ASEAN UNIVERSITY NETWORK
(AUN)
J.P. GENTUR SUTAPA KANTOR JAMINAN MUTU UNIVERSITAS GADJAH MADA
2013
STAGE OF DEVELOPMENT
MATURE EFFORT
ORGANIZED EFFORT
INFORMAL EFFORT
NO EFFORT
AUN
•
THINK BIG START SMALL
•
DEVELOPING ASSESMENT INDICATORS
Desired End Point Position Current Position PATHS W HICH REPRESENT THE STRATEGIC PLAN OPTIONS TIME GAP STRATEGIC PLAN(S) QUALITY ASSURANCE 1 2 3
QUALITY
1. QUALITY OF IQA SYSTEM
2. QUALITY OF PROGRAMM
AU N Q u a l i t y A s s u r a n c e :
Development (I)
.
AU N Q u a l i t y A s s u r a n c e :
Development (II).
(Source : Nantana, 2012)
Currently, 32 undergraduate programmes were assessed by AUN Assessors
IMPLEMENTATION OF Q A DEVELOPMENT
MODELS
AUN-QA Models
•
Strategic (QA at Institutional Level)
•
Systemic (Internal QA System)
•
Tactical (QA at Programme Level)
GRADING
•
1= NOTHING, no ducument, no plans , no
evidence present
•
2= THIS SUBJECT is in planning stage
•
3= document available but no clear evidence that
they are used
•
4=document available and evidence that they are
used
•
5=clear evidence on the efficiency of the aspects
•
6= example of good practices
AUN QA CRITERIA FOR INTERNAL
QUALITY ASSURANCE
1. POLICY AND PROCEDURE OF IQA 2. MONITORING SYSTEM
3. PERIODIC RIEVEW OF THE CORE ACTIVITIES 4. Q A OF THE STUDENT ASSESMENT
5. QA OF THE STAFF 6. QA OF THE FACILITIES
7. QA OF THE STUDENT SUPPORT 8. SELF ASSESMENT
9. INTERNAL AUDIT 10. INFORMATION SYSTEM 11. PUBLIC INFORMATION 12. QUALITY HANDBOOK
Assesment of the quality of a
programm
•
1= absolutely inadequate , immediete
improvement must be made
•
2= inadequate , improvement necessery
•
3= in adequate , bu will minor improvement will
make it adequate
•
4= adequate as expected
•
5= better than adequate
•
6= example of good practices
•
7= Word class / excellent
Source: Johnson, NUS 2012
SAR FOR PROGRAMM LEVEL
• Part 1: Introduction
• Content page • Executive summary
• Organisation of the self-assessment
• Brief description of the university, faculty and department • Part 2: AUN-QA Criteria Requirements
• Write-up on how the university, faculty or department addresses the requirements of the AUN-QA criteria (use checklist as a reference)
• Part 3: Strengths and Weaknesses Analysis
• Summary of strengths • Summary of Weaknesses • Completed checklist • Improvement plan • Part 4: Appendices • Glossary
•
AUN-QA criterias for programme level
• 1. Expected learning outcomes • 2. Programme specification
• 3. Programme structure and content • 4. Teaching and learning strategy • 5. Student assessment
• 6. Academic staff quality • 7. Support staff quality • 8. Student quality
• 9. Student advice and support • 10. Facilities and infrastructure
• 11. Quality assurance of teaching and learning process • 12. Staff development activities
• 13. Stakeholders feedback • 14. Output
• 15. Stakeholders satisfaction
AUN-QA Criterion 3 – Checklist Programme Structure and Content
3.1 The programme content shows a good balance between generic and specialised skills and Knowledge
3.2 The programme reflects the vision and mission of the university
3.3 The contribution made by each course to achieving the learning outcomes is clear 3.4 The programme is coherent and all subjects and
courses have been integrated
3.5 The programme shows breadth and depth 3.6 The programme clearly shows the basic courses,
intermediate courses, specialised courses and the final project, thesis or dissertation
Analysis of Programme Assessment
By Zhou Qi, et al., 2011 (NUS)
• Diagnostic questions
• - Do the contents reflect the mission and vision of the university?
• - Do the contents of the undergraduate programme reflect the expected outcomes
• and can they be considered capable of achieving the expected outcomes?
• - Are the courses in the programme clearly related? Is the programme coherent?
• - Has a proper balance been struck between specific and general courses?
• - Why was this programme structure chosen? • - Has the educational programme been changed
structurally over recent years? If so, why?
• - Do the courses demonstrate growing complexity over the years?
• - Were any requirements specified on the internal coherence of the courses? Who set these
requirements?
• - Does the first year of the programme provide sufficient insight into the remaining parts of the programme?
• - Is the connection between basic programme and specialisation correct?
• - Is the organisation of the various specialised courses satisfactory?
• - Is the relation between basic courses, intermediate courses and specialised
• courses in the compulsory programme and the optional sections satisfactory?
• - Are bottlenecks experienced within the programme?
• - What organisational form does the university use (term, semester, modular,
• problem oriented)? What do those involved think of this?
PRAKTEK KEIZEN
1. MENGANALISIS SETIAP BAGIAN PROSES SAMPAI DETAIL
2. BAGAIMANA SETIAP BAGIAN PROSES DAPAT DITINGKATKAN
3. MELIHAT BAGAIMANA KARYAWAN, PERALATAN, DAN BAHAN DAPAT DITINGKATKAN
4. MELIHAT CARA MENGHEMAT WAKTU DAN MENGURANGI LIMBAH
22/01/2013 J.P GENTUR SUTAPA 23
Dorongan Eksternal
Motivasi Internal Internally Driven
TAHAPAN PEMBENTUKAN BUDAYA MUTU
Tahap I Tahap II Tahap III
Dorongan Eksternal Dorongan Eksternal Motivasi Internal Internally Driven Motivasi Internal Internally Driven
7 Prinsip yang berkaitan dengan
sikap
1. Memperhatikan proses secara rinci
2. Melihat kemungkinan pengembangan kedepan 3. Menerima kritikan-nasehat dari siapapun 4. Bersedia mengambil tanggung jawab 5. Bangga dengan institusi –pekerjaannya 6. Bersedia kerjasama
7. Selalu mencari pemecahan baru dan menjadi lebih baik 22/01/2013 J.P GENTUR SUTAPA 25 1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 PPM Visi, Misi SDM Kurikulum Kemahasiswaan Sarana Prasarana Pendanaan Tata Pamong Proses Pembelajaran Pengelolaan Program Suasana Akademik Sistem Informasi Sistem Jaminan Mutu Lulusan
Data Terkait dengan : 1. Level PP 19/2005 ttg SNP 2. Level melampaui PP 19/2005 3. Level ASEAN 4. Level Internasional
1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 PPM Visi, Misi SDM Kurikulum Kemahasiswaan Sarana Prasarana Pendanaan Tata Pamong Proses Pembelajaran Pengelolaan Program Suasana Akademik Sistem Informasi Sistem Jaminan Mutu Lulusan
Data Terkait dengan :
1. Level PP 19/2005 ttg SNP 2. Level melampaui PP 19/2005 3. Level ASEAN 4. Level Internasional
MODEL KINERJA PROGRAM STUDI (2) REALITA 1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 PPM Visi, Misi SDM Kurikulum Kemahasiswaan Sarana Prasarana Pendanaan Tata Pamong Proses Pembelajaran Pengelolaan Program Suasana Akademik Sistem Informasi Sistem Jaminan Mutu Lulusan
MODEL KINERJA PROGRAM STUDI REALITA SECARA GRAFIS
1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 PPM Visi, Misi SDM Kurikulum Kemahasiswaan Sarana Prasarana Pendanaan Tata Pamong Proses Pembelajaran Pengelolaan Program Suasana Akademik Sistem Informasi Sistem Jaminan Mutu Lulusan
Data Terkait dengan : 1. Level PP 19/2005 ttg SNP 2. Level melampaui PP 19/2005 3. Level ASEAN 4. Level Internasional
OPTIMAL (BULAN PURNAMA}
TERIMAKASIH
Atas segala perhatian dan
kesabarannya
J.P. GENTUR SUTAPA
