Measuring the Social Impact in Financial Terms

RM4000 untuk  – utk output dalam masa 6 bulan;

  1. SROI Report – untuk dapatkan 1 bintang
  2. Edited Book (buku suntingan) – like a book chapter and minimum 10 chapters. Dengan syarat editor perlu orang yang ternama. Edited book boleh dipublish menjadi scopus. Sila dapatkan format buku suntingan daripada Penerbit UTM. Before 31 Ogos 2018 – akan dapat terbit dalam tahun 2018 juga. Hantar nama penilai manuskrip (nominate pensyarah daripada universiti yang lain – penilai yang baik).

SROI – Social Return of Investment – Social Value Measures

SROI analysis  7 principles

  1. Project Scope- establishing scope & identifying key stakeholders.
  2. Outcomes – understand the change. Not only numbers (KPI) but the impact to the society.
  3. Measuring change
  4. ss
  5. ss
  6. ss
  7. ss

SROI Framework gist-

  1. Involve the stakeholders
  2. Understanding what changes happened to the audience with your project
  3. Value the things that matter to the community/stakeholder
  4. Only include what is material (x value = outcomes)
  5. Do not overclaiming
  6. Be clear and transparent to the community
  7. Verify the results

Social Impact

  1. Activities
  2. Outcomes
  3. Intended — ++ unintended

CBA (Cost Benefit Analysis)

SROI – stakeholder analysis theory

SROI – The Value Map

Stage 0 – Before  you start, it is important to be clear on:

  1. Purpose (activity involves within the purpose)
  2. Rigour (how the activity leads to the desired change)
  3. Audience
  • Activities
  • Activities objectives
  • Period of activities
  • Evaluation of forecast
  • Background
  • resources
  • Who will do it

Stage 2 –  Identify your stakeholders

Stage 3 – Define Inputs, outputs, the outcomes (what changes) for each of the stakeholders.

1. The Input

Inputs are resources used to run the activities – money, people, facilities and
equipment. This is the investment against which the value of the impact is
compared; often most key stakeholders make some kind of investment. It is
important to think through what all stakeholders bring to the mix, not just those that
are providing the funding.

2. The Output

Outputs are the direct and tangible products from the activity; for example the
number of people trained, or the number of computers recycled.

3. The Outcomes

A. Understand change – identify chains of dependendt outcomes dont double count. Be specific about the outcome.

B. Identify the point of the chain to analyze:

  • Go beyond the activity – ask… so what?
  • Be informed by the outcome that your stakeholder consider’s important
  • Feels absolute enough (limited risk)
  • Dont lose focus that slops you from being able to see the important details of what’s doing on

C. Account for all stakeholders – but only once.

Outcomes are changes that occur for stakeholders as a result of the activity; for
example, a new job, improved quality of life or increased community cohesion. This
is the result of the organisation’s work and closely relates to the objectives of the
stakeholder. Outcomes are the most important things to measure and can take
place directly as a result of an output, or indirectly over time as the result of other
outcomes being achieved.

Outcomes can be positive or negative, and it is important that your impact map
details both – even if the negative outcomes are unintended consequences.
Making visible any negative outcomes is important because these must be
subtracted from the social value that you create. From an improving perspective, it
prompts you to think about how you can work to reduce these negative outcomes.

Outcomes may also require knowledge of what happens after the stakeholder has
stopped working or engaging with the organisation. This may mean that some
tracking is required and if you are not yet tracking today, you may be required to
estimate how long an outcome lasts. For example, some people gaining work may
drop back into unemployment. There may also be additional long-term outcomes
that result indirectly from gaining employment, such as improvements in mental
health and well-being.

Outcomes can be:

  1. Entrepreneurs are able to run a business (intended/unintended)
  2. Entrepreneurs are better able to raise investment funds (short-terms/long-terms)
  3. Entrepreneurs are more confident and skilled (positive/negative)

Student Supervision – Meeting 7 2018

Meeting No 7 for Semester 2 2017/2018
Date : Thursday 22th March 2018
Venue : Dr Suraya Ya’acob Room, 7.30.01, Level 7, MJIIT, UTM-AIS KL

Attendance & Milestones

Hawani Update 1: Write Problem Statement
4ir in SME
Still focus on IV&V + 4IR
Current problem: product or production not ready
localize/customization on the shelf product to the industry
Update 2: LR
Develop your LR on concept basis
Update 3: Abstract
Refine the thesis abstract
Jennifer Update1: confirm the  visualization techniques
1. Bump chart, 2. bar chart, 3. Line up, 4. Webchart, 5. Heatmap
Update2: add ranking factors
1. academic, 2. co-cu (2.1. PBD, 2.2. Aktiviti Jasmani), 3. Family Income, 4. Psikometrik
Milestone1: develop using Tableau
All the visualization techniques using mockup data (10 records)
Milestone2: evaluation criteria by 29th March
Semi-structured interview expert basis
Asraf Milestone1: pilot study 1 week before 14th April
Confirm next week; the date for pilot study (2-3 participants) – Siti Isnaine, Pn Yazriwati & Rohaizan.
Need1: Metrix – update the concept for the rest & update the LR – send to me.
Need2: questionnaires done – test with pilot participants.
Izora restructure the writing.

Conference and Journal Outlets for 2018

Good Conference for 2018

Bil Conferences Submission deadline
4th International Workshop on Big Data Analytics 2018
24-25th July 2018

Hotel Jen Puteri Harbour, Johor Baharu

All accepted paper to IJACSA Journal 

30th May 2018 (second v3 IJACSA)

The 3rd International Conference of Reliable Information and Communication Technology
23-24 July 2018
Equatorial Bangi


1 April 2018
3 MySEC 2018
Malaysian Software Engineering Conference
7-8 August 2018
Waterfront Hotel, Kuching


1 April 2018
4 IIC2018

International Conference on Intelligence and Interactive Computing – Towards Industrial Revolution
8-9 August 2018
RM 1500 (normal), RM 1300 (student)
All accepted papers will be published in Springer AISC Series and will be indexed in ISI Proceedings. EI-Compendex, DBLB, SCOPUS, Google Scholar and Springerlink. All papers presented during the conference will have the opportunity to be considered for publication in the following journals. Those that are considered to be appropriate for publication after peer review will be published for free of charge.

  1. Journal of Telecommunication, Electronic and Computer Engineering (JTEC)-scopus index
  2. Journal of Advanced Manufacturing Technology (JAMT)- scopus index
  3. International Journal of Synthetic Emotions (IJSE) – DBLP and ACM-DL
  4. Journal of Universal Computer Science (J.UCS) – scopus index



30 May 2018

International Conference on Innovations in Computer Science and Engineering
RM 1900
30 – 31 July 2018 in Kuching, Sarawak Malaysia.

All accepted papers will be published in the Journal of Telecommunication, Electronic and Computer Engineering (JTEC) Scopus-indexed journal.

 30th April 2018
Knowledge Management International Conference




9 ICEECC (UTM Faculty)
10 IVIC 2019

International Visual Informatics Conference

11 VIIS 2018
Digital Transformation Landscape in the Fourth Industrial Revolution (4IR)
13-15 November 2018

(RM 750)
Seminar Paper – only selected to scopus journal

2 July 2018

Engagement Session with Academic Staff 45 years old & below

Wahid Omar – 7 Mac 2018 (9.00 – 10.00 pagi)


Menjelaskan strategi UTM supaya jangan jadi teka-teki – ketelusan hendaklah datang daripada pihak pengurusan dan kakitangan (akademik).


Persatuan Kakitangan Akademik (PKA)

“the future belongs to young people with an education and the imagination to create” Barack Obama

PKA sewajarnya menjadi juara orang-orang bijak. Kurangnya engagement daripada kakitangan akademik berdasarkan kepada peratusan kedatangan ke perhimpunan bulanan. Demi kesinambungan UTM, adalah penting 800 staf akademik yang berumur 45 tahun kebawah (9 Prof, 2 dekan dan Dr Shahrizan sebagai Pengarah CICT).

Pelan Global UTM (PGU) III 2018-2020 – can refer here

“the future depends on what we do in the present” Mahatma Gandhi

Envision 2025


Seminar on HOTS (Kemahiran Berfikir Aras Tinggi – KBAT) and 21st Century Pedagogy

Seminar on HOTS and 21st Century Pedagogy – 3 March 2018 (UKM)

UM – Continuity Learning Center – Dr Zahari Othman (zahari_maths@yahoo.ocm), Profesor Imeritus Ishak Harun (Pedagogy KBAT).

1.    Diantara peserta kursus

  • Cikgu Saravanan – Seri Cahaya Shah Alam (11 tahun – math & add math tingkatan 4-5) – exam papers.
  • Cikgu Saraswati – Seri Cahaya Shah Alam (11 tahun – math & add math tingkatan 4-5) – dah guna lama konsep HOTS but not called it HOTS
  • Cikgu Nur – Seri Cahaya Shah Alam (11 tahun – bahasa tingkatan 5) – dah guna lama konsep HOTS but not called it HOT. Cuma bagaimana untuk implementasi dalam kelas.
  • Cikgu Nur – Seri Cahaya Shah Alam (11 tahun – kimia tingkatan 5) – dah guna lama konsep HOTS but not called it HOT. Students tak tau yang diajar ialah HOTS
  • Pondok Moden – Matematik Moden Tingkatan 4. Nak belajar bagaimana untuk implement dalam kelas.
  • Pn Azizah – Problem Solving. Metacognition of visual thinking. Thinking Block – Under Prof Dr Rohani UPM. Page – math as easy as 123.
    • Kenapa nitrogen 70% and oksigen 30%
    • -x- kenapa positif.

2.    Perkongsian daripada kursus

  • Lelaki mempunyai lemak yang kurang dipunggung berbanding perempuan. Sebab tu lelaki perlu bergerak hanya setelah 10-15 minit duduk
  • Budak lelaki tak suka warna oren
  • Now we are not managing the knowledge but managing the manager of knowledge – Tony Buzan
  • Fakta + Maklumat = Pengetahuan
  • Pengetahuan + thinking = ilmu.
  • Pelajar yang bagus (kebanyakan daripada sekolah kawalan + berprestasi tinggi) – only good for themselves. Because they have been drilling. Without understand the process (how) and why.
  • 4K+1N = kreatif, kritis, komunikasi, kolaboratif dan Nilai&etika mengikut acuan Malaysia.
  • Boarding school – ramai yang dapat A. Then bila diperkenalkan HOTS, maka kurang A. This is because they are go for drilling. Parents enforce for A and they got it because they do routine. But no lifeskills. Latih tubi asalnya daripada eksperimen haiwan –
  • No correlation between IQ and thinking.
  • KBAT ialah:
    • Soalan tidak berulang
    • Ada elemen jika – ?
  • Tidak semestinya ilmu itu diperolehi step by step ikut level taksonomi bloom. Ambil panduan sahaja – jangan rigid ikut step by step
  • Content and context – mana nak tekan? Guna context untuk tolong pelajar faham content. Contoh -3+2. Suruh pelajar gerak guna step.
  • Pedagogical Approach – problem solving.
  • I-think ialah KBAT. This is errors in thinking! I-Think consultation untuk 8 mindmap bayar 20 juta.
  • KPM terlalu bergantung pada McKenzie and UK Consultant – Harley (2011-2014). Bagi masa 5 hari
  • SISC – memantau semua mata pelajaran dan membimbing guru-guru terutamanya bagi sekolah berprestasi rendah (School Improvement Specialist Coaches) – under PPD dan PADU.
    • Buang VLE Frog, ithink, traffic light
  • Banyak intellectual arrogance yang menyebabkan rosak & benda tak jalan.

3.    Masalah untuk memupuk HOTS

3.1.           Cikgu dan budak diajar mengikut frame. 

  • Contoh; 1+1 = 2. Semua mesti ikut acuan
  • Tanpa mencari sebab (alasan-why) dan
  • Tanpa Bagaimana (how) untuk bergerak lebih ke depan
  • Proses tidak diajar – bila tahu proses baru pelajar tahu bagaimana untuk memperbaiki.

3.2.           Guru kurang menyoal

  • Menyoal hanya pada level asas.
  • Guru keliru antara buat soalan KBAT dengan mengajar pemikiran KBAT

3.3.           Guru tak ikut murid

  • KSSR guru ajar ikut subjek.
  • KBSR dulu ikut murid. Jadi cikgu boleh faham setiap pelajar dengan lebih baik.

3.4.           Masalah utama pelajar Malaysia belajar fizik:

  • Terlalu banyak drilling sehingga mislead concept – misconception terhadap subjek.
  • Tidak bertanggungjawab terhadap ilmu. Sibuk nak dapat jawapan sampai kalau boleh nak dapat skema – nak tunjuk kepada ibubapa.
  • Pengalaman salah – buat semantic (relationship) kabur kerana episodic (chunking).
  • Enhance passion bila interest rendah. Contoh; bagi ultraman (interest) untuk ajar pasal letup bangunan – gabungan afektif, cognitive and psikomotor.

4.    Culture of Thinking – Project Zero Harvard

4.1.           Thinking routine – towards culture of thinking – Habits of Thinking

  • What is thinking routine – 5 buah sekolah jadikan naka angkat culture of thinking.
    • Train cikgu 21st centry learning
    • Train budak-budak buat problem solving – thinking based learning dalam setiap subject

4.2.           Key persons in this field

  • Dr Amin Senin – nak buang ranking sekolah kerana nak ubah mindset.
  • Ron Ritchard
  • David Perkins – Problem Solving & Maths & AI
  • George Polyar – Stamford College – Corporate Sponsor 250K for 3 months course. Bukak NCTM (National Counsel….) untuk menyambung kerja-kerja Georga Polyar
  • Robert Swortz – from university of Masachussets – initial the idea of Thinking Based Learning

4.3.           Habit of thinking – by Art Costa.

  • Menjadi pencetus pemikiran – how to think better, how to think skillfully
  • 2 types of thinking
    • LOT – Lower order thinking – belajar melalui pengalaman. Tak payah train since semua orang boleh berfikir secara LOT. Contoh: Ini ialah RM10 – belajar 5 ringgit dan mesti bawak balik bakinya.
    • HOT – Higher Order Thinking – skills berfikir. Boleh diajar dan kena ajar mereka berfikir. Contoh: Ini ialah RM10 – tolong beli 3 jenis makanan berkhasiat dan kemudian bagitau apakah khasiat satunya.
  • Akademik di universiti lebih kepada content berbanding context. Contoh; electrical then only focus about electrical – kebanyakan academician tidak bergerak kerana focus hanya kepada content.



  • Kenapa belajar; to advance the state of the art. To improve kerja yang sedia ada. Sekiranya tidak berfikir sebegini – maka lepas habis PhD – buang semua pemikiran yang ada.
  • Ilmu ada element of metaphysics – beyond otak dan akal – iaitu philosophy (tasawuf). Kebanyakan orang islam sekarang caca marba kerana buang philosophy dalam keilmuan. Epistemology – asal usul ilmu. Bagaimana tercetusnya idea untuk munculnya sesuatu ilmu (e.g. punca kuasa dua punca daripada mana? Bagaimana -3 + 1 = -2?. German umur 10 tahun dah perkenalkan philosohy – sebab tu boleh hasilkan sesuatu yang hebat).

Akal -> thinking -> philosophy

  • Ilmu (knowledge) ialah:
    1. Content
    2. Pedagogi + 21st century.
  • Akhlak
  1. Iman
  2. Untuk menebarkan kebaikan sebagai pengabdian kepada Allah (taqwa). Since the source of knowledge is god. Niat untuk menjadi educator lillahitaala seperti Luqmanul Hakim. Sentiasa bersemangat untuk belajar.
  • Ilmu diperolehi melalui:
    1. Induktif thinking
    2. Ilham
  • Analogy reasoning (ilmu perbandingan – psikologi) – setiap murid perlu ada satu buku khas – compare current problem dengan apa yang telah mereka lalui sebelum ini.

5.2.           Pendidikan

  • Pendidikan mengikut Islam – membangun manusia yang beradab. Pendidikan ialah untuk melahirkan generasi yang dapat meningkatkan adab. Kira hilangnya adab maka lompanglah Pendidikan. Iaitu adab dengan:
    1. Dirinya sendiri – menggunakan ilmu untuk mengatasi nafsu. E.g. merempit, dadah, buang anak (terkekang Syariah – e.g. 5k & 5 tahun penjara).
    2. Masyarakat. E.g. pecah amanah, rasuah, tidak adil. Now is semakin ramai scholars Islamic tetapi semakin kronik penyakit social – lantaran error of knowledge. Ngap sahaja anything that can make money.
  • Persekitaran – buang sampah merata-rata, Korea dan Jepun lebih amanah. E.g.
  1. Ilmu – sekiranya dia seorang ahli akademik – bagi pelajar A dalam keadaan yang rapuh – tidak pemahaman yang kukuh terhadap ilmu. A hanya dengan latih tubi is no no no
  • Adab akan membentuk generasi yang ada pendidikan dan berilmu.
  • Pendidikan ialah teaching for understanding

5.3.           21st Century learning

  • 4K+1N – package evertything dalam pedagogy 21st Century Learning.
  • Gist – emphasize on visible thinking
    • Making awareness (metacognition), they know intention.
    • Making content knowledge visible to learners
    • Making teachers’ thinking visible to learnners
    • Making leaarners’s thinking visisible to themselves , their peers and the teacher
  • In the 22st century, the knowledge to confront new ways at looking at knolwedge.
  • Good pedagogy is about making studnet’s thinking visible need:
    • PS – Problem Solving
    • TBL – Team based Learning
    • TR – Thinking Routine

6.   Thinking

  • Akal -> thinking -> philosophy
  • What is thinking – thinking is to find as much data/information
  1. Find information – dapatkan sebanyak mungkin information. E.g. talk about whiteboard – then, lets them speak. Or, try to identify how many triangle in this big triangle?
    • Gather information – > Classify data -> Observation
      1. To solve the problem
      2. Identify the basic elements within the situation – triangle
  • Then classify the basic elements – small, big and medium triangle
  1. Lastly baru kira
  • Analysis
    1. Lookig at the dots and find meaningful relationship
  1. Pattern spotting
  • To Find implicit and important data/informaton

6.1.           Critical Thinking

  • The most important thing about critical is EVALUATING.
  • Then to evaluate, they need to analyze.

6.2.           Mathematical thinking

  1. Inductive reasoning- observation of data.
  2. Deductive reasoning
  3. Analogic reasoning

6.3.           Process of inductive reasoning (contoh from Prof Dr Zahari is about mengurat his younger wife)

  1. Observation of data
  2. Observe relationship between data
  • Looking for pattern
  1. Simplication of data
  2. Generalization – inductive generalization –
  3. Probable – calon
  • A need for proof example through –
  • Intellectual courage – to propose

6.4.           Deductive reasoning

6.5.           Analogical reasoning


Merge PS + TBL

7.1.           Latih student buat analisis

  • Compare & Constrast
  • Analyze and Evaluate

7.2.           Teaching for thinking (modules)

Tak berkesan sebab methods ni tak visible to student.

7.3.           Teaching Based Learning – using Infusion of critical and creative thinking into content instruction

Teknik ni bagus berkesan untuk TBL

Ini ialah contoh infusion thinking dalam content

  • Ini ialah basic elements
  • Ajar critical thinking step per step – then as general – this is analysis
  • Do you like the way we solve the sittuation?

In case students tak boleh nak selesaikan masalah di atas, sebenarnya students kurang maklumat dan skill menganalisis masalah. Contoh, daripada soalan di bawah, cuba cari sebanyak information yang dia boleh daripdaa keadaan tersebut dan perlu latih mereka tentang skill menganalisis

7.4.           Collaborative Learning

8. Thinking Routine

8.1. Compare & contrast –

Identify the significant similarities & differences. Contoh apa beza antara ayam dan itik?

  1. Apakah Similarities?
  • Keduanya-duanya haiwan
  • Ada mata
  • Ada 2 kaki
  1. Apakah perbezaan di antara keduanya?
  • Itik ada bulu pelepah sementara ayam bulu sikit saja
  • Kaki itik bersambung sementara kaki ayam boleh cakar

iii. Bagi trend dan analisis –

  • Basic elements – anggota badan, bulu, kaki,
  • See the relationship between the basic elements
  1. Berikan kesimpulannya? – encourage divergent conclusion
  2. Kemudian tulis esei daripada semua keadaan di atas (i-iv).

Masukkan component asas language seperti grammar, kamus,

  1. Bagi hypotetical – what if
  • Contoh; what is sekiranya ayam dan itik ini diberi akal – apa jadi?

8.2. Determining parts-whole relationship

  1. Details – smaller part
  • then ask what happen if this part is missing. E.g. what happen if the eyes is missing – dont straight away ask the function.
  • Then ask what happen, if we change one part – if give impact to the wholism? Or what is the impact to the other part
  • Then ask, what if the function for each part?
  • How do the parts work together to make the whole what it is or operate as it does.


  1. Definisi ialah lebih kepada proses dan sabar. Definisi SISC tentang KBAT:
  • Pentadbiran – PIBK – Persatuan Ibu Bapa dan Komuniti – bagaimana dia membina hubungan dengan pihak luar untuk manage sekolah. Betapa pentingnya PIBK.
  • Ko-kurikulum – as simple as kalau takde camping, bagaimana untuk pelajar teruskan camping?
  • PBC – membangunkan sekolah

2.Component of HOTS:

  1. Philosophy
    1. Apakah filosofi
      • Kesan/akibat daripada sesuatu keadaan
      • Drilling asal usul (ontology) sehingga kepada kewujudan (epistemology) sesuatu ilmu
      • About truth, values and ethics.
      • Cuba google – philosohpy for children (P4C)
  • Berkait rapat dengan kebijaksanaan.
  • Bermula abad 14 – filosofi diabaikan dalam ilmu islam. Then barat ambil ilmu ini dan dibela bermula daripada abad ke-16.
  1. Cara mengajar filosofi
    • Try to compare and contrast – bandingkan antara 2 kapal… then compare keadaan kapal kepada diri sendiri (this is what I want to do on engagement elements of goblin into engagement element when you represent the information)
    • Contoh: apa pandangan kamu tentang keadilan. Apa yang kamu rasa adil atau tidak adil?
  2. Humanity
  • German tak masuk dalam ranking.  It is about how much my people gain from the university – intellectual
  1. Cognitive
    • Elements dalam Cognitive
      • critical
      • logical
      • reflective – think pair share – encouraging reflection.
      • Metacognitive (is the awareness of one own cognition) – apa kamu buat tadi, kenapa kamu buat begitu dan bagaimana untuk kamu improve. E.g. Dahlia is hot tempered – need to muhasabah diri. What happen to you just now?, why you do that? How to improve?
      • creative thinking
      • to have intellectual traits such as – integrity, ethics, flexibility in thinking, intellectual humility (the opposite is intellectual arrogance)
    • Contoh – in any soalan – perlu develop metacognitive (kesedaran faedah pemikiran mereka)
      • Teknik penyoalan itulah KBAT – untuk develop student’s metacognitive
      • carik basic elements dahulu (not neccessarily keywords). Make sure they understand all the basic elements –
      • Then suruh dia buat gambarajah – visualize untuk mudahkan mereka faham. Then letakkan semua basic elements dalam rajah tersebut.
      • Sentiasa construct sehingga mereka faham keseluruhan keadaan.
  1. Mathematical thinking and other HOTS
  2. Strategy of Solving problem
  3. Communication in mathematics
  4. How to manage mathematical knowledge
  5. Mathematical modeling

10. Thinking Routine

  • Develop HOTS through questioning. What makes to say so? – lets them support them with reasoning + evidence.
  • Not only for critical thinking but at the same time for creative thinking.

11. Habits of Mind

12. What to do next on KBAT?

  1. Informatics in Society – buat buku –
    1. Design Thinking & Problem Solving Perspectives.
    2. Try to compare and contrast – bandingkan antara 2 kapal… then compare keadaan kapal kepada diri sendiri (this is what I want to do on engagement elements of goblin into engagement element when you represent the information)
  • Masukkan element design thinking, problem solving & systemic thinking
  1. Use visual to guide and standardize all the topics.
    1. Identify the problems/challenges/opportunities
    2. Identify the solution – give top down and bottom up
  • Execute one of the solution and get the data.
  1. Topik
    1. Goblin vs Cikgu Shaari – Engagement factors
    2. KBAT – penerimaan di Malaysia
  • Pekerja asing di Malaysia – 3 juta bangladesh di Malaysia
  1. Start up company – banyaknya duit terbazir
  2. Neelofa, Dato’ Seri Vida dan Alif Shukri – marketing strategy
  3. Buku KBAT kanak-kanak (Umur 7-9 tahun) – memupuk + infuse KBAT dalam storytelling
    1. Why (reasoning)
    2. How (the process)
  • Metacognitive
  1. Compare & contrast
  2. Part & wholism

Student Supervision – Meeting 5 2018

Meeting No 5 for Semester 2 2017/2018
Date : Thursday 1st March 2018
Venue : Dr Suraya Ya’acob Room, 7.30.01, Level 7, MJIIT, UTM-AIS KL

1. Nurul Hawani – Not Applicable
2. Norazilah – Not Applicable
3. Sharifah Izora – PHD Tahun 3 (semester 5) Defer this semester – 4 pm
4. ZairulAsraf – Msc Informatics Projek 2 ( Final Submission: 14 May) – Lunch Hour
5. Khairunnisa – Msc Assurance Projek 2 ( Final Submission: 14 May) Crucial* 10am
6. Raja Norhaida – Msc Assurance Projek 2 ( Final Submission: 14 May) Crucial* – 230pm
7. Jennifer – Msc BIA Projek 2 (Final Submission: 14 May)
8. Sharida Chan – Msc BIA Project 1 ( Final Submission: 14 May) – 2.30pm
9. Mesam – MANA Project 2 ( Final Submission: 14 May) Crucial* 3:30 pm

Students’ Progress Supervision attendance

Students’ Progress Supervision