PROSEDUR DAN STANDAR MUTU ASEAN UNIVERSITY NETWORK (AUN)

J.P. GENTUR SUTAPAKUSMINARTO

KANTOR JAMINAN MUTU UNIVERSITAS GADJAH MADA

2013

BEBERAPA ALASAN MENGIKUTI AUN ASSESMENT1. 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 transfer5. 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 internasional7. Kerjasama AUN dikembangkan ke Jepang, China, EU8. Kesadaran mutu

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 transfer5. 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 internasional7. Kerjasama AUN dikembangkan ke Jepang, China, EU8. 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

Desired End Point Position

Current Position

PATHS WHICH REPRESENT THE STRATEGIC PLAN OPTIONS

TIME

GAP

STRATEGIC PLAN(S) QUALITY ASSURANCE

1

2

3

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AUN Quality Assurance: Development (I) . (Source : Nantana, 2012)

AUN Quality Assurance: Development (II) . (Source : Nantana, 2012)

Currently, 32 undergraduate programmes were assessed by AUN Assessors

ASSESSMENT IS DONE BY COLLECTING AND MEASURING OR ANALYZING DATA

J.P. GENTUR SUTAPA 9

FORMATIVE REFLECTIVE

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 IQA2. MONITORING SYSTEM3. PERIODIC RIEVEW OF THE CORE ACTIVITIES4. Q A OF THE STUDENT ASSESMENT5. QA OF THE STAFF6. QA OF THE FACILITIES7. QA OF THE STUDENT SUPPORT8. SELF ASSESMENT9. INTERNAL AUDIT10. INFORMATION SYSTEM11. PUBLIC INFORMATION12. 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 necessery3= in adequate , bu will minor improvement will make it adequate4= adequate as expected5= better than adequate6= example of good practices7= 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 specification2. Course brochure and prospectus or bulletin3. Skills matrix4. Stakeholders’ input5. University and faculty websites6. Communication media and plans to stakeholders7. Curriculum review minutes and documents8. Accreditation and benchmarking reports

Diagnostic questions1. 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 AssessmentBy Zhou Qi, et al., 2011 (NUS)

BEBERAPA TIPS

1. Selalu tampilkan siklus PDCA dalam setiap kriteria2. Apa adanya, tidak ada yang perlu ditutup-tutupi; karena

berdasarkan evidence dan visitasi/klarifikasi akan terbaca3. 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)

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APA YANG PERLU DILAKUKAN

1. SOSIALISASI2. PENDAMPINGAN3. SIMULASI

TANTANGAN DALAM INSTITUSI YANG HARUS DISELESAIKAN DENGAN BAIK

TERIMAKASIH

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