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PROSEDUR DAN STANDAR MUTU ASEAN UNIVERSITY NETWORK (AUN)

PROSEDUR DAN STANDAR MUTU ASEAN UNIVERSITY NETWORK (AUN). J.P. GENTUR SUTAPA KUSMINARTO KANTOR JAMINAN MUTU UNIVERSITAS GADJAH MADA 2013. 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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PROSEDUR DAN STANDAR MUTU ASEAN UNIVERSITY NETWORK (AUN)

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  1. PROSEDUR DAN STANDAR MUTU ASEAN UNIVERSITY NETWORK (AUN) J.P. GENTUR SUTAPA KUSMINARTO KANTOR JAMINAN MUTU UNIVERSITAS GADJAH MADA 2013

  2. 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

  3. BEBERAPA ALASAN MENGIKUTI AUN ASSESMENT • AUN Bukanakreditasi; tetapisertifikasi berupaassesment process; untukmendapatkan feedback posisiProditerhadapStandar AUN. • AUN – QA disusunmengacukestandarakreditasiInternasional, disusunolehpakar-pakar QA ASEAN dimotorioleh NUS • Bertujuanuntukmeningkatkan/menyamakankualitasstandarUniversitasdi ASEAN • Untukkemudahanprosescreadit earning/credit transfer • Anggota AUN danProdi yang telahdi-asses AUN; mahasiswanyabisamengikuti program kredit transfer dengan universitas2 anggota AUN • Jembatan untuk menuju ke level internasional • Kerjasama AUN dikembangkankeJepang, China, EU • Kesadaran mutu

  4. AUN-QA Training Course 2011 AUN believesthat a successful regional higher education development cannot be acquired without simultaneous and collective development. As such, AUN is highly determinedto expand the AUN-Quality Assurance to non-AUN member universities and institutions.

  5. STAGE OF DEVELOPMENT

  6. STRATEGIC PLAN(S) QUALITY ASSURANCE PATHS WHICH REPRESENT THE STRATEGIC PLAN OPTIONS Desired End Point Position 1 2 GAP 3 Current Position TIME J.P GENTUR SUTAPA

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

  8. AUN Quality Assurance: Development (II).(Source : Nantana, 2012) Currently, 32 undergraduate programmes were assessed by AUN Assessors

  9. ASSESSMENT IS DONE BY COLLECTING AND MEASURING OR ANALYZING DATA FORMATIVE REFLECTIVE J.P. GENTUR SUTAPA

  10. IMPLEMENTATION OF QUALITY ASSURANCE DEVELOPMENT MODELS AUN-QA Models • Strategic (QA at Institutional Level) • Systemic (Internal QA System) • Tactical (QA at Programme Level)

  11. QUALITY • QUALITY OF INTERNAL QUALITY ASSURANCE SYSTEM • QUALITY OF PROGRAM

  12. 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

  13. QUALITY OF THE PROGRAM

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. Sources of Evidence • 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

  20. Diagnostic questions • Do the contents reflect the mission and vision of the university? • Do the contents of the undergraduate programme reflect the expected outcomesand 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?

  21. Why was this programme structure chosen? • Has the educational programme been changed structurally over recent years? If so, why? • Do the courses demonstrate growing complexity over the years? • Were any requirements specified on the internal coherence of the courses? Who set these requirements? • Does the first year of the programme provide sufficient insight into the remaining parts of the programme? • Is the connection between basic programme and specialisation correct?

  22. Is the organisation of the various specialised courses satisfactory? • Is the relation between basic courses, intermediate courses and specialisedcourses 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

  23. Analysis of Programme Assessment By Zhou Qi, et al., 2011 (NUS)

  24. BEBERAPA TIPS • Selalu tampilkan siklus PDCA dalam setiap kriteria • Apa adanya, tidak ada yang perlu ditutup-tutupi; karena berdasarkan evidence dan visitasi/klarifikasi akan terbaca • 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 • Tampilkan data dalam bentuk grafik/ table sebanyak mungkin

  25. 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) J.P GENTUR SUTAPA

  26. APA YANG PERLU DILAKUKAN • SOSIALISASI • PENDAMPINGAN • SIMULASI

  27. TANTANGAN DALAM INSTITUSI YANG HARUS DISELESAIKAN DENGAN BAIK

  28. TERIMAKASIH J.P GENTUR SUTAPA

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