PROSEDUR DAN STANDAR MUTU

ASEAN UNIVERSITY NETWORK (AUN)

J.P. GENTUR SUTAPA

KUSMINARTO

KANTOR JAMINAN MUTU

UNIVERSITAS GADJAH MADA
2013
• SUMBER MATERI DAN INSPIRASI

1. AUN DOCUMENT
2. AUN QA ASSESSMENT IN VIETNAM
3. AUN QA ASSESSMENT IN UGM
4. AUN QA ASSESSMENT IN UI

J.P Gentur Sutapa

 BEBERAPA ALASAN MENGIKUTI AUN ASSESMENT
1. AUN Bukan akreditasi; tetapi sertifikasi berupa assesment
process; untuk mendapatkan feedback posisi Prodi
terhadap Standar AUN.
2. AUN – QA disusun mengacu ke standar akreditasi
Internasional, disusun oleh pakar-pakar QA ASEAN
dimotori oleh NUS
3. Bertujuan untuk meningkatkan/menyamakan kualitas
standar Universitas di ASEAN
4. Untuk kemudahan proses creadit earning/credit transfer
5. Anggota AUN dan Prodi yang telah di-asses AUN;
mahasiswanya bisa mengikuti program kredit transfer
dengan universitas2 anggota AUN
6. Jembatan untuk menuju ke level internasional
7. Kerjasama AUN dikembangkan ke Jepang, China, EU
8. Kesadaran mutu
 AUN-QA Training Course 2011
AUN believes that a
successful regional higher
education development
cannot be acquired without
simultaneous and collective
development. As such, AUN
is highly determined to
expand the AUN-Quality
Assurance to non-AUN
member universities and
institutions.
 STAGE OF DEVELOPMENT

MATURE EFFORT

ORGANIZED EFFORT

INFORMAL EFFORT

NO EFFORT
 STRATEGIC PLAN(S)
QUALITY ASSURANCE

PATHS WHICH
REPRESENT THE
STRATEGIC PLAN
Desired End Point
OPTIONS
Position

2
GAP

3
Current
Position

TIME

09/02/2018 J.P GENTUR SUTAPA 6

AUN Quality Assur ance: Development (I).
(Source : Nantana, 2012)
AUN Quality Assur ance: Development (II).
(Source : Nantana, 2012)

Currently, 32 undergraduate programmes were assessed by

AUN Assessors
ASSESSMENT IS DONE BY COLLECTING AND
MEASURING OR ANALYZING DATA

FORMATIVE REFLECTIVE

J.P. GENTUR SUTAPA 9

 IMPLEMENTATION OF QUALITY
ASSURANCE DEVELOPMENT MODELS

AUN-QA Models
• Strategic (QA at Institutional Level)
• Systemic (Internal QA System)
• Tactical (QA at Programme Level)
 QUALITY

1. QUALITY OF INTERNAL QUALITY ASSURANCE SYSTEM

2. QUALITY OF PROGRAM
 AUN QA CRITERIA FOR INTERNAL QUALITY
ASSURANCE
1. POLICY AND PROCEDURE OF IQA
2. MONITORING SYSTEM
3. PERIODIC RIEVEW OF THE CORE ACTIVITIES
4. Q A OF THE STUDENT ASSESMENT
5. QA OF THE STAFF
6. QA OF THE FACILITIES
7. QA OF THE STUDENT SUPPORT
8. SELF ASSESMENT
9. INTERNAL AUDIT
10. INFORMATION SYSTEM
11. PUBLIC INFORMATION
12. QUALITY HANDBOOK
QUALITY OF THE PROGRAM
• AUN-QA criterias for programme level
• 1. Expected learning outcomes
• 2. Programme specification
• 3. Programme structure and content
• 4. Teaching and learning strategy
• 5. Student assessment
• 6. Academic staff quality
• 7. Support staff quality
• 8. Student quality
• 9. Student advice and support
• 10. Facilities and infrastructure
• 11. Quality assurance of teaching and learning process
• 12. Staff development activities
• 13. Stakeholders feedback
• 14. Output
• 15. Stakeholders satisfaction
 GRADING
• 1= NOTHING, no ducument, no plans , no evidence present
• 2= THIS SUBJECT is in planning stage
• 3= document available but no clear evidence that they are used
• 4=document available and evidence that they are used
• 5=clear evidence on the efficiency of the aspects
• 6= example of good practices
• 7= Word class / excellent
 Assesment of the quality of a
programme
1= absolutely inadequate , immediete improvement must be made
2= inadequate , improvement necessery
3= in adequate , bu will minor improvement will make it
adequate
4= adequate as expected
5= better than adequate
6= example of good practices
7= Word class / excellent
 SAR FOR PROGRAMM LEVEL
• Part 1: Introduction
• Content page
• Executive summary
• Organisation of the self-assessment
• Brief description of the university, faculty and department
• Part 2: AUN-QA Criteria Requirements
• Write-up on how the university, faculty or department addresses the requirements
of the AUN-QA criteria (use checklist as a reference)
• Part 3: Strengths and Weaknesses Analysis
• Summary of strengths
• Summary of Weaknesses
• Completed checklist
• Improvement plan
• Part 4: Appendices
• Glossary
• Supporting documents and evidences
AUN-QA Criterion 3 – Checklist
Programme Structure and Content

3.1 The programme content shows a good balance

between generic and specialised skills and
Knowledge

3.2 The programme reflects the vision and mission of

the university

3.3 The contribution made by each course to

achieving the learning outcomes is clear

3.4 The programme is coherent and all subjects and

courses have been integrated

3.5 The programme shows breadth and depth

3.6 The programme clearly shows the basic courses,

intermediate courses, specialised courses and the
final project, thesis or dissertation

3.7 The programme content is up-to-date

 Sources of Evidence
1. Programme and module specification
2. Course brochure and prospectus or bulletin
3. Skills matrix
4. Stakeholders’ input
5. University and faculty websites
6. Communication media and plans to stakeholders
7. Curriculum review minutes and documents
8. Accreditation and benchmarking reports
Diagnostic questions
1. Do the contents reflect the mission and vision of
the university?
2. Do the contents of the undergraduate programme
reflect the expected outcomes and can they be
considered capable of achieving the expected
outcomes?
3. Are the courses in the programme clearly related? Is
the programme coherent?
4. Has a proper balance been struck between specific
and general courses?
5. Is the programme content up-to-date?
1. Why was this programme structure chosen?
2. Has the educational programme been changed
structurally over recent years? If so, why?
3. Do the courses demonstrate growing complexity
over the years?
4. Were any requirements specified on the internal
coherence of the courses? Who set these
requirements?
5. Does the first year of the programme provide
sufficient insight into the remaining parts of the
programme?
6. Is the connection between basic programme and
specialisation correct?
1. Is the organisation of the various specialised courses
satisfactory?
2. Is the relation between basic courses, intermediate
courses and specialised courses in the compulsory
programme and the optional sections satisfactory?
3. Are bottlenecks experienced within the Programme?
4. What organisational form does the university use
(term, semester, modular, problem oriented)? What do
those involved think of this?

SEARCHING OF STRENGTH AND AREAS OF IMPROVMENT

Analysis of Programme Assessment
By Zhou Qi, et al., 2011 (NUS)
 BEBERAPA TIPS
1. Selalu tampilkan siklus PDCA dalam setiap kriteria
2. Apa adanya, tidak ada yang perlu ditutup-tutupi; karena
berdasarkan evidence dan visitasi/klarifikasi akan terbaca
3. Meskipun Prodi belum mengikuti standar AUN secara
keseluruhan, sebutkan di SAR bahwa setelah membaca
kriteria AUN, dalam masa penulisan SAR, Prodi melakukan
perbaikan-perbaikan; hal ini akan menjadi pertimbangan
penilaian bagi Asesor
4. Tampilkan data dalam bentuk grafik/ table sebanyak mungkin
 PDCA DAN PRAKTEK KEIZEN
1. MENGANALISIS SETIAP BAGIAN PROSES SAMPAI DETAIL

2. BAGAIMANA SETIAP BAGIAN PROSES DAPAT DITINGKATKAN

3. MELIHAT BAGAIMANA KARYAWAN, PERALATAN, DAN BAHAN

DAPAT DITINGKATKAN

4. MELIHAT CARA MENGHEMAT WAKTU DAN MENGURANGI

LIMBAH ( Khususnya Bidang Eksata)

09/02/2018 J.P GENTUR SUTAPA 29

 APA YANG PERLU DILAKUKAN
1. SOSIALISASI
2. PENDAMPINGAN
3. SIMULASI
TANTANGAN DALAM INSTITUSI YANG HARUS
DISELESAIKAN DENGAN BAIK
 TERIMAKASIH

09/02/2018 J.P GENTUR SUTAPA 32