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Akreditasi
Internasional
Pendidikan Tinggi
Kesehatan versi
AUN-QA
Dr Novy H.C Daulima, SKp, MSc
Disampaikan pada Workshop Persiapan Poltekkes
Kemenkes Menghadapi Akreditasi Prodi 9 Kriteria
Jakarta, 21-23 Oktober 2019
– 10th Assessor Training Workshop for Asean
University Network-Quality Assurance (AUN_QA)
Programme Assessment-Tier 2, Thailand, 2019
– Pelatihan Self Assessment Report (SAR) Asean
University Network-Quality Assurance (AUN-QA)-
Tier 1, Thailand, 2018
– Asesor dan Validator LAMPTKes, 2014-sekarang
– Asesor BAN-PT, 2008-2015
– Ketua Unit Penjaminan Mutu Akademik Fakultas
Ilmu Keperawatan Universitas Indonesia, 2018-
sekarang
3
AUN-QA Framework
AUN-QA Framework Source: AUN-QA Factboo 2018
4
PDCA Principle
AUN-QA Framework
• ImplementasiQA plan/system
• Monitor and evaluasi QA plan/system
• MenetapkanQA plan/system
• MeningkatkanQA plan/system
(Sumber: AUN-QA, 2018)
Alignment of AUN-QA di Level Institutional
dengan QA Frameworks Lainnya
AQAF
ESGBaldrige
AUN-QA
A Transnational QA Framework
AUN-QA Framework(Sumber: AUN-QA, 2018)
6
AUN-QA pada Level Program Studi
Version 0 Version 1
2007 – 2010
18 Criteria
Version 2
2011 – 2016
15 Criteria
Version 3
2016/17
onwards
11 Criteria
AUN-QA Framework(Sumber: AUN-QA, 2018)
7
AUN-QA pada Level Program Studi
AUN-QA Framework
1st Version 2nd Version 3rd Version
1. Goals and Objectives;
Expected Learning Outcomes
1. Expected Learning
Outcomes
1. Expected Learning
Outcomes
2. Programme Specification 2. Programme Specification 2. Programme Specification
3. Programme Content 3. Programme Structure and
Content
3. Programme Structure and
Content4. Programme Organisation
5. Didactic Concept and
Teaching/Learning Strategy
4. Teaching and Learning
Strategy
4. Teaching and Learning
Approach
6. Student Assessment 5. Student Assessment 5. Student Assessment
7. Staff Quality 6. Academic Staff Quality 6. Academic Staff Quality
8. Quality of Support Staff 7. Support Staff Quality 7. Support Staff Quality
9. Student Quality 8. Student Quality 8. Student Quality and
Support10. Student Advice and Support 9. Student Advice and Support
11. Facilities and Infrastructure 10. Facilities and Infrastructure 9. Facilities and Infrastructure
12. Quality Assurance of
Teaching/Learning Process
11. Quality Assurance of
Teaching and Learning Process
10. Quality Enhancement
13. Student Evaluation
14. Curriculum Design
15. Staff Development Activities 12. Staff Development Activities 6. Academic Staff Quality
7. Support Staff Quality
16. Feedback Stakeholders 13. Stakeholders Feedback 10. Quality Enhancement
17. Output 14. Output 11. Output
18. Stakeholders
Satisfaction
15. Stakeholders Satisfaction
(Sumber: AUN-QA, 2018)
8
AUN-QA pada Level Program Studi (3rd Version)
Criterion Sub-criterion Checklist
1. Expected Learning Outcomes 4 3
2. Programme Specification 2 3
3. Programme Structure and Content 6 3
4. Teaching and Learning Approach 6 3
5. Student Assessment 8 5
6. Academic Staff Quality 10 7
7. Support Staff Quality 5 5
8. Student Quality and Support 5 5
9. Facilities and Infrastructure 7 5
10. Quality Enhancement 6 6
11. Output 3 5
Total 62 50
(Sumber: AUN-QA, 2018)
9
– Menggunakan principles-based
framework
– Mengurangi overlapping and ambigu
– Dari 15 menjadi 11 kriteria AUN-QA
– 3rd version efektif digunakan mulai
Januari 2017.
Panduan Asesmen AUN-QA pada
Level program Studi (3rd Version)
AUN-QA Framework(Sumber: AUN-QA, 2018)
10
Panduan Asesmen AUN-QA pada Level
Program Studi (3rd Version)
Source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood
AUN-QA Framework
11
Adapted from source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood
Karakteristik Principals-based Approach Rules-based Approach
View of Quality System Integrated & Systemic Standalone & Ad-hoc
Focus Improvement Compliance
Feedback Formative Summative
Improvement Objective Continuous & Contextualisation Static & Standardisation
Reference Framework & Non-Prescriptive Standards & Prescriptive
Assessors Skilled Peers Technical Experts
Assessment Climate Mutual Respect & Trust Fearful and Suspicious
Motivation for Assessment
Intrinsic Extrinsic
Methodology Assessment or Evaluation Audit
AUN-QA Framework
Panduan Asesmen AUN-QA pada Level
Program Studi (3rd Version)
12
Akreditasi, Asesmen, Audit dan Evaluasi
Asesmen AUN-QA (bertujuan untuk
meningkatkan efektivitas dari sistem QA)
• Non-prescriptive
• Lebih kepada merekomendasikan area
yang harus ditingkatkan daripada
memberikan solusi
• Lebih kepada kontekstual dari pada
standarisasi praktik QA AUN-QA Framework
(Sumber: AUN-QA, 2018)
13 Rasionalisasi untuk QA
• Lulusan yang berkualitas
• Ekspektasi labour market
• Internasionalisasi profesi dan globalisasi
• Proteksi konsumen
• Tekanan untuk memenuhi kebutuhan masyarakat
• Meningkatkan kepentingan mutu pada pendidikan tinggi
• Pertukaran mahasiswa dan kerjasama internasional
AUN-QA Framework(Sumber: AUN-QA, 2018)
14
Pendekatan PDCA pada
Self-assessment di Level Programme Studi
Plan
• Communicate
intent
• Organisisasikan tim
• Susun rencana
• Pahami kriteria &
proses AUN-QA
Do
• Self-assessment
•Pengumpulan data &
bukti
• Close gaps
• Tulis SAR
• Review SAR
Check
• Verifikasi SAR
• Mendapatkan umpan
balik
Act
• Tingkatkan QA
• Finalisasi SAR
• Komunikasikan SAR
• Get ready
Change Management
Plan(Sumber: AUN-QA, 2018)
Communicate Intent
• Libatkan stakeholders
• Objective and scope
• Rencana
• Peran dan keterlibatan stakeholders
• Tetapkan ekspektasi dan iklim
• Mulai melakukan change management
Plan
15
(Sumber: AUN-QA, 2018)
Organisasikan Tim
– Struktur dan Peran System criteria
Related criteria
Random criteria
– Ukuran Main and sub-groups
– Libatkan experts dalam subyek yang dibutuhkan (kaitkandengan kriteria pada SAR), pertimbangkan kemampuandalam berbahasa Inggris
– Capability dan availability
– Dukungan dari sponsor, manajemen dan peers
16
Plan(Sumber: AUN-QA, 2018)
Pimpinan
Requirements
(Kriteria 1 s.d 5)
Input(Kriteria 6 s.d 9)
Quality Enhancement
(Kriteria 10)
Output (Kriteria 11)
Fasilitator
Struktur dan PeranSystem Criteria
17
Plan(Sumber: AUN-QA, 2018)
Pimpinan
Programme(Kriteria 1, 2, 3,
10)
Teaching & Learning
and Student Assessment
(Kriteria 4, 5, 10)
Resources(Kriteria 6, 7, 8, 9,
10)
Output (Kriteria 10, 11)
Fasilitator
Struktur dan Peran
Related Criteria
18
Plan(Sumber: AUN-QA, 2018)
Pimpinan
Kriteria 1, 2, 3 Kriteria 4, 5 Kriteria 6, 7, 8Kriteria 9, 10 , 11
Fasilitator
Struktur dan PeranRandom Criteria
19
Plan(Sumber: AUN-QA, 2018)
Uraian Peran & Tanggungjawab (contoh)
Pimpinan Tanggungjawab
Dekan • Link antara fakultas, kantor QA dan administrasi universitas
Ketua Bidang Akademik
Fakultas
• Link antara departemen, Dekan dan kantor QA
• Link antara fakultas dan pusat data
Ketua Departemen • Provide leadership
• Link antara Dekan, Bidang Akademik dan tim
Ketua Tim • Mengarahkan tim
• Menyusun rencana
• Assign and review task
• Menentukan struktur dan peran tim
• Link antara anggota dan pusat data
• Menyusun dan mengedit SAR
Struktur dan Peran20
Plan(Sumber: AUN-QA, 2018)
Uraian Peran Kunci & Tanggungjawab (contoh)
Peran Kunci Tanggungjawab
Fasilitator (Kantor QA) • Provide leadership
• Memandu asesor internal
• Memandu tim SAR
• Melatih asesor internal
• Melatih tim SAR
• Mendukung dan memotovasi tim SAR
• Mereview SAR
• Link antara fakultas dan universitas
Fasilitator (Fakultas) • Memandu tim SAR
• Mendukung dan memotivasi tim SAR
• Mereview SAR
Anggota (Departemen) • Mengumpulkan dan mengorganisir informasi
• Menulis SAR
Struktur dan Peran21
Plan(Sumber: AUN-QA, 2018)
Develop Plan
22
Plan
Activity/Month 1 2 3 4 5 6 7 8 9 1
0
1
1
1
2
Deadline Assigned to Status
P
L
A
N
Communicate Intent
Organise Team
Develop Plan
Understand AUN QA criteria and process
D
OSelf-assessment
Collect data & evidences
Close gaps
Write SAR
Review SAR
Verify SAR
Gather Feedback
A
C
T
Improve QA
Finalise SAR
Communicate SAR
Get Ready
Change Management
C
H
E
C
K
(Sumber: AUN-QA, 2018)
23
Memahami Kriteria dan Proses AUN QA
• Gunakan manual AUN-QA
• Edukasi stakeholders
• Lakukan klarifikasi dengan pakar internal dan external
Plan(Sumber: AUN-QA, 2018)
Stakeholders’ Needs
Quality Assurance and (Inter)national benchmarking
Programme
Specification
Programme
Structure &
Content
StudentAssessment
Academic Staff
QualitySupport Staff
Quality
Student Quality &
Support
Facilities &
Infrastructure
Quality Enhancement
Output
Expected
Learning
Outcomes
Achievements
Teaching & Learning
Approach
AUN-QA pada Level Program Studi
(3rd Version)
24
12 3 4 5
6 7 8 9
10
11
11
1
11
QA at Programme Level(Sumber: AUN-QA, 2018)
1 Expected Learning Outcomes 1 2 3 4 5 6 7
1.1 The expected learning outcomes have been clearly
formulated and aligned with the vision and mission of the
university [1,2]
1.2 The expected learning outcomes cover both subject specific
and generic (i.e. transferable) learning outcomes [3]
1.3 The expected learning outcomes clearly reflect the
requirements of the stakeholders [4]
Overall opinion
1.The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the
institution. The vision and mission are explicit and known to staff and students.
2.The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly
be designed to achieve its expected learning outcomes which should be aligned to the programme expected
learning outcomes.
3.The programme is designed to cover both subject specific outcomes that relate to the knowledge and skills of the
subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines
e.g. written, oral, problem-solving, information technology, teambuilding skills, etc.
4.The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and
needs of the stakeholders.
1. Expected Learning Outcomes/Sasaran Pembelajaran
QA at Programme Level 25
Diagnostic Questions
What is the purpose of the study programme?
What are the expected learning outcomes?
How are the expected learning outcomes formulated?
Do the learning outcomes reflect the vision and mission of the university, faculty or department?
(Sumber: AUN-QA, 2018)
1. Expected Learning Outcomes (ELO)/
Sasaran Pembelajaran
26QA at Programme Level
1. Rumusan ELO merefleksikan visi dan misi dari institusi. Visi dan misi tersebut harus
eksplisit dan diketahui oleh staf dan mahasiswa.
2. Program studi menampilkan ELO lulusan. Setiap mata kuliah dan topik harus didesain
secara jelas untuk mencapai ELO tersebut yang harus terkait/relevan dengan PLO.
3. Program studi didesain untuk mengcover subject specific outcomes baik yang
berhubungan dengan pengetahuan dan ketrampilan dari disiplin terkait; dan outcome
umum (kadangkala disebut sebagai transferable skills) yang berhubungan dengan
suatu dan semua disiplin, misal written and oral communication, problem-solving,
information technology, team building skills, etc.
4. Program Studi merumuskan ELO secara jelas dan merefleksikan kebutuhan yang
relevan dari stakeholders
1 Expected Learning Outcomes 1 2 3 4 5 6 7
1.1 ELO dirumuskan secara jelas dan relevan/berkaitan
dengan visi dan misi universitas [1,2]
1.2 ELO mengcover baik spesifik maupuk generik (yaitu
transferable) learning outcomes [3]
1.3 ELO merefleksikan kebutuhan stakeholders secara
jelas [4]
Overall opinion (Sumber: AUN-QA, 2018)
Outcome-based Education (OBE)
“Suatu cara untuk mendesain, mengembangkan,
menyampaikan dan mendokumentasikan instruksi
sesuai dengan tujuan dan outcome yang
diinginkan. Exit outcomes merupakan faktor
penting dalam mendesain kurikulum yang
dikembangkan dari outcome yang butuh
didemonstrasikan oleh mahasiswa”. Sumber: Spady (1988)
27QA at Programme Level
Outcome-based Education (OBE)
28QA at Programme LevelSource: Harden (1986)
Outcome-based Education (OBE)
Konsep dan Prinsip Kunci
• Fokus kepada learning outcomes
• Backwards curriculum design
• Ciptakan learning opportunities
• Alignment yang konstruktif(assessment – learning activities – learning outcomes)
29QA at Programme Level(Sumber: AUN-QA, 2018)
Learning Outcomes/Sasaran Pembelajaran
30
AimLearning Outcome
Objective
QA at Programme Level(Sumber: AUN-QA, 2018)
31
Aim merupakan pernyataan umum yang luas dari
suatu pembelajaran yang diinginkan. Ditulis
berdasarkan sudut pandang pengajar/dosen yang
mengindikasikan konten secara umum dan arah
pemelajaran.
QA at Programme Level
Learning Outcome, Objective and Aim
(Sumber: AUN-QA, 2018)
32
Objective (atau goal) merupakan suatu pernyataan
spesifik dari pembelajaran yang diinginkan.
Mengindikasikan salah satu area spesifik yang
ingin dicover oleh seorang pengajar/dosen dalam
suatu blok pemelajaran.
Learning Outcome, Objective and Aim
(Sumber: AUN-QA, 2018)
33
Learning Outcomes : working definition
Learning Outcomes merupakan pernyataan
yang ditulis berdasarkan suatu kemampuan
yang diharapkan untuk didemonstrasikan oleh
seorang mahasiswa setelah menyelesaikan
suatu aktivitas pembelajaran tertentu.”
… setelah menyelesaikan suatu sesi, kuliah, modul
atau keseluruhan proses perkuliahan pada suatu
program studi.(Sumber: AUN-QA, 2018)
34
Level dari Learning Outcomes
• Programme-level learning outcomes (PLO)
merupakan learning outcomes yang
berhubungan dengan keseluruhan program –
sehingga dinyatakan dalam rumusan yang lebih
umum
• Course-level or module-level (CLO/MLO)
merupakan learning outcomes yang spesifik
dalam suatu mata kuliah/topik atau modul
tertentu dan dinyatakan secara lebih detail.(Sumber: AUN-QA, 2018)
Expected Learning Outcomes :
merupakan inti (at the heart) dari 10
kriteria Quality Assurance lain pada
SAR AUN-QA.
QA at Programme Level 35(Sumber: AUN-QA, 2018)
36 CDIO (Conceive-Design-Implement-
Operate) Learning Outcomes
LO yang spesifik dan detail konsisten
dengan tujuan program studi serta
divalidasi oleh stakeholders
Stakeholders membantu untuk menetapkan
level pencapaian kemampuan atau standar
yang diharapkan untuk setiap learning
outcome.
QA at Programme Level(Sumber: AUN-QA, 2018)
Kebutuhan
Stakeholder
Program
Learning
Outcomes
Course
Learning
Outcomes
Profil Lulusan
Lesson/Module
Learning
Outcomes
Benchmarking
38
Benchmarking dapat didefinisikan sebagai suatu
“proses sistematis dan berkelanjutan dalam
membandingkan elemen-elemen performance
dalam suatu institusi terhadap best practices
didalam dan diluar organisasi dengan tujuan
meningkatkan performance institusi tersebut”.
QA at Programme Level(Sumber: AUN-QA, 2018)
39
Jenis of BenchmarkingProcess benchmarking berfokus pada business processes (seperti
desain kurikulum, umpan balik stakeholder’s, student admission,
dll.)
Performance benchmarking berfokus pada posisi kompetitif
institusi dan produk serta pelayanannya.
Functional benchmarking berfokus pada performance atau
operasional dari suatu fungsi (seperti sumber daya manusia,
pelayanan akademik, pelayanan komputer, etc.)
Best-in-class benchmarking berfokus pada mempelajari cara
institusi memenangkan/memimpin dalam kompetisi atau best
practices yang dilakukan oleh institusi lain.
(Sumber: AUN-QA, 2018)
SAR – Self-Assessment Report
• Detail kondisi program studi yang akan diases
• Suatu review terstruktur (template-based) dari program
studi
• Asesmen dilakukan baik secara deskriptif maupun
analitis
Main basis for external review ….
40
Do(Sumber: AUN-QA, 2018)
41
Content of the SAR
Part 1: Introduction
• Content page
• Executive summary
• Organisation of the self-assessment
• Brief description of the university, faculty and department
• How recommendations from the previous AUN-QA assessment were
addressed (for re-assessment only)
Part 2: AUN-QA Criteria Requirements
• Resume tentang bagaimana universitas, fakultas atau departemen
memenuhi persayaratan krtiteria AUN-QA criteria (use Appendix A -
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
Do(Sumber: AUN-QA, 2018)
42
Rating ScaleRating Description
1 Absolutely InadequateThe QA practice to fulfil the criterion is not implemented. There are no plans, documents, evidences or results available. Immediate improvement must be made.
2 Inadequate and Improvement is NecessaryThe QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary. There is little document or evidence available. Performance of the QA practice shows little or poor results.
3 Inadequate but Minor Improvement Will Make It AdequateThe QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
Check(Sumber: AUN-QA, 2018)
43
Rating ScaleRating Description
4 Adequate as ExpectedThe QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5 Better Than AdequateThe QA practice to fulfil the criterion is better than adequate. Evidences support that it has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6 Example of Best PracticesThe QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented. Performance of QA practice shows very good results and positive improvement trend.
7 Excellent (Example of World-class or Leading Practices)The QA practice to fulfil the criterion is considered to be excellent or example of world-class practices in the field. Evidences support that it has been innovatively implemented. Performance of the QA practice shows excellent results and outstanding improvement trends.
Check(Sumber: AUN-QA, 2018)
Metode Asesmen AUN_QA
– Wawancara: stakeholder, alumni, dosen, tendik, mahasiswa
– Site Assessment:
Site Tour (General Safety)
– Ruang kelas dan ruang tutorial
– Laboratorium
– Wahana praktik
– Perpustakaan
– Laboratorium komputer
– Fasilitas layanan mahasiswa
– Fasilitas olah raga dan rekreasi
– Cek dokumen (Sumber: AUN-QA, 2018)
Q and A
– Poltekkes Kemenkes Surakarta
– Benchmarking apa saja? Apakah ada tamplate laporannya? Apa yang perlu dilaporkan dalam self assessment bechmarking?
– Tidak ada tamplate dari AUN-QA, tidak ada standar-standar tertentu. Buat laporan sejelas dan seefektif mungkin. Pimpinan dan penyusun SAR akan diwawancara.
– Poltekkes Kemenkes Malang
– Borang yang digunakan adalah boring generic, karena principle-based.
– Pusdik SDM Kes
– Pembiayaan assessment internasional ini? Bagaimana prosesnya?
– USD 30.000 untuk biaya daftar. Mendaftar secara online. Kuotanya terbatas, maksimal 4 prodi dariPT. Ada panduan/manual pengisian borang, kemudian visitasi. Jadwal visitasi sudah diketahui dariawal pendaftaran.
Q and A
– Prodi yang akan diasesment apakah harus yang program kelas internasional?
– Tidak perlu, hanya saja nanti dokumen yang disiapkan berbahasa inggris
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