By Shahabuddin Amerudin
Introduction
The Bachelor of Science in Geoinformatics program at the University Teknologi Malaysia (UTM) is designed to equip students with a diverse skill set, ensuring they are well-prepared to excel in the dynamic field of geoinformatics. At the heart of this educational endeavor are the 11 Programme Learning Outcomes (PLOs). These PLOs serve as the guiding principles, setting clear benchmarks for student achievement and shaping the future of geospatial professionals. In this review, we will explore these 11 PLOs, highlighting the program’s commendable strengths and areas where improvement is needed.
Programme Learning Outcomes (PLOs)
- Knowledge & Understanding (KW): The ability to demonstrate knowledge in the geospatial field.
- Cognitive Skill (CG): The ability to apply knowledge in the form of theory and skill in the geospatial field.
- Practical Skill (PS): The ability to manage and analyze related data and information for specific purposes in the geospatial field.
- Interpersonal Skills (IPS): The ability to adapt to different situations in geospatial-based industrial needs.
- Communication Skill (CS): The ability to communicate effectively, delivering geospatial technical information.
- Digital Skills (TH): The ability to use related technology and software for geospatial information and application in a competent manner.
- Numeracy Skills (DS): The ability to analyze numerical information for making accurate decisions and conclusions.
- Personal Skills (PRS): The ability to work in a multidisciplinary team for nurturing leadership skills.
- Leadership, Autonomy & Responsibility Skills (LAR): The ability to independently grasp the new development of the geospatial field by adapting to the latest technology.
- Entrepreneurial Skills (ENT): The ability to identify and apply business opportunities and entrepreneurial skills in geospatial-related projects.
- Ethics And Professionalism Skills (ETS): The ability to act professionally and according to the correct ethical skills in dealing with current and global issues.
Favorable Aspects
PLO1: Knowledge & Understanding (KW): UTM stands as a beacon of excellence in providing its students with a formidable theoretical foundation. The graduates of this program consistently exhibit an impressive depth of knowledge in the geospatial field, a trait discernible in their coursework and project contributions. This wealth of knowledge serves as a solid bedrock upon which their future success in the industry is built.
PLO4: Interpersonal Skills (IPS): Notably, the program places substantial emphasis on the cultivation of interpersonal skills, marking it as a standout feature. Graduates emerging from UTM are not only technically adept but also well-prepared to work collaboratively and seamlessly adapt to the diverse contexts encountered within the geospatial industry. This nurturing of teamwork and innovative spirit is highly coveted in the dynamic landscape of geoinformatics.
PLO9: Leadership, Autonomy & Responsibility Skills (LAR): One cannot ignore the culture of continuous learning and adaptability that UTM instills in its students. Graduates exhibit an enviable ability to independently embrace the latest developments in the geospatial field, ensuring their enduring relevance in an industry that is constantly evolving and reinventing itself.
Aspects Requiring Improvement
PLO5: Communication Skill (CS): While UTM excels in equipping students with a strong technical foundation, there exists room for improvement in the realm of communication skills. Effective communication of geospatial information to a diverse array of audiences remains a challenge for some graduates, impeding their capacity to bridge the critical gap between technical experts and non-experts.
For example, UTM can introduce specialized courses in technical communication, providing students with practical experience in conveying complex geospatial information to various audiences. Additionally, encouraging participation in public speaking and presentation competitions can foster confidence and proficiency in communicating technical concepts effectively.
PLO6: Digital Skills (TH): The program’s dedication to imparting technology and software proficiency is commendable. However, it is essential to recognize that the geospatial technology landscape is characterized by rapid evolution. As such, some graduates may find it challenging to stay abreast of the latest tools and software, warranting a continuous commitment to adaptability.
To address this, UTM can establish partnerships with industry leaders, ensuring that students have access to cutting-edge technology and software. Additionally, instituting a structured system for continuous professional development, encompassing both current students and alumni, can facilitate ongoing skill updates. Encouraging self-directed learning can empower students to explore emerging technologies independently, further enhancing their adaptability.
PLO10: Entrepreneurial Skills (ENT): While the program introduces students to the world of entrepreneurial skills, there exists an opportunity for greater practical exposure. Providing students with opportunities to apply these entrepreneurial skills in real-world geospatial-related projects could significantly enhance their preparedness for entrepreneurial endeavors upon graduation.
For instance, UTM can collaborate with local businesses and startups to facilitate internships and hands-on entrepreneurial experiences. Additionally, offering courses or workshops focused on business development and project management, tailored to geospatial applications, can provide a solid foundation for graduates interested in entrepreneurship. Creating a mentorship program that connects students with successful geospatial entrepreneurs can also offer invaluable guidance and insights.
PLO11: Ethics And Professionalism Skills (ETS): While ethics and professionalism are acknowledged and emphasized, there remains room for more profound internalization of these principles among graduates. An intensified emphasis on ethical decision-making and professionalism throughout the program’s duration could better equip students to navigate the complex web of ethical dilemmas they may encounter in their careers.
To enhance this aspect, UTM can integrate ethical case studies and scenarios into coursework, encouraging students to analyze and make ethical decisions in practical contexts. Developing a comprehensive code of ethics for geospatial professionals and incorporating it as a recurring topic in relevant courses can instill a strong ethical foundation. Furthermore, encouraging student involvement in geospatial professional organizations can foster ethical discussions and practices.
Conclusion
In an era defined by rapid technological advancements and global challenges, the Bachelor of Science in Geoinformatics program at UTM holds a pivotal position at the intersection of knowledge and practice. Recognizing the profound importance of continuous improvement and bearing in mind the central role of key PLOs, UTM can further bolster its standing as a vanguard in geoinformatics education.
The strategies discussed in this article, ranging from augmenting communication skills to embracing cutting-edge technology and nurturing ethical professionalism, constitute pivotal steps towards shaping graduates who are not only technically proficient but also remarkably adaptable, innovative, and profoundly attuned to ethical responsibilities within the realm of geoinformatics. By unwaveringly committing to these enhancements, UTM can sustain its legacy of delivering a transformative education that empowers students to not just succeed but to excel in the ever-evolving field of geoinformatics. In doing so, UTM continues to contribute significantly to the betterment of our world through the education of exceptional geospatial professionals.