PROSEDUR%20DAN%20STANDAR%20MUTU%20ASEAN%20UNIVERSITY%20NETWORK%20(AUN)

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PROSEDUR DAN STANDAR MUTU ASEAN UNIVERSITY
NETWORK (AUN)

• J.P. GENTUR SUTAPA
• KUSMINARTO
• KANTOR JAMINAN MUTU
• UNIVERSITAS GADJAH MADA
• 2013

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• SUMBER MATERI DAN INSPIRASI
• AUN DOCUMENT
• AUN QA ASSESSMENT IN VIETNAM
• AUN QA ASSESSMENT IN UGM
• AUN QA ASSESSMENT IN UI
• J.P Gentur Sutapa

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BEBERAPA ALASAN MENGIKUTI AUN ASSESMENT

• AUN Bukan akreditasi tetapi sertifikasi berupa
  assesment process untuk mendapatkan feedback
  posisi Prodi terhadap Standar AUN.
• AUN QA disusun mengacu ke standar akreditasi
  Internasional, disusun oleh pakar-pakar QA ASEAN
  dimotori oleh NUS
• Bertujuan untuk meningkatkan/menyamakan kualitas
  standar Universitas di ASEAN
• Untuk kemudahan proses creadit earning/credit
  transfer
• Anggota AUN dan Prodi yang telah di-asses AUN
  mahasiswanya bisa mengikuti program kredit
  transfer dengan universitas2 anggota AUN
• Jembatan untuk menuju ke level internasional
• Kerjasama AUN dikembangkan ke Jepang, China, EU
• Kesadaran mutu

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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.

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STAGE OF DEVELOPMENT
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STRATEGIC PLAN(S) QUALITY ASSURANCE
PATHS WHICH REPRESENT THE STRATEGIC PLAN OPTIONS
Desired End Point Position
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2
GAP
3
Current Position
TIME
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AUN Quality Assurance Development (I) .
(Source Nantana,
2012)
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AUN Quality Assurance Development (II) .
(Source Nantana,
2012)
Currently, 32 undergraduate programmes were
assessed by AUN Assessors
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ASSESSMENT IS DONE BY COLLECTING AND MEASURING
OR ANALYZING DATA
FORMATIVE
REFLECTIVE
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IMPLEMENTATION OF QUALITY ASSURANCE DEVELOPMENT
MODELS

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

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QUALITY

1. QUALITY OF INTERNAL QUALITY ASSURANCE SYSTEM
2. QUALITY OF PROGRAM

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AUN QA CRITERIA FOR INTERNAL QUALITY ASSURANCE

• POLICY AND PROCEDURE OF IQA
• MONITORING SYSTEM
• PERIODIC RIEVEW OF THE CORE ACTIVITIES
• Q A OF THE STUDENT ASSESMENT
• QA OF THE STAFF
• QA OF THE FACILITIES
• QA OF THE STUDENT SUPPORT
• SELF ASSESMENT
• INTERNAL AUDIT
• INFORMATION SYSTEM
• PUBLIC INFORMATION
• QUALITY HANDBOOK

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QUALITY OF THE PROGRAM
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• 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

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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
• 4document available and evidence that they are
  used
• 5clear evidence on the efficiency of the
  aspects
• 6 example of good practices
• 7 Word class / excellent

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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

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• 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

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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
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Sources of Evidence

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• Programme and module specification
• Course brochure and prospectus or bulletin
• Skills matrix
• Stakeholders input
• University and faculty websites
• Communication media and plans to stakeholders
• Curriculum review minutes and documents
• Accreditation and benchmarking reports

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• Diagnostic questions
• Do the contents reflect the mission and vision of
  the university?
• Do the contents of the undergraduate programme
  reflect the expected outcomes and can they be
  considered capable of achieving the expected
  outcomes?
• Are the courses in the programme clearly related?
  Is the programme coherent?
• Has a proper balance been struck between specific
  and general courses?
• Is the programme content up-to-date?

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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?

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• Is the organisation of the various specialised
  courses satisfactory?
• Is the relation between basic courses,
  intermediate courses and specialised courses in
  the compulsory programme and the optional
  sections satisfactory?
• Are bottlenecks experienced within the Programme?
• What organisational form does the university use
  (term, semester, modular, problem oriented)? What
  do those involved think of this?
• SEARCHING OF STRENGTH AND AREAS OF IMPROVMENT

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Analysis of Programme Assessment
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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

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PDCA DAN PRAKTEK KEIZEN

• MENGANALISIS SETIAP BAGIAN PROSES SAMPAI DETAIL
• BAGAIMANA SETIAP BAGIAN PROSES DAPAT DITINGKATKAN
• MELIHAT BAGAIMANA KARYAWAN, PERALATAN, DAN BAHAN
  DAPAT DITINGKATKAN
• MELIHAT CARA MENGHEMAT WAKTU DAN MENGURANGI
  LIMBAH ( Khususnya Bidang Eksata)

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APA YANG PERLU DILAKUKAN

• SOSIALISASI
• PENDAMPINGAN
• SIMULASI

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TANTANGAN DALAM INSTITUSI YANG HARUS
DISELESAIKAN DENGAN BAIK
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TERIMAKASIH