operational.
• Monitoring Facility Effectiveness: The school, in collaboration with the university, has implemented a system to monitor the effectiveness of its facilities. This system operates under the supervision of the university and incorporates maintenance ratings, equipment status, and general upkeep. We are committed to continuously improving this system to ensure that all facilities meet the evolving needs of both students and faculty.
• Facility Data Monitoring: The school has a bifurcated system for handling facility data, with certain issues addressed by the internal university facility management department and others requiring the involvement of external service providers. For cases necessitating external intervention, the school follows the standard operating procedures (SOPs) set by the university’s top management to ensure smooth coordination and timely resolution of facility-related concerns.
• Upgrading to Digital Whiteboards and Other Technology: The school acknowledges the need for upgrading classroom technology, including the integration of digital whiteboards and other smart equipment. However, as a public institution, the school must follow financial protocols and processes before such investments can be made. We are actively working through these procedures to ensure that upgrades are implemented as soon as possible.

In conclusion, AAGBS is committed to improving its classroom infrastructure and monitoring systems in line with the PRT’s recommendations. We will continue to navigate the necessary procedures and budgetary constraints while ensuring that the improvements positively impact the learning experience for both students and faculty.

PRT Response:

Agreed and satisfied with the School’s feedbacks on this matter.