SAR-AUN QA

Economics Undergraduate Program, Faculty of Economics, University of Indonesia

Depok Campus, University of Indonesia West Java, 16424

Contents
Contents............................................................................................................................................ 2 List of Tables ..................................................................................................................................... 6 List of Figures .................................................................................................................................... 8 List of Boxes ...................................................................................................................................... 9 Glossary .......................................................................................................................................... 10 Foreword ........................................................................................................................................ 15 Chapter 1 EUP Program Profile ........................................................................................................ 16 1.1 History of EUP............................................................................................................................ 16 1.2 Organization Structure............................................................................................................... 16 1.3 Milestone of EUP ....................................................................................................................... 19 Chapter 2 The EUPs Programs ........................................................................................................ 21 2.1 Expected Learning Outcome ...................................................................................................... 21 2.1.1 Formulation Process and Review......................................................................................... 21 2.1.2 The EUP's Expected Learning Outcomes .............................................................................. 23 2.2 Program Specification ................................................................................................................ 25 2.3 Program Structure and Content ................................................................................................. 27 2.4 Teaching and Learning Strategy ................................................................................................. 45 2.4.1 The Student Centered Learning (SCL) Method ..................................................................... 45 2.4.2 Learning Activities ............................................................................................................... 48 2.4.3 Research Activity................................................................................................................. 48 [Link] Research activities by academic staffs and students ..................................................... 48 [Link] Publication ................................................................................................................... 50 2.4.4 Course Related to Research ................................................................................................ 51 2.4.5 Practical Training or Internship Program ............................................................................. 52 2.4.6 General Lecture .................................................................................................................. 53 2.4.7 Teaching and Learning Environment ................................................................................... 54 2.5 Student Assessment .................................................................................................................. 57 2.5.1 Student Entrance ................................................................................................................ 57 2

2.5.2 Student Academic Progress ................................................................................................. 59 2.5.3 Graduating Students ........................................................................................................... 61 Chapter 3 Academic Staffs and Support System ............................................................................... 65 3.1 Academic Staff Quality............................................................................................................... 65 3.1.1 Recruitment and Promotion Criteria ................................................................................... 65 3.1.2 Roles of the Academic Staff ................................................................................................. 70 3.1.3 Appraisal System................................................................................................................. 73 3.1.4 Trainings and Academic Guideline....................................................................................... 73 3.1.5 Evaluation of Teaching Process ........................................................................................... 74 3.2 Support Staff Quality ................................................................................................................. 74 3.2.1 Support Staff....................................................................................................................... 75 3.2.2 Trainings of Support Staffs .................................................................................................. 77 3.2.3 Peer Review and Appraisal System ...................................................................................... 77 3.2.4 Career Plan ......................................................................................................................... 78 3.2.5 Award and Recognition System ........................................................................................... 78 3.2.6 Termination, Re-employment and Retirement Scheme ....................................................... 79 3.3 Staff Development Activities ...................................................................................................... 79 3.3.1 Development Activities: Academic Staff .............................................................................. 79 [Link] Program Pengembangan SDM (PPSDM) ....................................................................... 80 [Link] Pursuing Higher Degrees of Education .......................................................................... 82 [Link] Professor Mentoring .................................................................................................... 83 [Link] Academic Staff Certification (Serdos)............................................................................ 84 3.3.2 Training Activities: Academic Staff ...................................................................................... 85 [Link] Teaching Related Training ............................................................................................ 86 3.3.3 Training and Development Activities: Support Staff ............................................................. 88 [Link] Support Staff Development .......................................................................................... 88 [Link] Support Staff Training .................................................................................................. 88 [Link] Support Staff Development and Training in the Future ................................................. 90 3.3.4 Budget Allocation for Training ............................................................................................. 90 3

Chapter 4 Students .......................................................................................................................... 92 4.1 Student Quality.......................................................................................................................... 92 4.1.1 Student Intake Policy .......................................................................................................... 92 4.1.2 Study Load and Performance .............................................................................................. 96 4.2 Student Advice and Support .................................................................................................... 101 4.2.1 Students Academic Progress ............................................................................................ 101 4.2.2 Student Coaching and Academic Counseling ..................................................................... 102 4.2.3 Tutorials and Guidance on Final Paper .............................................................................. 104 4.2.4 Information on Career Prospect and Internship................................................................. 107 4.2.5 Information on Prospective Student.................................................................................. 107 4.2.6 Student Support Facilities ................................................................................................. 108 Chapter 5 Infrastructure and Facilities ........................................................................................... 115 5.1 Classrooms .............................................................................................................................. 115 5.2 Libraries................................................................................................................................... 119 5.2.1 University Main Library ..................................................................................................... 119 5.2.2 FEUI Resource and Learning Center................................................................................... 120 5.2.3 Department Resource and Learning Center....................................................................... 121 5.2.4 Research Center Resources and Database ......................................................................... 122 5.3 Information System and Media ................................................................................................ 122 5.3.1 Information Media and Hot Spot ....................................................................................... 123 5.4 Health and Safety Standard ..................................................................................................... 124 Chapter 6 Output .......................................................................................................................... 125 6.1 Graduate Profile...................................................................................................................... 125 6.1.1 The Pass Rate.................................................................................................................... 125 6.2 Length of Study and Dropout rates ......................................................................................... 126 6.2.1 The Length of Study .......................................................................................................... 126 6.2.2 Drop-Out Rate .................................................................................................................. 129 6.3 Employability .......................................................................................................................... 130 6.4 Career Development Centre (CDC) ................................................................................... 133132 4

6.5 Alumni Association ............................................................................................................ 134133 Chapter 7 Quality Assurance.................................................................................................... 135134 7.1 Quality Assurance of Teaching and Learning Process.......................................................... 135134 7.1.1 Curriculum Design....................................................................................................... 135134 7.2 Users Involvement ............................................................................................................ 138137 7.3 Students Involvement ....................................................................................................... 138137 7.4 The Curriculum and Implementation, Evaluation and Monitoring and Development: The Role of UPMA and BPMA and DPA ...................................................................................................... 139138 Chapter 8 Stakeholders ........................................................................................................... 142141 8.1 Inputs from Students ......................................................................................................... 142141 8.2 Inputs from Alumni ............................................................................................................ 144143 8.3 Inputs from Academic Staff ................................................................................................ 147146 8.4 Inputs from Labor Market .................................................................................................. 147146 8.5 Inputs from Society............................................................................................................ 148147 Chapter 9 Conclusion............................................................................................................... 149148 Reference ................................................................................................................................ 159158 Appendix ................................................................................................................................. 161160 A.1.1 QUE Project .................................................................................................................... 161160 A.2.1 Remuneration Scheme ................................................................................................... 163162 A.3.1 List of EUP Students in Student Body Organization Structures......................................... 165164

List of Tables
Table 2. 1 User Survey Questionnaire Result .................................................................................... 23 Table 2. 2 The EUP's Expected Learning Outcomes .......................................................................... 24 Table 2. 3 Course Name and Classification ....................................................................................... 31 Table 2. 4 Expected Learning Outcomes and Course Matrix ............................................................. 33 Table 2. 5 Courses and Associated Competencies ............................................................................ 37 Table 2. 6 Course Distributions and Credit in Each Semester ............................................................ 41 Table 2. 7 Number Courses Using Student Centered Learning Method out of total Courses ............. 47 Table 2. 8 List of Parallel Courses in EUP .......................................................................................... 48 Table 2. 9 Funded Research Projects: 2006-2010 From Various Source of Funding........................... 50 Table 2. 10 Number of Research Conducted by Students EUP (Final Project Thesis), 2006-2010 ...... 50 Table 2. 11 Conferences and Publications: 2006-2010 ..................................................................... 51 Table 2. 12 List Courses Relates to Research Skill Development ....................................................... 52 Table 2. 13 Practical Training or Internship Program ........................................................................ 53 Table 2. 14 Number of Students Participate in Final Project ............................................................. 54 Table 2. 15 Online Data Base Related to Economics ......................................................................... 55 Table 2. 16 Computer Facilities available in EUP .............................................................................. 56 Table 2. 17 GPA Range from Students Entering Through Various Scheme 2010................................ 58 Table 2. 18 Competencies Achieved, Teaching Method and Evaluation Criteria ............................... 59 Table 2. 19 Evaluation Components for the Specified Course ........................................................... 60 Table 2. 20 Graduate Characteristic for Year 2006-2010 .................................................................. 62 Table 2. 21 Final Project Evaluation ................................................................................................. 63 Table 3. 1 Staff Academic Career Path ............................................................................................. 68 Table 3. 2 Number of Academic Staff Based on Core Classification * ............................................... 71 Table 3. 3 Number of staff (Even Semester , academic year 2010/2011) .......................................... 72 Table 3. 4 Staff per student Ratio..................................................................................................... 72 Table 3.5 PPSDM Activities ............................................................................................................. 73 Table 3.6 Number of Support Staffs: 2011 ....................................................................................... 76 Table 3. 7 Evaluation ....................................................................................................................... 77 Table 3. 8 Review result for assistant lecture , odd semester, academic year 2010/2011 ................. 78 Table 3. 9 Review result for assistant lecture , odd semester, academic year 2010/2011 ................. 78 Table 3.10 Dean Decrees related to PPSDM .................................................................................... 80 Table 3.11 PPSDM Activities ........................................................................................................... 80 Table 3. 12 Number of Academic Staff Pursuing Higher Education in Master and Doctoral Level ..... 82 Table 3.13 Dean Decree regarding Scholarship Provision ................................................................. 83 Table 3.14 Number of DIE Professors .............................................................................................. 83 Table 3.15 Professor Mentoring Dean Decrees ............................................................................... 84 Table 3.16 The Number of Certified Academic Staff according to Education Attainment ................. 85 Table 3.17 The Number of Certified Academic Staff according to Employee Status .......................... 85 Table 3.18 Budget Allocation for Training 2006-2011 ...................................................................... 90 Table 4. 1 Admission Test Score EUP................................................................................................ 93 Table 4.2 English Proficiency Test, 2011 ........................................................................................... 93 6

Table 4.4 Share of Students by Types of Entrance ............................................................................ 94 Table 4.5 New Students Enrollment and Attrition of First Year and Second Year .............................. 95 Table 4.6 EUP Curricula ................................................................................................................... 97 Table 4.7 The University Policy on Course Grade and Scores Range ................................................. 99 Table 4.8 Average Course Passing Rate (Percentage) ..................................................................... 100 Table 4.9 Number of Students Graduates in Planned Time (<=4 years) .......................................... 100 Table 4. 11 Satisfaction Survey Result on Counseling: 2009 ........................................................... 103 Table 4.13 List of ECON Courses with Tutorials .............................................................................. 105 Table 4. 15 Satisfaction Survey Result on ESAC: 2009 ..................................................................... 108 Table 4.16 Number of EUP Students who get Scholarship .............................................................. 109 Table 4. 17 Indoor and Outdoor Sport Center Regular Schedule used by FEUI Undergraduate Students ........................................................................................................................................ 111 Table 5. 1 Number of Teaching Classrooms.................................................................................... 117 Table 5. 2 Satisfaction Survey Result on RLC Faculty: 2009 ............................................................. 120 Table 5. 3 Types of On-Line Information System ............................................................................ 122 Table 6. 1 Graduates Characteristics for Year 2006-2011 ............................................................... 128 Table 6. 2 Dropout Percentage ...................................................................................................... 130 Table 7. 1 Summary of Satisfactory Survey on EUP Graduates Competences........................... 138137 Table 7. 2 Students Feedback ................................................................................................. 139138 Table 8. 1 Students Perception of Skill attained from Students Learning Experiences ............... 144143 Table 8. 2 Rank of Competencies: Alumni Perspectives ............................................................ 145144 Table 8. 3 User and Alumni Perspectives on Competency ........................................................ 147146 Table 9. 1 Strength, Weakness, Opportunity, and Threat Analysis ............................................ 151150 Table A. 3 Academic Staff Achievement in Indonesia and Abroad ............................................ 169168 Table A. 4 Teaching Grants Academic Year 2007 and 2008....................................................... 170169 Table A. 5 List Of Certified Academic Staff ............................................................................... 171170 Table A. 6 Academic Staff Participated in Trainings Funded by FEUI 2006 ................................ 172171 Table A. 7 Academic Staff Participated in Trainings Funded by FEUI 2007 ................................ 173172 Table A. 8 Academic Staff Participated in Trainings Funded by FEUI 2008 ................................ 174173 Table A. 9 Academic Staff Participated in Trainings Funded by FEUI 2009 ................................ 175174 Table A. 10 Academic Staff Participated in Trainings Funded by FEUI 2010 .............................. 176175 Table A. 11 Academic Staff Participated in Trainings Funded by FEUI 2011 .............................. 177176 Table A. 12 Training on Academic Areas .................................................................................. 178177 Table A. 13 Workshop on Campus Orientation ........................................................................ 178177 Table A. 14 Training on Finance ............................................................................................... 178177 Table A. 15 Training on Staffing ............................................................................................... 179178 Table A. 16 Training on Procurement Certification ................................................................... 179178 Table A. 17 Workshop on Academic Journal Management ....................................................... 179178 Table A. 18 Training on Computer Software Application .......................................................... 180179 Table A. 19 Training on Safety ................................................................................................. 180179

List of Figures
Figure 1. 1 Economics Undergraduate Program and University Structure: Coverage of Functions .... 17 Figure 1. 2 University Structure ....................................................................................................... 18 Figure 2. 1 Mapping of Expected Learning outcome......................................................................... 29 Figure 2. 2 The Curriculum Structure of EUP .................................................................................... 30 Figure 2. 3 Courses Distribution in Each Semester............................................................................ 44 Figure 2. 4 Number of Dropped Out Students .................................................................................. 61 Figure 3.1 The Changes of Employee Status .................................................................................... 66 Figure 3.2 Number of Recruited Academic Staff 2005-2010 ............................................................ 66 Figure 3.3 Educational Attainment of Academic Staff Teaching ECON Courses* .............................. 67 Figure 3.4 Number of EUP Academic Staffs Based on Area of Expertise : Odd Semester 2011 ......... 68 Figure 3.5 Age Structures of Academic Staff.................................................................................... 69 Figure 3.6 Academic Staff Qualification........................................................................................... 70 Figure 4.1 The Number of Students Enrollment ............................................................................... 92 Figure 4. 2 Number of EUP Students in Depok Campus Dormitory based on Entering Year ............ 111 Figure 4. 3 Percentage of EUP Students who Join Student Union in University ............................... 113 Figure 5. 1 FEUI Campus Map .................................................................................................. 116115 Figure 6. 1 GPA Average of the EUP Graduates ........................................................................... 125 Figure 6. 3 Graduate Length of Study in EUP for Academic Year 2006-2011 .............................. 126 Figure 6. 2 Pass Rate for All of the Subjects in EUP within the Last Three Years .......................... 126 Figure 6. 4 Percentage of Students Graduated within Four Years from Total Graduates ............. 128 Figure 6. 5 Graduate Waiting Time to Get First Job (in Months after Commencement)......... 131130 Figure 6. 6 Average Graduates First Salaries (in million IDR) .................................................. 133132 Figure 7. 1 Curriculum Design Process ..................................................................................... 137136 Figure 7. 2 The Curriculum Quality Assurance Cycle ................................................................. 141140 Figure 8. 1 Average EDOM Scores of based on Assessment Criteria ......................................... 143142 Figure 8. 2 Percentage of EDOM Scores of all ECON Subjects ................................................... 143142 Figure 8. 3 Percentage of Alumni who Consider Program Curriculum, Teaching Process, Administrative Services, and Program Facilities Satisfactory .................................................... 145144

List of Boxes
Box 1. 1 University Vision, Mission, and Goals ................................................................................. 18 Box 1. 2 Milestone of EUP................................................................................................................ 19 Box 4. 1 List of Student Activities ................................................................................................... 113 Box 5. 1 Department RLC and Lecturer Lounge .............................................................................. 121

Glossary
AA AIESEC Ancangan Aplikasi Application Plan Association Internationale des tudiants en Sciences conomiques et Commerciales Association of South East Asia Nation Lecturer Badan Akreditasi Nasional Badan Perencanaan Pembangunan Nasional Badan Pengawas Pasar Modal & Lembaga Keuangan Badan Eksekutif Mahasiswa Badan Hukum Milik Negara Bank Indonesia Biro Pendidikan Badan Kebijakan Fiskal Badan Konseling Mahasiswa Badan Otonom Economica Buku Pedoman Kerja Mahasiswa Badan Permusyawaratan Mahasiswa Badan Penjaminan Mutu Akademik Beasiswa Pendidikan Pascasarjana Buku Rancangan Pengajaran Pusat Pengembangan Karir National Accreditation Body Central Planning Agency

ASEAN Asisten Ahli BAN Bappenas

Bappepam LK

The Capital Market and Financial Institution Supervisory Board Student Executive Body State Legal Entity Indonesian Central Bank Academic Bureau Fiscal Policy Board Student Counseling Board Economica Autonomous Body Student Working Guide Book Student Representative Body

BEM BHMN BI Birpend BKF BKM BOE BPKM BPM

BPMA BPPS BRP CDC DAAD

Academic Quality Assurance Body Postgraduate Scholarship Teaching Plan Book Career Development Center Deutscher Akademischer Austausch Dienst

DGB DIE Dikti (DG-HE)

Dewan Guru Besar Departemen Ilmu Ekonomi Direktorat Jenderal Pendidikan Tinggi

Council of Professors Economics Department Directorate General of Higher Education Core Staff Research-Core Staff

Dosen Inti Dosen Inti Penelitian Dosen Inti Pengajaran Dosen Inti Struktural Dosen Skema Lain DPA Direktorat Pengembangan Akademik Evaluasi Dosen oleh Mahasiswa Keluaran Pembelajaran yang Diharapkan Evaluasi Program Studi Berbasis Evaluasi Diri Tes Kemahiran Berbahasa Inggris Lembaga Penelitian Ekonomi ASEAN dan Asia Timur Pusat Pembelajaran Mandiri Bahasa Inggris Program Sarjana Ekonomi Fakultas Ekonomi Garis-garis Besar Program Pengajaran Indeks Prestasi Kumulatif

Teaching-Core Staff

Structural-Core Staff

Miscellaneous Staff

Directorate of Academic Development

EDOM ELO

Evaluation of Lecturers by Students Expected Learning Outcome

EPSBED

Self-Assessment of Study Program

EPT ERIA

English Proficiency Test Economics Research Institute for ASEAN and East Asia English Self Access Center

ESAC

EUP FEUI GBPP

Economics Undergraduate Program Faculty of Economics Main Guideline for Teaching Program

GPA (IPK) Guru Besar

Grade Point Average Full (Tenured) Professor 11

ICT

Teknologi Informasi dan Komunikasi Survei Keluarga Indonesia Ikatan Alumni

Information and Communication Technology Indonesian Family Life Survey Alumni Association Japan-Indonesia Scholarship

IFLS ILUNI JIPS KANOPI

Kajian Ilmu Ekonomi dan Pembangunan Indonesia Kurikulum Berbasis Kompetensi Kementerian Pendidikan Nasional

Study on Indonesian Economy and Development Competency-Based Curriculum Ministry of National Education

KBK Kemendiknas (MONE) KKI KopMA KRS KSDI KUM KUM LD Lector Lektor Kepala LPEM

Kelas Khusus Internasional Koperasi Mahasiswa Kartu Rencana Studi Kerjasama Daerah dan Industri Kredit Kumulatif angka kredit kumulatif Lembaga Demografi

International Special Class Student Business Cooperative Periodic Study Plan Cooperation of Region and Industry Cumulative Credit accumulative credit number Demographic Institute Assistant Professor Associate Professor

Lembaga Penyelidikan Ekonomi dan Masyarakat Majalah Dinding Mahasiswa dan Alumni Perjanjian Kerjasama Magister Perencanaan dan Kebijakan Publik Majelis Wali Amanat

Institute for Social and Economic Research Bulletin Board Alumni and Student Memorandum of Understanding Master of Planning and Public Policy

Mading Mahalum MoU MPKP

MWA NCEE

Board of Trustees National Center on Education and The Economy 12

PA PBKM

Pembimbing Akademik Pusat Bimbingan Karir dan Magang Pembelajaran Berbasis Masalah Peningkatan Ketrampilan Dasar Teknik Instruksional Program Hibah Kompetensi B Pusat Kesehatan Mahasiswa Pusat Layanan Komputer dan Jaringan Pegawai Negeri Sipil Peraturan Pemerintah Program Pascasarjana Ilmu Ekonomi Program Pengembangan SDM Pengenalan Sistem Akademik Universitas Indonesia Perguruan Tinggi Perguruan Tinggi Negeri Pusat Data dan Informasi Pusat Kegiatan Mahasiswa Rapat Kerja

Academic Advisor Center of Career Development and Internship Problem Based Learning Instructional Technic of Basic Skill Improvement B Competency Grant Program Student Health Center Computer and Network Service Center

PBL Pekerti

PHK B PKM PLKJ

PNS PP PPIE

Civil Servant Government Regulation Economics Postgraduate Program

PPSDM PSAU

HR Development Program Introduction University of Indonesia Academic System University State University Data dan Information Centre Student Activity Center Work Meeting Resource Learning Center

PT PTN Pusdatin PUSGIWA Raker RLC SAP SceLe

Satuan Acara Perkuliahan Situs Pembelajaran E-Learning

Teaching Program Unit Student Centered E-Learning Environment Student Centered Learning Human Resource Fall Semester 13

SCL SDM Semester Gasal

Pembelajaran Berbasis Siswa Sumber Daya Manusia

Semester Ganjil Serdos SIAK-NG SIMAF Sertifikasi Dosen Sistem Akademik Generasi Baru Sistem Informasi Manajemen Aset dan Fasilitas Seleksi Masuk UI Sistem Informasi Pegawai Surat Keputusan Saringan Nasional Masuk Perguruan Tinggi Negeri National Seri Presentasi Mingguan Sumbangan Pengembangan Pendidikan

Spring Semester Lecturer Certification New Generation Academic System Facilities and Assets Management Information System UI Enrolment Selection Employment Information System Letter of Decree State University Enrolment Selection Process

SIMAK UI SIPEG SK SNMPTN

SPM SPP

Weekly Presentation Series Tuition Fee

Tridharma Perguruan Tinggi Tugas Akhir UI UMB UPMA UU Universitas Indonesia Ujian Masuk Bersama Unit Penjamin Mutu Akademik Undang-Undang

Higher Education Basic Responsibilites

Final Project University of Indonesia Joint Selection Process Academic Quality Assurance Unit Law

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Foreword
Economics Undergraduate Program (EUP), Department of Economics, is proud to represent the Faculty of Economics, University of Indonesia, in AUN QA. The University of Indonesias vision of becoming World-Class University (WCU) is aligned with the AUNs objective of strengthening existing network of cooperation among universities in ASEAN. EUP, as a leading undergraduate program in the field of economics in Indonesia, seek to benefit from this benchmarking with top universities in ASEAN, particularly in the field of economics program. The development of the report is carried out by members of SAR-AUN Team in EUP: Suahasil Nazara and Beta Yulianita G. (Coordinators), Riatu M. Qibthiyyah (Team Leader), Ledi Trialdi, Rusan Nasrudin, Sita Wardhani, Maria Agriva, Femmy Roeslan, Ruth Nikijuluw, Astrid Dita, Dea Nurriry, Elsa Ryan, and Wisnu Harto. Furthermore, the development of this document is supervised by Dewi Ratna Sjari as SAR-AUN QA Team Leader in Faculty of Economics, University of Indonesia. Following the guideline for AUN-QA, this report document comprehensively elaborates all the required criteria. For the sake of adjacency, the flow of this report is purposely set different from the order of criteria. Part I, the introduction part, comprises of the Introduction section, Chapter 1 and Chapter 2. Chapter 1 will discuss on the EUP Profile, explain on its background, such as history and organization structure. Chapter 2 on EUP's Programs elaborates the commencement of the study program, such as its structure and content, and the expected learning outcomes. Part IIconsisting of Chapter 3, 4, and 5will discuss on the resources, both physical and nonphysical. Chapter 3 discusses on the Academic Staffs and The Support System, particularly on the issue of academic and support staffs quality and the development activities. Chapter 4 focuses on Students, discussing on students quality, and their advice and support. The physical facilities and infrastructures are documented in Chapter 5 on Infrastructure and Facilities. Part III, which is a bundle of Chapter 6, 7, 8, and 9, focuses on the quality and stakeholders, and the conclusion of the report. Chapter 6 particularly discusses on the Output measurement, such as the profile of the graduate of EUP, and the dropout rates. Accordingly, Chapter 7 will emphasize on Quality Assurance of the program, while Chapter 8 will reviews the Stakeholders of EUP, and their satisfaction and feedback. Chapter 9 will wrap the document by providing the Evaluation and Conclusion.

Economics Undergraduate Program Depok, January 2012

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Chapter 1 EUP Program Profile

1.1 History of EUP
Economics Undergraduate Program (EUP) is one of the programs that have longstanding history and one of first programs offered by School of Economics University of Indonesia (FEUI). School of Economics University of Indonesia (FEUI) that was established on 18 September 1950, by prominent Indonesian economist, Prof. Dr. Soemitro Djojohadikusumo (late) along with seven other professors introduced undergraduate programs of General Economics and Economics and Sociology undergraduate program in 1952. In 1978, those undergraduate programs are merged and named as undergraduate program in Development Studies, following the change of Department name as Department of Economics and Development Studies. The school learning activities, and in this case referred to its undergraduate program, is located in Salemba, City of Jakarta. In 1993, during 43th anniversary of University of Indonesia (UI), FEUI undergraduate programs moved to a UI campus in Depok. In 2002, in line with consensus of ISEI (Indonesian Economists Association) and the curriculum and courses structure that is offered, Undergraduate Program in Development Studies is changed and now called as Economics undergraduate program. During the last 60 years, there have been various progressed on the curriculum of the program, which is associated with evolving changes in vision and mission as well as overall roadmap of structure within Department (Economics Department), School (FEUI), and the university (UI).

1.2 Organization Structure

EUP is one of the study programs offered by Department of Economics. There are also Graduate Program in Economics (PPIE) and Applied Graduate Program in Economics Policy Studies (MPKP) under Economics Department. Program Coordinator manages each of the programs. Economics Undergraduate Head of Study Program would be responsible managing overall Economics undergraduate courses that are offered as well as overseeing students learning and their progress. In this case, Department of Economics would oversee and coordinate curriculum on all studies programs as well as on specific program for the faculty quality improvement. General policies on curriculum and students admissions as well as in regards to infrastructure development are managed by the Univesity and the School.

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Agency

Functions

University of Indonesia Infrastructures, Media and Public Relations, Study Programs (Departments), Research Centers, Human Resources, Students Admissions Policies, Student Body Activities, Partnership and Strategic Alliances, General Curriculum Policies Faculty of Economics (FEUI) Faculty Quality and Faculty Recruitment Process, Curriculum Development

Department of Economics Curriculum, Development of Courses and Learning Methods, Students Learning and Progress. Economics Undergraduate Program
Sources: Adapted from University of Indonesia Profile (2010) and FEUI Organization Structure (2011)

Figure 1. 1 Economics Undergraduate Program and University Structure: Coverage of Functions

In managing the program, EUP is subject to overall guideline and regulation standard set by the University. In regard to hierarchy in the University structure, EUP is under coordination of Economics Faculty Dean (FEUI) and Department of Economics (DIE). In this case, there are 14 School or Faculties in UI and within the Faculty there are two or more of Departments that coordinate study program of Undergraduate as well as graduate programs. Study programs and its associated Department that is under coordination of the University are viewed as an integrated unit in the University organization structure as shown in Figure 1. 1Figure 1. 1.

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Board of Professors

Board of Trustees

University Academic Senate

Audit Council Rector

Vice Rector of Human Resources, Finance, and General Administrative Affairs

Vice Rector of Academic and Student Affairs

Vice Rector of Research, Development and Industrial Cooperation Affairs

Dean of Faculty

Notes: - - - coordination line Source: University Indonesia Profile (2010)

command line

Figure 1. 2 University Structure As an integrated unit, EUP cater its vision and mission that is translated from the University, Faculty of Economics, and Economics Department vision and mission. As guideline in setting and managing its program, EUP is similar to other study programs in the University, caters the University vision and mission and goals toward world-class research university that based on commitment to improve quality of the society as shown in Box 1.1. In the process, it is translated to FEUI and Economics Department visions and missions which is to create a thriving teaching academic, research environment, and social commitment. Box 1. 1 University Vision, Mission, and Goals Vision "Toward a world-class research university" Mision

To conduct higher education based research based that shared and developed knowledge, technology, art and culture. To conduct higher education that seeks to improve quality of life of the people of Indonesia and the humanities.

Goals Maintaining the reputation of UI as the best university in Indonesia that produce high-qualified graduates who can compete in global markets and reseeach and as well as produce research and design products that can support international competitiveness of the country (Indonesia). Source: [Link]

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In terms of its administration, the management of EUP prior to year 2008 is directly managed by Head of Economics Department. And in year 2008, followed with change in organization structure of FEUI, the management of Undergraduate Program is under Head of Undergraduate Study Program.

1.3 Milestone of EUP

Department of Economics remains focused in improving teaching quality and courses structure of undergraduate and its graduate programs. Milestones on study program development are shown in Box 1. 2Box 1. 2. Box 1. 2 Milestone of EUP 1998 - 2002 Economics Department received grants from 1998-2003 to improve the curriculum and quality of academic staffs (QUE Project) from Worldbank and The Ministry of National Education. Thirteen academic staffs are funded to take advance study (PhD program) in reputable foreign and domestic universities (see Appendix). The Department also conducted regular visiting professors that conduct workshop and collaborates with Department academic staffs in improving curriculum and give feedback on teaching and learning process in EUP. 2002 2005 Faculty of Economics through its research institute, LPEM, conduct various research cooperation on Decentralization with USAID that leads to visiting professor to US university and scholarships given to 5 junior researchers to continue a master program that later on 3 of them received scholarship for Economics PhD program in US. Through LPEM and LD FEUI and Department research center (LAB IE), there are continued scholarships offered to researchers, i.e. from Japan and Australia that later on after having their advance degree joining the Department as academic staffs. In this case, EUP also undergoing major curriculum development, especially in regard to teaching and learning system. During this period, EUP is accredited by BAN PT and receive A-accreditation. Stakeholder engagement is started by introducing alumni mailing list as well as academic staffs mailing list in the Department. 2005- 2009 Department receives PHK-B from Ministry of National Education (MoNE) for the period of 3 years. Part of the program is to link research and workshop experience on practical training to students, and in this case are EUP students. There is collaboration of academic staffs and EUP students in conducting and disseminating researchs aiming to improve capacity building of stakeholders in general (i.e. subnational and local governments). Improvement of teaching and learning process is intensified to spur innovation of academic staffs in creating and engaging student active learning. In this period, several courses are also taught in English which also aims the student exchange program. 2009 -2011 The administration of EUP is separated from Department, the program also setting up system on academics administration and student services. There are update of computer software and 19

improvement of journal and books collections in Economics Department Resource and Learning that mostly to support academic staffs teaching in EUP and students doing final project. EUP also put priority in monitoring student progress as well as on final project. There is a focus on mapping and improving competencies that will match the objective of high qualified graduates from EUP. In this period, there is effort to adopt competency based curriculum (KBK) as well as effort in Department in seeing curriculum development as an integral part not only associated with one specific study program, but also to overal curriculum in regard to Economics and applied Economics, and between graduate and undergaduate courses.

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Chapter 2 The EUPs Programs

2.1 Expected Learning Outcome
2.1.1 Formulation Process and Review
The EUP has formulated expected learning outcomes based on an understanding that students should possess some required competencies after they graduate. The competencies include knowledge, skills, and attitudes, as well as professional ethics that make the students able to fulfill job requirements, serve the society, and progress themselves as persons and professionals throughout their life (i.e. life long learning). Therefore, all learning processes to achieve the competencies and promote life long learning are designed in a systematic way with appropriate curriculum structure and content, gradual implementation toward full and convenient active learning process (i.e., student-centered learning), and proper assessment method. The effort was initiated in 2008 as the Competency-Based Curriculum (or KBK) firstly introduced in the University of Indonesia, resulting in the KBK 2009 document at the EUP level. Furthermore, the process continued until the end of 2011, which has resulted in the KBK 2011 document. The expected learning outcome is formulated mainly to fulfill stakeholders needs. There are at least four main types of information required in the formulation process. The first information is the visions and missions set at the levels of university, faculty, department, and until the EUP. The learning outcomes in the EUP are made aligned with visions and missions from the major institutions whose levels are higher. Information about the visions and missions from each institution could be obtained from the related decrees of university, faculty, and department respectively. The second information is the job profile of the graduates. The job profile gives information regarding different workplaces that had been occupied by the EUPs graduates. It can also provide details of job positions and minimum competencies required to fill the position. With a well-defined job profile, it is expected that some necessary learning outcomes for the graduates can be more clearly identified. This kind of information can be obtained particularly from tracer study to the alumni and user survey. The study and the survey are routinely conducted in the EUP every three years. Furthermore, the program can also acquire further details of information from the alumni association in the faculty (called ILUNI FEUI) and informal sharing activities with the alumni through mailing list forum (such as at the email address of dosen_iefeui@[Link] and economics_feui@[Link]). Since there were also many graduates who decided to pursue higher level of education, either directly after they graduated or after they worked first for several years, the formulation of the EUPs learning outcomes needs more information. The third information is then regarding necessary competencies for entering and studying at some major universities. The information is obtained from several sources, such as from the respective universities alumni, brochures and websites, as 21

well as from scholarship donor or provider. Moreover, with the programs partnership, particularly in holding joint research with some universities like Australian National University (ANU), Melbourne University, Vrije University (VU), University van Amsterdam (UVA), University of Groningen, Tillburg University, and Harvard University, the information can also be collected directly from them. Lastly but not least, the forth information needed to formulate the expected learning outcomes is the evaluation results from the existing expected learning outcomes. The information is obtained from the user survey, the EUPs annual report, and the results of academic evaluation meeting held at every semester by the head of the Department of Economics in coordination with the Vice Dean of the Academics. Combined with the four former types of information, the EUP improve, modify, or even remove the existing expected learning outcomes and also, if necessary, formulate some additional expected outcomes. Decisions to improve, modify, remove, or add expected learning outcomes are made after all the information have been collected. They are discussed in several internal curriculum meetings in the program intensively. The results are then consulted to and to be approved by the faculty and the university before being shared to all the stakeholders and implemented through several media such as website, catalogue book, and users meeting forum. Prior to the start of every semester, lecturers from each course are also gathered to discuss the syllabus of the respective course. The main intention of holding every syllabus discussion is to make sure that the specific competencies from taking the course and for supporting the programs main learning outcomes could be achieved. For that reason, there are always reviews and also revisions regarding the courses coverage, learning methods and activities, and assessment methods. The achievement of the learning outcomes has so far been evaluated through several indicators, as would be detailed in the last chapter of this report: 1. The successful rate of the graduates to present and defend their undergraduate thesis examinations; 2. The average time length needed for the EUPs graduates to get their first job or to obtain formal admissions from universities where they want to take their master degree; 3. Complaints to graduates from their employers or the dropout rates of the graduates from the universities where they pursue their master degree. All the above indicators can reflect the effectiveness of graduates to achieve the expected learning outcomes and meet the labor market and the destined university requirements. Moreover, with such an assessment, there is a possibility to remove and modify the existing competencies or to add some other competencies to be attained so that stakeholders needs can be more satisfied. To make sure that the expected learning outcome is up to date and adaptable to the growing needs of the stakeholders, review and evaluation are routinely conducted by the EUP every three years with coordination with the department and the faculty. Latest information from both tracer study and user survey are also used to do the review and evaluation.

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2.1.2 The EUP's Expected Learning Outcomes

In line with the visions and missions of the university and the faculty, the EUPs visions are: 1. To achieve a comparable education standard with some best universities in Asia; and 2. To create conducive and harmonic academic environment for high quality learning and research activity and to fulfill social responsibility. Meanwhile, the missions of the EUP are: 1. To develop undergraduate curriculum with international standard and academic culture; 2. To cultivate economics graduates that comprehend economics and are capable of performing economic data analysis; and 3. To improve graduates competitiveness in domestic and regional (Asia) labor market. In 2011, the EUP conducted the tracer study, which surveyed the EUPs graduates from batch 2002 until 2007 (i.e, the new graduates). According to the study, different batch has different proportion of graduates who work in certain sector. Most graduates from batches 2002-2008, that is around 59-68 percent, work in private sector, whereas 27-36 percent of them work in public sector, and 514 percent work in academic fields. On the contrary, there are only 15 percent of graduates from the batch 2007 who work in private sector, while 56 percent of them worked in academic field. However, this thing happens probably because the fresh graduates usually like to browse around for jobs and use the campus job as transition to their preferable jobs. In private and public sector, most graduates worked as junior assistant and junior economic analyst. In academic field, most graduates worked as teaching assistant or junior research assistant. In the private sector, banking sector was the main destination of the graduates, such as Panin Bank, Standard Chartered Bank, and Mandiri Bank. In the academic field, graduates either worked in research institution like LPEM, ERIA, and LD, or in the faculty. In the user survey conducted in 2011, there are closed questionnaire to evaluate specific graduates competencies and open discussion to absorb users idea on graduates required or minimum competencies. The result of the closed questionnaire is as revealed in the Table 2. 1Table 2. 1 below. Overall, graduates performances were considered good. It is reflected from the score, which has average equals to 4. Attention must be paid, however, for improving some competencies such as public speaking, time management skill, and performing economic analysis. From the discussion, it can be observed that the users (or employers) of the EUP graduates demanded the improvement of the graduates skills particularly in public speaking (as it is also revealed from the questionnaire result), conducting field research or survey, and interacting with counterpart. Table 2. 1 User Survey Questionnaire Result Graduate's performance 1. Team working and collective learning 2. Selecting research methodology, processing data (statistically and econometrically), and performing quantitative analysis [Link] writing skill 23 SCORE 4.23 4.15 3.84

[Link] management skill [Link] skill and public speaking skill 6. Self confidence and self integration [Link] thinking and problem solving skills 8. Speaking and writing in English [Link] economy and general economic policy 10. Utilizing communication information technology 11. Overall capacity building

3.46 3.84 4.53 4.15 4.15 3.61 4 4

Notes: 1=very poor; 2=poor; 3=fair; 4=good; 5=very good. These scores is obtained from 13 respondents of users from wide range of institutions. From the information, in general, the EUP has aimed at producing graduates possessing the following characters1: 1. High self-integrity; 2. Open minded, responsive to changes in science and technology and to problems facing the society, especially those related to economic fields; 3. Keen and capable in applying their economic knowledge and skills for serving the societys productive activities. 4. Comprehending both economic knowledge and analytical tools to find, understand, explain, and formulate solutions for certain economic problem; 5. Equipped with scientific basic attributes to think, behave, and act as real scientists; 6. Keen and capable to follow the development of economics and their major attributes. In terms of knowledge, skills, and attitudes (as well as professional ethics), the expected learning outcomes of the EUP are translated into the following competencies: Table 2. 2 The EUP's Expected Learning Outcomes 2 Expected Learning Outcome/Competency Knowledge
General economic knowledge (GK): GK 1. Discussing basic economic theories using mathematical and graphical tools GK 2. Understanding the relevance of economic theories in daily life GK 3. Understanding the development of economic thoughts and theories and its origins GK 4. Comprehending basic economic theories and employing them to discuss real economic phenomena Specific economic knowledge (SK): SK 1. Discussing both economic and non-economic factors in the development of economy

The EUPs Self Assessment submitted as the accreditation report to the National Accreditation Body of Indonesia (2008), page 5. 2 Taken from the EUPs document of the Competencies-Based Curriculum (KBK) 2011 with slight adjustments. In the original document, there was no separation of competencies in forms of knowledge, skill, and attitudes, as the curriculum format was set by the University of Indonesia to be followed by the entire programs in every faculty. Competencies are also divided into general competencies which characterized the main competencies should be possessed by graduates, and specific competencies and sub-competencies that are intended to support the achievement of the general competencies as well as other specific competencies but at higher level.

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Expected Learning Outcome/Competency

SK 2. Discussing the developments and directions of economic policies in general SK 3. Understanding public, industrial and other specific economic theories and utilizing them to discuss economic phenomena in the related fields

Skill

General economic skill (GS): GS 1. Accessing, processing, presenting, and interpreting economic variables and indicators GS 2. Processing economic data using statistical/econometrical/mathematical softwares Specific economic skill (SS): SS 1. Analyzing the development and the direction of specific economic policies in the related fields (public, industry, etc.) SS 2. Utilizing mathematical tools to perform dynamic economic analysis SS 3. Selecting and using appropriate research methodology as tools for performing economic analysis SS 4. Analyzing the development and the direction of general economic policies in Indonesian, regional, and global economy SS 5. Scientifically writing economic analysis in essays, articles, or academic papers Transferrable/generic skill (TS): TS 1. Thinking critically, creatively, and innovatively and nurturing intellectual curiosity to solve problems at individual and group levels TS 2. Operating and utilizing information communication technology TS 3. Speaking and writing properly in Indonesian and English for both scientific and nonscientific purposes TS 4. Planning logical systematic writing TS 5. Identifying, searching, and finding relevant sources of reference for writing TS 6. Writing with formal language and scientific rules Transferrable/generic attitude (TA): TA 1. Sensitive and responsive to any environmental, community, nation, and states problems TA 2. Full of integrity and respectful to others TA 3. Being independent In financial and thought

Attitude and professional ethics

As can be observed from the above table, all major competencies are set to equip the graduates with competencies required in the respective job fields (as professionals) or in major universities destinations (as graduate student candidates). The competencies also cover generic (or transferrable) skills and attitudes as well as specialized (or economic specific) knowledge and skills. Some major kinds of generic skills like critical thinking, problem solving, and systematical thinking are all included and mentioned explicitly. The skills are also practiced and demonstrated in almost all parts of the EUPs courses (as will be discussed in the Section 2.3 and 2.4 later on). Meanwhile, the rests of the competencies fulfill the graduates with the specialized knowledge and skills. Here, the specialized knowledge and skills are divided into general and specific economic knowledge and skills. The former is more basic in nature and must be accomplished before achieving the later.

2.2 Program Specification

Program specification covers information for the EUPs stakeholders regarding the EUPs profile, background, and structure; the detail of curriculum and the expected learning outcomes with their supporting courses, credit and assessment system, learning process, facilities, and academic-non academic staffs; and formal admission criteria to the program. All information about the EUPs program specification are all made available to students, student candidates, and other stakeholders through several media, such as the EUPs website at 25

[Link] the Course Catalogue Book, and the Academic Guidance Book. From the web, several important information and links are shared, such as the EUPs profile and background, the expected learning outcomes, the admission criteria to the program, and links to the facultys library database, publication, and academic information system. The Courses Catalogue Book provides detailed information about curriculum of each program under the faculty, which covers the curriculum structure, all courses available in the curriculum, the courses description and credit, expected competencies (or learning outcomes) from taking each course, the courses requirements, and when or at what stage each course can be taken by students during their study period. More information regarding the modules or syllabus of each course is provided to students the website. Moreover, the Academic Guidance Book is also available to provide students a step-bystep direction in taking their study. The EUP was graded A by the National Accreditation Body (BAN-PT) in two consecutive accreditations in 2004 and 2009. Based on the Law No. 2, 1989 about the National Education System, and Government Regulation No. 60, 1999 about the Higher Education, the National Accreditation Body is the only independent body in Indonesia that has the authority to do the accreditation of higher education. There are seven elements or standards being reviewed during the accreditation process. Those elements are: Standard 1. Standard 2. Standard 3. Standard 4. Standard 5. Standard 6. Standard 7. Vision, Mission, Goals and Targets, and Strategy Staff Management, Leadership, Management System, and Quality Assurance Students and Graduates Human Resources Curriculum, Learning Process, and Academic Circumstances Financing, Infrastructure, and Information System Research, Social Responsibility, and Cooperation

The accreditation result reveals the achievement level of the university on meeting the quality standards set by the BAN-PT. With the grade A, the EUP has been considered fully satisfying all the standards set the BAN-PT. Following the last accreditation process in 2009, the new so-called competency-based curriculum (or KBK) was initiated. There was no big change in the course structure and content, but significant improvement was made in the setting of the educational goals orientation. With the educational goals orientation is directed to the achievement of competencies as the expected learning outcomes, all the strategies made are also in support of it, albeit gradually. In teaching and learning activities, the direction is toward the implementation of the StudentCentered Learning (SCL). The EUPs lecturers had been sent to participate in SCL training held by the university since 2008. They were introduced with varied methods of doing the SCL in class. The university also initiated to introduce and demonstrate the learning methods in a specific course to the students at early semester (i.e., either at semester 1 or 2).

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The uses of the SCL methods are to achieve and demonstrate variety of competencies, especially the generic skills and the scientific attitudes, that also promotes life long learning skill for the students. In 2011, almost all classes already implemented at least one of the SCL methods in their class activities. The SCL methods used are discussion, collaborative learning (CL), case studies (CS), problem-based learning (PBL), and E-learning (EL). In accordance with the activation of the SCL methods, the student assessment strategy is also changed. Prior to the SCL implementation, both mid-term and final exams dominate the student assessment. Both exams together constitute 80 to 90 per cent of students grade. There is only 10 to 20 per cent left for other assessments, which mainly comes from quiz and/or home assignments. Currently, both mid-term and final exams are, at the highest, 70 per cent of students grade. In the Economics for Public Sector class, for example, the weight is even lower, only 60 per cent. The remaining 40 per cent comes from scores taken in class activities and assignments. The EUP followed the grade standard set by the university. The GPA of the students is scaled from 0 to 4. The final scores for getting an A (or equivalent to 4.00) ranged from 85 to 100. The final scores for getting A- (3.70), B+ (3.30), B (3.00), B- (2.70), C+ (2.30), C (2.00), C- (1.70), D (1.00), and E (0.00) are respectively within the ranges 80-<85, 75-<80, 70-<75, 65-<70, 60-<65, 55-<60, 50-<55, 40-<50, and 0-<40. The minimum grade requirement to pass each course is C (2.00). The final achievement of the graduates is based on the cumulative GPA for the whole semesters. The graduates are then classified as Cum Laude, very satisfactory, and satisfactory if they reach the cumulative GPA >3.50; 2.75-3.49; and 2.00-2.74, respectively.

2.3 Program Structure and Content

The program structure of the EUP is designed following the credit-based system. To graduate from the program, students must obtain at least 144 credits. Each credit is equivalent to three hours study per week of the students, inside and outside classroom. The lowest course credit in the program is one, and the highest is six, which belongs to the final project. Most courses in the EUPs program have two or three credits. The current program structure is chosen to support the achievement of all the EUPs expected learning outcomes with a clear direction also toward the support of the university vision to become the world-class research university. The early indication can be observed from the students final project in the curriculum, which is to write economic thesis or independent study report based on an intensive research activity or internship. Moreover, all courses are provided to enable students to properly perform such research activity with adequate knowledge, skills, and attitudes. In terms of knowledge, courses are ordered from basic level to intermediate and advance or specific level. The course structure also provided an escalating achievement for such specific skills as the ability to perform and write out (or present) critical economic analysis. At the same time, some transferrable skills like communication, problem solving, and software or technology utilization, together with the generic attitudes, are to be attained in almost all courses in the curriculum structure. It could be done since the gradual implementation of the student-centered learning process. 27

Apart from the transferrable (or generic) skills and attitudes that would be accomplished by students during the whole stages (or years) of their study, the achievement of general and specific economic competencies are set at different stage of study. Figure 2. 1Figure 2. 1 shows the mapping of the whole transferrable and specialized competencies during each stage of students study period.

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Figure 2. 1 Mapping of Expected Learning outcome

GRADUATE PROFILE:
Economic graduates who can perform economic analysis and discuss economic policies by taking into account the social context of community, nation, and global economy and also in accordance with scientific principles and professional ethics

STAGE 3-4

STAGE 2-3

SS 4 Analyzing the development and the direction of general economic policies in Indonesian, regional, and global economy context

SS 5 Scientifically writing economic analysis in essays, articles, or academic papers

SK 1 Discussing both economic and non-economic factors in the development of economy

SK 2 Discussing the developments and directions of economic policies in general

SK 3 Understanding public, industrial and other specific economic theories and utilizing them to discuss economic phenomena in the related fields

SS 1 Analyzing the development and the direction of specific economic policies in the related fields (public, industry, etc.)

SS 2 Utilizing mathematical tools to perform dynamic economic analysis

SS 3 Selecting and using appropriate research methodology as tools for performing economic analysis

TS 4 Planning logical systematic writing

STAGE 1-2

GK 4 Comprehending basic economic theories and employing them to discuss real economic phenomena

GS 1 Accessing, processing, presenting, and interpreting economic variables and indicators

GS 2 Processing economic data using statistical/econometrical/mathematical softwares

TS 5 Identifying, searching, and finding relevant sources of reference for writing

TS 6 Writing with formal language and scientific rules

GK 1 Discussing basic economic theories using mathematical and graphical tools

GK 2 Understanding the relevance of economic theories in daily life

GK 3 Understanding the development of economic thoughts and theories and its origins

TS 1 Thinking critically, creatively, and innovatively and nurturing intellectual curiosity to solve problems at individual and group levels

TA 2 Sensitive and responsive to any environmental, community, nation, and states problems

TS 2 Operating and utilizing information communication technology

TS 3 Speaking and writing properly in Indonesian and English for both 29scientific and non-scientific purposes

TA 3 Full of integrity and respectful to others

TA 4 Being independent In financial and thought

STAGE 1-4

The figure also reveals that some general economic knowledge and skills are to be obtained earlier to support the achievement of the other general or the specific economic knowledge and skills. Some specific economic skills are also set as requirement to achieve some higher specific economic skills. Basically, the curriculum structure of the EUP is shown in Figure 2. 2Figure 2. 2 below. It indicates course classification and the way each course classification correlates with or supports one another. Figure 2. 2 The Curriculum Structure of EUP
Compulsory (& seminar) courses 62 credits

Basic economic courses 31 credits

Elective courses 24 credits

Basic university courses 21 credits

Final Research Project: Thesis/Internship/ Independent Study 6 credits

As depicted in the figure, there are five main course classifications in the curriculum structure: 1. Basic university courses (compulsory), provided by the university and the faculty. These courses comprise of lectures on Integrated Personality Skill (MPKT), Religion, Art/Sport, Social Humaniora, and English which in total of 21 credits. The courses are intended to equip students with basic necessary knowledge, soft skill, and attitude required for undergoing their study in the university, hence must be taken by all the students in the university. Moreover, the courses are also to inspire students with social, culture, art, and history to make them have more sensitivity and awareness toward their social life. With the 21 credits allocated, basic university courses are broader, compared to the previous 2007 curriculum, which only had 12 credits. 2. Basic economics courses (compulsory), jointly provided by all undergraduate programs in the faculty. The courses are expected to give minimum (general) economic knowledge and skills for students and also help them able to take higher level of economic courses, either to satisfy the general economic knowledge and skills or the specific ones. The major basic economic courses for example are Introduction to Economics 1 and 2, Mathematics for Economics and Business, and Statistics for Economics and Business. Compared to the 2007 curriculum, the total credit of the basic economic courses is now lower, 43 credits compare to 31 credits. This is mainly the implication of more credit allocated to the university basic courses. 3. Compulsory courses of the EUP, provided by the EUP. The courses are provided for students to achieve both (additional) general and specific economic knowledge and skills. Basic knowledge and skills obtained from basic economic courses are strengthened and intensified here. The main intention is to 30

equip students with necessary knowledge and skills to perform and present deep and scientific economic analysis in their final projects. Therefore, some specific courses are introduced here, such as Indonesian Economy, Advanced Microeconomics and Macroeconomics, Academic Writing and Presentation, Econometrics, and also Seminar Courses of specific economic subjects. Compared to the 2007 curriculum, total credits of the compulsory courses are the same with total credits of the 2007 compulsory courses combined with the 2007 field courses that are now no longer exist. 4. Elective courses, provided by the EUP and other programs in the faculty and the university. The courses offer variety of subjects, from intermediate to advance level, from general to specific economic subject, and from theoretical to applied subjects. Economic Modeling, Development Economics, Introductory Game Theory, and Fiscal Decentralization and Local Finance are just to name a few from total 38 courses available. With the elective courses, students might get knowledge and skills more than the minimum requirement of the program, and they also would be able to choose variety of topics of their interests for doing their final project. Total credit allocated for the elective courses is slightly higher than those in the 2007 curriculum. 5. Final project. The final project is set as the programs final assessment for student graduation. The EUP suggested students to write bachelors economic thesis for their final project. Alternative to undergraduate thesis, they can choose either writing internship report or conducting independent study. They are allowed to do the final project after fulfilling all the requirement courses, usually after completing the seventh semester. By accomplishing the final (research) project, all the competencies obtained by the students in the program would be demonstrated and evaluated.

The complete course name and classification can be observed in Table 2.3 below which also specifies each courses code and number of credit.

Table 2. 3 Course Name and Classification3 1. Basic University Courses (21 credits) No .
1. 2. 3. 4. 5. 6.

Code
UUI 11001 UUI 1102X UUI 11030 UIXXXX UUI 11000 UUI 11010

Courses
Integrated Personality Development Skill (MPKT)-A Religion Art/Sport Social Humaniora Integrated Personality Development Skill (MPKT)-B English

Semester (credit) Odd Even

6 2 1 3 6 3

2. Basic Economic Courses (31 credits)

3

Taken from Courses Catalogue Book 2011

31

No .
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Code
ECON 10100 MGMT 11001 ACCT 11101 ECON 11100 ECON 11200 ECON 10101 MGMT 2004 FEUI 10001 FEUI 10002 FEUI 10003 ECON 10200 ACCT 11103 MGMT 11002

Courses
Introduction to Economics 1 Introduction to Business Introduction to Accounting 1 Mathematics for Economics and Business Statistics for Economics and Business Microeconomics 1 Financial Management English Lab Cooperatives Introduction to Economic and Business Behavior Introduction to Economics 2 Introduction to Accounting 2 Management

Semester (credit) Odd Even

2 2 2 3 3 3 3 1 2 3 2 2 3

3. Compulsory Courses (62 credits) No .

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

Code
ECON 12004 ECON 11301 ECON 12002 ECON 10102 ECON 16100 ECON 16200 ECON 12071 ECON 11101 ECON 14100 ECON 15100 ECON 13100 ECON 13200 ECON 11302 ECON 10202 ECON 1101 ECON 18002 ECON 11201 ECON 12006 ECON 12003 ECON 10201 ECON 19000

Courses
History of Economic Institutions and Thoughts Econometrics 1 Development Economics Microeconomics 2 Economics of Human Resources and Labor Economics of Natural Resources Academic Writing and Presentation Advanced Mathematics for Economics Industrial Economics Public Economics Monetary Economics International Economics Econometrics 2 Macroeconomics 2 Research Methodology Political Economics Statistics 1 Economics of Poverty Indonesian Economy Macroeconomics 1 Seminar

Semester (credit) Odd Even

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3

3 3

5. Elective Courses (24 credits) No .

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Code
ECON 13002 ECON 13101 ECON 13201 ECON 14101 ECON 15101 ECON 16102 ECON 16201 ECON 17101 ECON 17102 ECON 12005 ECON 11003

Courses
Economics of International Finance Advanced Monetary Economics Advanced International Economics Advanced Industrial Economics Economics of Public Finance Demographic Analysis and Technique Environmental Economics Urban Economics Regional Economics System of Economy Public Project Analysis

Semester (credit) Odd Even

3 3 3 3 3 3 3 3 3 3 3 3

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12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38.

ECON 13001 ECON 11002 ECON 12061 ECON 15001 ECON 11202 ECON 11301 ACCT 12101 ECON 12062 ECON 16202 ECON 15102 ECON 72201 ECON 96102 ECON 55201 MGMT 11003 MGMT 11010 MGMT 11050 MGMT 12008 MGMT 14009 MGMT 13090 MGMT 11079 MGMT 11080 MGMT 11081 MGMT 15011 ACCT 13101 ACCT 17201 ACCT 19104 ECON 16101

Central Banking Economic Modeling Islamic Economics Economic Development Administration Statistics 2 Introductory Game Theory Cost Accounting Islamic Monetary Economics Agricultural Economics Public Policy Analysis Development Economics 1 Energy Economics Fiscal Decentralization and Local Finance Introductory to Business Law Business Risk Management Entrepreneurship Financial Markets and Institutions Human Resources Management Qualitative Research Islamic Financial Markets and Institutions Islamic Financial Management Islamic Banking Operation Management Taxation 1 Management Information System Global Business Population Economics

3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3

6. Final Project (6 credits) No .

1. 2. 3.

Code
ECON 19100 ECON 19200 ECON 19300

Courses
Thesis Independent Study + Elective Course Internship

Semester (credit) Odd Even

6 3 6

Every course in the curriculum structure contributes to the achievement of certain competencies. Table 2. 4Table 2. 4 below shows a matrix, which specifies the expected learning outcomes (or expected competencies) taken from the previous Table 2. 2Table 2. 2 with their associated courses. All courses contributed to the achievement of competencies with various degrees depending on their levels of association. Table 2. 4Table 2. 4 just gives different view in observing the correlation between courses and expected competencies by switching the rows and columns from the previous table. Table 2. 4 Expected Learning Outcomes and Course Matrix Competencies Knowledge (K)
General economic knowledge (GK): GK 1. Discussing basic economic theories using mathematical and graphical tools

Associated Courses (Level of Association*)

Introduction to Economics 1 (H), Introduction to Economics 2 (H), Microeconomics 1 (H), Macroeconomics 1 (H), Mathematics for Economics and Business (M), Introduction to Economic and Business Behavior (M)

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Competencies
GK 2. Understanding the relevance of economic theories in daily life

Associated Courses (Level of Association*)

Introduction to Economics 1 (H), Introduction to Economics 2 (H), Microeconomics 1 (H), Macroeconomics 1 (H), History of Economic Institutions and Thoughts (M), Mathematics for Economics and Business (M), Introduction to Economic and Business Behavior (M), Introduction to Business (L), Management (L), Introduction to Accounting 1 (L), Introduction to Accounting 2 (L) History of Economic Institutions and Thoughts (H), System of Economy (M), Macroeconomics 1 (M), Introduction to Economics 1 (L), Introduction to Economics 2 (L), Microeconomics 1 (L) Microeconomics 1 (H), Macroeconomics 1 (H), History of Economic Institutions and Thoughts (H), Introduction to Economics 1 (M), Introduction to Economics 2 (M), System of Economy (M), Mathematics for Economics and Business (M), Introduction to Economic and Business Behavior (M), Cooperatives (M), Introduction to Business (L), Management, Introduction to Accounting 1 (L), Introduction to Accounting 2 (L) Development Economics (H), Development Economics 1 (H), Economic Development Administration (H), Cooperatives (H), Political Economics (H), Economics of Poverty (M), History of Economic Institutions and Thoughts (M), Central Banking (M), Entrepreneurship (M), Financial Markets and Institutions (M), Islamic Financial Markets and Institutions (M), Islamic Banking (M), Global Business (M) Indonesian Economy (H), Development Economics (H), Development Economics 1 (H), System of Economy (M), Political Economics (M), Macroeconomics 1 (M), History of Economic Institutions and Thoughts (M), Economics of Poverty (M) Economics of Human Resources and Labor (H), Economics of Natural Resources (H), Industrial Economics (H), Public Economics (H), Monetary Economics (H), International Economics (H), Economics of International Finance (H), Economics of Public Finance (H), Taxation 1 (H), Environmental Economics (H), Urban Economics (H), Regional Economics (H), Islamic Economics (H), Islamic Monetary Economics (H), Agricultural Economics (H), Energy Economics (H), Fiscal Decentralization and Local Finance (H), Islamic Financial Markets and Institutions (H), Islamic Financial Management (H), Islamic Banking (H), Population Economics (H), Introduction to Business Law (M), Business Risk Management (M), Human Resources Management (M), Operation Management (M), Management Information System (M), Global Business (M) Macroeconomics 1 (H), Monetary Economics (H), International Economics (H), Economics of International Finance (H), Mathematics for Economics and Business (H), Statistics for Economics and Business (H), Industrial Economics

GK 3. Understanding the development of economic thoughts and theories and its origins GK 4. Comprehending basic economic theories and employing them to discuss real economic phenomena

Specific economic knowledge (SK): SK 1. Discussing both economic and non-economic factors in the development of economy

SK 2. Discussing the developments and directions of economic policies in general

SK 3. Understanding public, industrial and other specific economic theories and utilizing them to discuss economic phenomena in the related fields

Skill (S)

General economic skill (GS): GS 1. Accessing, processing, presenting, and interpreting economic variables and indicators

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Competencies

Associated Courses (Level of Association*)

(M), Introduction to Economics 2 (M), Public Economics (M), Microeconomics 1 (M), Introduction to Business (L), Introduction to Accounting 1 (L), Financial Management (L), Introduction to Accounting 2 (L) Statistics 1 (H), Statistics 2 (H), Econometrics 1 (H), Econometrics 2 (H), Thesis (H), Independent Study (H), Internship (H), Seminar Courses (H), Advanced Mathematics for Economics (M), Advanced Monetary Economics (M), Advanced International Economics (M), Advanced Industrial Economics (M), Demographic Analysis and Technique (M), Public Project Analysis (M), Public Policy Analysis (M) Advanced Monetary Economics (H), Advanced International Economics (H), Advanced Industrial Economics (H), Demographic Analysis and Technique (H), Public Project Analysis (H), Public Policy Analysis (H), Taxation 1 (H), Seminar Courses (H), Microeconomics 2 (M), Macroeconomics 2 (M), Advanced Mathematics for Economics (M) Macroeconomics 2 (H), Advanced Mathematics for Economics (H), Economic Modeling (M), Macroeconomics 1 (L) Research Methodology (H), Qualitative Research (H), Statistical Economics and Business (H), Statistics 1 (H), Statistics 2 (H), Econometrics 1 (H), Econometrics 2 (H), Thesis (H), Independent Study (H), Internship (H), Seminar Courses (H), Economic Modeling (M) Indonesian Economy (H), Development Economics (H), Development Economics 1 (H), Seminar Courses (H), Economic Modeling (M), Macroeconomics 2 (M), Advanced Mathematics for Economics (M), Political Economics (M), History of Economic Institutions and Thoughts (M), Economics of Poverty (M), Academic Writing and Presentation (H), Thesis (H), Independent Study (H), Internship (H), Seminar Courses (H), Indonesian Economy (M), Advanced Monetary Economics (M), Advanced International Economics (M), Advanced Industrial Economics (M), Demographic Analysis and Technique (M), Public Project Analysis (M), Public Policy Analysis (M) All courses (H)

GS 2. Processing economic data using statistical/econometrical/mathematical software

Specific economic skill (SS): SS 1. Analyzing the development and the direction of specific economic policies in the related fields (public, industry, etc.)

SS 2. Utilizing mathematical tools to perform dynamic economic analysis SS 3. Selecting and using appropriate research methodology as tools for performing economic analysis

SS 4. Analyzing the development and the direction of general economic policies in Indonesian, regional, and global economy

SS 5. Scientifically writing economic analysis in essays, articles, or academic papers

Transferrable/generic skill (TS): TS 1. Thinking critically, creatively, and innovatively and nurturing intellectual curiosity to solve problems at individual and group levels TS 2. Operating and utilizing information communication technology TS 3. Speaking and writing properly in Indonesian and English for both scientific and non-scientific purposes

35

Competencies
TS 4. Planning logical systematic writing TS 5. Identifying, searching, and finding relevant sources of reference for writing TS 6. Writing with formal language and scientific rules

Associated Courses (Level of Association*)

Academic Writing and Presentation (H), Thesis (H), Independent Study (H), Internship (H), Seminar Courses (H), Indonesian Economy (M), Advanced Monetary Economics (M), Advanced International Economics (M), Advanced Industrial Economics (M), Demographic Analysis and Technique (M), Public Project Analysis (M), Public Policy Analysis (M) All courses (H)

Attitude (A) and professional ethics

Transferrable/generic attitude (TA): TA 1. Sensitive and responsive to any environmental, community, nation, and states problems TA 2. Full of integrity and respectful to others TA 3. Being independent In financial and thought

Notes: *H= level of association is high, M= Medium association, and L= Low association

36

Table 2. 5 Courses and Associated Competencies Knowledge

GK1 GK2 GK3 GK4 SK1 SK2

Courses

ASSOCIATED COMPETENCIES (Level of Association*) Skill

GS1 GS2 TA1 SK3 TS1 TS2 TS3 TS4 TS5 TS6 SS1 SS2 SS3 SS4 SS5

Attitude
TA2 TA3

YEAR 1-2
MPKT-A MPKT-B Religion Art/Sport Social Humaniora English English Lab Introduction to Business Management Introduction to Accounting 1 Introduction to Accounting 2 Intro to Ec. and Business Behavior Cooperatives History of Ec. Institutions and Thoughts Introduction to Economics 1 Introduction to Economics 2 Microeconomics 1 Macroeconomics 1 Statistics for Economics and Business Statistics 1 Math. for Economics and Business

H H H H H H H L L L L M M M H H H H H H H H H L L L M L L L L M M H M M H H M M M H H H M M M H L H H H M M L L L H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H

37

Courses
GK1 GK2

Knowledge
GK3 GK4 SK1 SK2

ASSOCIATED COMPETENCIES (Level of Association*) Skill

GS1 GS2 TA1 SK3 TS1 TS2 TS3 TS4 TS5 TS6 SS1 SS2 SS3 SS4 SS5

Attitude
TA2 TA3

Advanced Mathematical Economics

M
M M

H H H

H H H H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H H H H
M M M

H H H H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H H H H

YEAR 2-3
Microeconomics 2 Macroeconomics 2 Statistics 2 Econometrics 1 Econometrics 2 Introduction to Game Theory Indonesian Economy System of Economy Political Economics Development Economics Development Economics 1 Economic Development Administration Economics of Poverty Monetary Economics Central Banking Industrial Economics Public Economics Economics of Public Finance Taxation 1 Regional Economics Urban Economics Fiscal Dec. and Local Finance M M H H H H M M H H M H H H M H H H H H H H M

H H H H H H H H H H H H H H H H H

H
M M H H M

M
H H H M

H
H H M

H H H H

H H
H

38

Courses
GK1 GK2

Knowledge
GK3 GK4 SK1 SK2

ASSOCIATED COMPETENCIES (Level of Association*) Skill

GS1 GS2 TA1 SK3 TS1 TS2 TS3 TS4 TS5 TS6 SS1 SS2 SS3 SS4 SS5

Attitude
TA2 TA3

Economics of Natural Resources Agricultural Economics Environmental Economics Energy Economics Ec. of Human Resources and Labor Population Economics International Economics Economics of International Finance Islamic Economics Islamic Monetary Economics Financial Management Financial Markets and Institutions Islamic Fin. Markets and Institutions Islamic Financial Management Islamic Banking Operation Management Business Risk Management Human Resources Management Management Information System Global Business Entrepreneurship Cost Accounting Research Methodology Qualitative Research M M M M M

H H

H H H H H H
H

H H H H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H H H H

H H H H H H H H H H H H H H H H H H H H H H H H

H
H H

H
H

H H H H

H
H H H H H H H M M M M M

H H H H H H H H H H H H
H H

H H

39

Courses
GK1 GK2

Knowledge
GK3 GK4 SK1 SK2

ASSOCIATED COMPETENCIES (Level of Association*) Skill

GS1 GS2 TA1 SK3 TS1 TS2 TS3 TS4 TS5 TS6 SS1 SS2 SS3 SS4 SS5

Attitude
TA2 TA3

Academic Writing and Presentation

H H H H H H H H H H H H

H H H H H H H H H H H H

H H H H H H H H H H H H

H H H H H H H H H H H H

H H H H H H H H H H H H

H H H H H H H H H H H H

YEAR 3-4
Seminar Public Project Analysis Public Policy Analysis Economic Modeling Advanced Industrial Economics Advanced Monetary Economics Advanced International Economics Demographic Analysis and Technique Thesis Independent Study + Elective Course Internship

H M
M

H H
H

H M
M

H
M M

H
M M

H
M M

M M M M M
H

M M M M M

H H H
H

M M M M

M M M M

M M M M

H H H

H H H

H H H

H H

H H

H H

Notes: *H= level of association is high, M= Medium association, and L= Low association

40

In the implementation, the courses are distributed into eight semesters with total of 144 credit units. The course distribution in each semester is summarized and diagrammed in Table 2.5 and Figure 2. 3Figure 2. 3 respectively. Table 2. 6 Course Distributions and Credit in Each Semester Semester 1 No .
1. 2. 3. 4. 5. 6. 7. 8.

Code
UUI 11001 UUI 1102X UUI 11030 ECON 10100 MGMT 11001 ACCT 11101 ECON 11100 ECON 11200

Courses
Integrated Personality Development Courses (MPKT)A Religion Art/Sport Introduction to Economics 1 Introduction to Business Introduction to Accounting 1 Mathematics for Economics and Business Statistics for Economics and Business

Credit
6 2 1 2 2 2 3 3 21

Semester 2 No .
1. 2. 3. 4. 5. 6. 7.

Code
UUI 11001 FEUI 10001 UIXXXX UUI 11000 UUI 11010 ECON 10200 ACCT 11103

Courses
Integrated Personality Development Courses (MPKT)B English Lab Social Humaniora Statistics 1 English Introduction to Economics 2 Introduction to Accounting 2

Credit
6 1 3 3 3 2 2 20

Semester 3 No .
1. 2. 3. 4. 5. 6. 7.

Code
ECON 10101 ECON 12004 ECON 12006 ECON 11101 FEUI 10002 ECON 12002 FEUI 10003

Courses
Microeconomics 1 History of Economic Institutions and Thoughts Economics of Poverty Advanced Mathematical Economics Cooperatives Development Economics Introduction to Economic and Business Behavior

Credit
3 3 3 3 2 3 3 20

Semester 4 No .
1. 2. 3. 4.

Code
ECON 10201 ECON 14100 ECON 16200 ECON 11301

Courses
Macroeconomics 1 Industrial Economics Economics of Natural Resources Econometrics 1

Credit
3 3 3 3

41

No .
5. 6. 7.

Code
ECON 15100 ECON 16100 MGMT 11002

Courses
Public Economics Economics of Human Resources and Labor Management

Credit
3 3 3 21

Semester 5 No .
1. 2. 3. 4. 5. 6.

Code
ECON 10102 ECON 13100 ECON 11302 ECON 12003 ECON 13200 MGMT 2004

Courses
Microeconomics 2 Monetary Economics Econometrics 2 Indonesian Economy International Economics Financial Management

Credit
3 3 3 3 3 3 18

Semester 6 No .
1. 2. 3. 4. 5. 6.

Code
ECON 10202 ECON 1101 ECON 18002 ECON 12071 ECON XXXX ECON XXXX

Courses
Macroeconomics 2 Research Methodology Political Economics Academic Writing and Presentation Elective Courses Elective Courses

Credit
3 3 2 3 3 3 17

Semester 7 No .
1. 2. 3. 4. 5.

Code
ECON 19000 ECON 19000 ECON XXXX ECON XXXX ECON XXXX

Courses
Seminar Courses Seminar Courses Elective Courses Elective Courses Elective Courses

Credit
3 3 3 3 3 15

Semester 8 No .
1. 2. 3.

Code
ECON XXXX ECON XXXX ECON XXXX

Courses
Elective Courses Elective Courses Final Project

Credit
3 3 6 12

42

Odd Semester Elective Courses No .

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Code
ECON 14101 ECON 15101 ECON 16201 ECON 12005 ECON 11003 ECON 11002 ECON 12061 ACCT 12101 ECON 72201 ECON 96102 ECON 55201 MGMT 11050 MGMT 12008 MGMT 13090 MGMT 11079 ACCT 13101 ECON 16101

Courses
Advanced Industrial Economics Economics of Public Finance Environmental Economics System of Economy Public Project Analysis Economic Modeling Islamic Economics Cost Accounting Development Economics 1 Energy Economics Fiscal Decentralization and Local Finance Entrepreneurship Financial Markets and Institutions Qualitative Research Islamic Financial Markets and Institutions Taxation 1 Population Economics

Credit
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Even Semester Elective Courses No .

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.

Code
ECON 13002 ECON 13101 ECON 13201 ECON 16102 ECON 17101 ECON 17102 ECON 11003 ECON 13001 ECON 15001 ECON 11202 ECON 11301 ECON 12062 ECON 16202 ECON 15102 MGMT 11010 MGMT 14009 MGMT 11080 MGMT 11081 MGMT 15011 ACCT 17201 ACCT 19104

Courses
Economics of International Finance Advanced Monetary Economics Advanced International Economics Demographic Analysis and Technique Urban Economics Regional Economics Analysis of Public Sector Project Central Banking Economic Development Administration Statistics 2 Introduction to Game Theory Islamic Monetary Economics Agricultural Economics Public policy Analysis Business Risk Management Human Resources Management Islamic Financial Management Islamic Banking Operation Management Management Information System Global Business

Credit
3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 2

43

Figure 2. 3 Courses Distribution in Each Semester

44

2.4 Teaching and Learning Strategy

Teaching and learning strategy formulated by EUP is aimed to achieve the stated expected learning outcomes. The EUP also designs wide range of teaching and learning methods to ensure that the students acquire the expected competences in the effective academic environment. Learning and Teaching Strategy Development The EUP realized the importance of immense learning opportunities to students through teaching material delivery that equip the students with concept, analytical, and technical tools needed to achieve the goal of education as well as the goal of specific course. These objectives comprises of to equip student with standard competences in economics area and to build characteristic simultaneously. Therefore, competent lecturer combined with proper teaching strategy will ensure the achievement these objectives. Strategy of teaching and activity design by the EUP is not formulated solely through one-way teaching, but also the students are placed as the center of the learning process. This particularly to make students to be active in taking hold of the understanding required in each course. In addition to conventional classical method, the EUP has adopted variety active teaching and learning methods, which are known as Student-Centered-Learning (SCL) and E-Learning Method Since 2008. In addition, in line with the vision of the University as research university and provide services to the community, the EUP establish some courses that put research and practical training/internship program into learning activity to equip the student with research skill needed. The following explanation shortly defines the active learning methods used by the EUP. The introduction of SCL as additional and alternative teaching strategy is in line with the concern of pursuing any strategy to meet the expected learning outcome. According to the ELO formulated, there are three main competencies that should be mastered by the graduates at the end of the training; it covers general economic knowledge, specific economic knowledge and general skills. As for the general skill acquisition, the SCL methods will give more opportunity for students to employ learning activities that develop their soft skills. The examples of these activities are presentation, discussion, team work and independent research and reading in more intensive manner compare to conventional teaching strategy. Furthermore, the adoption of SCL as alternative delivery methods in some courses will yield benefit to users. Based on user survey (explained in detail in chapter 7); the EUP found that it would be better if the graduates improve the interpersonal skills. It was shown from the latest survey that interpersonal skill obtain score of 3.8 and it is below the average score of users satisfaction. The SCL methods, again will intensify the training activities that related to the building of interpersonal skills and other soft skills that support the area of improvement. The following explanation, briefly describe the SCL methods that have been adopted by the EUP since 2008.
Comment [N1]: Tambahan paragraf ini untuk merespon review BPMA untuk poin 4.1.

Comment [N2]: Tambahan paragraf ini untuk merespon review BPMA untuk poin 4.2

2.4.1 The Student Centered Learning (SCL) Method

The SCL Method consists of Problem-Based Learning (PBL), CL (Collaborative Learning), and EL (Experiential Learning), which each can be described as follow: Problem-based learning (PBL) is a student-centered pedagogy in which students understand about a subject in the context of complex, multifaceted, and realistic problems. The goals of PBL are to assist the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation. Working in groups, students identify what they already know, what they need to know, and how and where to access new information

that may guide to resolution of the problem. The PBL curriculum was developed in order to stimulate the learners, assist the learners in seeing the relevance of learning to future roles, maintain a higher level of motivation towards learning, and to show the learners the importance of responsible, professional attitudes (Barrows, 1996). Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers (Totten, Sills, Digby, & Russ, 1991). Experiential learning engages the learner at a more personal level by addressing the needs and wants of the individual. Experiential learning requires qualities such as self-initiative and selfevaluation. The complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. in order to gain genuine knowledge from an experience, certain abilities are required: a) the learner must be willing to be actively involved in the experience, b) the learner must be able to reflect on the experience, c) the learner must possess and use analytical skills to conceptualize the experience, and d) the learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.(Kolb, 1984) The E-Learning Method can be explained as interactive study that utilizes computer and the development of information technology to train and to teach which expectably can increase knowledge and learning and soft skill, such as the critical thinking, problem solving, propose the opinion, information gathered, etc. (Cummings, 2001). These teaching methods have been strongly recommended to all courses. To make the transition from single conventional method and to make student smoothly adapt with various methods including SCL, jointly with the Faculty and the Department, the EUP has been delivering one-week program for Introduction to University Academic System (PSAU) for the last 5 years. In this program, the orientation is given to new student for the adapting to academic system and covers orientation to the usage of SCL and E-Learning Method. This approach expectedly achieves the shift of students thinking from passive to be analytical, creative and innovative, while progress them to become lifelong learners. The following table that lists of subjects offered in EUP and their learning methods can illustrate the progress of implementation of mixture teaching methods. When some courses uses some specific method of teaching and learning, the other courses will combine some method of teaching and learning in learning process. Overall, all topic uses active learning study methods or combination between conventional and active learning method. For some considerations that active learning method is not implemented, are characteristic and content of subject and number of student enrolled for one particular subject (small and big class).

46

Table 2. 7 Number Courses Using Student Centered Learning Method out of total Courses PBL 14/53 14/53 CL 2/53 2/53 EL 1/53 1/53 Lab 14/53 14/53

Note: PBL=problem based learning, CL=collaborative learning, EL=e-learning, Lab=Laboratory

In addition to the alternatives of using CL, PBL and EL, the EUP has managed many laboratories sessions in teaching. This high intensity of using lab session is also considered as benefit for graduates since it will equip them with specific skills required in the workfield. From table above, it is shown that the proportion of classes that use lab session is considerably high, it is around a quarter of total class. On the other hand, we should note that the introduction of various teaching methods especially SCL is quite new for the EUP. Evaluation conducted by some of the courses adopted SCL shows different result. The early evaluation shows that in some courses, it is found that the average grade of students are higher under the SCL compared with conventional teaching but in contrary for some other courses. At the early period of implementation, SCL was against majority preference of using conventional teaching method especially from senior lecturer. However, in the current curriculum revision toward KBK curriculum, the possibilities of using SCL in number of classes might have a great opportunity for improvement. At the beginning of each semester, lecturers are required to produce and to distribute to students a complete teaching plan. Outline of the teaching program or GBPP (Garis Besar Pokok Pengajaran), course activities or Satuan Acara Perkuliahan (SAP), and syllabus are instruments that should be prepared for the whole semester including method of delivery, media/references/textbook used, and methods of evaluation. In the upcoming KBK curriculum, there is only learning activity plan or Buku Rencana Pembelajaran (BRP) and syllabus as the instruments. BRP replaces the use of GBPP and SAP. All of these instruments are developed according to the format and national standard of curriculum and be ensured align vision and mission of the EUP. Curriculum implementation is continuously monitored and reviewed by quality assurance body at the Faculty (UPMA) and University level (BPMA). Detailed information of these units are explained in Criterion 11. Primarily, the peer groups that consist of lectures that usually specialized in some topics for each course are also responsible to have discussions in order to develop the syllabus. In the meeting, the peer groups also manage in-depth evaluation about the implementation of the courses in past, including reviewing the students academic performances (pass rate, grade distribution) and also sharing the difficulties met by lectures and any inputs/suggestion derived from lecturers. The development of the forthcoming syllabus will be based on those reviews. The coordination brings the benefit to standardize the teaching quality among lectures and to reduce the variation of teaching quality, in particular for the parallel-class.

Comment [N3]: Paragraf ini untuk menjawab review BPMA poin 4.3.

Comment [N4]: Paragraf ini untuk menjawab review BPMA poin 4.4.

47

2.4.2 Learning Activities

In addition to main class activities for some courses, students must also attend the tutorial class and/or laboratory class. The purpose of the tutorial and laboratory class is to intensify and enrich the course materials understanding and to increase competencies of graduates. Particularly, in laboratory class instructor/tutor will introduce to student how to use some statistical software in order to understand the material of study as well as to conduct the research introduction. The senior students provide assistance or instructor. The Faculty also publishes the Academic Guideline Book earlier in each academic year as guidance for lecturers and students to implement teaching learning process. The EUP also serve basic compulsory courses that offered to undergraduate students in FEUI from accounting and management study programs. Therefore, for each semester and given large number of students, EUP open parallel classes system for courses generally ranged from 10 to 15 classes for each course. To assure that all parallel classes establish the same standard of learning quality, there is one sylabus for each course that applies to all parallel classes and a standard of course material and course assessment to all those parallel classes. Table 2. 8Table 2. 8 shows the list of courses set as parallel that offered in EUP. Table 2. 8 List of Parallel Courses in EUP Year 1st year Course 1. Introduction to Economics 1 2. Introduction to Economics 2 3. Mathematics for Economics and Business 1 4. Mathematics for Economics and Business 1 5. Statistics 1. Microeconomics 2. Macroeconomics 3. Monetary Economics 4. Econometrics

2nd year

2.4.3 Research Activity [Link] Research activities by academic staffs and students
The EUP realizes that important role of research to support teaching and learning activities. This also in line with the vision of the University to become a core center (center of excellence) and be at the forefront of research. University focuses on effort to conduct leading/key-cutting edge research supported by all component of UI, including the staff and students (Board of Trustees of the University Decree (SK MWA 005/SK/MWA-UI/2007)). Explicitly, it is stated that the university sets the target to become a world-class research university and that has to be realized by the year 2012. in particular, the Indigenous Studies have been designated as the five priority fields of research (Priority Research Tree University of Indonesia, 2007). To facilitate staffs for research activities, the EUP gets support from research institutions managed by the the Department and the Faculty. The staffs have an affiliation to several institutions: 48

1. Institute for Economic and Social Research (Lembaga Penyelidikan Ekonomi dan Masyarakat/LPEM) 2. Demographic Institute (Lembaga Demografi/LD) 3. Currently, the Faculty also is forming The Public Policy Studies that are composed through multidisciplinary studies and research activities. The purpose is to stimulate world-class policy researches, which extend to connect between research and its research users. It is conducted through interdisciplinary approach by pooling leading figures with expertise from many disciplines within the University of Indonesia. The purpose is to keenly serve our clients, the research users. In one side, they are decision makers: in the government, public, business and industry sectors who seek policy options, expertise-advice or second opinion; and at the same time they are members of the society who need our advocacy. In addition, staffs are also allowed to perform individual independent research and participate in the various research grants nationally, regionally, and internationally. The University and the Faculty through Department of Economics support several research grant schemes. The research grants are provided by the University regularly which the information of those competitive funds are available in the University website and managed by the Directorate of Research and Community Service or DRPM. The university conduct competition based grant with with a rigorous selection system. The Department also provides fund that aim to improve research skill. A part of the research funds are allocated to involve undergraduate and graduate students in research activities, while some portions of the funds are used to purchase data or statistical software needed to conduct the study. The following Table 2.9 shows the research projects that are conducted by the staffs from various funding schemes. Table 2.9 shows that in total the number of research activities have been increasing dramatically over the last five years.

49

Table 2. 9 Funded Research Projects: 2006-2010 From Various Source of Funding Research Projects Centers Ministry of Education Research Grant Competitive Grant PHK-B University Research Grant & Ministry of Education Grant Basic Research/Hibah Penelitian Awal Intermediate Research grant/Hibah Penelitian Madya Prime Research Grant/Hibah Penelitian Utama Faculty research grant Priority Grant The University Priority Grant (RUUI) Interdisciplinary Grant National Strategic Research Grant Faculty Research Grant Department Research Grant Book Grant Conference Grant Research Grant Learning Method Development Grant Teaching Manual Grant Working Paper Total 2006 2007 2008 2009 2010

1 1

1 2 3 1 1 2 1 1 5 5 1 2 4 1 1 NA 1 5 5 1 1

3 4

2 1 3 14

21

20

EUP also strongly support the research activities that involves students. Students at the EUP develop their research skill through conducting their own research at the last semester through Final Project Thesis or become research assistance in research conducted by academic staffs. The following table provides information about number of research conducted by students EUP through Final Project Thesis for the year 2006-2010. Table 2. 10 Number of Research Conducted by Students EUP (Final Project Thesis), 2006-2010 Year Number Final Research 2006 49 2007 56 2008 74 2009 62 2010 59

[Link] Publication
The Department facilitates publication for all staff that are affiliated to the EUP and external authors to enhance the academic review and discussion through several publications. There are four publications managed by the Department: 1. Journal Indonesian Economy and Development (Jurnal Ekonomi Pembangunan Indonesia) since 2001 (ISSN: 1411-52512). In each publication, the journal publishes 5-7 research 50

papers written by academic staff and students. The journal is already acknowledged and received accreditation from Ministry of Education (No.43/DIKTI/Kep/2008). 2. Economics and Finance in Indonesia (EFI). EFI managed by Institute for Economic and Social Studies (LPEM), which covers wide range of research project, reports that are rewrited as academic articles. Within the institution, the research output also published in staff and working paper. 3. Journal of Population (JOP). JOP facilitates articles related to demographic area and managed by the Demographic Institute. 4. Journal of Economic Policy (JKE). JKE publishes many articles on economic policy and managed by Posgraduate Program of Economics and Public Policy (MPKP). In addition to the internal media of academic pulications, the staff of the EUP are also encouraged to participate to publish their article in national and international level including participations in conferences. The following Table 2.11 summarizes the number of participations of these activities. Table 2. 11 Conferences and Publications: 2006-2010 Year Level 2006 2007 2008 2009 2010 Journal National 12 10 9 12 13 International 12 13 11 8 5 Conference National 3 8 3 7 7 International 12 9 13 5 5 Total 27 30 36 32 30

2.4.4 Course Related to Research

Consistent with the vision of the University of Indonesia to become a research University, the EUP also has developed materials and learning processes by putting rresearch as part of the educational process. The course where students entirely conduct their own individual in-depth-research are Independent Study, Internship, and Thesis which taken during their last semester. The other courses develop research skill of student by reviewing literatures on selected topics, identifying and analyzing the current problems related to the interested studied, and designing the research method. Conducting small research related to the topics delivered in the courses will develop the research skill. The courses are including the seminar course related to specialization of study chosen by student and also the other courses that basically introduce the students to the research method and skills needed to conduct the research appropriately, such as Research Method, Statistics, and Econometrics. While the statistics class was taught in first semester, the econometrics was taught in third semester and Research Method in the fifth semester. Students also can learn about usual quantitative software used in economics by attending the training organized by student organization under EUP.

51

Table 2. 12 List Courses Relates to Research Skill Development No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Course Statistics for Economics and Business Statistics 1 Econometrics 1 Environmental Economics Econometrics 2 Research Method Regional Economics Analysis and Techniques in Demography Public Project Analysis Economic Modeling Statistics 2 Monetary Economics Seminar International Economics Seminar Industrial Economics Seminar Public Economics Seminar Human Resources and Labor Economics Seminar Natural Resources and Environmental Economics Seminar Regional Economics Seminar Thesis Independent Study Internship Credit 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 6 3 6 Taken in Semester 1 2 3 5 6 6 6,7 7,8 7,8 7,8 7,8 7,8 7,8 7,8 7,8 7,8 7,8 7,8 8 8 8

2.4.5 Practical Training or Internship Program

EUP also establish internship or practical training program since academic year 2004/2005. This course prevails as an alternative for final project at the last semester. The ultimate goal of this course is to provide opportunity to students to practice the knowledge they get along their study and to understand the real situation in the research and economy world. Therefore, students will be required to work for three months at research company/institution or government institutions that have cooperation (MoU) with EUP to conduct practical training/internship program. Along the execution of the training, lecturer and supervisor will guide the students. At the end, the student must submit the practical training report, which can be named as final project report. The institutions that have cooperation with EUP to conduct practical training program are: Economics Laboratory-Department of Economics, FEUI Social Economic Research Institute FEUI Demographic Instituteon FEUI Ministry of Finance Bank of Indonesia World Wildlife Fund (WWF) Social Monitoring and Early Response Unit (SMERU) Mandiri Sekuritas 52

Mandiri Syariah Bahana Sekuritas Danareksa Trimegah Sekuritas Implementation Monitoring Committee of Regional Autonomy (KPPOD) Center for Strategic and International Studies (CSIS) Insan Hitawasana Sejahtera (IHS) Urban and Regional Development Institute (URDI) The Commision for the Supervision of Business Competition (KPPU)

However, not many students are interested to participate in the practical training/internship program as it is expected by EUP. It is the case, as the institutions require the student to work full time, when the students still have the compulsory to take other course in campus. This timeconstrain becomes the main problem for this program/course. EUP has encouraged student to have this course during their holidays or between semesters.

Table 2. 13 Practical Training or Internship Program Institutions Bahana Sekuritas BI CSIS KPPOD LPEM TADF Kemenkeu WWF Grand Total 2008/2009-2 1 3 2 1 3 2009/2010-1 3 1 1 2 4 10 1 8 4 2009/2010-2 Total 1 6 3 2 5 4 1 22

2.4.6 General Lecture

In order to enhance student insight on practical about some topic in economy, EUP has also arranged some general lecture that represents academician from other education institution or practitioner, such as: Prof. Masahiko Takeda (Hitotsubashi University, Japan) Prof. Neil McCulloch (Institute of Development Studiies Sussex University, UK) Prof. Takeshi Daimon (Waseda University) William Wallace (World Bank) Subham Chauduri (World Bank) Enrique Blanco Armas (World Bank) Vivi Alatas (Worldbank-Indonesia) Sjamsu Rahardja (Worldbank-Indonesia)

The students are free to choose their major of study and some elective course according to their interest and study-performance. Some focuses of study provided by EUP are monetary economics, international economics, regional economics, industrial economics, human resources economics, public economics, and resources economics.

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The students also free to choose among course: final project, independent study, or practical training/internship program as their final project at the last semester. The following table lists number of students participates in final project as the requirement for graduation. Table 2. 14 Number of Students Participate in Final Project
Year 2006 2007 2008 2009 2010 Thesis 59 64 66 67 64 Internship 3 7 11 7 1 Independent Study 24 12 5 1 2

2.4.7 Teaching and Learning Environment

EUP has established infrastructure to support the implementation of the teaching and learning strategies. EUP provides Academic Supervisor to a group of students which refer to Rector Decree No. 012A/SK/R/UI/2007, an academic advisor is responsible for offering academic advices in term of selection on course subjects, number of credits, and study plan, and also evaluating academic performances of the students until their graduation. Learning resources are generally textbooks, journals and the internet. In each budget year, EUP provides new textbook for library, Resource and Learning Center FEUI, and Teaching and Research Center Department of Economics FEUI. University jointly managed with Faculty, Department, and Program has subscribe the online journal and databases that can help lecturers and students to access the article of journal and data to support the active learning and research conducted by lecturer and students. The following table lists online journal and database available in EUP. In addition, teaching resources can also be accessed from open sources via the internet.

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Table 2. 15 Online Data Base Related to Economics

EBSCO Business Source Premier, Medical, CINAHL, Health Business, MEDLINE & Psychology, DynaMed: Evidence-Based. Arts Architecture, Legal, Reference, Social Index, Entrepreneurship, Computers, Psychology, Library& Information, Politics, Environment, Literacy, Health Business Elite. OSIRIS Profile and statistics of banks, insurances, and companies throughout the world. Local access on CDROM is available at FEUI, Depok Campus. SCOPUS Abstracts, patents and citations of scientific articles on Life Sciences, Health Sciences, Physical Sciences, and Social Sciences. Reviews disciplines within the Biomedical, Physical, and Social Sciences. PROQUEST Accounting & Tax, Business, Trade & Industry, Medical and Health Sciences, Nursing & Allied Health, U.S. National Newspaper Abstracts, Psychology, Biology, Science and Technology, Computing and Telecommunications. PROQUEST LITERATURE Poetry, prose, drama, author biographies and multimedia, literary criticisms, essays, reviews, and interviews. SCIENCE DIRECT Physical Sciences and Engineering, Life Sciences, Health Sciences, Social Sciences and Humanities SPRINGER LINK Architecture, Design, and Arts, Behavioral Science, Biomedical & Life Sciences, Business & Economics, Chemistry & Materials Science, Computer Science, Earth & Environmental Science, Engineering, Humanities, Social Sciences & Law, Mathematics & Statistics, Medicine, Physics & Astronomy. JSTOR Humanities, social sciences, and sciences, as well as monographs and other materials valuable for academic works. EBRARY E-Book for Business, Marketing and Economics, Computer and Information Technology, Education, Science and Technology, Health, Biomedical, History and Humaniora, Physics and Natural Sciences, Social and Behavioral Sciences. DATA Center for Economy and Business FEUI International Financial Statistics Online-IMF, World Development Indicator Online World Bank, b2b (provide business intelligent data about company and research on Indonesian industrial market), Standard Trade and Industry Directory of Indonesia (STDI). CEIC LPEM-FEUI Research Center subscribes onl-line CEIC databases, macroeconomic databases on emerging countries which includes macro indicators on GDP, international trade, labor market, public finance, financial and monetary indicators. LPEM-FEUI and LD Data Center LPEM-FEUI and LD Data Center have collection of population census surveys, households, villages, and industrial surveys as well as research reports on economics related issues conducted by LPEM and LD FEUI.

Source: [Link]

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When teaching, most lecturers have utilized the advantage of computer multimedia equipment and information technology facilities. Almost all courses have employed MS. Power Point in the process of teaching and learning in classrooms. Giving the material and the task to the students is often distributed via the internet by establishing a mailing-list or via E-learning Facility ([Link]). Student also can access the catalogue of books available in Library by using On-Line Information System. For lecturer, they can also get the input for the improvement and development of the teaching and learning quality in their taught course from the students by accessing the student evaluation or EDOM ([Link]). Evaluation of lecturers by students (EDOM) is compulsory for students and a prerequisite before they access the detail of their evaluation. The evaluation is done every semester and completely anonymous. The EUP also provides computer facilities to support the teaching and learning process for students and lecturers. The computer facilities are available in EUP to support teaching and learning or the case of quantitative courses. Use of computer lab for courses that require computer simulation is very useful in the teaching-learning process, where students can directly work on assignments or case studies in classrooms with the supervision of lectures or tutors, or to use the lab by working individually with his/her learning process. The use of computer facilities for students to do homeworks or assignments is available as there are computer lab classrooms that can be used as well as general open-access computer lab. However, for most of students, they generally do assignments using their own laptops, and in this case, classrooms alongside with classrooms hall is facilitated with electricity access circuits. Table 2.16 shows computer facilities in the FEUI in terms of computer laboratory classrooms, open access computer facilities (non-classrooms facilities), and administrative use.

Table 2. 16 Computer Facilities 1) No Room Facilities

Computer Laboratory Classrooms 1 2 3 4 Economics Computer Laboratory Accounting Computer Laboratory Management Computer Laboratory Graduate Computer Laboratory 24 Unit PC, 1 Server, 1 Rooter 35 Unit PC, 1 Server, 1 Rooter 25 Unit PC, 1 Server, 1 Rooter 50 Unit PC

Open Access Computers and Administrative Facilities 1 2 Lecturer Reading Lounge (RLC) EUP Academic Staffs Lecturer Room 2 Unit PC 3 Unit PC, 1 Unit Printer 56

3 3

EUP Support Staffs Computer Laboratory - Secretariat

3 Unit PC, 2 Unit Printers 5 Unit PC, 2 Unit Printers, and 3 Laptops

Notes: 1) It has not included computers available in the Faculty Library (FEUI RLC).

2.5 Student Assessment

Student have to go through a written exam to compete with other students who would like to enter the EUP, Faculty of Economics, University of Indonesia. However, there is also a special invitation for top rank students during high school and who won a science olympic. During their period of study at the EUP, students will also face several evaluation, not only evaluation on each courses they take in each semester, but also a periodic evaluation on their study achievement. At the end of their study period, student will have to work on a final project, and they will be evaluated based on the final project they have worked on.

2.5.1 Student Entrance

In general, since 2005, there are two selection processes for students enrolling University of Indonesia (UI); the national selection process, or known as SNMPTN, and the selection process conducted by UI itself. 1. National Selection Process The SNMPTN, which stands for Saringan Nasional Masuk Perguruan Tinggi, is the selection process conducted by a committee formed by the Directorate General of Higher Education (DG-HE). This selection process is carried out in the national level, where student compete with other students coming from across Indonesia. Information about SNMPTN is available at [Link] This national selection process itself is divided again into two mechanisms, the written examination and special invitation. In the first mechanism, student must undertake a written examination, where several subjects are being tested. While the special invitation is a mechanism, where invited schools from every part in Indonesia, have a right to recommend their best students to enroll the university without having to go through the examination selection process. The requirements for students to apply through this special invitation mechanism, are students in their last year of senior high, and are in the 10%-25% top ranks in their school, consecutively, from the first semester, until the fifth semester of their high school period. A team from the university will then select list of invited student. This team consists of one person (the dean or vice dean) that will represent each faculty. Student candidates will be ranked based on department they choose. Rank is made based on highest average gotten based on 5 chosen subject which is appropriate with department chosen by student candidates (Bahasa Indonesia, English, Mathematics, Economy, History, and Geography). Scoring is weighted based on performance history student candidate in their school 57

2. UI Selection Process Selection process conducted by UI is known as SIMAK UI. This process is a written examination selection process. The difference between SNMPTN and SIMAK UI is that through SNMPTN, student can only apply for the regular undergraduate program and student may apply to several study programs in several universities. While through SIMAK UI, student may apply several programs to enroll in UI; beside the regular undergraduate program, there is the diploma program and the Double degree international class. Information about this selection process can be seen through [Link] Previously, the proportion of students entering UI through the selection process conducted by UI is larger than the national selection process. However, since 2011, referring to the Ministerial Rule no.34/2010, of the Ministry of Education, the proportion of student selected through the national selection process is larger. The proportion from the national selection process, minimum is 60%, while from the UI selection process is 40%. Beside the written examination, UI also has other channel for student to enroll. This scheme was provided since 2008. The schemes are: 1. KSDI, stands for Kerjasama Daerah dan Industri, is a program developed between the university and the local governments or industries who nominate and sponsor students based on the development scheme in their respective region. However since 2008, FEUI dismissed the scheme, so there were no students entering FEUI through this scheme anymore. 2. UMB, or Ujian Masuk Bersama, is a written examination selection process, organized jointly by 5 state universities 3. Prestasi, is an entrance scheme for students who have achievement in sport, art or won an Olympic science, have a privilege to enter UI through this scheme. Difference in the entrance scheme does not affect the quality of the students. Table 2. 17Table 2. 17 below show that the difference in GPA does not differ much. Student entering through SIMAK, SNMPTN and UMB have GPA, the lowest is around 2,6. These students are also able to compete with special invitation students, as shown by the maximum GPA from SNMPTN/SIMAK/UMB is around 2,5 up to 3,7 almost the same as students entering through the special invitation scheme. Table 2. 17 GPA Range from Students Entering Through Various Scheme 2010
GPA Entrance Scheme PPKB Prestasi SIMAK Number Lowest 19 1 43 3,14 3,78 2,66 Highest 3,67 3,78 3,73

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SPMB UMB

13 6

2,65 2,95

3,5 3,57

2.5.2 Student Academic Progress

The assessment process for active students during their study period in Universitas Indonesia, refer to the (Peraturan Majelis Wali Amanat Universitas Indonesia No. 006/MWA-UI/2005). The Rules are written in the FEUIsAcademic Guideline book that is given to each student when they enter the university. During their study period, student will face two types of evaluation, which are: 1. Evaluation on each course During their study in FEUI, there are several competencies in terms of knowledge, skill and attitude that are expected to be achieved by the students. Each course will be designed to support the competencies that is possible to be achieved through that course. The expected competencies to be achieved is then implemented in the activities and teaching material that will be given from the specified course, and will be used to determine the evaluation components and will be applied as a standard to assess the students. Below is an example of the expected competencies achieved, teaching method and evaluation criteria from the Statistic for Economic and Business Course. Table 2. 18 Competencies Achieved, Teaching Method and Evaluation Criteria No. 1 Generic Skills to be Developed Evaluation of ideas, views, and evidence Synthesis of ideas, views, and evidence Class Activities Case analysis, Group assignment/project/paper, class discussion, presentation Case analysis, Group assignment/project/paper, class discussion, presentation Case analysis, Group assignment/project/paper, class discussion, presentation Case analysis, Group assignment/project/paper, class discussion, presentation Case analysis, Group assignment/project/paper Computer Lab/Assignment Group assignment/project/paper, presentation Computer Lab/Assignment Case analysis Case analysis Group assignment/project/paper 59

Strategic thinking

Critical thinking Application of statistical theory to public/individual policy and business decision making Assessing electronics data and other information Summarize and interpretation of information Application of office software Statistical reasoning Problem solving skills Collaborative learning and teamwork

5 6 7 8 9 10 11

12 13 14 15

Negotiation and bargaining Written communication Oral communication Case analysis

Group assignment/project/paper Group assignment/project/paper Presentation, class discussion Group assignment/project/paper

Thus, beside lecturing and tutorial, there are several teaching methods applied to achieve the competencies objective. And the competencies objective and teaching activities will then contribute to the students final score. Below is an example of evaluation components for the specified course above. Table 2. 19 Evaluation Components for the Specified Course Description Attendance, Quiz, Class participation and discussion, Groups Case study/Presentation Homework/assignments, tutorial, computer lab Midterm exam Final exam Total Minimum 20% Minimum 20% 100 Weight (%)

Overall, maximum 60%

In general, written examination is conducted twice for each course in each semester. However, written examination is not the only way to evaluate students, some courses may not conduct written exam, but evaluation are conducted through a final paper. Again, this is according to the courses learning objective, which depends on the competency that are going to be achieved. The minimum passing grade for each course is C, and if they do not pass the course, students have to retake the course at the next semester, where the course is available. Student may take leave or absence from schooling activities for maximum two semesters. In this instance, the maximum study length period will be adjusted. Appeal Procedure are also available. If score result are unsatisfying for the student, they may consult to the lecture, and ask about the reason behind their score. If revsion in score is needed, the lecture of that specific course may submit a score revision letter to the Academic Bureau, to revise the score.

2. Drop-out Evaluation

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Periodically students are evaluated to determine the possibility to continue their study in the university. For undergraduate student, dropout evaluation is conducted in the 2nd, 4th, 8th, and at the end of their final year. Student is considered not able to continue their study, if they could not obtain a minimum score of C (or a minimum GPA of 2,00) for the total credit taken in each of the evaluation period, or for 24 credits in the 2nd semester; 48 credits in their 4th semester; 96 credits in the 8th semester, and 144 credits in their last year period, in each of the evaluation period. Each student is attached to his or her academic advisor. Before registering the chosen courses for each semester, students should consult it with their academic advisor. Their academic advisor will also monitor the progress of their students, thus those who have indications of failing the evaluation process will monitored more, and advised to work harder or to withdraw before being dropped out. More attention is given for students on the eighth and twelfth semesters.

Figure 2. 4 Number of Dropped Out Students

Since 2005 until 2010, overall, the average number of dropout students from the department of Economics, is 1.3 students per year.

2.5.3 Graduating Students

To graduate from their study, student must write a final project, and to be able to write their final project, student must fulfill at least 138 credit units. Each student will have one academic staff who will act as a supervisor, to assist them during their writing process. At EUP, student has three choices upon writing their final project, which are: i. Skripsi (undergraduate thesis) Student who chooses to write a skripsi as their final project will have one lecturer that will act as their supervisor that will assist them during their writing process. Their undergraduate thesis supervisors are selected based on the expertise, which is inline with the thesis topic. 61

During the writing process, student will have to consult and report their writing progress to their supervisor. The supervisor decides the decision when a student is able to take their final examination. In the final examination, student will present their research result, which is written as their skripsi, to the examination board. Besides presenting their skripsi, they will also have a comprehensive test, where their knowledge and understanding on basic theory are evaluated. ii. Independent Study Studi mandiri is another alternative for student to finish their study. The difference between studi mandiri and skripsi, beside from the credit point, is the deepness of the analytical and writing process. Skripsi is weighted 6 credit points, while Independent Study is 3 credit point. The difference in the weight of credit points between skripsi and independent study cause the student to take an additional course in order to fulfill the total credit points required to graduate. Regarding to the writing process, in studi mandiri, student choose a seminar course, where they then choose one topic from that course to develop further, and make a final report on the topic. To answer their hypothesis, student may use several methodologies, such as literature review, descriptive or empirical study. In this case, student does not have to build a model as a part of their analysis. Where as in skripsi, students must have developed a model, collect data, and run their model, to answer their hypothesis. Student will be supervised by an appointed supervisor from EUP, during writting their final project. iii. Internship Students have the opportunity to work in an institution that has collaboration with the department of economics. Through this program, students could apply the knowledge they have obtained during their study period, and at the end of their internship period, students will have to write a report, based on what the work they were involved in the institution. Student will have two supervisors, one supervisor from the institution where they work, and the other is from the faculty. Internship, including the final report writting process, is weighted 6 credit points. Below is the number of students graduating, according to the final projects taken. It is shown that most of the students finish their study by writing final project. It is in accordance with the EUP learning objectives that students are preferred to finish their study by writing a thesis. Table 2. 20 Graduate Characteristic for Year 2006-2010
Student 2006 Odd Even 2007 Odd Even 2008 Odd Even 2009 Odd Even 2010 Odd Even 201 1 Odd

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Number of Graduate (Student) Graduate with thesis Graduate with internship Graduate with independed study

56 15 2

43 31 2

56 21 5

27

20 15 2

62 51 9

20 18 1

55 49 6

22 20 -

45 44 1

47

13

11

According to the tracer study, problems generally faced by students when writing their final project report, beside data availability, are not being satisfied with their supervisor because of the minimum number of consultation time. If student are not satisfied with their supervisor, they may ask the department to shift to other supervisor. Since 2008, there are 4 students recorded who change their supervisors. Beside time availability, one of the students had to change because they could not finish their thesis on time, and the supervisor could not continue supervising. As have been described previously, student will be given a supervisor, regardless their final project writting process. EUP will appoint academic staff to supervise students. Thus student and their supervisor will develop a timeline for the students as a guidline for the students, to finish their final project in time. Included in the time plan are meeting plan and submitting report. Student may choose the process to write their final written project. However, the final examination they face will be the same, regarding on how they write they final written project. Final evaluation is conducted based on the Rectors Decree no. 491/SK/R/UI/2004. Students may go through their final exam, if their supervisor has decided that they are compatible to go through the exam, and have fulfilled several requirements, i.e.: Minimum GPA is 2.00 Have finished all the courses required, with the minimum total credit of 144 credits Does not exceed the maximum study period, which is 6 years (12 semester) for the undergraduate program.

There are three focuses being evaluated in the final examination, which are the skripsi writing process, presentation and theoretical examination. The criteria of each focus are presented in Table 2. 21Table 2. 21. In this final examination, student must present their final project. In this occasion, they will also face a comprehensive test, where students are assessed on their knowledge on what they have learn during their study period in the university. Table 2. 21 Final Project Evaluation Undergraduate Thesis Writing No Criteria 1 Thesis is written in organized structure i. Complies with standard format for thesis writing in UI 63

ii. Possesses sequential logic structure iii. Written in formal, scientific language iv. Possesses logical argumentation Thesis discussion is conveyed scientifically i. Issue is elaborated clearly ii. Matching title of thesis and objective of study iii. Relevant background and hypothesis iv. Research method matches issue v. Critical analysis vi. Hypothesis prove, if any vii. Conclusion matches study results Thesis has sufficient theoretical review i. Use of relevant theory and aim ii. Updated literature iii. Quality of literature source Thesis has research contribution i. Difference with previous studies ii. Has scientific or practical implication

Undergraduate Thesis Presentation No Criteria A Presentation flow 1 i. Logic in presentation analysis 2 ii. Substance of presentation B Presentation process 1 iii. Quality of presentation slides 2 iv. Systematic of presentation slides C Communication in presentation 1 i. Ability to explain substance of thesis 2 ii. Ability to answer the questions from examiners

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Chapter 3 Academic Staffs and Support System

3.1 Academic Staff Quality
Department of Economics manages academic staffs that cover from recruitment process, support and evaluation of their teaching and researches, as well as appraisal of academic staff performance coordinated with the University and Faculty (FEUI).

3.1.1 Recruitment and Promotion Criteria

The recruitment scheme in UI has experienced changes along with the changes of UIs status from state university (Perguruan Tinggi Negeri (PTN)) to Badan Hukum Miliki Negara (BHMN) in 2000, through the Government Regulation (Peraturan Pemerintah (PP)) No. 152/20004. Thus, during year of 2000 until 2011, University of Indonesia and other seven public universities are managed based on regulation of BHMN, an autonomous entity owned by Government. These public universities, based on that regulation, can independently recruit and appraise off its employees: academic staff as well as support staff. According to the Rector Decree No. 568/SK/R/UI/2005, the Board of Trustee (MWA UI) Decrees No. 01/SK/MWA-UI/2003, and No. 07/SK/MWA-UI/2006, recruitments of full-time Academic Staff are in the form of UI-BHMN academic staff. As a result, there are two employments, employees under under the PNS (Pegawai Negeri Sipil-Civil Servant) status. Employees classified under the PNS status are employees recruited when UI was under the PTN status; while the UI-BHMN employee status is given when UI had been changed to BHMN. However, UI-BHMN status only applies up to 2009. The next recruitment is fully returned to the PNS5 scheme, although in 2008, there were already employees recruited under the PNS scheme. Figure 3.1 portrays the changes of employee status in UI, and Figure 3.2Figure 3.2 below shows the number of academic staff recruited along the period of 2000-2008.

The University status then change from BHMN to Badan Hukum Pendidikan (BHP) in 2009 through Law (Undang-undang (UU)) No. 9 Year 2009. This Law is subsequently called off by the Makamah Konstitusi Number 11-14-21-126-136/PUU-VII/2009 dated March 31, 2010. The abolition has made the government to issue PP No. 66 Year 2010 which in one of the articles states that UI is declared as a PTN through a President Regulation (peraturan presiden) which up to current time is not available yet. During the transition period, UI status is, therefore, as an BHMN as long as its function to perform higher eduction is not contradicted with PP No. 66 Year 2010 downloaded on December 21, 2011, at 10:06 AM and Johanes Gunawan in Koran Tempo, Monday, November 28, page A10) 5 Both as PNS and UI-BHMN status, employees in UI basically consist of academic staff and support staff.

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Figure 3.1 The Changes of Employee Status

Figure 3.2 Number of Recruited Academic Staff 2005-2010

As described, it is shown in the figure above, in 2008, UI decided to recruit academic staff under the PNS status. In that year, there were in total 6 academic staff recruited, through the two status (BHMN and PNS). Year 2009 was the last period where an academic staff was recruited under the UI-BHMN employments, as a result of the abolishment of UI-BHMN status through Law 9/2009.

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Figure 3.3 Educational Attainment of Academic Staff Teaching ECON Courses*

*ECON is a code to indicate courses provided by the EUP Based on Dean Decree No. KPTS/367/D/2006, staff recruitment is conducted if he/she meets the competences required by the department, program or institution and holds at least master degree from universities acknowledged by UI. This minimum educational requirement is inline with the Law 14/2005, which regulate about the minimum educational attained for undergraduated program lecturer. However, staff academic with Ph.D degree or Ph.D candidates are preferred. Currently, there is 52% of academic staff holding [Link], 46.0% holding master degree, and only 2% holds bachelor degree. Figure 3.3 below also shows that bachelor degree holders are declining over time. The number of academic staff in Prodi S1 fluctuates over the period. It is in accordance with the number of classes opened and students in each semester. In terms of expertise, UI has its own expertise classification criteria. However, if follow the criteria imposed by UI, all the EUP academic staff will be classified into one expertise classification, public policy. Thus, EUP has its own expertise classification, by classifying its academic staff based on the concentration courses offered to EUP students. There are 7 concentration courses under EUP, however, since there are other expertise with numerous amount of experts, thus we also add Development Economics, Quantitative Economics, Islamic Economics and Finance, and others, as an additional expertise qualification. Figure 3.4

Formatted: Font: Not Bold

67

Figure 3.4 below shows the number of academic staff based on area expertise.

Figure 3.4 Number of EUP Academic Staffs Based on Area of Expertise : Odd Semester 2011

The career path of academic staff refers to Law no.14 year 2005. Academic staff who will be promoted is proposed by the Department. According to the law, there are 4 stages of career path, and the top level of career an academic staff could reach is Professor. The Council of Professors (Dewan Guru Besar) is involved in the process of promoting an academic staff starting on the process to promote the staff to become Lektor Kepala. When an academic staff is promoted to be a Professor, there is a mentoring mechanism by a senior Professor. During this mentoring session, the Professor candidate will have a regular meeting with the mentor, to be encouraged and assisted in making research, journal articles and other activities, to increase their credit score (KUM score), and be able to reach the minimum score to be promoted as a professor. Staff academics will be grouped based on their expertise, and will be attached to professor based on their expertise. Table 3. 1Table 3. 1 below shows the academic career path, and the minimum KUM score to be promoted to the specified level. While components of activities, which can add to this KUM scores are presented in the table 1 of the appendix. Table 3. 1 Staff Academic Career Path
Credit Score Asisten Ahli Lektor 100 200

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Credit Score Lektor Kepala Guru Besar atau Profesor 400 850

Source: Law 14/2005

During the BHMN status, the Board of Trustee of UI once issued a decree stating academic staff who have achieved the cumulative score between 400-549 can be promoted as Assistant Professor, while those who have achieved cumulative score between 550-849, can be promoted as Associate Professor. In other word, Referring to the table above, Lektor Kepala is equal to Associate Professor or Assistant Professor, depending on the cumulative score achieved. Referring to the age structures of staff academics in EUP, most of the staff academics are in the class of 35-55 year old. Figure 3.5 Age Structures of Academic Staff

The University of Indonesia provides a media to monitor rank promotion process of an academic staff--that is through the SIPEG. SIPEG is a web-based Staffing Information System which has been integrated with all other systems in UI6, for example with SIAK-NG (Academic Information System), SIRIP (Research and Community Service Information System), and others. The Rector of the University requested all academic staff to update all of their academic-activity records (research, teaching/lecturing, community services) and upload them to [Link] on September 1, 2008. One function of SIPEG is that the system eases the calculation of academic staff credit numbers (angka KUM) which is normally used for rank promotion (kenaikan pangkat). However, even though rarely happens, it possibly occurs that an academic staff does not have his/her rank promotion for years. One reason is his/her research, teaching/lecturing, and/or community service credit number is sufficient for promotion. If he/she is a UI-BHMN employee, the Faculty can propose to the University for his/her termination. If he/she is a PNS employee, the
6

([Link]

69

termination request from the University and the Faculty should be submitted to Directorate General of Higher Education of Ministry of National Education (DGHE of MoNE).

3.1.2 Roles of the Academic Staff

In realizing UI vision to be a research university with an international reputation, UI formed dosen inticlassified further into dosen inti penelitian and dosen inti pengajaran7. Dosen Inti Penelitian (Research-Core Staff) is a group of academic staff whose time allocation is more for research in their fields. This group has teaching load of not more than 6 credits per semester. Dosen Inti Pengajaran (Teaching-Core Staff) is a group of academic staff whose time allocation is more for teaching/lecturing. Their teaching/lecturing load is not less than 4 credits per semester and maximum of 18 credits per semester or with accumulated load in a year of minimum of 12 credits and maximum of 36 credits. However, Teaching-Core Staff still have to do research with high standard and quality and community service (pengabdian masyarakat) activities. Staff academic does not only consist of those who are employed by UI, either from the PNS scheme or the BHMN scheme. There are also part time academic staffs from various institutions. UI has its own classification for staff academic, based on their teaching responsibility. Previously, the classification was not well defined; starting 2005 a classification system had been created. And this classification also experienced some changes as a part of the dynamics changes of UI. Figure 3.6Figure 3.6 below shows the change in academic staff classificationfrom only PNS academic staff (prior to 2000) to dosen tetap dan tidak tetap (permanent and non-permanent lecturer) in 20052009, and then to dosen inti. Figure 3.6 Academic Staff Qualification

The classification of core staff commenced in Semester Gasal Academic Year of 2009. Beside Research-Core and Teaching-Core Staffs, there are two other classificationsDosen Inti Struktural (Structural-Core Staff) and Dosen Skema Lain (Miscellaneous Staff). Structural-Core Staff is a group of academic staff that has structural position in FEUIsuch as in Faculty units and research institutes in FEUI. Teaching/lecturing loads of a Structural Core Staff are 4 credits per semester at
7

Rector Decree No. 013/R/UI/2009 as a basis on the Formation of UI Research-Core Staff and Rector Decree No. 199/R/UI/2009 as a basis on the Formation of UI Teaching-Core Staff.

70

most. Miscellaneous Staff is a group of academic staff who are classified as Research-Core Staff, Teaching-Core Staff, Structural-Core Staff. This group has teaching/lecturing loads of 4 credits per semester at the most. Below is the table that shows the number of academic staff based on core staff classification in DIE and EUP. Table 3. 2 Number of Academic Staff Based on Core Classification *
Teaching Scheme 2009 Gasal 09/10 Research-Core Teaching-Core Structural-Core Miscellaneous Total (6) 8 (41) 54 (13) 21 (28) 28 111 2010 Genap 09/10 (8) 8 (36) 55 (13) 20 (22) 28 111 Gasal 10/11 (8) 8 (51) 62 (12) 13 (18) 34 117 2011 Genap 10/11 (9) 10 (44) 60 (9) 13 (10) 33 116 Gasal 11/12 (9) 11 (53) 66 (7) 10 (19) 30 117

* number in parenthesis indicates number of academic staff in EUP, and number off parenthesis indicates number of academic staff ini DIE Due to the large number of students from other departments that take courses offered by EUP, more than 70% of DIE academic staff teaches there. From this percentage, Teaching-Core Staff is the majority. Larger proportion is normally found in odd semester in almost every academic year. Table 3.3 below shows the number of academic staff in Economics Department, teaching ECON courses in undergraduate program level for academic year 2010/2011 (even semester). As previously mentioned, the teaching obligation differs based on the teaching scheme. Thus FTE given in Table 3.3, is based on the academic staff teaching load, which is then converted in the FTE. Based on the calculation, academic staff has been fully utilised. Beside doing research as its main activity, research core staff is given maximum 0.45 FTE teaching load per semester based on Rector Decree No. 013/R/UI/2009. As shown in Table 3.3, average FTE of research-core staff is 0.40 FTE. While structural-core staff and other scheme staff, are given 0.30 FTE maximum teaching load, and in actual, the average FTE for academic staff in the two schemes consecutively are 0.32 and 0.22 respectively, which approach to the maximum regulated time. The condition seems different for teaching core staff. Academic staff who are categorized in this scheme has a teching load of a minimum 0.45 FTE and must not exceed a maximum of 1.35 FTE teaching load per semester. However, Table 3.3 shows that in average, the FTE teaching core staffs is below what its maximum teaching load. This is because most of the academic staff in this scheme are assigned additional task, such as supporting in Faculty Administration or Center Unit (i.e. UKM Center), Economics Department, EUP, and research institutions affiliated with FEUI (LPEM FEUI and LD FEUI).

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Table 3. 3 Number of Academic Staff with Teaching Assignment in EUP (as per even semester academic year 2010/2011) Category M F Total People Scheme Teaching-Core Staff Professor 12 5 17 Research-Core Staff Structural-Core Staff Miscellaneous Staff Teaching-Core Staff Lektor Kepala 9 1 10 Research-Core Staff Structural-Core Staff Miscellaneous Staff Teaching-Core Staff Lektor 9 7 16 Research-Core Staff Structural-Core Staff Miscellaneous Staff Teaching-Core Staff Asisten Ahli and its equivalent 21 24 45 Research-Core Staff Structural-Core Staff Miscellaneous Staff Average FTE 0.47 0.40 0.32 0.22 0.54 0.43 NA 0.22 0.65 0.40 0.32 0.29 0.50 0.40 0.25 0.22 40% 69% 70% 100% Percentage of PhD

Another measurement on the load given to academic staff, is based on the staff and student ratio. Given the total academic staffs that are assigned to teach in ECON undergraduate courses in 2011, the number of students per FTE of teaching staff is equal to 26.69 students per FTE of teaching staff. In other words, the total amount of time allocated by academic staff is 2 hours per student in a week. Table 3. 4 Staff per Student Ratio Total FTE of teaching staff 11,16 Number of students 298 Number of students per FTE of teaching staff 26.69

To facilitate the tasks of core staffs, the Dean of FEUI issued decrees regarding supporting facilities Dean decree No. KPTS/1401/D/2008. Core staffs receive facilities for teaching, research, and publication. Beside remuneration, core staffs are eligible to receive grants for book writings and teaching material writings, research grants, seminar grants, and publication grants under competition schemes. The numbers of academic staff who obtain such grants are shown in table below. 72

Table 3.5 PPSDM Activities

No. 1 Kind of Research Grant Seminar/ Conference Grant - International - Domestic 2 3 4 5 6 Research Grant Grant for Writing in International Journal Teaching Grant Lecture Notes Grant International Research Funding 1 12 4 1 3 2 5 3 1 11 7 3 3 2 3 1 3 1 3 4 6 7 2 6 2 2006 2007 2008 2009 2010 2011

3.1.3 Appraisal System

General appraisal of Academic Staff in DIE follows the regulation of Human Resources Management that refers to the university regulation, through the Dean Decree KPTS/038A/D/2011. Overall, the appraisal academic staff is based on the teaching assignment scheme they are assigned to. For fulltime academic staffs, the salary consists of fixed basic salary and variable components that add to total salary received. Fixed basic salary is equivalent to salary received by government employee academic staff, while variable component of salary would be calculated and weighted based on teaching credits semester. The remuneration scheme is given in the attachment. Full-time academic staffs that are also assigned by administrative tasks, full-time research based academic staffs, as well as support staffs entitle to health insurances.

3.1.4 Trainings and Academic Guideline

Department Economics has priority in providing support to improve teaching quality of its Faculty. Faculty is encouraged to participate in the trainings on various types of learning methods conducted by University, Department, or by Research Center. In 2008, Department collaborated with LPEM using InWent method of collaborated and active learning conduct a workshop for Faculty teaching of Introductory Economics. Since 2006-2011, some of the Faculty has also participated in NCEE workshops that focused more on the concept of using case studies and class experiment in assessing student understanding on various topics in Economics. The Ministry of National Education and Culture issue a certification of teaching higher education, aiming to improve the quality of academic staff in the university especially on the case Professors or Lecturers with the status PNS. Basically, the certified lecturers would have good teaching quality 73

that are shown by the following factors: 1) track record of teaching and research, 2) productivity on issuing publication and courses that have been taught, 3) ability to delivering teaching subjects. Meanwhile, within the university, there are regular trainings that aim to improve Faculty teaching skills such as Pekerti (Peningkatan Ketrampilan Dasar Teknik Instruksional) and AA (Application Plan). In comparison of number of Faculty, the availability of the trainings either that is conducted through outside resources or within the University may still is limited. Therefore, as part of knowledge sharing, materials of the trainings and workshops are available in Resource Learning Center. Faculty can borrow the training materials and review those to be developed further in their courses. Faculty that has participated in the trainings has frequently disseminated their experiences through Faculty meetings. Improvement in teaching skills also spurred by opportunity offered as visiting teaching Faculty in other national university as well as foreign universities. Some of faculty members frequently received invitation as visiting teaching and research scholars in prominent foreign universities such as in Japan, US, and Australia. Instructional method of teaching clearly stated in course assignments document and code of conduct document for the Faculty members. The Faculty as well as students received document courses catalog as well as academic guideline book.

3.1.5 Evaluation of Teaching Process

Each semester, the students evaluate lecturers as a feedback of the teaching process. The process and evaluation criteria are determined by the Faculty, particularly by the academic quality assurance unit, known as UPMA. There are 4 main points that are evaluated, which are: 1. 2. 3. 4. The Courses Material Teaching Method How the class is managed Assessment process

Academic staffs who achieve high grades can have the opportunity to be proposed by the Faculty to the University level, and compete with other staff academic to get a reward as the best Staff Academic of the Year. EDOM is one factor, beside other factors, such as the number of research and seminar conducted by the staff academic in the specified year.

3.2 Support Staff Quality

The employment structures in the UI consist of employees working in the university level, the faculty level, and department level. However, in general, policy is formulated in the university level, and will be implemented in the Faculty level, by the Human Resource Manager. Referring to Dean Decree No. KPTS/223/D/2005, Human Resource affairs in FEUI become the responsibility of the HR Manager.

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3.2.1 Support Staff

The support staffs in EUP provide services to faculty members (academic staff) and students. Support Staff in EUP consist of Academic Administration Staff, Teaching Assistant, Librarian, Computer Lab Assistant and Technician, and Security and Office Maintenance Staffs. Academic administration staffs have the responsibility to support in academic related activities of students and faculty members (academic staffs). Students academic services for undergraduate are facilitated at the University, Faculty, as well as at Department or EUP administrative level. Students academic services at the University consisted of admission process and entry registration, tuition payments, and administration of transcripts, graduations. Meanwhile, Faculty academic support staffs provide services to undergraduate students in FEUI related to checking students registration, managing schedule and classrooms, as well as assigning schedule and managing semester midterm and final exams. In this case, EUP coordinator and academic support manage capacity of courses offered during students registration, coordinate with Academic Support in Faculty regarding to mid-term and final exams, manage final paper administrative paperwork, arrange meeting for academic advisors (Pembimbing Akademik) with the students, administrative support for staff academic on academic related courses teaching activities including on assistant lecturers, and also as information center for EUP students on academic issues related and student activities on Economics Club (KANOPI). As shown in Table 3.6Table 3.6, there are 2 EUP academic support staffs with Bachelor degree in Communication and Management Degree respectively. Meanwhile, Department administrative staffs coordinate with EUP academic administrative staffs on finance related reporting activities of the program as well as assist documentation related and faculty members research and teaching activities (i.e. mailing list, copy of class materials, exercise of homework collections) and students activities (i.e. mailing list, Students trainings, Assistant Lecturers recruitment process, recommendation letter). Resource Learning Center (RLC) in the department provides students and academic staff with collection of books, articles, magazines and news media relevant to economics research, or other databases and manuals. The RLC is managed by one supporting staff having a bachelor degree in library management. The collections information provided by RLC are channeled with the RLC in the faculty level as well as to the University Main Library. Computer lab technician, from PLKJ division, manages computer Lab in the Faculty level. The technician is managed below the Manager Umum of the Faculty. They are responsible to handle computers equipment, software used by all the computers in the faculty, maintain the internet access and quality of the internet network. They are responsible to maintain the quality of computer and electronic equipment as classrooms infrastructure, to support the teaching activities. Beside the computer lab in the faculty level, the Department of Economic also provides a computer lab, which can be utilized only by EUP students. Students that are employed as the Computer Lab Assistants manage the lab. They are responsible in assisting teaching process on quantitative courses such as Econometrics especially in using software related such as STATA or Eviews. They are also responsible in managing and update the related software as well as maintaining computers (lab) classroom, provided in the department of economics. 75

With regard to Security staff, security staffs are employed by the university. Security staffs are highly needed, especially to guard and create safety enviornment in the campus. There are a total of 63 Security Staffs in FEUI Depok campus to oversee and secure academic related activities. Meanwhile Office Maintenance Staffs (Office Boy) are generally outsourced by Faculty. Office Maintenance staff are employed to keep the campus clean, and support other administration works. Besides supporting staff that are employed to support the teaching and academic activities, in the Faculty level and the department level, EUP also employ undergraduate students as Assistant lectures. Students who have GPA above 3 may apply as assistant lecturers. They are employed to assist academic staff in the teaching process, and support student in tutorial sessions. Table ... below list the number of supporting staff in the university, faculty and department level. Table 3.6 Number of Support Staffs: 2011 Number of Supporting Staff Based on Gender Male Academic Administrative Staffs Faculty Level 9 4 Master Degree (2 persons) Bachelor (3 persons) High school (8 persons) Bachelor (6 persons) High school (2 persons) Bachelor (2 persons) Graduate Students (3 persons) Bachelor Others (Undergrad Senior Students) Master Degree (4 Persons) Bachelor and Diploma (23 persons) Master Degree (1 persons) Bachelor (10 persons) High school (15 persons) Bachelor (1 person) Female Number Based on Education Attainment

Category

Department of Economics EUP Academic Administrative

3 0

5 2

EUP Tutors/Assistant Lecturers

13

27

Library Staffs Main Library (The University) NA NA

The School (FEUI) Library Department Resource Learning Center (RLC) and

22

Computer Lab Staffs Computer Lab Technician (PLKJ) Computer Lab (Department) Assistant 1 63 2 0 76

Bachelor Bachelor (1 person) Others (Undergrad Students) Bachelor (2 persons) Senior

Others (Security, Office Boy)

High school (61persons)

3.2.2 Trainings of Support Staffs

Training for support staffs are managed by the University as well as on Faculty (FEUI) level. The trainings ranged from training and workshop in academic information system, financial reporting, and workshop on academic management update, as well as on journal management. Support staffs, especially the library staffs also regularly give training to students on information learning and database available in university and faculty library system that can be used by the students.

3.2.3 Peer Review and Appraisal System

The appraisal system of peer is conducted at the faculty level, and the appraisal is not only applied to academic supporting staff, but also for academic staff. In practice, appraisal is done per group. That is, a supporting staff will be assessed by superiors and colleagues who work directly with the supporting staff, as a group. This appraisal is conducted once a year. The results of employee evaluations will determine the amount of bonus they will get. Regarding to assistant lecture, EUP has their own evaluation system. Similar with staff academic, assistant lectures are evaluated by the students. The evaluation is conducted twice, during the mid term and final exam. Points of evaluation is described in the Table 3. 7Table 3. 7 below. Table 3. 7 Evaluation No. 1 2 3 4 5 6 7 8 9 10 11 12 Evaluation Criteria Topic discussed in class is inline with what is discussed by the lectures Topic discussed is inline with the syllabus Topic is delivered systematically and clear Assistant Lecture teaches according to the schedule Asisstant lecturing time is in accordance with what is scheduled Assistant lecture is always on-time, in class and during (sit-in) Assistant lecture frequantly present during the lectures class Assistant Lecture frequantly substitute the lectures lecturing time Problem solving is given adequatly during the asisstant lecturing time Assistant Lecture is open for inputs to increase their teaching quality Quiz and Homeworks are always returned to the students Assistant lecture has a neat appearance

Table 3. 8Table 3. 8 and Table 3. 9Table 3. 9 below show the evaluation result on the average number of asistant lecturing time, the number of assistant lecuter sit-in during lecturing time, and the general result on assistant lecture through the even and odd semester, of 2010/2011 academic year. For the odd semester in the 2010/2011 academic year, most of the assistant lecture are assigned for more than one course.

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Table 3. 8 Review result for assistant lecture , odd semester, academic year 2010/2011
Average Number of Assistant Lecturing Class Number of Sit-In Overall score

21.07 12.70 50.84

Table 3. 9 Review result for assistant lecture, odd semester, academic year 2010/2011
Average Number of Assistant Lecturing Class Number of Sit-In Overall score 6.06 4.77 54.37

3.2.4 Career Plan

Career paths for supporting staff, as teaching staff, referring to the career path for civil servants and the university regulation on support or administrative staffs. Employees position are classified into some categories, which range is starting from the level of group IA up to the highest are IVE. New employees will be classified according to level of education, as follows: Employees who pass the high school will be classified to the level of group IA; Employees who pass a minimum of D3 will be classified to the level of group IIA; Employees who pass a minimum of S1 will be classified to the level of group IIIA.

Employess level of group would be assessed annually with coleagues, and his or her supervisors. In regard to career plan, when they become employees, their classification within a group will increase every 2 years and that would reflect to his or her remuneration as well.

3.2.5 Award and Recognition System

The payment system in the Faculty is managed in the Faculty level. The faculty HR manager refers the payment system to the Labor Law no 13 year 2003. Beside monthly payment, supporting staff may also receive as bonus. This bonus is given to the employee once a year, as a form of appreciation. The bonus ranges in 25% to 100% of their monthly salary. The amount of bonus depends on the employee appraisal, which is also conducted once a year. In addition to the salary bonus, the faculty also gives award to employees who have other achievement, such as winning a sport championship. There are also awards given in the university level. These awards are given, based on the employee appraisal in the faculty level. Employees document, who have high result based on the employee appraisal, will be sent to the university level to compete with other staff from other faculty. According to the FEUI Human Resource Manager, this year, there are 4 supporting staffs from Faculty of Economic, who were awarded by the university as best employees.

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3.2.6 Termination, Re-employment and Retirement Scheme

The Termination and Reemployment scheme is managed in the faculty level, and it refers to the UU no 13/2003 about employment. Employee can be dismissed if he/she violates the rule or made an intolerable mistake. While reemployment is conducted if the employee have previously asked for a work leave for some reason, such as long-term sickness, or absence leave. Employee retirement, according to the Law, is when it reaches the age of 55. While for several field that need a special skill, such as librarian, accountant, and technician, the retirement age is extended to 60 years old.

3.3 Staff Development Activities

Human resource affairs in FEUI are principally the responsibility of the Human Resource Manager (HR). Based on the Dean Decree No. KPTS/223/D/2005, the tasks of a HR Manager are to manage activities related to HR empowerment, both of academic and support staff. It is meant to assure the processes of teaching, research, and community service in FEUI is moving along optimally. Regarding to academic staff, the HR Manager is particularly to work together with the Heads of DIE to (1) design and perform job analysis, (2) to plan and manage (i) the process of recruitment and selection, (ii) reward system, (iii) career path, (iv) capability and competence development, and (v) evaluation process of new academic staff. Regarding to support staff, the HR Manager is to plan and manage (i) recruitment process of new employees in FEUI, (ii) reward system, (iii) career path, (iv) capability development, and (v) evaluation process of support staff. The HR Manager monitors the development of HR in degree program and institute under the FEUI and evaluates the performance of Manager Sub Bidang Pengembangan Tenaga Kerja and Manager Sub Bidang Kepegawaian. HR Manager is also expected to provide inputs to the university on regulations related to HR and employees; and to periodically report activities related to HR to the Vice Dean on Non-Academic. By the same Dean Decree, the Head of Department is also to develop career paths and competence of academic staff and to evaluate academic staff performance placed and assigned in the Department. The Head of Department proposes the promotion of academic staff to the Dean and his/her placement in degree program or institute with the approval of the Dean. The vision, mission, and goals of DIE and EUP have been in accordance with that of the Faculty and the University. Academic staff development becomes an important factor. Training and development are carried out based on ELO needs and then they are planned based on these needs.

3.3.1 Development Activities: Academic Staff

Academic staff development is one of the DIE mission to enhance the HR quality. Academic staff development that is conducted in the DIE is based on competence and career development needs. Development activities is carried out in several ways: (1) HR Development Program (Program Pengembangan SDM (PPSDM)), (2) facilitating academic staff for higher educationmaster and/or doctoral degree and granting scholarships to academic staff in local or overseas universities, (3) professor mentoring, and (4) academic staff certification 79

[Link] Program Pengembangan SDM (PPSDM)

PPSDM is provided in the form of block grant8 the Faculty to all Departments under it. Below are Dean Decrees related to PPSDM.

Table 3.10 Dean Decrees related to PPSDM No. 1 2 3 Dean Decree Dean Decree [Link]/276/D/2005 Dean Decree [Link]/251/D/2005 Dean Decree [Link]/375/D/2006 Concerning Block Grant Fund Research Grant Reviewer Team Formation for 2006 Research Grant Improvement on Dean Decree No. KTPS/251/D/2005 on Research Grant Core Staff: Grant for Composing Book/Teaching Material, Research Grant, Publication Grant, Seminar Grant Improvement on Dean Decree No. KPTS/251/D/2005 on Research Grant and Its Usage in DIE FEUI.

Dean Decree [Link]/617/D/2007

Dean Decree [Link]/1401/D/2008

Dean Decree [Link]/893/D/2008

To support the PPSDM activities, FEUI appointed Head of PPDSM through Dean Decree No. KPTS/1886/D/2009. Types of grants provided for PPSDM are: (1) Seminar/conference grants, (2) Research Grants, (3) International Academic Journal Writing Grants, (4) Teaching Grants, (5) Lecture Notes Grants, (6) Grants for Research Conducted Overseas, (7) GRE Financial Aids, and (8) Overseas Scholarship. Table 3.11Table 3.11 shows the numbers of each type of grant during 2006-2011 periods. Table 3.11 PPSDM Activities
No. 1 Grants/Financial Aids Seminar/conference grants 2006 2007 2008 2009 2010 2011

Prior to the implementation of financial integration scheme in UI, activities in DIE are funded by block grant and non-block grant. Based on the Dean Decree No. KPTS/276/D/2005, each department in FEUI is granted block grant of Rp. 360 million per year. Block grants are used, among others, for academic staff development, textbook purchases, training and workshops. Non-block grants come from the contribution of graduate programs (PPIE and MPKP) under the DIE, and of research institutes (LPEM FEUI and LD FEUI). After the implementation of financial integration scheme in 2009, both block grants and non-block grants are no longer available. However, staff development activities are funded by Development Fund at the FEUI.

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- Overseas - Domestic 2 3 4 5 6 7 8 Research Grants International Academic Journal Writing Grants Teaching Grants Lecture Notes Grants Grants for Research Conducted Overseas GRE Financial Aids

12 4 1 3

11 2 5 3 1

7 3 3 2 3

6 3 1 1

7 2

6 2

1 1 2 1

Overseas Scholarship 5 1 Realized Budget for PPSDM (in 226 263 355 128 125 99 000.000 IDR) Source: Annual Report of the Department of Economics, 2006, 2007, 2008, 2009, 2010, 2011 (forth-coming)

In implementing PPSDM, academic staffs are encouraged to participate in national and international seminars/conferences and to write academic papers to be published in international journals. The number of PPSDM grantees have declined since 2006 and so have the amount of realized budget, particularly in 2009, when block grant is no longer provided by the faculty in accordance with the new financial integration schemes in UI. However, with the available development budget, the DIE still carries out PPSDM activities because of its importance in improving and developing the academic staff quality both in teaching and research. PPSDM activities are in line with the vision, mission, and goals of the university, faculty and DIE. One positive illustration of PPSDM is that academic staff who are involved in research activities can share their research results in the class and make them empirical examples as complements to theoretical underpins. This will indeed enrich and broaden students perspectives and understanding on how theories and empirical studies relate. Staff academic publications that mostly acquired from research, can also serve as encouragement for students to perform academic research. In teaching area, PPSDM provides teaching grants and lecture note grants. Teaching grants in 2007 and 2008 are provided for developing active learning method such as Student Centered Learning (SCL) and e-learning methods. SCL method grants are awarded for Statistics 1, Monetary Economics 1, Public Economics, and Macroeconomics 1; while e-learning grants are for Econometrics 1 and 2. Such active learning methods should be developed more as the KBK scheme will be implemented in the near future. Other PPSDM activity in teaching area is the lecture note grants. The lecture note program is to encourage academic staff to develop high quality lecture materials. These lectures notes are expected to facilitate students to understand more on the subjects, which in turn will increase their average grades. Lecture note grants are awarded to Macroeconomics 1 in 2007. To support academic students for their higher-level education, financial aids are provided for taking Graduate Record Examination (GRE)9. The utilization of GRE financial aids is not optimal yet. More academic staffs are expected to use this financial aid in the near future.
9

GRE is an examination, which is generally required for student candidates who will study in the US or other English speaking countries or will take courses offered in English.

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Over all, PPSDM program has positively contributed to the improvement and development of the quality and learning process of academic staff. This in turn will have constructive and advantageous effects on students.

[Link] Pursuing Higher Degrees of Education

DIE FEUI gives the opportunity and facilitates academic staff to pursue higher education (master and/or doctoral degrees). Some of them continue their studies in Indonesia or in universities abroad and some prefer to take double degrees with acknowledged partner universities, such as Vrije Universiteit and Tilburg University. Below is the number of academic staff who continues their studies within 2005-2011 periods. Table 3. 12 Number of Academic Staff Pursuing Higher Education in Master and Doctoral Level
Education Level Overseas Domestic Double Degree Overseas Domestic Double Degree Overseas Domestic Double Degree 2005 13 6 0 23 9 0 36 15 0 51 2006 14 3 0 21 3 1 35 6 1 42 2007 10 3 0 11 3 1 21 6 1 28 2008 15 4 0 2 1 1 17 5 1 23 2009 26 4 0 3 0 0 29 4 0 33 2010 24 4 0 3 0 0 27 4 0 31 2011 24 4 0 0 0 0 24 4 0 28

Ph.D.

Master

SUB TOTAL

GRAND TOTAL

The declining number of academic staff pursuing higher education during 2005-2006 cannot be separated from the policies of the DIE to trim down the number of academic staff/lecturers which is related to the large number of academic staff that DIE already had and the small ratio of academicstaff-to-student. For that the DIE is more selective in providing recommendation or endorsing academic staff to pursue their higher academic degrees. However, in supporting the quality development for the existing of both academic and support staff, the Dean has issued decrees regarding scholarship provision10 as follows.

10

A scholarship is a financial aid for academic and support staff in FEUI provided to fund their academic expenses in pursuing higher education.

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Table 3.13 Dean Decree regarding Scholarship Provision

No. Dean Decree Concerning Scholarship and Supports for Academic Staff who Pursue Master and Doctoral Degrees Scholarship for Support Staff 2009 Graduate Scholarship Program (Program Bantuan Pendidikan Beasiswa Pendidikan Pascasarjana (BPPS)) for FEUI Academic Staff

1 2

Dean Decree No. KPTS/194/D/2005 Dean Decree No. KPTS/117/D/2005

Dean Decree No. KPTS/1907/D/2009

Academic staffs who are granted scholarship from FEUI mostly continue their studies, particularly, in UI. They (both domestic master and Ph.D students) are bind by a 2n+1 year working contract, while they who take their studies in universities abroad have a 3n working contracts, where n is the duration of study. The working contracts have obliged them to return to DIE and served as lecturers. This condition becomes a dilemmathe number of academic staff is increasing on one hand, and the plan to downsize on the other hand. Some academic staffs get their scholarship not from FEUI but from the targeted universities, international donors such as DAAD (Deutscher Akademischer Austausch Dienst/German Academic Exchange Service), Japan Indonesia Scholarship (JIPS), and others. Other than the above sources, scholarships are also provided by the Directorate of Higher Education Ministry of National Education in the form of Graduate Scholarship Program (Bantuan Pendidikan Beasiswa Pendidikan Pascasarjana (BPPS)) (based on Dean Decree No. KPTS/1907/D/2009). Most of academic staff who continue their studies abroad return back successfully with their Ph.D. degree. However, there is a small percentage who are not successfully finish their Ph.D. program. Some of them move to other universities, some return back to Indonesia and finish the program here.

[Link] Professor Mentoring

The DIE has an academic tradition to pursue the highest academic career, that is to be inaugurated as professors. The DIE has inaugurated professorship to 12 academic staff during 2001-2010 periods. This number is the highest among all departments in FEUI or in other word 63.2% of total professors in FEUI are from the DIE as displayed in the table below. Table 3.14 Number of DIE Professors Year 2001-2007 2008 83 Number of DIE Professors 6 3

2010 Total DIE Professors Total Professor All Departments

3 12 19

This academic tradition can not be taken apart from the role of what is called the Professor Mentoring Program. The program was initiated by the Faculty in 2008 and is supported by Dean Decrees as shown below in Table 3.12. The program is intentionally aimed to accelerate the number of professors (Guru Besar) and is provided for all departments under the faculty, including the DIE. Each appointed professor acts as a mentor and is to supervise between 3-4 PhD academic staff. The appointed professors make periodic meetingsonce or twice in a yearwith academic staff under his/her supervision discussing on the staffs academic activities (teaching/lecturing, research, academic journal writings, seminar/conference participation), staffs KUM (credit number) and rank adequacy. The supervised academic staff who meet the requirements for professorship will be promoted and they who does not meet the requirements yet will be encouraged to fulfill the requirements. Table 3.15 Professor Mentoring Dean Decrees
Dean Decree No. KPTS/1159/D/2008 Dean Decree No. KPTS/087/D/2010 Appointment of Mentor Professor for Teaching Staffs with Doctor Degree Second Batch of Appointment of Mentor Professor for Teaching Staffs with Doctor Degree

This mentorship has been quite effective in generating professors3 professors were generated in end of 2008 and 2010 respectively. Moreover, there are 5 professor candidates who are in the process of obtaining their professorship.

[Link] Academic Staff Certification (Serdos) 11

Serdos reflects ones teaching competence in his/her portfolio, which discloses academic and professional experiences. (based on Buku Pedoman Sertifikasi Pendidik untuk Dosen (Serdos) Terintegrasi Buku 1, DGHE of MoNE, 2011). The number of certification is subject to the limited quota set by the Mone. The number of certified academic staff for all universities in Indonesia was limited to 12,00012. The University of Indonesia (UI) is entitled for 490 certified academic staff which is distributed to 259 professors (Guru Besar) and 231 non-professors (Non Guru Besar). The certification is involuntarily granted to professors but not to non-professors. Since its first

11

Based on the Integrated Academic Staff Certification Guidelines 1 (Buku Pedoman Sertifikasi Pendidik untuk Dosen (Serdos) Terintegrasi Buku 1) (2011), academic staff certification is a program conducted based on (1) Law No. 20 Year 2003 on National Education System, (2) Law No. 14 Year 2005 on Teacher and Lecturer, (3) Government Regulation No. 37 Year 2009, and (4) Minister of National Education Regulation No. 47 Year 2009 on Academic Staff Certification. Academic staff certification program is an effort to increase the quality of national education and to improve the academic staff welfare by endorsing them to enhance their professionalism. It is a formal acknowledgement for academic staff in higher education. 12 [Link]/[Link]?option=com_content&view=article&id=796&Itemid=255

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implementation of Serdos in 2008 until now, DIE promoted 26 certified academic staff (non professors). The tables below show the number of certified academic staff. Table 3.16 The Number of Certified Academic Staff according to Education Attainment
Education Attainment Doctoral Master Total 2008 6 1 7 2009 10 0 10 201013 2 5 7 2011 2 0 2

Table 3.17 The Number of Certified Academic Staff according to Employee Status
Staffing Status PNS UI-BHMN Total 2008 6 1 7 2009 4 6 10 2010 5 2 7 2011 0 2 2

Lists of names of academic staff who are promoted for the certification are proposed by the Directorate General of Higher Education (DGHE/Dikti) of the Ministry of National Education to the University. The lists of names is then distributed by the University to the Faculty. The Faculty will ask the Department to propose who will be certified. Other than submitting the resume, written self-description, list of teaching, research, and community service, academic staff must be evaluated by (i) the Head of Department, (ii) 3 peer lecturers, and (iii) 5 students of his/her class. The Department assists to look for the peer lecturers and students. After the certification forms are filled, the academic staff is then reviewed internally by them who are already certified and by professors. The Dean appoints these internal reviewers. The next stage is to send the reviewed documents to the UI committee who will then send them to the DGHE. DGHE will send the documents to the anonymous external reviewers. In 2011, the certification forms to be filled are available on-line. Academic staffs who will be certified have only to upload the required documents to [Link]

3.3.2 Training Activities: Academic Staff

There are basically two types of training activities(i) training provided by the DIE for external parties and (ii) training provided by external parties in which DIE academic staffs participated. The discussion will focus on the last type of training, which is to increase and enhance the quality, capability, and knowledge.

13

In supporting academic staff to get their certification, the Faculty issued a Dean Decree No. 890/H2.F6.D1/SDM/2010 on Appointing 2010 Certification Reviewer. There are 7 DIE academic staffs who appointed as reviewers.

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DIE has the opportunity to increase teaching capability of academic staff in Macroeconomics and International Economics by the invitation of the National Council on Economic Education (NCEE) from the Government of the US. The cooperative has been executed since 2006 until now (2011). Seven academic staff has been participated in the training. Other than the NCEE training, some academic staffs participate in several domestic and international training such as curriculum development and book evaluation and review.

[Link] Teaching Related Training

The University and Faculty have also conducted teaching-related training for academic staffsuch as SIAK-NG (Sistem Akademik New Generation), Student Centered Learning (SCL) teaching method, and SCELE (Student Centered E-Learning Environment) trainings. University organizes the SIAK-NG training. The DIE sent 3 academic staff to participate in the training in June 21-22, 2006 (based on Academic Vide Dean Letter No. 606/[Link]/I/2006). The modules delivered in the training covers login modules, academic calendar modules, scheduling modules, student modules, counseling modules, IRS modules, KP/TA modules, courses modules, and other modules. SCL series training is organized by the Faculty and consists of Experimental Learning (EL), Collaborative Learning (CL), and Problem Based Learning (PBL) trainings (Academic Vice Dean Letter No. 610/[Link]/I/2006; Academic Vice Dean No. 628/[Link]/I/2006). DIE assigned 12 academic staff to EL training, 11 of them fully participated in the training, which was organized on July 1, 2006. The attendance rate of DIE academic staff is very high (91.67%--the highest rate among the three departments) and the Vice Dean on Academic Affairs conveyed his appreciation to the seriousness of participated academic staff. DIE assigned 14 academic staff to CL training, 12 of them fully participated in the training, which was organized on July 8, 2006. The attendance rate of DIE academic staff is 85.71%, the highest rate among the three departments). The Vice Dean on Academic Affairs again conveyed his appreciation to the seriousness of participated academic staff. FEUI proposed 29 DIE academic staff to participate in English Proficiency Test on July 17-18, 2006 (Academic Vice Dean Letter on English Proficiency Test No. 626/[Link]/I/2006). The test is dedicated for academic staff who teach English, courses offered in English, and international class staff. E-learning series training organized by FE UI was implemented on July 18-20, 2006. The training covered SCELE system, application, and content development. (Academic Vice Dean Letter No. 622/[Link]/I/2006; Academic Vice Dean Letter No. 623/[Link]/I/2006). The University also organized Internal Assessor Training. The Faculty proposed 2 DIE academic staff who represent academic staff and UPMA (Academic Vice Dean Letter No. 827/[Link]/I/2006). The training was implemented on November 13-15, 2006 2007 86

DIE invited a speaker from the Brookings Institute, Washington, DC, USA, Lex Reiffel for a 2 day workshop. Dr. Reiffel presented his paper on Understanding Country Risk Premium in Emerging Market Countries. The workshop was conducted on June 13-14, 2007. The workshop participants variedthere were academic staff from FEUI, UGM, UNPAD, Universitas Bina Nusantara, etc.; Bank Indonesia; government bodies such as Ministry of Finance, including Bappepam LK and Fiscal Policy Board (Badan Kebijakan Fiskal-BKF), and Ministry of Trade; financial sectors such as Mandiri Securities and Bahana Securities. DIE organized a training on Academic Writing and Lecturing in English on December 28-29, 2007. Some academic staff participated in this training. The University organized a series of training on teaching method in 2007. As many as 42 DIE academic staffs participated in SCL training and 6 in EL training. 2008 A training on academic counseling was organized by FEUI on April 2, 2008. One DIE academic staff participated in the training. The training is to equip academic staff to cope with students with academic and non-academic issues. 2009 In socializing new regulations on Academic Counseling, the Vice Dean invited 9 DIE academic staff to participate in Academic Counseling Workshop Academic Year of 2009/2010 on August 13, 2009. (Vice Dean Letter No. 376/H2.F6.D2 /PDP/2009). In preparing KBK (Kurikulum Berbasis Kompetensi), an academic staff from DIES participated in training on UI KBK Compilation. The academic staff was then appointed as main team of the University. The training itself was conducted by the UI on August 3-20, 2009. In preparing academic staff for courses delivered in English, the Department assigned 3 academic staff to participate in Training on Lecturing in English in 2009. This activity was conducted by the Directorate of Academic Development University of Indonesia on November 9-13, 2009 (Economics Department Letter No. 143/[Link]/PDP/2009). 2010 To increase the quality of learning process, the Directorate to Academic Development of UI conducted training on Learning Output Evaluation on October 11-15, 2010. The Department assigned an academic staff to participate in the training. The training required participants to have taken PEKERTI training. Participants are granted 1 KUM for their participation.

2011 To increase teaching efficiency and effectiveness in a study program, DIE assigned an academic staff to participate in training for Application Plan (Ancangan Aplikasi (AA)). The objective of the training is to enable academic staff to design teaching schemes in the form of standardized Teaching Plan Book and Student Working Guide Book (Buku Rancangan Pengajaran (BRP) and Buku Pedoman Kerja 87

Mahasiswa (BPKM)). The training was designed for 90 hours or 2 credit score (KUM) equivalent (30 hours in-class sessions, 60 hours independent supervisory and preparing BRP and BPKM). DIE also assigned 2 of its to participate in National Conference on Program Pengembangan Sumber Daya Manusia (PPSDM) about Pengembangan Kompetensi and Optimalisasi Peran Ilmu Ekonomi Menjawab Tantangan Regional, Nasional, and Global in Denpasar, Bali, on November 16-18, 2011. The conference was organized in Udayana University, Bali.

3.3.3 Training and Development Activities: Support Staff

Support staff development and training is mainly the responsibility of the HR Division of the Faculty.

[Link] Support Staff Development

Scholarship for Support Staff Scholarship provision for support staff is to increase their quality and capability and to improve the human resource in FEUI in general. Scholarship for support staff is made priority for them who pursue higher education to diploma/bachelor/master degrees (Dean Decree No. KPTS/117/D/2005). In fact only a few of them have the opportunity to obtain it. In 2003, a DIE support staff was granted the scholarship for his master degree. He has his master degree from MPKP FEUI in 2005. Another support staff also got her scholarship from the Citibank with the recommendation letter from the Head of the Department. With that scholarship granted in 2005, she completed her master degree in 2007 from MPKP FEUI. Both support staff currently serve as Assistance Manager in Academic Affairs for undergraduate degree and as PPSDM and Finance Manager of DIE. Promotion Test for PNS Support Staff One of the PNS support staff in DIE took a promotion examination/test, namely Ujian Dinas Tingkat I UI, on April 17-26, 2006 (HR Manager Letter No. 219/[Link].1/C/2006). He passed the test and was promoted to IIIa rank from his previous IId rank.

[Link] Support Staff Training14

Training activities for support staff are not regularly and periodically conducted, instead they are conducted based on existing needsfor example, training in academic, staffing, finance, and academic journal areas. Almost all training for support staff are funded by the FE UI/University. Below is the brief description of the training for support staff. Training on Academic Areas Two support staff participated in training on EPSBED (Evaluasi Program Studi Berbasis Evaluasi Diri) application program. The program was developed by General Directory DIKTI to assist universities on study program data management, particularly universities that have not had nor developed their own software. Participants in this training are required to be computer literate. The training was organized by the University in 2009.

14

Detail information on who, when, and where of the training see Appendix section

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Workshop on Campus Orientation One of the support staff participated in a workshop in campus orientation for new students. The workshop presented on how to introduce new students on the new campus atmosphere and active learning environment. The University organized the workshop in August 2009 and August 2010. Training on Finance The University organized training on finance more intensively as the new financial integration scheme implemented. The support staff who is in charge of finance affairs participated in trainings on financestarting from socialization, Oracle application, to information system related to cash and budget. Prior to the financial integration, one of the support staff participated in a 6-month taxation training. Training on Staffing UI applies SIPEG (Sistem Informasi Kepegawaian) application to help all-faculty employment integration. The application is a web-based to support employment administration process in UI. SIPEG is to make HR management in UI more integrated and reliable to provide portraits of employment current condition. The function of SIPEG is to support and accelerate the promotion processin terms of position and salaryand to assist academic staff to calculate their accumulative credit score (KUM) and to compile their Tri Dharma Perguruan TInggi (Three Main University Responsibilities) activity (source http:// [Link]). One of the DIE support staff participated in the training. Training on Procurement Certification Procurement expertise is very important for FEUI and UI in general. FEUI has only one staff who has the expertise. The training was organized by the Faculty of Law UI and conducted in 2007. His expertise has meant a lot when DIE was granted HIBAH PKH B from directorate DIKTI Ministry of Education in 2007 when the project had to make procurement for goods and services. Workshop on Academic Journal Management One support staff who is in charge of DIE academic journal, Jurnal Ekonomi and Pembangunan Indonesia, participated in an Academic Journal Management Workshop organized by Universitas Negeri Malang in 2011. The support staff participation in the workshop was funded by DIE which covered travel expenses, accommodation and per diem. Training on Computer Software Application Laboratory of Economics FEUI 15 organized a training on computer at the end of 2009. Seven support staff participated in the training. The topic delivered in the training was on how to operate and apply Microsoft (MS) Office and Corel Draw especially to design layouts for academic publication. Such training is very important and should be organized more often in the future.
15

Laboratory of Economics FEUI was closed in end of 2009.

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Training on Safety The regular training organized by the University is the fire drill. Since the training is very important for the safety of the DIE and EUP, not less than two support staff takes part in the training.

[Link] Support Staff Development and Training in the Future

To enhance support staff soft skill, more training and development program should be arranged and proposed to the HR Manager in Faculty. Some options to be considered for the future are training on office administration and management, English courses, and computer application. These three areas are very important for support staff in implementing their daily tasks. Other scheme to propose is the scholarship provision for support staff to continue their studies to bachelor and master degrees by considering the fulfillment of work-period.

3.3.4 Budget Allocation for Training

Referring to the Dean Decree No. KPTS/276/D/2005 dated January 26, 2006 about Block Grant mechanism; DIE got the block grant budget allocation of Rp.100.000.000 for PPSDM in 2006. This amount included both budget allocation for seminars/conferences and training/workshop. In 2006, the number of academic staff participated in PPSDM activities, such as seminars/conferences, research grant competition, etc., were more than that participated in training/workshop. It implied that budget absorbed of only 4.6%. Table 3.18 Budget Allocation for Training 2006-2011
Year Budget Academic & Support Realized Academic Staff Support Staff Percentage of Total Budget Academic Support Staff Staff 4.60% 0.00% 46.23% 0.00% 358.74% 0.00% 70.00% 0.00% 12.80% 0.00% 60.00% 58.50%

2006 100,000,000 4,600,000 2007 50,000,000 23,115,000 2008 12,500,000 44,842,000 2009 12,500,000 8,750,000 2010 12,500,000 1,600,000 2011 10,000,000 6,000,000 5,850,000 Note: Budget for 2006 and 2007 still combine budget for seminars/conferences and training/workshop.

Refer to the realization of PPSDM activities in the previous year; the 2007 budget allocation for seminars/conferences and training/workshop was reduced to only 50 million IDR. Out of this amount, 46.23% was used to finance academic staff for training both in Indonesia and abroad. The 2008 budget allocation, particularly, for training/workshop was significantly less than in previous years. The amount allocated was only Rp.12.5000.000. In the realization, there were 12 training/workshop activities in which academic staff took part. It turned out that the allocated budget was not enough. The deficit was covered from other PPSD activity unused budget. 90

PPSDM activities absorbed 70% of the 2009 budget. In that year, four academic staff participated in the NCEE training/workshop in Mexico and the US. Out of Rp.12,500,000 budget allocation, only 12.8% was absorbed in 2010. The fund was used to finance one academic staff participating in the NCEE training/workshop in Jakarta. The 2011 budget allocation was again reduced to only Rp.10.000.000. There were 4 trainings activities in which both academic and support staff took part. An academic staff, Femmy Roeslan, [Link]., participated in 3 NCEE activities which were organized in three different cities in Indonesia; an a support staff, Rini Budiastuti, participated in an academic journal workshop in Malang. The excessive was then covered from other PPSD activity unused budget. From the above description on training/workshop budget allocation, almost all are dedicated for academic staff. This is in accordance to the Dean Decree No. KPTS/223/D/2005 that states that PPSDM activities and competence development for academic staff is under the responsibility of the Head of the Department, while for support staff is under the HR Manager in faculty level.

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Chapter 4 Students
4.1 Student Quality
4.1.1 Student Intake Policy
The University, while taking into considerations the input from the Faculty, determines the quota of total students in a study program. Figure 4.1Figure 4.1 depicts the numbers of students quota and intake; number of intake refers to students who has enrolled and has completed administrative registration. Generally the number has increased following its quota, except for the year 2011. This can be accounted for new regulations issued by the Ministry of National Education and the University that change the selection schemes for the following years.

Figure 4.1 The Number of Students Enrollment The university wide-policy applies to the selection process, selection schedules, as well as composition quota of each type of selection process. Following the university-wide policy, EUP students come through several admission channels, first is the selection for nationwide potential students by entrance exams, and second is admission through direct invitation from University for qualified potential students who are identified based on their academic records, non-academic achievements, and scholarship records in their respective high schools. Regardless of the selection scheme, potential students must determine their interest study program in the university. There are several types of entrance exams. An exam (SIMAK-UI) is particularly conducted independently by the University, in which case the University may set the schedule and the requirements to be met by the potential students. Other entrance exam is coordinated by the consortium of state universities and Ministry of National Education (MoNE); in this case, state universities simultaneously conduct nationwide exam whose terms are predetermined by the consortium. EUP, to an extent, contribute to the selection processes. Several academic staffs of EUP take part in proposing and reviewing the exam questions, whether for the independent exam conducted by the University (SIMAK UI) or the standardized exam coordinated by MoNE (SNMPTN). Meanwhile, enrollment invitation is a form of enrollment scholarship given to identify and attract potential outstanding students to study in the University of Indonesia, particularly in EUP. For example, winners of National High-School Competition of Economics would be invited and receive 92

scholarship to study in EUP. The faculty, alongside with a study program, periodically reviews the quality of entering students through average entrance exams scores, performance of English proficiency test (EPT), the average GPA scores. The level of competitiveness of the study program which is defined as the ratio of applicants to the admitted studentas shown in Table 4.1 tends to over the last six years. In 2011, Table 4.1 shows that one applicant is accepted from every 121 applicants that take the entrance exams or submit application for invitation (enrollment scholarship). Table 4. 1 Admission Test Score EUP
No. 1 2 3 Indicator Average entrance exam scores Ratio of intakes to applicants Average EPT score 2006 846,95 1:18 NA 2007 888,7 1:20 NA 2008 890 1:24 480 2009 873,11) 1:53 477 2010 927,9 1:51 459,62 2011 947,2 1:121 417

Notes: 1) Since 2009 the data of average entrance exam score is a compile from SPMB (SNPMTN), SIMAK and UMB.

One of expected learning outcomes of EUP is attainment of English proficiency competency and in this case, facilitated by ESAC (English Self Access Center), first year students in FEUI are profiled by its English Proficiency Competency. Table 4.1 has shown the scores of first-year-student competence in English (EPT) for the last four years. As shown in Table 4.1, EPT score has declined over the years. The decline in English score test may be contributed by the declining number of participating students; and it may caused by scheduling conflicts of first year students. As shown in Table 4.2, only 21 students participated in the EPT in 2011.

Table 4.2 English Proficiency Test, 2011

Admission National Entrance Exam (SNMPTN) Independent Entrance Exam (SIMAK UI) Invitation Average EPT Score 420.06 414.33 430.00 Participants 17 3 1

Students in EUP are all full time students, for the selection processes only apply for high school graduates or equivalent. As shown in Table 4.3Table 4.3, the number of female and male new students has been relatively balanced. In regard to the intake trend of first year students in 2011, the number of female students tends to be much higher than male students. Overall in EUP, the number of female students is higher than male students. The next table presents share of students by type of entrance, divided based on students who took the entrance exams and the invited potential students. In general, around 80 percent of students come from either university exam or the nationwide standardized exam. Except for 2011, the University decided to only receive around 40 percent of new students by exam selection process. 93

This change in quotahigher number of invited studentsis made to take into account that the quality of intake is still maintained. For the sake of distributive principle, the University may take into account the part of region from where the students come. Table 4.3 Intake of First Year Students Batch 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 New Students Enrollments 113 103 71 83 75 70 69 76 76 89 81 Female 57 48 32 43 38 39 36 44 36 39 53 Male 56 55 39 40 37 31 33 32 40 50 28

Lower quota of students admitted through entrance exams is also due to a change in the selection schedule, in which the University can only schedule admission process through university exam after national entrance exam. Given that previously the University generally set early admission through University exams and scholarship, the change in this policy raises an issue that the intake students quality from University exam may decline. Thus, the University responded by lowering the student quota from this type of selection process. Given the administration and institution of public university that is still in search and government policy-making on higher education in general, the study program perceives that any change and discussion of students quota as part of policy engaged at the University level, should also be arranged in long term perspective, adjacent to the strategic policy in academic staffs planning and its associated improvement involving Faculty and the University. The study program also reviews the freshmen through their student records, from student evaluation conducted in first and second year of study, as well as snapshot performance from average GPA scores. The table below describes student performance from each type of selection process, students that are accepted through entrance exams and invited students. Generally, average student GPA of 3.0 may reflect that majority of students are able to cope with their studies. Meanwhile, indicating from type of selection process, performance of students accepted through invitation is slightly higher on average, in comparison to students accepted from entrance exams. Nonetheless, as also shown in student records for first year students (i.e. batch 2011), average GPA of students accepted from entrance exams is relatively high as well. Table 4.4 Share of Students by Types of Entrance
Types of Entrance Share of Invited Students Average GPA Score1) 2006 0.14 3.32 2007 0.10 3.51 2008 0.13 3.09 2009 0.17 3.45 2010 0.22 3.47 2011 0.63 3.43

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Share of Students from Entrance Exam Average GPA Score1) Note: 1) maximum GPA is 4.

0.86 3.16

0.90 3.26

0.87 3.07

0.83 3.16

0.78 3.04

0.37 3.32

The quality of students entering EUP is a policy that is reviewed and assessed as it could as well provide inputs on targeting potential students that apply EUP. In regards to student intake, there is a concern that the high school students are not familiar with the nature of economics studiesthey are especially lacking of quantitative skills. As shown in Table 4.5Table 4.5 , there is an attrition of students in first and second year of study, around 10 percent over the years. Most of attrition takes place in first semester rather than in the following semesters. From the communications with those students, such as in form of resignation letter, it has been learned that the most frequent reason to leave EUP is the prospect to study in other university with more low tuition cost. These students who transfer to other university usually take different study program as well. Reviewing the trend, there is also a concern that costs of tuition and living have contributed as reasons to move to other university or other equivalent higher education institution. Although that is more of the case of first year entering students, and one of the issues may be an information of scholarships are not quite spread to new students in comparison to more senior students. In this case, EUP through academic advisor actively inform first year entering students on availability of scholarship especially for students that came from family with low income background. Availability on the number of scholarship targeting to students from low-income households are quite numerous in the University, especially in FEUI where various scholarships funded by FEUI alumni are available to students who need financial assistance 16 Table 4.5 New Students Enrollment and Attrition of First Year and Second Year
Batch New Students Enrollments 83 75 70 69 76 Total Attrition
1)

First Year Attrition 7 4 2 6 9

2004 2005 2006 2007 2008

9 8 2 7 10

>= Second Year Attrition 2 4 1 1

Percent of Graduates (<= 4 years) 47.3 65.2 52.9 66.1

1)

Notes: 1) data came from SIAK-NG as per September 2011, thus students from batch 2008 are still conducting 7th semester of study.

Form of interaction of EUP and high schools is through assistance of academic lecturers for high school students participated in OSN (Olimpiade Science Nasional), as part of Ministry of National Education program17. There is also training for high school teachers who taught Economics under
16

Information of scholarships to EUP students, and FEUI undergraduate students in general, can be accessed in Economics Department , FEUI, and ILUNI FE websites. There is also consolidated scholarships information handle by Student and Alumni unit in FEUI (Mahalum). 17 This activity is an annual event and generally conducted in month August. One or two lecturers of EUP would be a mentor to these participating students on part of Economics competition.

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the NCEE program. Academic Staffs who participate in NCEE training program would serve as a trainer for high school teacher to assure the mastering of correct economics concept, as well as to give alternative learning methods that involve more students participation and class experiments, to improve the learning experience and comprehension of the concepts. In this case, EUP believes that improving the quality of high school teachers would translate to better quality of students intake. Link of the study program to high schools is also supported by coverage of its student activities. BEMas the student union in FEUIinvites several prominent high schools each year to visit the faculty, and it can be viewed as part of promoting the EUP study program to potential students. BEM conducts competitions for high school students, such as KOMPEK (Kompetisi Ekonomi)18.

4.1.2 Study Load and Performance

At their first semester, EUP students would take student orientation, in which they will get to know on campus life and its facilities, curriculum of the program, and general academic guideline. Curriculum guideline book and courses catalogue are given to each student entering the program. In this case, curriculum guideline book contain the relevant information of the academic process in EUP, general curriculum, and facilities available for FEUI undergraduates. Meanwhile, courses catalogue listed abstract, requirement courses, credits, and scheduled semester offered of university courses, ECON courses, and other programs courses that could be taken by EUP students. The books are issued annually and given to entering students in their first semester of study from which they could refer to in planning courses to take and managing paperwork for semester registration, submitting leave permit, final paper, managing library access, book borrowing, as well as academic-related information system. In the case on support of academic process and system of the study program, administrative support in the program is available to be contacted and consulted as well as academic staff in EUP program. There are two academic staffs in EUP that divided first to handle academic issues for first year students such as on planning courses, consult on scholarships, and the other on handling issues of senior students that generally associated with final project. Overall, management both administrative and academic process are supervised and under the responsibility of study program coordinator. Support from EUP as well as facilities available in Faculty, aimed that it is known and can be accessed easily by students. In this case, there is regular satisfaction survey taken by students on facilities and services that are provided in association to teaching and learning of EUP as well as other undergraduate study programs in FEUI19. EUP curriculum requires students to take 144 credits minimum, including credits for writing a final project and passing final paper exam, in order to graduate with Bachelor degree in Economics. There is a guideline on courses to be taken by students for each semester, to which the student can refer in planning their study based on student consultation with his or her academic advisor20. Based on the
18

KOMPEK is conducted every year in February which invites high schools students around region in Indonesia to participate in Economics Competition. KOMPEK has been regularly conducted over the last 15 years and on average around 200 students participated in this annual event (BEM 2011). 19 The survey on services available to students is conducted annually and it is managed by data center in Faculty (Pusdatin FEUI 2011). The satisfaction survey on facilities and infrastructure has been conducted since 2008. 20 As will be furthered discuss in section of Student Advice and Support, there is a regular schedule meeting of student academic advisor during registration period arranged by EUP, and in that schedule students could just stop by to consult courses that he or she will registered. Other than that arranged schedule, students could as well contact his or her advisor to consult his or her study progress.

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stated curriculum as shown in Table 4.6, students are expected to graduate in 4 years or 8 semesters of study. From Table 4.6, student usually takes of 18 credits per semester for fourth year length of study. This prescribed study load that present suggested set of courses taken by EUP student is available in course catalogue book, and it is arranged based on expected learning outcome (ELO) of EUP. For the first to two year of student study, curriculum on courses that are offered emphasizes on the attainment of general economic knowledge and skills, while it continue to build up focusing on competency to assess economic issues and advancement on data processing and research knowledge, that along the way will equipped student with specific skill needed to make analysis and research on economics issues related. Throughout the program, it is essential that students perceived and conduct in a way in line with principles that reflect academic and university values in regard to attitude and professional ethics. Thus, from early semester of study and throughout all courses offered in the program, there are attitudes and ethics that are always spread and uphold either well-endowed in the course materials or through teaching and learning process of courses taken by EUP students. Table 4.6 EUP Curricula
Course Code SEMESTER 1 Introduction to Economics 1 Mathematics for Economics and Business Introduction to Business Introduction to Accounting 1 Statistics for Economics and Business Integrated Personality Development Skill ECON 10100 ECON 11100 MGMT 11001 ACCT 11101 ECON 11200 2 3 2 2 3 Introduction to Economics 2 Advanced Mathematics for Economics Statistics 1 Introduction to Accounting 2 Management Credit Course Code SEMESTER 2 ECON 10200 ECON 11101 ECON 11201 ACCT 11103 MGMT 11002 UUI 11010 UUI 1102X UUI 11030 FEUI 10001 2 3 3 2 3 Credit

UUI 11001

English Religion Art/Sport Academic Listening

3 2 1 1 20

TOTAL

18

TOTAL

Course Code SEMESTER 3

Credit

Course Code SEMESTER 4

Credit

97

Microeconomics 1 Cooperatives Business Law Management System of Economy Econometrics 1 Development Economics Financial Management TOTAL

ECON 10101 FEUI 10002 MGMT 11003 ECON 12001 ECON 11301 ECON 12002 MGMT 12004

3 2 2 2 3 3 3 18

Macroeconomics 1 Industrial Economics Publics Economics Monetary Economics International Economics Cost Accounting

ECON 10201 ECON 14100 ECON 15100 ECON 13100 ECON 13200 ACCT 12101

3 3 3 3 3 3

TOTAL

18

Course Code SEMESTER 5 Microeconomics 2 Human Resources and Labor Economics Natural Resources Economics Indonesian Economy Acad. Writing &Presentation Concentration Course TOTAL ECON 10102 ECON 16100 ECON 16200 ECON 12003 ECON 18001

Credit

Course Code SEMESTER 6

Credit

3 3 3 3 3 3 18

Macroeconomics 2 Research Methods Political Economics Econometrics 2 Concentration Course Concentration Course TOTAL

ECON 10202 ECON 11001 ECON 18002 ECON 11302

3 3 3 3 3 3 18

Course Code SEMESTER 7 Concentration Course Concentration Course Concentration Course

Credit

Course Code SEMESTER 8

Credit

3 3 3

Elective Elective Elective Thesis, or ECON 19100 ECON 19300 ECON 19200

3 3 3

Elective

Internship Independent Study

Elective

98

Elective TOTAL

3 18 TOTAL 15

The EUP followed the grade standard set by the University. The GPA of the students was scaled from 0 to 4. In order to be eligible to take at least 18 credits in each semester, EUP students should follow the university regulation and maintain at least a GPA of 2.50. In the case that student has an overall GPA less than 2.5, she or he could only take less than 18 credits in the respective semester. With regard to the credit point system, the University has set scores range associated with course grade, since 2009. As shown in Table 4.7 for example, a student would receive A in a course if her/his final score ranged from 85-100, while student fails in a course if she/he has grade of C- or lower, with associated final score of less than 55. This score range is a default in SIAK-NG, an online academic system that is accessed by lecturers to manage their class, including submission of grades, and by students to manage their study including course registration and viewing course grade or scores and academic record (i.e. grade transcript). In this case, only lecturer who taught the course has full authority and responsibility in grading and determine final grade for the students participating that course or class. Grade from tutorial activities that is conducted as a form of support especially to first year students should be submitted to lecturer or professor that teach that class. Final grade and or grades from exams or other activities or assignments are published in SIAKNG that can be accessed by students taking that course. In this case, lecturer would have to follow academic schedule on when final grade or exams grade should be published to students. To assure that lecturers do publish grade to students and thus meeting the stated schedule, the program study would oversee and take report on lecturers that have not put the grade in SIAK-NG system. In this case, based on the university wide system of SIAKNG, failure to announce students grade at the stated schedule would automatically result to all students taking the class pass with grade B. This is also to assure that students would not get disadvantage of low GPA due to incomplete final grade of a course. Revision of student grade is possible only with the approval of lecturer and in any case that student dissatisfied with course grade, the student can directly question the issue to lecture of that course or consult the issue to his or her academic advisor or the study program.

Table 4.7 The University Policy on Course Grade and Scores Range
Grade A AB+ B BC+ C Scores Range 85 100 80 - <85 75- <80 70 - <75 65- <70 60- <65 55- <60 Equivalent to GPA 4.00 3.70 3.30 3.00 2.70 2.30 2.00

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CD E

50- <55 40- <50 <40

1.70 1.00 0.00

Next, Table 4.8Table 4.8 below presents average percentage of student pass related to type of courses taken by EUP students. It can be noted that the concentration courses have relatively high passing rate compared to the other types of courses. Compulsory courses provided by the EUP tend to produce lower passing rate, it might be the case that the courses require advance quantitative skills. Nevertheless, EUP tries to overcome this by providing and improving the quality of tutorial classes for the compulsory quantitative courses. Table 4.8 Average Course Passing Rate (Percentage)
Academic Year Term Compulsory University/Faculty Courses 97.85 95.31 97.46 94.26 96.34 91.98 93.67 91.98 94.64 94.24 Compulsory ECON courses 89.99 91.23 89.72 92.55 89.94 92.52 89.33 92.68 89.53 92.56 Concentration courses 95.43 91.80 96.34 91.58 98.03 95.18 94.85 94.54 95.46 97.59 Elective ECON courses 96.13 97.70 97.79 100.00 97.05 97.06 98.31 100.00 95.42 97.08

2006 2007 2008 2009 2010

Term 1 Term 2 Term 1 Term 2 Term 1 Term 2 Term 1 Term 2 Term 1 Term 2

Overall, as also shows in Table 4.9Table 4.9 , number of EUP students who graduate from the program in four years (8 semesters) or less is around 50-65 percent (data shown for student batch 2004-2007). The rest of them mostly take 4.5 years to finish the program, and only a small percentage of students do finish their study in more than 5 years. Such students will be flagged and put under intensive supervision. One of the issues faced by the belated graduate is long period on completing final project. Generally, the final project only takes about 1 semester (6 months), but it could lasted to more than 3 semesters as in the case for the late graduates. In general, the maximum length of study in which student should graduate from the program is 7 years (14 semesters). Table 4.9 Number of Students Graduates in Planned Time (<=4 years)
Batch Number of Students Enrollments 83 75 70 69 Percent of Graduates (<= 4 years) 47.3 65.2 52.9 66.1

2004 2005 2006 2007

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From the feedback of student academic advisor or information assessed by the study program, long period of finishing the program on these students is affected by low performance in passing one or two courses that also generally derail student in completing final project. As shown previously in Table 4.8, compulsory courses have generally lower passing rate than concentration or elective courses, although the passing rate is quite high in all type of courses. As part of support to students finalizing final project, EUP would oversee students that have not registered and submit proposal of final project in semester 8 or end of four year semester program by contacting these students and sending letter to his or her academic advisor for further assessment. As part of effort to reduce and give support to students completing his or her final project, the study program has set up discussion forum where students doing final project could present his or her final project working progress. The forum called as SPM (Seri Presentasi Mahasiswa) is conducted each week and it is open to all students and lecturers. Several lecturers generally participate in this forum to give feedback on this student on-going research of his or her final project. This SPM program has been conducted over the last three years and in its setting, there is a plan to also involve feedback from graduate students.

4.2 Student Advice and Support

4.2.1 Students Academic Progress
Academic progress of all students is recorded and fully administrated through web-base academic information system called SIAK-NG. In this on-line system of SIAK-NG, lecturer could record absence of students each class meeting, and she or he could also put students grade of each assignments that also include exams. Meanwhile, students have access on teaching plans as well as grades of assignments and exams, and thus this system ensure that there is adequate feedback for students. To strengthen that this system working, based on the Faculty obligates lecturers to publish results of all assessment grades such as mid-term exam, quiz, homework, and etc. in order to make the students get adequate feedback on their performance. This SIAK-NG system is implemented in beginning of academic year of 2006/2007. In this regards, this system provides timely information on students performance to be evaluated by the program. The program is regularly checking to monitor the status of students final grade in each course that she or he took, student status in terms of registration status, and other information of the students record. In this case, there is a regular meeting in early semester to students in regard to registration process, feedback on overall last semester teaching and learning, and issues related to student records. The meeting is scheduled based on batch of students given that issues between junior and senior students would likely to be different. Based on Rector Decree No. 478/SK/R/UI/2005, academic performance of students is evaluated four times during their study. The evaluations are at the end of second, fourth, eighth and twelve semesters. At each evaluation the students must acquire at least 24, 48, 96 and 144 credits, respectively, with minimum GPA of 2.00. In this case, the program would identify and communicate to students that show low performance, referring to student who has indications that she or he is in 101

threat of failing in the program, in the evaluation process. The program would communicate the student status to his or her academic advisor, to give more attention and advising the student. The program would then send letter to those students and their parents to meet with his or her advisor.

4.2.2 Student Coaching and Academic Counseling

The University, Faculty, and Department jointly manage one-week program in the format of new student orientation to University of Indonesia Academic System (PSAU) for all new students. The program objective is to introduce them to campus life and all information they need plus how to get information in campus. Academic advisor is given to 8-10 students at the same batch. Referring to Rector Decree No. 012A/SK/R/UI/2007, an academic advisor is responsible for: Giving academic advices in term of selection on course subjects, number of credits, and study plan. Evaluating academic performances of the students until their graduation. Helping to solve academic as well as personal problems of the students. Finding out the possible causes of students failure, which may due to non-academic problems, such as financial problems, psychological problems, etc. Gathering any complains or informal feedbacks about the programs from students, as an input. Recommending on students scholarships. Students should meet their advisor at least once in a semester during session for their semester academic plan in the beginning of each semester. Discussion between students and their respective advisor can be done directly face to face or through website (SIAK-NG).

In this case, there is a scheduled meeting between students and academic advisors during academic registration period. Although students could contact her or his advisor through email or web SIAKNG, students are encouraged to meet and discuss directly with his or her advisor concerning academic related issue. For new students, they can get to know their advisor through scheduled meeting with her or his advisor in early week of their first semester. Students especially during registration period should make consultation either via email or directly meeting his or her advisor in order to sort out student academic issues, for example in the case of conflicting courses schedules, waiting list of classes, meeting requirement of courses, total credits that can or should be taken, or student record or performances on some courses, as well as in the case of consultation in choosing concentration. Consultation with academic advisor is on voluntary base, and thus not all students taking advantage of coordinating his or her study load with his or her academic advisor. This is sometime lead to situation where student do not take ull advantage of his or her student record. For example, for advance students by approval and resommendation of his or her advisor, there is possibility where these students with very high GPA could take total credits more than 21 credits to 22 credits per semester, rather than opting out to register less number of classes. From the scheduling and information received from academic advisor, few students that do make a consultation to his or her advisor. This may resulted from adequate information on academics that can be accessed by students in SIAK-NG or in the case where students will generally first consult with academics staff in the program and in faculty level prior to consulation with his or her academic advisor. Nonetheless, in some cases, academic advisors actively monitor through SIAK-NG student records of his or her students. Those academic advisors would generally contact the program or the students to sort out and clarify on his or her academic progress and or othe related student administrative status. 102

Students academic advisor is a full-time academic staff and as shown from Table 4.10Table 4.10 , on average one advisor is available for 17 students. Student could contact or make consultation to her or his academic advisor and in the case that she or he feels of not getting adequate assistance, student could contact study program. If it is considered necessary, the study program could transfer the student to other academic advisor. Table 4.10 Total Advisors in EUP and Ratio of Students to Advisor, 2011
Total Advisors Ratio of Students to Advisor Average Maximum Minimum 23 15 31 1

Other than academic advisor, students could also make consultation to students counseling unit that is provided in the Faculty level available to all FEUI undergraduate students. There is an office hour, in which students could request for a consultation either by appointment or directly stop by to counseling unit office. The Faculty counseling unit is open five days, Monday to Friday from 8 am until 4 pm. In regard to academic process, the program study and academic unit in Faculty also consult assessment of students with low academic record to their academic advisors as well as to Faculty counseling unit. In this case, as shown in Table 4.11, counselling tend to be benefit students that use the services as the considers that counselor skills, attention, and response to be quite good,while information and procedure on counselling that are still viewed that needs to be more disseminated to students.

Table 4. 11 Satisfaction Survey Result on Counseling: 2009 information on guidance and counselling 3.66 speed of service 3.70 clarity of service procedures 3.67 completeness of service 3.75 readiness counselor 3.77 counselor skills 3.78 friendliness counselor 3.77 attention counselor 3.77 overall service 3.78 Notes: 1=very poor; 2=poor; 3=adequate; 4=good; 5=very good. The survey is filled out by 143 EUP students.

The University also provides Student Counseling Board (BKM), which is run by psychologist and a physiatrist. Student that has problems which are referred from his or her academic advisor (PA) as well as from counseling unit in the faculty could make a scheduled consultation in BKM. There is only one student to the knowledge of EUP administrative that is referred to BKM, given that 103

counseling unit in Faculty is also available and students can stop by at any time within office hours of Faculty counseling unit. To some extent, treated by professional help, the student would be assessed on what may affect in regard to mental obstacles in their performance of studying in the program. In some cases, assessment would be informed as well to EUP and academic advisor that will make further engagement to the student as well as communicate the issues with the students parent.

4.2.3 Tutorials and Guidance on Final Project

Tutorial assistances also provided for most of course works that are taken by first year students. There are around 40 tutors in EUP that schedule regular tutorials on a weekly basis for about 1.5 hours for each course. The tutorial class is generally set as the afternoon session after regular class hours, and it is provided to all students taken the course. As first year students in EUP would basically take the same courses package for semester 1 similar to courses package offered to first year undergraduate students from Accounting and Management study programs. In this case, EUP provide tutors in compliance to number of first year classes open as ECON courses. Table 4.12 Number of Tutors and Percentage to Students
Semester Term 2 2005/2006 Term 1 2006/2007 Term 2 2006/2007 Term 1 2007/2008 Term 2 2007/2008 Term 1 2008/2009 Term 2 2008/2009 Term 1 2009/2010 Term 2 2009/2010 Term 1 2010/2011 Term 2 2010/2011 Term 1 2011/2012 Number of Tutors 51 49 48 39 49 46 46 47 45 39 34 40 Number of Tutorial Classes 22 17 34 49 38 66 59 67 58 72 54 70

Tutorials are given by graduate students or undergraduate students in their final year that have an outstanding grade on related courses that they tutored. Tutors are recruited each year, mostly from pool of outstanding EUP students that have interest in doing tutorial. Requirement to become tutor is stated in the Department website. The candidates apply to be EUP tutor need to meet the stated requirement set by EUP ranging from outstanding academic records, experiences in teaching activity, and the study plan or minimum credits that have been taken in the case of senior undergraduate student EUP. The recruitment process would involve selecting candidates that apply for the opening, the process of interview to assess candidates motivation in teaching and review candidates teaching simulation.21 All tutor candidates that meet the requirement and pass the
21

Tutors open recruitment is a regular activity that generally conducted by EUP in the month of June or July each year (EUP Annual Review 2011).

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interview process would join teaching workshop prior to assignment as tutor. EUP tutors would have to give tutorials in an assigned course regularly and sit-in for lecture class. Tutorials also provided not only to first year economics courses but also on advance or quantitative courses. In the case of quantitative courses such as Econometrics, part of the tutorial sessions is to introduce students on the use of software that can be used for data management and to perform quantitative analysis, such as STATA and Eviews. Table 4.13 shows list of ECON courses that is provided also with Tutorials. Table 4.13 List of ECON Courses with Tutorials
First Year Courses Mathematical Economics Statistics for Business and Economics Introduction to Economics 1 Introduction to Economics 2 Advanced Mathematics Second Year and Third Year Courses Microeconomics Macroeconomics Advanced Microeconomics Advanced Microeconomics Econometrics 1 Econometrics 2 Indonesian Economy

To assess performance of tutors, EUP conduct a semester evaluation that based on frequency on scheduled tutorials and sit-in of each tutor collected from Academic unit in Faculty that take record on tutor attendance sit-in in lecture classes and monitor schedule of tutorials. Furthermore, EUP also circulate regular tutor evaluation survey to students that take courses supported with tutorial. The tutors student survey evaluation has been conducted since 201022. From result of those students evaluation and tutors attendance list, EUP gave awards to three best tutors. Computer Lab in Economics Department, frequently in coordination with research institute, also conduct various workshop on research methodology, related software program for research or publication such as STATA, Eviews, and LaTex to EUP students. These workshops aim to give practical learning to EUP students, especially in conducting research and as a complement to those quantitative courses taken by students as well as their research skill needed in conducting final project23. The program through coordination with unit in Faculty and the university level conducted workshop aiming to provide support for students in conducting final project. Example of workshops for senior students referring to students in their 3rd or 4th year is academic writing tutorial and information learning workshop aiming to teach students practical skill in searching literature and issues and factors that should be familiarized in writing. Furthermore, there is a weekly student presentation in which student presented his or her research progress relating to the completion of the final project. This forum opens to all students and some lecturers would also voluntarily join the forum to give feedback. Starting in 2009, the forum called as SPM (Seri Presentasi Mingguan) and it is generally participated by students that also working on final project and has a related concentration. It is a forum in which student present in the forum may get valuable inputs from lecturers and his or her peers while participants can discuss ideas that may help them as well on the working of their final project. In the case of scheduling of SPM, EUP encourages and give priority to students that doing final project more than one semester.
22 23

Report on Performance Review of Academic Staffs and Tutors 2011 (EUP 2011) Economics Department FEUI Annual Review (2008).

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Given the nature of final project, competencies from courses taken by students would equip them to conduct final project along with generic skill on management of the process. In this regard, a regular meeting to students is conducted in early semester as a forum of discussion on procedures of final project and on submission of the proposal. Discussion would also cover on proposal adequacy, issues in working on final project that generally occurred, and what kind of preparation that students need to know in order to completing final project as expected. On administrative and paperwork, information of final project is also available through Economics Department a website. Other than on administrative process, working progress discussion, and writing workshops, support on final project is also conducted through software update in computer lab class and consulting session by Economics Department Lab assistants. In this case, lab assistants in Economics Department Computer Laboratory are available for consultation on how to use analytical software, such as STATA and Eviews. In regard to monitoring the process of proposal submission, the program would monitor by contacting those students in their 4th year that have not submitted proposal of final project and their respective academic advisor. Meanwhile, the students that already submitted proposal and get advisor, but not yet finish final paper in its 3rd semester after they registered for final project, the program also would contact his or her advisor on the issues related to the completion of the paper. The issues faced by students that took long time to complete final project generally due to infrequent advising meeting schedule due to either the limited availability of advisor or student being inactive in meeting his or her advisor. In the case that student problems in completion of final project related to an issue in advising which lead to student feel that it is in his or her best interest to change advisor, it is plausible that student can change his or her final project advisor. Prior to process on administrative request to change final project advisor, students generally consult with EUP coordinator or his or her academic advisor. When issues that are consulted by students to EUP is deemed to be a legitimate reason to change a final project advisor, the student would follow up with the administrative process. There is a form that should be filled out and approved by the study program, prospective and current advisor. Furthermore, there is assistance for students that have difficulties on practical skill in using software needed in conducting final project. Final project as explained could be chosen by student as there are three type of final project: 1) undergraduate thesis approach or non-thesis approach referring to 2) an internship or 3) independent study course. Depending on career path that students interested in, he or she could choose type of final project that viewed to be most appropriate advancing his or her skill needed to compete in labor market. Guidance on type of final project that should be taken can be consulted with EUP or student academic advisor. The support on each type of final project is available, as for example, in the case of internship, EUP has conducted cooperation with government agencies or research institutes that suitable with EUP internship objective, and in which student can register to EUP or requested for internship in areas or institution that already set up internship program in coordination with EUP. Meanwhile, in the case of independent study course, there is a schedule meeting between final project advisor and student taking this independent study. As there is a plan to initiate fast-track program in which outstanding undergraduates student could continue study to graduate level in Economics24, the choice of final project in the form of this independent study course is viewed as
24

The adoption fast track program has been in discussion at the Faculty and University Level and this is also part to cater advance high performance students. In EUP, aiming to implement this program, starting year

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option currently in discussion with the graduate program, given that there is only need of working on research or final project that later on would be completed as thesis of the student completing it as he or she in graduate program.

4.2.4 Information on Career Prospect and Internship

The Faculty Career Development Centre (CDC-FEUI) 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. CDC also circulates job opening info to graduates as well as graduates could submit resume to CDC and at the time there are job offering, they will be contacted.

Table 4. 14 Satisfaction Survey Result on CDC FEUI: 2009 employment information 3.75 speed of service 3.73 clarity of service procedures 3.77 completeness of service 3.79 officer effective response 3.82 officer skills 3.74 friendliness of staff 3.78 officer's attention 3.78 overall service 3.79 Notes: 1=very poor; 2=poor; 3=adequate; 4=good; 5=very good. The survey is filled out by 130 EUP students. Basically, students could have information on job opening and internship through the University, Faculty, as well as Department website. There is also information announced in Mading, and Alumni and Student services unit in the faculty give services and available for consultation on internship and job prospect. In the case of how career prospect and practical training from labor market, some optional course related to the functions of financial market or central bank activities are examples of students get to know the practice of agencies. Furthermore, through inviting guest lecturers in courses on related topic as well as general lecture type from practitioners would provide student insight on institutions or possible career environment for graduates of EUP.

4.2.5 Information on Prospective Student

The University would invite high school students interested continue study in the University of Indonesia. This campus visit activity called as Bedah Kampus that is initiated since 2001 is conducted by University Student Body (BEM). High school students could participate in this activity to get to know study programs, student activities, as well as facilities and infrastructures in the University of

2012, there are graduates courses available to be taken by undergraduate students as elective courses as long as the student has maintained outstanding study record. Related to teaching and learning process, these students with outstanding record who are in her or his final year are also encouraged to apply for EUP undergraduate tutors.

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Indonesia (UI). Information of this activity can be accessed by high school students or any prospective students from [Link] At the Faculty level, unit of public relations in FEUI advertise study programs offered in FEUI from circulated study programs brochure and provides study program info in FEUI website. High school students could as well receive general information on admission process, program study tuition, and availability of scholarship from the University, Faculty, as well as Department website. In this case, other than in Faculty website, EUP study program information is also available in the Department website.

4.2.6 Student Support Facilities

Student support facilities are widely communicated on Student orientation programs. There is also information on University, Faculty, as well as Department website. English Self-Access Centre (ESAC) In order to produce graduates that are able to compete beyond national level, the Faculty has English center called ESAC that offered, general English, conversation class and TOEFL Preparation. The courses are held on campus to ease access for students. ESAC or English Self-Access Centre encourages students to learn independently. In this facility students can learn English and using language laboratories, discussion corner, presentation room, listening corner, reading room and consultation with teachers. ESAC is open for all FEUIs students. Other students from UI can also become the member of ESAC and use the facilities. ESAC is open Monday to Friday from 8 AM to 5 PM. Nonetheless, as shown in Table 4.15, opening hours of laboratorium is still considered as an aspect that needs to be improved alongsible with material updates. Overall, the laboratorium facilities is satisfactory as shown in the overall service score of 3.87.

Table 4. 15 Satisfaction Survey Result on ESAC: 2009 opening hours 3.75 completeness of the material 3.80 suitability of material to the needs 3.81 material updates 3.73 completeness of the type of service 3.80 readiness officer 3.81 officer skills 3.82 friendliness of staff 3.75 officer's attention 3.80 easy access to material 3.78 membership procedures 3.77 comfort room 3.93 lab capacity 3.88 supporting facilities 3.86 overall service 3.87 Notes: 1=very poor; 2=poor; 3=adequate; 4=good; 5=very good. The survey is filled out by 244 EUP students. 108

Scholarships Scholarships are available through various schemes and sources and are distributed to the university or directly to faculty. The scholarships fund comes from the University, the Government (Ministry of National Education), foundations, alumni, and industries. And since 2010 EUP lecturers also form a scholarship for first year students whose are in need. Most of 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. Number of recipients and total amount of scholarship in University and Faculty level for the last 4 years is presented in Table 4.16. Over the last 4 years, around 50 to 60 of EUP students get scholarships from various sources. In this case, the number of students that receive assistance or scholarship fund in table below has not included students that will not have to pay tuition fee in full that are determined by the University. 25

Table 4.16 Number of EUP Students who get Scholarship

Academic Year Semester Odd 2008/2009 Even Odd 2009/2010 Even Odd 2010/2011 Even 2011/2012 Odd Even 57 64 54 49 65 32 59 Number of Students 34 % from Total EUP Students 10.53 10.77 19.22 17.07 20.50 19.13 19.28 17.31

Notes: Scholarship program from: Shell, Supersemar, Mitsubishi, Bank Indonesia, Tanoto Foundation, BP Migas, Bank Mayapada, CIMB Niaga, Persatuan Orangtua Mahasiswa FE UI, ILUNI FE UI, Indocement, Bank Rakyat Indonesia, Mandiri Sekuritas, Bidik Misi, and others.

Information on scholarships is accessible through bulletin boards located in classrooms plaza building and Department, the university website, faculty website or companies websites, or from the student union unit. There are basically two types of scholarships, scholarship aiming to advance students that have outstanding achievement on their academic program (i.e. students with high GPA) or students that need fund assistance (i.e. students that come from low income households). In the case of type of scholarship given to students with high achievement, various schemes of scholarships are available to undergraduate students in FEUI funded from various foundations and companies, such as CIMB Niaga, Mitsubishi, Tanoto Foundation, Central Bank, Supersemar, Shell, Indocement, BP Migas, Bank Mayapada, and BRI (Bank Rakyat Indonesia).

25

Considering the case of assistance in the form of lower tuition fee to students, the University preserves a high percentage quota on students that could pay less than full tuition fee called as BOP-B (BOP Berkeadilan).

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In the case of scholarship that functions as fund assistance to students with economic disadvantage, there is government backed scholarship channeled by the University called as Bidik Misi scholarship, the scholarship from FEUI alumni, as well as Economics Department scholarship initiated by academic advisor in EUP. Started in 2010, academic advisors in EUP initiated to voluntary set up funds to first year EUP students that are known to have difficulties meeting living cost, especially those students that live far away from her or his parents. The selection of students is conducted through student information background and from academic advisor meeting with new students. The scholarship is set up given there is quite limited source of assistance fund that can be early channel to new students. In this case, available assistance fund such as BIDIK MISI and scholarship from ILUNI FEUI is generally disbursed after a semester, quite a long time for the students. Insurance and Medical Support An insurance company named PT Jasa Raharja Putera covers all registered students. Benefits include compensation for hospital charges due to accidents and dismemberment and death insurance claim. The University also provides free health services in the University clinic called as Pusat Kesehatan Mahasiswa (PKM). The facilities include general practitioners (GP) clinic, dental clinic, X-ray, and a drugstore prescription. GP clinic provides services ranged from general health check, treatment of various mild sickness, and arrangement to hospital for acute, chronic diseases, and emergency. The clinic is run by 6 GPs and 6 nurses. Dental Clinic services cover consultation/dental health education. The clinic has 3 dentists and 1 dental assistant, and facilitated by good equipment including X-Ray and ECG (electronic cardiograph). University International Office Student interested in applying and searching information for exchange program opportunities may contact or visit the University international office. Information ranged on various types of collaboration opportunities among students or academic staffs in the University of Indonesia. The office also supports academic process of international students studying in the University of Indonesia. EUP students, for example in the case of KANOPI EUP student body, conduct events with coverage not only national but also at ASEAN level, and in this case the University International Office provide support on networking. As for individual students, students seeking information on exchange or international training or workshop can visit this university international office. The university international office in general also provides support to foreign or exchange students studying in UI, and vice versa checking information and arranging study in the case that students of UI would like to pursue or become exchange students in foreign university. Student Activity Buildings The University and the Faculty of Economics provide space for student body for undergraduate students. In FEUI, there is Student Center Building which is two-story building in which first floor of the Building are spaces for various students organizations mostly of FEUI undergraduate students, including in it are EUP students. The second floor of the building is students hall with capacity of more than 300 persons that could facilitate various types of student activities. Facing the view of fountain and FEUI parks, the students center Building is also frequently used or Gathering, Seminars, as well as hosting visitation from other Universities, either from National Universities or Foreign Universities. Meanwhile, at the University level, students activities mostly conducted at PUSGIWA (Pusat Kegiatan Mahasiswa) Building at Depok Campus. There is also student activity building called as Balai Mahasiswa in Salemba Campus.

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Sports Centers Sport Centers are also facilitated in FEUI Depok Campus. There are two outdoor badminton/volleyball field and in-door basketball, which is named as Pertamina Hall acknowledging the main sponsor of the building. In addition to those facilities, the University also has stadium for soccer, outdoor basketball, hockey, tennis courts (4 lines), volley ball (3 lines) and badminton (1 line) as well gymnasium that facilitates various types of in-door sport activities. Periodic maintenance is carried out to maintain the quality of the facilities. The users of the facilities range from students, lecturers, and administrative staff. Some faculties also provide sport facilities such as basketball, volleyball, badminton and futsal as well as gymnasium. To enhance and promote sportsmanship, a compulsory subject of one credit on Sport and Arts is offered as part of basic university courses. Students may choose any type of sport or arts on their interest. Table 4. 17 Indoor and Outdoor Sport Center Regular Schedule used by FEUI Undergraduate Students Indoor (Pertamina Hall) Sport Center Tuesday 16.00-18.00 : Voli Tuesday 18.00-20.00 : Futsal Wednesday 16.00-20.00 : Basket Friday 16.00-20.00 : Futsal Outdoor Sport Center Schedule Tuesday 16.00-20.00 : Taekwondo Wednesday 16.00-20.00 : Futsal Friday 16.00-20.00 : Basket

Source: Alumni and Student Unit FEUI (2011)

Student Dormitory and University Guest House Student Dormitory in Depok has the capacity of 598 rooms for male students and 652 rooms for female students. From Figure 4.2, 20 percent of EUP first year students lived in university student dormitory, while it is generally less than 10 percent of EUP students from previous year entering students lived in campus dormitory. Given the limited capacity of student dormitory that managed by the University, there is a selection process on new students that interested living in this campus dormitory. And in this case, priority is given to students that come from regions that come from family with low economic background. This is given that leasing cost in this campus dormitory is much lower than other off-campus dormitory.

Figure 4. 2 Number of EUP Students in Depok Campus Dormitory based on Entering Year

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Source: Disseminated by University Dormitory Administration (2011) Wisma Makara UI is one of the best accommodations in South Jakarta and Depok. The location inside campus makes this place very suitable for conducting seminar, training, workshop and other activities. Located in a beautiful forest environment and surrounded by a blue lake makes the atmosphere becomes so calm, cool, and comfortable. This place will really delight you especially for those who like a peaceful ambience. UI also has Pusat Studi Jepang housing which is located in Humaniora Science School (FIB) with beautiful lake scenery. Transportation related Infrastructure The university provides free of charge shuttle buses to serve all university members within the campus area. The shuttle bus system operated from 07.00 to 21.00 on Monday to Friday, and from 07.00 to 14.00 on Saturdays, is served by 20 buses and six of them are air-conditioned. Regular maintenance is funded by Amenities fee. Bus timetable is designed to meet students need and the interval of services is approximately 15 minutes during normal hours. In addition to shuttle campus bus, there are 2 additional shuttle bus stationed in FEUI campus, and used as a shuttle from FEUI campus and train stations or taxi post. These shuttle buses are sometimes used for student activities or students visitation outside campus. The University also provides bicycles in campus. Bicycle pad has been built around and inside the campus with the total length of more than 20 km. This provides the use of bicycles as a transportation mode in campus and as sport activity. At this moment there are about 2000 bicycles ready to use. Meanshile, car parking lot and motorcycles parking lot are available throughout the University area as well as in FEUI campus. Those parking lots are also monitored by campus security. Cafeteria, Restaurant, Coffee Shop, Food and Beverages Stores Student cafeterias are available at various places in UI Depok Campus at affordable prices. There are also restaurants and coffee shop throughout area in the University of Indonesia. In FEUI Depok campus, there are cafeteria, restaurant, as well as coffee shop with view either to the Lake (UI Lake) or to FEUI parks. Food and Beverages Stores that are generally managed by Administrative Staff Cooperative (Koperasi Karyawan) are located in corner of Building A and Building B. Banks, Books and Gift Stores, and Computer Stores ATM various banks are available throughout the university. There is branch office of BNI 46 located in the university. In FEUI campus, there are office branch of Bank Mandiri, CIMB Niaga, and Bank Muamalat as well as its ATMs. Those banks offices are located first floor of Graduate Building in FEUI.

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There are two bookstores in FEUI Depok Campus. The bookstores provide textbooks and other references book materials on courses offered especially in Economics, Accounting, and Management. First bookstore is managed by FEUI publisher and located in first floor of Student Center, while other bookstore is located in 1st floor of FEUI Graduate Building. There is also gist stores which sell souvenirs of FEUI in plaza of Building A. There is an IMAX Apple Computer Store located in 1st floor of Graduate Building. The store give discounts price of computers and other related items that are bought by students and faculty members as well as information on software updates. Student Union Student union is established as a partner of the faculty and the department in developing students soft skill such as leadership, teamwork building and social skill. Development of student activities is under supervision of Manager of Students and Alumni. For EUP students, there is student organization named as Kajian Ilmu Ekonomi dan Pembangunan Indonesia (KANOPI), specialized in the study, discussion, and research on the topic of economic and social problems in Indonesia. KANOPI also function as a student club for students majoring in economics in which all EUPs students automatically become the member. EUP supports KANOPI activities especially on those related to enhance practical and research skill of EUP students. There is fund distributed to EUP student workshop and travel grant reimbursement is available to EUP students who participate in student conference, essay contest, the competition related to Economics. Meanwhile, Figure 4.3 shows that involvement of EUP students on extracuricular activities, joining student organization in the university is quite high, which is 85 percent.

Yes, 85.0%

No, 15.0%

Figure 4. 3 Percentage of EUP Students who Join Student Union in University Source: University Tracer Study (2011) Other than KANOPI, student union body such as BEM (Badan Eksekutif Mahasiswa) also in some of their activities provides support on students teaching and learning process, as in the case of mentoring activities. EUP students could also involve in other student body organization that is either coordinated at the Faculty level or at the University. The box below lists various student activities extra-curricular. Involvement of EUP students in student organization could be viewed from organization structure, in which quite structural position of student body in FEUI is filled in by EUP students (see Appendix).

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Box 4. 1 List of Student Activities

1. 2. BPM (Badan Permusyawaratan Mahasiswa) is Student Counsel Body acted as legislative institution. BEM (Badan Eksekutif Mahasiswa) is FEs Student Executive [Link] 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 a number of independent organizations according to students interest for autonomous and semi autonomous bodies Student Autonomous Bodies. These organizations responsible to the Faculty level. There are: a. BOE (Badan Otonom Economica is one of the press otonom organization in FE UI which has a special competence in academic journalistic. b. Koperasi Mahasiswa FEUI (KpME FEUI). KPME is established in order to increase students welfare while fulfilling their daily needs. KPME also has a role in educating entrepeneurship skill and organizational skill as an implementation of classroom theories. c. AIESEC is the biggest student organization over the world, which spreads accross 98 countries, and be established in 3000 universities. It is an independent , non political and non profit global organization whose members are interested in current world issues, leadership , and management with no discrimination in tribe, race, gender and nationality.

3.

Pusat Bimbingan Karir dan Magang (PBKM) FE UI is an organization under student union supervision. It is officially established on 22th July 1997 by Decree No.01/SK/KSM/FEUI/1997. Based on that decree, PKBM has a right to determine its program independently. PBKM helps students who are in their final year or alumnus in finding their best career paths also job or apprentice opportunities. 1. Student Semi Autonomous Bodies. These organizations responsible to BEM. 2. There are also organizations for religious and sports. Depends on students interest and activities. Source: Alumni and Student Unit FEUI (2011)

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Chapter 5 Infrastructure and Facilities

Infrastructure and Facilities of classrooms are managed at school level, Faculty of Economics University of Indonesia (FEUI). EUP teaching is conducted in FEUI Campus located in Depok. In FEUI Depok Campus, there are 12 buildings on area of 69,116 m2, as shown in the figure in the next page. Most of courses classes are conducted either in classrooms located in Building A, Building B, and Graduate Building. Building A and Building B are 3-storey buildings, while Graduate Building is a 4storey building. As regulated in University of Indonesia, elevators are only built for classrooms buildings that consist of more than 3 floors. The use of classrooms in Building A are arranged among Economics, Accounting, and Management undergraduates classes. With a total of 332 enrolled students in EUP, it is only 8.5 students per classroom. However, as total of EUP students is less than 10 percent of undergraduates in FEUI, thus based on total undergraduates in FEUI that is around 2,043 students, there are 52 students per classroom. In this case, a relatively small number of students create flexibility in the use of classrooms. Overall, planning and maintenance of facilities and infrastructure is coordinated in the Faculty level and follow guideline of the University. Priority is used for the maintenance of the facilities especially on type of facilities that are directly used for academic process, teaching and learning. Although, investment on infrastructures for the last 2 years are halted mainly due to the process of searching.

5.1 Classrooms
Regular teachings for EUP are generally conducted in Building A. Auditorium classrooms in Dean Office and Student Center for classrooms has capacity around 200 students, and these classrooms are used for courses that are taken not only by EUP students but also by other undergraduate students outside EUP. Examples of this type of courses are Indonesian Economy, History of Economic Thought, and Economics of Poverty. Meanwhile, some of small classes such as some seminar classes with less than 20 students are conducted in smaller classrooms in Department Building.

115

Figure 5. 1 FEUI Campus Map

1. Dean Office Building (4,832 m ) 6. Building B (6,861 m ) 11. Prayer Room 2 2 2) 2. Dept. of Management (3,666 m ) 7. Faculty RLC (3,543 m ) 11. Banks 2 2 3. Dept. of Accounting (3,666 m ) 8. Student Center (500 m ) 11. Bookstores 2) 2 2 2 4. Dept. of Economics (3,666 m ) 9. Cafeterias (742 m ) 11. Computer Stores 2 5. Building A (6,861 m ) 10. Mosque 11. Graduate Program (5,866 m2) 1) 5. Demographic Institute Notes: 1) Located in Building A (Nathanael Iskandar Building); 2) Located in Graduate Program Building
2 2

12. 13. 14. 15. 16.

Gymnasium (1,332 m ) 2 Security Post (91, 2 m ) 2 Parking Lot (8770 m ) Generator Water Tower

116

Other than regular teaching classrooms, there are computer classrooms that are generally used for quantitative analysis related courses. Computer classrooms are used mostly for exercises or laboratory class schedules. All computer classrooms which total to 135 computers are relatively adequate as EUP quantitative courses such as Advance Statistics and Econometric courses are generally taken by 50 - 120 students (2-5 classes) in a semester. Department of Economics also provides discussion room in Resource Learning Center and Department meeting rooms for advisors and senior students writing final paper. Computer classrooms become open access to students on schedules outside classes schedules. Senior students may write his or her final paper in these computer classrooms. All regular and international undergraduate students from the three programs are studying in FEUI Depok campus. As total areas of FEUI Depok campus is 69,116 m2, and with a total of 2043 FEUI undergraduate students, including 144 of it are students of EUP, the occupation ratio is about 33,8 m2 per students. And in regard to classrooms availability, there are 49 classrooms in Building A with capacity ranged from classroom capacity of 50 students, 60, and 100 students. Table 5. 1Table 5. 1 shows total number of teaching classrooms, capacity of the classrooms, and classrooms facilities available in each Building in FEUI Depok campus. Table 5. 1 Number of Teaching Classrooms No. 1. Location Building A Capacity of Classrooms No. of Facilities AC, Computer, White Board. Projector,

Classrooms 4 classrooms with capacity 30 persons 28 classrooms with capacity: 50 persons 7 classrooms with capacity 60-100 persons 9 classrooms with capacity 30-40 persons 17 classrooms with capacity: 50-60 persons 2 classrooms with capacity 100 persons Classrooms capacity 30-40 persons Auditorium Classroom (250 persons) Auditorium Classroom (300 persons) PGN Room (60 persons) 117 39

2.

Building B

28

3.

4. 5. 6.

Graduate Program Building Dean Office Student Center Economics Department

12

1 1 1

AC, Computer, Projector, White Board, Sound System. AC, Computer, Projector, White Board, Sound System. AC, Computer, Projector, White Board, Sound System.

Soentoro Room (25 persons) Computer Laboratory Classrooms 7. Economics 25 persons Department 8. Accounting Department 35 persons

Building

AC, Computer, Projector, White Board, Sound System AC, Computers, Intranet, Laptop Connections, Projector, White Board. AC, Computers, Intranet, Laptop Connections, Projector, White Board. Computers, Intranet, Laptop Connections, Projector, White Board. Computers, Laptop Connections, Projector, White Board. Computers, Laptop Connections, Projector, White Board, Printing Services.

9.

Department 25 Persons of Management 10. Graduate 25 Persons Program Building Open Access Computers Building A 45 Persons

In general, schedule and classroom location for EUP courses, as well as other undergraduate programs in FEUI, are arranged by the School Academic Manager (Birpend FEUI). However, SIAK-NG management on courses schedule and changes of course schedule as well as booking classrooms are managed by academic support in EUP. Availability of infrastructure utilized for EUP faculty members and students are adequate and most facilities are in good quality. Classrooms in Building A are designed with many windows, and thus generally require small electricity for lighting. All classrooms are equipped with computer, projector, and internet connections. All computers with internet connections are used to access SIAK-NG website, academic and course management related software used in University of Indonesia. The classrooms facilities are coordinated in Faculty level, and this also includes the associated teaching aids and tools in terms of software purchasing. In the case administrative and support system on computing lab, the administrative are part of human resource management under Faculty level. The increasing use of student-center learning and more activities of group work in classes required that seating arrangement and other facilities could be flexibly re-arranged. In this case, current facilities could be used to support student active learning. The RLC in Faculty and the university library also provides facilities for study rooms. The use of audio-visual system or speaker is feasible in regular classrooms as long as there is request from academic staff to Facilities Maintenance unit in the Faculty. 118

Computers in the classrooms have an installed Microsoft Office application and video software application as they especially used to support lecturing or presentation course materials. Meanwhile, softwares of quantitative applications are available in all computers in laboratory classrooms. Issues of maintenances and computers security are main reasons of not installing qualitative softwares applications outside computer lab classrooms. As a commitment to enhance and maintaining update software applications, EUP academic and lab support have regularly update and invest on buying and update relevant softwares for aiding courses teaching activities. Economics Department received grants from Directorate General of Higher Education, Ministry of Education (DIKTI) during three years period 2007-2009, aims to enhance teaching and research collaboration of students and academic staff. This grant has contributed in increased number of collections in Department RLC and on updating softwares of Economics Department computing lab in Economics Department, computing lab is managed by Lab administrators consisted of 3 persons with tasks of giving services for maintenance of computer lab, troubleshoot, lab classrooms schedule, and managing computer related facilities in Department and Undergraduate Study Program.

5.2 Libraries
Students can have access to University main Library, FEUI Resource and Learning Center, as well as Economics Department RLC. The university main library can be reached from FEUI classrooms building either by shuttle bus or around 15 minutes walking distance. The University main Library can be used for study rooms, and collections borrowings for books or journal collections. Comprising of collections from all Faculties, books collections and journals of various disciplines is greatly adequate. In this case, RLC FEUI and Department RLC are mostly used Academic Staffs and students especially in the case of searching specific databases and researches collections. Located in FEUI Building, both Faculty RLC and Department RLC are easily reached by EUP academic staffs as well as students. As explained in Table 2.15, there are various economics related online databases that could be accessed either on-campus or off-campus by students and academic staffs in the University of Indonesia, and those databases are provided by either the university through university main library, research and learning centers at the Faculty and Department, as well as by research centers affiliated to FEUI and the university in general.

5.2.1 University Main Library

The central library in University of 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. In 2007, the collections of the central library UI reach 1.5 million books, excluding the available documents and documentations. 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: [Link] or directly accessed at [Link] 119

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 available collections, such as books, magazines, nonbooks, electronic journals, electronic books, and also some creations, which produced by all academic society of University of Indonesia. As shown previously in Table 2.15, most of resources that widely used by students and lecturers are on-line resource collections of the university library. The university library is supported by 61 staffs and library Hours for Monday Friday is from 8 am to 7 pm and Saturday Sunday is from 9 am to 4 pm.

5.2.2 FEUI Resource and Learning Center

FE-UI library occupies a separate building area of approximately 4700 m2, which consists of 5 floors. The building is located on the campus FE- UI Depok, just inside the student center building UI. It has many compilation collection which take forms as books, magazines / journals, proceedings, thesis, dissertation, internship reports, research reports, inaugural speech professors, and others, including audio-visual materials such as CD-ROMs, microfilm, Microfiche. It also provides an online database consisting of thousands of journals worldwide in the fields of economics, business, management, industry, social sciences and others related to it in the database ProQuest, JSTOR and Elsevier. For internet connection, FE-UI Libraries has installed hotspots for wireless Internet access. FE-UI students from all programs automatically listed as a member of the library. They only have to show their student and payment notes, and then submit a passport photo size, to get the library card. For the visitors who are not FE UI student, they are allowed to read the library collection or copy the collections by making special member cards according to the applicable administrative procedures RLC FEUI is only closed on Sunday. The following are opening schedules of this facility: Monday Thursday: 07.30 20.00 (local time) Friday : 07.30 11.30 and 13.00 20.00 (local time) Saturday : 07.30 13.00 (local time)

In general, EUP students use Faculty Resource and Learning Center more often that university main library. In the case of services that the faculty provides, in general, EUP students as shown in Table 5.2 consider the library services as quite good. With the scale of satisfaction from 1 to 5, Table 5.2 shows that overall library services scored of 3.85 based on 2009 survey. Most EUP students perceived that library service staffs as highest quality of the facility with average score of 3.90 to 3.92, while collection updates received a score of 3.59 implying that there is a need to improve and regularly updates collection with sufficient number of collections.

Table 5. 2 Satisfaction Survey Result on RLC Faculty: 2009 completeness of collection collections matched need of user collection updates completeness on type of services membership procedures 120 3.70 3.72 3.59 3.69 3.72

speed of service 3.90 officer response 3.90 officer skills 3.92 friendliness of staff 3.83 officer's attention 3.83 comfort reading room 3.87 supporting facilities 3.82 opening hours 3.72 entire service score 3.85 Notes: 1=very poor; 2=poor; 3=adequate; 4=good; 5=very good. The survey is filled out by 278 EUP students.

5.2.3 Department Resource and Learning Center

Resource and Learning Center (RLC) in Economics Department provides resources to academic staffs, assistant lecturers, and students that conduct final project. Resources to academic student ranged from final project student archives, economics books especially related to concentration, research documents that are received from research institutions, the database on Department academic journal (JEPI) and working paper, brochures of (foreign) universities and its associated program study, and update on journal database available in the University main library or database resource in RLC FEUI. Facilities in Department RLC are listed in Box 5. 1Box 5. 1. For example, there is teaching lounge in the Economics Department that is used for academic staffs and teaching assistants preparing class materials and advising students. Box 5. 1 Department RLC and Lecturer Lounge Internet Access There are 2 computers that can be used to access the internet also hotspot connection, which can be used through laptop or other device registration. Discussion and Reading Room Reading room and discussion room is intended primarily for academic staffs who are doing the process of thesis supervision and preparation of course material, as well as for teaching assistants in preparing their assistance activities. Locker Department provides 96 of lockers, which can be used by academic staffs and assistant lecturers. Magazines and News Also provided some recent newspapers and also economics magazines, which can be borrowed and used by academic staffs and also students. Book Lending Service There is guidance, which helps users to borrow and return their books. 121

Source: http//[Link]

5.2.4 Research Center Resources and Database

LPEM and LD FEUI, two research institutes in FEUI that actively engaged in social and economics related researches, maintain databases that could be used as well by academic staffs and students. Micro data such as households survey, firms surveys, stock market Reuters and countries aggregate data as in the case CEIC, are example of databases that are managed in LPEM-FEUI. Meanwhile, LD FEUI is in frequent collaborations conducting or supervising national surveys, as in the case of Longitudinal Survey, IFLS. LD FEUI has long series of databases on social households surveys, village surveys, as well as population census. Students conducting final paper, could request data needed and it is part of how research center support academic learning of the students and its academic staffs.

5.3 Information System and Media

Related to administration, University of Indonesia is one of few universities in Indonesia that adopted information system is various processes to make a better management, and in this case to also support management and academics process in EUP. For example, to facilitate the delivery of academic information, there access to SBA-NG SIAK. Other types of information system used in administration as well as on academic process are listed in Table 5.3.

Table 5. 3 Types of On-Line Information System SIAK NG An application for supporting education process, so that colleges can provide better information services and effectively, both within and outside the campus via the internet. A supporting application of human resource management activities in UI in terms of planning, and preparation of data processing systems in a series of standardized measures and summarized in resource planning applications within the campus. Application which is used to manage the campus assets Applications to support academic quality assurance in campus. This system became a unit of measuring and evaluating teachers based on student assessments. Information systems to support data collection process while undergoing accreditation standards based on DIKTI, so the program of study / department can move more efficiently and effectively

SIPEG

SIMAF EDOM

SK034

122

SIPMA

Academic Quality Assurance System in which program study in the University filled out indicators of self-assessed academic information. The system is managed by the University Quality Assurance (BPMA). Information Systems, which support academic information system. It serves a financial data management of Education Operational Cost and its payment. Online catalog of books and various collections that also provides the availability status of the collections. With the application, students and staffs can check a collection of the library without coming to the library. The supporting application for a web-based teaching and learning. This system already includes activities and information based on the lectures and term time. An email client that uses Web pages as a medium for managing email on the client side. In accordance with the nature of web application, Webmail users do not need to install the software and simply fill in very little configuration. With easy access to Web pages from many places, Webmail become more preferable, especially for those who often keep changing computers for Internet access. Scholarship application, which provides information on scholarships for students of S1, which is managed by the Directorate of Student Affairs and University of Indonesia Faculty Mahalum Manager. UI students can directly apply online scholarships listed on this program, either scholarship from private sector or government.

BP

LONTAR

SCeLE

Webmail

Simbion

Source: [Link]

5.3.1 Information Media and Hot Spot

Department of Economics also has website [Link] that contains information on study programs, specifically EUP and publication information, which in this case are Department working paper. EUP academic staffs and students have access on information systems to accommodate the communication and interaction for all students and staffs, as follows: 1. Mailing list (mailing list), namely economics_feui@[Link] to the public and dosen_iefeui@[Link] for teaching staff. 2. Announcement Boards (Mading), amounting to 3 types, namely Mading for information on scholarships and job opportunities, Mading for academic and general information, and Mading for student activities (which is managed by KANOPI). At the University level, there are information media network, in the following format: 123

1. Komunitas @ University of Indonesia Komunitas @ UI is still an experiment network system, which is done by Administrator System of UI as a communication system based on Social Network concept. All academic stakeholders with UI account are able to access this system. 2. UI Student Blog UI Student Blog provides a network system; by which all students are able to have a private blog automatically only by giving his/her JUITA/SIAKNG username and password in the homepage. As a way to communicate, there is email account assigned to academic staffs and students enrolled in the University of Indonesia. Information media in general may include such information in Mading posted in Building A, Building B, and building departments, and information displayed on the web, namely on [Link] managed by data and Information Centre (Pusdatin) UI. In addition, information on the UI system is also getting good with the hotspot facility.

5.4 Health and Safety Standard

The buildings in FEUI are mostly low-rise buildings of maximum 4 stories. The main buildings with the most activities are the classroom buildings of Building A and B (3 stories each), and the Graduate Program (4 stories). For classrooms in Building A and Building B, as well as Dean Office Building, there are fire extinguishers set in each floor. Aside from the equipment of fire extinguishers, the Graduate Program Building is also facilitated with fire alarm system considering that it is 4 stories building. To assure that staffs and students are well aware in the case of emergencyespecially in the case firethere were intermittent fire drills conducted for students and staffs in the Faculty of Economics. Although it is not circulated in frequent basis, there is a guideline on emergency exit scheme and what should be done in the case of fire or natural disaster. At the university level, students are trained on drill in the case of natural disaster such as earthquake.

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Chapter 6 Output
Economics Undergraduate Program (EUP), Faculty of Economics, University of Indonesia assesses the quality assurance system not only from the process quality but also the output, such as the achieved outcomes of the graduates (in terms of pass rate and dropout rate, average time to graduate, and employability) and the level of research activities conducted by academic staff and students.

6.1 Graduate Profile

The EUP expects that the improvement in learning and teaching activities, as indicated by the higher attendance rate of lecturers and the more active learning process, will enhance the quality level of the learning and teaching activities as well as the quality of the graduates. Performance of the EUP graduates can be measured by Grade Point Average (GPA), length of study and also waiting period before getting the first job.

6.1.1 The Pass Rate

Total credit requirement for graduating from the EUP is 144 credits. It must be completed within, at longest, 6 years period of study with minimum GPA of 2.00. In terms of the GPA, accomplishment of the graduates is classified into three tiers: (1) cum-laude, if the graduates complete their study with GPA ranging from 3.51 to 4.00; (2) very satisfactory, for GPA ranging from 2.76 to 3.6; and (3) satisfactory, for GPA ranging from 2.00 to 2.75. Figure 5.1 below presents the GPA of the EUP graduates from academic year 2006-2010. As it is shown, the average GPA of the graduates is always above 3.00, which can be considered very satisfactory. It surpasses the minimum qualification for getting jobs in most companies or institutions in both private and public sectors, which is usually set at 3.00. Figure 6. 1 GPA Average of the EUP Graduates

Moreover, most students can pass all the subjects offered in the program. As can be seen from the Figure 5.2, in the last three year, the pass rates of all subjects in the EUP on average are above 125

90 percent.

Figure 6. 2 Pass Rate for All of the Subjects in EUP within the Last Three Years

6.2 Length of Study and Dropout rates

6.2.1 The Length of Study
The curriculum in the EUP is designed to be completed by students in eight semesters or four academic years. However, in case that some students, due to their own complexities and problems, cannot complete it within four years, the program still allows them to extend their study period for two more years at maximum. Figure 6.3 presents the average length of study in t h e EUP for the last five years. Overall, trend on average length of study is declining meaning that the shorter time needed for the students to complete their study, despite the slight increase in the last two or three semesters. Also as shown in Table 6.1, around 60 percent of students complete their study at the programs designated time, which is four academic years. A majority of students that graduated either within 4 years or 4.5 years generally due to the choice to postpone writing final project untill all courses have been taken.

Figure 6. 3 Graduate Length of Study in EUP for Academic Year 2006-2011

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Table 6. 1 Number of Entering Students, Total Attrition, and Percentage of Students Graduated Based on Length of Study Batch 2001 2002 2003 2004 2005 2006 2007 First Year Enrollment 113 103 71 83 75 70 69 Total Attrition 23 15 8 9 8 2 7 Size Cohort 90 88 63 74 67 68 62 Graduated <= 4 years >4 years 46.7 53.3 27.3 72.7 38.1 61.9 50.0 50.0 64.2 35.8 60.3 39.7 58.1 41.9

Short semester program is offered in the EUP to shorten the students length of study. The short semester program is carried out for two months during the even semester break, but not all subjects are offered in this program simply due to the cost efficiency reason. The length of time a student needs to finish his/her final project (mainly the thesis) strongly determines the length of study. To assist as well as monitor students on their thesis work, the program assigns one academic staff for each student as a thesis supervisor. The academic staffs help the students focus the thesis topics, discuss with them about the literatures, the appropriate methodology to be used, and the analysis in the thesis, and also enforce them to work on their thesis properly following the academic writing rules and the time framework that has been set. Furthermore, the EUP sets up a minimum meeting requirement between the students and their thesis supervisor. They are required to meet at least 10 times and write the meeting agenda and results in a form provided by the program. Since 2010, the EUP has also regularly held a weekly presentation series of students thesis in progress (called Seri Presentasi Mingguan, or SPM). In the discussion, students who present their thesis in progress have a chance to present their thesis outline, research planning, and the entire thesis content they have made to some lecturers and the other students. Through SPM, students can get more input from their colleagues and lectures and also solutions for some of their problems in completing the thesis.

127

Figure 6. 4 Percentage of Students Graduated within Four Years from Total Graduates

Normally, students can complete their final projects in one semester. Difficulty in finding reliable data or limitations of the students in using analysis tools, however, may cause some students complete their final projects longer than one semester. In this respect, the assigned academic supervisor and/or advisor should always be alerted on their students GPA and t h e total credits they have been taken before encouraging them to take a research work. This is to avoid any conflict of schedule between attending a class and doing research work. Table 6.2 summarizes number of graduates, GPA average, length of study, and number of cum-laude graduates in the EUP in the period 2006-2011. The data shows that more than 70 percent of graduates since 2006 do the thesis for final project, and the percentage is getting higher in the last three years (2009-2011), which reaches more than 90 percent of the graduates. Interest of students to take thesis as final project is given the opportunity to actually doing full research, and while other non-thesis final project is generally constrained by either institution that offer internship and final project proposal or concentration of the student, and course that should be taken in addition to final project in the case of independent study. To attract interest of internship and independent study, EUP encourage students to start early on joining internship as well as inviting institution to open non-credit internship during semester break. As in the case of independent study, there is a plan to incorporate the scheme for a fast-track program. Table 6.2 also shows the number of student graduates in the even semester and the number of cum-laude graduates are higher that in the odd semester. Usually it is because of the students target to complete their study on time (8 semesters), which will be in even semester. In addition, the data shows the fluctuation in the number of cum-laude students across semesters. Table 6. 2 Graduates Characteristics for Year 2006-2011 Category 2006 Odd Even 2007 Odd Even 128 2008 Odd Even 2009 Odd Even 2010 Odd Even 201 1 Odd

Number of 30 56 27 63 20 62 20 55 22 graduates Graduated 15 43 21 56 15 51 18 49 20 with thesis Graduated 2 2 5 6 2 9 1 6 with intership Graduated with 13 11 1 1 3 2 1 2 independent study GPA Average 3.19 3.07 3.07 3.12 3,00 3,15 3,17 3,24 3.04 Average Length of 4.70 4.89 4.75 4.76 4.53 4,61 4,24 4,18 4.32 Study (Year) Number of Cum Laude 6 1 5 1 1 5 2 9 1 graduates* Criteria for Cum Laude: a) GPA is between 3.51-4.00, b) the maximum length of study is 8 semesters, c) never re-taking any courses.

45 44 1

18 17 0

3.23 4.33

1 3.27 4.51

11

6.2.2 Drop-Out Rate

There are two reasons for a student to be declared dropout from University of Indonesia: (1) poor academic performances; or (2) administrative violations. Academic performances of all students are evaluated at least four times in the EUP: 1. At the end of the second semester; 2. At the end of the fourth semester; 3. At the end of the eighth semester; and 4. At the end of limit six-year study length. At the phase (1)-(3) evaluations, a student will be declared dropout if his/her GPA is lower than 2.00 at the cumulative of 24, 48, and 96 credits, respectively. At the latter evaluation a student will be dropped out if during his/her 6 year-study he/she can only achieved total credits less than 144 (Rector Decree No. 012A/SK/R/UI/2007). For the administrative violations, a student can only be dropped out from the EUP if he/she: 1. Does not register to EUP in two consecutive semesters; 2. Does any activity subject to university regulations, e.g. academic disobedience, crimes or violated FEUIs ethics rules. For the students who have poor academic performance, the EUP support them with some encouragement and facilitation, such as providing study assistance by some tutor for some courses or providing them with the different lecturer when re-taking the course in order to reduce the pressure for the students. However, there are some cases when the students are eventually declared dropout. For those students, they have some common characteristics, which are: 129

The students have a job and become the main bread winner in family (some of them have GPA higher than the minimum requirement) They are married and hence no longer have motivation to finish their study They have psicological problem related to their family

The table below provides information about student who have the problem in finishing their study. Some of them were still able to graduate whereas the others finally resigned or still in evaluation process The dropout rates in the last three years are shown in Table 5.3. Furthermore, Figure 5.2 shows that in the last five semesters, the percentages of students who graduate within four years reached more than 70%. This number has already passed the target for the same indicator in UI, which is 60% of the total intake students. According to the Table 6. 2Table 6. 1, the dropout rate varies from 0 to 2%. It is worth noting that most of all the dropouts leave EUP in the first year of study, even before the first evaluation. Not all of them were incapable students with low GPA, but they might have other reasons to leave the EUP, such as accepted in other universities or retaking the entrance test in the following year for taking other study program. Table 6. 3 Dropout Percentage Academic Year Term Number of drop out students Total number of students Drop out percentage 2008/2009 1 2 5 314 2% 0 328 0% 2009/2010 1 2 2 383 1% 0 317 0% 2010/2011 1 2 0 384 0% 0 332 0%

6.3 Employability
The waiting time of graduates before getting the first job is measured from the time interval between the graduation ceremonies until the graduates get the first job (see Figure 6. 5Figure 6. 5). EUP surveyed and traced the alumni since their graduation, since 2001/2002. This database is also needed to get inputs and feedbacks from the alumni in order to improve and to develop EUPs curriculum. One of the key performances of EUP graduates waiting time to get a first job is quite short varied within 1-5.5 months. This indicates that the competences owned by EUP graduates are, in general, match with the markets need. Figure 6.5 shows average waiting times based on graduate year.

130

Figure 6. 5 Graduate Waiting Time to Get First Job (in Months after Commencement)

However, graduate waiting time would likely depends on timing or when graduates or senior year students starting to look for a job. In comparison to other program study in FEUI, most of EUP graduates started to look or a job after commencement, as shown in Figure 4.4.

Figure 4. 4 Starting Time Looking for a Job Source: University Tracer Study (2011)

131

One of main sector that employed graduates from EUP is public sector, central government agencies such as Central Bank of Indonesia, Finance Ministry, Central Planning Agency (Bappenas), Economics Coordinating Ministry, Ministry of Trade, as well as provinces or local government agencies. The recruitment process from public sector is frequently longer than private sector. Still, in general, the waiting time for EUP graduates to work are not long. In addition, the average first salary o f EUP f r e s h graduates is presented in Figure 6. 6Figure 6. 6. From 2005-2007 years, showing that their first salaries are reaching about IDR 5.5 million. EUP has been actively conducting some efforts to inform new job vacancies for the graduates. Moreover, feedbacks from EUP graduates are studied periodically and regularly then we trace the alumni more intensively and use their feedbacks to revised new curriculum. Usually, evaluation and feedbacks from alumnus are collected through a survey called tracer study. This surveys respondents are not only EUP graduates, but also the users. Tracer study is done by a questionnaire via ordinary mail or via alumni mailing list. The coverage of tracer study for alumni includes alumnis background, working profile, and perception about the programs performance. Whereas, the survey of user gives information about users background, what kind of fresh graduates that they need, alumni performance according to users and also their perceptions about EUP-FE UI. Meanwhile, in the context of comparing employability of EUP graduates, EUP could assess from tracer study that is conducted at the university level, which is initiated in 2008. This university tracer study is currently in its second wave tracking performances of alumni26. The questionnaire as well as results of the tracer study can be viewed in website as follows: [Link] Nonetheless, one of the issues of the tracer study is the response rate that is still around 50 percent. For the faculty level (FEUI), majority of FEUI graduates find a job within a year.

26

Each wave is conducted every two years. The second wave of university tracer study is conducted in 2010.

132

Figure 6. 6 Average Graduates First Salaries (in million IDR)

Source: Department Tracer Study 2008 -2011

Generally, the feedbacks from alumni and graduates can be used to improve the teaching system in EUP. Based on these results, the program suggests an improvement after further discussion with lecturers and staff. It could also find out a better teaching or learning method and solve some problems in teaching and learning activities as well as to improve the contents of the curriculum.

6.4 Career Development Centre (CDC)

Career Development Centre, Faculty of Economics, University of Indonesia (CDC-FEUI) is one institute under FE-UI which was established to connecting the student and or graduates with the work life. CDC helps graduates and final year students to get either internships or jobs, and also helps companies in doing their recruitment process. CDC FE-UI supplies services for the job seekers to process their application and media for a direct interaction between job seekers and job recruiters. Types of services provided by CDC-FEUI are as follows: Information on internship and job vacancy, which is provided through email, mailing list, website and also social media. Company visit and presentation Campus recruitment Career counseling to help graduate, candidates or fresh graduates in comprehending his/her potentials, and also soft skills training to prepare job seekers for the work environment. Psychological assessment At the university level, it is called as CDC-UI, which its information can be accessed through [Link] This unit organizes regularly career and scholarship expo on campus. 133

There are more than 50 significant national and multinational companies, w h i ch participate in this event.

6.5 Alumni Association

Alumni association was established in the level of faculty, called ILUNI FE-UI, which has a vision to provide benefits for community in professional and social activities. Through this association, each alumni of FE UI could maintain their relations. Moreover this association also established a foundation (Yayasan Bhakti ILUNI FE UI), which has objectives to support students with economic disadvantages via scholarship program.

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Chapter 7 Quality Assurance

This section explains the quality assurance of the curriculum implementation within the EUP. It starts with the detail elaboration on the curriculum design process as key process in supporting the achievement of the expected learning outcome. In the curriculum design it is described that the process involves important parties including students and users as key stakeholders. The subsequent part is explanation of the monitoring system of the curriculum by academic audit body at the university and faculty level.

7.1 Quality Assurance of Teaching and Learning Process

This section describes the self-assessment of quality assurance in teaching and learning process. The explanation contains three main sections: curriculum design, course and curriculum evaluation and curriculum implementation.

7.1.1 Curriculum Design

The EUP realizes that the environment of labor market for graduates as well as their profiles required by the users is experienced dynamic changes. In addition, the success of the achievement of the expected leaning outcome is determined importantly by the consistent and regular evaluation of the curriculum. Therefore, the EUP puts curriculum evaluation as high priority and important affair besides all other aspects. The curriculum has been reviewed regularly to meet the requirement set by directorate of higher education, Ministry of Education. Historically, since 2007 the EUP has been using three curricula, namely Curriculum 2006, Curriculum 2009 and the current/undertaking revision: competence-based curriculum or KBK. Refer to the previous explanation in section 2, the introduction of KBK yields particular benefits of intensifying Moreover, once the curriculum is finalized, the subsequent important part is implementation. In this step, staffs, students, and related stakeholders including users are key subjects that should be intensively involved in the curriculum design. Therefore, the curriculum design always be done with the involvements of all these parties. The holistic process of curriculum design involves university, faculty and mainly program level as illustrated by Error! Reference source not found.. It can be shown that curriculum design is carried out mainly at the program-level (EUP) with the supervision and coordination role by the department and faculty. This is in line with the university statue, in which stated that program is the integrated study plan as guidance and academic education or profession conducted on the basis of a curriculum and aimed so that learners can master the knowledge, skills and attitudes in accordance with curriculum objectives. Specifically, there are steps for curriculum design at the program level: 1. Formulating expecting learning outcomes. This is the central and main important part over all activities. 135

2. Setting teaching and learning strategy 3. Creating assessment strategy 4. Setting course sequences All of these four steps are carried out by curriculum team at EUP, which lead by head of EUP and supported by academic staffs of the Department and all of active lecturers. Internally, this team has regular coordination with the head of the Department, other departments and faculty especially for setting course sequences. This is due to some interdependence between some basic courses and special courses. This arrangement is based on the division of role in the university statue that defines Faculty as unit who is organizing stakeholders and or academic activities in specific disciplines and can consist of one program or several program of study. In addition, the department is the organization of academic resources for the development of science, education and implementation of academic, professional and or profession, in part or one branch of science, technology, art and culture. Finally, the department and faculty academic senate should approve the draft of curriculum before it finally passed by the chancellor as formal curriculum for each program.

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University sets new curriculum direction & guidline

Faculty and University role in monitoring dan supporting

EUP Responsibilities

Department and related proram role in coordination

Setting infrastructure

Setting expected learning outcome

Syncronization from vision mission of university-faculty and program

Training on teaching methods

Setting teaching and learning strategy

Job profile

Setting assesment strategy

Further education

Course setting

Evaluation of the past

Figure 7. 1 Curriculum Design Process Practically, to carry out the curriculum design task as currently conducted for the KBK revision, there are types of meeting used by curriculum team. The first type meeting is Curriculum Team Meeting (CTM). CTM has agenda ranged from setting expected learning outcome to course structure. Essentially the CTM is responsible for the structure of the curruculum in which are basic information needed by FCM in the formulation of the course plan and syllabus. At this stage, the CTM collects various important information regarding the formulation of the structure: the mission and vission of the university, faculty and the department; users feedback on the graduate profiles; a benchmark of course structure from several similar-overseas program; and evaluation of the previous curriculum. This evaluation was conducted with students participation and will be briefly explained in the next section. The second type of meeting is Field Courses Meeting (FCM). FCM is used for smaller team, which consists of active lecturers from each field group for constructing contents of each course (i.e. syllabus, delivery methods and detailed activities). In making these instruments, the FCM refers to the outlined structure of the curriculum, especially the ELO and derived competencies in every year of study period in the program. In this meeting, each field group creates three important 137

documents: outline of the teaching program or GBPP (Garis Besar Pokok Pengajaran), course activities or Satuan Acara Perkuliahan (SAP), and syllabus are instruments that should be prepared for the whole semester including method of delivery, media/references/textbook used, and methods of evaluation. In the upcoming KBK curriculum, there is only learning activity plan or Buku Rencana Pembelajaran (BRP) and syllabus as the instruments. BRP replacing the use of GBPP and SAP. All of these instruments are developed according to the format and national standard of curriculum and be ensured align vision and mission of the EUP.

7.2 Users Involvement

In the curriculum development, jointly with the Department, the program involves users as the important stakeholders. Feedbacks from users then used to reformulate the graduate profile and expected learning outcome in the CTM. For example for the current KBK curriculum; the EUP conducted stakeholders meeting on January 13, 2011. This meeting is aimed to collect responses in terms of users satisfaction. According to the meeting there are four priority of improvements needed for graduates profile, namely to enhance time management, and analytical skill in economic policy and interpersonal skill and academic writing. These findings then used and for the ongoing revision by the CTM to reformulate the expected learning outcome and teaching and learning strategy that emphasize more on academic writing, analytical type courses and learning activities that employ team work assignment heavily. Table 7. 1 Summary of Satisfactory Survey on EUP Graduates Competences Competences Evaluated Score Collective learning 4.23 Quantitative skill 4.15 Academic Writing 3.84 Time management 3.46 Interpersonal skill 3.84 Confidence and integrity 4.53 Critical thinking and problem solving 4.15 English Speaking 4.15 Economic analytical skill 3.61 Information and computer literacy 4 Overall 4 Notes: 1=very poor; 2=poor; 3=fair; 4=good; 5=very good. These scores is obtained from 13 respondents of users from wide range of institutions.

7.3 Students Involvement

In addition, the students involvement in the course development also considered as important as other stakeholders. Especially, the students are the main party of the curriculum implementation. For this reason, the program also conducted several meeting with each of students batch, e.g. meeting December 19, 2011. In this meeting there are some feedbacks including the continuous 138

improvement of writing skills which then be accommodated in the KBK curriculum design by the CTM as well as the FTM in designing the course plan and class activities. Table 7. 2 Students Feedback Satisfactory component Score Batch 2010 2009 Technical preparation for workplace 3.2 3.5 Technical skill 3.3 3.4 Goal Setting Skill 3.5 3.8 Time management 3.2 3.4 Writing 3.3 4.0 Public speaking 3.5 3.8 Team work 3.3 3.9 Self confidence 3.4 3.5 Problem solving 3.6 3.9 English proficiency 3.4 3.8 Overall 3.5 3.8 Teaching quality 3.7 4.0 Academic counseling 3.4 3.1 Final project 3.2 3.3 Scholarship 3.1 3.5 Career Development 3.1 3.4 Service staff 3.7 3.3 Facilities Library 3.3 3.5 Class Room 3.2 3.5 Lab facilities 3.0 3.6 Notes: 1=very poor; 2=poor; 3=fair; 4=good; 5=very good. These scores is obtained from representatives respondents of each batch of students of 2008, 2009 and 2010.

2008 2.9 3.3 3.3 3.6 3.7 3.4 3.9 3.3 3.6 3.1 3.2 3.9 3.0 3.1 2.5 2.4 3.5 3.5 3.5 3.8

7.4 The Curriculum and Implementation, Evaluation and Monitoring and Development: The Role of UPMA and BPMA and DPA
After the curriculum is finalized as formal document of the university, the faculty disseminates the curriculum for all stakeholders; mainly it targets students and lecturers. This was done by two handbooks: Buku Panduan Akademik and Buku Katalog Mata Ajar. In addition, the program also uses program website to inform lecturer and students about the curriculum. Subsequently, the process of implementation is carried out. At this stage, it is the important part for the audit and monitoring body as the quality assurance system to take place and involves. The university sets Badan Penjaminan Mutu Akademik (BPMA) and Unit Penjaminan Mutu Akademik (UPMA) as the academic monitoring and academic audit body at university and faculty level 139

respectively. These two bodies plays important role as quality assurance system that constructively support the achievement of the EUP in curriculum evaluation and implementation. Specifically, the university manages the monitoring and audit of curriculum implementation by the role of BPMA and UPMA by some instruments. There are four internal evaluation instruments that are used by these bodies: 1. 2. 3. 4. Self-assessment reports Semester audit or evaluasi semester (evisem) Occasional audit Recommendation

The cycle of curriculum monitoring started by formulation of quality standard then followed by monitoring, internal evaluation and finally the development and enhancement of the curriculum. In addition to the role of internal evaluation, the implementation of the curriculum is also influenced by external evaluation such as national higher education accreditation (BAN PT/Ministry of Education) and AUN itself. In addition to the role of monitoring by DPMA and UPMA, the university also supports the curriculum development through the role of DPA (Direktorat Pengembangan Akademik) or directorate of curriculum development (Chancellor Decree No. 595/SK/R/UI/2005). The DPA has three main tasks: the development of curriculum by setting curriculum policy, analysis of program performance, and foster the implementation of the program. These feedbacks normally are passed to the program through faculty and department level periodically to improve the curriculum performance
Comment [N5]: Penjelasan tambahan untuk review BPMA poin 11.4.

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Figure 7. 2 The Curriculum Quality Assurance Cycle In the Handbook of Quality Standard published by university, within the quality standard, it is stated that the curriculum component should meet the criteria of: mention explicitly the graduates competence, list of learning materials, appropriate grouping of courses, has three main documents of BRP, BPKM and syllabus, and exhibit well connection between courses to meet the required competence as the learning objectives. In addition to these indicators it also should show indicator of the availability of course reference in the library, delivery method, time study allowed and the spread of workload and student evaluation system. The cycle is summarized in the Figure 7. 2Figure 7. 2.

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Chapter 8 Stakeholders
In conducting its teaching and learning, EUP and the University as an institution engaged with various stakeholders. EUP staff academics, students, alumni, student parents, as well as users or labor market are agents that have interest with the improvement of the program. Furthermore, the University and its study program as higher education institution has responsibility on catering what is needed by general society in overall. Engagement across stakeholders and their involvement with the study program could improve and make EUP striving. In this perspective, inputs from these stakeholders is part of quality assurance for evaluating service such as infrastructure and facilities, course appraisal and curriculum evaluation is essentials for keeping high quality program. Based on inputs from all stakeholders i.e. students, alumni, graduates employer and society, those aspects are review and adjusted. Some services such as facilities and infrastructures can be adjusted directly. However course appraisal and curriculum need inputs and planning for better result.

8.1 Inputs from Students

The students can give input to the program directly or through their respective academic advisor (PA), as in the case of specific course opening, consultation of final paper advising related, information on concentration or field related courses, and the class management of courses. There is also a regular assessment by enrolled students on classes that they take. Each semester, enrolled students need to fill out evaluation to each class or lecturer that the take or called as EDOM (Evaluasi Dosen oleh Mahasiswa). This student evaluation is integrated in web and the results of EDOM would be evaluated by quality assurance in Faculty (UPMA) that would disseminate this assessment results to Department and the Program. In this case, the program would only receive students evaluation on classes offered by the program. EDOM content of student evaluation is standard across all programs within the University of Indonesia, evaluation scores aggregated to group criteria of: 1) learning materials, 2) learning process, 3) class management, and 4) learning evaluation. From Figure 8. 1Figure 8. 1, it is shown that average EDOM score to be high for the case of learning periods for the period 2006-2008. During that period, aspect of learning evaluation received lowest average score compared to other criteria. Meanwhile, during the period of 2009-2011, there is not much of a different across criteria.

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Figure 8. 1 Average EDOM Scores of based on Assessment Criteria Notes: The highest score for each criterion is 4 for the period 2006-2008, and it is changed to 6 starting 2008-2009 term 2. Figure 8. 2Figure 8. 2 shows there is an increased students satisfaction over the period. There are 85-90 percent of the classes considered as very good or good classes during 2006-2008, while it more than 95 percent of classes considered as very good or good during 2009-2011. On average for the period 2008-2011, students perceived of around 30 percent of ECON classes as very good classes, while it is around 2-3 percent of the classes as adequate. Figure 8. 2 Percentage of EDOM Scores of all ECON Subjects

Notes: The classification of EDOM scores is already adjusted with the change in maximum EDOM score. Related to academic process, input from students is also gathered from their respective academic advisor (PA). As advisor would communicate study program in the case that there are issues on academics taken by students such as on specific course opening, final paper consultation and concentration of field related courses. 143

Table below shows that on the average, the curriculum and the learning process that they gathered has generally improve students skill on writing, teamwork, problem-solving skill, public speaking skill, goal setting skill, and general competencies. However, they consider that the current curriculum is only slightly adequate in supporting preparation to enter the workforce, improvement in technical and quantitative skill, self-confidence, English language skill, as well as on time management skill. Table 8. 1 Students Perception of Skill attained from Students Learning Experiences Type of Skill 1 2 Preparation to enter the Workforce Technical and Quantitative Skill (i.e. Econometrics) for Research Presentation Goal Setting Skill Time Management Skill Writing Skill Public Speaking Skill Team Work Self Confidence Problem Solving Skill English Language Proficiency General Competencies 2008 2.889 3.333 2009 3.500 3.375 2010 3.152 3.283

3 4 5 6 7 8 9 10 11

3.333 3.625 3.667 3.444 3.889 3.333 3.556 3.125 3.222

3.750 3.444 4.000 3.750 3.875 3.500 3.875 3.750 3.750

3.543 3.217 3.283 3.457 3.250 3.391 3.587 3.362 3.522

Notes: 1=very poor; 2=poor; 3=fair; 4=good; 5=very good. These scores is obtained from 13 respondents of users from wide range of institutions. EUP evaluates EDOM every semester and the result is use to assess academic staffs performance. EDOM rank is one of the components that are used to determine teaching award to academic staffs. Teaching award is announced on gathering of Dies Natalis FEUI each year.

8.2 Inputs from Alumni

In general, feedback from Alumni ranged from various occasions that are not only conducted by the program, but also by Department, the Faculty, the University, as well as Student Body. Department generally engaged in meeting with Alumni, especially when the alumni would continue study abroad as well as after their returning. These alumni use to give feedback on the program in comparison to University in which they continue study from. Through website of Department, alumni could also give feedback on the Department as well as on the program, which in this case referring to EUP. 144

From alumni perspectives, alumni satisfactions are quite high on the teaching process and administrative or academic services. In terms of curriculum and facilities, majority of these fresh graduates also consider these factors as satisfactory. Figure 8. 3Figure 8. 3 shows overall alumni satisfaction by type of performances. In the case of teaching process, majority of the alumni in each cohort is consistently considers that teaching process in EUP is satisfactory. The academic staffs or lecturers, as shown in previous chapters are actively conduct researches related to his or her expertise field.
Comment [P6]: masih dlm bhs Indonesia, jd hrs di English-in

Figure 8. 3 Percentage of Alumni who Consider Program Curriculum, Teaching Process, Administrative Services, and Program Facilities Satisfactory The input or feedback on curriculum generally for improving skill related quantitative courses using or by introducing update softwares such as STATA and EViews or other relevant softwares27. Meanwhile, in the case of facilities, there are suggestions to improve access and information on books collections that are available in Department RLC. In this case, Departments RLC following up the suggestion have been regularly circulate on Department and FEUI Economics mailing list on the info of new books collections. There is also input for computer lab to keep update softwares that are used in which EUP supported. Table 8. 2 Rank of Competencies: Alumni Perspectives Rank 1 2 3 4 Type of Skill Team Work Public Speaking Skill Self Confidence Problem Solving Skill Average Score 3.667 3.444 3.333 3.333

2727

As stated in document titled of EUP evaluation: Results from Alumni Survey (2011).

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5 6 7 8 9 10 11 12 13 14

Ability to produce academic writing (essay, study report, and paper) Information technology and communication skill Writing Skill Analytical skill issues and economic policy in general Collective learning Goal Setting Skill Preparation to enter the Workforce Time Management Skill English Language Proficiency Technical and Quantitative Skill (i.e. Econometrics) for Research Presentation

3.333 3.333 3.222 3.222 3.222 3.111 3.000 2.889 2.889 2.667

Notes: 1=very poor; 2=poor; 3=fair; 4=good; 5=very good. These scores is obtained from 13 respondents of users from wide range of institutions. EUP alumni survey on their learning experience and inputs on what should be improve about its curriculum is used to improve EUPs courses as well as curriculum. Table 15.2 shows the results of alumni perspectives on competencies that they acquired during their study in EUP. Department also engaged meeting with Alumni, especially for alumnus who would continue study abroad as well as after their returning. Their feedback is use by the program to compare EUPs curriculum to the Universities in which they continue study from. Meanwhile, at Faculty level, there is an alumni association called as ILUNI FEUI that would coordinate with administrative unit in the Faculty that handle students extracurricular activities and alumni, or called as Mahalum (Mahasiswa dan Alumni). Each semester, representative of ILUNI FEUI will gather in the Faculty on graduation commencement and to discuss activities that could enhance academic activities conducted in Faculty. There is an alumni meeting on celebration of FEUI Dies Natalis. There is also knowledge sharing meeting with some of the alumni that are invited by recommendation of EUP to meet new students of EUP on student orientation activity. The alumni would know advancement or changes in the program as well as share their experience on learning process in the program to these new students. Faculty with the University coordinates the overall students orientation. The University conducted tracer study, in which the result could be used as a comparison of employability of the FEUI alumni in comparison of alumni from other Faculty in University of Indonesia. The results of University tracer study are disseminated to study programs and it is a complement to baseline questionnaire that circulated to fresh graduates conducted by EUP. The economics student body, KANOPI, also invites alumni in their student activity aiming to give students perspectives on area of working. In KANOPI survey, it is known that there was a sharing session held by KANOPI to know the step of studying overseas. Furthermore, KANOPI also invited some senior economist who has expertise and experiences in Indonesian Economy such as Prof. Miranda S. Goeltom, Prof. Anwar Nasution, and Darmin Nasution. The goals of the events are to disclose the student mindsets about their interest in Economics. 146

8.3 Inputs from Academic Staff

Academic staff is one of the stakeholders that actively shaped teaching and learning process in EUP. Design and revision of EUP curriculum involved Department and academic staffs meeting and consultation, referring to the case of formulation process of new curriculum that will be adopted effectively in 2012. Through media communication of academic staff mailing list, issues on the academic process are discussed among academic staffs. There are also regular meetings or course in the starting year of a semester. In this academic staffs meeting, they generally discuss and update of courses that also includes on type of assessment of student learning process. In regard to classroom facilities, academic staffs inputs on infrastructures and classrooms facilities are assessed through response on any complaint in regard to facilities troubleshoot.

8.4 Inputs from Labor Market

Engagement of EUP and user is conducted through internship programs that are also coordinated at Faculty level. As user of EUP graduates, inputs from labor market are essentials and generally it is taken as part of curriculum review. EUP has conducted meetings with users in 2008 and 2011, nonetheless much inputs also comes from users that also alumni of EUP through mailing list as well as from regular meeting occasion coordinated by alumni association (ILUNI FEUI). Job placement of EUP graduates ranged from working in government, i.e. in Ministry of Finance, Ministry of Trade, and Central Bank, Legislative, subnational or local governments. There is also quite high number of graduates work in private sector, especially in financial and banking sector and research marketing company. Referring to various job of EUP graduates, study program in coordination with Department, the meeting with user or employer is conducted in context of stakeholder meeting, and as various alumni also employers of currently EUP graduates, input from users. Table 8. 3 User and Alumni Perspectives on Competency How EUP Alumnis performance in these skills: Alumni Employer Gap EmployerAlumni 0.41 0.92 0.07 -0.15 -0.04 0.96 0.38 NA -0.31 0.23 0.27

1. Collective Learning Skill 2. Research and Quantitative Analysis Skill 3. Academic Writing Skill [Link] Management Skill [Link] and Public Communication Skill 6. Self Confidence and Integrity 7. Problem Solving Skill 8. English Language Skill in Speaking and Writing 9. Analytical skill in Economics 10. Information and Technology Skill 11. Overall Skills 147

3.82 3.23 3.77 3.61 3.88 3.57 3.77 NA 3.92 3.77 3.73

4.23 4.15 3.84 3.46 3.84 4.53 4.15 4.15 3.61 4.00 4.00

Notes: 1=very poor; 2=poor; 3=fair; 4=good; 5=very good. These scores is obtained from 13 respondents of users from wide range of institutions.

8.5 Inputs from Society

As one of the oldest study program in the University of Indonesia, EUP is knows for the pool of its lecturer, senior lecturers that have vast experiences in researches and policy making of Indonesian economy. The high-profile of FEUI name in the country and its graduates, especially related its ECON Department, would generally follow by quite many inputs, negatives as well as positives from the general stakeholders. The improvement of the program is a constant effort, and input from stakeholders, society plays role. The information from electronic and print media on graduates of FEUI, and the University of Indonesia, in general, can be tracked from the University website ([Link]/kliping). It said that as the one of oldest department (jurusan) of faculty of economics in Indonesia, ECON Department has produced the economist who has good capability and influenced policy-making in Indonesia. They also build upon the department to give the best education in the economy background. In addition, public opinion is obtained from numerous views in open media such as electronic media (television, radio and the internet) and printed media (newspapers and magazines). In 2012, University of Indonesia occupies 28th position in Asia ranked by [Link] University Website ranking surpassed University Gadjah Mada in 45th and Osaka University in 64th ([Link] IDEAS RePEc also ranked FEUI in 76th position based on data about authors who have registered with the RePEc Author Service, institutions listed on EDIRC, bibliographic data collected by RePEc, citation analysis performed by CitEc and popularity data compiled by LogEc. FEUI surpassed numerous other economics faculties such as Ritsumeikan University, Kyoto University, and Korean Development Institute (KDI) ([Link] However, as overall the graduates of University of Indonesia stayed at first rank as the most wanted graduated in labor market. In the beginning academic year, gathering always conducted by faculty management with parents of new incoming students. In general parents opinion to the program are good and promising. Faculty of Economics also has a parents community called Persatuan Orang Tua Mahasiswa (POM FEUI).

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Chapter 9 Conclusion
EUP expected learning outcomes are based on an understanding that students should possess some required competencies after they graduate. The competencies include knowledge, skills, and attitudes, as well as professional ethics that make the students able to fulfill job requirements, serve the society, and progress themselves as persons and professionals throughout their life (i.e. long life learning). And to make sure that the expected learning outcome is up to date and adaptable to the growing needs of the stakeholders, review and evaluation are routinely held every three years. Latest information from both tracer study and user survey are used as well to do the review and evaluation. The program structure of the EUP is designed following the credit-based system. To graduate from the program, students must take at least 144 credits. Each credit is equivalent to three hours study per week of the students, inside and outside classroom. The lowest course credit in the program is one, and the highest is six, which belongs to the final project. Most courses in the EUPs program have two or three credits. Meanwhile, teaching and learning strategy formulated by EUP is aimed to achieve the stated expected learning outcomes. The EUP also designs wide range of teaching and learning methods to ensure that the students acquire the expected competences in the effective academic environment. On admission process, prospective students have to compete through a written exam to enter the EUP, Faculty of Economics, University of Indonesia. However, there is also a special invitation for top rank students during high school and who won a national science competition. During their period of study at EUP, students are subject to several academic evaluation, not only evaluation on each courses they take in each semester, but also a periodic evaluation on their study progress. At the end of the study period, students will have to work on a final project, and they will be evaluated based on the final project they have worked on. Department of Economics manages academic staffs joining through recruitment process, in which academic staff development is supported and assessed based on evaluation of their teaching and research, and their social commitment. The process of appraisal, reward and recognition of academic staff performance is taking place in a system coordinated by the University and Faculty (FEUI). The policy regarding the human resource affairs refer to the rules and policy that are determined by the University and Faculty level. As one program in Faculty of Economics University of Indonesia (FE UI), some of infrastructure and facilities are managed at school level and utilize together with other programs, for example class rooms, student center and resource-learning center. But besides that, EUP also has a number of facilities and infrastructure in EUP building, which support the learning process in economic subjects. For overall, all the facilities and infrastructure can be a good supporting tool for student in enhancing their knowledge while studying. The curriculum design process is a key process in supporting the achievement of the expected learning outcome. In the curriculum design of EUP, the process involves important parties including 149

students and users as key stakeholders. The subsequent part is explanation of the monitoring system of the curriculum by academic audit body at the university and faculty level. In conducting its teaching and learning, EUP and the University as an institution engaged with various stakeholders. EUP staff academics, students, alumni, student parents, as well as users or labor market are agents that have interest with the improvement of the program. Furthermore, the University and its study program as higher education institution has responsibility on catering what is needed by general society in overall. Engagement across stakeholders and their involvement with the study program could improve and make EUP striving.

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Table 9. 1 Strength , Weakness, Opportunity, and Threat Analysis Criteria Strength The EUP has clearly formulated the ELO based on inputs from stakeholders which are also aligned with vision and missions of the university. The ELO have been translated into specific knowledge, skills, and attitudes that can be attained by the EUP students through a complete learning process in the EUPs designed curriculum. The ELO also cover generic skills and knowledge as well as specific skills and knowledge. Curriculum structure, learning methods, and assessment method used in the EUP are clearly designed to support the achievement of the ELO. With the use of active learning (i.e. the student centered learning) method, not only has the program made the Weakness - The EUP needs more input from more graduates users from different workplace and different position. - (As in criteria 4 and 5) Courses that already use student centered learning method are still limited, likewise the assessment method that supports the achievement of the ELO is not yet implemented in all courses. The design and the pilot are already there, but the full implementation of the design is still in progress. Opportunity - Curriculum of FEUI EUP would generally be used as one of benchmarks by other universities in Indonesia. The discussion with other universities during their visitations creates feedback on how to improving and updating expected ELO of EUP. Threat - As the Government in search of reforming higher education, in practice to GoI perspectives, there is a compromise to be made. In this case, wide national and education policies may and may not be in line with existing study program ELO. Although on the other side, the various policies and transition of the institution would also be a challenge to better design on creating a working ELO around it.

Criteria 1 Expected Learning Outcomes (ELO)

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students achieve certain skills but also promoted life long learning for them. - The EUP has a clear and informative program specification that has been made available to all stakeholders through the course catalogue book, the academic guidance book, and the EUPs website. - The curriculum structure and content has been designed to provide good balance between generic and specialized skills and knowledge. - With the chosen curriculum structure, the EUP has systematically designed the achievement of the ELO at each stage of study period. - Each course in the curriculum offers information and knowledge required to achieve certain ELO. The - In the course catalogue book and the academic guidance book provided by the faculty, there is still no information about the ELO and how the curriculum structure may support them. -

Criteria 2 Program Specification

Criteria 3 Program Structure and Content

- Courses that already use student centered learning method are still limited. - Modifying contents of some specific courses from the past curriculum to achieve certain ELO are still hard to do due to some resistances from the faculty or the department academic staffs. - Not all courses syllabus already set specific ELO to be achieved. - The EUP has limited control over courses provided by the university or the other 152

Criteria 4 Teaching and Learning Strategy

learning methods being used in each courses also contribute to the achievement of the ELO especially in terms of skills and attitudes. Strong relation between ELO and graduates profile as it shown by users satisfaction feedback Competitiveness of graduates in the labor market is reasonably good The EUP has adopted various methods of teaching and includes SCL The learning processes are intensified by many supporting activities (e.g. Tutorial, labs that are enable graduates meet their competencies) The EUP arranges various methods of graduates to complete the degree: thesis, independent study, and internship that allows them to customize the final project activity and gain advantages

departments in the faculty and their respective ELO to be achieved.

- The introduction of SCL method as an emphasize of student oriented process is quite new, that needs to be disseminated and advertised mostly to academic staffs. - Need to get feedback on what is perceived by students on various teaching and learning approaches.

- The implementation of new curriculum system called competency based curriculum (KBK). The new curriculum design puts more emphasize on SCL methods. - Along with the university vision that emphasizes on research activities, the teaching quality can be improved by delivering more research based teaching material.

- The quality of other universities which also open economics undergraduate program

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Criteria 5 Student Assessment

- Students entering EUP are best students who had pass the national examination selection process, competing with students all over Indonesia - Alternatives for the student in finishing their final project, can accomodate different skills according to student preference to prepare them for the labor market. - DIE has the largest number of professors compared to other Departments (Accounting and Management). - A planned and structured program in professor mentoring is an effective way to promote academic staff to become professors. - Academic staff under EUP has a wide range of expertise which stems from various specialization background, thus enrich students with discussion and knowledgesharing in or outside the class. - Most of academic staff gains their PhD degrees from

- Consultation with the academic advisor is voluntarily for the student. This may cause student to loose some opportunities, such as taking courses with credit points less then the actual credit points they can take in one semester.

- The well known reputation of FE UI especially EUP unintendedly filter the future students

- Various entering schemes may and may not create confusion to prospective students.

Criteria 6 Academic Staff Quality

- More attention should be put to non-PNS and non-UI BHMN academic staff for their employee status and career paths. - More planned and structured support staff development is needed.

- Economics Department collaboration with various top-ranked universities abroad widens the opportunities for EUP graduates to continue their master/doctoral degree there.

- The changing status of the Universityfrom PTN to BHMN and probably return to PTN- has made uncertain employee status, hence creating inconvenient working atmosphere. - The University, Faculty, Department, and Programs should be aware of and prepare for higher competition with other universities at national, regional and international levels.

154

acknowledged universities abroad which minimize the possibility of inbreeding. - Economics Department academic staffs have advantages in research both at the national and international level. - Lecture-assistants are topranked students and are trained on how to deliver classes, assist students, and accountable for their jobs/assignment. - Support staffs have their skill in accordance with their functions. - Student satisfaction survey puts EUP support staffs services as among best factor. - RLC (Research and Learning Center) has a complete and specific collection of references (books, journals, magazines, newspapers, manuscripts) for EUP students. - Assesment methods are applied to each type of entering students. 155 - More planned and structured support staff development is needed. - Computer laboratory is much relied on students with computer interests, though to some extent capacity and flexibility of resources could not only added value in managing computer laboratory but also on giving assisstance to students/peers with statistical packages and software in accordance with their needs. - The quality of support staff should be improved to face international competition, particularly in English speaking and writing, office administration and management skills. - The changing status of the Universityfrom PTN to BHMN and probably return to PTN- has made uncertain employee status, hence creating inconvenient working atmosphere. .

Criteria 7 Support Staff Quality

Criteria 8

- The well known reputation of FE UI especially EUP unintendedly filter the

- A simpler scheme or entrance from other national universities as well as foreign

Student Quality

- Student body activities support teaching and learning. - Every day students can reach faculty members to consult about their academic problems - There are many official trainings to improve student quality besides of the regular course, such as writing, statistic software training, and many more - Consultation with the academic advisor is voluntarily for the student. This may cause student to loose some opportunities, such as taking courses with credit points less then the actual credit points they can take in one semester. - Facilities and library access to academic staffs while it seem to be underuse, are quite needed by students and viewed as needed to be expanded - Access to library collection and collection updates need to catch-up with number of students not only in the program but to serve other programs as well, while financial arrangement is less flexible in regard to sharing fair costs burden within the institution. - The EUP is still lack of resources, both human and financial, to maintain the website and continually update the necessary information. 156

future students

universities.

- Academic advisors trainings may improve skill needed and effectiveness of lecturers on advising.

Criteria 9 Student Advice and Support

Criteria 10 Facilities and Infrastructure

- Open access to journal or other publication resources - Open access computer laboratory for EUP students to support their final researchs - Fast development on information system and good system of database

- The overall quality of university and faculty infrastructure which being shared with EUP program is good - Human resources on IT in the university to be translated and channelled to Faculty and Department level. - Various type of information system can be advanced by a simpler system that unified and integrate all the information access.

- Mismatch policy in facilities and infrastructure provision sometimes happen between university and EUP

Criteria 11 Quality Assurance

- EUP is one of the national referral study program. The EUP curriculum is believed being adopted by many similar programs in national levels - Curriculum has been reviewed and monitored regularly to meet demand from a dynamic changes of labor market - A planned and structured program in professor mentoring is an effective way to promote academic staff to become professors.

- The process of the curriculum design needs to be improved, in particular the students involvement in the curriculum formulation.

- The implementation of new curriculum system called competency based curriculum (KBK)

- The quality of other universities which also open economics undergraduate program

Criteria 12 Staff Development Activities

- The amount of PPSDM fund has been declining since the last 6 years and has made academic staff involvement in academic activities limited. It should be increased in the future to more encourage academic staff participation in wider and broader academic activities.

- Academic staffs are encouraged by assistance und and travel grants to seek and participate in various development training and other activities related. - Scheme of academic staffs make a more structure targeting academic staffs in terms of what works and needed for type of trainings. Regular ILUNI meeting is a great opportunities to have a feedback from the users.

- The University, Faculty, Department, and Programs should be aware of and prepare for higher competition with other universities at national, regional and international levels.

Criteria 13 Stakeholders Feedback

- Because of the good quality of students intake and learning process, all the graduates have a good particular sense in economics which can satisfy users

- Frequency of regular meeting of user survey would benefit much on feedback of curriculum and process of the program teaching and learning.

- Networking of alumni and students affect much in the recruitment process, especially in the case of government labor market.

157

Criteria 14 Output

- The pass rate shows is trending toward satisfactory level as well as the lenght of study. - Relative short of waiting time to get the first job

- Final project that is frequently deferred to be taken by students. And in this case, the program would encourage students to start early on final project proposal.

Research and internship opportunity to not only focused on credit internship (as part of final project), but also non-credit internship to be offered during semester break. A well known reputation of EUP alumni has made a good guarantee for stakeholders.

- EUP is one of the oldest and the most reputable economics school in Indonesia. Criteria 15 Stakeholders Satisfaction - EUP has produced reputable economists whom are capable and a vast influence policy making in Indonesia for years.

The competency from other universities also can catch up the EUP graduates quality in professional environment

158

Reference
[Link] (EUP website) [Link] (Admission information) [Link] (Career Development Center of University of Indonesia) [Link] (Student Information Website) Law No.14/2005 Government Regulation No. 152/ 2000 Board of Trustees Decree No. 01/SK/MWA-UI/2003 Board of Trustees Decree No. 006/MWA-UI/2005 Board of Trustee Decree No. 07/SK/MWA-UI/2006 Rector Decree No. 49/SK/R/UI/2004 Rector Decree No. 478/SK/R/UI/2005 Rector Decree No. 568/SK/R/UI/2005 Rector Decree No. 012A/SK/R/UI/2007 Rector Decree No. 012A/SK/R/UI/2007 Rector Decree No. 013/R/UI/2009 Rector Decree No. 199/R/UI/2009 Dean Decree No. 01/SK/KSM/FE UI/1997 Dean Decree No. KPTS/117/D/2005 Dean Decree No. KPTS/223/D/2005 Dean Decree No. KPTS/276/D/2005 Dean Decree No. KPTS/367/D/2006 Dean Decree No. KPTS/1159/D/2008 Dean Decree No. KPTS/1401/D/2008 Dean Decree No. KPTS/1886/D/2009 Dean Decree No. KPTS/1907/D/2009 159

Dean Decree No. KPTS/087/D/2010 Dean Decree No. KPTS/038A/D/2011 Dean Letter No. 0944/H2.F6.D1/SDM/2011 Academic Vice Dean Letter No. 606/[Link]/I/2006 Academic Vice Dean Letter No. 610/[Link]/I/2006 Academic Vice Dean Letter No. 626/[Link]/I/2006 Academic Vice Dean Letter No. 628/[Link]/I/2006 Academic Vice Dean Letter No. 827/[Link]/I/2006 Vice Dean Latter No. 376/H2.F6.D2 /PDP/2009 Economics Department Letter No. 143/[Link]/PDP/2009 Letter from Director of Academic Development No. 410/H2.R6.2/SDM.02.04.08/2011 Letter from Manager of HR No. 219/[Link].1/C/2006 DGHE of Ministry of National Education. 2011. Buku Pedoman Sertifikasi Pendidik untuk Dosen (Serdos) Terintegrasi Buku 1. Jakarta: MoNE. BPMA. 2007. Pedoman Penjaminan Mutu Akademik Universitas Indonesia. Depok: BPMA. FEUI. 2011. Panduan Akademik. Depok: Fakultas Ekonomi Universitas Indonesia. FEUI. 2011. Katalog Mata Ajar. Depok: Fakultas Ekonomi Universitas Indonesia. FEUI. 2009. Kurikulum Berbasis Kompetensi 2009. Depok. Fakultas Ekonomi Universitas Indonesia. FEUI. 2011. Kurikulum Berbasis Kompetensi 2011. Depok. Fakultas Ekonomi Universitas Indonesia. EUP. 2008. Self-Assessment Accreditation Report. Depok: EUP. EUP. 2008. Undergraduate Thesis Procedures Guideline. Depok: EUP.

160

Appendix
A.1.1 QUE Project
The funding from Quality of Undergraduate Education had significantly improved the quality of service at the Department of Economics FEUI. The improvement was conducted through several activities which is not only improve the resources, both human resources and physical resources, but also influence the changes at management and organization, from university level to the department level. The objectives of the Quality of Undergraduate Education project in Department of Economics were as following: First, to increase the degree of competitiveness of the department in the national and international market of education. These objectives were implemented through the improvement of quality of education in the department such as improving academic atmosphere, improvement in management and curriculum through improvement of staff incentives (lecture notes award, teaching grants, project grants and policy studies), technical assistances and networking activities Second, to strengthen the competitiveness of graduates in the national and international labor markets. This objective was implemented through the improvement in curriculum which need resources such as new books and journals, new equipment, building renovation, staff development, appropriate management and incentive system to conduct the process of implementation. The Quality for Undergraduate Education Project in Department of Economics and Development Studies (read Department of Economics) Faculty of Economics University of Indonesia had the most outstanding performance in the development of teaching staff. The improvement of teaching staff has lead to the improvement of relevance and academic atmosphere in the Department of Economics-FEUI as it has been accompanied by the appropriate policy on planned human resource management within the University of Indonesia. The department of Economics-FEUI planned to increase the number of teaching staff who hold Ph.D. degrees to improve the quality of teaching and research. The teaching staff that were sent in this program not only were planned to replace the retired teaching staff, but also to enhance the quality of research at FEUI by using the modern economic theory and the latest research methodology. The QUE Project had sent 13 teaching staff in pursuing the doctoral degree in overseas program and sandwich program. The number was above its original target, which was to send 11 teaching staff. Six teaching staffs went to USA and UK, as three of them were studying in the full overseas program and other three of them in the sandwich program. The other seven teaching staffs were studying in the University of Indonesia in the sandwich program. At the end of the first year, the QUE Project had sent seven teaching staff in presenting their academic research overseas. The overseas conference and seminars will have developed the teaching staff experience in transferring their knowledge to the students. All teaching staffs have finished their degrees and now are teaching and conducting research in the undergraduate program in Department of Economics FEUI.

161

Obviously, the outcome of this activity has been improving the quality of educational process through teaching and research activities in the program study and in the undergraduate program in Department of Economics FEUI. Table A. 1 Teaching Staff under the QUE-ESP Project Grant, Department of Economics, Faculty of Economics University of Indonesia

NAME 1. Arianto A. Patunru 2. Sugiharso Safuan 3. Zulkiflimansyah 4. Diah Widyawati 5. Arindra A. Zainal

PROGRAM Overseas Overseas Sandwich A Overseas Sandwich A

UNIV./COUNTRY [Link]/USA [Link]/UK [Link]/UK [Link]/USA U. of Indonesia Kansas U./USA

6. Wilem A. Makaliwe 7. Lana Soelistianingsih 8. Maddaremmeng A. Panennungi 9. Widyono Soetjipto 10. Ine Minara [Link] 11. Nining I. Soesilo 12. Andi Fahmi Lubis 13. Beta Yulianita

Sandwich A Sandwich B Sandwich B Sandwich B Sandwich B Sandwich B Sandwich B Sandwich B

U. of Essex /U.K. U. of Indonesia U. of Indonesia U. of Indonesia U. of Indonesia U. of Indonesia U. of Indonesia U. of Indonesia

Note: Overseas = 4 years overseas; Sandwich A = 2.5 years overseas + 2 years domestic; Sandwich B = 3.5 years domestic + 0.5 year overseas

162

A.2.1 Remuneration Scheme

Koefisien Xu S1 Regule r 0.9 1.2 1.0 1.1 0.9 S1 Ekstensi 1.4 2.0 1.6 1.8 1.4 S1 Internasional 1.7 2.3 1.9 2.1 1.7 Profes i 1.6 2.2 1.8 2.0 1.6 S2 Reguler 1.6 2.2 1.8 2.0 1.6 Spesiali s 1.7 2.3 1.9 2.1 1.7 S2 Khusus 1.7 2.3 1.9 2.1 1.7

Program Lecturer Full Profesor Assistant Professor Associate Professor Pengajar Koefisien Xf

D3 0. 9 1. 2 1. 0 1. 1 0. 9

S3 1. 7 2. 3 1. 9 2. 1 1. 7

Program Lecturer Full Profesor Assistant Professor Associate Professor Pengajar

D3 0. 9 1. 2 1. 0 1. 1 0. 9

S1 Regule r 0.8 1.5 1.0 1.3 0.7

S1 Ekstensi 0.9 1.5 1.1 1.2 0.8

S1 Internasional 1.4 1.7 1.9 2.1 1.2

Profes i 1.5 2.7 1.7 2.2 1.3

S2 Reguler 1.5 2.7 1.7 2.2 1.3

Spesiali s 1.5 2.7 1.7 2.2 1.4

S2 Khusus 2.4 3.5 2.6 2.8 2.2

S3 2. 7 3. 4 2. 8 2. 9 2. 4

Remuneration calculation simulation Remuneration for a session = ([(Xu per month x months in one semester) + (Xf each session x number of session in one semester)]) /(number of session)

Example: Program Studi Nama Mata Kuliah Bulan dalam semester Xu per bulan Bobot Kontribusi SKS SKS Dihitung Kehadiran Seharusnya dalam 1 semester Xf per tatap muka

SKS

163

Ilmu Ekonomi

Statistic

840000

100%

16

127500

164

A.3.1 List of EUP Students in Student Body Organization Structures

No 1 2 3 4 5 6 7 8 9 10 11 12 13
BEM (Student Executive Body)

Batch 2008 2008 2008 2009 2009 2010 2010 2010 2010 2010 2010 2010 2010

Position Chairman Head of Education Head of Relationship Head of Human Resources Development Bureau Deputy Head of the Department of Art and Cultural Appreciation Advocacy Staff of the Department of Student Welfare Advocacy Staff of the Department of Student Welfare Staff of the Department of Community Services Staff of the Department of Community Services Staff of the Department of Strategic Studies Staff of the Department of Sports Staff Appreciation Arts and Culture Department Staff of the Bureau of Human Resources Development

Dzulfian Syafrian Khairunnisa Rangkuti Minda Putri Aldi Nowansyah Edlin Prabawa Eldi Rahmadan Nurani Pertiwi Ekaputri Atikah Fathinah Galih Santoso Imam Fatwah Panji Caraka Djani Ardelia Apti Blenda De eerste Wijoyo

No. 1 2 3

BOE (Economica Autonomous Body) Triasa A. Laksana Tantiana Maria Cahyani Yusuf Reza

Batch 2008 2008 2008

Position Chairman General Secretary Deputy Head of Human Resources Development 165

Bureau 4 5 6 7 8 Bhaskara Adiwena Nur Indah Widianingrum Bisuk AS Yuliana Safriani Wahyu Pramono

2008 2008 2008 2008 2008

Magazine Editor in Chief of Economica Deputy Chief of Bureau of Foreign Relations Deputy Head of the Division of Assessment Head of Research Division Deputy Head of Research Division

No 1 2 3 4 5 6 7 8

FSI (Islamic Studies Forum) Sulistiadi Dono Iskandar Ruslan Abdul Gani Niki Barenda Sari Ema Yunika Azizon Aditya Harin Nugroho Aklan Huda Wijaya Utami Putri Manvi

Batch
2008 2009 2008 2009 2010 2010 2010 2010

Department Dept Moslem Development Center (MDC) Bureau of Media and Information Technology (MTI) Bureau of Human Resources (SDM) Dept Shine Department of Islamic and Strategic Studies Bureau of Human Resources (SDM) Bureau of Media and Information Technology (MTI) Department of Moslem Learning Center (MLC)

Position Staff Bureau Chief Deputy Bureau Chief Department Head Staff Staff Staff Staff

166

No 1 2 3 4 5 6 7

Oikumene Alliance Laura Grace Gabriella Manurung Rahma Dewi Pandiangan Angraini Simanjuntak Doris Simarmata Elsa Rumiris Purba Michele Andrina David Christian

Batch 2008 2009 2009 2008 2008 2008 2009

Position Coordinating the Event Staff Field Events Field Media and Literature Staff The Waiter and Mentor The Waiter and Mentor The Waiter and Mentor The Waiter and Mentor

No 1 2

KUKSA (Unit Committee of The Catholic) Jeffri Jovian Otto Nathaniel Rayestu Abdulrachman

Batch 2010 2009 Operating Funds

Position

Deputy coordinator (Madding, Publications, Documentation)

167

Table A. 2 Ten (10) Best Academic Staffs Based on EDOM No. 1 2 3 4 5 6 7 8 9 10 No. 1 2 3 4 5 6 7 8 9 10 No. 1 2 3 4 5 6 7 8 9 10 No. 1 2 3 4 5 6 Odd Semester 2006/2007 Prof. Dorodjatun K. Jakti, Ph.D. Dr. Djoni Hartono Moekti Soedjachmoen, MA. Faisal H. Basri, MA. Ir. Khoirunnurrofiq, [Link] Ir. Uka Wikarya, ME. Arianto A. Patunru, Ph.D. Rachmatina Awaliyah, MIDEC Dr. Andi Fahmi Lubis Dr. Lana Soelistianingsih Odd Semester 2007/2008 I Dewa Gde K.W., [Link] Arie Damayanti, Ph.D. Darlis Rabai, MA. Prof. Dr. Sri Edi Swasono Prof. Dr Lepi T. Tarmidi Prof. Dr. Sri Moertiningsih A. Dr. Omas Bulan Samosir I Dewa Gde K.W., [Link] Komara Djaja, Ph.D. Dr. Anton Hendranata Odd Semester 2008/2009 Dhaniel Ilyas, [Link] Dr. Ir. Machjus Ekananda M.E. Arianto Arif Patunru, Ph.D. Lydia Napitupulu, SE. MSc Darlis Rabai, SE. MA Prof. Dr. Sri Moertiningsih A. Prof. Dr. Sri Edi Swasono Diahhadi Setyonaluri, SE. MA. Djauhari J Sulichah, SS, [Link]. Dr. Andi Fahmi Lubis SE, ME Odd Semester 2009/2010 Elda Luciana Pardede S.E., [Link]. Prof. Dr. Sri Murtiningsih A. Diah Widyawati, Ph.D. Vid Adrison, Ph.D. Dr. Lana Soelistianingsih Prof. Dr. Mayling Oey-Gardiner Djauhari J 168 Even Semester 2006/2007 Nachrowi D. Nachrowi, Ph.D. Sri Harjati Hatmadji, Ph.D. Ayke Soraya Iskandar, SE. Puspa Delima Amri, MA. Robert A. Simanjuntak, Ph.D Dr. Lana Soelistianingsih Widyanti Soetjipto, [Link]. Dewi Ratna Sjari, [Link]. Milda Irhamni, MIDEC Ir. Riyanto, [Link]. Even Semester 2007/2008 Lydia Napitupulu, MSc. Dr. Djoni Hartono Prof. Emil Salim MA, PhD Yusuf Wibisono, SE ME. Dr. Willem A. Makaliwe Arianto Arif Patunru, Ph.D. Deni Friawan, MSc. Komara Djaja, Ph.D. Dewi Ratna Sjari, [Link]. M. Shauqie Azar, SE. MPP. Even Semester 2008/2009 Arianto Arif Patunru, Ph.D. Dr. Djoni Hartono I Gede Putra Arsana S.E., M.A. Dewi Ratna Sjari, [Link] Tara Bakti, SE, [Link]. Prof. Dr. Sri Moertiningsih A. Dr. Omas Bulan Samosir Alin Halimatussadiah S.E., M.E Prof. Nachrowi, Ph.D. Dr. Andi Fahmi Lubis Even Semester 2009/2010 Harto Nurdin S.E., MPA Prof. Dr. Ine Minara S. Ruky Dr. Omas Bulan Samosir Dr. Eugenia Marandugraha Diah Widyawati [Link]., Ph.D. Vid Adrison S.E., M.A., Ph.D

7 8 9 10

Sulichah, S.S., [Link]. Dr. Andi Fahmi Lubis Prof. Anwar Nasution, Ph.D. Prof. Suahasil Nazara Ph.D. Odd Semester 2010/2011 Prof. Dr. Mayling Oey-Gardiner T.M. Zakir Machmud Ph.D Pius Nugraha S.E., [Link] Sujanti S.E., [Link]. Dewi Ratna Sjari, [Link] Benedictus R. Mahi, Ph.D. Prof. Susijati B. Hirawan Ph.D. Prof. Dorodjatun K. Jakti, Ph.D. Maria Agriva M.E., [Link] Prof. Dr. Sri Murtiningsih A.

Banu Muhammad S.E., MSE Dr. Andi Fahmi Lubis S.E., M.E T.M. Zakir Machmud, Ph.D. Elda Luciana Pardede S.E., [Link]. Even Semester 2010/2011 Arianto Arif Patunru Ph.D Maria Monica, Ph.D. Dr. Andi Fahmi Lubis S.E., M.E Ayudha D. Prayoga M.A Prof. Dr. Mayling Oey-Gardiner Dr. Arie Damayanti S.E., [Link] Darlis Rabai S.E., M.A Komara Djaja, Ph.D. Dewi Maysari Haryanti, [Link]. Maria Agriva M.E., [Link].

1 2 3 4 5 6 7 8 9 10

Table A. 3 Academic Staff Achievement in Indonesia and Abroad

Name of Academic Staff Ari Kuncoro, Ph.D. Ari Kuncoro, Ph.D.

Year 2007

Achievement

Organizing Institute

Location Beijing

Time

Gold Medal Award

National Achievement of Academic Staff in Efforts 3 rd Prize (Dosen Berprestasi Nasional Peringkat III)
Awards for The Best Article Writing in International Journals (Penerima penghargaan penulis terbaik artikel pada jurnal internasional)

Global Development Network Ministry of National Education (MoNE)

University of Indonesia

Jakarta

12-19 January 2007 17 August 2007

2008

Arianto A. Patunru, Ph.D

Jakarta

Arianto A. Patunru, Ph.D Dr. Djoni Hartono

UI Academic Staff in Efforts 3 rd Prize (Dosen Berprestasi UI Peringkat III)

Awards for The Best Article Writing in International Journals (Penerima penghargaan penulis terbaik artikel

University of Indonesia Ministry of National Education (MoNE)

Jakarta

Jakarta

169

pada jurnal internasional)

2009

2010

Dr. Sonny Harry Budiutomo Harmadi, S.E., M.E Dr. Sonny Harry Budiutomo Harmadi, S.E., M.E Dr. Sonny Harry Budiutomo Harmadi, S.E., M.E Dr. Ir. Nining I. Soesilo

UI 2nd Best Young Researcher (Peneliti Muda Terbaik II Tk. UI)

University of Indonesia

Jakarta

16 January 2009

UI 1st Best Researcher (Peneliti Berprestasi UI Peringkat I)

University of Indonesia

Jakarta

22 December 2009

National Achievement of Academic Staff in Efforts 3 rd Prize (Dosen Berprestasi Nasional Peringkat III) UI Best Community Service (Pengabdi Masyarakat terbaik Tk. UI)

Ministry of National Education (MoNE) University of Indonesia

Jakarta

Jakarta

Table A. 4 Teaching Grants Academic Year 2007 and 2008 Year 2007 Name of Coordinator 1. Ari Damajanti, Ph.D 2. Dewi Ratna Sjari, MSi 3. Dr. Beta Yulianita Gitaharie 2008 1. Dr. Eugenia Marandugraha 2. Ledi Trialdi, MPP 3. Alin Halimatussadiah, MSE Courses Econometrics 2 Statistics 1 Monetary Economics 1 Ekonometrics 1 Public Sector Economics Macroeconomics 1 Teaching Grants E-Learning SCL SCL E-Learning SCL SCL

170

Table A. 5 List Of Certified Academic Staff

PARTICIPA NT REG. NUMBER CERTIFICATE NO. DATE OF CERTIFICATE

NO YEAR 2008 1 2 3 4 5 6 7 YEAR 2009 1 2 3 4 5 6 7 8 9 10 YEAR 2010 1 2 3 4

NAME

STATUS

EDUC.

FIELDS

B. Raksaka Mahi Dewi Ratna Sjari Jossy P. Moeis Lana Soelistianingsih Omas Bulan Samosir Suahasil Nazara Beta Yulianita G

PNS PNS PNS PNS PNS PNS BHMN

PhD (S3) MASTER (S2) PhD (S3) PhD (S3) PhD (S3) PhD (S3) PhD (S3)

081100215 600130 081100215 680142 081100215 680148 081100215 640138 081100216 170137 081100215 600131 081100215 680146

08100208370 08100208382 08100208372 08100208380 08100208432 08100208371 08100208381

25 November 2008 25 November 2008 25 November 2008 25 November 2008 25 November 2008 25 November 2008 25 November 2008

Economics Economics Economics Banking Population Studies Economics Banking

Arindra Artasya Zainal Mustafa Edwin Nasution N. Haidy A. Pasay Sugiharso Andi Fahmi Lubis Arianto Arief Patunru Maddaremmeng A. Panennungi Nining Indroyono Soesilo Telisa Aulia Falianty Widyono Soetjipto

PNS PNS PNS PNS BHMN BHMN BHMN BHMN BHMN BHMN

PhD (S3) PhD (S3) PhD (S3) PhD (S3) PhD (S3) PhD (S3) PhD (S3) PhD (S3) PhD (S3) PhD (S3)

091100215 610145 091100215 610140 091100215 610137 091100215 610141 091100215 610158 091100215 610146 091100215 610148 091100215 610149 091100215 610157 091100215 610147

091100205498 091100205496 091100205495 091100205497 091100205504 091100205499 091100205501 091100205502 091100205503 091100205500

10 August 2009 10 August 2009 10 August 2009 10 August 2009 10 August 2009 10 August 2009 10 August 2009 10 August 2009 10 August 2009 10 August 2009

Development Economics Development Economics Development Economics Development Economics Development Economics Development Economics Development Economics Development Economics Development Economics Development Economics

Djauhari Jatus Sulichah Femmy Roeslan Hera Susanti Pribadi Setiyanto

PNS PNS PNS PNS

MASTER (S2) MASTER (S2) MASTER (S2) MASTER (S2)

101100215 610127 101100215 610130 101100215 610125 101100215 610133

101100210327 101100210328 101100210326 101100210329

5 July 2010 5 July 2010 5 July 2010 5 July 2010

Development Economics Development Economics Development Economics Development Economics

171

5 6 7

Sujanti Djoni Hartono Sonny Harry B. Harmadi

PNS BHMN BHMN

MASTER (S2) PhD (S3) PhD (S3)

NO YEAR 2011 1 2

NAME

STATUS

EDUC.

101100215 610113 101100215 610124 101100215 610123 PARTICIPA NT REG. NUMBER

101100210323 101100210325 101100210324

5 July 2010 5 July 2010 5 July 2010

Development Economics Development Economics Development Economics

CERTIFICATE NO.

DATE OF CERTIFICATE

FIELDS

Muliadi Widjaja Mahyus Ekananda

BHMN BHMN

PhD (S3) PhD (S3)

001006661 3 001311700 2

Certificate not issued yet Certificate not issued yet

Development Economics Development Economics

Table A. 6 Academic Staff Participated in Trainings Funded by FEUI 2006

No 1 A. ABROAD 1 Andry Asmoro, MA Training in Economic Education Program 20062007 oleh NCEE Training in Economic Education Program 20062007 oleh NCEE Training in Economic Education Program 20062007 oleh NCEE Workshop on Nonlinearrity 2006 TOTAL South Africa 12 - 18 November 2006 12 - 18 November 2006 12 - 18 November 2006 1,400,000.00 Name 2 Seminar/Conference/ Course 3 Location 4 Time 5 Amount (IDR) 6

Prathama Rahardja,

South Africa

1,400,000.00

Patrisia H. Saraswati, MSc

South Africa

1,400,000.00

B. DOMESTIC 1 Dr. Djoni Hartono Bogor 7 June 2006 400,000.00 4,600,000.00

172

Table A. 7 Academic Staff Participated in Trainings Funded by FEUI 2007

Amount and Source of Fund (IDR) No A. ABROAD Training in Economic Education Program 2006-2007 (NCEE) Training in Economic Education Program 2006-2007 (NCEE) Training in Economic Education Program 2006-2007 (NCEE) Training in Economic Education Program 2006-2007 (NCEE) Training in Economic Education Program 2006-2007 (NCEE) Research for International Tobacca Control (RITC) workshop Name Seminar/Conference/Course

Location

Time

Block Grant

Non Block Grant

Pratama Rahardja, MSi

Mexico City

12 - 22 January 2007

2,700,000.00

2 3

Andry Asmoro, MA Pratrisia Saraswati, MSc

Mexico City Mexico City

12 - 22 January 2007 12 - 22 January 2007

2,700,000.00 2,700,000.00

4 5

Pratama Rahardja, MSi Andry Asmoro, MA

Durban, South Africa Durban, South Africa

20 - 29 April 2007 20 - 29 April 2007

2,300,000.00 2,300,000.00

Abdillah Ahsan

Ottawa, Canada

7 -11 May 2007

1,000,000.00

Dr. Robert A. Simanjuntak

Workplan for TOT for Local Finance Management Training Curriculum-Development & Improvement Financial Year 2008-2011 Training in Economic Education Program 2006-2007 (NCEE) Training in Economic Education Program 2006-2007 (NCEE) Study Trip to Germany

Bonn, Germany

Sep-07

1,000,000.00

8 9 10

Ebi Junaedi M. Shauqie Azar Dr. Robert A. Simanjuntak

Mexico City Mexico City Germany

11 - 17 Nov 2007 11 - 17 Nov 2007 3 - 10 Nov2007

2,287,500.00 2,287,500.00 1,840,000.00 13,015,000.00 8,100,000.00

B. DOMESTIC 1 Chaerul Ichsan ESQ in House Training FEUI Depok 16 -17 Des 2006 250,000.00

173

2 3 4

Sonny Harry B.H. Pribadi Setiyanto Dr. Lana Soelistianingsih

Rector Forum 20 National Leadership (Pimnas ke 20) Seminar BI

th

ITB Bandung Unila Lampung Denpasar, Bali 7 - 9 Nov 2007

500,000.00 500,000.00 750,000.00 1,750,000.00 250,000.00 8,350,000.00

TOTAL

14,765,000.00

Table A. 8 Academic Staff Participated in Trainings Funded by FEUI 2008 No 1 Ebi Junaidi and M. Shauqie Azar 2 Ebi Junaidi and M. Shauqie Azar Mexico Ebi Junaidi and M. Shauqie Azar Ebi Junaidi 15-21 June 2008 11-20 August 2008 Mexico March 2008 Name Location Mexico Time January 2008 Workshop / Training Training in Economic Education Program 2007-2008, U.S. National Council on Economic Education (NCEE) Training in Economic Education Program 2007-2008, U.S. National Council on Economic Education (NCEE) Training in Economic Education Program 2007-2008, U.S. National Council on Economic Education (NCEE) International Economic Education Training of Writers (TOW) , U.S. National Council on Economic Education (NCEE) Excursion Study Training on Text Book Evaluation 1,875,000 1,300,000 Amount (IDR)

4,700,000

4,600,000

Mexico

4,650,000 5,750,000

4 5

Prof. Dr. Robert A. Simanjuntak Dr. Lana Soelistianingsih

Germany and Hungary Bogor

18-27 May 2008 May 2008 174

No 6 7 8 9 10 11 12

Name Uswatun Hasanah, MSE Dewi Ratna Sjari, [Link] Alin Halimatusa'diah Rusan Nasrudin, MIDEc Rivayani Diahhadi Setyonaluri, MA Chaikal Nuryakin, Uswatun Hasanah and Rima Prama Artha

Location Bogor Bogor Malang Malang Denpasar Budapest, Hungary Mexico

Time May 2008 May 2008 17-20 July 2008 17-20 July 2008 22-28 June 2008 29 June - 10 July 2008

8-15 November 2008

Workshop/Training Training on Text Book Evaluation Training on Text Book Evaluation National Workshop on Academic Journal Management and Editing National Workshop on Academic Journal Management and Editing "Evaluating Social Programs, JPAL-Indonesia Training Course Summer University Program Integrity Reform-Strategies and Approaches" Training on Economic Education Program 2008-2009, U.S. National Council on Economic Education (NCEE)

Amount (IDR)

10,542,000

2,850,000 1,960,000

6,615,000 44,842,000

Table A. 9 Academic Staff Participated in Trainings Funded by FEUI 2009 No 1 Name Chaikal Nuryakin and Uswatun Hasanah Activities NCEE Workshop Location/Time Mexico, 19-30 March 2009 Amount (IDR) 3,000,000

175

M. Shauqie Azar

Program Training of Writers oleh U.S Council on Economic Education (CEE) Junaidi, Program USA Study Tour organized by U.S Council on Economic Education (CEE)

Washington, DC, 31 July 10 Agt 2009

2,750,000

Ebi [Link]

Illinois, 30 September 11 Oktober 2009

3,000,000 Total 8,750,000

Table A. 10 Academic Staff Participated in Trainings Funded by FEUI 2010 No 1 Name Femmy Roeslan, SE., [Link]. Location Jakarta Time 6-13 November 2010 Workshop / Training Training of Trainers Program Year 2010-2011 organized by U.S Council on Economic Education (CEE) - Moduleses A Amount (IDR) 1.600.000

176

Table A. 11 Academic Staff Participated in Trainings Funded by FEUI 2011 No 1 Name Femmy Roeslan, [Link]. Location Medan Time 22 29 January 2011 Workshop /Training Training of Trainers Program Year 2010-2011 organized by U.S Council on Economic Education (CEE)- Modules B Training of Trainers Program Year 2010-2011 organized by U.S Council on Economic Education (CEE)-Modules C Training of Trainers Program Year 2010-2011 organized by U.S Council on Economic Education (CEE) - Modules D Amount (IDR) 2,000,000

Femmy Roeslan, [Link].

Malang

6 12 March 2011

2,000,000

Femmy Roeslan, [Link].

Mataram

12 18 June 2011

2,000,000 6,000,000

177

Table A. 12 Training on Academic Areas Workshop/ Training Training on EPSBED (Evaluasi Program Studi Berbasis Evaluasi Diri) Organizer University of Indonesia

No 1

Name Metri Sriwati, SE, ME and V. Nanin Puruitasari, SSos.

Location UPT UI

Time 2009

Table A. 13 Workshop on Campus Orientation Workshop / Training Workshop on New Student Study Orientation Workshop on New Student Study Orientation Organizer University of Indonesia

No 1

Name Rini Budiastuti

Location University of Indonesia

Time 2-14 August 2010

Rini Budiastuti

University of Indonesia

3-15 August 2009

University of Indonesia

Table A. 14 Training on Finance Workshop / Training Training on 2012 SIPKA & RIB Training on SIPKA (Sistem Informasi Perencanaan Kerja and Anggaran) Training on UI Cash Information (SIMKAS Sistem Informasi Kas) Organizer

No.

Name Metri Sriwati, SE, ME

Location Laboratorium Komputer Gedung Pascasarjana FEUI, Lantai 3 Laboratorium Komputer Gedung Pascasarjana FEUI, Lantai 3

Time 22 December 2011

University of Indonesia

Metri Sriwati, SE, ME and Enandg Pamularsih, [Link].

4 August 2010

University of Indonesia

Metri Sriwati, SE, ME

UPT UI

Akhir 2009

University of Indonesia

178

Metri Sriwati, SE, ME Metri Sriwati, SE, ME and Wulansari, SE. Ir. Enandg Yuliati Sriwahyuni 29

UPT UI

15 September 2009

Workshop on UI Financial Integration28 Training on Oracle Training on Bookkeeping (Brevet A)

University of Indonesia

UPT UI

Pertengahan 2008

University of Indonesia

FISIP UI

December 2007 June 2008

FISIP UI

Table A. 15 Training on Staffing No Name Metri Sriwati, SE, ME Location Time Workshop / Training Training on SIPEG Application Program (SIPEG-Sistem Informasi KePegawaian) Organizer

UPT UI

2007

University of Indonesia

Table A. 16 Training on Procurement Certification No Name Location Time Workshop / Training Training on Procurement Certification (Sertifikasi Keahlian Pengadaan Barang/Jasa) Organizer

M. Hafizh, SE, ME 30

FHUI

September 2007

University of Indonesia

Table A. 17 Workshop on Academic Journal Management Workshop / Training National Workshop on Academic Journal Management and Organizer Universitas Negeri Malang Amount (IDR)

No

Name Rini Budiastuti

Location Klub Butik Bunga Resort, Jl. Kartika No. 1, Batu, Malang

Time 21 24 July 2011

5,850,000

28 29

Letter No. 472/H2.F6.D3/KEU/2009. Funded by DIPA 2007. 30 Funded by DIPA 2007.

179

Editing

Table A. 18 Training on Computer Software Application Workshop / Training Organizer

No

Name Metri Sriwati, SE, ME , Ir. Endang Yuliati Sriwahyuni, Veny Nanin Puruitasari, [Link]., Esti Riyani, [Link]., Rini Budiastuti, Setya Marhaen, Supri Mulyadi

Location

Time

Laboratorium Economics FEUI

27-29 December 2009

Training Komputer untuk Karyawan

Laboratorium Economics FEUI

Table A. 19 Training on Safety No 1 Name Supri Mulyadi and Dachwan Supri Mulyadi and Dachwan Setya Marhaen, Supri Mulyadi and Dachwan Location FEUI Time 2011 Workshop / Training Training on Fire Safety (Pemadam Kebakaran) Training on Fire Safety (Pemadam Kebakaran) Training on Fire Safety (Pemadam Kebakaran) Organizer University of Indonesia University of Indonesia University of Indonesia

FEUI

2010

FEUI

2009

No

Name Setya Marhaen, Supri Mulyadi, Dachwan, and DIE Security Team Setya Marhaen, Supri Mulyadi, and DIE Security Team Setya Marhaen, Supri Mulyadi, and DIE Security Team

Location

Time

Workshop / Training Training on Fire Safety (Pemadam Kebakaran)

Organizer

FEUI

2008

University of Indonesia

FEUI

2007

Training on Fire Safety (Pemadam Kebakaran)

University of Indonesia

FEUI

2006

Training on Fire Safety (Pemadam Kebakaran)

University of Indonesia

180