SAR-Manajemen 2 PDF

DOCUMENT OF ASSESSMENT
ASEAN UNIVERSITY NETWORK –

QUALITY ASSURANCE (AUN-QA)
SELF ASSESSMENT REPORT

UNDERGRADUATE PROGRAM IN MANAGEMENT
2017
DEPARTMENT OF MANAGEMENT
FACULTY OF ECONOMICS AND BUSINESS
UNIVERSITAS INDONESIA
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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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Self-Assessment Report ASEAN University Network
Undergraduate Program in Management
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  Lisa Fitriyani Akbar, MM
 Basuki M.Mukhlish, MSM  Ruri Eka Fauziah N., MSc
 Hapsari S., MM  M.Irfan Syaebani, MM
 Ida Ayu Agung F, MSc  Asiah Rusdi, MA
 Fajar Ayu Pinagara, MPhil  Nissa Ghulma R., MSi
 Niken Iwani S., MSc  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 Graduates who are able to manage an organization responsibly and ethically, so
Generations 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
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
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
11
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
Teaching Total Percentage
Academic Rank Male Female
Scheme Headcounts FTE* of Ph.Ds
Research Professor 0 0 0 0 0
Core Associate Professor 3 2 5 5.19 100
Assistant Professor 0 1 1 1.14 100
Total 3 3 6 6.33 100
Teaching Professor 4 0 4 1.89 100
Core 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 Professor 1 0 1 1 100
Core 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
14 18 32 11.66 12.50
Lecturers
Visiting
2 0 2 2 100
Professor
Total 61** 56** 117** 96.14**
* 1 unit of FTE equal to 36 hours per week

** Not include Visiting Professor
Source: Compiled from academic staff data
12
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 FTEs of Total FTEs of Staff-to-Students
Term & Academic Year Academic Staffs 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
* 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
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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
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
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
15
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
Types of Publication No. of

Academic Publications
In-house/ Total
Year National Regional International Per Academic
Institutional
Staff
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
17
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
Number Based on Education High School/
No Type of Support Staff
Master Bachelor Diploma Vocational
1 Resource Learning Centre FEBUI* 2 5 (D3/D1)
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 2 1 - 1
Academic
(UPM) Administrative Staff 3 - 2 8
(FEBUI)
Note: * include librarian
Source: Compiled from University Library, FEBUI and UPM Data
18
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
19
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 2012 2013 2014 2015 2016

Channel 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.
20
Table 7. Total Number of Students (last 5 academic years)
Academic Students
Year 1st Year 2nd Year 3rd Year 4th Year >4th 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
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
2012 2013 2014 2015 2016
GPA
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
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
21
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
Number of Tutorial
Academic Year Semester Number of Tutors
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
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).
22
 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)
23
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
24
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.
25
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
26
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
27
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,

1.758.800.000 1.656.746.739
Elevator, AC, etc.
Operational Vehicle Maintenance, Computers and
1.329.740.000 1.118.124.083
Other Home Appliances
TOTAL 3.088.540.000 2.774.870.822
28
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).
29
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
30
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
31
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
32
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
33
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
34
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
35
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.
36
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
Intake Total number Average GPA Number of % of cum
academic year of graduates cum laude 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
Source: Compiled from UPM Regular Program
Table 11. Details of Graduates‘ GPA

Interv Achieveme 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015 2015/2016 2016
al nt /
GPA 2017
1 2 1 2 1 2 1 2 1 2 1 2 1
2.00- Satisfactory 3 0 1 0 0 0 0 0 0 0 0 0 0
2.75
2.76- Very 6 13 7 3 1 2 0 1 0 0 0 0 0
3.00 Satisfactory
3.01- Very 22 79 31 82 35 87 32 85 43 111 23 85 27
3.50 Satisfactory
3.51- Cum laude 6 26 12 39 15 27 5 31 3 48 12 45 14
4.00
Total Graduates 37 118 51 124 51 116 37 117 46 159 35 130 41
Average of Graduates‘ 3.1 3.3 3.2 3.3 3.3 3.3 3.1 3.4 3.2 3.4 3.3 3.4 3.44
GPA 8 0 6 3 7 3 9 0 5 0 8 4
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
37
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 Size % first degree after % dropout after Resign
academic cohort 3 4 >4 1 2 3 >3
year year years years year years years 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.
38
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.
39
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
40
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- 12 8 11 27 23
International
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 25 23 18 14 10
Accreditted at least B
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
41
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
42
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
 The UPM has clearly formulated the ELO based on  To make certain ELO are
inputs from stakeholders, which are also aligned still hard to do due to some
with vision and missions of the university. resistances fromthea few
 The ELO have been translated into specific number of academicstaffs.
knowledge, skills, and attitudes that can be attained
Criteria 1 by the UPM students through a complete learning
43
Expected process in the UPM‘s designed curriculum. The
Learning ELO also cover generic skill, specific skills and
Outcomes knowledge.
(ELO)  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  The UPM has a clear and informative program  Updating the necessary
Program specification that has been made available to all information on the website is
Specification stakeholders through the program catalogue book, still rather slow because of the
the academic guidebook and UPM‘s website. lack coordination between the
 The curriculum is up to date, it shows breadth and content creator and the IT
depth along each course level from basic to support.
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.
 The curriculum structure and content has been
designed to provide  The UPM has limited control
goodbalancebetweengenericandspecificskillsandkn over courses provided by the
owledge. university or the other
 With the chosen curriculum structure, the UPM has departments in the faculty
systematically and their respective ELO to
designedtheachievementoftheELOateachstageofstu beachieved.
dyperiod.  UPM has been proposing to
 Each course in the curriculum offers information make internship as a
and knowledge required to achieve certain ELO. compulsory course since
The learning methods being used in each course 2016. The proposal is
also contribute to the achievement of the ELO currently being evaluated at
Criteria 3 the faculty level, meanwhile
Program especially intermsofskillsandattitudes.
students still can take
Structureand  The program content already reflects the mission
internship as a noncredit
Content and vision of the university verywell.
course.
 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.
 There are variety of learning methods that can be  The ideal Student-teacher
applied to achieve ELO of eachsubjects. ratio for applying SCL
Criteria 4  TheSCLmethodshavebeenappliedinallcoursestostim methods is 1:20. Sometimes
Teaching ulatequality learning, where 83 of them having for some subjects this ratio
andLearning SCL module, and others courses cannot be achieved. The
Strategy arepreparingtohavethemoduletoo. number of class with the
 Theteachingandlearningstrategyhasbeensharedconti student-teacher ratio
exceeding 1;20 is decreasing
44
nuouslyand over the time.
developedthroughregularmeetingandtraining.
 The teaching and learning strategy evaluated
periodically through
EDOMresultsandregularmeeting.
 By SCELE(StudentCenteredE-Learning) Platform,
theinteractionbetweenstudentsandacademicstaffcanb
edonethroughane-learningmethod.
 Highlycompetitiveadmittedcandidates.  UPMplanstoincreasetheawar
 Varietymethodsofstudents‘assessmentsareused. enessthroughregularsocializa
Criteria 5  Assessmentcriteriaareclearlystatedintheguidebooka tion
ndused properly.  Cross-evaluation or cross
Student marking between different
Assessment  There‘sanappealprocedure.
classes, assessment by peers
 To assess final project, rubrics are used accordance and self-assessment have not
with the AACSB guidelines. been set yet.
 Academic staffs of UPM have areas of expertise  The percentage of full-time
that fit the requirementofUPM‘sELO. academic staffs holding
 The existence of Corps of Teaching Assistants that doctorates degrees is still
continuously 43,53%. However, 15
suppliesthecandidatesforacademicstaffsandsupports academic staffs are currently
theteaching and learningprocess. pursuing their doctorate
 Determination of teaching assignments is based on degrees at educational
academic staff‘s competenceandpreference. institution, at home and
abroad, so the percentage
 Academic staff to student ratio in the last semester will increase in the next few
Is 0.637 which is verysufficientcomparedto the years.
standardsetbyKemdiknasforprogram in
 The percentage of
socialscience.
Professorand Associate
 Academic staffs‘ performances are monitored Professoris relatively low
through DP3 for PNS, because of several reasons.
andassessmentresultsfromDOM. First, the review for the
 The government set the rules and criteria for promotion to Lektor,Lektor
retirement, termination and pension for PNS. For Kepala and Guru Besar are
Criteria 6 BHMN staffs the rules and criteria are determined carried out by both UI and
byUI. Kemdikbud that usually takes
Academic
Staff
 The existence of nationally accredited journals and a long time. Secondly, some
annual international conference at DOM that of the academic staffs do not
Quality
support academic staffs in properly record their activities
disseminatingtheirresearchworks. in teaching, research and
 DOMallocatesbudgetforacademicstaffstodisseminat community service which
etheirresearch delays the promotion to the
worksinacademicconferences,homeandabroad. higher academic rank. In order
 In terms of age composition, 58 people (68%) of full- to overcome this problem, the
time academic staffs are in the 30-49 age range Department of management
reflecting that the regeneration process has gone well. 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.
 Supportsstaffeducationalbackgroundareaccordance  More planned and structured
withtheir functions support staffs development is
Criteria 7  Supportsstaffarecompetenttodotheirfunction needed.
 A clear planning for training and development  Feedback from stakeholder
Support activities for each year whichisreflectedonRKAT regarding the support staff
quality has not been set yet.
Staff  Training programs were offered at the Study
Quality Program, Faculty, and Universitylevel
 Both academic staff and support personnel have
opportunities to get
45
scholarshipwhichisofferedbytheFaculty
 The Attractiveness Index indicates the number of  Therearesomestudentswhogr
students out of 100 applicants, which are actually aduatemorethan4years.
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
Criteria 8 practicalEachStudenthasAcademicadvisor
Student
Quality  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.
 Adequate number of classrooms and seminar rooms  Fire drills not practiced
with adequate facilities for eachroom. regularly.
 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).
Criteria 9
 AdequatefacilitiesofbothUPMandFEUIcomputerlab
Facilities s.
and  InternetaccessforallUPMstudentsthroughSingleSign
Infrastructure 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.
 TheuniversitycontrolandguideUPMtoplan,developa  Currently, other than EDOM,
ndupdatethe curriculum periodically and in a UPM has no other specific
sustainable way. tools to evaluate the courses
 UPM have a structured and more technical system and curriculum But in the
to design, develop and evaluate the curriculum that future, Department of
involved the Head of UPM with assistance Management, in this case,
(consultation) with professors and highly UPM will implement other
competent academicstaffs. tools for gaining the students
 UPM also requires all academic staffs to do a- evaluation regarding the
coordination meeting at the beginning of semester, curriculum development,
Criteria 10 lecturer quality and support
also before mid-term and final exams to ensure a
high-standardized quality the course delivered by staff quality.
Quality
all academicstaffsIn order to ensure the quality and
Enhancement
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.
Criteria 11  Students can provide feedbacks to the academic  Faculty and UPM already
Output staffs for their improvementthroughEDOM. consider getting more
qualitative feedback from the
46
 Survey on UPM‘s facilities and service satisfaction stakeholder.
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.
47
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 5
formulated and aligned with the vision and mission of the
university [1,2]
1.2 The expected learning outcomes cover both subject specific 5
and generic (i.e. transferable) learning outcomes [3]
1.3 The expected learning outcomes clearly reflect the 5
requirements of the stakeholders [4]
Overall opinion 5
2 Programme Specification
2.1 The information in the programme specification is 4
comprehensive and up-to-date [1, 2]
2.2 The information in the course specification is comprehensive 5
and up-to-date [1, 2]
2.3 The programme and course specifications are communicated 5
and made available to the stakeholders [1, 2]
Overall opinion 5
3 Programme Structure and Content
3.1 The curriculum is designed based on constructive alignment 5
with the expected learning outcomes [1]
3.2 The contribution made by each course to achieve the 5
expected learning outcomes is clear [2]
3.3 The curriculum is logically structured, sequenced, integrated 5
and up-to-date [3, 4, 5, 6]
Overall opinion 5
4 Teaching and Learning Approach
4.1 The educational philosophy is well articulated and 5
communicated to all stakeholders [1]
4.2 Teaching and learning activities are constructively aligned to 5
the achievement of the expected learning outcomes [2, 3, 4,
5]
4.3 Teaching and learning activities enhance life-long learning 5
[6]
Overall opinion 5
5 Student Assessment
5.1 The student assessment is constructively aligned to the 5
achievement of the expected learning outcomes [1, 2]
5.2 The student assessments including timelines, methods, 5
regulations, weight distribution, rubrics and grading are
explicit and communicated to students [4, 5]
5.3 Methods including assessment rubrics and marking schemes 5
are used to ensure validity, reliability and fairness of student
assessment [6, 7]
5.4 Feedback of student assessment is timely and helps to 5
improve learning [3]
5.5 Students have ready access to appeal procedure [8] 5
Overall opinion 5
6 Academic Staff Quality
50
6.1 Academic staff planning (considering succession, promotion, 5
re-deployment, termination, and retirement) is carried out to
fulfil the needs for education, research and service [1]
6.2 Staff-to-student ratio and workload are measured and 5
monitored to improve the quality of education, research and
service [2]
6.3 Recruitment and selection criteria including ethics and 5
academic freedom for appointment, deployment and
promotion are determined and communicated [4, 5, 6, 7]
6.4 Competences of academic staff are identified and evaluated 5
[3]
6.5 Training and developmental needs of academic staff are 4
identified and activities are implemented to fulfil them [8]
6.6 Performance management including rewards and recognition 5
is implemented to motivate and support education, research
and service [9]
6.7 The types and quantity of research activities by academic 5
staff are established, monitored and benchmarked for
improvement [10]
Overall opinion 5
7 Support Staff Quality
7.1 Support staff planning (at the library, laboratory, IT facility 5
and student services) is carried out to fulfil the needs for
education, research and service [1]
7.2 Recruitment and selection criteria for appointment, 5
deployment and promotion are determined and
communicated [2]
7.3 Competences of support staff are identified and evaluated [3] 5
7.4 Training and developmental needs of support staff are 4
identified and activities are implemented to fulfil them [4]
7.5 Performance management including rewards and recognition 5
is implemented to motivate and support education, research
and service [5]
Overall opinion 5
8 Student Quality and Support
8.1 The student intake policy and admission criteria are defined, 5
communicated, published, and up-to- date [1]
8.2 The methods and criteria for the selection of students are 5
determined and evaluated [2]
8.3 There is an adequate monitoring system for student progress, 5
academic performance, and workload [3]
8.4 Academic advice, co-curricular activities, student 5
competition, and other student support services are available
to improve learning and employability [4]
8.5 The physical, social and psychological environment is 5
conducive for education and research as well as personal
well-being [5]
Overall opinion 5
9 Facilities and Infrastructure
9.1 The teaching and learning facilities and equipment (lecture 5
halls, classrooms, project rooms, etc.) are adequate and
51
updated to support education and research [1]
9.2 The library and its resources are adequate and updated to 5
support education and research [3, 4]
9.3 The laboratories and equipment are adequate and updated to 5
support education and research [1, 2]
9.4 The IT facilities including e-learning infrastructure are 5
adequate and updated to support education and research [1, 5,
6]
9.5 The standards for environment, health and safety; and access 5
for people with special needs are defined and implemented
[7]
Overall opinion 5
10 Quality Enhancement
10.1 Stakeholders‘ needs and feedback serve as input to 5
curriculum design and development [1]
10.2 The curriculum design and development process is 5
established and subjected to evaluation and enhancement [2]
10.3 The teaching and learning processes and student assessment 5
are continuously reviewed and evaluated to ensure their
relevance and alignment [3]
10.4 Research output is used to enhance teaching and learning [4] 5
10.5 Quality of support services and facilities (at the library, 5
laboratory, IT facility and student services) is subjected to
evaluation and enhancement [5]
10.6 The stakeholder‘s feedback mechanisms are systematic and 5
subjected to evaluation and enhancement [6]
Overall opinion 5
11 Output
11.1 The pass rates and dropout rates are established, monitored 5
and benchmarked for improvement [1]
11.2 The average time to graduate is established, monitored and 5
benchmarked for improvement [1]
11.3 Employability of graduates is established, monitored and 5
benchmarked for improvement [1]
11.4 The types and quantity of research activities by students are 5
established, monitored and benchmarked for improvement
[2]
11.5 The satisfaction levels of stakeholders are established, 5
monitored and benchmarked for improvement [3]
Overall opinion 5
Overall verdict 5
52
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 Action Plan Year

Improvement
5.3 Methods including Detailed rubrics The Rubrics and By 2022

assessment rubrics and and marking marking scheme
marking schemes are used scheme have will be
to ensure validity, reliability been developed developed and
and fairness of student for the implement for
assessment compulsory all courses
courses
7.4 Training and developmental Provide the Conduct the By 2018

needs of support staff are training based training need
identified, and activities are on need. analysis survey
implemented to fulfil them
10.4 Research output is used to the number of encourage our By 2022

enhance teaching and researchoutput academic staffs
learning used in teaching to use their
should be output
increased researchin
teaching and
learning
process.
53
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
54
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 6.20a 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 6.26 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
55
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
56

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DOCUMENT OF ASSESSMENT

ASEAN UNIVERSITY NETWORK –

SELF ASSESSMENT REPORT

a. Executive Summary of the SAR

b. Organization of the Self-Assessment (OSA)

PART 2: AUN-QA CRITERIA REQUIREMENTS

CRITERION 1. EXPECTED LEARNING OUTCOMES (ELO)

CRITERION 2. PROGRAM SPECIFICATION

CRITERION 3. PROGRAM STRUCTURE AND CONTENT

CRITERION 4. TEACHING AND LEARNING STRATEGY

CRITERION 5. STUDENT ASSESSMENT

a. Entry Assessment of New Students

CRITERION 6: ACADEMIC STAFF QUALITY.

* 1 unit of FTE equal to 36 hours per week

* Total hours of all opened class

c. Academic Staffs Recruitment & Selection Process

Source: Financial ReportofDepartment of Management

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

Types of Publication No. of

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

CRITERION 7: SUPPORT STAFF QUALITY

CRITERION 8. STUDENT QUALITY AND SUPPORT

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

Admission 2012 2013 2014 2015 2016

Source: Academic Section UPM

b. Study Load and Performance

Source: Academic Section UPM

c. Academic Monitoring System

CRITERION 9.FACILITIES AND INFRASTRUCTURE

Facilities for Disable People

Information Media and Hotspot

j. Budget and Maintenance Cost for Facilities and Infrastructure

Maintenance of Building Hygiene, Environment,

f. Quality Management at UPM

Source: Compiled from UPM Regular Program

Table 11. Details of Graduates‘ GPA

Alumni Satisfaction Level Alumni Satisfaction Level Based on Benefit of

Source of Funding 2012 2013 2014 2105

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

Types of Publication 2012 2013 2014 2015 2016

PART 3: STRENGHTS, WEAKNESSES AND AREA OF

a. Strengths and Weaknesses

Table 15. Strengths and Weaknesses

Criteria Area of Action Plan Year

5.3 Methods including Detailed rubrics The Rubrics and By 2022

7.4 Training and developmental Provide the Conduct the By 2018

10.4 Research output is used to the number of encourage our By 2022

PART 4: LIST OF APPENDIXES

Appendix A. Government Act No.152 Year 2000

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