GLOSSARY

AA Applied Approach Training Program

ABET Accreditation Board for Engineering and Technology
BAN-PT Badan Akreditasi Nasional – Perguruan Tinggi (National
Accreditation Board of Indonesia)
BESP-UI Bioprocess Engineering Study Program-Universitas Indonesia
BHMN Badan Hukum Milik Negara (State Owned Legal Entity)
BKM Badan Konseling Mahasiswa (Student Counseling Board)
BPMA Badan Penjaminan Mutu Akademik (Academic Quality
Assurance Board)
BRP Buku Rancangan Pengajaran (Detailed Lecture Design)
CDC Career Development Center
Chem-E-Car Club Student project club who competes in AIChE's Chem E-car
annual competition; engaging college students in designing and
constructing a car powered by a chemical energy source that will
safely carry a specified load over a given distance and stop.
DIKNAS Dinas Pendidikan (Education Authority/The Ministry of
National Education)
DIKTI Indonesian Abbreviation of Ministry of Research Technology
and Higher Education of the Republic of Indonesia
EDOM Evaluasi Dosen oleh Mahasiswa (Lecturer Evaluation by
Student)
EDSA Evaluasi Diri Staf Akademik (Acadamic Staff Self Evaluation)
EVISEM Evaluasi Internal Semesteran (Internal Evaluation for each
Semester)
EVITAH Evaluasi Internal Tahunan (Annual Internal Evaluation)
FTE Full Time Equivalent
IQF Indonesian Qualifications Framework (Kerangka Kualifikasi
Nasional Indonesia/KKNI)
LIPI Lembaga Ilmu Pengetahuan Indonesia (Indonesian Institute of
Sciences)
MenkoWasbangpan Menteri Koordinator Pengawasan Pembangunan dan
Pendayagunaan Aparatur Negara (Coordinating Minister for
Development Supervision and Administrative Reform)
MDG Millennium Development Goal
MMA Mutu Manajemen Akademik (Academic Quality Assurance)
MWA Majelis Wali Amanat (The Board of Trustees)
P2M Department of Venture Unit managed by Department of Mechanical
Mechanical Engineering Engineering UI which focuses on human resources training and
mechanical/electrical training
Perpres Peraturan Presiden (Presidential Regulation)
Pekerti Peningkatan Ketrampilan Dasar Teknik Instruksional
(Improvement of Basic Skill for Instructional Technique)
PERTAMINA State Owned Oil Company
PIMNAS Pekan Ilmiah Mahasiswa Nasional (National Student Science
Week); a national creative ideas competition for diploma and
undergraduate students held by the Higher Education
PP Peraturan Pemerintah (Government Regulation)
PTN-BH Perguruan Tinggi Negeri-Badan Hukum (Legal Entity State
University)
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QUE Quality for Undergraduate Education, a Grant by World
Bank/DIKNAS(The Ministry of National Education)

RKAT Rancangan Keuangan dan Anggaran Tahunan (Work Plan and

Annual Budget)
RUK Riset Unggulan Kemitraan (Integrated Excellent Research
Funding)

RUT Riset Unggulan Terpadu (Joint Excellent Research Funding)

SAR Self Assessment Report

SERDOS Sertifikat Dosen (Lecturer Certificate)
SIAKNG Sistem Informasi Akademik Next Generation (Academic
Information System Next Generation)
SBMPTN Seleksi Bersama Masuk Perguruan Tinggi Negeri (Joint
Admission Test for State University)
SCELE Student Centered E-learning Environment
SILAB Sistem Informasi Laboratorium (Laboratory Information
System)
SIMAK-UI Seleksi Masuk UI (UI Written Admission Test)
SIPEG Sistem Informasi Kepegawaian (Employee Information System)
SIRIP Sistem Informasi Riset dan Pengabdian Masyarakat (Research
and Community Service Information System)
SN DIKTI Standar Nasional Pendidikan Tinggi (National Standards for
Higher Education)
SNMPTN Seleksi Nasional Masuk Perguruan Tinggi Negeri (National
Admission Test for State University)
SNMPTN tertulis Written National Admission Test for State University
SNMPTN undangan National Admission Process for State University based on High
School Academic Performance
SKP Sasaran Kinerja Pegawai (Employee Performance Goals)
Tridharma Perguruan Three principles of Higher Education concerning education,
Tinggi research, and community service

UU Undang-undang (Act of the Republic of Indonesia)

UPMA Unit Penjamin Mutu Akademik (Academic Quality Assurance
Unit)
Washington accord International accreditation agreement for professional
engineering academic degrees

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 Table of Content
GLOSSARY .............................................................................................................................. I
TABLE OF CONTENT ....................................................................................................... III
LIST OF TABLE ................................................................................................................... VI
LIST OF FIGURE ............................................................................................................... VII
PART 1. INTRODUCTION ................................................................................................... 1
EXECUTIVE SUMMARY ..................................................................................................... 1
3
ORGANIZATION OF THE SELF‐ ASSESSMENT ............................................................

INSTITUTIONAL PROFILE ................................................................................................ 3

PART 2. AUN-QA CRITERIA REQUIREMENTS ............................................................ 6
1. EXPECTED LEARNING OUTCOMES ....................................................................... 6
1.1 FORMULATION OF THE EXPECTED LEARNING OUTCOMES AND ALIGNMENT WITH THE
VISION AND MISSION OF THE UNIVERSITY .............................................................................. 6
1.2 THE ELO AND SUBJECT SPECIFIC AND GENERIC LEARNING OUTCOMES ..................... 7
1.3 THE ELO AND THE REQUIREMENTS OF THE STAKEHOLDERS ........................................ 8
2. PROGRAMME SPECIFICATION .............................................................................. 11
2.1 INFORMATION IN THE PROGRAMME SPECIFICATION ................................................... 11
2.2 INFORMATION IN THE COURSE SPECIFICATION .......................................................... 11
2.3 COMMUNICATION AND AVAILABILITY OF PROGRAMME AND COURSE SPECIFICATION TO
THE STAKEHOLDERS ............................................................................................................. 12
3. PROGRAMME STRUCTURE AND CONTENT.......................................................... 13
3.1 THE CURRICULUM DESIGN BASED ON CONSTRUCTIVE ALIGNMENT WITH THE ELO . 13
3.2 THE CONTRIBUTION MADE BY EACH COURSE TO ACHIEVE THE ELO .......................... 14
3.3 THE STRUCTURE, SEQUENCE, INTEGRATION, AND UPDATE OF CURRICULUM ............ 14
4. THE TEACHING AND LEARNING APPROACH ...................................................... 17
4.1 COMMUNICATION OF THE EDUCATIONAL PHILOSOPHY TO STAKEHOLDERS............... 17
4.2
ALIGNMENT OF THE TEACHING AND LEARNING ACTIVITIES TO THE ELO ACHIEVEMENT
17
4.3 TEACHING AND LEARNING ACTIVITIES ENHANCE LIFE-LONG LEARNING .................... 18
5. STUDENT ASSESSMENT............................................................................................ 20
5.1 THE STUDENT ASSESSMENT ALIGNMENT TO THE ACHIEVEMENT OF THE ELO ............ 20
5.2 THE STUDENT ASSESSMENT INCLUDING TIMELINES, METHODS, REGULATIONS, WEIGHT
DISTRIBUTION, RUBRICS AND GRADING: COMMUNICATION TO STUDENTS ........................... 20
5.3 METHODS INCLUDING ASSESSMENT RUBRICS AND MARKING SCHEMES TO ENSURE
VALIDITY, RELIABILITY, AND FAIRNESS OF STUDENT ASSESSMENT ..................................... 20
5.4 TIMELY FEEDBACK OF STUDENT ASSESSMENT TO IMPROVE LEARNING .................... 21

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 5.5 STUDENTS HAVE READY ACCESS TO APPEAL PROCEDURE ........................................ 21
6. ACADEMIC STAFF QUALITY .................................................................................. 22
6.1 ACADEMIC STAFF PLANNING TO FULFILL THE NEEDS FOR EDUCATION, RESEARCH, AND
SERVICE ................................................................................................................................ 22
6.2 MEASUREMENT AND MONITORING OF STAFF-TO-STUDENT RATIO WORKLOAD TO IMPROVE
THE QUALITY OF EDUCATION, RESEARCH, AND SERVICE ..................................................... 23
6.3 DETERMINATION AND COMMUNICATION OF RECRUITMENT AND SELECTION CRITERIA
INCLUDING ETHICS AND ACADEMIC FREEDOM FOR APPOINTMENT, DEPLOYMENT, AND
PROMOTION .......................................................................................................................... 24
6.4 IDENTIFICATION AND EVALUATION OF COMPETENCES OF ACADEMIC STAFF ............ 25
6.5 IDENTIFICATION OF ACADEMIC STAFF DEVELOPMENTAL NEEDS AND IMPLEMENTATION OF
TRAINING ACTIVITIES ........................................................................................................... 26
6.6 IMPLEMENTATION OF PERFORMANCE MANAGEMENT (REWARDS AND RECOGNITION) TO
MOTIVATE AND SUPPORT EDUCATION, RESEARCH AND SERVICE ......................................... 27
6.7 THE ESTABLISHMENT, MONITORING, AND BENCHMARKING OF THE TYPES AND QUANTITY
OF RESEARCH ACTIVITIES BY ACADEMIC STAFF FOR IMPROVEMENT ................................... 28
7. SUPPORT STAFF QUALITY ...................................................................................... 30
7.1 SUPPORT STAFF PLANNING (AT LABORATORY, IT FACILITY, AND STUDENT SERVICES) TO
FULFILL THE NEEDS FOR EDUCATION, RESEARCH AND SERVICE .......................................... 30
7.2 DETERMINATION AND COMMUNICATION OF RECRUITMENT AND SELECTION CRITERIA FOR
APPOINTMENT, DEPLOYMENT, AND PROMOTION .................................................................. 30
7.3 IDENTIFICATION AND EVALUATION OF COMPETENCES OF SUPPORT STAFF ................ 31
7.4 IDENTIFICATION OF SUPPORT STAFF DEVELOPMENTAL NEEDS AND IMPLEMENTATION OF
TRAINING ACTIVITIES ........................................................................................................... 31
7.5 IMPLEMENTATION OF PERFORMANCE MANAGEMENT (REWARDS AND RECOGNITION) TO
MOTIVATE AND SUPPORT EDUCATION, RESEARCH, AND SERVICE ........................................ 32
8. STUDENT QUALITY AND SUPPORT ...................................................................... 33
8.1 THE STUDENT INTAKE POLICY AND ADMISSION CRITERIA: DEFINITION, COMMUNICATION,
PUBLISHING, AND UPDATE .................................................................................................... 33
8.2 THE METHODS AND CRITERIA FOR THE SELECTION OF STUDENTS ............................ 34
8.3 ADEQUATE MONITORING SYSTEM FOR STUDENT PROGRESS, ACADEMIC PERFORMANCE,
AND WORKLOAD ................................................................................................................... 35
8.4 ACADEMIC ADVICE, CO-CURRICULAR ACTIVITIES, STUDENT COMPETITION, AND OTHER
STUDENT SUPPORT SERVICES TO IMPROVE LEARNING AND EMPLOYABILITY ....................... 36
8.5 THE CONDUCIVE PHYSICAL SOCIAL AND PHYSICOLOGICAL ENVIRONMENT FOR
EDUCATION AND RESEARCH AS WELL AS PERSONAL WELL-BEING ...................................... 38
9. FACILITIES AND INFRASTRUCTURE ................................................................... 40
9.1 THE ADEQUATE AND UPDATE OF TEACHING-LEARNING FACILITIES AND EQUIPMENT TO
SUPPORT EDUCATION AND RESEARCH .................................................................................. 40
9.2 THE ADEQUATE AND UPDATE OF LIBRARY AND ITS RESOURCES TO SUPPORT EDUCATION
AND RESEARCH ..................................................................................................................... 40

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 9.3 THE LABORATORIES AND EQUIPMENT ARE ADEQUATE AND UPDATED TO SUPPORT
EDUCATION AND RESEARCH ................................................................................................. 41
9.4 THE ADEQUATE AND UPDATE OF THE IT FACILITIES INCLUDING E-LEARNING
INFRASTRUCTURE TO SUPPORT EDUCATION AND RESEARCH ................................................ 42
9.5 DEFINITION AND IMPLEMENTATION OF THE STANDARDS FOR ENVIRONMENT, HEALTH, AND
SAFETY; AND ACCESS FOR PEOPLE WITH SPECIAL NEEDS .................................................... 43
10. QUALITY ENHANCEMENT................................................................................... 45

10.1 STAKEHOLDERS’ NEEDS AND FEEDBACK AS INPUT TO CURRICULUM DESIGN AND

DEVELOPMENT...................................................................................................................... 45
10.2 THE ESTABLISHMENT, EVALUATION, AND ENHANCEMENT OF CURRICULUM DESIGN AND
DEVELOPMENT PROCESS....................................................................................................... 45
10.3 CONTINUOUS REVIEW AND EVALUATION OF THE TEACHING AND LEARNING PROCESSES
AND STUDENT ASSESSMENT TO ENSURE THEIR RELEVANCE AND ALIGNMENT .................... 47
10.4 USAGE OF RESEARCH OUTPUT TO ENHANCE TEACHING AND LEARNING ................... 48
10.5 EVALUATION AND ENHANCEMENT OF QUALITY OF SUPPORT SERVICES AND FACILITIES
48
10.6 THE EVALUATION AND ENHANCEMENT OF SYSTEMATIC STAKEHOLDER’S FEEDBACK
MECHANISMS ........................................................................................................................ 49
11. OUTPUT...................................................................................................................... 50
11.1 THE ESTABLISHMENT, MONITORING, AND BENCHMARKING FOR IMPROVEMENT OF THE
PASS RATES AND DROPOUT RATES ....................................................................................... 50
11.2 THE ESTABLISHMENT, MONITORING AND BENCHMARKING FOR IMPROVEMENT OF THE
AVERAGE TIME TO GRADUATE ............................................................................................. 51
11.3 THE ESTABLISHMENT, MONITORING, AND BENCHMARKING FOR IMPROVEMENT OF
EMPLOYABILITY OF GRADUATES .......................................................................................... 52
11.4 THE ESTABLISHMENT, MONITORING AND BENCHMARKING FOR IMPROVEMENT OF THE
TYPES AND QUANTITY OF RESEARCH ACTIVITIES BY STUDENTS ......................................... 53
11.5 THE ESTABLISHMENT, MONITORING, AND BENCHMARKING FOR IMPROVEMENT OF THE
SATISFACTION LEVELS OF STAKEHOLDERS........................................................................... 54
PART 3. STRENGTH AND WEAKNESSES ANALYSIS ................................................ 55

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 List of Table

TABLE 1 EXPECTED LEARNING OUTCOME GROUPED BY KNOWLEDGE, SKILLS, ATTITUDES, AND

LIFELONG LEARNING....................................................................................................................................... 8
TABLE 2 THE PROSPECTIVE USERS OF BIOPROCESS ENGINEERING STUDY PROGRAM GRADUATES
9
TABLE 3 RELATIONSHIP BETWEEN ELOS AND COURSE................................................................ 13
TABLE 4 PROJECTED ACADEMIC STAFF NEED............................................................................ 22
TABLE 5 STAFF-TO-STUDENT RATIO........................................................................................... 23
TABLE 6 RANKS AND POSITIONS................................................................................................ 24
TABLE 7 NUMBER OF ACADEMIC STAFF.......................................................................................26
TABLE 8 ACADEMIC STAFF PUBLICATION...................................................................................29
TABLE 9 ADMISSION PLANNING OF SUPPORTING STAFF.............................................................. 30
TABLE 10 COMPETENCES OF SUPPORTING STAFF ARE IDENTIFIED AND EVALUATED........................31
TABLE 11 GRADUATION RATES................................................................................................... 50
TABLE 12 DROPOUT RATES........................................................................................................51
TABLE 13 SWOT ANALYSIS OF BESP UI..................................................................................55
TABLE 14 DEVELOPMENT STRATEGY BASED ON SWOT ANALYSIS...............................................63

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 List of Figure

FIGURE 1 BASIC INFORMATION OF UNDERGRADUATE PROGRAM AT BESP UI................................2

FIGURE 2 RELATIONSHIP BETWEEN UNIVERSITY, FACULTY, AND STUDY PROGRAM IN ELO
FORMULATION...................................................................................................................... 6
FIGURE 3 GRADUATES PROFILE..................................................................................................10
FIGURE 4 BESP CURRICULUM FRAMEWORK..............................................................................14
FIGURE 5 COURSE NETWORK.....................................................................................................15
FIGURE 6 DISTRIBUTION OF BESP TEACHING AND LEARNING TECHNOLOGY.................................18
FIGURE 7 FUNCTIONAL POSITION OF ACADEMIC STAFF...............................................................26
FIGURE 8 NUMBER OF PUBLICATION...........................................................................................28
FIGURE 9 TOTAL RESEARCH GRANTS OBTAINED IN THE LAST FIVE YEARS.................................29
FIGURE 10 STUDENT INTAKE SCHEME......................................................................................... 33
FIGURE 11 ADMISSION OF NEW STUDENTS IN THE LAST FIVE YEARS.............................................. 34
FIGURE 12. APPLICATION TIMELINE............................................................................................34
FIGURE 13 PASSING SCORE IN THE LAST FIVE YEARS................................................................... 34
FIGURE 14 AVERAGE GPA BASED ON STUDENT INTAKE SCHEME..................................................35
FIGURE 15 THE PERCENTAGE OF BESP STUDENT SCHOLARSHIP AWARDEE DURING 2014/2015
ACADEMIC YEAR................................................................................................................37
FIGURE 16 DEMING CYCLE........................................................................................................47
FIGURE 17 INTERNAL ACADEMIC QUALITY ASSURANCE PROCESS IN BESP................................48
FIGURE 18 GPA AVERAGE PER COHORT.......................................................................................50
FIGURE 19 GRADUATE LENGTH OF STUDY................................................................................. 51
FIGURE 20 DISTRIBUTION OF COMPANIES WHERE THE BESP ALUMNI ARE WORKING.....................52
FIGURE 21 GRADUATE FIRST SALARY........................................................................................52
FIGURE 22 PERCENTAGE OF STUDENT FINISHING FINAL PROJECT IN ONE SEMESTER........................ 53

vii
Part 1. Introduction
Executive Summary
The establishment of Bioprocess Engineering Study Program-Universitas Indonesia (BESP-UI) is
highly related to the history of the Department of Chemical Engineering-Universitas Indonesia.
This department was initially established as Gas Technology Study Program - Universitas
Indonesia in 1981. In 1985 the program’s name was changed into Gas and Petrochemical
Engineering Department. In 1996 this program was classified into Chemical Engineering Study
Program by the Directorate General of Higher Education, Ministry of Education and Culture.
Based on the Domestic Statutes of UI the term study program was changed into department in
2003. Consequently, the name of the Department was changed to Chemical Engineering
Department in 2006 as stated in the rector’s decree of the Universitas Indonesia (Nr.
450/SK/R/UI/2006). In 2008 the rector also issued a decree (Nr. 162/SK.R/UI/2008 ) to establish
BESP-UI. Since then, the Department has been managing two study programs, i.e. the Chemical
Engineering Study Program and the BESP. In 2012 BESP has been awarded an “A” accreditation
from the National Board of Accreditation. This achievement is outstanding regarding the BESP
was in the very first stage of its development at the time of accreditation. BESP-UI is the first
national study program in the Bioprocess Engineering. Therefore, other institutions have
conducted visit and benchmarking in BESP-UI, including Universitas Brawijaya Malang (UB
Malang) and Universitas Pendidikan Indonesia (UPI Bandung).

BESP is a full‐time class program that is designed for eight semesters length. The graduates hold
Bachelor of Engineering degree. Until 2016, the Bioprocess Engineering Study Program has
produced 236 graduates of bachelor degree. Considering the high demand in producing qualified
graduates and following current the trend of global competition in this region, BESP decides to
continuously improve its teaching and learning processes, to produce highly competent bioprocess
engineers who are capable of managing systems and processes of biological products and provide
alternative solutions for biological engineering problem solving in accordance with professional
ethics.

The objectives of the program were developed in line with the regional/national needs or global
trend of scientific progress and also part of a mission to be achieved by the University and
Faculty. By vision and mission of the University and the Faculty to become a world-class research
university, the Department of Chemical Engineering translates international recognition through
developing a curriculum which refers to ABET and benchmarking to prominent universities. The
curriculum of BESP consists of 145 credits points distributed in 8 semesters. Department of
Chemical Engineering has a strong tradition to update or modify the curriculum once every four
years. Curriculum development is conducted by the Curriculum Team while Academic Board
monitors implementation and evaluation. The BESP was accredited “A” nationally in 2012 (Nr.
044/SK/BAN-PT/AK-XV/S/II/2013) by National Accreditation Board of Indonesia (BAN-PT).
The basic information about the program is shown in the figure below:

1
 Figure 1 Basic Information of Undergraduate Program at BESP UI

To measure the competence and qualification of the lecturers, three components are used:
academic background, duration of services and professional experiences. There are 28 permanent
lecturers, comprises of 26 doctoral degrees and two master degrees. Most of the lecturers have

2
been serving for more than 20 years. Most of the lecturers (69%) obtained their Master and/or
Doctoral degrees from foreign universities, including America, Australia, French, Germany,
Japan, Malaysia, Netherland, New Zealand, Taiwan, and Russia, rendering global perspective and
academic atmosphere in the department. Four research groups represent the interest of the
lecturers, i.e., Chemical and Natural Product Design; Sustainable Energy; Industrial Bioprocess
Engineering; and Process Intensification. Research activities conducted at the Chemical
Engineering department has received many government fundings which strongly affect the
learning process especially the research activities of students.
Organization of the Self‐Assessment

Self‐Assessment Report (SAR) has been prepared based on its criteria. The following is the list of
members who responsible for writing this Self-Assessment Report.
Coordinator : Prof. Dr.-Ing. Misri Gozan, M.Tech., IPM.
Members : Dr. Tania Surya Utami, ST, MT.
Dr. Dianursanti, ST, MT.
Dr. Muhamad Sahlan, M.Eng.
Ir. Rita Arbianti, M.Si.

The team performed brainstorming, gathering evidence, finding gaps to be able to prepare the
SAR draft. Then, it was socialized in the BESP staff academics meeting to obtain some feedback
and clarifications from them. After that, the draft was submitted to university quality assurance
board (BPMA) to be reviewed by internal assessors. Based on the feedback given, the draft was
revised, improved and then resubmitted to BPMA for a final check. Finally, the SAR was
finalized and submitted to AUN‐QA by UI and ready to be assessed. The final version of SAR
was also published to the stakeholders (staffs, students, alumni, employer) so the department
could obtain feedback for the further improvement plan. Also, the source of evidence required in
preparing this SAR is obtained from reports on BESP performance and activities.

Institutional Profile
Universitas Indonesia (UI) became one of the universities with the status of State Owned Legal
Entity in Indonesia. This change in status brought about significant changes to the university, i.e.
more autonomy in academic development and financial management. UI has been progressing
towards becoming the leader in the field of humanities and culture by balancing academic values,
morals, and art. Through this, UI aspires to establish the Indonesian nation of prosperity and
democracy, focusing on peace, justice, and strong environmental concern.

In the Reformation era, the government considered UI to have adequate management capabilities
to be independent, autonomous, and to be given more responsibility in the role of building moral
strength to support national development. Based on this, the government stipulated Government
Regulation (PP) number 152/2000 which established UI as a State Owned Legal Entity (BHMN).
In the period of implementation of UI as BHMN, the government stipulated some relevant

3
policies such as Law number 20/2003 regarding the National Education System and PP number
19/2005 concerning the National Education Standards.

In the last decade, internal and external dynamics of development surrounding UI have influenced
the university. Among others is the ratification of UU number 12/2012 concerning Higher
Education which determined the legal status of UI. According to that Law, BHMN Institutes of
Higher Education and BHMN Institutes of Higher Education which became Institutes of Higher
Education operated by the government with the financial pattern of Public Service was stipulated
as Legal Entity State University (PTN-BH). The implementation of this Law, especially Article 66
paragraph (2) lead to the stipulation of PP number 68/2013 concerning Statute UI.

Currently, UI has 13 Faculties, Postgraduate Programs and Vocational Programs. The 13 Faculties
are the Faculty of Medicine, Dentistry, Nursing, Pharmaceutical, Mathematics and Natural
Sciences, Engineering, Psychology, Social Sciences and Politics, Law, Economy, Public Health,
Humanities, and Computer Sciences. There are 291 programs of study currently available with
47,166 students, among which 309 are international students, enrolled in degree and non-degree
programs.

Vision of UI
To be the center of excellence for knowledge, technology, and culture which is competitive,
through the effort to educate and increase the prosperity of the people, and contribute to the
development of the people of Indonesia and the world.

Missions of UI
 To provide wide and equal access, and quality teaching and learning;
 To achieve quality in the three pillars of Higher Education (Tridharma Perguruan Tinggi)
relevant to national and global challenges;
 To produce graduates of high Intellectual and moral standards with the ability to compete
globally; and
 To create an academic climate of excellence which supports the achievement of the
university’s vision.

UI’s main values which guide and build the character of all UI community members are : Belief in
God, Nationality, Integrity, Justice, Trust, Dignity, Collegiality, Openness, Academic Freedom and
Intellectual Autonomy, Compliancy to Norms, Responsibility, Purpose; Maintaining the reputation
of UI as the best university in Indonesia which produces quality graduates capable of competing
in the global market and quality research of international standards as well as creating Research &
Design products that support international competitiveness.

The Faculty of Engineering is one of the largest faculties at Universitas Indonesia with more than
sixty percent of its academic staff graduating from recognized universities with Ph.D. and Master
degree. The faculty has been running undergraduate programs since 1964 and also offers
postgraduate programs. The Faculty of Engineering consists of seven Departments and twelve
Study Programs. Each department manages academic resources to implement a coherent study

4
plan based on a relevant curriculum which ensures that learners attain a sufficient level of
knowledge, skill, and attitude targeted by the Study Program.

Vision of Faculty of Engineering UI

Faculty of Engineering UI as a leading engineering education institution with the ability to
compete in the international world.

Missions of Faculty of Engineering UI

 Preparing its graduates to become lifelong learners, to be able to adapt to the working
environment, and to acquire decent personalities and leadership qualities.
 To be center of excellence for education and research activities, to serve stakeholders’
needs through the facilitation of conducive academic environment.
 To be a leading institution with the initiatives that responds to local, national and global
societal needs.

Department of Chemical Engineering Universitas Indonesia was initially established as Gas

Technology Universitas Indonesia in 1981. There were two programs established almost
concurrently in 1981, i.e.: Gas Technology Program and Chemical Engineering Program. The Gas
and Petrochemical Engineering Department was initially grouped into Gas and Petrochemical
Engineering Study Program in 1989 but then was grouped into Chemical Engineering Study
Program in 1996. Based on Domestic Statutes of UI-BHMN the term study program was changed
into the department in 2003, and in 2006 The Department of Gas and Petrochemical Engineering
changed into the Department of Chemical Engineering. In 2008, Bioprocess Engineering Study
Program (BESP) was established, ensuring the Department’s role in facing biological revolution
era.

Vision of Chemical Engineering Department – Faculty of Engineering UI

To become an excellent and highly competitive Chemical Engineering degree program through
efforts to advance the nation’s life, to increase the welfare of the people which aims to contribute
to the development of the Indonesian and global people.

Missions of Chemical Engineering Department – Faculty of Engineering UI

 To provide broad and equal access, and quality teaching and learning in Chemical
Engineering;
 To achieve quality in the three pillars of Higher Education (Tridharma Perguruan Tinggi)
relevant to national and global challenges;
 To produce graduates in Chemical Engineering with high intellectual and moral standards
characteristics and able to compete globally;
 To create an academic climate which supports the achievement of the vision of Chemical
Engineering Degree Program at Faculty of Engineering - Universitas Indonesia.

5
Part 2. AUN-QA Criteria Requirements

1. Expected Learning Outcomes

1.1 Formulation of the Expected Learning Outcomes and Alignment with the Vision
and Mission of the University

One of the targets in Millennium Development Goals (MDG) is to fulfill the needs of food as
well as to ensure environmental sustainability due to the increasing population and limited natural
resources. Bioprocess Technology focuses on the processing of natural resources by utilizing
biological processes to produce desired products and useful to society. Thus bioprocess
technology experts play a major role in answering these MDG challenges. Up to 2008, there were
no specific study program available in Indonesia to produce Bioprocess Technology expertise. The
establishment process of BESP and its Expected Learning Outcomes (ELOs) can be illustrated in
the following figure.

Figure 2 Relationship between University, Faculty, and Study Program in ELO Formulation

The Objective of the education in BESP is to produce highly competent bioprocess engineers
who are capable of managing systems and processes of biological products and provide alternative
solutions for biological engineering problem solving by professional ethics. This objective is the
educational philosophy behind the program which was set up based on the vision and mission of
Universitas Indonesia, the Faculty of Engineering and the Department of Chemical Engineering
where the BESP belongs to.
The ELO is designed to meet the regulations including the Government Regulation
No.17/2010 chapter 97 Alenia 11 (Peraturan Pemerintah/PP No.17/2010) (Appendix 1.1) about the
competency-based curriculum. The competencies referred should at least meet the elements of the
curriculum as follows: foundation of personality, mastery of sciences, technologies, art, and/or

6
sports, abilities and skills to work, attitudes and behaviours in the work according to the level of
expertise based on knowledge and skill mastered, mastery of public life rules in accordance with
expertise in the work. It is also referred to Presidential Regulation No.08/2012 (Peraturan
Presiden/Perpres No.08/2012) (Appendix 1.2) about Indonesian Qualifications Framework (IQF)
for undergraduates (IQF level 6) and formulated by task force consisted of study program
lecturers and faculty members. Furthermore, the feedback from industries, alumni, and other
stakeholders are also considered. BESP uses competencies in Washington accord as a benchmark.
Each BESP graduate is expected to master the following learning outcomes:
1 Able to apply the knowledge of the mathematics and sciences in solving engineering
problems.
2 Able to apply bioprocess reaction engineering concepts in solving bioprocess problems.
3 Able to apply heat and mass balance concepts in solving bioprocess problems.
4 Able to apply transport phenomena concepts in solving problems.
5 Able to design components, systems, processes, and products related to bioprocess
engineering profession by considering the aspects of the engineering, economic, social, health,
safety, and environmental.
6 Able to develop themselves continuously to contribute in solving local and global problems.
7 Able to communicate effectively and work in a multidisciplinary team.
8 Able to use the modern bioprocess engineering tools.
9 Able to conducts experiments and analyze the data of experiment results.
10 Capable of critical thinking, creative, and innovative, and also have the intellectual ability to
solve the problems at individual and group level.
11 Able to do research and study in the field of bioprocess engineering under supervision.
12 Capable of utilizing information communication technology.
13 Able to identify the kind of entrepreneurial effort which includes innovative and independent
characteristic based on ethics.
14 Good at both spoken and written in Bahasa Indonesia and English for academic and non-
academic activity.
15 Able to provide the solutions to various problems occurred in community, nation, and state.

1.2The ELO and Subject Specific and Generic Learning Outcomes

BESP outfits graduates with basic sciences, applied engineering as well as soft skills to
continue to develop themselves based on a broad insight knowledge (Table 1). The BESP
curriculum offers graduates the ability to design components, systems, processes, and products
related to bioprocess engineering profession by considering the aspects of engineering, economic,
social, health, safety, and environmental; to apply bioprocess reaction engineering, heat and mass
balance; and transport phenomena concepts in solving bioprocess problems; and to apply the

7
knowledge of mathematics and science in solving engineering problems. Besides these specialized
skills, the graduates are also prepared to master leadership skills and ready for entering the job and
developing their careers especially in the bioprocess engineering related field including
oleochemical, food, pharmaceutical, cosmetic, biotechnology, environmental and renewable
energy, whether in governmental, educational, consultancy and engineering institutions. All the
above 15 ELOs are then translated into the curriculum undergraduate program of BESP UI with
145 credit units distributed in 8 semesters, as published on the official website (www.che.ui.ac.id)
and student academic guide book/CD (Appendix 1.3).

Table 1 Expected Learning Outcome grouped by knowledge, skills, attitudes, and lifelong learning

Categories Knowledge, Skills, Attitudes ELO

Generic Knowledge Basic Science: Mathematics, Chemistry, Physics 1
and Biology
Generic Engineering Numerical Computation; Statistics; Health, safety,
and environment; Engineering Economics;
Skills 1 4 6 7 10
synthesis approaches, critical thinking, teamwork,
self-regulating, problem-solving, self-study
Specific Knowledge molecular biology; organic and physical
chemistry; biochemical reactions and kinetics;
(Bioprocess
computation of mass and energy transfer; 2 3 4 8 11
Engineering)
downstream (separation and purification)
technologies
Specific Skills Use of common Lab instruments and equipments,
experimental design and data analysis and 89
assessment
Attitudes Professional and social ethics. 7 12 14
Life-long learning Perception of life-long learning; Learning and 12 13 14
communication skills 15

1.3 The ELO and the requirements of the stakeholders

The stakeholders of BESP are those who are influenced directly or indirectly by the quality of
our graduates. These include the academic staff, students, graduates or alumni; users and potential
users (personals or industries) and government. Our ELOs were firstly set based on the
Government Regulation No.17/2010 (Appendix 1.1) about the competency-based curriculum. So,
our ELOs have met the requirements of government as one of the stakeholders.
We also have mapped the potential users as stakeholders to identify their needs before
developing Curriculum 2012. The plan profile of the prospective users of BESP graduates is listed
as follows;

8
 Table 2 The Prospective Users of Bioprocess Engineering Study Program Graduates

Area %
Food industry and Processed Food 20%
Pharmaceutical, cosmetics, and biotechnology 10%
Oleochemical Industry 20%
Consulting and Engineering Company 15%
Renewable energy industry and environmental 10%
Government Instances 5%
Education (continuing education) 15%
Others 5%

From those profiles, the ELOs should cover the capability of graduates in applying basic
sciences of bioprocess engineering to working environments in biological process technologies,
self-developing as industrial designer and operator. Criteria of competence are used as the basis
for the development of the curriculum and teaching methods. Every four years, the curriculum of
BESP is reviewed to fit the vision, mission, goals, and objectives of the study program as well as
the requirement of the stakeholders. By the vision of the department to realize an international
education, in the development of the curriculum of BESP, the following references are used:
 The principles applied in ABET (Washington Accord) as a guide in developing the
curriculum.
 The structure and content of the curriculum reflect the competence and characters of
graduates, emphasize the lifelong learning and problem-solving skills (soft skills) while
maintaining the principles of bioprocess engineering.
 The curriculum is reviewed by curriculum experts of national and international levels, as
well as by industry practitioners.

9
 Figure 3 Graduates Profile

The picture above shows the strategy for achieving ELOs. The evaluation of ELOs’
achievement is made in each course by referring to each ELO and competency. The competency
itself will be re-evaluated in capstone courses such as engineering design, product design, and
plant design in the final year of college. The achievement of ELOs is also measured through tracer
study of graduates/alumni (criteria 10 and 11).
The ELOs are made known to all of the academic staff through the regularly internal meeting.
The ELOs are also socialized to the student through faculty and department website (che.ui.ac.id)
where the information about ELOs is available in the ebook of the curriculum of each program
study in engineering faculty. At the beginning of every course, academic staff always explain the
connection between ELO and related subjects and also the link between ELO and overall
competence.

10
 2. Programme Specification
The history of establishment began with the Department of Chemical Engineering Universitas
Indonesia. This department was initially established as Gas Technology Study Program University
of Indonesia in 1981. Since 1985, the program changed into the Gas and Petrochemical
Engineering Department and was classified into Chemical Engineering Study Program in 1996.
Based on Domestic Statutes of UI-BHMN the term study program was changed into the
department in 2003. Finally, the Gas and Petrochemical Engineering Department changed into the
Chemical Engineering Department in 2006. The status of the Chemical Engineering Department,
Faculty of Engineering, Universitas Indonesia was established by the Rector’s Decree of
Universitas Indonesia number 450/SK/R/UI/2006 (Appendix 2.1), and currently manages two
study programs, i.e. the Chemical Engineering Study Program and BESP. BESP has been
accredited “A” from the National Accreditation Board of Indonesia in 2012 (Appendix 2.2). This
achievement is outstanding regarding the BESP was in the very first stage of its development at
the time of accreditation, not to mention BESP is the first national study program in the
Bioprocess Engineering. Therefore, other institutions have conducted visit and benchmarking in
BESP, including Universitas Brawijaya Malang (UB Malang) and Universitas Pendidikan
Indonesia (UPI Bandung) (Appendix 2.3).

2.1 Information in the Programme Specification

Graduates from BESP should be able to work in areas mentioned above (Table 2). In those
areas, they are required to design processes and to solve problems. In doing these, the graduates
might come across with various obstacles, such as developing bioenergy or bioproducts;
increasing efficiency of production processes using natural or biological resource; reducing energy
usage by efficient planning system and finding methods to solve environmental pollution and
recycling waste through biological processes. In other words, the roles of bachelor graduate of
BESP are to increase Indonesia’s social welfare through development of efficient and
environmentally friendly bioprocess technology and bioproducts.
Those above mentioned vital roles can only be done by high quality and innovative
bioprocess engineering bachelor who realizes technology effects in a local and global scale.
Therefore, the BESP graduates must have: academic integrity and ethics as unifying and
determining factors for development; intellectual open-mind, objectivity and freedom of thought;
honest and tolerance; leading in instruction, research and public services; science and technology
creativity and innovative which are needed for the wealth of public, nation and humanity; willing
to cooperate with the community; and awareness and recognition of the diversity of society,
culture and ideas. The program specification can be seen in Appendix 1.3. This information is also
available on the Department website (http://che.ui.ac.id/en/curriculum-s1-pstb). This web is
maintained and regularly revised by appointed person.

2.2 Information in the Course Specification

The whole courses in the BESP curriculum are expected to meet the program specification,
which is developed based on the ELOs. Every course has the main competence and sub-
competence which are develop based on selected ELOs. Besides elaborating the main competence
and sub-competence which are expected at the end of each course, the specification of the course

11
also consist of description, prerequisite courses if any, the following courses and reference. Every
course has its name, code, and credit load.
These course specifications were prepared not only by the curriculum task force but also
involving all the academic staff. The task force has the responsibility to make sure that all the
ELOs are covered throughout the courses. The example, of course, Specification for Fluid
Mechanics and Particle can be found in Appendix 2.4.
Since the beginning of the semester, until the study period ended, each course has the
assessment system towards the achievement of learning outcomes. This assessment includes all
subjects, laboratory work, on the job training, and final project/thesis. All subjects refer to
Detailed Lecture Design for the whole semester (Buku Rancangan Pengajaran/BRP) (Appendix
2.5) which contains course descriptions, competencies and learning objectives, plan meetings,
discussion and references, the stages of learning, the design of training tasks, learning outcomes
assessment, and the matrix of activities.

2.3 Communication and Availability of Programme and Course Specification to the

Stakeholders

The information of the program specification has been made reachable to student
candidates or stakeholders through several media as follow;
• academic guidance book/CD
• BESP website: http://www.che.ui.ac.id
• Faculty of Engineering website http://eng.ui.ac.id, and:
• Brochures (Appendix 2.6)
BESP socialization also carried through an Open House event held by Faculty of Engineering
Universitas Indonesia intended for high school students. Academic staff also has contributed in
promoting BESP through industry visit.

12
 3. Programme Structure and Content

3.1 The Curriculum Design Based on Constructive Alignment with the ELO

The content of the programme reflects the ELOs which are listed in Appendix 3.1 (Matrix 2). Table 3 below is an example of Appendix 3.1.
This table shows the relationship between ELOs and courses which involve: the determination of ELOs that are measurable; the selection of teaching
and learning methods that are likely to ensure that the ELOs are achieved; and the assessment of how well the students have reached the ELOs as
intended.

Table 3 Relationship between ELOs and course

NO ELO (s) Sub- Learning Teaching and Learning Strategy Indicator Assesment Course (s)
Competence Experience (Criteria 4) (Criteria 5)
(s)
1. Able to 1.1 Having the (1) Face-to-face (1) Communicate  Computer  When the student 1) Mid-term Communication
communicate knowledge to (2) Performing (2) effectively  LCD are given the task and Skills
effectively and analyze the Audience  White Board to create a product Final
work in a audience and individual analysis  Handycam of communication, exams
multidisciplinary capable of and group (3) Writing  Assessment students can plan (2)
team. producing a assignment process Form through the Individ
communication in each (4) Writing memo analysis of the ual
product and material (5) Writing audience, then assignm
presents it topics abstract/summ compile them into ent
effectively (3) Creating ary a series of coherent (3) Paper
research (6) Structure of and logical (4)
paper Engineering messages, and can Presentation
(4) Presentation paper present it
in front of (7) Oral Delivery effectively using (5)
class appropriate media Reflection
(5) Filling technology. Journal
feedback sheet
as evaluation of
each performed
class activities

13
 3.2 The contribution made by each course to achieve the ELO

Basic University

18 sks
Electives
12 sks
Basic Basic

engineering Bioprocess
30 sks 69 sks
Capstone courses
16 sks

Figure 4 BESP Curriculum Framework

The framework of the curriculum of BESP indicates the course classification as well as the
relationship among the course groups in general. In the implementation, the courses are distributed
into eight semesters. Courses in previous semester provide the basic knowledge and foundation to
courses in the next semester either directly or indirectly. At the end of the planned period of
coursework, it is expected that the whole courses construct a complete body of knowledge in
bioprocess engineering. Detail of grouping courses could be seen in Appendix 1.3.

3.3 The Structure, Sequence, Integration, and Update of Curriculum

The proportion of General Courses to in-depth Bioprocess Engineering courses gradually

changes from the beginning of the semester to the last semester. At the initial semester, General
Courses dominate the course activities and then gradually decrease in the next semester. Oppositely,
Bioprocess Engineering Courses take a slight portion at the beginning of the semester and later on
dominate the course activities at the end semesters of the study period. The figure below shows the
detail proportion of course groups from semester 1 to semester 8.

14
Figure 5 Course Network

15
Subjects in the curriculum include University compulsory subjects; faculty compulsory subjects;
study program compulsory subjects and university/faculty/study program.Elective courses. Each
student must take all courses included in the mandatory curriculum combined with elective
courses in minimum and a maximum number of credits of 144 and 160 respectively. Based on
Rector’s Decree No. 292/2009 (Appendix 3.2) the equivalent load for required curriculum of
study program is at least 60% of 144 credits required to graduate and elective courses of 0-40% of
the entire study load required.
Based on the Rector’s Decree No. 2198/2013 (Appendix 3.3), students can apply credit
transfer for courses that have been obtained in another study program, both at the Universitas
Indonesia or other accredited universities. The credit transferred must come from the student
exchange program; education programs, both study program at the University or other universities
recognized by the University; and other recognized university program. The maximum study load
can be transferred to the undergraduate program is 50% of the total study load required. Students
who have an active status in the current semester are allowed to take the course organized by other
faculties and can be attended by students from different faculties. Based on the Rector’s Decree
No. 285/2003 (Appendix 3.4) students who are willing to take the cross-border course must attain
the approval from their academic supervisor. The organizer manages the assessment of learning
outcomes for the cross-border course.
The curriculum in 2008 was also developed based on benchmarking with study programs
related to that area in Table 2 of the world leading universities. The BESP established a Task Force
Curriculum Team who produced Curriculum 2012. This team has conducted comparative studies
by tracking information and visits, including:
 Curriculum of Education at The Pennsylvania State University Department of Bio-
Engineering
 Guest lecture (Japan, Germany, America (through Society for Biological Engineering))
 Visits to higher education institutions and companies in the country and abroad (company
visits to Mayora, Dexa, Kalbe in 2011, student visits to TU Berlin, TU Dresden, Rühr
Universität Bochum Germany in 2012).
Since Curriculum 2004, Chemical Engineering Department Universitas Indonesia has been
referred to the “Competence-Based Curriculum” and not to the “Content-Based” paradigm. Thus,
the determination of the BESP graduate competency also relates to the competency referred by
Chemical Engineering Department UI. This is in line with Universitas Indonesia policy that just
started to refer the Competence-Based Curriculum for Curriculum 2012. Also, the graduates
competence and curriculum of BESP has been reviewed every four years by considering: the
needs and feedback from stakeholders; the development of science and technology; and graduates
competence set by Faculty of Engineering UI.
The development and evaluation process involves a task force team appointed by the
Department. The curriculum revision considers every input given by stakeholders, including
students, alumni, academic staff, government, industries and professional association. The
approved curriculum revision is made known to the stakeholders. The revised curriculum
implementation is carried out after a year of the transition period.
16
4. The Teaching and Learning Approach

4.1 Communication of the Educational Philosophy to Stakeholders

In accordance with Regulation of the Ministry of Research, Technology and Higher Education
of the Republic of Indonesia (PERMENRISTEKDIKTI) No. 44/2015 (Appendix 4.1), the
National Standards for Higher Education, and based on Rector's Decree No. 2198 /SK/R/UI/2013,
UI undergraduate program is aimed to produce graduates with competencies provided by main
competencies as well as social skills based on its study program graduates profile. Thus, an
undergraduate program that refers to the main competencies fit with its graduate profile and listed
in the 2012 BESP manual of Competency-based Curriculum document. Correspondingly, the
development goal of education in UI refers to a vision, as listed in MWA’s decree No.4/2015
(Appendix 4.2).
All aspects related to the profile and competence of BESP graduates are listed in a document
of BESP Competency-based Curriculum and posted on the Department web:
http://www.che.ui.ac.id to be known and recognized by stakeholders.

4.2 Alignment of the Teaching and Learning Activities to the ELO Achievement

Teaching and Learning Strategies in BESP not solely refer to competence that brought by the
Department / Study Program, but also accommodate the competency at the level of Faculty and
University. The graduates profiles and competencies carried in the curriculum are the bases for the
development of the standards of learning content, learning process/method, and learning
assessment for each subject in BESP. Those three standard components for each subject taught in
BESP stated in Department of Chemical Engineering Competency-based Curriculum, BRP, and
syllabus. In those books, it is clearly stated how the graduates competency linked with each
subject taught in the curriculum. It also contains the teaching learning activities such as teaching
method, types of assessment, scope of materials, media and technology, graduation indicator,
subjects, and ELO achievement, as well as cover general information of subjects, competencies
and sub-competencies to be achieved by graduates, and Matrix 2 (consist of the amount of
meetings, subjects, time allocation of activities, type of assignments, reference and instrument
assessments) which can be seen in Appendix 3.1. The promoted ELOs become the basis to choose
the teaching methods and the type of its evaluation. The information about BRP is introduced to
the students at the beginning of the course.
The teaching process conducted by BESP academic staff is also assessed by the students
through EDOM which allows measuring the success of learning process and outcome for one
semester of each course.
The role of technology is vital too in supporting the learning process. In an active learning
method, internet media and SCELE (Student Centered E-learning Environment), both can be the
tools for students in finding the related source of reference and information. As for the academic
staffs, it helps them develop teaching material with a better understanding and creativity.

17
 4.3 Teaching and learning activities enhance life-long learning

By the regulation of National Standards for Higher Education (SN DIKTI) 2014, the concept
of higher education curriculum in Indonesia has been experiencing a paradigm shift from
“teacher-centered learning” to “student centered active learning.” However, before the curriculum
is applied, BESP has already applied the concept of student-centered learning (SCL) on most
subjects in the curriculum. This learning method is enhancing student’s life-long-learning ability.
Several SCL based teaching methods applied in BESP are PBL (problem-based learning),
CBL (Collaborative Learning), modification of the Cooperative Learning (CL), face-to-face class,
and Research-Based Learning (RBL)/Project-based Learning (PBL). The list of subject and
learning method can be seen in Appendix 4.3.
Learning and teaching strategies that applied in BESP are quite various, and the methods for
every subject depend on each lecturer. The learning method is usually chosen by considering the
amount of students in the class, material, learning outcomes/competency of subject, and class
meetings in one semester. 65% of subjects are delivered using active learning method. The
distribution of teaching and learning technology applied for each semester in BESP shown in Fig.
6. From the graph below, we can conclude that the learning approach during 3rd and 4th semester
(second year of college) is teacher-centered. The second year of courses are mostly taught by
lecturers. Some of the taught courses are compulsary subjects related with BESP basic
competences thus still require the teacher-centered strategies to emphasize and explain specific
courses so that the students have a clear picture of the objectives.

90%
80%
70%
Percentage

60%
50%
40%
30% Teacher Centered
20% Learning
10%
0% Student Centered
Learning

Semester

Figure 6 Distribution of BESP teaching and learning technology

Implementation of SCL as a teaching and learning strategy in BESP give a positive impact on
students, such as:
• Students learn how to construct their knowledge.
• Students are actively involved in the learning process.
• Students learn to assess the process and outcomes of their learning.
• The complexity of the problem/task given able to encourage students to improve teamwork
within the group.
• Creating a culture of cooperative learning, collaborative learning, and mutually supportive
learning.
18
• Students have the willingness to continue study
Thus, in other words, the quality of students becomes better regarding their soft skills and
comprehension of the subject. Not to mention the development of process skill, ability to solve
problems, and communication skills through the application of active learning (SCL) method
would shape up a student’s life-long learning skills. One of the indicators is the percentage of
students that have the willingness to continue study (31%).

19
 5. Student Assessment

5.1 The student assessment alignment to the achievement of the ELO

There is various assessment system of learning the process and learning outcome for each
subject taught. In the BRP document, students assessment is determined based on the competence
used. This document informs about the ELOs for each course and assessment methods adjusted to
each ELO. Each subject taught has a sub-competency of teaching derived from each ELO
referred. For example; a reference BESP graduate competence for analytical chemistry courses is
LO no. 1, 2 and 6. (See document of BESP Competency-based Curriculum).
Cognitive ability is not the only aspect assessed from the student learning outcome since most
of the learning activities in BESP have been applying SCL method. Thus the affection/openness
ability in learning process also becomes a part of the assessment for the final evaluation process.
The evaluation of students performance during the learning process in the class is assisted by
using assessment form (Appendix 5.1).

5.2 The Student Assessment Including Timelines, Methods, Regulations, Weight

Distribution, Rubrics and Grading: Communication to students

At the beginning of the class, the lecturer always makes an advance announcement about the
class rules, course syllabus, achievement of the learning outcome (as adjusted to ELO), learning
method, the aspect assessed and weighting system, assessment time, and assessment form used in
scoring system, where all of the information above is already summed in BRP. This process is
important since it is a preliminary agreement between the lecturer and students in carrying out the
learning process at the beginning of every semester. This agreement is prepared by each academic
staff, which is certainly more aware of the students needs based on the curriculum applied.
Each lecturer is also facilitated by the faculty/university to deliver the core teaching
material/syllabus, assessment component and the type of activity in lectures via the Internet
(SIAKNG and SCELE). Thus, students can also find all the course-related information through
the media. This is a distinct advantage for both students and lecturers.

5.3 Methods Including Assessment Rubrics and Marking Schemes to Ensure Validity,
Reliability, and Fairness of Student Assessment

In the Academic Quality Assurance Guidance Universitas Indonesia document (Appendix

5.2), it is stated that the student assessment includes a structured and scheduled assessment
system, and the results of student assessment are delivered structurally and meaningful. In BESP,
student assessment is conducted periodically and implemented in the form of a test, task or
observation. The exam can be organized through the quiz, midterm, and a final exam. All the
assessment results are published online via SIAKNG. Then the learning assessment results are
used as feedback to evaluate the achievement of the learning process.
Some of the lecturers in BESP use assessment form as a tool for assessing the process. In this
forms listed several criteria for each aspect assessed that can be seen in Appendix 5.1. This is
proposed to facilitate students and lecturers in assessing and maintaining the consistency and

20
validity of the assessment. This is by the principles of good judgment that should be fair,
objective, accountable, transparent and valid.
The University has imposed a uniformity in assessment based on the score obtained by the
students. The final score is a weighted sum of components of evaluation, which later changes into
a grade system following this classification: Conversion from grade to scale is as follows: A
(4.00), A-(3.70), B + (3.30), B (3.00), B-(2.70), C + (2.30), C (2.00), D (1.00), and E (0.00). The
minimum grade or scale required to pass is C (2.00). There is no remedial for students who fail.
They must retake the course. If a student receives a C and retakes the subject for the second time,
then the valid grade is the final grade. The regulations are described in details in the Academic
Guideline of the Faculty of Engineering.

5.4 Timely Feedback of Student Assessment to Improve Learning

One effort to minimize students failures during learning process is to provide feedback. This
feedback can be done in writing, through an additional note in the student's assignment or orally,
directly to the students concerned. Course feedback is regularly provided and continuously which
is conducted at the end of each learning activities session. By using this method, the feedback can
be obtained not only from lecturers/teachers but also from classmates. Some examples feedback
form used can be found in Appendix 5.3.
The impacts of feedback are as follows:
 Students are encouraged to study harder because of their work is appreciated.
 After students get suggestions or comments, they become aware of the shortcomings in
their work and immediately willing to fix it.
 Teachers can immediately see the shortage in the program planning and implementation
of learning as well as try to improve their abilities.

5.5 Students Have Ready Access to Appeal Procedure

To meet the rules of a proper assessment of learning outcome (objective and transparent),
most of BESP academic staff provide student assessment results into several components with a
certain weight. This is aimed to minimize any element of subjectivity so that the students know
how the final judging was obtained.
If the student obtains dissatisfaction over the result obtained, the student can ask for an
explanation of the score/ test result obtain. Students can immediately see the lecturer concerned to
ask for information. The role of Head of Study Program is important in facilitating between the
two parties if the agreement is not achieved yet. Informally students may appeal to the academic
advisor should they have problems.

21
 6. Academic Staff Quality

6.1 Academic Staff Planning to Fulfill the Needs for Education, Research, and Service

BESP academic staff intake planning is integrated under the management of Department of
Chemical Engineering. The academic staff intake planning of the Department of Chemical
Engineering for both Chemical Engineering and Bioprocess Engineering study programs is as
follow;
Table 4 Projected Academic Staff Need

Year 2017 2018 2019 2020 2021 2022 2023

Chemical Engineering 1 1 1 0 1 1 1

Bioprocess 1 2 1 1 0 1 0
Engineering
Total Academic Staff 2 3 2 1 1 2 1
Need

Recruitment, selection and placement process must be according to employment planning.

The system of selection, recruitment, placement, development, retention, and termination of
Universitas Indonesia academic staff refers to:
 Rector's Decree 568 / SK / R / UI / 2005 about the procedure and terms of academic staff
recruitment
 MWA’s Decree No. 1/ 2003 (Appendix 6.1) and No. 7/ 2006 (Appendix 6.2) about the
procedure and terms of academic staff recruitment
 Coordinating Minister for Development Supervision and Administrative Reform (Menteri
Koordinator Pengawasan Pembangunan dan Pendayagunaan Aparatur
Negara/MenkoWasbangpan) Decree no 88 about the employment of government
employees
 BPMA Academic Staff Book (Appendix 6.3)

The termination and retirement for academic staff follow the national police Act of the
Republic of Indonesia (Undang-undang/UU) No. 14/2005 (Appendix 6.4) and UU No.12
concerning Lecturer and Professor (Appendix 6.5), including the following reasons: reaching
retirement age 65, except for Professor 70), requested resignation, and health reasons. Pension and
health care coverage for the retired government employees state in UU No.11/1969 (Appendix
6.6). This common mechanism includes a year of retirement preparations managed by the
University and the faculty.
The dishonorable discharge of government employments, including lecturers, is possible for
special cases (e.g., regulation of the Government of Republic of Indonesia No 53/2010 as seen in
Appendix 6.7). The dismissal applied to academic staff who comes from government employees

22
and /or temporary employees are the same. It follows the rules applied to government employees.
As for the temporary employees, the dismissal is made when the employment contract is over.

6.2 Measurement and Monitoring of Staff-to-student ratio workload to Improve the

Quality of Education, Research, and Service

The teaching process at Universitas Indonesia use a credit system in which one credit is equal
to 50-minute lecture or 100-minute laboratory activity or 200 minutes of field work per week, and
each is accompanied by a 50-10 minute structured activities and 50-100 minutes of independent
activities.
The BESP academic staff is integrated with Chemical Engineering study program under
Department of Chemical Engineering. The calculation of academic staff activity is expressed in
the average credits per semester in the last academic year. Based on Director General of Higher
Education Decree No. 48/1983 (Appendix 6.8), 12 credits equivalent to 36 hours per week which
equal to 1 FTE. BESP academic staff have an average teaching load ranged between 0.08 to 0.88
FTE. This indicates that the load of work for each are below 36 hours/week (1 FTE) or in the ideal
range. The calculation of staff to student ratio can be seen in Table 6.
The process of curriculum development involves discussions with academic staff regarding
the courses is an input and part of the academic staff competence. In addition to deepening and
broaden practical bioprocess knowledge, BESP request and/or invite expertise from government
institutions, professionals and other lecturers from the University to help to teach several courses
in BESP.
Table 5 Staff-to-student Ratio

Academic Total FTEs of Total FTEs of Staff-to-student Accumulative

Number of
year Academic Staff Students Ratio
students
2011/2012 44.01 589.64 13.39 1162
2012/2013 45.37 600.64 13.24 1190
2013/2014 43.18 621.44 13.70 1236
2014/2015 44.01 653.09 15.12 1296
2015/2016 40.45 666.72 16.48 1332

In the academic year 2012/2013, staff to student ratio is 13.24. This indicates that each staff is
responsible for approximately 13 students. While in 2015 the ratio increased, stating that the
number of students is growing at a time when the number of lecturers has not changed. This
number is categorized as ideal considering the regulation stated an each staff responsible for
maximum 20 students.

23
 6.3 Determination and Communication of Recruitment and Selection Criteria
Including Ethics and Academic Freedom for Appointment, Deployment, and
Promotion

Academic staff recruitment system begins with exploring the study program needs to be
based on the staff-to-student ratio and human resource development plan. The plan is delivered
during study program meeting. Furthermore, the formulated requirements are submitted to the
faculty and then forwarded to the University. Selection is made objectively and by involving
faculty and work unit in interviewing candidates. The process is done centrally by professionals
appointed by the university administration centrally. Candidate should less than 35 years old
(except for candidate who has an international academic career); diploma comes from a
recognized educational institution; appropriate knowledge, skills, and abilities; excellent attitude,
integrity, motivation, system of values, and personality.
The career development of academic staff follows the government provisions explained in
UU No.14/2005 (Appendix 6.4). The criteria for promotion as well as credit point for teaching,
research, and community engagements are stated in Regulation of the Minister of Administrative
and Bureaucratic Reform No. 17/2013 as seen in Appendix 6.9 and No. 46/2013 as seen in
Appendix 6.10. To assist the career development of academic staff, the university manages a
database system named SIPEG in which the credit points are recorded and monitored. The credit
point varies based on the type and the scale of the task listed in Employee Performance Goals
(Sasaran Kinerja Pegawai/ SKP) in which academic staff is evaluated based on their performance
and attitudes. (Appendix 6.11)
Table 6 Ranks and Positions

Asisten Ahli Lektor Lektor Kepala Guru Besar

Position
(Expert (Senior Lecturer) (Professor)
(Lecturer)
Assistant)
Class IIIA IIIB IIIC IIID IVA IVB IVC IVD IVE
Credit 100 150 200 300 400 500 700 850 1050
Research 25% 35% 40% 45%
Proportion

The career development of academic staff follows the government provisions regulated in
the UU No. 14/2005. The ranks are as follows: lecturer (asisten ahli), assistant professor (Iektor),
associate professor (lektor kepala), and professor (see Table 6). The criteria for promotion are well
established (e.g., Regulation of the Minister of Administrative and Bureaucratic Reform No. 17 /
2013 and No. 46/2013) and include credit points for teaching, research, and community
engagements. To assist the career development of academic staff, the university manages a
database system called SIPEG in which the credit points are recorded and monitored.
The procedures for the promotion in BESP are well defined in Standard Operational
Procedure based on Operational Guidelines of Credits Required for Academic Staff Promotion
2009 by Directorate General of Higher Education. All promotion materials will be reviewed by
the promotion committee that consists of the Department members. Each reviewer will be
24
requested to evaluate the candidate’s performance, integrity, responsibility, and manners also
provide feedback on candidate’s expertise. The recommendation shall be forwarded to the
Faculty’s Administration Affair for further assessment. The Faculty proposed the recommendation
to University’s Human Resource before submitted to Indonesia Directorate General of Higher
Education for the final decision.
Placement of academic personnel for the structural and functional positions must go through
a selection process by professionals. Based on MWA Decree No. 7 /2006, the new academic staff
begins with probation for two years. The tasks of academic staff are listed in the MWA-Regulation
No 3/2006 (Appendix 6.12).
As stipulated in UU No.14/2005, the main task of academic staff is performing the
University’s Thridharma (the three principles of the university), there are teaching, research, and
community service. The credits units allocated should be between 12 to 16 credits, with a
minimum of 9 credit units allocated for teaching and research. The university requires, in general,
the academic staff to allocate at least six credit units in teaching and managing courses. To ensure
the appropriateness of allocated duties, at the beginning of the year, each academic staff is asked
to fill SKP which is adjusted to the planning and the competence of each academic staff. This plan
will be evaluated and approved by the head of the department so that the task load is the ability of
the staff. The university provides Academic Information System (SIAKNG) and academic staff
Evaluation by Students (EDOM) as tools for accountability. SIAKNG records the course grade
statistics and academic staff attendance in the class for every semester. Meanwhile, EDOM
surveys conducted for every course and consist of a series of questions concerning the course
management for every semester.
The regulation of the Minister of Administrative and Bureaucratic Reform No. 17/2013 and
No. 46/ 2013 sets the academic qualifications and ranks for the lecturer to manage courses and to
supervise research theses. The university has provisions concerning the thesis supervisor based on
educational background and rank as defined in UI Rector’s Decree No. 2198/2013, No. 2199/2013
(Appendix 6.13) and No. 2200/2013 (Appendix 6.14).
At the national level, the government enforces the annual submissions of the work
performance indicators (including teaching and research) for academic staffs holding national
lecturer certificate (SERDOS). These indicators are also linked to the SERDOS incentives
provided by the government.

6.4 Identification and Evaluation of Competences of Academic Staff

The number of full-time Chemical Engineering Department is 28 persons. All of them satisfy
the Act of Republic of Indonesia No. 14/2005 concerning academic staff requirement of a
minimum master’s degree academic qualification for academic staff of undergraduate programs.
To improve the quality of academic staff, BESP has been implemented the task learning program
for those who have not obtained doctor’s degree. At the end of 2011, 75% of full-time lecturers
already hold doctor’s degree. By conducting this program, it is expected in the next 3-4 years a
100% of full-time lecturer will obtain doctor’s degree. Up until now, 96% of BESP full time-
lecturer already hold doctor’s degree. Distribution of degrees and functional position on their ages
are given in Fig. 7.

25
 Table 7 Number of academic staff

Category M F Total Percentage

Headcounts FTEs of PhDs
Professor (Guru Besar) 10 0 10 6.07 100
Associate Professor (Senior 8 4 12 10.23 100
Lecturer/Lektor Kepala)
Assistant Professors 3 3 6 3.88 83
(Lecturer/Lektor)
Full-time lecturers 21 7 28 20.48 96
Part-time lecturers 0 3 3 1.23 100
Visiting professor/lecturers 35 8 43 0.93 16
Total 77 25 102 42.82

5
Numbers
4

0
Age (years)21-40 Age (years)41-50 Age (years) 51-60 Age (years) > 60

Professors Associate Professor Assistant Professors Part-time lecturers

Figure 7 Functional Position of Academic Staff

6.5 Identification of Academic Staff Developmental Needs and Implementation of

Training Activities

The legal framework of academic staff development is prescribed in the Code of Academic
Quality Assurance UI Chapter 4 (about Academic Staff Development) and Chapter 5 (about
Quality Standards). In 2011, the focus of the strategy for human resources was to implement an
integration system and to build enterprising capacity. Both of these processes are applied to
support the UI internationalization processes.
The approach taken for the integration system is (1) apply a permanent employee status
which is conducive for developing self-nobility as well as the nobility of the institution; (2)
Identify the lecturer who is willing to hold promise as a full-time teacher in the reward system.
The approach used in the construction of enterprising capacity is to (1) provide
remuneration as a stimulus that will improve welfare; (2) Moving the entire staff in UI to achieve
the excellent fullest target. The steps undertaken in implementing the integration system and
26
enterprising capacity is pedagogy training (AA and Pekerti) and the profession recognizance in the
academic staff certification program; optimizing the utilization of scholarship funding resources
for continuing education; designing and recruiting Assistant Lecturer/Young Lecturer.
UI also provide an opportunity for academic staff to participate in learning task both formal
and non-formal, seminar, workshop, and training. The decision in delegating staff nationally or
internationally is depended on the result of performance. Also, the selected staff should make a
written statement to keep working as a lecturer at the Universitas Indonesia.

6.6 Implementation of Performance Management (rewards and recognition) to Motivate

and Support Education, Research and Service

Guideline for Monitoring and Evaluation System, as well as Track Record of Academic Staff
and Academic Staff Employment at the Universitas Indonesia, is referring to:
 Academic Staff Credit Rating (DIKNAS and UI)
Based on MWA regulation, academic staff credit rating is proposed for academic staff
promotion. Assessment of this credit rate is set by the Minister of National Education No: 36/
D/O/2001 about The Technical Guidance on Academic Staff Credit Ratings (Appendix 6.15).
 Remuneration System (SIAKNG and SIPEG)
Remuneration system is a system that integrates the provision of compensation for academic
staff at the Universitas Indonesia. This remuneration system is arranged in Rector’s Decree No.
1345/SK/R/UI/2009 (Appendix 6.16) concerning the academic staff-integrated remuneration
system at Universitas Indonesia. This system relies on the principle of justice that considers the
qualifications, workload, responsibility, and work period. The system is designed according to the
financial capacity of the UI and allows higher rewards for the functional academic position than
structural (MWA’s Decree No. 7 of 2006). The remuneration system has been centralized at the
university level and based on meritocracy system where the remuneration of academic staff
associated with the teaching load, counseling, and acquisition of research funding and its
publication as well as community service.
The evaluation activity involves academic staff in applying Univeristy Tridharma value in
academic staff quality management. Evaluation of activities is addressed to academic staff and
academic management that aims to improve the quality standards of academic staff and
management staff. Evaluation in enhancing the quality of academic staff is conducted with
internal evaluation (self-evaluation of the academic staff and the institution of the academic staff
by using EDOM, EDSA) and external evaluation (institution from outside UI, whether national
and international accreditation board).
Implementation of Monitoring and Evaluation System, as well as Track Record of Academic
Staff and Academic Staff Employment at the Universitas Indonesia, are done through
 EVISEM
Evaluation in every semester by Department of Chemical Engineering Faculty of Engineering
UI.
 Peer Group Course

27
 Courses evaluation in BESP conducted by the academic staff based on their expertise. These
activities include the evaluation of the relation between teaching material and the competencies
that will be given.
 EDOM
Academic Staff Evaluation By the student, an evaluation made for each lecture at the end of
semester performed by the student. Includes course material delivery and instruction.
 SELF-EVALUATION (core faculty, Professor, lecturer certificate)
Self-evaluation of academic staff research is conducted based on the indicators of
performance evaluation. While performance evaluation is based on the number of the proposal,
research funds, and article writing in the form of textbooks, and journals. Furthermore, there is an
additional indicator for acquiring intellectual property rights; the creation of appropriate
technology; and the role as a speaker, a national committee, reviewer or another community
service.

6.7 The Establishment, Monitoring, and Benchmarking of the Types and Quantity of
Research Activities by Academic Staff for Improvement

Within five years (2011-2015) Department of Chemical Engineering UI has conducted

research as much as 327 titles. More than 160 titles are funded by academic/government
institutions which cover 78% of total research cost or Rp 7.2 billion. The research has been
successfully published as many as 331 titles of scientific papers in national and international
journals, proceedings of national and international seminars, or patent/books/dictate (see
Appendix 6.19). The number of publications is presented in Fig. 8.

45 41
40 37
35 31 31 30

Total Publication 30 26
25 18 National Seminar
20 16 16 International Seminar
15 14 13 14 National Journal
8 10
10 6 International Journal
5 4
5
0 0 0
0
2011 2012 2013 2014 2015

Year

Figure 8 Number of Publication

The results have been successfully published over the last three years (2012-2014) as many as
159 titles of scientific papers in national and international journals, proceedings of national and
international seminars. International publications at most compared to local or national
publications (UI). This indicates that the quality of the publication of scientific papers lecturers
28
was excellent, which can be seen in the number of scientific papers published in international
journals and international seminars (Table 8). Figure 9 also shows increase in the total amount of
research grants obtained by academic staffs for the last five years. During 2015, the amount of
research grants obtained can reach up to nearly Rp 6 billion for 28 academic staffs.
Table 8 Academic Staff Publication

Types of Publication No. of

Prosiding Journal Publication
Academic year In-house/ Total per
Institutional Regional Academic
National Internation- National International
al Staff
2011/2012 0 0 0 29 0 28 57 2.0
2012/2013 0 4 7 13 2 3 60 2.1
2013/2014 0 1 1 0 0 15 17 0.6
2014/2015 0 1 0 6 0 13 20 0.7
2015/2016 0 14 17 20 0 20 71 2.9

Rp7.000.000.000
Rp6.000.000.000
Rp5.000.000.000
Rp4.000.000.000
Rp3.000.000.000 Total Research Grant
Rp2.000.000.000

Rp1.000.000.000
Rp-
2010 2011 2012 2013 2014 2015

Figure 9 Total Research Grants Obtained in the Last Five Years

29
 7. Support Staff Quality

7.1 Support staff planning (at laboratory, IT facility, and student services) to Fulfill
the Needs for Education, Research and Service

The planning of support staff is synchronized with the development of Faculty of

Engineering. The development of future support staff planning consists of:

Table 9 Admission Planning of Supporting Staff

Year 2017 2018 2019 2020

Laboratory staff 3 3 3 3
Employee Affair Staff 2 1 2 1
Academic Administration Staff 3 3 3 4

Technician 2 2 2 1
Total 10 9 10 9

7.2 Determination and Communication of Recruitment and Selection Criteria for

Appointment, Deployment, and Promotion

Selection and announcement process of supporting staff is equated with academic staff’s
which criteria is adjusted to the position required. Supporting staff in Faculty of Engineering UI
consists of government, honorary and temporary employees. Selection of education for civil
servants recruitment will follow the selection made by the Ministry of Education, while for
temporary employees contract can be done directly by UI based on need. For the past few years
staff in Faculty of Engineering UI usually receive a new contract system of employment.
Faculty of Engineering UI manages the recruitment of BESP supporting staff. The BESP
support staff composed of two civil servants, three temporary employees, and seven contract
employees. BESP can only propose to increase the number of government and a temporary
employee, but the Dean/ Rector determines the final decision. Meanwhile for a temporary
employee is directly recruited by BESP and financially support by Work Plan and Annual Budget
(Rancangan Keuangan dan Anggaran Tahunan/RKAT). Meanwhile, the management of human
resources (HR) is coordinated by the HR Manager at the faculty level.
The UI contract employees are bound to work regulation applied with a different wage
standard from government employees’. Work regulation that applies to government employees
and contract employees are the same, whereas the difference is on the status affected some
facilities.
The dismissal applied to support staff who come from government employees, and temporary
employees are the same. It follows the rules applied to government employees. As for the
temporary employee, the dismissal is made when the employment contract is over.

30
 7.3 Identification and Evaluation of Competences of Support Staff

Adequate administrative personnel has been prepared to assist the implementation of the
BESP program which consists of one person holding a bachelor degree, one person holding
diploma qualifications, as well as three people hold high school qualifications and responsible for
handling the academic administrative work. To assist laboratories activity, seven-person are
assigned as laboratory staff and technician. Additionally, to help maintain the cleanliness and
comforts of the entire academic community, two people are assigned as "service boys" who is
coordinated by the Faculty Human Resources Manager.
Table 10 Competences of supporting staff are identified and evaluated

Supporting Staff Highest Education Attainment Total

High School Diploma Bachelor's Master's Doctoral
Library Personnel 1 0 23 4 0 28
Laboratory Staff and
Technician 1 2 3 0 0 6
IT Personnel 0 1 0 0 0 1
Academic
administration 3 1 2 0 0 6
Cleaning service 2 0 0 0 0 2
Total 7 4 29 4 0 43

7.4 Identification of Support Staff Developmental Needs and Implementation of

Training Activities

To organize the job distribution and description as well as improving the performance of all
employees (staff) support, BESP make some efforts by arranging an intensive monthly meetings,
setting over the job description for each administrative staff, as well as create and manage the
Standard Operating Procedures (SOP) for each academic and financial administration activities.
Although regarding quantity, the number of administrative personnel and laboratory
technicians is sufficient, the quality of administration staff and lab technician still needs to be
improved. Therefore, some employees is sent for training. For example, BESP manage computer
training (MS Office: MS Word, MS Excel, and MS Access) for the administrative staff;
instrumentation/lab equipment training for laboratory technicians. Not only internal training but
the staff also participated in the Laboratory Quality System Internal Audit training conducted by
LIPI and PT. Indocal Laboratory System, as well as participate in Electronic and Electricity
training held in BESP.
BESP UI has sent/engage educators to attend various training and/or certification either held
within the university itself and outside, there are:
 Productive maintenance for field personnel organized by P2M Department of Mechanical
Engineering, Faculty of Engineering, Universitas Indonesia
 PLC Basic Configuration and Programming hosted by Industrial Automation Research
Group Engineering Physics - Institut Teknologi Bandung

31
  Archival Training held at the Faculty of Engineering, Universitas Indonesia, Depok
 Extinguishing small fires training using a fire extinguisher in chemical safety in training
laboratory organized by the Department of Health, Safety and Environment UI
 Chemical safety in training laboratory of Institutions Competence Grant (PHKI) UI -
DIKTI in 2010, which was held at the Ministry of Health, Safety and Environment UI.

7.5 Implementation of Performance Management (rewards and recognition) to

Motivate and Support Education, Research, and Service

Remuneration system is a system that integrates the provision of compensation for UI

academic staff. The remuneration system is regulated in Rector Decree No. 1345/SK/R/UI/2009
concerning the integrated remuneration system of UI academic staff, based on the principle of
justice that considers the qualifications, workload, responsibility, and working lives. Based on
MWA’s Decree No. 7/2006, it is designed according to the UI financial capacity and allowing
higher rewards for the functional academic employee than the structural.
The evaluation and assessment of the staffs are lead by Head of the Department with the
help of administration staff. All aspects assessed relates to behavior; such as integrity,
responsibility, cooperation, loyalty, and leadership. If needed during the assessment,
administration staff might help to fill out SKP comprised of data required for the evaluation, such
as FTE, publication, community development or other assistance.

32
 8. Student Quality and Support

8.1 The Student Intake Policy and Admission Criteria: Definition, Communication,
Publishing, and Update

Figure 10 Student intake scheme

Admission of new students at BESP is managed at the University level through two schemes,
namely national-integrated entrance test scheme and university-integrated entrance test scheme.
Admission of new students through the national integrated entrance test scheme consists of the
National Admission Test for State University (Seleksi Nasional Masuk Perguruan Tinggi
Negeri/SNMPTN) and (Seleksi Bersama Masuk Perguruan Tinggi Negeri/SBMPTN). From 2008
until 2010, SNMPTN was the only university written entrance test which in 2011 changed into
two scheme, SNMPTN tertulis (written exam) and SNMPTN undangan (talent scouting). In 2013,
SNMPTN tertulis changed its name into SBMPTN. The selection process through the SNMPTN
and SBMPTN is performed simultaneously for all state universities in Indonesia and is carried out
by the Directorate General of Higher Education the Department of National Education.
Meanwhile, the university integrated entrance test namely the UI written admission test (Seleksi
Masuk UI/SIMAK-UI), which is an integrated selection to admit for the Universitas Indonesia,
organized by the UI for prospective students who wish to study in the UI.
In 2015, approximately 53% of the total students was admitted through the SNMPTN (See
Fig. 11). This selection is organized at the national level and based on the prospective student
achievement in high school level, as well as participants from the region. Meanwhile, the
SBMPTN and the SIMAK-UI absorb 32% and 11% of the total students respectively (Appendix
8.1). The role of BESP in the admission process is to provide quota (student allocation) in all
admission test schemes. The quota is discussed in the faculty meeting considering the availability
of academic staffs and infrastructure (classroom and laboratory).

33
 600 238 295 348 401
number of student 400 184
200 48 54 57 53 53
0 admitted student
academic year total student

Figure 11 Admission of new students in the last five years

The admission process for prospective students is clearly explained and published on the
university website (www.penerimaan.ui.ac.id) as well as the process of direct admission (quota)
can also be found on the website. Figure 12 shows application timeline for each entrance scheme.
Results of admission each year are made public, and all admission processes are subjected to the
university’s regulations, accessible for all. The intake of the first year student categorized by
university entrance scheme can be seen in Appendix 8.1.

Figure 12. Application Timeline

8.2 The Methods and Criteria for The Selection of Students

1000,00
900,00
800,00 minimum score of
700,00
600,00 SBMPTN
minimum score of
score

500,00 SIMAK
400,00 maximum score
300,00 SBMPTN
200,00 maximum score of
SIMAK
100,00
0,00

academic year

Figure 13 Passing Score in the last five years

34
 Student intake capacity was determined based on the number of teaching staff, employees, the
availability of space laboratories, the availability of lecture halls and other facilities in the
departments and faculties.The ratio between the number of students who participated selection
with a capacity of so-called competitiveness. The quality of students entering reviewed based on
test scores they earn. A high enough value will determine the quality of student intake. There is an
adequate monitoring system for student progress, academic performance, and workload.
Based on Fig. 13, BESP passing grade can be concluded from its minimum score in each
scheme. In the last four years, the score gap between the two scheme can be considered as small,
meanwhile, in 2011/2012 there is a huge gap between the two due to the different scoring system.
In that year, SBMPTN which was named SNMPTN used the score range of 0-100 while SIMAK
uses 0-1000. BESP UI does not set a certain requirement for the prospective students. Students
with a diverse academic background are encouraged to apply as long as they pass the entrance
test.

8.3 Adequate Monitoring System for Student Progress, Academic Performance, and
Workload

All educational activities, which are obliged to be done by each student to achieve the degree,
are an academic load of 145 credits and divided into eight semesters. The maximum length of
study is six years. The students of the BESP, with study load average of about 19-20 credits per
semester, are expected within one week to perform scheduled interactions with lecturers for 19-20
hours, structured activities for 19-20 hours, and other activities for 19-20 hours. All students will
experience four evaluation phases, by the Rector’s Decree No. 478/SK/R/UI/2004 (Appendix 8.2)
on the Evaluation of the Success of the Study.

SNMPTN SBMPTN SIMAK

3,65
Average GPA 3,60
3,55 3,61
3,50 3,55
3,52
3,45 3,49
3,40 3,47 3,46
3,35
2011/2012 2012/2013
Academic year

Figure 14 Average GPA based on student intake scheme

Evaluations of 24 credits and 48 credits are held by the department and the faculty, without
going through judicial meetings. Evaluation of 144 credits is organized through the judicial
department meeting, which was attended by lecturers in the Department. Figure 14 shows the
average Grade Point Average (GPA) in 144 credits evaluation for various students intake schemes.
There is no significant difference of average GPA between students intake schemes.
The learning progress of students is systematically monitored, counseled and supported.
Academic progress of all students is recorded by academic staff and fully administrated through
web-based academic information system called SIAKNG. To help lecturers to evaluate the student
35
assignments and to return them back to students as feedback, lecturers are helped by final year and
master degree students. The Faculty obligates lecturers to publish results of the mid-term exam to
make the students get adequate feedback on their performance. These evaluation systems will
allow the student to plan their program for the following semester as well as the students are given
the opportunity to give their feedback about learning quality through EDOM.
One lecturer is assigned as an academic advisor for a group of students at the same batch to
guide and assist the students during their study Each academic supervisor assigned with the staff
to student ratio of 1:20. Based on Rector’s Decree No. 012A/SK/R/UI/2007 (Appendix 8.3), an
academic advisor is responsible for giving academic advice in term of selection on course
subjects, a number of credits, and study plan; facilitate counseling, and also monitor and evaluate
academic performances of the students until their graduation. At the beginning of the semester the
students are also suggested to consul their study plan with an academic advisor, the number of
credit taken must be approved by the academic supervisor.
The students should meet their advisor at least once in a semester during the session for their
semester academic plan at the beginning of each semester. Discussion between students and their
respective advisor can be done either directly face to face or through the web (SIAKNG).

8.4 Academic Advice, Co-Curricular Activities, Student Competition, and Other

Student Support Services to Improve Learning and Employability

In term of academic support, the academic advisor helps to solve personal problems of the
students. During their study, a student might encounter several problems which can cause low
grade, an extension of study time, drop out. Theses problems might happen during learning
process including practical training or final project. An advisor needs to find out the possible
causes of student’s failure, which may be due to non-academic problems such as financial
problems, psychological problems, etc. An academic advisor may need to recommend the student
to academic mentoring, student affairs, university medical or psychological care.
The Academic Advisor is also responsible for gathering any complaints or informal
feedbacks about the programs from students, which are used as an input for Academic Board and
Curriculum Team. Also, an academic advisor may recommend the students to get scholarships.
Student Counseling Board (BKM) together with students’ parents may help students with specific
problems to overcome their problems. This board is ready for the students who need a
psychologist and a physiatrist. As shown in Appendix 8.4, the percentage of a student with
problem < 10%, and the major causes (43.75%) of the problem is demotivation in their study.
Another facility provided for students who have difficulty in understanding the certain subject
is academic mentoring/assistance. This activity is managed by academic division in Chemical
Engineering student union with the aim to improve students competencies. Every semester, this
division open the opportunity for 4th until 8th-semester students to apply the position of assistant
lecturer. In one condition, the student already took the subject and got the minimum score of 80
(A- score). The mentoring activities are conducted at least once in semester and outside class hour.
For final year student, the preparation of final project is carried out under monitoring and
evaluation by a supervisor based on Rector’s Decree 292/2009. Each student has the maximum

36
number of two supervisors which are assigned based on the selected topic of the research. The
counseling must be done on campus regularly, at least seven times in one semester and recorded in
the log book or SIAKNG.
Also, the final year student is also provided with the technical and practical knowledge
through the lecture of Capita Selecta. This lecture is conducted in the form of seminar/guest
lectures. The speakers have experienced industry practitioners who able to give a further
understanding of the application and problem faced in the industry. This course also aims to
motivate the students in completing their study.
Scholarships are available through various schemes and sources are distributed to the
university or directly to faculty. The sources of scholarships are from the University, the
Government (Ministry of National Education), foundations, alumni, and industries. The
scholarship is based on either academic achievement or economic disadvantage, and covers whole
or partially the living costs, tuition fees, and final project research fund. The University allocates
budgets for scholarship as much as 8 billion IDR per year for tuition fee and 13.8 billion IDR per
year for an admission fee. Information on scholarship is easily accessible through information
boards in the faculties or university website, faculty website or companies websites, or from the
student union. In addition to those from external resources, the university also provides
scholarships in the form of less payment for economically disadvantaged students. Selection is
carried out by the University through Directorate of Student and Alumni.

30%
(%) 24% 24%
25%
of 20%
15% 10%
10% 6% 8%
5%
0%
2010 2011 2012 2013 2014
Students Batch

Figure 15 The Percentage of BESP Student Scholarship Awardee during 2014/2015 Academic Year

The Faculty of Engineering UI Career Development Centre (CDC-Faculty of Engineering UI)

is a partner to students in their career plan. CDC also helps students interact with industries, and
facilitates students and graduates to find job and place for the job training. CDC may invite
company to introduce their line of business as well as to recruit graduate. The information and
services of CDC-Faculty of Engineering UI can be accessed through cdc.eng.ui.ac.id. At the
University level, it is called as CDC-UI and information can be accessed through cdc.ui.ac.id. This
unit regularly organizes career and scholarship Expo on campus. There are more than 50
significant national and multinational companies which participate in this event.
The Student Union in Chemical Engineering Department also manages a regular activity
called “sharing session” which aims to give students an insight into the post-college world. The
sharing session is conducted every 2-3 months by inviting the alumni of BESP UI as speakers.
During this session, the alumni share their working experience based on the given theme.
The University provides free health services managed by Student Health Center (MAKARA
Satellite Clinic). The facilities include general practitioners (GP) clinic, dental clinic, X-ray, and a
37
drugstore. GP clinic provides services for general health including acute, chronic diseases, and
emergency. The clinic is run by 6 GPs and six nurses. Dental Clinic services cover
consultation/dental health education. The clinic has three dentists and one dental assistant and
facilitated by good equipment including X-Ray and ECG (Electronic cardiograph).
Student union is established as a partner of the faculty and the department in developing
student’s soft skill such as leadership, work team building, and social skill. Development of
student activities is under the supervision of Manager of Students and Alumni. In department
level, Student Association in Chemical Engineering Department, IMTK (Association of Chemical
Engineering Student) organize extracurricular activities to improve competence and social skills
and create the ambiance of competition. In the region scale, the student union in chemical
engineering department has also established several student chapters to improve student’s
intellectual, professionalism and soft skill, such as Indonesian Biotechnology Consortium
Universitas Indonesia Student Chapter; and Society for Biological Engineering Universitas
Indonesia Stucent Chapter (SBE UISC). These Student chapters serve as a gateway to forums,
panel discussions, and symposia that lead to student's professional development. The competitions
among different student chapter in universities also allow students to test their knowledge,
problem-solving skill and technical expertise.
List of student organizations existed in Faculty of Engineering as follows:
 MPM (Majelis Permusyawaratan Mahasiswa) is Student Counsel Assembly acted as a
legislative institution.
 BEM (Badan Eksekutif Mahasiswa) is Student Executive Body. BEM is the only student
organization in campus acknowledged by the Ministry of Education. BEM accommodate
extracurricular activities for Bachelor Degree students including intellectual and scientific
activities. BEM organizes some independent organizations according to
 Student’s interest such as BKST (Engineering Art and Creation Workshop) and Teknika
(Campus Magazine).
 KAPA (Kamuka Parwata) is nature lover organization.
 E-corps is Student Family Cooperation to develop student’s entrepreneurship skill.
 FUSI (Forum Ukhuwah dan Studi Islam) is an Islam Study Forum.
 Warkom (Warung Teknologi Informasi) is an Information Technology Shop
 Provides helps for students to access information through the internet.
 Teknika is an engineering campus student magazine
Other UI facilities include students dormitory located in campus area; yellow shuttle bus
and bicycle serve the transportation inside UI; sports facilities consist of the stadium, athletic
fields, gymnasium, badminton field, volley ball, basket ball field, hokey field, tennis court, and
balairung (assembly hall).

8.5 The Conducive Physical Social and Physicological Environment for Education
and Research as well as Personal Well-Being

The opportunities of self-development for students aims to enhance:

 Knowledge and Understanding the Content of The corresponding field

38
 Opportunities for students to develop knowledge and understanding of specific materials
related to Bioprocess Engineering is carried out through a series of seminars / guest
lectures managed by student unions in Chemical Engineering Department.
 Transferable General Skills
BESP is committed to facilitating the development of various student activities that can
support academic achievement. Opportunities in developing general transferable skills can
be implemented through student activities such as arts, sports, and study groups.
Furthermore, BESP also provides Communication Skills and Problem Solving Course to
sharpen student’s soft skills.
 Improvement of Hard skills
Extra-curricular activities are also carried out by participating the competitions held by
other institutions or internal scale (University and faculty) which aim to provide
opportunities for the students to develop a deeper understanding and capabilities in
engineering. It also sharpens student’s competitiveness as well as the ability to think
creatively and innovatively conducted through Outstanding Student Award, Scientific
Olympiade and Student Creativity Program, PIMNAS (National Student Science Week),
Art and Sports Competition, Synbio Club and Chem-E-Car Club.

39
 9. Facilities and Infrastructure

9.1 The Adequate and Update of Teaching-Learning Facilities and Equipment To

Support Education and Research

To support education activities, UI provides Central Library and Juwita system, a facility for
each student integrating internet, paid journal access and including webmail service. The Faculty
of Engineering, Universitas Indonesia occupies an area of 98,000 m2, where there are 7
Departments in it with the total area of the buildings and road/corridor in the faculty are 33,706
2
m . Lecturing session held in Lecture Building K and S which are maintained by the Faculty of
Engineering.
In the two buildings, there are 30 classrooms with a total capacity of 2,374 seats for regular
lecturing sessions. The total area of all classrooms in these two buildings is 1,864 m2. Currently,
the Faculty of Engineering builds a six-story classroom building giving an addition about 3,600
2
m of the area. Each class is equipped with multimedia, whiteboard, and air-cooled, all in good
condition and well maintained. These buildings are also facilitated with an auditorium for seminar
or guest lecture.
With the average number of bachelor students in the faculty per academic year being 2,400
students, including 400 students of the chemical engineering program, the occupation ratio is
2
about 2.26 m per student. This ratio can be categorized to be sufficient enough. The utilization of
classroom is managed centrally by the faculty as resource sharing among seven the departments.
Up to the present, Chemical Engineering Department has had the building as a place of
administration, academic staff work space, seminar/meeting, laboratory and reading room.
Laboratories in BESP are educational laboratories used for academic staffs and students for basic
educations, technical practices in chemical engineering, and researches. Facilities and equipments
are mainly facilitated and equipped either from the collaborative research works with
PERTAMINA from QUE project, or from the research budgets to the academic staffs via RUT,
RUK, Grant Competition, etc. Each laboratory is run by a research group and maintained by a
skilled technician. Practical schedules, manuals, log books, and lab coats for students are well
arranged.

9.2 The Adequate and Update of Library and Its Resources To Support Education
and Research

The central library in Universitas Indonesia is one of the important departments in university
administration. The library collects not only printed matters but also digital collections, preserved
information, as well as high-density storage. The collections in the central library UI is among the
largest one in Asia. The central library has a facility to link directly to all the faculty libraries and
serves integrally to all students of UI. Link to the university library can be accessed through
university website: http://www.ui.ac.id or directly accessed at http://www.lib.ui.ac.id. The
information system in the library is based on the electronic information technology, namely digital
library or online information system. With this system, visitors to the library or its website can
search electronically and download directly all. To optimize the service, UI Library is equipped
with some facilities as shown in Appendix 9.1.
40
 The UI library provides the book collection both in the hard and soft copy. The available
collections in hardcopy cover textbooks, reference books, thesis, and dissertation. The collection
related to BESP consist of engineering textbook, pure science, and education, as well as
Bioprocess Engineering Bachelor Thesis and Dissertation. The availability of BESP-related books
up to 2014 can be seen in Appendix 9.2. UI Libraries also provide electronic textbooks and
thesis/dissertation that can be accessed via several online databases subscribed by Universitas
Indonesia. UI Library also provides online databases and subscribed journals associated with
BESP (Appendix 9.3).
A large number of books related to chemical engineering, applied chemistry, and technology
are also available in Department’s Reading Room. Database of the collections is also accessible
via several computers in the library, where all collected books, journals, and final student reports
are displayed through access. With the computerized database, a search on literature becomes easy
and fast. In this reading room, regular journals, magazines, abstracts, field study reports, and
student final-year reports and all information related to chemical engineering are provided. The
reading room provides 1981 title of an undergraduate thesis, 371 thesis and 24 dissertations.

9.3 The Laboratories and Equipment are Adequate and Updated to Support
Education and Research

There are seven laboratories in Chemical Engineering Department:

1. Teaching Laboratories:
a. Basic Chemical Process (BCP), physical and analytical chemistry laboratory, biochemistry
laboratory
b. Unit Operation (UO) Laboratory; Unit Operation Bioprocess Laboratory 1 & 2.
c. Chemical Process System (CPS) for lectures related to drawing, modeling, and computer-
aided simulation
2. Research laboratories:
a. Chemical and Natural Product Engineering (CNPE)
b. Chemical Process Intensification (CPI)
c. Sustainable Energy Laboratory (SE)
d. Bioprocess Engineering Laboratory (BE)
The chemical engineering department has taken part in a research effort with the theme:
“Sustainable chemical and bioengineering for energy and product development.” In
accordance to fulfill the vision, BESP established Bioprocess Engineering Laboratory in
2008. Bioprocess Engineering Laboratory research group works at the frontiers of
biological and chemical engineering sciences to “Bring Engineering to Life” through the
conversion of biological materials into other forms needed by humanity. The research
group focuses on bioenergy, environmental biotechnology, functional food, molecular
modeling, biocatalysis, and biomass.
3. Laboratory Services
BCP and CPI Laboratory provide laboratory services for sample analysis which open for UI
and non-UI student. Research and teaching laboratory are separated to maintain research activities
as well as the educational activities at the same time (experiment or lab activity). Teaching

41
laboratory is focused on the implementation of laboratory activities or support courses as a part of
the curriculum. While the research laboratories are utilized for conducting research activities.
Teaching laboratory also provides the opportunity to use the equipment for research activities
during the outside of scheduled lab activities. Since the research topics continue to grow, each
research laboratory allows different research group to conduct and use its lab equipment provided
as long as following its rules and procedures.
Each lab is equipped with major appliances that support the activities. The main equipment in
laboratories in Chemical Engineering Department shown in Appendix 9.4. The analysis
instrument/ equipment in a laboratory equipped with Standard Operating Procedures (SOPs)
which allows an appropriate use.

9.4 The Adequate and Update of The IT Facilities Including e-Learning

Infrastructure to Support Education and Research

Information system facilities available in BESP UI are as follows:

1. Personal Computer (PC) and the notebook is connected to a LAN and Wifi for each
faculty.
2. Personal Computer (PC) connected to the LAN and Wifi for students in the reading room.
3. Hotspot available in student’s Gazebo and every computer in Laboratory research is
connected to LAN and Wifi.
4. Study Program website at the address: www.che.ui.ac.id
5. e-learning facilities : scele.ui.ac.id
6. Facility and other major facilities such as:
a. Laboratory of Chemical Process Systems (CPS): used for the benefit of:
 Teaching: Drawing Techniques, Numerical Computation, Simulation Chemical
Process, Combustion Engineering, Process Control and Modeling of Chemical
Engineering, Product Design, Design Factory
 Research: Chemical Process Simulation, Process Control
 Courses / Training: Process Simulation, Dynamic Systems, Statistics
b. CPS Lab is equipped with a hardware device:
 25 sets of computers (20 for education, 5 for research), the specification of
Pentium Dual-Core E2220, 2GB DDR2, 160GB SATA HDD, DVD ± RW, VGA
Intel GMA 3100 256MB (shared), Audio, 56K Modem, NIC, Win Vista Home
Basic - BUNDLE HP Monitor 18.5 "LCD (w185);
 Network LAN and the Internet;
 One piece scanner;
 One piece LaserJet printers;
 One piece LCD
c. CPS Lab is equipped with software (software):
 Simulation of chemical processes (unisim, COMSOL, SuperPro, Gem)
 Dynamic Simulation System (Powersim Studio, Ithink),
 Programming (Fortran Froze, EasyPascal)
7. Lecture Hall: equipped with an LCD, sound system, and wifi.
42
 8. Library UI: provide a reference / journal / scholarly works in softcopy and hardcopy
format and can be accessed online via www.lib.ui.ac.id.
9. The reading room is located in PSTK UI that contains collections of theses, journals, and
proceedings as well as computers that can access the Internet.
10. Information System is integrated into the University level such as for research (SIRIP),
Academic (SIAKNG), Laboratory (SILAB), staffing (SIPEG), evaluation (EDOM), e-
learning (SCELE).
A computer linked to the network is provided for all lecturers and academic staffs. All
lecturers and staffs can access the internet through the network and IP addresses. The network
improves not only the administration and academic management but also the learning process for
example Scale. IT facilities managed by the faculty or department are also given to the students.
The faculty provides the facilities located at Laboratoy for Chemical Process System with 25
computers, two printers, and one scanner, managed by an academic staff/technician of the
laboratory. Some software for education, such as Superpro, Fortran, process simulator, and models
of case studies, are available for educational purposes, and are in optimum and well used. Another
improvement in the management and networking, some computers in Laboratoy for Chemical
Process System was set up to use Linux for protection against viruses. To be more involved and
increase the scientific capacity the BESP also has been providing Internet network that can be
accessed via LAN and WLAN. The Internet is provided for students in the laboratory, reading
room, gazebo, and lecture hall.
In support of the teaching system, not only the lecture hall has been equipped with
multimedia facilities, but each lecturer has also been getting each facility notebook/laptop.
Notebook/laptop is also provided for supporting activities such as documentation of study
program meetings, grant proposals preparation and activities.

9.5 Definition and Implementation of The standards for Environment, Health, and
Safety; and Access for People with Special Needs

In principle, the standard for Environment, Health, and Safety (EHS) follow the standards that
have been implemented by the Universitas Indonesia. Based on Rector’s Regulation No 01/2016
(Appendix 9.5) Universitas Indonesia committed to EHS aspects and will make all efforts to
implement best practices in all the activities that take place at the Universitas Indonesia. All
parties involved in the activities that take place in UI environments obliged to comply with the
rules and procedures for the safety of himself and others who were in the vicinity.
a. The implementation of Safety, Health, and Environment in the Laboratory (Rector’s
Decree No 1570/SK/R/UI/2015). (Appendix 9.6)
b. The implementation of Safety, Health, and Environment in Universitas Indonesia (Rector’s
Regulation No 01/2016).
c. The implementation of Chemical Safety in the Laboratory. (Rector’s Regulation No
02/2016). (Appendix 9.7)
d. The implementation of Biorisk Management in the Laboratory (Rector’s Regulation
No 03/2016). (Appendix 9.8)

43
 e. The implementation of Radiation Safety (Rector’s Regulation No 05/2016). (Appendix
9.9)
BESP has the SOP regulated by each laboratory. Each laboratory will require students who
use lab facilities to create Job Safety Analysis (JSA) documents. Each lab is also equipped with
safety equipment such as air conditioning, fire extinguisher, etc. To prevent accidents, BESP
provides four emergency exit be located in the east of the building. Emergency exits are connected
to each assembly point via the emergency stairs. Some fire extinguisher placed on three points.
In general, the security system in Faculty of Engineering runs a 24-hour shift system. There is
a security post at every entry and exit door. Facilities for the disabled person at the faculty have
been provided in the form of walking paths accessible by wheelchair.

44
 10. Quality Enhancement

10.1 Stakeholders’ Needs and Feedback as Input to Curriculum Design and

Development

Every year the BESP has been conducting the industrial visit. Among the agenda of these
visits the BESP explore the needs of industries as stakeholders. Besides, every four years, the
curriculum of BESP is reviewed. To carry out this duty the BESP set a task force especially to
intensively get input from users and potential users such as industries, consultant, and research
institutes. These inputs are highly used in curriculum development to meet the expectation of the
users and potential users.
Every year we conduct a survey to the new graduates. The survey includes the expected
learning outcomes for the graduates. Besides, we invite practitioners and alumni to give a guest
lecture in some formal academic activities. The alumni also come in regular basis for attending or
giving advice in some student union activities, as shown in Appendix 10.1.
BESP UI has started accepting students since 2008 and releasing the first graduates in early
2012. At this time there were already, five batches graduated consist of 236 people. BESP UI
already engaged in activities that are used to evaluate the performance of graduates by the
prospective users of graduates. This evaluation was done by tracer study mechanism, intensive
methods to obtain and record data comprehensively by the demands of prospective users of BESP
UI graduates. Tracer Study conducted on some companies and research institutions that have
potential as BESP graduates users.
Tracer study has been done by giving questionnaires to the user's graduates that contain
several criteria required/expected by the users of the graduates. Tracer Study conducted by:
- Visits were made by lecturers of BESP, or with factory visits by students and lecturers for
certain subjects. This visit can be used at once for promoting BESP.
- Online questionnaire
Indicators of user satisfaction on the performance of graduates are integrity (ethical and
moral), expertise based science (professionalism), English, information technology skill,
communication, teamwork, and self-development. The summary of survey result showed that
graduates had fulfilled 87% of the users' demand, detailed information can be seen in criteria 10.6
(see Appendix 10.8).

10.2 The Establishment, Evaluation, and Enhancement of Curriculum Design And

Development Process

As mentioned in criteria 3, in the design of the curriculum, Department maintains continuous

feedback for evaluations of the current curriculum whether its objectives as a whole and the
objectives of every single subject in the curriculum satisfy the current demand by the labor market
and grasp bioprocess engineering knowledge and technology development. Major curriculum
evaluation is scheduled every four years. The results may be alterations or revision of the current
curriculum. For this purpose, the department assigns an ad-hoc team as a curriculum committee to
analyze, to review, and to design a modified version of the curriculum.

45
 The curriculum team receives input from an academic board which works as a permanent
team and regularly supervises the implementation of the curriculum. The board members are
representatives of peer groups and some senior staff. It evaluates any input from the peer groups,
students, academic staff, labor market, and chemical industry for any possible changes, alterations
or revision of the curriculum which would be carried out by the curriculum team in the future. The
peer group members are the academic staff of the department and each peer group examines and
approves the content of SAP. The board is designed as a partner of the peer groups in the internal
quality assurance of the Department. In the development process, the team receives input and
feedbacks from students, peer groups, labor market, and bioprocess industry. More specifically,
quality assurance at the Department is done through several mechanisms as follows
1. An every four years curriculum evaluation conducted by the Academic Board and
Stakeholders.
2. Evaluation of Educational Implementation every term/year (EVISEM/EVITAH)
(Appendix 10.2)
3. Evaluation of learning the process in an internal meeting based on EDOM (Appendix 10.3)
and the specified learning outcome.
4. The academic annual repot of Department to the Dean
5. An annual evaluation of department performance through Department annual work
meeting.
The content of an Instruction Program is evaluated by a peer group (Appendix 10.4) formally
formed by the Department whose members are the Department staff. The peer groups are
committee involved in internal quality assurance. Each peer group examines the contents of
Instruction Programs of some subjects which have a close relationship regarding their contents. It
also gives approval to the contents of the Instruction Programs before being published to students.
The existence of the peer groups is established for long terms. However, they have a periodic
meeting once at late semester to review the Instruction Programs of the subjects instructed in the
forthcoming semester. Therefore, the peer groups monitor the implementation of the curriculum. It
is expected that all subjects will be delivered harmoniously and linked each other to reach the
optimal gain of the bachelor program.
Curriculum 2012 is arranged by BESP curriculum task force team through benchmark with
the education system in Europe, Bologna Agreement and Chemical and Biological Engineering in
AS Frontier. It also integrates the lecture activity in the faculty and keeps the strength of practice
aspect through guest lectures. Also, a more comprehensive evaluation and tracer study related to
curriculum implementation are always done routinely.
According to the UI Rector Decree No. 1421/SK/R/UI/2010 about the Academic Quality
Assurance System Policy at Universitas Indonesia, the evaluation in Faculty level is conducted by
Academic Quality Assurance Unit (Unit Penjamin Mutu Akademik/UPMA) appointed by the
Dean of the Faculty. This unit serves as a driving force and coordinator in performing quality
control and quality assurance systems in the level of academic faculty that integrated with the
University system.

46
 10.3 Continuous Review and Evaluation of The Teaching and Learning Processes and
Student Assessment To Ensure Their Relevance and Alignment

The development of BESP curriculum has strongly take into account the stakeholder’s need
as mentioned in criteria 1.3. The curriculum is prepared to meet graduate competencies, which are
constructed by the learning outcomes of each subject. Therefore, the assessment of learning and
teaching process is conducted based on and to achieve the learning outcome.
Assessment process is coordinated centrally at the university level by Academic Quality
Assurance Agency (Badan Penjamin Mutu Akademik/BPMA). The Academic Quality
Management (Mutu Management Akademik/MMA) in UI assures the quality of education,
research, as well as service community. UI use a "total quality management" as a model. This
concept (management model) is a set of Philosophies by which its management systems could
guide the achievement of the organization’s goals inefficient way to ensure customer satisfaction
and maximize stakeholder value.
The MMA management considers the philosophy of continuous improvement, facts-based
management, and respects other people. The working mechanism and scope of the MMA-UI are
embodied as a systemic series of gaining value "Deming Cycle," the cycle flows clockwise
through the following steps Plan, Do, Check, Act.

Plan

Action Do

Check

Figure 16 Deming Cycle

In general, the quality assurance program evaluation is done internally in university by

UPMA Faculty of Engineering UI and BPMA UI based on existing policies in university level
which stipulated in Rector’s Decree or MWA’s Decree (MWA’s Decree No. 006/SK/MWA-
UI/2004 Academic Education Curriculum UI as shown in Appendix 10.5 and MWA’s Decree No.
004 Year 2005 Monitoring Norm of Education Quality Universitas Indonesia as shown in
Appendix 10.6. The documentation system has partially been made at the level of universities that
can be filled out online such as SIAKNG (www.academic.ui.ac.id), SIPEG (sipeg.ui.ac.id),
SILAB (laboratoy.ui.ac.id), EVISEM and EVITAH (sipma.ui.ac.id). Feedback also comes from
academic staffs and students obtained from a regular internal meeting at the beginning of every
semester, and prospective graduates users through surveys conducted by the Department. Figure
17 shows the academic quality assurance process which is conducted in BESP.

47
 BPMA
(University Level)

UPMA
(Faculty Level)

Department Stakeholder Survey

Study Program Internal

Meeting with Students
Meeting (involving (at the start of every
academic staffs) semester)

Figure 17 Internal Academic Quality Assurance Process in BESP

Academic quality assurance by the external institution is conducted by National Accreditation

Agency for Higher Education. BESP has been accredited with grade “A” in 2012 and subject to
re-accreditation in 2017.

10.4 Usage of Research Output to Enhance Teaching and Learning

Recognition of the stakeholders on the quality of the department curriculum may be substantiated
by the acceptance of papers for publication and that of research proposals. Research is the
collaborative work of the staff and the students in which the staff devises topics relevant to the
knowledge and competence of students developed during their study in the department. The
results of the research are presented by papers for presentation in seminars or publication in
journals. In this case, the stakeholders are the committee of the seminars and journal examination
committee to which the papers are registered. The department also has encouraged staffs to write
up proposals to get funding from Ministry of Education and other funding awarding institutions.

10.5 Evaluation and Enhancement of Quality of Support Services and Facilities

BESP has the vision to be the center for excellent research and educational service in
bioprocess engineering fields and missions to conduct researches based education, which can give
contributions to the development of science and technology in bioprocess engineering fields, and
to promote applications of research and education to increase the level and quality of society and
human life. In order to achieve the above vision and missions, the objectives of management and
development of academic facilities and infrastructures are to improve the facilities and
infrastructures of education and to optimize the utilization of all available resources to produce
graduates in bioprocess engineering with high competence, excellent skills, comprehensive
knowledge and understanding, and right attitude and values, so that they can compete nationally
and internationally and develop innovative researchers. The result of services and facilities
satisfaction surveys can be seen in Appendix 10.7.

48
 10.6 The Evaluation and Enhancement of Systematic Stakeholder’s Feedback
Mechanisms

Stakeholders’ feedbacks are necessary for course appraisal and curriculum evaluation.
Stakeholders are those as academic staffs, employers of the graduates, alumni, students, associated
companies and associations and government institutions. Regarding the feedback from students,
feedback may be indirectly in the forms of student progress when the semester courses are still
underway and passing rates when the semester ends. At the end of the semester, the staffs who
have already concluded the teaching learning activities upload the marking results of
examinations, homework, quiz and presentation on a system called SIAKNG. Based on the
results, the faculty publishes the averaged pass rate of all subjects in each department under the
faculty management. The averaged pass rate indicates qualitatively the level of comprehension of
students of the subjects delivered. Directly feedback from students can be lodged with on EDOM
or Staff Appraisal by Students as described previously.
Regular meetings between the management of the department and the representatives of
alumni, once a semester, and regular meetings between the staff and alumni, once a year, has been
held to collect some feedback from the alumni about the graduate competences demanded by the
labor market. Feedback from alumni is also obtained from surveys carried out every semester
through tracer studies which trace the jobs of graduates (alumni profession, the job segmentation,
and their professional status) and inquire information on the closeness of the curriculum of the
Department and the knowledge demanded the jobs. The studies are done informally by phone.
Some suggestions raised are the content, and the depth of subjects taught, the relevant knowledge
required and other pertinent information of industries and profession. This study also gives
information about the waiting period for fresh graduates to get their first job. Acquired data from
the tracer study are not graduate opinions about the study program, but more about “the waiting
period” and “relevance” that can illustrate how the graduates meet the demand of workforce and
how relevance the curriculum to the needs of the workforce.
Discussions with individuals of proper company management and associations have been
held to give insight on the quality of graduates and required competences for graduates. The
department offers a special subject about operation aspects in relevant companies to students
every semester. The subject is instructed by individuals from some company management to give
an overview of operational practices in the companies. The discussions are usually held informally
between the people and the staff after the course session as a forum to get feedback from relevant
companies. The example of the questionnaire filled by the prospective users of BESP graduates
and the result of the survey can be seen in Appendix 10.8.

49
 11. Output

11.1 The Establishment, Monitoring, and Benchmarking for Improvement of the Pass
Rates and Dropout Rates

A student could graduate from BESP if he/she finished minimum total 144 credits within six
years period of study with minimum GPA 2.00.
4,50 3.76 3.84 3.90 3.87
4,00 3.58
3.35 3.38 3.44 3.24
3,50 3.06 3.05
2.91
3,00 Highest
GPA 2,50
2,00 Lowest
1,50 Mean
1,00
0,50
0,00
2008/2009 2009/2010 2010/2011 2011/2012
academic year

Figure 18 GPA average per cohort

A dropout is a student expelled from BESP without finishing their study in BESP. There are
two reasons that one student is declared as a dropout from Universitas Indonesia; poor academic
performances, and administrative violations. For the administrative violations, a student can only
be dropped out from BESP if he/she
 Does not register to BESP in two consecutive semesters.
 Does any activities subject to university regulations, e.g. academic disobedience, crimes,
etc.
The graduation and dropout rates in 2010-2016 are shown in Table 12 shows the graduation
rates in the last five years.
Table 11 Graduation rates

Year of 2010 2011 2012 2013 2014 2015 2016 Total Percentage Accumulative
Entrance graduate graduate graduate

2010 47 44 43 41 2 2 2 39 82.98 130

2011 49 49 48 44 0 0 48 97.96 178
2012 54 54 54 54 5 49 90.74 185
2013 59 55 54 54 0 0 185
2014 53 53 53 0 0 185
2015 53 53 0 0 185
Total 145 180 195 208 213 218 211 185 185

50
 Table 12 Dropout Rates

Size % dropout after Status

Batch
Cohort* 1 2 3 >3 Remaining Resign DO
years years years years student
2008 40 0 0 0 0 0 3 0
2009 58 0 0 0 0 2 4 0
2010 47 0 0 0 0 2 2 0
2011 49 0 0 0 0 0 1 0
2012 54 0 0 0 0 47 0 0
2013 59 0 0 0 0 54 4 0
2014 53 0 0 0 0 53 0 0
2015 53 0 0 0 0 53 0 0

11.2 The Establishment, Monitoring and Benchmarking for Improvement of The

Average Time to Graduate

The length of study in BESP is designed with the curriculum in 8 semesters or 4 academic
years for a normal student up to a satisfactory level. The length of study is then strongly
dependent on the student capabilities, activities, and achievements, but it should be no longer than
six years. Figure 19 presents the length of study in BESP from academic year 2008/2009 to
2012/2013, where a student can usually graduate in 4 year-time. Some students even graduate for
within 3.5 years, while the rest of students finish their studies more than four years.

100,0 87.9 83.0 89.8 77.8

percentage of student 80,0 70.0
60,0 3,5 year
40,0 25,0
4 year
20,0 13.8 4.3 8.2 13.0
4,5 year
0,0 5 year
6 year
 Entrance Academic Year

Figure 19 Graduate Length of Study

Short semester program has been performing in BESP since 2008 to shorten a length of study.
The short semester program is carried out during the two months semester break with some
subjects being offered. Benchmarking was conducted through academic staff visit to the foreign
universities such as Malaysia, Australia, and Japan.

51
 11.3 The Establishment, Monitoring, and Benchmarking for Improvement of
Employability of Graduates

One of the key performances of BESP graduates is waiting time to get a first job in the range of 2.6-4 months. As
this waiting time is short, the BESP graduates are, in general, easy to get the first job. Tracing the alumni also
confirmed and established that the distribution of places where the BESP alumni are working. Most of the graduates
(37.36%) work in consulting and engineering companies.
Food industry and

Processed food
3,30 19,78 21,98 Pharmaceutical,
cosmetics and
biotechnology
4,40 Oleo-chemical
7,69 Industry
1,10 Consulting and
Engineering
Company
3,30
Renewable energy
1,10 37,36 industry and
environmental

Figure 20 Distribution of companies where the BESP alumni are working

Also, the averages first salary and waiting time for fresh BESP graduates is presented in Fig.
21, while the questionnaire is attached in Appendix 11.1.
10 5,3 5,5 5,5 5,3

5
4 5
2,6 3,2 2,9 0,96
0
2008 2009 2010 2011 2012
average time (months) Average first salary (million Rp)

Figure 21 Graduate First Salary

The waiting period of graduates before getting the first job is measured from the time
interval between the graduation ceremonies until the graduates get the first job. BESP has
developed the tracing alumni process since the graduation of students in academic year
2012/2013. This is also needed to get inputs and feedbacks from the alumni to improve and to
develop the curriculum in BESP. The average of waiting time of 3 months is categorized as good
enough by considering the current global economic condition. Meanwhile, the average salary of
the graduate is more than or equal to 5 billion Rupiah. This value is still considered as good since
the range of value is also found in Chemical engineering graduates.
BESP has been actively conducting some efforts to inform new job vacancies for the
graduates (criteria 9) not only through CDC UI but also through alumni association, several
52
seminars and talk shows in Petrogas Days every year. From these occasions, we can share about
works and chances to get a good and suitable job for BESP graduates.
Feedbacks from BESP graduates are studied periodically and regularly. We trace the alumni
more intensively and get their feedbacks at the time close to curriculum revision. Usually, a trace
is done by an invitation to BESP alumni from several graduation levels by the alumni association,
and by a questioner via ordinary mail or via alumni mailing list. Also, in website BESP also
provides tracing by online, to make the alumni give any feedback efficiently to BESP and vice
versa.

11.4 The Establishment, Monitoring and Benchmarking for Improvement of The

Types And Quantity of Research Activities by Students

The length of time a student takes to finish his/her final project strongly determines his/her
duration of the study. One method to shorten the time to complete the final report is that the
research topics where the students are involved should be distributed earlier at the beginning of
the semester. The lecturers are also expected to inform the students about the detail topics,
counseling process, how to write up the works according to the BESP guidance book, and how the
evaluations. He/she should also set up a minimum meeting requirement for the guidance at least
for 12 times (Appendix 11.2) Thus, the students could involve in research works earlier and would
finish their final-year reports on time.
Figure 22 informs the percentage of students who have spent the six-month time to submit
their thesis. Many students finished it only within one semester. Some students can complete their
research thesis longer than one semester because of some limitations in equipment where they
should make a queue get data. Thus, BESP must add more facilities to improve their research
thesis. Also, lecturers whose responsibility as an academic supervisor and/or advisor of should
always be alerted on the GPA and the total credits the students have reached before encouraging
them to take a research work. This is to avoid any conflict of schedule between attending a class
and doing research work.
ofstudent (%) percentage 150 80 94 95 100 98
100
50 students finishing final
0 project in one semester
2008 2009 2010 2011 2012 (%)
entrance year

Figure 22 percentage of student finishing final project in one semester

The coordinator of a research thesis is the one in charge to arrange the schedule of research
thesis every semester. Some of the schedules include the time of meeting with students to
determine their research topics, his/her supervisors, as well as the time for their final examination.
The coordinator must monitor every single counseling process by checking the evaluation forms,
and must arrange scheduled meetings with the students for three times in one semester.
In general, research topics are offered to students by lecturers. Thus students will choose the
best topic which is suitable for their backgrounds and interests. Some research topics are strongly
influenced by the supporting funds. Most of these research topics are funded by a lecturer from
53
various resources, e.g. university, government, and industries. The increasing number and type of
laboratories and facilities accessible in library and literature also contribute to accelerating the
necessary time for the student to submit their thesis.

11.5 The Establishment, Monitoring, and Benchmarking for Improvement of The

Satisfaction Levels of Stakeholders

Knowing the level of satisfaction of stakeholders is essential for evaluating the quality of
service by BESP, infrastructure, availability and suitability of facilities, course appraisal and
curriculum evaluation. Stakeholder satisfaction level here is taken based on input from academic
staff, students, alumni, employers of the graduates, and society. Academic staff satisfaction level is
stated in EVISEM dan EVITAH which is arranged by study program and evaluated by UPMA in
faculty level and BPMA in the university level.
Performance assessment of the quality of BESP academic staff and academic process based
on the opinion of students is taken directly from the results of EDOM. EDOM contains some
questions related to the quality of the teaching and learning processes which has already delivered
by the staff for the whole semester as well as input on lecture performance during the process.
There are four components to be evaluated by students: (1) Teaching Subject Materials, (2)
Teaching Delivery Method, (3) Class Management, and (4) Teaching Evaluation System. The
score scale is 1 to 6, representing poor and excellent performance.
The effort to obtain student opinion and evaluation on the performance of academic staff
and academic process are also carried out with an informal meeting between the management of
the Chemical Engineering Student Union, in which student problems are raised to be solved.
As mentioned in Criteria 10, there are regular meetings between the management of BESP,
academic staff and the representatives of alumni, have been held to collect some feedbacks from
the alumni about the graduate competences demanded by the labor market. Feedbacks from
alumni are also obtained from surveys carried out every year through a survey called “Tracer
Study of Alumni.” Tracer Study aimed to gather further information regarding Alumni
characteristics, current activities, employment and work, competencies and their applications, and
relationships between higher education and work of BESP UI graduates. Data collection was done
through 2 stages as follows:
a. Random selection from the listing of all graduates
b. Multi-mode tracing approach (phone, e-mail, website, fax, direct meeting)
Tracer Study is conducted by distributing forms to the stakeholder which listed several
criteria required by the prospective user or graduate user. Beside that, tracer study is also
conducted by visiting and interviewing the prospective of the graduate user. This activity is
usually done by 2 or more academic staff or through industry visit for a certain course. This
activity can be used as a chance to promote bioprocess engineering study program. Stakeholder’s
feedback is explained in 10.6.

54
Part 3. Strength and Weaknesses Analysis

In Table 13 below, the Strength-Weakness-Opportunity-Threat (SWOT) analysis of BESP-UI

is presented to identify our current conditions regarding our strength, weakness, opportunity and
possible threat. The results of this SWOT analysis are used as the base to develop activity
programs which will be conducted in the future. In general, results of the SWOT analysis indicate
that our department performance is considered in a good condition. High achievement in the
research area performed by our staffs has been a long time nationally well recognized.
Outstanding manner on commitment, dedication, and discipline, of our academic staffs, together
with highly relevance between the program and the available job market for the graduates, can be
considered as our main strength. These strengths need to be maintained and even empowered to
generate even new strengths. However, in our analysis, we also find problems need to be solved
and some weaknesses need to be minimized within the frame work to anticipate new challenges in
academic development in the future.
Table 13 SWOT Analysis of BESP UI

Components Internal Factor External Factor

Strengh Weakness Opportunities Threats

Expected  Clear Goal,  High demand on  Rapid science &

Learning Objectives, BESP graduates technology
Outcomes Vision and in the industries development
 Mission  Relation with  Competition with
Competence in government and similar study
the field of private program from
Bioprocess institution local and other
 Engineering  Relation with countries
Well prepared International
strategic plan Institution
and integrated
with the strategic
plan of UI,
Faculty and Dept
Programme  Website and  Limited  International  Competition with
Specification program variation of  Acreditation similar study
guideline book  speciality Paralell class program from
 are available Difficult local and other
Awarded an A schedule countries
accreditation arrangement for
from the taking subjects
National Board other than the
of Accreditation specifically
in 2012 designed
 Good soft skill courses in their
development respective
 Good integration semester
between basic
courses and
BESP core

55
Components Internal Factor External Factor

Strengh Weakness Opportunities Threats

Programme courses
Specification  Elective courses
are offered for
flexibility
 Short Semester
 SIAKNG

Programme  The structure  Course  International  Global

Structure & and content of integration in  Acreditation  competition
Content the curriculum the university Suitable with Difficult to
reflects the level is still in demand industry obtain feedback
competence and the early stage from
characters of  Some contents questionaire
graduates , in several sent to
considering courses are stakeholders
input from overlapping
stakeholders and  Limited
 ABET variation of
Periodically speciality
evaluated to be
adjusted for
global needs.
 Academic Board
is established to
evaluate the
implementation
of curriculum

The Teaching  Various didactic  Evaluation by  Open sources  Need high cost to
and Learning concepts peer group is are available for maintain good
Approach involving not working course materials standard in
student centered well (beside and research applying teaching
learning, have EDOM)  Distance learning method
 been used learning
All of the
lecturers use IT
 Education
Process has been
running well.
 Class
attendances of
staffs are high
 E-learning
Student  Highly
Assessment competitive
admitted
candidates
 Variety methods
of

56
Components Internal Factor External Factor

Strengh Weakness Opportunities Threats

Student students’  Potency in  Local

Assessment assessments are numbers and competition
 used quality of
Assessment students
criteria are
clearly stated in
guidance book
and used
properly
 Accessible
online
admission
application
 Various student
intake schemes
within a
sufficient
admission
period allow
broad
participation
from candidates
across the
country
Academic  Staffs are in  Few  Potency of  Temptation to
Staff Quality  productive ages international research switch into
Clear career publications funding from more attractive
paths in Q1-Q2 government job outside the
 Outstanding  level and private  campus.
research Few research  institutions. High
performance products that Cooperation competencies
 Research fund have been with other are required
generated from commercia- institution
government and lized from other
private  countries.
institution is Multidicipline
considered high research are
(reach to Rp still opened
6billion per
year in 2015)
 Strong
commitment in
doing their job
and
 responsibilities
More than 50%
are Doctorate
degree
57
Components Internal Factor External Factor

Strength Weakness Opportunities Threats

and no staff
teams only
an
undergraduate
degree
 Good ratio of
permanent
 staffs/ students
Alocated fund
for english
improvement
for academic
staff
Staff graduated
from abroad can
share their
experiences to
junior staff
Support Staff  Experienced  Some  Satisfied lab  Rapid
Quality  staff technicians and development of
Improvement of and admin administration lab is not
academic ability staffs do not services followed by
is done through fit with the technician skill
several qualification improvement
approaches:  needed  Level of
formal Limited in requirement for
education,  number achieving
training, and Limited certain position
apprenticeship alocated fund is getting higher
dedicated for
development
Student  Very good  Limited  Potency of  Maintain the
Quality and quality of  promotion available competetive-
Support  student intake Most of the scholarship and ness at
Active in extra- students are  sponsor  higherlevel
curricular originated Potency of Competition
 activities from Jakarta student with other
High confidence and its candidates prominent
 High motivation  pheriperal come from  universities
 Each Student Internet outside of Rapid change in
has academic access may  Jakarta IT development
advisor need to Strategic
 Counseling improve to campus
Unit, comply with location
Scholarship, students’
English Course  body
and Career Some
Development lecturers do
58
Components Internal Factor External Factor

Strength Weakness Opportunities Threat

Student Centre are not return

Quality and  available assignment/
Support Students test results
facilities such as
health centre,
dormitory, sport
centre, internet
accesss, bus and
bicycle for
transportation
are available
 Student
evaluation is
performed
regularly at the
end of semester
by EDOM,
which the
results can be
accessed
through internet
by every staff.
 Evaluation
system is
always
informed at the
beginning of
class session
Monitoring
consultation
journal for
special courses
Facilities and  Facilities to  Laboratory  Available  High education
Infrastructure support teaching equipments field for  cost
learning are becoming building Limited funding
 adequate  out of date  expansion from the
Integrated Limited Potency of government
physical maintenance fund rising
facilities budget/ from
 Books, journal,  Limited industries
online journal space for
can be accessed laboratory
through development
computerized  The
 system libraries Departement
Internet Website’s
facilities and hot promotion
spot contents is
59
Components Internal Factor External Factor

Strength Weakness Opportunities Threat

Facilities and  Integrated not satisfactory

Infrastructure information
system for
academic and
administration
purpose, such
as: SIAKNG,
SIPEG, SIRIP,
SILAB are
available
Speed
connection is up
to 100 Mbps
Quality  A set of  Benchmarking  Requirement of
Enhancement performance with other the standard
indicators for prominent quality is
academic universities in becoming more
quality has been Indonesia and tight
established other countries
 Adequate time
series data
regularly
updated to be
used as a tool to
measure
performance
achievement
 QA unit is
available to
conducted a
comprehen-sive
 evaluation
Academic
Board is
available to
evaluate the
implementa-tion
 of curriculum
Grade A from
National
Accreditation
Board
Output  Tracer Study of
alumni is carried
out regularly
every 6 months
 Web-based
students
60
Components Internal Factor External Factor

Strength Weakness Opportunities Threat

Output evaluation  Tracer Study  High demand  Difficult to

(EDOM) is of alumni and on BESP obtain feedback
regularly EDOM do not graduates in from industries
conducted every cover the bioprocess  Local/Regional/
 semester student’s industries International
Stakeholders opinion about Competition
satisfaction, the program
especially  Comprehen-
graduates sive tracer
competency is study is still
 very good in a plan stage
Strong
competence in
bioprocess
engineering and
 softskills
Waiting period
before getting a
job for BESP
graduates is
considered short
(average of 3
 months)
Average first
salary for fresh
graduates up to
Rp 5 million

Based on SWOT analysis on the BESP Study Program, several strategies have been chosen to
develop improvement plan on the educational program as shown in Table 14.

61
 Table 14 Development Strategy Based on Swot Analysis

(STRENGTH) (WEAKNESS)
 Clear Vision and Mission  Research Facilities

Internal Factor  Human resources  Student variety

 Research Performance  Limited promotion
 Attendance level  Maintenance budget
 Competency Based  Limited online journal
Curriculum references
 Student quality  International Publication
 Graduate quality  Commercialized and patented
 Research funding generated research products
 Class & laboratory space
 Comprehensive tracer study
External Factor

(Opportunities) Strategies (S-O) Strategies (W-O)

 Enhance research group  Create alliance with abroad

 Strategic campus location roles especially in the  institution and universities
teaching-learning and Develop cooperation with
 Relation with other research capabilities industries and government
 institutions Scholarship  Improve the quality of  institutions
Student candidate from  teaching-learning processes Increase Department
 outside Jakarta Enhance IT management  reputation
Excellent quality of  and teaching equipment Strengthen interaction with
 education Enhance Department the alumni
Research funding resources reputation  Room space renovation and
 Multidiscipline Research build a new building
 Integration in UI level
Threats Strategies (S-T) Strategies (W-T)

 Increase the quality of new  Improve the quality of

 Global competition student supporting staffs especially
 Improve Standard Operating for laborant/technician
 Science & technology Procedure (SOP) in Health
 development Safety and Environment
Education cost (HSE) implementation
 Open sources
 Limited budget from
government
 Human resources in research

62
Checklist for AUN-QA Assessment at Programme Level

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 √
2 Programme Specification
2.1 The information in the programme specification is √
comprehensive and up-to-date [1, 2]
2.2 The information in the course specification is √
comprehensive and up-to-date [1, 2]
2.3 The programme and course specifications are
communicated and made available to the √
stakeholders [1, 2]
Overall opinion √
3 Programme Structure and Content
3.1 The curriculum is designed based on constructive √
alignment with the expected learning outcomes [1]
3.2 The contribution made by each course to achieve √
the expected learning outcomes is clear [2]
3.3 The curriculum is logically structured, sequenced, √
integrated and up-to-date [3, 4, 5, 6]
Overall opinion √
4 Teaching and Learning Approach
4.1 The educational philosophy is well articulated and √
communicated to all stakeholders [1]
4.2 Teaching and learning activities are constructively
aligned to the achievement of the expected √
learning outcomes [2, 3, 4, 5]
4.3 Teaching and learning activities enhance life-long √
learning [6]
Overall opinion √

63
5 Student Assessment 1 2 3 4 5 6 7
5.1 The student assessment is constructively aligned
to the achievement of the expected learning √
outcomes [1, 2]
5.2 The student assessments including timelines,
methods, regulations, weight distribution, rubrics and √
grading are explicit and communicated to students [4,
5]
5.3 Methods including assessment rubrics and marking
schemes are used to ensure validity, reliability and √
fairness of student assessment [6,
7]
5.4 Feedback of student assessment is timely and √
helps to improve learning [3]
5.5 Students have ready access to appeal procedure √
[8]
Overall opinion √
6 Academic Staff Quality
6.1 Academic staff planning (considering succession,
promotion, re-deployment, termination, and √
retirement) is carried out to fulfil the needs for
education, research and service [1]
6.2 Staff-to-student ratio and workload are measured
and monitored to improve the quality of education, √
research and service [2]
6.3 Recruitment and selection criteria including ethics and
academic freedom for appointment, deployment and √
promotion are determined and communicated [4, 5, 6,
7]
6.4 Competences of academic staff are identified and √
evaluated [3]
6.5 Training and developmental needs of academic
staff are identified and activities are implemented to √
fulfil them [8]
6.6 Performance management including rewards and
recognition is implemented to motivate and √
support education, research and service [9]
6.7 The types and quantity of research activities by
academic staff are established, monitored and √
benchmarked for improvement [10]
Overall opinion √

64
7 Support Staff Quality 1 2 3 4 5 6 7
7.1 Support staff planning (at the library, laboratory,
IT facility and student services) is carried out to √
fulfil the needs for education, research and service
[1]
7.2 Recruitment and selection criteria for
appointment, deployment and promotion are √
determined and communicated [2]
7.3 Competences of support staff are identified and √
evaluated [3]
7.4 Training and developmental needs of support
staff are identified and activities are implemented to √
fulfil them [4]
7.5 Performance management including rewards and
recognition is implemented to motivate and √
support education, research and service [5]
Overall opinion √
8 Student Quality and Support
8.1 The student intake policy and admission criteria
are defined, communicated, published, and up-to- date √
[1]
8.2 The methods and criteria for the selection of √
students are determined and evaluated [2]
8.3 There is an adequate monitoring system for student
progress, academic performance, and workload [3] √

8.4 Academic advice, co-curricular activities, student

competition, and other student support services are √
available to improve learning and employability [4]

8.5 The physical, social and psychological

environment is conducive for education and √
research as well as personal well-being [5]
Overall opinion √

65
9 Facilities and Infrastructure 1 2 3 4 5 6 7
9.1 The teaching and learning facilities and
equipment (lecture halls, classrooms, project rooms, √
etc.) are adequate and updated to support education
and research [1]
9.2 The library and its resources are adequate and √
updated to support education and research [3, 4]
9.3 The laboratories and equipment are adequate and
updated to support education and research [1, 2] √

9.4 The IT facilities including e-learning infrastructure

are adequate and updated to support education and √
research [1, 5, 6]
9.5 The standards for environment, health and safety;
and access for people with special needs are √
defined and implemented [7]
Overall opinion √
10 Quality Enhancement
10.1 Stakeholders’ needs and feedback serve as input √
to curriculum design and development [1]
10.2 The curriculum design and development process
is established and subjected to evaluation and √
enhancement [2]
10.3 The teaching and learning processes and student
assessment are continuously reviewed and evaluated to √
ensure their relevance and
alignment [3]
10.4 Research output is used to enhance teaching and √
learning [4]
10.5 Quality of support services and facilities (at the
library, laboratory, IT facility and student services) √
is subjected to evaluation and enhancement [5]
10.6 The stakeholder’s feedback mechanisms are
systematic and subjected to evaluation and √
enhancement [6]
Overall opinion √

66
11 Output 1 2 3 4 5 6 7
11.1 The pass rates and dropout rates are established, √
monitored and benchmarked for improvement [1]
11.2 The average time to graduate is established, √
monitored and benchmarked for improvement [1]
11.3 Employability of graduates is established, monitored √
and benchmarked for improvement [1]
11.4 The types and quantity of research activities by
students are established, monitored and √
benchmarked for improvement [2]
11.5 The satisfaction levels of stakeholders are
established, monitored and benchmarked for √
improvement [3]
Overall opinion √
Overall verdict √

67