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ASEAN UNIVERSITY NETWORK – QUALITY ASSURANCE (AUN-QA)

DOCUMENT OF ASSESSMENT

SELF ASSESSMENT REPORT UNDERGRADUATE PROGRAM IN MANAGEMENT

DEPARTMENT OF MANAGEMENT FACULTY OF ECONOMICS AND BUSINESS UNIVERSITAS INDONESIA 2017

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TABLE OF CONTENTS

TABLE OF CONTENTS......................................................................................................... ii

LIST OF TABLES ................................................................................................................. iii

PART 1: INTRODUCTION .................................................................................................. 1 a. Executive Summary of the SAR ............................................................................................... 1 b. Organization of the Self-Assessment (OSA) ........................................................................ 3 c. Brief Description of the University, Faculty and Study Program .................................. 3

PART 2: AUN-QA CRITERIA REQUIREMENTS ............................................................ 6 CRITERION 1. EXPECTED LEARNING OUTCOMES (ELO) ................................................ 6 CRITERION 2. PROGRAM SPECIFICATION ........................................................................... 6 CRITERION 3. PROGRAM STRUCTURE AND CONTENT ................................................... 7 CRITERION 4. TEACHING AND LEARNING STRATEGY..................................................... 8 CRITERION 5. STUDENT ASSESSMENT ................................................................................. 9

a. Entry Assessment of New Students ......................................................................................... 9 b. Students‘ Progress Evaluation ................................................................................................ 10 c. Final Project Evaluation ........................................................................................................... 10 d. Termination of Study ................................................................................................................ 11

CRITERION 6: ACADEMIC STAFF QUALITY. ......................................................................11 a. Academic Staffs Planning ........................................................................................................ 11 b. Duties and Responsibilities of Academic Staffs ............................................................... 11 c. Academic Staffs Recruitment & Selection Process ......................................................... 13 d. Promotion, Retirement and Termination of Academic Staffs ...................................... 13 e. Rules of Work and Codes of Ethics of Academic Staffs ............................................... 14 f. Academic Staffs Competencies and Qualifications ......................................................... 14 g. Training and Development of Academic Staffs................................................................ 15 h. Performance Management ....................................................................................................... 16

CRITERION 7: SUPPORT STAFF QUALITY ..........................................................................18 a. Support Staff ................................................................................................................................ 18 b. Recruitment and Placement System ..................................................................................... 19 c. Training and Development System ....................................................................................... 19 d. Evaluation System ...................................................................................................................... 19 e. Retention & Promotion System ............................................................................................. 19 f. Termination System ................................................................................................................... 20

CRITERION 8. STUDENT QUALITY AND SUPPORT .........................................................20 a. Student Intake Policy ................................................................................................................ 20 b. Study Load and Performance .................................................................................................. 21 c. Academic Monitoring System ................................................................................................ 21 d. Students Coaching and Counseling ...................................................................................... 21 e. Access to Information ............................................................................................................... 22 f. Student Support on Academic Matters ................................................................................ 22 g. Student Service and Facilities................................................................................................. 22

CRITERION 9. FACILITIES AND INFRASTRUCTURE ........................................................23 a. Classrooms ................................................................................................................................... 23 b. Seminar Rooms ........................................................................................................................... 23 c. Computer Rooms ........................................................................................................................ 24 d. Lecturer Rooms (Selasar) and Tutor Room. ...................................................................... 24 e. Central Library of Universitas Indonesia ............................................................................ 24 f. Resource and Learning Centre of FEB UI (RLC-FEBUI) ............................................ 24 g. English Self Access Centre (ESAC) ..................................................................................... 25 h. Health and Safety Environment (HSE) Standard ............................................................. 25

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i. Accommodations and Other Facilities ................................................................................. 26 j. Budget and Maintenance Cost for Facilities and Infrastructure .................................. 28

CRITERION 10. QUALITY ENHANCEMENT .........................................................................29 a. Curriculum Development ......................................................................................................... 29 b. Guidelines for Curriculum Development ............................................................................ 30 c. Provision of Facilities and Fund ............................................................................................ 31 d. Evaluation of Curriculum Development ............................................................................. 33 e. Academic Quality Assurance and Continuous Improvement of Teaching and

Learning, Methods and Assessment ................................................................................................ 35 f. Quality Management at UPM ................................................................................................. 35

CRITERION 11. OUTPUT ..........................................................................................................37 a. Graduate Profile .......................................................................................................................... 37 b. Pass Rate and Dropout Rate .................................................................................................... 38 c. Length of Study ........................................................................................................................... 38 d. Employability .............................................................................................................................. 39 e. The Level of Research Activity ............................................................................................. 41 f. Feedback from stakeholder ..................................................................................................... 42

PART 3: STRENGHTS, WEAKNESSES AND AREA OF IMPROVEMENT ............. 43 a. Strengths and Weaknesses ....................................................................................................... 43 b. Completed Self-Assessment Checklist ................................................................................ 50 c. Improvement Plan ...................................................................................................................... 53

PART 4: LIST OF APPENDIXES ..................................................................................... 54

LIST OF TABLES

Table 1. Number of Academic Staffs of UPM as per 31 December 2016 ..................... 12

Table 2. Staff-to-Student Ratio ................................................................................................... 13

Table 3. Summary of The Training & Development Expenses of Department of

Management 2016 ................................................................................................................. 15

Table 4.Types and Quantity of Publications of Academic Staffs 2012-2016 ............... 16

Table 5. Data of Support Staffs .................................................................................................. 18

Table 6. Intake of First-Year Students (last 5 academic years) ......................................... 20

Table 7. Total Number of Students (last 5 academic years)............................................... 21

Table 8. First Year Students‘ GPA ............................................................................................ 21

Table 9. Number of Tutorial Sessions ...................................................................................... 22

Table 10. Graduate Profile as Per Intake Academic Year .................................................. 37

Table 11. Details of Graduates‘ GPA ....................................................................................... 37

Table 12. Pass Rate and Dropout Rate - UPM Regular Program ............................. 38

Table 13. Research Activities Conducted by UPM‘s Academic Staffs .......................... 41

Table 14. Number of Publications by UPM‘s Academic Staffs ....................................... 41

Table 15. Strengths and Weaknesses ........................................................................................ 43

Table 16. Self-Assessment Checklist...................................................................................... 50

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PART 1: INTRODUCTION

a. Executive Summary of the SAR

The Self-Assessment Report (SAR) is written for re-assessment process for

ASEAN University Network-Quality Assurance (AUN-QA) to evaluate the

performance of Undergraduate Program in Management (UPM), Faculty of

Economics and Business, Universitas Indonesia (FEB UI). We obtain the

accreditation from AUN at November 2012 with very excellent results. Most of the

recommendation from the examiner already been conducted at UPM. This SAR

comprises of introduction of UI, Faculty of Economics and Business, Department of

Management, Undergraduate program in Management (UPM), and Self-Assessment

of the UPM on the basis of AUN-QA criteria, Strength, Weakness and Plan for

Improvement.

The UPM's expected learning outcomes are formulated based on the

competencies that the graduates should possess after completing their study. The

competencies include knowledge, skills and attitudes, as well as professional ethics.

The goal is that graduates can meet the expectations of their employers and the

society. UPM developed the specific educational objectives in accordance with the

visions and missions of UI and FEBUI. The UPM curriculum is reviewed and

evaluated in order to cope with the changing environment, evolving needs of the

stakeholders as well as the continuing inputs from the graduates.

The program structure of the UPM is designed following the credit-based

system (SKS). Students should take a minimum of 144 credits including

thesis/internship/self-study (final project/paper) component. Various teaching and

learning methods including student centered learning were developed to ensure that

the students could acquire those expected competencies in study-conducive

environment. By the end of 2016, 83 courses already implemented the SCL approach.

DOM is responsible for managing the human resource (academic) issues

starting from recruitment, probation, training, and promotion of academic staffs. Each

academic staff is evaluated based on her/his teaching performance and research as

well as community service activities. However, since the UPM and DOM follow the

centralized system, the final reward (and punishment) system should take place at the

Faculty and University level. The training and development scheme already set up

and implemented at Faculty and DOM level.

Three criteria are used in determining the competence and qualifications of

academic staffs: educational background, academic rank and lecturer certification. As

per December 2016, UPM has 117 academic staffs, comprising of 85 full-time and 32

part-time academic staffs. Of all the full-time lecturers, 39 people (43%) hold

doctorate degrees from various countries and the rest hold master degrees from

national and international educational institutions. The percentage of full-time

academic staffs that hold doctorate degree is still under 50 percent.

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Since Universitas Indonesia became a State Owned Legal Entity (BHMN)

with Government Act No.152 Year 2000 ( Appendix A), the recruitment of academic

staffs through the selection process of UI civil servants track was stopped (although

the civil servants track was re-opened in 2008). The BHMN recruitment can be done

if there is a need for additional academic staffs at the program/department/institution.

The FEBUI recruits support or administration staffs based on the number of

employees needed.

Stakeholders of the UPM are having important roles in the development of

UPM in general not only as a part of the academic monitoring system but also in the

capacity of a partner for UPM that provides valuable inputs and suggestions for the

improvements of UPM programs in terms of the curriculum, structure, and content.

Finally, the output of UPM has been considered to be satisfying by most the

companies that have been hiring the graduates. Most of the graduates passing the

program with ―satisfactory‖, ―very satisfactory‖ and ―cum laude‖ remarks, the quality

of the recruited graduates explains that the quality of the UPM output is outstanding

within the field of Business and Management.

Strength Weakness Opportunity and Threat (SWOT) analysis based on the

program, teaching and learning process, resources, stakeholder, input, process, and

output showed that the UPM strength are:

The UPM has a clear and informative program specification that has been

made available to all stakeholders through the program catalogue book, the

academic guidebook and UPM‘s website.

There are variety of learning methods that can be applied to achieve ELO of

each subjects

Academic staffs of UPM have areas of expertise that fit the requirement of

UPM‘s ELO

Supports staff educational background are accordance with their functions

The university control and guide UPM to plan, develop and update the

curriculum periodically and in a sustainable way. At the university level, UI

has the Academic Development Sub Directorate that control, develop and

evaluate the curriculum and the quality standard of the curriculum.

The percentage of graduates graduating with distinction has been more than

20% of the total graduates for the same cohort and has reached 39% for

cohort 2012.

UPM are very competitive in term of acceptance rate in average less then 2%.

According to Survey on 859 respondents of the last year senior high school

conducted in April 2017 by a major media in Indonesia, TEMPO, UPM has

achieved the most favorite Undergraduate Program in Management in

Indonesia.

However, UPM has some rooms of improvement which are summarized as follow:

To make certain ELO are still hard to do due to some resistances from the

faculty or the academic staffs.

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The UPM is still lack of resources, both human and financial, to develop the

website and continually update the necessary

The UPM has limited control over courses provided by the university or the

other departments in the faculty and their respective ELO to be achieved.

The percentage of full-time academic staffs holding doctorates degrees is still

43,53%. However, 15 academic staffs are currently pursuing their doctorate

degrees at educational institutions at home and abroad, so the percentage will

increase in the next few years.

More planned and structured support staffs‘ developments are needed.

Plan for improvement in UPM were developed for improving the current condition to

the desired condition by considering inputs, processes and outputs to overcome the

weaknesses, hence improve the quality of UPM.

b. Organization of the Self-Assessment (OSA)

The development of this SAR began in early June 2016 and prepared by a team of

academic and non-academic staff in the Department of Management. The

compositions of the team are as follows:

Main Supervisor : Dony Abdul Chalid, Ph.D

Coordinator : - Athor Subroto, Ph.D

- Sumiyarto, MBA

- Isfandiary Djafar, MSosSc

Team Leader : Maria Ulpah, Ph.D

Members :

Wardatul Adawiyah, MBA

Basuki M.Mukhlish, MSM

Hapsari S., MM

Ida Ayu Agung F, MSc

Fajar Ayu Pinagara, MPhil

Niken Iwani S., MSc

Lisa Fitriyani Akbar, MM

Ruri Eka Fauziah N., MSc

M.Irfan Syaebani, MM

Asiah Rusdi, MA

Nissa Ghulma R., MSi

Khairani, MSM

Mutiara Baby A., MIS

Assistants : - Lulu Luthfia, SE

- Andreina Fara, SE

- M. Miqdad Robbani, SE Syapira, SE

- Mufida Sekardhani, SE

- Fahrina Yulina, SE

- Pantas Marihot Lawrentius Situmorang, SE

Administration Staffs : - Teguh Praptomo Aji Kuntoro, SPd

- Dharma Priyatmoko, SSos

- Grace Marta

- Mamun

c. Brief Description of the University, Faculty and Study Program

Universitas Indonesia (UI) was established in 1849, in year 1950 UI had various

Faculties namely the faculty of Medicine, Law, Letters, and Philosophy in Jakarta, the

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Faculty of Engineering in Bandung, the Faculty of Agriculture in Bogor, the Faculty

of Dentistry in Surabaya, and the Faculty of Economics in Makassar. Later, The

Faculties located outside of Jakarta developed and became independent universities

between 1954-1963. Universitas Indonesia‘s campus in Jakarta was on Jl. Salemba,

one of the main streets in Central Jakarta, and consisted of a number of faculties such

as Medicine, Dentistry, Mathematics and Natural Sciences, Letters, Law, Economics,

and Engineering. Currently, Universitas Indonesia has 13 Faculties, Postgraduate

Programs and Vocational Programs. The 13 Faculties are the Faculty of Medicine,

Dentistry, Nursing, Pharmaceutical, Mathematics and Natural Sciences, Engineering,

Psychology, Social Sciences and Politics, Law, Economy, Public Health, Humanities,

and Computer Sciences. There are 291 programs of study currently available with

47,166 students, among which 309 are international students, enrolled in degree and

non-degree programs. The vision of UI is to establish Universitas Indonesia as an

independent and superior university that is capable of resolving problems and

challenges nationally and globally, as an elite university in South East Asia with four

missions as follows:

a. To provide quality higher education easily accessible to everyone;

b. Conduct the Tri Dharma (education, research and community service) that is

capable to meet the national and global challenges;

c. Create highly intellectual graduates with good virtues that can compete

globally;

d. Creating a nurturing academic climate that will support the realization of the

university‘s vision.

The field of Business and Management at Universitas Indonesia (hereinafter referred

to as UI) began with the introduction of the decree of the Minister of Education and

Culture No. 360/BPT/1951 on the Establishment of the Faculty of Economics,

Universitas Indonesia (hereinafter referred to as FEUI.) At that time FEUI only

offered one major, the Corporate Economics Studies. In 1977, the Corporate

Economics Studies changed its name to Management Studies. In 2004, as part of the

restructuring of FEUI, it evolved to become the Department of Management

(hereinafter referred to as DOM). In 2015, the naming of FEUI changed to the Faculty

of Economics and Business, Universitas Indonesia (hereinafter to as FEB UI) under

letter of rector‘s decision No. 0382/SK/R/UI/2015 (Appendix B). Faculty of

economics and business consists of three departments, namely department of

economics, department of accounting, and department of management. The vision of

Faculty of Economics and Business (FEB) is to become a prominent learning center

of economics and business in Asia, to contribute in the development of Indonesia and

global community. Missions of FEB are:

a. Contribute to the development of knowledge in economics and business.

b. Prepare leaders who are socially responsible and able to cope with the

changing of global environment.

The Undergraduate Program in Management (hereinafter referred to as UPM) is under

support of Department of Management. Vision and mission serve as a direction for

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UPM in conducting education and learning process. The vision and mission of UPM

are as followed:

Vision

To be a center of excellence in business and management education and research

which is internationally recognized by academics and business society.

Mission:

To nurture professionals with entrepreneurial spirits who are capable to implement

management principles in organizational context and deliver value to the business and

society.

The UPM just underwent a process of national accreditation held by BAN PT

(National Accreditation Board for Higher Education) and obtained an ―A‖ in 2016. In

addition, currently UPM are joined to be assessed in the process of Association to

Advance Collegiate School of Business (AACSB) of the FEB-UI.

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PART 2: AUN-QA CRITERIA REQUIREMENTS

CRITERION 1. EXPECTED LEARNING OUTCOMES (ELO)

The ELO of UPM is formulated based on the competencies that the graduates

should possess after completing their study. The competencies include knowledge,

skills and attitudes, as well as professional ethics. The goal is that graduates can meet

the expectations of their employers and the society. ELO formulation starts with

identifying the UPM‘s stakeholders‘ needs (see Table 1), and thereafter, the ELO is

developed based on those needs and also in line with the university‘s and faculty‘s

visions and missions.

Table 1. The UPM‘s Stakeholder Needs

Needs Descriptions

Knowledge Graduates who are able to participate in research and enriching the knowledge of

business and management.

Professional Graduates that have the technical expertise (hard skills and soft skills) and

capable to use information and communication technology (ICT), so that they

are able to work as professionals in the field of business and management, able

to resolve conflict of interest and behave according to universal values.

Community Graduates that have the entrepreneurial spirit that will be beneficial for the

society, possess the ability to live together and serving the community, including

the ability to create jobs, and possess a sense of caring and responsibility towards

the society and the environment.

Future

Generations

Graduates who are able to manage an organization responsibly and ethically, so

that any decisions made, has consistently considered the welfare of the

community and the interests of future generations

Employers Graduates who are able to think analytically, critically and creatively, able to

work hard and work in teams, have self-confidence, have managerial capacity,

adaptable, able to work under pressure (emotionally and spiritually intelligent),

as well as proficient in English.

UPM developed the specific educational objectives in accordance with the visions

and missions of UI and FEBUI as can be seen in the 2015 Internal Evaluation

Document (EVIN) (see appendix 1.1). UPM has also set up the Expected Learning

Outcome (ELO) that are then used as the basis for developing the curriculum and

teaching-learning methods (Please see appendix 1.2).

CRITERION 2. PROGRAM SPECIFICATION

UPM is conducting the undergraduate teaching and learning program in the

field of business and management. In order to fulfill the requirement of the Bachelor

Degree, each student has to take a minimum of 144 credits. They also have to choose

one from the 4 (four) program concentrations offered, namely a) Finance; which aims

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to produce graduates who are able to apply the integrated principles and analysis of

finance; (b) Marketing Management; which aims to produce graduates who are able

to apply an integrated principles and analysis of marketing management; (c) Human

Resource Management and Organization; which aims to produce graduates who are

able to apply an integrated principles and analysis of human resource management

and organizational; and (d) Operations Management; which aims to produce

graduates who are able to apply an integrated analysis and principles of operations

management. UPM conducts internal group discussion and meeting each semester to

evaluate possible alternative teaching and learning strategies as well as assessment

methods for each concentration (see appendix 2.1). Information regarding the

program specification of UPM, such as the expected learning outcome, the

curriculum, and the offered courses along with their descriptions and credits, is

structured into Program Catalogue and Academic Guidebook (see appendix 2.2 and

2.3).

CRITERION 3. PROGRAM STRUCTURE AND CONTENT

The teaching-learning system used by UPM is called as Semester Credit

System (SKS). One course usually has at least 2 credits and the maximum of 6 credits

(final project), with most of the courses have 3 credits. Students are required to attend

at least 80% of the face-to-face scheduled sessions. In addition, there are also tutorial

sessions and laboratory work, which aim to help students with their study.

Courses are classified into 6 (six) groups, namely:

1. Basic university courses (compulsory). These courses aim to provide students

with the basic understanding of academic value by focusing on soft skills, the

socio-culture, art and history of Indonesia. UPM also give credits for

extracurricular activities held by the university such as sports and art courses.

Guideline on student‘s involvement in extracurricular activities is explained on

Program Catalogue and Academic Guidebook (see appendix 2.2 and 2.3). The

current total credit allocation is 21.

2. Basic faculty courses (compulsory). These courses are intended to provide the

student with the basic knowledge of economics, accounting, and management.

Currently, the credit allocation is 31 credits.

3. Basic management courses (compulsory). These courses aim to provide the

students with the basic understanding of management studies and also aim to

introduce students to the concentration courses that they will choose in the later

years of their studies. Basic management courses consist of 62 credits.

4. Elective courses. These are the advanced courses that provide students with the

more specialized knowledge about finance, marketing, operations and human

resource management. Students take the elective courses (24 credits) based on

their chosen concentrations.

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5. Final Project. In this course students can choose whether to conduct a research

and then write an undergraduate thesis, being an intern and then write the

internship report, or conduct independent study and then write the final report.

In addition to the above courses, UPM conducts laboratory teaching as a

complement to enhance students‘ competence in managerial decision-making, and

also their competence in research. The laboratory courses can be seen in appendix 3.1.

UPM has been proposing to make internship as a compulsory course since 2016. The

proposal is currently being evaluated at the faculty level, meanwhile students still can

take internship as a noncredit course.

In the mid-2008, UPM began to develop Competency-Based Curriculum

(KBK) intensively. That curriculum was developed and improved by taking into

account valuable inputs from the graduate employers (the industry). Tracer studies

have been conducted frequently and aimed at inquiring every aspect of industry‘s

expectations on a graduate; including skills, knowledge and attitude. In this program

structure, each course contributes to the achievement of certain ELO. The first two

semesters of the program serve as the foundation that emphasizes on the attitude

development. In the second year, students are given an introduction to concentration

courses, whereas in the last two years more concentration courses are offered, for

which the learning outcomes correspond to knowledge and skills.

The curriculum is designed to be completed within 8 (eight) semesters but can

be completed in less or longer than 8 (eight) semesters. The number of credits that can

be taken by the students in each semester depends on the grade point average of the

previous semester (IPS), except for the first two semesters (in these semesters,

students must take all courses according to the package). The distribution of courses

in each semester along with the related ELO can be seen in appendix 3.2.

The draft will then be made in detail (from the content to the sequence of all

courses) and become the curriculum that will be evaluated periodically. Every five

years, UPM reviews its curriculum to update its practical and scientific relevance.

Faculty members were invited to discuss the content of the curriculum. In addition,

the school also conducts a regular review of the syllabus in each semester.

CRITERION 4. TEACHING AND LEARNING STRATEGY

UPM uses the Student-Centered Learning (SCL) paradigm. SCL emphasizes

that the students must be actively involved and responsible for their own learning

process, with the lecturer as the facilitator of the learning process. Various methods of

SCL that are being used in UPM include interactive lecturing, problem-based

learning, collaborative learning, experiential learning, and case studies.

The academic staffs received trainings and grants to develop the SCL

modules. By 2016, there are 83 (eighty-three) SCL modules that have been

implemented, a sample of SCL module can be seen in appendix 4.1. Teaching and

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learning methods along with the content for every session are explained in the course

syllabus (See appendix 4.2). For cross-departmental courses, classes are conducted by

the respective department‘s staffs. For instance, courses in Accounting are conducted

by academic staffs from Department of Accounting, while courses in Economics are

conducted by academic staffs from Department of Economics.

Some courses also regularly invite guest lecturers who are usually

professionals in the respective field. The aim of this program is to enrich students‘

knowledge on the practical aspects. The list of courses with guest lecturer sessions

can be seen in appendix 4.3. Aligned with SCL, the student assessment not only

focuses on the exam‘s score but also considers the process and activities in the

classroom. Students can observe their scores through the Online Academic

Information System (SIAK-NG), which can be accessed from anywhere through the

Internet (see appendix 4.4).

Aligned with UI‘s and FEBUI‘s visions, UPM has been developing materials

and emphasizes research as part of the teaching-learning processes. Students must

take Business Research Methods course on the fifth semester as the first introduction

to research. On the eighth semester, students‘ research knowledge and skill will be

enhanced by taking Research Laboratory course in accordance with their chosen

concentration. In the previous semester students have also taken supporting courses

such as Statistics and Econometrics (for Finance concentration) to enhance their

analytical ability.

During their final study, students can choose thesis/internship/independent

study as their final project. The internship program is designed to increase student

competence in the field that interests him/her the most according to his/her

concentration. UPM conducts agreement with several ―partner institutions‖ for

internship arrangement. The partner institutions of the internship program can be seen

in appendix 4.5. Internship supervisor coordinates with UPM to plan and monitor the

program implementation. The flow of the internship program in UPM can be seen in

appendix 4.6.

CRITERION 5. STUDENT ASSESSMENT

a. Entry Assessment of New Students

Since 2011, UI has enacted a centralized regular admissions policy at the

university level through three channels, namely SIMAK-UI (UI – Entry

Examination), SNMPTN (National Test for State Universities), SBMPTN (Joint

Entrance Test for State Universities), Affirmative DIKTI. SIMAK-UI is an

integrated entrance examination organized by UI Admission Committee. SNMPTN is

conducted by a committee established by the Directorate General of Higher Education

of the Ministry of National Education. SBMPTN is a joint entrance test conducted

together by the state universities. Affirmative DIKTI is a collaboration program

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initiated by the Directorate General of Higher Education of the Ministry of National

Education and state universities to accommodate students from less developed area of

Indonesia.All information regarding the admission selection process of applicants is

accessible on-line via the website https://penerimaan.ui.ac.id and

https://admission.ui.ac.id/ for international students. The examinations components on

each selection channels can be seen in appendix 5.1.

b. Students’ Progress Evaluation

Aspects that are measured in the evaluation of learning outcomes of students

are cognitive, affective and psychomotor. These aspects are tailored to the type and

level of learning objectives to be achieved in each course. It is clearly stated in the

syllabus, so that the students have a clear understanding on what aspects to be

evaluated. The regulation regarding this matter is stated in Board of Trustee‘s Decree

No.006/Regulation/MWA- UI/2005 on Student Learning Outcome Evaluation and

Rector‘s Decree No. 838A/SK/R/UI/2006 on Student Learning Outcome

Administration (See appendix 5.2 and 5.3).

The academic staffs conduct evaluation of student learning outcomes

periodically. The evaluations and assessments may take in the form of written

examinations conducted every mid semester (mid semester examinations or UTS) and

at the end of the semester (final semester examinations or UAS), evaluation on

assignments (homework, quizzes, and papers), as well as observations of student

activity and participation during the learning activities. The example of mid and final

term examinations can be seen in appendix 5.4. Example of student‘s study progress

evaluation form can be seen in appendix 5.5.

UI has established a policy regarding guidelines for determining the final

score to ensure the fairness. This policy is stipulated in the Decree of Rector No:

478/SK/R/UI/2004 on Student Learning Progress Evaluation (appendix 5.6). Based on

the policy, the final score is the sum of weighted scores of all components, and then it

is converted into a grading system.

c. Final Project Evaluation

At the end of their studies, students are required to undertake a scientific and

accountable final project. Students can choose one form of the final project in

accordance with their respective concentration. The UPM already set up the

procedure of screening of undergraduate thesis and it can be seen in appendix 5.7.

The final project should follow technical guidance provided by the university (See

appendix 5.8). Independent Study is the final project that also aims to provide

experience in conducting independent research for students.

Table 3 shows the distribution of graduate number based on the type of their

final project. Evaluation of the internship program consists of: (1) The evaluation

from the institutions where the internship program takes place (weighted 25%), (2) A

bi-weekly report from the internship students (weighted 15%), (3) Presentation of

internship final report in front of the examiners (weighted 20%) and lastly (4) The

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evaluation of the internship final report (the case analysis and the overall report)

(weighted 40%) (See appendix 5.9).

Table 3. Distribution of Graduate Number Based on Types of Final Project

Source: UPM

The evaluation process of students‘ final projects is done by referring to the

Rector's Decree No. 491/SK/R/UI/2004 and Dean‘s Decree No. KPTS/1073/D/2008

(See appendix 5.10 and appendix 5.11).

d. Termination of Study

In addition to the evaluation process previously described, Rector‘s Decree

No. 478/SK/R/UI/2004 (appendix 5.12) also requires students to be evaluated in

certain semesters on the bases of their academic performance. The evaluation process

are conducted; (1) At the end of second semester, students are required to pass at least

24 credits, (2) At the end of the fourth semester, students are required to pass at least

48 credits, (3) At the end of eighth semester, students are required to pass at least 96

credits, (4) At the end of the study period (end of twelfth semester) students are

required to pass 144 credits.

FEBUI has also established policies regarding the termination of study. These

policy guidelines are explained in the Academic Guidebook. Based on the policy, a

student‘s studies will be terminated if; (1) Exceeding the time limit of study, (2)

Unable to achieve the required minimum number of credits obtained, (3) Being absent

from classes for more than two semesters, (4) Violate the rules that cause them to lose

the studentship.

CRITERION 6: ACADEMIC STAFF QUALITY.

a. Academic Staffs Planning

The planning process of academic staff is considering policy and strategy from

Department of Management, FEB UI and Universitas Indonesia. As an institution

which cares for business and management development, DOM tries to develop an HR

development map based on the world's leading School of Business or Management

standards, the national accreditation process (such as BAN PT) and the international

accreditation process (such as AUN and AACSB).

b. Duties and Responsibilities of Academic Staffs

Since 2009, UI classified the academic staffs into four schemes: teaching core,

research core, structural core, and others [part-time lecturers] (Decree of UI Rector

No.1345/SK/R/UI/2009, see appendix 6.1). Any academic staff at FEBUI has clear

Student 2012 2013 2014 2015 2016

Number of Graduate Students 307 311 326 274 291

Graduate with Undergraduate Thesis 296 292 321 265 285

Graduate with Internship 8 15 2 9 5

Graduate with Independent Study 3 4 3 0 1

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duties and responsibilities as stated in MWA Act No. 003/Peraturan/MWA-UI/2006

(see appendix 6.2) on the Duties and Responsibilities of Academic Staff and the

Decree of Dean of FEBUI No.KPTS/310/D/2006 (see Appendix 6.3) on the Rights,

Duties, and Job Descriptions of UI BHMN-staff. Any academic staff shall be active in

all three aspects of the Tri Dharma Perguruan Tinggi, namely teaching, research, and

community service.

Academic staffs must supervise undergraduate thesis/internship/independent

study and may be appointed as examiners. Furthermore, academic staffs may also be

appointed as academic advisors. In the field of research, academic staff is required to

conduct research for the benefit of knowledge development, whereas in the field of

community service, academic staffs are encouraged to provide service to the public

based on their area of expertise. For those who have academic ranks as Professors,

there is also an obligation to be a mentor for academic staffs who hold doctorate

degrees to achieve professorship (Decree of the Dean of FEUI No.

KPTS/1159/D/2009 (see appendix 6.4).

According to the Decree of the Director General of Higher Education

No.48/DJ/Kep/1983 (see appendix 6.5), an academic staff shall have activities (which

include teaching assignments, research, community service, and

administrative/managerial work) that are equivalent to 12 SKS assignments per

semester. It also mentioned in the Decree that 1 SKS is equivalent to 3 working hours

per week; therefore, for the calculation of full-time equivalent (FTE), we assume that

1 FTE is equal to 36 working hours per week. For FTE calculation, teaching core

academic staffs will be in campus 30 hours per week, research core: 30 hours per

week, structural core: 40 hours per week, and for part-time academic staffs: 9 hours

per week (3 SKS). Profile of academic staffs at UPM and the FTE as per December

2016 can be seen in table below.

Table 1. Number of Academic Staffs of UPM as per 31 December 2016

* 1 unit of FTE equal to 36 hours per week

** Not include Visiting Professor

Source: Compiled from academic staff data

Teaching

Scheme Academic Rank Male Female

Total Percentage

of Ph.Ds Headcounts FTE*

Research

Core

Professor 0 0 0 0 0

Associate Professor 3 2 5 5.19 100

Assistant Professor 0 1 1 1.14 100

Total 3 3 6 6.33 100

Teaching

Core

Professor 4 0 4 1.89 100

Associate Professor 10 8 18 16.13 64.71

Assistant Professor 19 17 36 35.33 0

Total 33 25 58 57.15 32.76

Structural

Core

Professor 1 0 1 1 100

Associate Professor 3 3 6 6 66.67

Assistant Professor 7 7 14 14 50

Total 11 10 21 21 57.14

Full-time

Lecturers 47 38 85 84.48 43.53

Part-time

Lecturers 14 18 32 11.66 12.50

Visiting

Professor 2 0 2 2 100

Total 61** 56** 117** 96.14**

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Furthermore, academic staffs that are assigned as teaching core must also

teach for a minimum of 6 SKS (credit unit) and a maximum of 18 SKS per semester,

while the research core academic staffs should only teach for a maximum of 6 SKS

per semester and focus on conducting research and supervising postgraduate thesis

and dissertation. The ratio of FTEs of academic staffs to FTEs of students are shown

on table below.

Table 2. Staff-to-Student Ratio

* Total hours of all opened class

Source: Compiled from academic staff and student data

c. Academic Staffs Recruitment & Selection Process

The recruitment of academic staffs with civil servant status (PNS) is organized

and managed by the Ministry of Education & Culture (Kemdikbud) in accordance

with Statute No. 8 Year 1974 (see appendix 6.6) and Statute No. 43 Year 1999 (see

appendix 6.7) on Civil Servants (PNS). The Head of Department will analyze the

need for academic staffs based on students to academic staffs ratio, and the required

areas of expertise. These needs will then be discussed at the faculty level, and

proposed to the university through the Dean of FEBUI. The university will then

propose the number of academic staffs needed to Kemdikbud. However, the number

of academic staffs to be recruited by Kemdikbud is subject to the availability of

government budget for the respected fiscal year.

Since Universitas Indonesia became a State Owned Legal Entity (BHMN)

with Government Act No.152 Year 2000 (see appendix 6.8), Universitas Indonesia

independently recruited academic staffs (BHMN Staff) since 2005, based on the

Decree of UI Rector No. 568/SK/R/UI/2005 (see appendix 6.9) and the Decree of the

Board of Trustees of UI (MWA UI) No. 01/SK/MWA-UI/2003 (appendix 6.10) and

07/SK/MWA-UI/2006 (appendix 6.11). The appointment of BHMN staffs within the

FEBUI is governed by the Decree of the Dean of FEBUI No. KPTS/367/D/2006

(appendix 6.12), which states the requirements for academic staffs that can be

proposed to be appointed as BHMN staffs.The criteria for assistants to be recruited as

part-time academic staffs are stated in the Decree of Head of DOM FEBUI

No.004/H2.F6.D2.DIM/HKP/2009 (see appendix 6.13).

d. Promotion, Retirement and Termination of Academic Staffs

The academic ranks of academic staffs (Guru Besar, Lektor Kepala, Lektor,

and Asisten Ahli) are determined based on the achievement in the three aspects:

teaching, research, and community service. According to the Decree of the Minister

Term & Academic Year Total FTEs of

Academic Staffs

Total FTEs of

Students*

Staff-to-Students

Ratio

2016-2017 Term 1 28.33 44.50 0.637

2015-2016 Term 2 21.75 30.92 0.704

2015-2015 Term 1 31.42 42.92 0.732

2014-2015 Term 2 28.92 41.17 0.702

2014-2015 Term 1 35.67 43.75 0.815

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of National Education No. 36/D/O/2001 (appendix 6.14), the cumulative number of

credit points (KUM) required for promotion to become a Guru Besar is 850-1050.

Credit score needed to become Lektor Kepala is 400-700, Lektor is 200-300, and

Asisten Ahli is 100-150. PNS may be dismissed if they violate PNS codes of

discipline (Act No. 53 Year 2010, appendix 6.15), and the maximum retirement age is

set at 65 years old (Act No. 44 of 2011, appendix 6.16).

The staff, which has retired will receive pension and health insurance from the

government, which is determined based on the last functional grade. PNS may resign

by submitting a letter of resignation to the Minister of Education & Culture through

the Rector of UI. For the academic staffs with BHMN status, they are subject to the

Statute No.13 Year 2003 (appendix 6.17) on Employment. The maximum retirement

age is set at 65 years old. Dismissal of the academic staff is proposed by the

Department when the staff's overall performance is unsatisfactory for two consecutive

years (Decree of Dean of FEBUI No.310/KPTS/D/2006 and KPTS/603/D/2007,

appendix 6.18).

e. Rules of Work and Codes of Ethics of Academic Staffs

Academic staffs are required to uphold integrity, honesty and transparency in

teaching and learning activities. There are sanctions for academic staffs or teaching

assistants who violate the rules and regulations imposed by either FEBUI or UPM and

other rules and regulations contained in the code of ethics of FEBUI (Decree of Dean

of FEBUI No. KPTS/682/D/2007, appendix 6.19). The sanctions are in the forms of

being summoned, warning letters, suspended from academic rank/job promotion,

being prohibited to teach, and the dismissal as an academic staff. Furthermore, in the

beginning of each semester, a grand meeting of academic staffs of UPM will be held

to discuss the preparation for the new semester.

f. Academic Staffs Competencies and Qualifications

Three criteria are used in determining the competence and qualifications of

academic staffs: educational background, academic rank and lecturer certification. As

per December 2016, UPM has 117 academic staffs, comprising of 85 full-time and 32

part-time academic staffs. The list of academic staffs at the UPM is shown in the

appendix 6.20a and 6.20b. Of all the full-time lecturers, 39 people (43%) hold

doctorate degrees from various countries and the rest hold master degrees from

national and international educational institutions. The percentage of full-time

academic staffs that hold doctorate degree is still under 50 percent. However, 18

academic staffs are currently pursuing their doctorate degrees, at educational

institutions both home (6 persons) and abroad (12 persons—in the UK, the

Netherlands & Australia) [appendix 6.21].

Based on the competence and record of accomplishment in the aspects of

teaching, research, and community service, academic staffs are classified into five

academic ranks, namely Guru Besar (Professor), Lektor Kepala (Associate Professor),

Lektor (Associate Professor), Asisten Ahli (Assistant Professor), and Pengajar

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(Assistant Professor). Based on this, UPM full-time academic staffs consist of 5

Professor (6%), 29 Associate Professor (34 %) , and 51 Assistant Professor (60%).

In 2008, Kemdikbud began to enforce the new policy to certify lecturers,

which aims to improve the quality of academic staffs in educational institutions. As

per December 2016, 61% of full-time academic staffs of UPM had been through the

lecturer certification process. The remaining academic staffs will gradually be

appointed to undergo certification process in the years to come.

g. Training and Development of Academic Staffs

Training and development programs must be in accordance with the needs of

staff to support the objectives of the study program, faculty, and university level. The

budget allocation in the RKAT FEBUI for development activities identifies the needs

of training and development conducted by Human Resources Unit of FEBUI each

year. Referring to the Financial Report of Department of Management in 2016, there

were specific budget allocation for training and development activities for both

academic staff and support personnel (see table below).

Table 3. Summary of The Training & Development Expenses of Department of

Management 2016

Source: Financial ReportofDepartment of Management

Based on the above calculation, it can be concluded that there is a budget

allocation for the training of academic staff and support personnel, especially in

UPM, amounting to Rp2,183,164,170,00 which is 51.2% of total expenditure of

Department of Management. These budget allocations do not take into account the

scholarships expenses and non-short-term training. Although the Faculty bears the

responsibility, training and development planning can be done at the level of Program

(UPM). This is shown in the appendix 6.22 on SOP for employee training, which can

be managed either by the human resources of FEBUI or Program.

The improvement of competence in teaching, research, and community service

will be the basis for HR to identify training and development needs. Training activity

for academic staff is also implemented and managed at the university level by the

Directorate of Academic Development of UI. There was a request from the

Universitas Indonesia to the FEBUI to send representative academic staff to attend

training, such as PEKERTI training (Increasing Basic Skills in Instructional

Techniques) and Applied Approach trainings which are conducted every

semester.Some development activities offered by UPM are scholarship, study

assignments both domestically and abroad, and lecturer certification program. UPM

provides opportunities for academic staffs and teaching assistants to receive

scholarships both for master and doctorate degrees. UPM also encourages academic

Training & Development Area Amount (Rp)

- Teaching 748,170,695.00

- Research 887,855,937.00

- Community Service 547,137,538.00

Total 2,183,164,170.00

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staff to participate in the selection of external scholarship program to continue their

education at home and abroad.

Regarding the academic staff development, the Laboratory of Management

Studies FEBUI (LSM-FEBUI) organizes training related to the academic staffs‘ areas

of expertise and professions, In addition, research groups such as interest group

discussions (IGDs) from different fields of science can also improve the productivity

of teaching staff in research and publications. These research groups received many

grants, such as BOPTN grants and other grants facilitated by the Directorate of

Research and Community Engagement (DRPM) of Universitas Indonesia.

To also develop the ability to write scientific articles, workshops on how to

write scientific journals have been organized at the university level. To facilitate

publications of research works, DOM has nationally accredited journals (South East

Asian Management Journal (SEAM), Indonesian Capital Market Review (ICMR) and

ASEAN Marketing Journal (AMJ); and conducts the annual conference (International

Conference on Business Management Research, ICBMR). In addition, DOM also

allocates funds for academic staffs who want to attend the conferences both home and

abroad (Decree of Dean of FEBUI No.KPTS/276/D/2005 regarding the use of the

block grant in FEBUI, appendix 6.23). The total number of research publication and

dissemination in last 5 academic years can be seen in table below.

Table 4.Types and Quantity of Publications of Academic Staffs 2012-2016

Academic

Year

Types of Publication

Total

No. of

Publications

Per Academic

Staff

In-house/

Institutional National Regional International

2012 - 20 4 2 26 0.31

2013 - 22 4 31 57 0.67

2014 - 6 - 27 33 0.39

2015 - 18 7 11 36 0.42

2016 - 12 1 52 65 0.76

Source: Annual Report of Department of Management

In terms of continuing the education of academic staffs, FEBUI allocates

funds for scholarships and allowances for academic staffs and teaching assistants who

further their education to pursue master and doctorate degrees both home and abroad

(Decree of Dean of FEBUI. No.KPTS/194/D/2005, appendix 6.24). In addition, each

academic staff is also encouraged to participate in the competition for scholarships

from other resources, such as scholarships of Directorate of Higher Education

Kemdikbud, AusAid, StuNed, AMINEF, and others.

h. Performance Management

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Monitoring &Evaluation System

The performance of an academic staff can also be monitored from the

percentage of the actual teaching sessions and the on-time submission of

examinations results. The attendance of lecturers in the classroom can be also

monitored from the online presences system named SIAK-NG (Academic

System-Next Generation) which is supported by the lecturer. In addition, the

attendance of lecturers through online absences is also backed-up with a

manual class absent under the responsibility of the FEBUI Education

Manager. For subjects with 3 SKS, the number of teaching sessions are as

many as 14, whereas for subjects with 2 SKS, the number of teaching sessions

are as many as 10, each with a duration of 150 minutes. In the even semester

of 2015/2016, the average percentage of attendance of the academic staffs

reached 97%, and in the odd semester of 2016/2017, it reached 95%. It is

expected to rise to 100% in the years to come.

In order to evaluate and give feedbacks to the academic staff, at the end of

each semester, each student is asked to fill out an online evaluation

questionnaire (EDOM), Results of EDOM can be accessed online by the

academic staffs. The feedback is used to improve the teaching and learning

process in the future. In the even semester of 2015/2016, the average EDOM

score of academic staffs of UPM was 4.86 on a scale of 1 to 6, whereas in the

odd semester of 2016/2017, the average EDOM score was 4.96. This indicates

that the overall assessment of the academic staffs of the UPM was in the

category of "Good".For research core academic staffs, FEBUI stated their

rights and responsibility in the Decree of Dean of FEBUI No.

KPTS/1890/D/2009 (appendix 6.25). The procedure for assessment of

academic staffs with PNS status is depicted in appendix 6.26. For BHMN

staffs, referring to Dean's Decree No. KPTS/310/D/2006 Article 5, it stated

that BHMN staffs may be dismissed if she or he performs unsatisfactorily in

the annual assessment by Heads of the Department and FEBUI in two

consecutive years. The results of academic staff assessment are used to

determine whether the academic staff can still be maintained as full-time

academic staffs, and of course it will affect their remuneration.

Remuneration and Incentive Systems

Full-time academic staffs are entitled to a monthly fixed salary, variable salary

which depends on the teaching assignment, honorarium when appointed as

examiners and supervisors, holiday allowances, performance bonuses,

retirement benefits at least in an equal amount to the one set in Statute No 13

Year 2003, and health insurance that at least cover inpatient hospitalization.

Since 2009, UI has enacted an integrated system of remuneration for all

academic staffs (Decree of Rector of the UI. No.1345/SK/R/UI/2009). The

remuneration consists of components that are set at the university level and at

the Faculty level. The components of salary that are set at the university level

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constitute the basic salary, the benefits for teaching core, the benefits and

honorarium for research core, honorarium of teaching assignment, and the

benefits and honorarium for structural core. On the other hand, the

components of salary which is specifically determined by each Faculty include

additional honorarium for teaching assignment, honorarium for course

coordinator, honorarium/allowance for additional structural assignment at the

Faculty, honorarium of supervising duties, honorarium for teaching core with

additional tasks, and research incentives.

CRITERION 7: SUPPORT STAFF QUALITY

The employment structures in the UI consist of employees working at the

university level, the faculty level, and the department level.

a. Support Staff

The support staffs provide services to academic staffs and students. Support

staffs for UPM‘s academic staffs and students include Librarian, English Self Access

Centre (ESAC) Staffs, Computer Lab Staffs, and Academic Administration Staff.

Library of FEBUI has recently changed its name to Resource and Learning Center

(RLC) FEBUI. RLC can be used by academic staffs and UPM students to support the

process of learning and research. RLC provides a collection of books, journals,

articles, magazines and databases. As shown in Table 11, RLC is managed by 20

support staffs with 6 librarians (staffs having an educational background from Library

Science), and 11 administrative staffs. At the UI level, the library is run by 80 staffs

comprising 18 librarians and 52 administrative staffs. ESAC is supported by 2

Masters with educational background of language education, as can be seen in Table

11. The DOM‘s Computer Laboratory is managed by a support staff. An example of

computer Lab staff‘s job descriptions can be found in the appendix 7.1 which is the

Job Description of Head of Computer and Network Service Center.

Table 5. Data of Support Staffs

Note: * include librarian

Source: Compiled from University Library, FEBUI and UPM Data

No Type of Support Staff Number Based on Education High School/

Vocational Master Bachelor Diploma

(D3/D1) 1 Resource Learning Centre FEBUI* 2 5 2 11 Number of Librarian 1 3 2 - The University Library Staff* 10 34 7 29

Number of Librarian 6 10 2 - 2 ESAC Staff 2 1 - 1

3 Computer Lab Staff (FEBUI) - 6 - 4

Computer Lab Staff (UPM) - 1 - -

4 Academic Administrative Staff

(UPM)

2 1 - 1 Academic Administrative Staff

(FEBUI)

3 - 2 8

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b. Recruitment and Placement System

Support staffs include Computer Lab Staffs, and Academic Administration

Staff are assigned by the Human Resources Unit of the FEBUI in coordination with

UPM. The FEBUI recruits support or administration staffs based on the number of

employees needed.

c. Training and Development System

The training request at the Faculty level should follow the procedures of

training request that has been established by the Human Resources Unit as can be

seen in appendix 6.21 (SOP for Employee Training). As the commitment to improve

the competence of its support staffs, UPM in conjunction with the DOM and the

FEBUI has undertaken the following efforts:

Providing learning opportunities through training and seminars.

Giving Facility and Fund, including Computer Facilities, Sports Facilities

(Gymnasium)., Soft Loans through FEBUI Cooperatives. And Personnel

Information System Facility (SIPEG) which stores all data of academic and

support staffs in all faculties in UI, including FEBUI.

In addition, FEBUI also provides assistance for employees who wish to take

the high school equivalence examination and to those who wish to enroll to higher

education. SOP for Equality Scholarship (see appendix 7.2) and SOP of scholarship

proposal procedure for D3-S2 degree (see appendix 7.3) show how the FEBUI

ensures that support personnel can obtain a scholarship to continue further education.

d. Evaluation System

Evaluation is done once in a year by filling the Employee Performance Target

(Sasaran Kinerja Pegawai [SKP]). FEBUI conducts an annual evaluation of support

staff through a questionnaire of performance appraisal assessed by superiors and

coworkers. The points to assess are: Initiative, Diligence, Effectiveness, Dexterity,

Managerial capacity and Independence. The results of the performance appraisal will

determine the amount of bonus they will get.

e. Retention & Promotion System

The support staff‘s remuneration follows the policies set by the FEBUI

through the Dean‘s Decree No. KPTS/038A/D/2011 (appendix 7.4). Support staffs

also receive health insurance that covers inpatient and outpatient care and Social

Security (Employment Social Security). In addition, FEBUI also gives awards to

support staffs that excel, such as giving awards for achievement in sports events in UI

Anniversary, in accordance with Dean‘s Decree No: KPTS/238/D/2011 (appendix

7.5). At the university level, awards are also given to support staffs that have the best

performance.Support staff who have the status as civil servants have a career path

following the civil servant functional rules set by the government. As for the support

staff who have status as UI employee, the level of his/ her employment is arranged

according to the regulation of civil servant. Career path is given in the form of

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internal promotion through transfer and promotion of request procedures that can be

seen in appendix 7.6 (SOP for Promotion and Job Rotation).

f. Termination System

Termination system follows the rules and code of ethics applicable to support

staffs at the Faculty and University levels. Stages of penalties for violating the

provision of support staffs will be given in the form of warning letters, delay of

promotions or job promotion, and suspended as non-active workers up to be

dismissed as support staffs. According to the law, Retirement age of support staffs is

58 years. For support staffs whose service is still needed, there is a possibility of

contract extension up to the age of 60 years.

CRITERION 8. STUDENT QUALITY AND SUPPORT

a. Student Intake Policy

The admission channels for new student candidates consist of SIMAK-UI,

SNMPTN, and SBMPTN. The decision to determine the number of annual intake was

centralized at the university level, based on UPM student‘s capacity.

Table 6. Intake of First-Year Students (last 5 academic years)

Admission

Channel

2012 2013 2014 2015 2016

A B C A B C A B C A B C A B C

SNMPTN 2875 85 2.96% 7053 96 1.36% 3559 63 1.77% 3684 75 2.04% 1012 66 6.52%

SBMPTN 3132 74 2.36% 2997 71 2.37% 3069 50 1.63% 2975 45 1.51% 2877 66 2.29%

SIMAK-UI 8872 26 0.29% 8335 43 0.52% 4642 37 0.80% 1822 23 1.26% 3383 29 0.86%

Affirmative

DIKTI - - - - - - - - - n.a. 1 n.a. n.a. 1 n.a.

Total 14879 185 1.87% 18385 210 1.42% 11270 150 1.40% 8481 144 1.60% 7272 162 3.22% Legend: A = number of applying students, B = Accepted students, C = Attractiveness Index (B/A)

Source: Academic Bureau of FEBUI, sbmtpn.ac.id, snmptn.ac.id

One of the indicators that can be used to measure the quality of incoming

students is Attractiveness Index (AI). AI of UPM is presented in Table 12. The

Attractiveness Index indicates the number of students out of 100 applicants, which are

actually admitted at UPM. The score that is lower than 10% suggests high level of

competitiveness among high school graduates to enter UPM. The total number of

active students in last 5 academic years can be seen in table below.

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Table 7. Total Number of Students (last 5 academic years)

Source: Academic Section UPM

b. Study Load and Performance

The educational system in the UPM followed the system implemented by UI

(appendix 8.1). For Bachelor Degree, study load is translated into credit system with a

total of 144 SKS, which is distributed in 8 academic semesters. The number of credits

that students can take in one semester is determined by their Grade Point Average

(GPA) of the preceding semester. The maximum allowable credits to be taken by the

student ranges between 12-21 credits (appendix 8.2). Hence, in average the study load

of a student in a semester is 18-20 SKS. In general, majority of the students (>60%)

managed to complete their study in four years or less.

Table 8. First Year Students‘ GPA

Source: Academic Section UPM

c. Academic Monitoring System

The study progress is monitored through SIAK-NG (http://academic.ui.ac.id).

SIAK-NG is an essential system to support the academic activities in UI. SIAK-NG

allows academic advisor to monitor student‘s progress and their academic

achievement. The monitoring is done by the academic staff responsible for each

course by utilizing various monitoring instruments such as attendance list, class

activities, progress presentation, and so on.

d. Students Coaching and Counseling

New students are introduced to the campus life in a one-week program called

Introduction to Universitas Indonesia Academic System (PSAU) jointly managed by

the UI, FEBUI, and DOM in order for them to be familiar with the new academic

environment. Moreover, an academic staff is assigned as academic advisor to a group

of students and responsible for assisting the students in planning their study. The

Academic

Year

Students

1st Year 2

nd Year 3

rd Year 4

th Year >4

th Year Total

2012/2013 181 175 181 131 46 714

2013/2014 178 178 174 175 32 737

2014/2015 145 178 178 169 44 714

2015/2016 141 143 178 157 26 645

2016/2017 161 138 141 157 38 635

GPA 2012 2013 2014 2015 2016

1 2 1 2 1 2 1 2 1

3.51-4.00 39.67% 40.11% 32.61% 35.16% 43.24% 44.52% 63.64% 64.34% 48.77%

2.76-3.50 57.07% 57.69% 65.22% 64.29% 54.73% 54.79% 34.27% 34.27% 50.62%

2.00-2.75 2.17% 1.65% 1.09% 0.00% 0.68% 0.00% 0.70% 0.70% 0.62%

Minimum 2.10 2.36 2.41 2.83 2.74 2.79 2.00 2.00 2.64

Maximum 4.00 3.94 4.00 4.00 3.94 3.95 4.00 3.97 4.00

Average 3.39 3.40 3.35 3.40 3.38 3.41 3.52 3.51 3.48

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detail duties of academic advisor can be found on the Rector‘s Decree No

012A/SK/R/UI/2007 (See appendix 8.3). An academic advisor is assigned to a group

of students with the ratio of 1:11. The list of academic advisors and total number of

academic advisor can be seen in appendix 8.4.Students who have serious academic

and personal problems can ask for counseling session from Student Counseling Board

(BKM, Badan Konsultasi Mahasiswa), which is a consultation board for students at

the Faculty or University level.

e. Access to Information

All academic information can be accessed by students through SIAK-NG,

University Academic Regulation Book, and FEBUI‘s Academic Guidebook. Other

information related to academic activities, available scholarships or job vacancies can

also be accessed through information boards or www.feb.ui.ac.id. Moreover, the

academic staffs are responsible for explaining the syllabus that provides information

about the course outline, references, learning outcomes, assessments methods, and

assignments at the first session of the course. Academic staffs also obligated to

publish results of exams and return the student assignments so that the students can

get adequate feedback on their performance.

f. Student Support on Academic Matters

UPM provides regular tutorial classes to support students on academic

matters. Data of the total numbers of tutorial sessions can be seen in table below,

whereas the tutorial class and teaching assistant lists in the last two semesters can be

seen in appendix 8.5 and appendix 8.6.

Table 9. Number of Tutorial Sessions

Besides the regular tutorial programs, UPM also conducts special tutorial

classes to assist first year students who have academic problems. Further explanation

on the matter can be found in the Procedure of Student Evaluation and Academic

Assistance (appendix 8.7).

g. Student Service and Facilities

Scholarships. By the year 2015 there have been approximately 300 students in

all Undergraduate Programs of FEBUI receiving such scholarships from more

than 30 institutions, with a total aggregate amount of almost 4.9 billion

rupiahs. For the academic year of 2016/2017 (odd semester) there were 52

UPM students receiving scholarships from among the total 168 scholarship

recipients in FEBUI (appendix 8.8).

Academic Year Semester Number of Tutors Number of Tutorial

Sessions

2012/2013 Odd 24 671

Even 27 622

2013/2014 Odd 24 616

Even 26 597

2014/2015 Odd 31 945

Even 21 580

2015/2016 Odd 24 736

Even 25 507

2016/2017 Odd 21 767

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Student Organization. UPM has a Students Union called Management Student

Society (MSS). A lot of student‘s activities have been arranged by MSS, such

as seminars, training workshops, competitions or company visits. Besides

MSS, FEBUI also has some other student organizations such as: Student

Executive Body (BEM), FEBUI Student cooperative, religious based

organizations, a journalistic based organization, AIESEC (Economic and

Business Student Association) and interest and hobbies organization

(photography, nature lover, sports and arts units).

Insurance. All registered students are covered by insurance, currently under

company named PT. Jasa Raharja Putera that covers the students in the event

of deaths, accidents, and hospitalization due to accidents.

Services on Career Development. At the Faculty level, student obtains

information on career prospects through the FEBUI‘s Career Development

Centre (CDC-FEBUI) that functions as a partner to students in their career

planning. The CDC-FEBUI can be accessed through the website

http://cdc.fe.ui.ac.id/.

CRITERION 9.FACILITIES AND INFRASTRUCTURE

Located in an area of 69,116 sqm at the new campus of UI in Depok, FEBUI

has 20 buildings. Detailed data about land and buildings area can be found in

appendix 9.1.

a. Classrooms

Department of Economics, Department of Management and Department of

Accounting share classrooms in the 2 main buildings, Building A and B. Building A

has 3 floors and Building B has 2 floors. DOM has 2 special classrooms; both are

located on the second floor of DOM Building which each can accommodate 50

students. There are 72 classrooms covering 3,206.45 sqm area that are used by

UPM. Until December 2016 there were more or less 2000 students from 3 different

departments utilizing the classrooms available registered in UPM. This means that 1

classroom is approximately shared by 27 students which is considered as adequate.

Detailed data about the number of classrooms and their capacity can be found in

apppendix 9.2.

b. Seminar Rooms

Soeri Atmadja Auditorium, Student Center Aula and Soenario Kolopaking Room are

seminar rooms in FEBUI that can accommodate for almost 650 people in total. Soeri

Atmadja Auditorium can accommodate until 344 people, Student Center Aula can

accommodate 180 people, while Soenario Kolopaking Room can accommodate 100

people. Other than those rooms, DOM has 3 special seminar rooms in Depok

Campus, two of which are the 2 special classrooms in DOM building that can be used

also as a seminar rooms located on the second floor of DOM building. While the

other one, located in the fourth floor of Graduate Program in Management (PPIM)

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Building, which can accommodate 50 people. Detailed data can be found in appendix

9.3.

c. Computer Rooms

FEBUI has a Computer Laboratory located on the 2nd floor of Building A. It is

divided into four rooms that have more than 100 PCs with Windows XP software in

total. It opens on Monday until Friday from 8:00 AM until 7:00 PM and on Saturday

from 8:00 AM until 2:00 PM. Detailed data about licensed software can be found in

Table 6.1c (Apppendix 6.1). Another computer room is available at DOM. There

are 35 computers for students, 1 computer for the instructor and 1 computer for the

administrators of the laboratory. Detailed data about licensed softwares can be found

in apppendix 9.4.

d. Lecturer Rooms (Selasar) and Tutor Room.

To enhance the possibility for lecturers to have academic interaction and activities,

FEBUI provides Selasar Building, which is intended, for lecturers. It has 3 floors and

is equipped with elevator and has total area of 1,131 sqm. In total there are 60 rooms

and 40 cubicles that can be used forlecturer. It can be used also for meeting rooms.

Detailed data about the number of rooms, their facilities, and their capacity can be

found in appendix 9.5.While for the tutor, we have aspace/room for DOM‘s Teaching

Assistant (TA) to interact and share information among them. The room is located at

the 2nd

floor of DOM Building.

e. Central Library of Universitas Indonesia

Library of UI has more than 550 thousands of book‘s titles and more than 700

thousands of copies of it. The library has more than 25 online databases of Journal

and Research Database which associated with business and management. Other than

books, the library also provides Internet Rooms, Discussion Rooms, Lounge,

Cafetaria, Cubicles rooms, and so on. More Information can be found in appendix 9.6.

f. Resource and Learning Centre of FEB UI (RLC-FEBUI)

Library of FEB UI was established in 1951 to support teaching and learning process

as well as research; however, it has recently changed its name to Resource and

Learning Center (RLC) FEB UI. RLC can be used by academic staffs and UPM

students to support the process of learning and research. The library has 10 online

databases of Journal and Research Databaseassociated with business and

management.More Information can be found in appendix 9.7.

RLC FEBUI has four floors including discussion room, data-access room and a

computer access. In the basement, there are 24 hours discussion room, computer

access for postgraduate students, and administration office. In the first floor, there are

library staff office, administration office, computer laboratories, compulsory books

room (book lending and returning), supporting books room (reading space), and toilet

for staff. Moreover, in this floor, RLC FEB UI provides the place for student to

acquire and collect data known as Pusat Data Ekonomi dan Bisnis (Central Data of

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Economics and Business) that completed with 6 data-access computers and discussion

space. Second and third floor are mainly concentrated for final-year student.

g. English Self Access Centre (ESAC)

FEB UI also has ESAC (English Self Assess Centre), a free of charge learning

center for students to practice and improve their English language capabilities.

ESAC has 2 English Laboratories Class with a total of 64 capacities of seats. This

lab has a computer and reading corner.

h. Health and Safety Environment (HSE) Standard

Fire and Earthquake

Classes of UPM are centrally held in Building A and Building B. Each

building has 2 sets of staircases that when there is a fire or earthquake there is more

than 1 access available. Lift to access those building is available through lecturer

rooms in hallway. Doors are found in several corners, all of which lead to an open

space. Besides having lifts, buildings such as the Dean Building, Resource and

Learning Center Building and PPIM Building also have staircases making an easy

access when there is fire or earthquake. There is more than 1 door available in each

building and they all lead to an open space used for meeting point. Fire

extinguishers are available in each building. In addition, the map of evacuation route

is available in each classroom. The map for evacuation route in FEB UI is shown in

appendix 9.8.

Environmental Health

UI has comprehensive guidelines regarding environmental health and safety

(see appendix 9.9). All class rooms in Building A and Building B are air-conditioned

so that students and academic staff feel comfortable during classes. Different types of

waste, organic and non-organic, are separately put in trash bins available in every

corner of FEB UI. Academic staff and students can fill in complaint forms when they

have complaints regarding the facilities in the class room, such as AC which is not

working well, the computer has viruses etc. They will later be followed up by

Facilities and Infrastructure Unit (Fastur) of FEB UI.

Facilities for Disable People

UI has provided facilities for disable people around campus. The facilities

provided are the sliding pathways around campus, including in FEB UI area. There is

also pedestrian-safe cross road with signs for disabled, parking area for disabled and

lift access. In mid-2017, toilet for disabled will be built in Building A.

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i. Accommodations and Other Facilities

Student Dormitory

Universitas Indonesia has 2 dormitories: Student Dormitory in Depok with the

capacity of approximately 1745 rooms, of which 200 rooms for international students,

and Wismarini Dormitory in Jakarta with 180 rooms.

Cafeterias

Cafeteria or canteen is available in every faculty in the university premise,

offering food at affordable prices. In FEB UI, the name of the canteen is KaFe

(Kantin FE). Meanwhile, FEB UI also provides students and lectures with full-Air

Conditioning Cafes, namely AH, TED, and Mini PiqueNique. In general, both of it

can accommodate for 250 people in total. In mid 2017, KaFe willl be renovated into

modern and wider canteen and the expected capacity is up to more than 400 people.

Other than cafeterias, FEB UI also utilizes three cooperatives and three other SMEs to

provides snack corners. More Information about snack corner can be found in

appendix 9.10.

Toilets

Toilets are available in every corner and floor of the buildings. Those are

accessible in building A, building B, accounting department, management

department, economics department, postgraduate building, faculty building, resource

and learning center, and lecturer‘s rooms. In building A and building B, there are 40

toilets in total.

Book Stores

Book stores are also available in every faculty through cooperative or

specialized book stores. In FEB UI area there are Leksika Bookstore and Lembaga

Penerbit Bookstore.. Leksika opens on Monday to Satuday from 09:00 AM to 05:00

PM. In addition, Lembaga Penerbit Bookstore that located in building A sells text

books published by Salemba Empat Publishers. Besides bookstore, there are also two

photocopy corners available in FEB UI area.

Prayer Houses

There are two mosques in the two campuses namely: Ukhuwah Islamiyah

Mosque (MUI) in the Depok campus and Arif Rahman Hakim Mosque in the

Salemba campus. Other small places for praying called musholla are also available in

each faculty and department. In total, there are 9 mushollas in FEB UI area. For

students who are not Moslem, there are praying facilities such as churches and pura

owned by community around the campus. FEB UI also facilitate for Christian and

catholic students to held religious activity every Friday in student center seminar

room.

Campus Shuttle Bus

Shuttle buses are provided to serve all students and staffs within the campus

area, and the service is free of charge. Currently, the total number of shuttle bus is

approximately 20 units. Operational hours are from 07.00 to 21.00 on Monday to

Friday, and from 07.00 to 14.00 on Saturday. Regular maintenance for these shuttle

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busses is funded by Amenities fee. Bus timetable is designed to meet students‘ needs

and the interval of services is approximately 15 minutes during normal hours.

Bicycle and Bicycle Pad

UI also provides bicycles and bicycle pad in the campus covering a total length

of 20 km. This bicycle is an alternative transportation mode in the campus which can

also serve as additional sports facilities. By January 2010, there are around 400

bicycles available for rent in the 17 bus shelters.

Sports and Art Facilities

UI has various good sports facilities for students, such as soccer and athletics

field (in the stadium), indoor facilities for badminton, basketball, and volley ball

(located in the Gymnasium). Other facilities are outdoor, such as hockey field, tennis

court (4 lines), basketball (3 lines), volley ball (3 lines), and badminton (1 line).

Periodic maintenance is carried out to maintain the quality of the facilities. FEB UI

also owns the sports facility namely Pertamina Hall which can be used for several

matches such as futsal, badminton, volley ball, basketball, and other indoor sports

activities. FEB UI also owns music studio, while band equipment owned by UPM

students.

Healthcare Facilities

UI provides free healthcare services for the students, managed by ―Klinik

Satelit‖. The facilities include general practitioners (GP) clinic, dental clinic, X-ray

service, and a drugstore. The clinic is run by 6 GPs, 1 cardiologist and 5 nurses.

Dental Clinic services cover dental consultation and dental health education. The

clinic has 2 dentists and 2 dental nurses and facilitated by good equipment including

X-Ray and ECG (electronic cardiograph). There is also an ambulance in the clinic.

The clinic opens on Monday to Friday at 08:00 AM to 07:30 PM and Saturday at

08:00 AM to 03:30 PM. Student Activity Centre Building. UI also provides buildings

called ―Pusgiwa‖ in the Depok campus and ―Balai Mahasiswa‖ in the Salemba

campus for secretariat offices of the Student Executive Body (BEM/University

Student Union) or a place for other units of student activities (UKM/Student Activity

Unit). FEB UI also provide student center building which consist of 15 rooms for

secretariat offices of UPM student‘s organizations.

Information System

UPM Information System has been integrated with the information system

applied in Faculty and University level. The information system called the Integrated

UI Network (JUITA) for Internet and intranet network provides faculty and students

to access all applications and computer usage through Single Sign On (SSO) UI

account.

Online student registration through Sistem Informasi Akademis New

Generation (SIAK NG) is a well-designed university policy to facilitate the

registration process of participants of the subject. Lecturers in UPM have attended

several meetings for SIAK-NG socialization and currently lecturers in UPM have

known about SIAK-NG program, also about some other integrated programs such as

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Personnel Information System (SIPEG) and Web for Lecturer UI. The list of

applications used in FEB UI is shown in appendix 9.11.

Information Media and Hotspot

Information media which is available for the students of UPM can be divided

into traditional information media and IT-based information media. An example of

traditional media is a big notice board special for the students of UPM located on the

ground floor of DOM Building near the entrance. Important notices such as thesis

proposal screening, vacancies, visiting lecturers are put here. Additionally, there also

one notice board in Building A belongs to the Academic Bureau FEB UI. Other notice

boards in Building A are for student organizations announcing their activities.

For IT-based information media, the Academic Bureau FEB UI has a twitter

account from which students can access various information related to class

arrangements. SIAK NG can also be accessed by students and academic staff for all

information related to learning and teaching process. At the university level, various

IT-based media are available; such as UI‘s student blogs (mhs.blog.ui.ac.id), social

media (komunitas@ui.ac.id), blogs for academic staff (staff.ui.ac.id) and the official

UI‘s website (www.ui.ac.id). Detailed explanation can be found in appendix 9.12.

Furthermore, HotSpot UI is a service Integrated UI Network (JUITA) using

wireless technology (wireless). This service operates at Coverage Area throughout

UI-Depok and Salemba area. It can be used 24 hours a day, 7 days a week, all year.

Hotspot-UI service can be used in all faculties at Campus Salemba and Depok. In

FEB UI-Depok, there are many HotSpot areas.

j. Budget and Maintenance Cost for Facilities and Infrastructure

FEB UI is committed to the maintenance of all facilities and infrastruture

provided in the faculty. It is include maintenace from building, equipment, until

operational vehicle. Below is the summarized table of maintenace cost budget and

realisation until december 2016 for FEB UI:

Activities Per Period Budget (Rp) Realisation (Rp.)

Maintenance of Building Hygiene, Environment,

Elevator, AC, etc. 1.758.800.000 1.656.746.739

Operational Vehicle Maintenance, Computers and

Other Home Appliances 1.329.740.000 1.118.124.083

TOTAL 3.088.540.000 2.774.870.822

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CRITERION 10. QUALITY ENHANCEMENT

a. Curriculum Development

The curriculum writing follows the policies, regulations, guidelines and / or

manual set by the university. The University monitors and directs Management

Undergraduate Program (UPM) via faculty to plan, develop, and update the

curriculum periodically and continuously using inputs and feedback from the

academic staff, student, alumni and stakeholders.

There are some important university's as well as faculty's units that

responsible for developing and issuing decisions and regulations associated with the

development of academic education and professional curriculum in Universitas

Indonesia. It is the University Board of Trustees (MWA: Majelis Wali Amanat) with

all inputs from the University Academic Senate (SAU: Senat Akademik Universitas)

who do the task based on two relevant decrees of the Minister of National Education:

the Decree of the Minister of National Education No. 232 / U / 2000 on Guidelines for

Curriculum Development of Higher Education and Assessment of the Students‘

Learning Outcomes (appendix 10.1) and the Decree of the Minister of National

Education Number 045 / U / 2002 of Higher Education core Curriculum (appendix

10.2).

Decisions and regulations of the Board of Trustees of Universitas Indonesia

relating to curriculum development:

1. Decree of the Board of Trustees of Universitas Indonesia No.

006/SK/MWA-UI/2004 of Academic Education Curriculum, Universitas

Indonesia (appendix 10.3)

2. Regulation of the Board of Trustees of Universitas Indonesia No.

007/Regulation/MWA-UI/2005 on Determining Ways of Academic

Education Delivery at the Universitas Indonesia (appendix 10.4)

3. Decree of the Board of Trustees Universitas Indonesia No. 003/TAP/MWA-

UI/2005 on General Guidelines for Implementing Professional Education

Programs Universitas Indonesia.

4. Regulation of the Board of Trustees Universitas Indonesia No.

008/Regulation/MWA-UI/2005 on the Conduct of Professional Education

Curriculum at the Universitas Indonesia.

In the Decree of Board of Trustees of the Universitas Indonesia Number 006 / SK /

MWA-UI / 2004 on Academic Education Curriculum of Universitas Indonesia, it is

stated that the curriculum is expected to push the achievement of learning outcomes

desired which are knowledge and understanding, cognitive skills, special skills

(including practical / professional skills), transferable skills, the need for employment

and / or further study, as well as personality development. The revision of curriculum

takes place at reasonable period (every 3-5 years) by the Faculty Academic Senate

(SAF: Faculty Academic Senate) and University Academic Senate (SAU: Senat

Akademik Universitas).

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Parties in charge of the curriculum are the Department, the Faculty and the

University Academic Senate. The Department is the party that has the highest

responsible for creating, developing, revising, and implementing the curriculum,

consists of Head of Undergraduate Program and lecturers assigned on specific related

subjects. In creating and monitoring the curriculum, Department also coordinating

with various stakeholders. Meanwhile, the Faculty Academic Senate is the most

responsible party for monitoring the effectiveness of the curriculum at the Faculty

level. In university level, The University Academic Senate (Senat Akademik

Universitas) is the most responsible unit for monitoring the effectiveness of the

curriculum at the university level.

The curriculum development procedure at the FEBUI (appendix 10.5) can be

described is as follows:

1. The design of the curriculum is proposed by Institution or the Department of the

UPM to the Dean.

2. The Dean submits the proposal to the Academic Faculty Senate to be assessed;

3. Furthermore, the draft of the curriculum which has been approved by the

Academic Faculty Senate is returned to the Dean to be submitted to the Rector.

4. Before the draft is endorsed, at the university level, the Rector assesses it;

5. If the curriculum still needs to be refined, the Rector will return the draft to

Faculty;

6. If the Rector considers that the curriculum design meets the provisions of the

academic education curriculum design, then the draft will be endorsed by the

Rector‘s Decree.

University‘s policy required that Competences based Curriculum (CBC) is to be

implemented by all Program, ensuring UPM to revise the curriculum to comply with

the university regulation. For the lecturer, they highly involved in the periodical

curriculum development through the development of the CBC (Competency Based

Curriculum). Many lecturers are assigned to attend workshop on developing the

Teaching Planning Book and follow-up meetings to develop the CBC based on

lecturer's expertise and educational background, hence ensuring that the curriculum is

constantly evaluated and improved (appendix 10.6 and appendix 10.7a and 10.7b).

Part of the quality enhancement are the Teaching and Learning Processes

where in the Faculty level, it is monitored by the Academic Quality Assurance Unit

(UPMA). Monitoring in university level is conducted by Academic Quality Assurance

Board (BPMA), where UPMA and BPMA coordinates periodically for assessing the

implementation of the curriculum in teaching and learning process.

b. Guidelines for Curriculum Development

Guidelines for the academic education curriculum development at UI started

in 2009 with the Decree of the Rector of the Universitas Indonesia Number: 292 / SK

/ R / UI / 2009 about Guidelines for development of Academic Education, Curriculum

of Universitas Indonesia (appendix 10.8). According to the decree the writing of the

curriculum is competency-based. The curriculum of all UPMs at any level which is

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currently running must be tailored to the Rector‘s decree and it is determined by the

Decree of the Rector. The curriculum implemented is only the one that has been

approved by the Rector. The Dean must issue a regulation for transition and

conversion for students who have registered prior to the curriculum approved for a

maximum period of 2 (two) years. All Courses shall be adjusted to the competency-

based curriculum in the academic year 2015/2016 the latest.

c. Provision of Facilities and Fund

Commitment of Universitas Indonesia to develop a-high quality curriculum is

proved by the existence of Sub-Directorate of Curriculum Development under the

Directorate of Academic Development whose main duties are controlling, monitoring,

and evaluating the developments of the implementation of curriculum, and the quality

standards. Meanwhile in the faculty level, the commitment of the Faculty of

Economics in curriculum development is undertaken by a team coordinated by the

Deputy Dean, Head of the Departments and the Manager of Education whose main

tasks are to implement the curriculum development and evaluate all of the curriculum

development activities.The University's commitment regarding budget allocations for

the curriculum development at the university level is expressed in the Yearly Budget

and Work Plan (appendix 10.9) Meanwhile the commitment of the FEB UI with

regards to curriculum development is formed as budget allocations in RKAT which

includes program development and evaluation of curriculum, in an attempt to improve

teaching and learning quality. Quality of supporting services such as library and

laboratory are also reviewed and improved by allocating in on the yearly budget.

Proof of FEB UI‘s commitment in developing and improving curriculum in budget

allocation could be found in appendix 10.10. In addition, the Faculty also provides

allocation of funds for publishing the Curriculum Guidelines.

The Curriculum guidelines which is in force generally at the level of the

university in a series of Academic Quality Assurance Handbook Universitas

Indonesia entitled "Curriculum and Students", is organized by the Academic Quality

Assurance Agency(BPMA) together with the Academic Quality Assurance Unit

Faculty (UPMA). Based on the Handbook, the Faculty of Economics set up a

curriculum team consisting of representatives of the entire department that is in

charge of conducting studies for continuous curriculum development, commissioned

by a Dean‘s Decree. At the Department level, a Curriculum Team has also been

established, its members are elected through a departmental meeting and they receive

a Mandatory Letter from the Head of the Department.

. The regulations governing the evaluation of the curriculum on a regular basis

is in Chapter II, section 2 (2) Decree of the Board of Trustees of Universitas

Indonesia Number: 006/SK/MWA-UI/2004 of Academic Education Curriculum of

Universitas Indonesia (Appendix 10.3). In the paragraph it is stated that the

curriculum is evaluated on a regular basis over a period of 3-5 years by the Faculty

and the University Academic Senates. In Chapter VI, section 13 (f) the above

provision also states that the design of the curriculum is approved by the Rector. At

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the Faculty level, the draft of the curriculum is proposed by the Institution or the

Department. The curriculum is reviewed and updated at least once in four years.

Each lecturer is also responsible for organizing coordination meetings to

disseminate and socialize the basic provisions and a variety of information about the

preparation, implementation, and curriculum development. With regard to the

implementation of all elements of the curriculum by lecturer, to monitor and evaluate

to ensure its appropriateness and to get feedback at the UPM level, a Committee of

the Academic Team (Cluster Team) has been set up for the necessary improvements

in the future. So, we can summarize that academic team from UPM, consulting with

lecturer and also concerning input from stakeholder, implements curriculum

development.

To create an effective learning process, lecturers also conduct a series of

activities ranging from learning preparation and development, implementation, to the

evaluation stage. The lecturer conducts coordination meetings at the beginning of the

course, mid-term exam and final exam meetings periodically. The coordination

meetings taken place at the beginning of the semester is a form of quality assurance in

an attempt to establish the readiness of the entire lecturer in carrying out the lectures.

In general, curriculum development activities of UPM are summarized below in

appendix 10.5.

In addition, the UPM also organizes international benchmarking in the

development of curriculum in the form of a discussion related to curriculum design

within the member of AACSB forum. The discussion resulted in joint academic

program in terms of research and publications concerning research topic, research

staff, and funding, exchange of visiting professors, scholarship and fellowship

programs and partnerships at 8th International Conference on Business and

Management Research (ICBMR), involvement in the ASEAN Student Meetings. You

could find the summarized evidence in appendix 10.11.

Regarding the development of a curriculum that involves students, it is

manifested in the form of policy regarding the provision of opportunities for students

to give input in curriculum development, indirectly in the mechanism of Lecturer

Evaluation by Students (EDOM) is a mechanism for evaluating the performance of

teachers under the entire UPM in UI. Every student of the relevant UPM fills out

EDOM to provide an assessment of the discipline of the lecturers regarding the

attendance, the timely marks delivery, the lecturers‘ ability to deliver teaching

materials etc.

Practitioners in various industry related to economics and business are one

among the closest stakeholders of higher education institution, because they will be

the user for higher education institution‘s output. The results of tracer study are an

indicator that can guide the direction of the curriculum to link and match to the

industries needs related to soft skills that the work place needs. The implication is the

curriculum is designed by balancing conceptual skills and practical skills with a touch

of the practitioner through public lectures by bringing in guest lecturers in which

various issues update on business and management are examined. The provision guest

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lecturers are one form of curriculum development involving the practitioners in the

relevant industries. Through the involvement of expert staff from the specific industry

(as a guest lecturer) to study sessions also provide input (suggestions) for the

development of curriculum in UPM. The example of the expert staff who were guest

lectures and who have given their contribution to the development of curriculum of

UPMand the following is a list of guest lecturers who have given insight lecturingto

the students are included in the appendix 10.12.

At the of stage learning, the practitioners from the industriesare actively

involved by contributing ideas and concepts. It expected that with the involvement

of the relevant industries, the product of the learning of the curriculum will meet the

needs in the industry as a user of the graduates. In an attempt to share and formulate

ideas, the practitionersproactively delivers proposed changes and development as

tracer study. Input from this tracer study and guest lecturers definitely is used for

curriculum development.

d. Evaluation of Curriculum Development

Curriculum in UPM is reviewed in order that it may always comply with the

development of science and in line with the needs of stakeholders. Every five

years focus group discussion held with the stakeholders (alumni, employers, and

faculty team concentration) to obtain input on competencies needed by the

graduates for which then will be translated into the curriculum. Moreover, once

every two years tracer study is held to get feedback on the suitability of the

curriculum to the needs of the job market (appendix 10.13).

In particular, the curriculum in UPM is reviewed annually through a review

of the syllabus conducted in coordination meeting before a new semester begins.

In the meeting reference books used are also discussed, especially the ones related

to the renewal edition of the books (if indeed there is a newer edition). Because of

this, it is common that the syllabuses annually revised which mostly contains

minor revisions related to the weight, types of assignment, change edition of the

book; A big change occurs when the subject taught uses a different book than the

previous year or when there is a proposal to change the book. Substitution of the

book can be done when there is input from the lecturer that there are other

reference books that may be more comprehensive and updated. However, the

book substitution is restricted to once in 5 years and it must obtain approval from

the team of teachingstaff (through the mechanism of coordination meetings) and

approved by the Head of the UPM.

Structured evaluation by students at the FEUI is done through the mechanism

of EDOM (Evaluasi Dosen oleh Mahasiswa) (Lecturer Evaluation by Students). The

use of EDOM is one of UI's commitments to improving the quality of the learning

process and performance of teachers, thus by participating in filling EDOM,

students can experience continuous quality improvement. The result from EDOM

also utilized for lecturer‘s performance appraisal and judgement in lecturer

assigment each semester. Evaluation results are summarized and sent to the relevant

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lecturer as feedback. This feedback is also used for improvement. For note, EDOM

only evaluates teaching and learning process, but does not review curriculum

comprehensively as a whole. In the assessment of EDOM, students give the score in

the range of 1 to 6 (enacted after 2008 – formerly the range is 1 to 4). Sites to access

online EDOM is http://edom.ui.ac.id/login.php. In details, four attributes of

assessment in EDOM evaluation are described appendix 10.14.

Completing EDOM is a process which is done anonymously, but it is a

mandatory procedure that must be carried out by students before they can access

their academic grades of each subject. The results of the questionnaire are analyzed

and used as feedback to the relevant lecturers as a base to improve the teaching

activity in the next semester. Other performance can be seen from the number of

teaching in the classroom, UPM continually recapitulate the numbers of teaching of

a lecturer every mid-semester and end of each semester, and will provide a letter of

reprimand if the teaching is done in less than the number decided. For 3

creditsubject, allocation of teaching is twelve (12) to fourteen (14) sessions,

whereas for 2 creditsubject, allocation of the meeting is as much as ten (10)

meetings, with the duration of each meeting throughout the 150 minutes.

In addition to the of students‘ evaluation of teachers a similar mechanism is

also used to monitor the of performance Assistant Lecturer through Evaluation of

Assistant Lecturer by Students (EADOM). The evaluation includes teaching

material comprehension, course assignments, questions management, punctuality

and students‘ access for contact. The scale used also is 1-6. Lecturer‘s Assistant

Teaching Performance Index is calculated by a formula (based on the FEUI

undergraduate teaching guide): 0,5EM+0,30K+0,20M which is EM for EADOM

component, K for attendance and M for frequency of monitoring.

Apart from the students, assessment is also done by those who have graduated

(about their learning experience in UPM). These graduates provide feedback on the

curriculum in terms of their learning experience as students and this can be seen in

the table below. There are 68% of respondents who said that the course curriculum

in the Department of Management of UI is good, and that the learning process is

also good. The Feedback regarding the Lecturers and the assistant lecturers and the

support facilities are also good. In addition, evaluation on their involvement in

research and in community service and accessfor information which support their

studies are considered not so good. It might be happened because students are quite

busy with extra curricula activities for them to obtain soft skills, social skills as well

as life skills. It might also be happened, because only few lecturers inviting their

students to help them conducting research or involved in community services.

However,appendix 10.15 about Tracer study describes general evaluation of UPM

(the evaluation from the graduates which are related to the performance of UPM).

A number rasionalization about the finding. In majority, (1) curriculum (2)

teaching and learning process (3) lecturer (4) facility (5) accesibility lead in a good

score. But, for the attribute, involvement in research and society only moderate

score. This finding indicates that we have to boost research actually in order to gain

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35

recognition from national and international. This finding that described above are

used by the UPM to develop the curriculum and subjects through curriculum

renewal.

Stakeholder's feedback is required for the assessment and the evaluation of

curriculum. Stakeholder in this case are employers, alumni, students and relevant

companies, associations and government institutions. Feedback from student is

given directly through a system called EDOM (Lecturer Evaluation by Students) or

the assessment of students to lecturer.

e. Academic Quality Assurance and Continuous Improvement of Teaching and

Learning, Methods and Assessment

Universitas Indonesia is a modern university that is treated as a corporate, in

the sense that the UI on one hand should be accountable to stakeholders, but on the

other hand it retains to be nonprofit. Because it is considered as a corporate, the

graduates as the product of Universitas Indonesia must have some criteria such as

competent in their field, able to compete at the national and international level, having

good personality and high moral standing. To achieve this criterion, UI must have a

reliable academic quality assurance system, which includes the academic quality

management system. The establishment of the academic quality management system

must be in line with the vision, the mission and the values embraced by the

Universitas Indonesia. Commitment to improve the management and organization

system that refers to an implementation of effective and efficient educational program

is an effort to improve the quality of academic programs.

The commitment to achieve the academic quality is carried out not only at the

university level (with the presence of the Academic Quality Assurance

Agency(BPMA), but also carried out to the faculty level, even to a course of UPM.

BPMA serves as planning, management and monitoring quality centre at the

University level which is in charge ofthe Academic Quality Assurance Unit at faculty

level (UPMA) at the faculty level. BPMA-UI supervises UPMAin each faculty. Thus,

theUPMA is responsible for planning, managing, and monitoring quality assurance

processes at the level of faculty in general, and departments and also UPM in

particular.

f. Quality Management at UPM

Implementation of quality assurance at the faculty level is conducted by the

Dean and Vice Dean for Academic Affairs, Head of Department, and Academic

Quality Assurance Unit (UPMA). The implementation of quality assurance at UPM is

below DOM‘s authority which involves the head, staff and lecturers. Mechanisms of

quality assurance in UPM implemented as follows:

1. Using academic coordination meetings between Management Undergraduate

Program (UPM) and the Department of Management (DOM) in the form of

internal departmental meetings (which are usually attended by the leader: the

head & secretary of DOM, the head of UPM, staffs of DOM and UPM, and also

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36

UPMA Representatives from the DOM. An example is the coordination

between the DOM and UPM in the establishment of permanent and temporary

lecturers in each UPM.

2. Technical supervision of the implementation of academic activities at UPM

(meetings between the leader, its staff, and the lecturers). For instance is the

implementation of lecturer coordination meetings of each subject / course at

the beginning of each semester and when preparing probems / questions Mid

Semester Examination (UTS) and Final Semester Examination (UAS). Another

example is the monitoring of quality and mentoring of the final work and

(undergrade thesis and internship / apprentice report) students..

3. Curriculum development and supervision. Regarding the development of the

curriculum, head of UPM consult with professors and the lecturers who are

competent in their fields, including those who have a home base or support in

UPM. DOMand UPM periodically conducts an evaluation and review of

curriculum and teaching and learning system that is used.

4. Periodical completion and evaluations of Semester Evaluation (EVISEM),

Annual Evaluation (EVITAH), and Evaluation Based on Self Assessment

(EPSBED) in UPM, that are prepared by the Academic Quality Assurance

Agency (BPMA)and DIKTI that contains indicators of quality assurance of

academic activities that take place in UPM.

5. The Program compliance in monitoring the implementation of renewal license

in UPM, in the participation in the Internal Evaluation (EVIN) which is a

preparatory stage before conforming accreditation at the national level (BAN-

PT) and at international level, as well as in the participation in the BAN-PT and

international accreditation. UPM has managed to get the ‖A‖ grade

ofaccreditation for the period 2005-2010.

6. Periodical Evaluation and Improvement of support services and facilities

such as library (Resource Learning Center), computer laboratory, as well as

student services. In each of the physical unit there are input sheet

(questionnaire) for the user (student and lecturer) feedback that is reviewed

periodically by the UPM and the suggestion for improvement is allocated in the

yerly budget.

In addition, feedback on the Quality Assurance is given from external examiners

which is the National Accreditation Board assessor and was granted while organizing

Filed Aassessment for the Accreditation of UPM. The asessor stated that the unit has

implemented Quality Assurance process well including coordination mechanism with

the ranks of leaderships.

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CRITERION 11. OUTPUT

a. Graduate Profile

Graduate quality and research activities are the achievement indicators of the

Program‘s objectives. Graduate quality is reflected in the number of graduates

graduating with dictinction, the pass and dropout rates, the average time for

graduating, and the average time required for graduates to get jobs which are relevant

to their field of study.

Graduate profile which shows the number of graduates based on the year

enrollment, the average GPA, and the number of graduates graduating with distinction

is presented in Table 10. Specifically, the average GPA of graduates from Regular

Program has increased from 3.36 in 2009 to 3.48 in 2012.

Table 10. Graduate Profile as Per Intake Academic Year

Source: Compiled from UPM Regular Program

Table 11. Details of Graduates‘ GPA

Interv

al

GPA

Achieveme

nt

2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016 2016

/

2017

1 2 1 2 1 2 1 2 1 2 1 2 1

2.00-

2.75

Satisfactory 3 0 1 0 0 0 0 0 0 0 0 0 0

2.76-

3.00

Very

Satisfactory

6 13 7 3 1 2 0 1 0 0 0 0 0

3.01-

3.50

Very

Satisfactory

22 79 31 82 35 87 32 85 43 111 23 85 27

3.51-

4.00

Cum laude 6 26 12 39 15 27 5 31 3 48 12 45 14

Total Graduates 37 118 51 124 51 116 37 117 46 159 35 130 41

Average of Graduates‘

GPA

3.1

8

3.3

0

3.2

6

3.3

3

3.3

7

3.3

3

3.1

9

3.4

0

3.2

5

3.4

0

3.3

8

3.4

4

3.44

Source: Compiled from Source: Compiled from UPM Regular Program

Table 11 demonstrates that most graduates of UPM are under ―very satisfactory‖

category. More specifically, 72.98% and 26.65% of graduates are classified as ―very

Intake

academic year

Total number

of graduates

Average GPA Number of

cum laude

% of cum

laude

2009 151 3.36 42 28%

2010 174 3.35 38 22%

2011 162 3.41 50 31%

2012 154 3.48 60 39%

2013 20 3.61 14 70%

2014 n.a n.a n.a n.a

2015 n.a n.a n.a n.a

2016 n.a n.a n.a n.a

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satisfactory‖ and ―cum laude‖ respectively while only 0.38% are classified as

‗satisfactory‘.

b. Pass Rate and Dropout Rate

Other indicators used to show how well UPM has achieved its objective are the pass

and the dropout rate. To determine whether students can continue their study, UPM

uses a set of evaluation indicators in assessing students‘ academic performance. If

students do not meet the minimum requirements, they must be dropped out of the

program. Table 12 shows the pass and dropout rate from 2009 to 2012., the average

pass rate was 91.58%, while the average dropout rate was 0.4%.

Table 12. Pass Rate and Dropout Rate - UPM Regular Program

Intake

academic

year

Size

cohort

% first degree after % dropout after Resign

3

year

4

years

> 4

years

1

year

2

years

3

years

> 3

years

2009 180 0.6% 65.5% 19.4% 0.0% 0.0% 0.6% 0.0% 14.4%

2010 202 0.5% 57.4% 32.7% 0.0% 0.5% 0.0% 0.0% 8.9%

2011 185 0.0% 75.7% 17.3% 0.0% 0.5% 0.0% 0.0% 6.5%

2012 184 0.0% 71.7% 25.5% 0.0% 0.0% 0.0% 0.0% 2.7%

2013 184 n.a n.a n.a 0.0% 0.0% 0.0% 0.0% 3.3%

2014 148 n.a n.a n.a 0.0% 0.0% n.a n.a 2.7%

2015 143 n.a n.a n.a 0.0% n.a n.a n.a 1.4%

2016 n.a n.a n.a n.a n.a n.a n.a

Source: Compiled from Source: Compiled from UPM Regular Program

Table 12 describes that the dropout occured mostly after the second year. This

indicates that either they were unable to meet the academic requirement or they have

their own preference. It is noteworthy that the resignation rate is also significant. The

resignation rate for Reguler Program is 14% in 2009, however, the trend shows that

the rate has been decreased to 1.4% in 2015. To reduce the dropout rate, UPM has

taken several strategic policies, such as assigning academic staffs as academic

advisors for students, providing guidance and counseling facilities at the faculty level,

and performing continuous monitoring on students‘ academic performance through an

integrated database system.

c. Length of Study

Length of study is another indicator used to measure the performance of UPM.

Usually, students are expected to graduate in four years, with a two-years addition to

their study period if they need an extra time to graduate. Table 12 shows that most

students graduate in 4 years. More specifically, the percentage of students from

Regular Program who graduate in 3.5 years, 4 years, and more than 4 years are

0.55%, 67.58%, and 23.73% respectively.UI only allows the maximum of 12 regular

(excluding academic leave) semesters or 6 years for students to finish their study. In

order to ensure that the students graduate in time, UPM has provided monitoring

mechanism as well as guidance and counseling facilities for the students.

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d. Employability

Matching Graduates’ Competencies with the Demand of Industry

The evaluation of graduates‘ quality can be done by matching graduates‘

competencies with the demand of the industry. According to the result of the tracer

study conducted in 2016, of the 87 respondents who already worked, 39.1% stated

that their background education as students of UPM was related with their first jobs

while 35.6% stated that their background education as students of UPM

wascloselyrelated with their first jobs. Only 3.4% of respondents considered that their

background education was not related to their first jobs. To increase graduates‘

competencies, UPM has has taken several strategies, such as conducting guest lecture

with professional from industry as the guest lecture and facilitating students to attend

internship program in order to get more practical experience.

Graduates’ Satisfaction

The evaluation of graduates‘ satisfaction can be measured by UPM‘s contribution to

graduates‘ competencies. Based on the result of the tracer study conducted in 2016, it

was found that UPM has ―high‖ and ―very high‖ contribution in gradutes‘

competencies in terms of knowledge in specific discipline, ability to work both

individually and in group, and analytical skill. More specifically, according to the

result of the tracer study, of the 105 respondents stated that UPM has ―high‖

contributions in the following competencies: knowledge in specific discipline

(45.3%), ability to work both individually and in group (42.5% and 44.8%), and

analytical skill (44.8%). Furthermore, the respondents stated that UPM has ―very

high‖ contribution in competencies aforementioned competencies: knowledge in

specific discipline (29.2%), ability to work both individually and in group (21.7% and

29.5%), and analytical skill (28.6%). based on the survey, it is also found that these

competencies are high and highly required in the workplace. For example, 44.7% and

15.3% of the respondents‘ state that knowledge in specific discipline is ―highly

required‖ and ―very highly required‖ in their workplace while 53.5% and 31.4% of

the respondent‘s state that analytical skill is ―highly required‖ and ―very highly

required‖ in their workplace. This result indicates that the curriculum and learning

process at UPM is relevant with competencies required by the industry.

Employers’ Satisfaction and Graduates’ Waiting Time for the First Job

In the labor market, graduates of UPM are quite wanted by potential

employers. Based on tracer study conducted in 2016 with 104 respondents, the

average waiting time to get the first job is about 3 (three) months. According to the

tracer study of 21 users conducted in 2015, most users considered UPM‘s graduates

as ―good‖ in terms of integrity (82%), expertise based on educational background

(82%), English skill (73%), ability to use IT (64%), communication skill (73%),

teamwork (59%) and self-development (68%). Only few respondents conidered

UPM‘s graduate as ―quite good‖ on the criterias spesified above. This result indicates

that the curriculum and learning process at UPM is relevant with the needs of

industry.

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TheRelevancebetweenCareerandEducation (Study Field)

Tracer study conducted by CDC FEB UI asked about the relevance

between graduates‘ job with their field of study. In 2012, the majority of

respondents (36.7%) from UPM graduates shown that their job is relevant with

their study field and 28.6% stated that their field of study at UPM is

significantly relevant, while about 26.5% is slightly relevant and only 8.2%

considered their study field is irrelevant to their job. In 2013, the majority of

respondent (58.8%) stated that their study field is relevant with their job and

11.8% said that the study field is significantly relevant with their job while

17.6% and 11.8% considered their educational background as slightly relevant

and irrelevant. In 2014, the majority of respondent (42.1%) stated that their

study field is relevant with their job and 31.6% said that the study field is

significantly relevant with their job, 26.30% considered their educational

background as slightly relevant with their job and 0% considered their study

field as irrelevant with their job. In 2015, 33.3% stated that their study field is

relevant with their job and 22.22% said that the study field is significantly

relevant with their job, 29.17% considered their educational background as

slightly relevant with their job and 15.28% considered their study field as

irrelevant with their job.

According to the result of the tracer study conducted in 2016, of the 87

respondents who already worked, 39.1% stated that their background education as

students of UPM was related with their first jobs while 35.6% stated that their

background education as students of UPM was closelyrelated with their first jobs.

Only 3.4% of respondents considered that their background education was not

related to their first jobs. These findings portrayed that most of graduates had

jobs that were relevant to their area of study appendix 11.1 shows the results.

Alumni Satisfaction Level Alumni Satisfaction Level Based on Benefit of

UPM for Alumni

The alumni satisfaction level is measured by the beneficial of study

program for alumni from 6 aspects (starting a job, extended learning in a job,

perform the job, future career, personal development, and entrepreneurial skill).

Using 5 scale of measurement, 1 for very not useful to 5 for very useful. On

average from 2012 to 2016, the UPM graduates said that the study program is

useful for them to start a job (4.1) their future career (4.1), personal development

(4.0), as an extended learning in a job (4.0), to perform their job (4.0), and give

them an entrepreneurial skill (3.7). The overall mean for 6 aspects is 4.00 (of

scale 5) which shown that the UPM graduates consider the study program give is

useful for them and satisfy with the study program. Appendix11.2 shows the

results.

The evaluation of graduates‘ satisfaction also can be measured by UPM‘s

contribution to graduates‘ competencies. Based on the result of the tracer study

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41

conducted in 2016, it was found that UPM has ―high‖ and ―very high‖ contribution in

gradutes‘ competencies in terms of knowledge in specific discipline, ability to work

both individually and in group, and analytical skill. Appendix11.3 shows the results.

e. The Level of Research Activity

Another indicator to measure the UPM performance is the level of research

activity conducted by the academic staffs (lecturers and teaching assistants) and

students. Table 13 shows research activities conducted by academic staff of UPM.

Academic staffs can use available grants provided by UI, the Faculty or Directorate of

Higher Education of the Ministry of National Education or other

national/international grants to conduct researches. The details of research activities

conducted by UPM‘s Academic staffs are as follows:

Table 13. Research Activities Conducted by UPM‘s Academic Staffs

Source of Funding 2012 2013 2014 2105

The University/faculty 16 21 16 27

Ministry of National Education 2 13 9 5

Others 40 24 10 18

Source: Compiled from DOM Data

UPM has always encouraged the academic staffs to conduct research and

actively involved in scientific activities, such as national/international seminars and

conferences. Funds were provided by DOM, FEB UI, UI as well as the Directorate of

Higher Education of the Ministry of National Education. In addition, UPM has

conducted Training for International Publication to support the research activities.

Table 14 shows the details of publication by academic staffs of UPM during 2012 -

2016.

Table 14. Number of Publications by UPM‘s Academic Staffs

Types of Publication 2012 2013 2014 2015 2016

Indexed Peer Review Journal-

International

12 8 11 27 23

Peer Reviewed Journal-International 2 5 2 7 4

Academic/Research Proceeding 34 37 48 35 76

National Journal 14 4 8 7 2

Peer Reviewed Journal Nationally

Accreditted at least B

25 23 18 14 10

Text Book 2 4 4 2 6

Book Relevant to Business 5 8 6 4 3

Book Chapter 9 - 3 2 1

Refereed Book Chapter 2 3 1 3 3

Other 131 151 110 80 11

Source: Compiled from DOM Data

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UPM‘s academic staffs usually ask students to help their survey or data entry. These

activities serve two purposes, which are training students on how to obtained the

required data in the field and how to manage the obtained data using certain software.

The supervision of academic staffs in students‘ undergraduate thesis writing is also

very beneficial for students. Some of undergraduate theses are published in journals

and conference proceedings. Details of the research activities of UPM‘s academic

staffs are presented in appendix 11.4.

f. Feedback from stakeholder

FeedbackfromEmployers

In the labor market, graduates of UPM are quite wanted by potential employers.

Based on tracer study conducted in 2016 with 104 respondents, the average waiting

time to get the first job is about 3 (three) months. According to the tracer study of 21

users conducted in 2015, most users considered UPM‘s graduates as ―good‖ in terms

of integrity (82%), expertise based on educational background (82%), English skill

(73%), ability to use IT (64%), communication skill (73%), teamwork (59%) and self-

development (68%). Only few respondents conidered UPM‘s graduate as ―quite

good‖ on the criterias spesified above. This result indicates that the curriculum and

learning process at UPM is relevant with the needs of industry. Appendix11.5 shows

the results.

FeedbackfromAcademicStaffs

UPM already has mechanisms to accommodate feedback from academics staffs

either through a routine formal activity, such as semi-annual and annual academic

meeting, or non-formal activities, such as mailing list. The annual meeting is

important to share the current and progress information about UPM and to discuss

any opinions from all academic staffs. Mailing list is a mean of communication

for academic staff to coordinate the teaching and learning process. Academic staff

updates the course syllabus based on some contemporary issues in every

semester, including the assessment system and assignments given to students.

Meanwhile, non-formal activities, such as outing and gathering, provide

opportunity for academic staffs to share their suggestions and criticisms.

Appendix11.6 shows the several minutes of meeting in several routine

discussions. UPM as a collegial and open organization always makes open and

family like discussion in some occasions like Family Gathering, Capacity Building

every year. Such occasions are intended to draw valuable insights from all academic

staffs in improving the UPM‘s operation including service and facility, as an example

situation of the capacity building can be seen appendix11.7.

FeedbackfromTheCommunity

UPM receives feedback from the community through various media, such as

printed and electronics media.FEUI has created partnership with some media

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43

which is organized by Public Relations and Media Center of FEUI (HMC-

FEUI). HMC-FEUI exists as an information disseminator and facilitator to share

and receive suggestions and criticisms from the community.

A good relationship between FEUI and some media offers benefits for FEUI‘s

exposure. Some activities were captured by the media, for example the

International Conference on Business & Management Research (ICBMR)

organized by the Management Research Center (MRC), student‘s international

competitions, and other UPM‘s achievements (see appendix11.8 for evidence).

The complete tracer study 2008, 2010 and 2011 can be seen at appendix 11.9.

FeedbackfromTheAlumni

UPM believes that the role of the alumni is very significant in providing

feedback. The alumni of UPM have a community under the formal organization

of FEBUI-Alumni Association (ILUNI FEBUI). On-line communication media

is organized through the website (www.iluni-feb-ui.com) and the email

(iluni_fe_website@yahoo.com/sekretariat.iluni.feui@gmail.com).

TheFEBUIalumnicanregisterasalumnimemberonthewebsitethroughtheirpersonal

email accounts (this site can be seen in appendix 11.10). It updates the latest

information about alumni‘s new events and programs, alumni profile,

scholarship information, and also forum for communication.

Alumni's feedback can be channeled through their involvement in academic and

non-academic program. The alumni are involved to support academic activities,

by participating as speakers or guest lecturers at seminars and discussions or

being FEBUI‘s research co-operation partner. They also engage in non-

academic activities by creating gathering or charity programs. A list of ILUNI

activities can be seen in appendix 11.11a, 11.11b, and 11.11c.

PART 3: STRENGHTS, WEAKNESSES AND AREA OF

IMPROVEMENT

a. Strengths and Weaknesses

Based on the strengths and Weaknesses mentioned in the table below, UPM already

set some plans for improvement to improve the current condition to the desired

condition by considering inputs, processes and outputs to overcome the weaknesses.

Table 15. Strengths and Weaknesses

STRENGTHS AND WEAKNESSES

Criteria Strength Weaknesses

Criteria 1

The UPM has clearly formulated the ELO based on

inputs from stakeholders, which are also aligned

with vision and missions of the university.

The ELO have been translated into specific

knowledge, skills, and attitudes that can be attained

by the UPM students through a complete learning

To make certain ELO are

still hard to do due to some

resistances fromthea few

number of academicstaffs.

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Expected

Learning

Outcomes

(ELO)

process in the UPM‘s designed curriculum. The

ELO also cover generic skill, specific skills and

knowledge.

Curriculumstructure,learningmethods,andassessme

ntmethodused in the UPM are clearly designed to

support the achievement of the ELO.

With the use of active learning (i.e. the student

centered learning) method, not only has the

program made the students achieve certain

skillsbutalsopromotedlearningtolearnandlife-

longlearning.

The outcomes for each concentration has ben

specify clearly.

Criteria 2

Program

Specification

The UPM has a clear and informative program

specification that has been made available to all

stakeholders through the program catalogue book,

the academic guidebook and UPM‘s website.

The curriculum is up to date, it shows breadth and

depth along each course level from basic to

advanced courses, and is coherent with all

ofthesubjects.Thecourseshavebeenintegratedwithth

eELO.

The UPM already set a procedure to evaluate

various alternative teaching and learning strategies as

well as assessment methods for each concentration.

Updating the necessary

information on the website is

still rather slow because of the

lack coordination between the

content creator and the IT

support.

Criteria 3

Program

Structureand

Content

The curriculum structure and content has been

designed to provide

goodbalancebetweengenericandspecificskillsandkn

owledge.

With the chosen curriculum structure, the UPM has

systematically

designedtheachievementoftheELOateachstageofstu

dyperiod.

Each course in the curriculum offers information

and knowledge required to achieve certain ELO.

The learning methods being used in each course

also contribute to the achievement of the ELO

especially intermsofskillsandattitudes.

The program content already reflects the mission

and vision of the university verywell.

The course in the program is coherent and shows a

progressive balance from basic courses to

specialized courses and the early year program

provide sufficient insight to the remaining parts of

the program.

Theprogramcontentsareuptodateandimprovedforeve

ry3-5years

withregardstostakeholder‘sfeedbackandopinion.

Theprogramcontentareabletoshowsitsbreadthandde

pthforeach ofthefourspecializedcoursecategory.

Eachcourse‘scontributiontoELOisclearlyexplained.

UPMbegantodevelopCompetency-

BasedCurriculum(KBK)intensively.Thatcurriculum

wasdevelopedandimprovedbytakingintoaccountvalu

ableinputsfromthegraduateemployers.

The UPM has limited control

over courses provided by the

university or the other

departments in the faculty

and their respective ELO to

beachieved.

UPM has been proposing to

make internship as a

compulsory course since

2016. The proposal is

currently being evaluated at

the faculty level, meanwhile

students still can take

internship as a noncredit

course.

Criteria 4

Teaching

andLearning

Strategy

There are variety of learning methods that can be

applied to achieve ELO of eachsubjects.

TheSCLmethodshavebeenappliedinallcoursestostim

ulatequality learning, where 83 of them having

SCL module, and others courses

arepreparingtohavethemoduletoo.

Theteachingandlearningstrategyhasbeensharedconti

The ideal Student-teacher

ratio for applying SCL

methods is 1:20. Sometimes

for some subjects this ratio

cannot be achieved. The

number of class with the

student-teacher ratio

exceeding 1;20 is decreasing

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45

nuouslyand

developedthroughregularmeetingandtraining.

The teaching and learning strategy evaluated

periodically through

EDOMresultsandregularmeeting.

By SCELE(StudentCenteredE-Learning) Platform,

theinteractionbetweenstudentsandacademicstaffcanb

edonethroughane-learningmethod.

over the time.

Criteria 5

Student

Assessment

Highlycompetitiveadmittedcandidates.

Varietymethodsofstudents‘assessmentsareused.

Assessmentcriteriaareclearlystatedintheguidebooka

ndused properly.

There‘sanappealprocedure.

To assess final project, rubrics are used accordance

with the AACSB guidelines.

UPMplanstoincreasetheawar

enessthroughregularsocializa

tion

Cross-evaluation or cross

marking between different

classes, assessment by peers

and self-assessment have not

been set yet.

Criteria 6

Academic

Staff

Quality

Academic staffs of UPM have areas of expertise

that fit the requirementofUPM‘sELO.

The existence of Corps of Teaching Assistants that

continuously

suppliesthecandidatesforacademicstaffsandsupports

theteaching and learningprocess.

Determination of teaching assignments is based on

academic staff‘s competenceandpreference.

Academic staff to student ratio in the last semester

Is 0.637 which is verysufficientcomparedto the

standardsetbyKemdiknasforprogram in

socialscience.

Academic staffs‘ performances are monitored

through DP3 for PNS,

andassessmentresultsfromDOM.

The government set the rules and criteria for

retirement, termination and pension for PNS. For

BHMN staffs the rules and criteria are determined

byUI.

The existence of nationally accredited journals and

annual international conference at DOM that

support academic staffs in

disseminatingtheirresearchworks.

DOMallocatesbudgetforacademicstaffstodisseminat

etheirresearch

worksinacademicconferences,homeandabroad.

In terms of age composition, 58 people (68%) of full-

time academic staffs are in the 30-49 age range

reflecting that the regeneration process has gone well.

The percentage of full-time

academic staffs holding

doctorates degrees is still

43,53%. However, 15

academic staffs are currently

pursuing their doctorate

degrees at educational

institution, at home and

abroad, so the percentage

will increase in the next few

years.

The percentage of

Professorand Associate

Professoris relatively low

because of several reasons.

First, the review for the

promotion to Lektor,Lektor

Kepala and Guru Besar are

carried out by both UI and

Kemdikbud that usually takes

a long time. Secondly, some

of the academic staffs do not

properly record their activities

in teaching, research and

community service which

delays the promotion to the

higher academic rank. In order

to overcome this problem, the

Department of management

has been assigned special staff

to monitor the promotion

process for academic staff.

As per December 2016, 61%

of full-time academic staffs of

UPM had been through the

lecturer certification process..

The remaining academic staffs

will gradually be appointed to

undergo certification process

in the years to come.

Criteria 7

Support

Staff

Quality

Supportsstaffeducationalbackgroundareaccordance

withtheir functions

Supportsstaffarecompetenttodotheirfunction

A clear planning for training and development

activities for each year whichisreflectedonRKAT

Training programs were offered at the Study

Program, Faculty, and Universitylevel

Both academic staff and support personnel have

opportunities to get

More planned and structured

support staffs development is

needed.

Feedback from stakeholder

regarding the support staff

quality has not been set yet.

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46

scholarshipwhichisofferedbytheFaculty

Criteria 8

Student

Quality

The Attractiveness Index indicates the number of

students out of 100 applicants, which are actually

admitted at UPM. The score that is lower than 10%

suggests high level of competitiveness among high

school graduates to enter UPM.

Extra-curricular activities have been integrated and

student association is running well to support

development of soft skill and

practicalEachStudenthasAcademicadvisor

Therearetutorialclassestocomplementthelearningpro

cess

Counseling Unit, student organization, Scholarship,

English self access Centre and Career Development

Centre are available for Students

Facilities such as healthcare center, dormitory,

sport canter, Internet

access,busandbicyclefortransportationareavailable.

Therearesomestudentswhogr

aduatemorethan4years.

Criteria 9

Facilities

and

Infrastructure

Adequate number of classrooms and seminar rooms

with adequate facilities for eachroom.

Resource and Learning Centre (RLC) has a

complete collection of references for UPMstudents.

UPM students has open access to journal or other

publication resources.

UPM students has access to university library,

faculty library, and English lab(ESAC).

AdequatefacilitiesofbothUPMandFEUIcomputerlab

s.

InternetaccessforallUPMstudentsthroughSingleSign

On.

UI already set up a comprehensive guidelines

regarding environmental health and safety and

implemented at the faculty level.

The map of evacuation route is available in each

classroom.

The Computer Laboratory of DOM has such software

to help students finish their research or final project.

Fire drills not practiced

regularly.

Criteria 10

Quality

Enhancement

TheuniversitycontrolandguideUPMtoplan,developa

ndupdatethe curriculum periodically and in a

sustainable way.

UPM have a structured and more technical system

to design, develop and evaluate the curriculum that

involved the Head of UPM with assistance

(consultation) with professors and highly

competent academicstaffs.

UPM also requires all academic staffs to do a-

coordination meeting at the beginning of semester,

also before mid-term and final exams to ensure a

high-standardized quality the course delivered by

all academicstaffsIn order to ensure the quality and

the link-and-match with labor market, in designing

Stakeholders to obtain inputs from various UPM's

stakeholders.

At the mid-semester and at the end of semester,

every students have to fill in on-line questionnaire -

called "EDOM"- that evaluate academic staffs‘

performance and the teaching and learning process.

By SCELE(StudentCenteredE-Learning) Platform,

theinteractionbetweenstudentsandacademicstaffcanb

edonethroughane-learningmethod.

Currently, other than EDOM,

UPM has no other specific

tools to evaluate the courses

and curriculum But in the

future, Department of

Management, in this case,

UPM will implement other

tools for gaining the students

evaluation regarding the

curriculum development,

lecturer quality and support

staff quality.

Criteria 11

Output Students can provide feedbacks to the academic

staffs for their improvementthroughEDOM.

Faculty and UPM already

consider getting more

qualitative feedback from the

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47

Survey on UPM‘s facilities and service satisfaction

are conducted for studentsandacademicstaff.

FeedbackfromtheindustryshowsthatUPMgraduatesa

recompetent

andreliable,andthecurriculumfitstheirneeds.

(Sources : Tracer study at year 2016)

Ingeneral,societyviewsthatUPMUIgraduatesarequal

ified.

UPM is one of the national benchmarks for

undergraduate program in management.

Majorityofthestudentsgraduateswithin4years.

stakeholder.

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50

b. Completed Self-Assessment Checklist

Table 16. Self-Assessment Checklist

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been clearly

formulated and aligned with the vision and mission of the

university [1,2]

5

1.2 The expected learning outcomes cover both subject specific

and generic (i.e. transferable) learning outcomes [3]

5

1.3 The expected learning outcomes clearly reflect the

requirements of the stakeholders [4]

5

Overall opinion 5

2 Programme Specification

2.1 The information in the programme specification is

comprehensive and up-to-date [1, 2]

4

2.2 The information in the course specification is comprehensive

and up-to-date [1, 2]

5

2.3 The programme and course specifications are communicated

and made available to the stakeholders [1, 2]

5

Overall opinion 5

3 Programme Structure and Content

3.1 The curriculum is designed based on constructive alignment

with the expected learning outcomes [1]

5

3.2 The contribution made by each course to achieve the

expected learning outcomes is clear [2]

5

3.3 The curriculum is logically structured, sequenced, integrated

and up-to-date [3, 4, 5, 6]

5

Overall opinion 5

4 Teaching and Learning Approach

4.1 The educational philosophy is well articulated and

communicated to all stakeholders [1]

5

4.2 Teaching and learning activities are constructively aligned to

the achievement of the expected learning outcomes [2, 3, 4,

5]

5

4.3 Teaching and learning activities enhance life-long learning

[6]

5

Overall opinion 5

5 Student Assessment

5.1 The student assessment is constructively aligned to the

achievement of the expected learning outcomes [1, 2]

5

5.2 The student assessments including timelines, methods,

regulations, weight distribution, rubrics and grading are

explicit and communicated to students [4, 5]

5

5.3 Methods including assessment rubrics and marking schemes

are used to ensure validity, reliability and fairness of student

assessment [6, 7]

5

5.4 Feedback of student assessment is timely and helps to

improve learning [3]

5

5.5 Students have ready access to appeal procedure [8] 5

Overall opinion 5

6 Academic Staff Quality

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51

6.1 Academic staff planning (considering succession, promotion,

re-deployment, termination, and retirement) is carried out to

fulfil the needs for education, research and service [1]

5

6.2 Staff-to-student ratio and workload are measured and

monitored to improve the quality of education, research and

service [2]

5

6.3 Recruitment and selection criteria including ethics and

academic freedom for appointment, deployment and

promotion are determined and communicated [4, 5, 6, 7]

5

6.4 Competences of academic staff are identified and evaluated

[3]

5

6.5 Training and developmental needs of academic staff are

identified and activities are implemented to fulfil them [8]

4

6.6 Performance management including rewards and recognition

is implemented to motivate and support education, research

and service [9]

5

6.7 The types and quantity of research activities by academic

staff are established, monitored and benchmarked for

improvement [10]

5

Overall opinion 5

7 Support Staff Quality

7.1 Support staff planning (at the library, laboratory, IT facility

and student services) is carried out to fulfil the needs for

education, research and service [1]

5

7.2 Recruitment and selection criteria for appointment,

deployment and promotion are determined and

communicated [2]

5

7.3 Competences of support staff are identified and evaluated [3] 5

7.4 Training and developmental needs of support staff are

identified and activities are implemented to fulfil them [4]

4

7.5 Performance management including rewards and recognition

is implemented to motivate and support education, research

and service [5]

5

Overall opinion 5

8 Student Quality and Support

8.1 The student intake policy and admission criteria are defined,

communicated, published, and up-to- date [1]

5

8.2 The methods and criteria for the selection of students are

determined and evaluated [2]

5

8.3 There is an adequate monitoring system for student progress,

academic performance, and workload [3]

5

8.4 Academic advice, co-curricular activities, student

competition, and other student support services are available

to improve learning and employability [4]

5

8.5 The physical, social and psychological environment is

conducive for education and research as well as personal

well-being [5]

5

Overall opinion 5

9 Facilities and Infrastructure

9.1 The teaching and learning facilities and equipment (lecture

halls, classrooms, project rooms, etc.) are adequate and

5

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52

updated to support education and research [1]

9.2 The library and its resources are adequate and updated to

support education and research [3, 4]

5

9.3 The laboratories and equipment are adequate and updated to

support education and research [1, 2]

5

9.4 The IT facilities including e-learning infrastructure are

adequate and updated to support education and research [1, 5,

6]

5

9.5 The standards for environment, health and safety; and access

for people with special needs are defined and implemented

[7]

5

Overall opinion 5

10 Quality Enhancement

10.1 Stakeholders‘ needs and feedback serve as input to

curriculum design and development [1]

5

10.2 The curriculum design and development process is

established and subjected to evaluation and enhancement [2]

5

10.3 The teaching and learning processes and student assessment

are continuously reviewed and evaluated to ensure their

relevance and alignment [3]

5

10.4 Research output is used to enhance teaching and learning [4] 5

10.5 Quality of support services and facilities (at the library,

laboratory, IT facility and student services) is subjected to

evaluation and enhancement [5]

5

10.6 The stakeholder‘s feedback mechanisms are systematic and

subjected to evaluation and enhancement [6]

5

Overall opinion 5

11 Output

11.1 The pass rates and dropout rates are established, monitored

and benchmarked for improvement [1]

5

11.2 The average time to graduate is established, monitored and

benchmarked for improvement [1]

5

11.3 Employability of graduates is established, monitored and

benchmarked for improvement [1]

5

11.4 The types and quantity of research activities by students are

established, monitored and benchmarked for improvement

[2]

5

11.5 The satisfaction levels of stakeholders are established,

monitored and benchmarked for improvement [3]

5

Overall opinion 5

Overall verdict 5

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53

c. Improvement Plan

Based on Strength& Weakness (see table 15) and the self-assessment check

(as be seen in table 16), UPM have identified some challenges in some cases for

making progression to advance the UPM quality overall. UPM perceived those

challenges as opportunities to make continuous improvements. However, UPM

believed that since UPM currently are involved for the AACSB‘s accreditation those

progressions will be fostered based on tight criterions from the mentioned

accreditation body. These are including updated and comprehensive program

specification as well as the courses. Currently, detailed rubrics and marking scheme

have been developed for the compulsory courses, next we are working hard to cover

all the courses offered in the UPM.

For the competencies development of the academic staffs, UPM along with

the Faculty and University level decision makers have been offering schemes and

training as well as scholarship to improve the teaching, research and service for the

community. To improve competencies of the supporting staffs, also UPM along with

Faculty maintain to provide training for English Fluency, Computer Skill,

Administration Skill, and Communication and Media Relation as well.

As UPM are making improvement in term of research output we are going to

give more emphasis and encourage our academic staffs to use their output research in

the lectures.

Criteria Area of

Improvement

Action Plan Year

5.3 Methods including

assessment rubrics and

marking schemes are used

to ensure validity, reliability

and fairness of student

assessment

Detailed rubrics

and marking

scheme have

been developed

for the

compulsory

courses

The Rubrics and

marking scheme

will be

developed and

implement for

all courses

By 2022

7.4 Training and developmental

needs of support staff are

identified, and activities are

implemented to fulfil them

Provide the

training based

on need.

Conduct the

training need

analysis survey

By 2018

10.4 Research output is used to

enhance teaching and

learning

the number of

researchoutput

used in teaching

should be

increased

encourage our

academic staffs

to use their

output

researchin

teaching and

learning

process.

By 2022

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PART 4: LIST OF APPENDIXES

Appendix A. Government Act No.152 Year 2000

Appendix B. letter of rector‘s decision No. 0382/SK/R/UI/2015

Appendix 1.1 Internal Evaluation Document (EVIN)

Appendix 1.2 The Expected Learning Outcome (ELO)

Appendix 2.1 Assessment Methods for Each Concentration

Appendix 2.2 Program Catalogue

Appendix 2.3 Academic Guidebook

Appendix 3.1 The Laboratory Courses

Appendix 3.2 The Distribution of Courses in Each Semester Along with The Related

ELO

Appendix 4.1 Sample of SCL Module

Appendix 4.2 The Course Syllabus

Appendix 4.3 The List of Courses with Guest Lecturer Sessions

Appendix 4.4 The Online Academic Information System (SIAK-NG)

Appendix 4.5 The Partner Institutions of The Internship Program

Appendix 4.6 The Flow of The Internship Program in UPM

Appendix 5.1 The Examinations Components on Each Selection Channels

Appendix 5.2 Board of Trustee‘s Decree No.006/Regulation/MWA- UI/2005 on

Student Learning Outcome Evaluation

Appendix 5.3 Rector‘s Decree No. 838A/SK/R/UI/2006 on Student Learning

Outcome Administration

Appendix 5.4 The Example of Mid and Final Term Examinations

Appendix 5.5 The Example of Student‘s Study Progress Evaluation Form

Appendix 5.6 The Decree of Rector No: 478/SK/R/UI/2004 on Student Learning

Progress Evaluation

Appendix 5.7 The Procedure of Screening of Undergraduate Thesis

Appendix 5.8 The Technical Guidance for Final Project

Appendix 5.9 The Evaluation of The Internship Final Report

Appendix 5.10 Rector's Decree No. 491/SK/R/UI/2004

Appendix 5.11 Dean‘s Decree No. KPTS/1073/D/2008

Appendix 5.12 Rector‘s Decree No. 014/SK/R/UI/2016

Appendix 6.1 Decree of UI Rector No.1345/SK/R/UI/2009

Appendix 6.2 MWA Act No. 003/Peraturan/MWA-UI/2006

Appendix 6.3 The Decree of Dean of FEBUI No. KPTS/310/D/2006

Appendix 6.4 The Decree of the Dean of FEUI No. KPTS/1159/D/2008

Appendix 6.5 The Decree of the Director General of Higher Education

No.48/DJ/Kep/1983

Appendix 6.6 The Ministry of Education & Culture (Kemdikbud) Statute No. 8 Year

1974

Appendix 6.7 The Ministry of Education & Culture (Kemdikbud) Statute No. 43 Year

1999

Appendix 6.8 Government Act No.152 Year 2000

Appendix 6.9 The Decree of UI Rector No. 568/SK/R/UI/2005

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55

Appendix 6.10 The Decree of the Board of Trustees of UI (MWA UI) No.

01/SK/MWA-UI/2003

Appendix 6.11 The Decree of the Board of Trustees of UI (MWA UI) No.

07/SK/MWA-UI/2006

Appendix 6.12 The Decree of the Dean of FEBUI No. KPTS/367/D/2006

Appendix 6.13 The Decree of Head of DOM FEBUI No.

004/H2.F6.D2.DIM/HKP/2009

Appendix 6.14 The Decree of the Minister of National Education No. 36/D/O/2001

Appendix 6.15 Government Act No. 53 Year 2010

Appendix 6.16 Government Act No. 44 of 2011

Appendix 6.17 The Ministry of Education & Culture (Kemdikbud) Statute No.13

Year 2003

Appendix 6.18 The Decree of the Dean of FEUI No. KPTS/603/D/2007

Appendix 6.19 The Decree of Dean of FEBUI No. KPTS/682/D/2007

Appendix 6.20a The List of Academic Staffs at UPM (Full Time)

Appendix 6.20b The List of Academic Staffs at UPM (Part Time)

Appendix 6.21 The List of The Percentage of Full-Time Academic Staffs (Doctorate

Degree)

Appendix 6.22 SOP for Employee Training

Appendix 6.23 The Decree of Dean of FEBUI No.KPTS/276/D/2005 Regarding The

Use of The Block Grant in FEBUI

Appendix 6.24 The Decree of Dean of FEBUI. No.KPTS/194/D/2005

Appendix 6.25 The Decree of Dean of FEBUI No. KPTS/1890/D/2009

Appendix 6.26 The Procedure for Assessment of Academic Staffs with PNS Status

Appendix 7.1 The Job Description of Head of Computer and Network Service Center

Appendix 7.2 SOP for Equality Scholarship

Appendix 7.3 SOP of Scholarship Proposal Procedure for D3-S2 Degree

Appendix 7.4 The Dean‘s Decree No. KPTS/038A/D/2011

Appendix 7.5 The Dean‘s Decree No: KPTS/238/D/2011

Appendix 7.6 SOP for Promotion and Job Rotation

Appendix 8.1 The Educational System in UPM

Appendix 8.2 The Maximum Allowable Credits

Appendix 8.3 The Rector‘s Decree No 012A/SK/R/UI/2007

Appendix 8.4 The list of Academic Advisors

Appendix 8.5 The Number of Tutorial Class in The Last Two Semesters

Appendix 8.6 The List of Teaching Assistants in The Last Two Semesters

Appendix 8.7 The Procedure of Student Evaluation and Academic Assistance

Appendix 8.8 The List of Scholarship Recipients in FEBUI

Appendix 9.1 Detailed Data of Land and Buildings in FEBUI

Appendix 9.2 The Number of Classrooms and Its Capacity

Appendix 9.3 Detailed Data of Seminar Rooms

Appendix 9.4 The List of Licensed Software

Appendix 9.5 The Number of Rooms, Facilities and Capacity of Selasar Building

Appendix 9.6 The Detailed Data of Central Library of Universitas Indonesia

Appendix 9.7 The List of 10 Online Database of Journal and Research

DatabaseAssociated with Business and Management

Appendix 9.8 The Map for Evacuation Route in FEBUI

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56

Appendix 9.9 The Comprehensive Guidelines Regarding Environmental Health and

Safety of UI

Appendix 9.10 Detailed Data of Snack Corner in FEBUI

Appendix 9.11 The List of Applications Used in FEBUI

Appendix 9.12 Online Information Media of UI

Appendix 10.1 The Decree of the Minister of National Education No. 232/U/2000 on

Guidelines for Curriculum Development of Higher Education and Assessment of

the Students‘ Learning Outcomes

Appendix 10.2 The Decree of the Minister of National Education No. 045/U/2002 of

Higher Education core Curriculum

Appendix 10.3 The Decree of the Board of Trustees of Universitas Indonesia No.

006/SK/MWA-UI/2004 of Academic Education Curriculum, Universitas

Indonesia

Appendix 10.4 Regulation of the Board of Trustees of Universitas Indonesia No.

007/Regulation/MWA-UI/2005 on Determining Ways of Academic Education

Delivery at the Universitas Indonesia

Appendix 10.5 The Curriculum Development Procedure at FEBUI

Appendix 10.6 The Curriculum Evaluation

Appendix 10.7a The Improvement of Curriculum_Assurance of Learning

Appendix 10.7b The Improvement of Curriculum_Minute of Meeting

Appendix 10.8 the Decree of the Rector of the Universitas Indonesia No.

292/SK/R/UI/2009 about Guidelines for development of Academic Education,

Curriculum of Universitas Indonesia

Appendix 10.9 Budget Allocations for The Curriculum Development at The

University Level

Appendix 10.10 Budget Allocation of FEBUI commitment for Developing and

Improving Curriculum

Appendix 10.11 International Benchmarking in The Development of Curriculum

Appendix 10.12 The List of Guest Lecturers

Appendix 10.13 Tracer Study for Curriculum Evaluation

Appendix 10.14 Four Attributes of Assessment in EDOM Evaluation

Appendix 10.15 Tracer Study for General Evaluation of UPM

Appendix 11.1 Tracer Study Related to Study Field

Appendix 11.2 The Alumni Satisfaction Level

Appendix 11.3 UPM‘s Contribution to Graduates‘ Competencies

Appendix 11.4 Details of The Research Activities of UPM‘s Academic Staffs

Appendix 11.5 The Feedback from Employers

Appendix 11.6 MinutesofMeeting of Routine Discussions

Appendix 11.7 Feedback from Academic Staffs (SIKTP and Capacity Building)

Appendix 11.8 UPM‘s Achievements

Appendix 11.9 Tracer Study 2008, 2010 and 2011

Appendix 11.10 Website of ILUNI FEBUI

Appendix 11.11a The List of ILUNI Activities

Appendix 11.11b The List of ILUNI Activities

Appendix 11.11c The List of ILUNI Activities