Sar-Aun Qa Eup Report

Economics Undergraduate Program, Faculty of Economics,

University of Indonesia

D e p o k C a m p u s , U n i v e r s i t y o f I n d o n e s i a W e s t J a v a , 1 6 4 2 4

SAR-AUN QA

2

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 EUP’s 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

2.4.3.1 Research activities by academic staffs and students ..................................................... 48

2.4.3.2 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

3

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

3.3.1.1 Program Pengembangan SDM (PPSDM) ....................................................................... 80

3.3.1.2 Pursuing Higher Degrees of Education .......................................................................... 82

3.3.1.3 Professor Mentoring .................................................................................................... 83

3.3.1.4 Academic Staff Certification (Serdos) ............................................................................ 84

3.3.2 Training Activities: Academic Staff ...................................................................................... 85

3.3.2.1 Teaching Related Training ............................................................................................ 86

3.3.3 Training and Development Activities: Support Staff ............................................................. 88

3.3.3.1 Support Staff Development .......................................................................................... 88

3.3.3.2 Support Staff Training .................................................................................................. 88

3.3.3.3 Support Staff Development and Training in the Future ................................................. 90

3.3.4 Budget Allocation for Training ............................................................................................. 90

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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 Student’s 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

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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 User’s Involvement ............................................................................................................ 138137

7.3 Student’s 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

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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

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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 Student’s 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. 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

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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 Ancangan Aplikasi Application Plan

AIESEC Association Internationale des

Étudiants en Sciences Économiques et

Commerciales

ASEAN Association of South East Asia Nation

Asisten Ahli Lecturer

BAN Badan Akreditasi Nasional National Accreditation Body

Bappenas Badan Perencanaan Pembangunan

Nasional

Central Planning Agency

Bappepam LK Badan Pengawas Pasar Modal &

Lembaga Keuangan

The Capital Market and Financial

Institution Supervisory Board

BEM Badan Eksekutif Mahasiswa Student Executive Body

BHMN Badan Hukum Milik Negara State Legal Entity

BI Bank Indonesia Indonesian Central Bank

Birpend Biro Pendidikan Academic Bureau

BKF Badan Kebijakan Fiskal Fiscal Policy Board

BKM Badan Konseling Mahasiswa Student Counseling Board

BOE Badan Otonom Economica Economica Autonomous Body

BPKM Buku Pedoman Kerja Mahasiswa Student Working Guide Book

BPM Badan Permusyawaratan

Mahasiswa

Student Representative Body

BPMA Badan Penjaminan Mutu Akademik Academic Quality Assurance Body

BPPS Beasiswa Pendidikan Pascasarjana Postgraduate Scholarship

BRP Buku Rancangan Pengajaran Teaching Plan Book

CDC Pusat Pengembangan Karir Career Development Center

DAAD Deutscher Akademischer Austausch

Dienst

11

DGB Dewan Guru Besar Council of Professors

DIE Departemen Ilmu Ekonomi Economics Department

Dikti (DG-HE) Direktorat Jenderal Pendidikan

Tinggi

Directorate General of Higher

Education

Dosen Inti Core Staff

Dosen Inti

Penelitian

Research-Core Staff

Dosen Inti

Pengajaran

Teaching-Core Staff

Dosen Inti

Struktural

Structural-Core Staff

Dosen Skema

Lain

Miscellaneous Staff

DPA Direktorat Pengembangan

Akademik

Directorate of Academic Development

EDOM Evaluasi Dosen oleh Mahasiswa Evaluation of Lecturers by Students

ELO Keluaran Pembelajaran yang

Diharapkan

Expected Learning Outcome

EPSBED Evaluasi Program Studi Berbasis

Evaluasi Diri

Self-Assessment of Study Program

EPT Tes Kemahiran Berbahasa Inggris English Proficiency Test

ERIA Lembaga Penelitian Ekonomi

ASEAN dan Asia Timur

Economics Research Institute for

ASEAN and East Asia

ESAC Pusat Pembelajaran Mandiri

Bahasa Inggris

English Self Access Center

EUP Program Sarjana Ekonomi Economics Undergraduate Program

FEUI Fakultas Ekonomi Faculty of Economics

GBPP Garis-garis Besar Program

Pengajaran

Main Guideline for Teaching Program

GPA (IPK) Indeks Prestasi Kumulatif Grade Point Average

Guru Besar Full (Tenured) Professor

12

ICT Teknologi Informasi dan

Komunikasi

Information and Communication

Technology

IFLS Survei Keluarga Indonesia Indonesian Family Life Survey

ILUNI Ikatan Alumni Alumni Association

JIPS Japan-Indonesia Scholarship

KANOPI Kajian Ilmu Ekonomi dan

Pembangunan Indonesia

Study on Indonesian Economy and

Development

KBK Kurikulum Berbasis Kompetensi Competency-Based Curriculum

Kemendiknas

(MONE)

Kementerian Pendidikan Nasional Ministry of National Education

KKI Kelas Khusus Internasional International Special Class

KopMA Koperasi Mahasiswa Student Business Cooperative

KRS Kartu Rencana Studi Periodic Study Plan

KSDI Kerjasama Daerah dan Industri Cooperation of Region and Industry

KUM Kredit Kumulatif Cumulative Credit

KUM angka kredit kumulatif accumulative credit number

LD Lembaga Demografi Demographic Institute

Lector Assistant Professor

Lektor Kepala Associate Professor

LPEM Lembaga Penyelidikan Ekonomi

dan Masyarakat

Institute for Social and Economic

Research

Mading Majalah Dinding Bulletin Board

Mahalum Mahasiswa dan Alumni Alumni and Student

MoU Perjanjian Kerjasama Memorandum of Understanding

MPKP Magister Perencanaan dan

Kebijakan Publik

Master of Planning and Public Policy

MWA Majelis Wali Amanat Board of Trustees

NCEE National Center on Education and The

Economy

13

PA Pembimbing Akademik Academic Advisor

PBKM Pusat Bimbingan Karir dan

Magang

Center of Career Development and

Internship

PBL Pembelajaran Berbasis Masalah Problem Based Learning

Pekerti Peningkatan Ketrampilan Dasar

Teknik Instruksional

Instructional Technic of Basic Skill

Improvement

PHK B Program Hibah Kompetensi B B Competency Grant Program

PKM Pusat Kesehatan Mahasiswa Student Health Center

PLKJ Pusat Layanan Komputer dan

Jaringan

Computer and Network Service Center

PNS Pegawai Negeri Sipil Civil Servant

PP Peraturan Pemerintah Government Regulation

PPIE Program Pascasarjana Ilmu

Ekonomi

Economics Postgraduate Program

PPSDM Program Pengembangan SDM HR Development Program

PSAU Pengenalan Sistem Akademik

Universitas Indonesia

Introduction University of Indonesia

Academic System

PT Perguruan Tinggi University

PTN Perguruan Tinggi Negeri State University

Pusdatin Pusat Data dan Informasi Data dan Information Centre

PUSGIWA Pusat Kegiatan Mahasiswa Student Activity Center

Raker Rapat Kerja Work Meeting

RLC Resource Learning Center

SAP Satuan Acara Perkuliahan Teaching Program Unit

SceLe Situs Pembelajaran E-Learning Student Centered E-Learning

Environment

SCL Pembelajaran Berbasis Siswa Student Centered Learning

SDM Sumber Daya Manusia Human Resource

Semester Gasal Fall Semester

14

Semester Ganjil Spring Semester

Serdos Sertifikasi Dosen Lecturer Certification

SIAK-NG Sistem Akademik Generasi Baru New Generation Academic System

SIMAF Sistem Informasi Manajemen Aset

dan Fasilitas

Facilities and Assets Management

Information System

SIMAK UI Seleksi Masuk UI UI Enrolment Selection

SIPEG Sistem Informasi Pegawai Employment Information System

SK Surat Keputusan Letter of Decree

SNMPTN Saringan Nasional Masuk

Perguruan Tinggi Negeri

National

State University Enrolment Selection

Process

SPM Seri Presentasi Mingguan Weekly Presentation Series

SPP Sumbangan Pengembangan

Pendidikan

Tuition Fee

Tridharma

Perguruan

Tinggi

Higher Education Basic Responsibilites

Tugas Akhir Final Project

UI Universitas Indonesia University of Indonesia

UMB Ujian Masuk Bersama Joint Selection Process

UPMA Unit Penjamin Mutu Akademik Academic Quality Assurance Unit

UU Undang-Undang Law

15

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 Indonesia’s vision of becoming World-Class University (WCU) is aligned with the AUN’s 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 II—consisting of Chapter 3, 4, and 5—will discuss on the resources, both physical and non-physical. 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

16

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.

17

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.

Faculty of Economics

(FEUI)

Department of

Economics

Economics Undergraduate

Program

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 Quality and Faculty Recruitment

Process, Curriculum Development

Curriculum, Development of Courses and

Learning Methods, Students Learning and

Progress.

Agency Functions

18

Notes: - - - coordination line command line

Source: University Indonesia Profile (2010)

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: http://www.ui.ac.id/id/profile/page/visi-misi

Board of Professors Board of Trustees University Academic Senate

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

Audit Council

19

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

20

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.

21

Chapter 2 The EUP’s 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 EUP’s 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 [email protected] and

[email protected]).

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

EUP’s 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

22

well as from scholarship donor or provider. Moreover, with the program’s 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 EUP’s 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 program’s 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 EUP’s 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.

23

2.1.2 The EUP's Expected Learning Outcomes In line with the visions and missions of the university and the faculty, the EUP’s 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 EUP’s 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 5-

14 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 SCORE

1. Team working and collective learning 4.23

2. Selecting research methodology, processing data (statistically and econometrically), and performing quantitative analysis

4.15

3.Academic writing skill 3.84

24

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 society’s

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 Outcomes2

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

1 The EUP’s Self Assessment submitted as the accreditation report to the National Accreditation Body of Indonesia (2008), page 5. 2 Taken from the EUP’s 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.

4.Time management skill 3.46

5.Interpersonal skill and public speaking skill 3.84

6. Self confidence and self integration 4.53

7.Critical thinking and problem solving skills 4.15

8. Speaking and writing in English 4.15

9.Analyzing economy and general economic policy 3.61

10. Utilizing communication information technology 4

11. Overall capacity building 4

25

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 non-scientific 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

Attitude 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

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 EUP’s 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 EUP’s stakeholders regarding the EUP’s 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 EUP’s program specification are all made available to students, student

candidates, and other stakeholders through several media, such as the EUP’s website at

26

http://www.econ.fe.ui.ac.id, the Course Catalogue Book, and the Academic Guidance Book. From

the web, several important information and links are shared, such as the EUP’s profile and

background, the expected learning outcomes, the admission criteria to the program, and links to the

faculty’s 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-by-

step 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. Vision, Mission, Goals and Targets, and Strategy

Standard 2. Staff Management, Leadership, Management System, and Quality Assurance

Standard 3. Students and Graduates

Standard 4. Human Resources

Standard 5. Curriculum, Learning Process, and Academic Circumstances

Standard 6. Financing, Infrastructure, and Information System

Standard 7. 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 Student-

Centered Learning (SCL). The EUP’s 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).

27

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 EUP’s

program have two or three credits.

The current program structure is chosen to support the achievement of all the EUP’s 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.

28

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.

29

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

SS 4 Analyzing the development and the direction of general econo-

mic policies in Indonesian, regional, and global economy

context

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

academic papers

STAGE 3-4

TS 4 Planning logical systematic

writing

SK 1 Discussing both economic and non-economic factors

in the development of economy

SS 2 Utilizing mathematical tools

to perform dynamic economic analysis

SS 3 Selecting and using appro-priate research methodol-ogy as tools for perform-

ing economic analysis

SK 3 Understanding public, indus-trial and other specific econo-mic theories and utilizing them

to discuss economic pheno-mena in the related fields

SK 2 Discussing the deve-lopments and direct-

ions of economic poli-cies in general

TS 5 Identifying, searching, and finding relevant sources of

reference for writing

TS 6 Writing with formal

language and scientific rules

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

GK 2 Understanding the

relevance of economic theories in daily life

GK 1 Discussing basic economic

theories using mathe-matical and graphical tools

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 commu-nication technology

TS 3 Speaking and writing properly in Indonesian and English for both

scientific and non-scientific purposes

TA 3 Full of integrity and respectful to others

TA 4 Being independent In financial and thought

SS 1 Analyzing the development and the direction of specific economic policies in the re-lated fields (public, industry,

etc.)

GS 2 Processing economic data using statistical/econometrical/ma-

thematical softwares

GK 3 Understanding the develop-

ment of economic thoughts

and theories and its origins

STAGE 2-3

STAGE 1-2

STAGE 1-4

30

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

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

Basic economic courses 31 credits

Basic university courses 21 credits

Compulsory (& seminar)

courses 62 credits

Elective courses

24 credits

Final Research Project: Thesis/Internship/ Independent Study

6 credits

31

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 program’s final assessment for student graduation. The

EUP suggested students to write bachelor’s 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 course’s code and number of credit.

Table 2. 3 Course Name and Classification3

1. Basic University Courses (21 credits)

No.

Code Courses Semester (credit)

Odd Even 1. UUI 11001 Integrated Personality Development Skill (MPKT)-A 6

2. UUI 1102X Religion 2

3. UUI 11030 Art/Sport 1

4. UIXXXX Social Humaniora 3 5. UUI 11000 Integrated Personality Development Skill (MPKT)-B 6

6. UUI 11010 English 3

2. Basic Economic Courses (31 credits)

3 Taken from Courses Catalogue Book 2011

32

No.


Odd Even 1. ECON 10100 Introduction to Economics 1 2

2. MGMT 11001 Introduction to Business 2

3. ACCT 11101 Introduction to Accounting 1 2

4. ECON 11100 Mathematics for Economics and Business 3

5. ECON 11200 Statistics for Economics and Business 3 6. ECON 10101 Microeconomics 1 3

7. MGMT 2004 Financial Management 3

8. FEUI 10001 English Lab 1

9. FEUI 10002 Cooperatives 2

10. FEUI 10003 Introduction to Economic and Business Behavior 3

11. ECON 10200 Introduction to Economics 2 2

12. ACCT 11103 Introduction to Accounting 2 2 13. MGMT 11002 Management 3

3. Compulsory Courses (62 credits)

No.


Odd Even 1. ECON 12004 History of Economic Institutions and Thoughts 3

2. ECON 11301 Econometrics 1 3

3. ECON 12002 Development Economics 3

4. ECON 10102 Microeconomics 2 3

5. ECON 16100 Economics of Human Resources and Labor 3 6. ECON 16200 Economics of Natural Resources 3

7. ECON 12071 Academic Writing and Presentation 3

8. ECON 11101 Advanced Mathematics for Economics 3

9. ECON 14100 Industrial Economics 3

10. ECON 15100 Public Economics 3

11. ECON 13100 Monetary Economics 3

12. ECON 13200 International Economics 3 13. ECON 11302 Econometrics 2 3

14. ECON 10202 Macroeconomics 2 3

15. ECON 1101 Research Methodology 3

16. ECON 18002 Political Economics 2

17. ECON 11201 Statistics 1 3

18. ECON 12006 Economics of Poverty 3

19. ECON 12003 Indonesian Economy 3 20. ECON 10201 Macroeconomics 1 3 3

21. ECON 19000 Seminar 3 3

5. Elective Courses (24 credits)

No.


Odd Even 1. ECON 13002 Economics of International Finance 3

2. ECON 13101 Advanced Monetary Economics 3

3. ECON 13201 Advanced International Economics 3

4. ECON 14101 Advanced Industrial Economics 3 5. ECON 15101 Economics of Public Finance 3

6. ECON 16102 Demographic Analysis and Technique 3

7. ECON 16201 Environmental Economics 3

8. ECON 17101 Urban Economics 3

9. ECON 17102 Regional Economics 3

10. ECON 12005 System of Economy 3

11. ECON 11003 Public Project Analysis 3 3

33

12. ECON 13001 Central Banking 3

13. ECON 11002 Economic Modeling 3

14. ECON 12061 Islamic Economics 3

15. ECON 15001 Economic Development Administration 3

16. ECON 11202 Statistics 2 3 17. ECON 11301 Introductory Game Theory 3

18. ACCT 12101 Cost Accounting 3

19. ECON 12062 Islamic Monetary Economics 3

20. ECON 16202 Agricultural Economics 3

21. ECON 15102 Public Policy Analysis 3

22. ECON 72201 Development Economics 1 3

23. ECON 96102 Energy Economics 3 24. ECON 55201 Fiscal Decentralization and Local Finance 3

25. MGMT 11003 Introductory to Business Law 3

26. MGMT 11010 Business Risk Management 2

27. MGMT 11050 Entrepreneurship 3

28. MGMT 12008 Financial Markets and Institutions 3

29. MGMT 14009 Human Resources Management 3

30. MGMT 13090 Qualitative Research 3 31. MGMT 11079 Islamic Financial Markets and Institutions 3

32. MGMT 11080 Islamic Financial Management 3

33. MGMT 11081 Islamic Banking 3

34. MGMT 15011 Operation Management 3

35. ACCT 13101 Taxation 1 3

36. ACCT 17201 Management Information System 3

37. ACCT 19104 Global Business 2 38. ECON 16101 Population Economics 3

6. Final Project (6 credits)

No.


Odd Even 1. ECON 19100 Thesis 6

2. ECON 19200 Independent Study + Elective Course 3

3. ECON 19300 Internship 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 Associated Courses

(Level of Association*)

Knowledge (K) General economic knowledge (GK): GK 1. Discussing basic economic theories using mathematical and graphical tools

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)

34


(Level of Association*) GK 2. Understanding the relevance of economic theories in daily life

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)

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

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)

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

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)

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

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)

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

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)

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

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)

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

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

35


(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)

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

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)

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

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)

SS 2. Utilizing mathematical tools to perform dynamic economic analysis

Macroeconomics 2 (H), Advanced Mathematics for Economics (H), Economic Modeling (M), Macroeconomics 1 (L)

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

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)

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

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),

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

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)

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

All courses (H)

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

36


(Level of Association*) 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

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)

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

All courses (H)

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

37

Table 2. 5 Courses and Associated Competencies

Courses

ASSOCIATED COMPETENCIES (Level of Association*)

Knowledge Skill Attitude

GK

1

GK

2

GK

3

GK

4

SK1

SK2

SK3

GS1

GS2

SS1

SS2

SS3

SS4

SS5

TS1

TS2

TS3

TS4

TS5

TS6

TA1

TA2

TA3

YEAR 1-2

MPKT-A H H H H H H

MPKT-B H H H H H H

Religion H H H H H H

Art/Sport H H H H H H

Social Humaniora H H H H H H

English H H H H H H

English Lab H H H H H H

Introduction to Business L L L H H H H H H

Management L L L H H H H H H

Introduction to Accounting 1 L L L H H H H H H

Introduction to Accounting 2 L L H H H H H H

Intro to Ec. and Business Behavior M M M H H H H H H

Cooperatives M H H H H H H H

History of Ec. Institutions and Thoughts

M H H M M H H H H H H

Introduction to Economics 1 H

H

L M H H H H H H

Introduction to Economics 2 H H L M M H H H H H H

Microeconomics 1 H

H

L H M H H H H H H

Macroeconomics 1 H H M H M H L H H H H H H

Statistics for Economics and Business H H H H H H H H

Statistics 1 H H H H H H H H

Math. for Economics and Business M M M H H H H H H H

38

Courses



GK

1

GK

2

GK

3

GK

4

SK1

SK2

SK3

GS1

GS2

SS1

SS2

SS3

SS4

SS5

TS1

TS2

TS3

TS4

TS5

TS6

TA1

TA2

TA3

Advanced Mathematical Economics M M H M H H H H H H

YEAR 2-3 H H H H H H

Microeconomics 2 M H H H H H H

Macroeconomics 2 M H M H H H H H H

Statistics 2 H H H H H H H H

Econometrics 1 H H H H H H H H

Econometrics 2 H H H H H H H H

Introduction to Game Theory H H H H H H

Indonesian Economy H H M H H H M M M H H H

System of Economy M M M H H H H H H

Political Economics H M M H H H H H H

Development Economics H H H H H H H H H

Development Economics 1 H H H H H H H H H

Economic Development Administration

H H H H H H H

Economics of Poverty M M M H H H H H H

Monetary Economics H H H H H H H H

Central Banking M H H H H H H

Industrial Economics H H H H H H H H

Public Economics H M H H H H H H

Economics of Public Finance H H H H H H H

Taxation 1 H H M H H H H H H

Regional Economics H H H H H H H

Urban Economics H H H H H H H

Fiscal Dec. and Local Finance H H H H H H H

39

Courses



GK

1

GK

2

GK

3

GK

4

SK1

SK2

SK3

GS1

GS2

SS1

SS2

SS3

SS4

SS5

TS1

TS2

TS3

TS4

TS5

TS6

TA1

TA2

TA3

Economics of Natural Resources H H H H H H H

Agricultural Economics H H H H H H H

Environmental Economics H H H H H H H

Energy Economics H H H H H H H

Ec. of Human Resources and Labor H H H H H H H

Population Economics H H H H H H H

International Economics H H H H H H H H

Economics of International Finance H H H H H H H H

Islamic Economics H H H H H H H

Islamic Monetary Economics H H H H H H H

Financial Management H L H H H H H H

Financial Markets and Institutions M H H H H H H H

Islamic Fin. Markets and Institutions M H H H H H H H

Islamic Financial Management H H H H H H H

Islamic Banking M H H H H H H H

Operation Management M H H H H H H

Business Risk Management M H H H H H H

Human Resources Management M H H H H H H

Management Information System M H H H H H H

Global Business M M H H H H H H

Entrepreneurship M H H H H H H

Cost Accounting H H H H H H

Research Methodology H H H H H H H

Qualitative Research H H H H H H H

40

Courses



GK

1

GK

2

GK

3

GK

4

SK1

SK2

SK3

GS1

GS2

SS1

SS2

SS3

SS4

SS5

TS1

TS2

TS3

TS4

TS5

TS6

TA1

TA2

TA3

Academic Writing and Presentation H H H H H H H H H H H

YEAR 3-4

Seminar H H H H H H H H H H H H H

Public Project Analysis M H M H H H M M M H H H

Public Policy Analysis M H M H H H M M M H H H

Economic Modeling M M M H H H H H H

Advanced Industrial Economics M H M H H H M M M H H H

Advanced Monetary Economics M H M H H H M M M H H H

Advanced International Economics M H M H H H M M M H H H

Demographic Analysis and Technique M M H H H M M M H H H

Thesis H H H H H H H H H H H H

Independent Study + Elective Course H H H H H H H H H H H H

Internship 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

41

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.

Code Courses Credit

1. UUI 11001 Integrated Personality Development Courses (MPKT)-A

6

2. UUI 1102X Religion 2

3. UUI 11030 Art/Sport 1


5. MGMT 11001 Introduction to Business 2 6. ACCT 11101 Introduction to Accounting 1 2

7. ECON 11100 Mathematics for Economics and Business 3

8. ECON 11200 Statistics for Economics and Business 3

21

Semester 2

No.

Code Courses Credit

1. UUI 11001 Integrated Personality Development Courses (MPKT)-B

6

2. FEUI 10001 English Lab 1

3. UIXXXX Social Humaniora 3

4. UUI 11000 Statistics 1 3

5. UUI 11010 English 3


7. ACCT 11103 Introduction to Accounting 2 2 20

Semester 3

No.

Code Courses Credit


2. ECON 12004 History of Economic Institutions and Thoughts 3

3. ECON 12006 Economics of Poverty 3

4. ECON 11101 Advanced Mathematical Economics 3 5. FEUI 10002 Cooperatives 2

6. ECON 12002 Development Economics 3

7. FEUI 10003 Introduction to Economic and Business Behavior 3

20

Semester 4

No.

Code Courses Credit


2. ECON 14100 Industrial Economics 3 3. ECON 16200 Economics of Natural Resources 3


42

No.

Code Courses Credit

5. ECON 15100 Public Economics 3

6. ECON 16100 Economics of Human Resources and Labor 3

7. MGMT 11002 Management 3

21

Semester 5

No.

Code Courses Credit


2. ECON 13100 Monetary Economics 3


4. ECON 12003 Indonesian Economy 3

5. ECON 13200 International Economics 3

6. MGMT 2004 Financial Management 3 18

Semester 6

No.

Code Courses Credit


2. ECON 1101 Research Methodology 3

3. ECON 18002 Political Economics 2

4. ECON 12071 Academic Writing and Presentation 3 5. ECON XXXX Elective Courses 3

6. ECON XXXX Elective Courses 3

17

Semester 7

No.

Code Courses Credit

1. ECON 19000 Seminar Courses 3

2. ECON 19000 Seminar Courses 3 3. ECON XXXX Elective Courses 3



15

Semester 8

No.

Code Courses Credit


2. ECON XXXX Elective Courses 3 3. ECON XXXX Final Project 6

12

43

Odd Semester Elective Courses

No.

Code Courses Credit

1. ECON 14101 Advanced Industrial Economics 3

2. ECON 15101 Economics of Public Finance 3

3. ECON 16201 Environmental Economics 3

4. ECON 12005 System of Economy 3

5. ECON 11003 Public Project Analysis 3 6. ECON 11002 Economic Modeling 3

7. ECON 12061 Islamic Economics 3

8. ACCT 12101 Cost Accounting 3

9. ECON 72201 Development Economics 1 3

10. ECON 96102 Energy Economics 3

11. ECON 55201 Fiscal Decentralization and Local Finance 3

12. MGMT 11050 Entrepreneurship 3 13. MGMT 12008 Financial Markets and Institutions 3

14. MGMT 13090 Qualitative Research 3

15. MGMT 11079 Islamic Financial Markets and Institutions 3

16. ACCT 13101 Taxation 1 3

17. ECON 16101 Population Economics 3

Even Semester Elective Courses

No.

Code Courses Credit

1. ECON 13002 Economics of International Finance 3

2. ECON 13101 Advanced Monetary Economics 3

3. ECON 13201 Advanced International Economics 3

4. ECON 16102 Demographic Analysis and Technique 3

5. ECON 17101 Urban Economics 3

6. ECON 17102 Regional Economics 3

7. ECON 11003 Analysis of Public Sector Project 3 8. ECON 13001 Central Banking 3

9. ECON 15001 Economic Development Administration 3

10. ECON 11202 Statistics 2 3

11. ECON 11301 Introduction to Game Theory 3

12. ECON 12062 Islamic Monetary Economics 3

13. ECON 16202 Agricultural Economics 3

14. ECON 15102 Public policy Analysis 3 15. MGMT 11010 Business Risk Management 2

16. MGMT 14009 Human Resources Management 3

17. MGMT 11080 Islamic Financial Management 3

18. MGMT 11081 Islamic Banking 3

19. MGMT 15011 Operation Management 3

20. ACCT 17201 Management Information System 3

21. ACCT 19104 Global Business 2

44

Figure 2. 3 Courses Distribution in Each Semester

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.

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

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

46

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 self-

evaluation. 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 life-

long 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).

47

Table 2. 7 Number Courses Using Student Centered Learning Method out of total Courses

PBL CL EL Lab

14/53 2/53 1/53 14/53

14/53 2/53 1/53 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.

48

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 Course

1st year 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

2nd year 1. Microeconomics 2. Macroeconomics 3. Monetary Economics 4. Econometrics

2.4.3 Research Activity

2.4.3.1 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:

49

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.

50

Table 2. 9 Funded Research Projects: 2006-2010 From Various Source of Funding

Research Projects 2006 2007 2008 2009 2010

Centers

Ministry of Education Research Grant

Competitive Grant PHK-B 1 1

University Research Grant & Ministry of Education Grant

Basic Research/Hibah Penelitian Awal 1 2 3

Intermediate Research grant/Hibah Penelitian Madya

Prime Research Grant/Hibah Penelitian Utama 1

Faculty research grant 1 1

Priority Grant 5 1

The University Priority Grant (RUUI) 2 5

Interdisciplinary Grant 1 1

National Strategic Research Grant 4 3

Faculty Research Grant 2 1 2 1 NA

Department Research Grant

Book Grant 1 1

Conference Grant 5

Research Grant 1 2 3 2 5

Learning Method Development Grant 1 1

Teaching Manual Grant 4 3

Working Paper

Total 5 8 21 14 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 2006 2007 2008 2009 2010

Number Final Research 49 56 74 62 59

2.4.3.2 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

51

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 Journal Conference

Total Level National International National International

2006 12 12 3 12 27

2007 10 13 8 9 30

2008 9 11 3 13 36

2009 12 8 7 5 32

2010 13 5 7 5 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.

52

Table 2. 12 List Courses Relates to Research Skill Development

No Course Credit Taken in Semester

1 Statistics for Economics and Business 3 1

2 Statistics 1 3 2

3 Econometrics 1 3 3

4 Environmental Economics 3 5

5 Econometrics 2 3 6

6 Research Method 3 6

7 Regional Economics 3 6,7

8 Analysis and Techniques in Demography 3 7,8

9 Public Project Analysis 3 7,8

10 Economic Modeling 3 7,8

11 Statistics 2 3 7,8

12 Monetary Economics Seminar 3 7,8

13 International Economics Seminar 3 7,8

14 Industrial Economics Seminar 3 7,8

15 Public Economics Seminar 3 7,8

16 Human Resources and Labor Economics Seminar 3 7,8

17 Natural Resources and Environmental Economics Seminar 3 7,8

18 Regional Economics Seminar 3 7,8

19 Thesis 6 8

20 Independent Study 3 8

21 Internship 6 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

53

- 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 time-constrain 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 2008/2009-2 2009/2010-1 2009/2010-2 Total

Bahana Sekuritas 1 1

BI 3 3 6

CSIS 2 1 3

KPPOD 1 1 2

LPEM 3 2 5

TADF Kemenkeu 4 4

WWF 1 1

Grand Total 10 8 4 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.

http://csis.org/

54

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 Thesis Internship Independent Study

2006 59 3 24

2007 64 7 12

2008 66 11 5

2009 67 7 1

2010 64 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.

55

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: http://www.ui.ac.id/id/library/page/pengantar

http://search.ebscohost.com/

https://osiris.bvdep.com/ip

http://www.scopus.com/

http://www.proquest.com/pqdauto

http://literature.proquestlearning.com/home.do

http://www.sciencedirect.com/

http://www.springerlink.com/home/main.mpx

http://www.jstor.org/

http://site.ebrary.com/lib/indonesiau

http://www.ui.ac.id/id/library/page/pengantar

56

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

(www.Scele.ui.ac.id).

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 (www.edom.ui.ac.id). 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 Economics Computer Laboratory 24 Unit PC, 1 Server, 1 Rooter

2 Accounting Computer Laboratory 35 Unit PC, 1 Server, 1 Rooter

3 Management Computer Laboratory 25 Unit PC, 1 Server, 1 Rooter

4 Graduate Computer Laboratory 50 Unit PC

Open Access Computers and Administrative Facilities

1 Lecturer Reading Lounge (RLC) 2 Unit PC

2 EUP Academic Staffs Lecturer Room 3 Unit PC,

1 Unit Printer

57

3 EUP Support Staffs 3 Unit PC, 2 Unit Printers

3 Computer Laboratory - Secretariat 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

http://www.ui.ac.id/id/admission/page/snmptn.

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

http://www.ui.ac.id/id/admission/page/snmptn

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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

http://penerimaan.ui.ac.id..

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

Entrance Scheme Number GPA

Lowest Highest

PPKB 19 3,14 3,67

Prestasi 1 3,78 3,78

SIMAK 43 2,66 3,73

http://penerimaan.ui.ac.id/id

59

SPMB 13 2,65 3,5

UMB 6 2,95 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 FEUI’sAcademic 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. Generic Skills to be Developed Class Activities

1 Evaluation of ideas, views, and evidence

Case analysis, Group assignment/project/paper, class discussion, presentation

2 Synthesis of ideas, views, and evidence Case analysis, Group assignment/project/paper, class discussion, presentation

3 Strategic thinking Case analysis, Group assignment/project/paper, class discussion, presentation

4 Critical thinking Case analysis, Group assignment/project/paper, class discussion, presentation

5 Application of statistical theory to public/individual policy and business decision making

Case analysis, Group assignment/project/paper

6 Assessing electronics data and other information

Computer Lab/Assignment

7 Summarize and interpretation of information

Group assignment/project/paper, presentation

8 Application of office software Computer Lab/Assignment

9 Statistical reasoning Case analysis

10 Problem solving skills Case analysis

11 Collaborative learning and teamwork Group assignment/project/paper

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12 Negotiation and bargaining Group assignment/project/paper

13 Written communication Group assignment/project/paper

14 Oral communication Presentation, class discussion

15 Case analysis 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 Weight (%)

Attendance, Quiz, Class participation and discussion,

Group’s Case study/Presentation

Homework/assignments, tutorial, computer lab

Overall, maximum 60%

Midterm exam Minimum 20%

Final exam Minimum 20%

Total 100

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

61

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.

62

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 2007 2008 2009 2010

201

1

Odd Even Odd Even Odd Even Odd Even Odd Even Odd

63

Number of Graduate

(Student) 56 43 56 27 20 62 20 55 22 45 47

Graduate with thesis 15 31 21

15 51 18 49 20 44

Graduate with

internship 2 2 5

2 9 1 6 - 1

Graduate with

independed study 13 11 1

3 2 1 - 2 -

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 Rector’s 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

64

ii. Possesses sequential logic structure

iii. Written in formal, scientific language

iv. Possesses logical argumentation

2 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

3 Thesis has sufficient theoretical review

i. Use of relevant theory and aim

ii. Updated literature

iii. Quality of literature source

4 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 UI’s 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.

4 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.

66

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.

67

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 Ph.Ds, 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

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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 100

Lektor 200

69

Credit Score

Lektor Kepala 400

Guru Besar atau Profesor 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 http://sipeg.ui.ac.id 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 (http://www.ui.ac.id/download/files/migrasi-domain.pdf).

http://sipeg.ui.ac.id/

http://www.ui.ac.id/download/files/migrasi-domain.pdf

70

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

inti—classified 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 classification—from only PNS academic staff

(prior to 2000) to dosen tetap dan tidak tetap (permanent and non-permanent lecturer) in 2005-

2009, 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 classifications—Dosen 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 FEUI—such 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.

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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 2010 2011

Gasal 09/10 Genap 09/10 Gasal 10/11 Genap 10/11 Gasal 11/12

Research-Core (6) 8 (8) 8 (8) 8 (9) 10 (9) 11

Teaching-Core (41) 54 (36) 55 (51) 62 (44) 60 (53) 66

Structural-Core (13) 21 (13) 20 (12) 13 (9) 13 (7) 10

Miscellaneous (28) 28 (22) 28 (18) 34 (10) 33 (19) 30

Total 111 111 117 116 117

* 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

Average FTE

Percentage of PhD

Professor 12 5 17

Teaching-Core Staff 0.47

100% Research-Core Staff 0.40

Structural-Core Staff 0.32

Miscellaneous Staff 0.22

Lektor Kepala

9 1 10



Structural-Core Staff NA


Lektor 9 7 16





Asisten Ahli and its equivalent

21 24 45





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

Number of students

Number of students per FTE of teaching

staff

11,16 298 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.

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Table 3.5 PPSDM Activities

No. Kind of Research Grant 2006 2007 2008 2009 2010 2011

1

Seminar/ Conference Grant

- International 12 11 7 6 7 6

- Domestic 4 3 2 2

2 Research Grant 1 2 3 3

3 Grant for Writing in International

Journal 3 5 2 1 3 4

4 Teaching Grant 3 3

5 Lecture Notes Grant 1 1

6 International Research Funding 1

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 full-

time 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

74

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. The Course’s Material 2. Teaching Method 3. How the class is managed 4. 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.

75

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.

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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

Category

Number of Supporting Staff

Based on Gender Number Based on Education

Attainment Male Female

Academic Administrative Staffs

Faculty Level 9 4

Master Degree (2 persons)

Bachelor (3 persons)

High school (8 persons)

Department of Economics 3 5 Bachelor (6 persons)


EUP Academic Administrative 0 2 Bachelor (2 persons)

EUP Tutors/Assistant Lecturers 13 27

Graduate Students (3 persons)

Bachelor

Others (Undergrad Senior

Students)

Library Staffs

Main Library (The University) NA NA

Master Degree (4 Persons)

Bachelor and Diploma (23

persons)

The School (FEUI) Library 22 4

Master Degree (1 persons)

Bachelor (10 persons)


Department Resource and

Learning Center (RLC) 0 1 Bachelor (1 person)

Computer Lab Staffs

Computer Lab Technician (PLKJ) Bachelor

Computer Lab Assistant

(Department) 1 2

Bachelor (1 person)

Others (Undergrad Senior

Students)

Others (Security, Office Boy) 63 0 Bachelor (2 persons)

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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. Evaluation Criteria

1 Topic discussed in class is inline with what is discussed by the lectures

2 Topic discussed is inline with the syllabus

3 Topic is delivered systematically and clear

4 Assistant Lecture teaches according to the schedule

5 Asisstant lecturing time is in accordance with what is scheduled

6 Assistant lecture is always on-time, in class and during (sit-in)

7 Assistant lecture frequantly present during the lecture’s class

8 Assistant Lecture frequantly substitute the lectures lecturing time

9 Problem solving is given adequatly during the asisstant lecturing time

10 Assistant Lecture is open for inputs to increase their teaching quality

11 Quiz and Homeworks are always returned to the students

12 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 21.07

Number of Sit-In 12.70

Overall score 50.84

Table 3. 9 Review result for assistant lecture, odd semester, academic year 2010/2011

Average Number of Assistant Lecturing Class 6.06

Number of Sit-In 4.77

Overall score 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. Employee’s

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 education—master and/or

doctoral degree and granting scholarships to academic staff in local or overseas universities, (3)

professor mentoring, and (4) academic staff certification

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3.3.1.1 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. Dean Decree Concerning

1 Dean Decree No.KPTS/276/D/2005 Block Grant Fund

2 Dean Decree No.KPTS/251/D/2005 Research Grant

3 Dean Decree No.KPTS/375/D/2006 Reviewer Team Formation for 2006 Research

Grant

4 Dean Decree No.KPTS/617/D/2007 Improvement on Dean Decree No.

KTPS/251/D/2005 on Research Grant

5 Dean Decree No.KPTS/1401/D/2008 Core Staff: Grant for Composing

Book/Teaching Material, Research Grant,

Publication Grant, Seminar Grant

6 Dean Decree No.KPTS/893/D/2008 Improvement on Dean Decree No.

KPTS/251/D/2005 on Research Grant and Its

Usage in DIE FEUI.

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. Grants/Financial Aids 2006 2007 2008 2009 2010 2011

1 Seminar/conference grants

8 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.

81

- Overseas 12 11 7 6 7 6

- Domestic 4 3 2 2

2 Research Grants 1 2 3 3

3

International Academic Journal

Writing Grants 3 5 2 1 3 4

4 Teaching Grants 3 3

5 Lecture Notes Grants 1 1

6

Grants for Research Conducted

Overseas 1

7 GRE Financial Aids 1 2 1

8 Overseas Scholarship 5 1

Realized Budget for PPSDM (in

000.000 IDR)

226

263

355

128 125 99

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.

82

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.

3.3.1.2 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 2005 2006 2007 2008 2009 2010 2011

Ph.D.

Overseas 13 14 10 15 26 24 24

Domestic 6 3 3 4 4 4 4

Double

Degree 0 0 0 0 0 0 0

Master

Overseas 23 21 11 2 3 3 0

Domestic 9 3 3 1 0 0 0

Double

Degree 0 1 1 1 0 0 0

SUB TOTAL

Overseas 36 35 21 17 29 27 24

Domestic 15 6 6 5 4 4 4

Double

Degree 0 1 1 1 0 0 0

GRAND TOTAL 51 42 28 23 33 31 28

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 academic-

staff-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

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

Scholarship and Supports for Academic Staff

who Pursue Master and Doctoral Degrees

2 Dean Decree No. KPTS/117/D/2005 Scholarship for Support Staff

3 Dean Decree No. KPTS/1907/D/2009

2009 Graduate Scholarship Program

(Program Bantuan Pendidikan Beasiswa

Pendidikan Pascasarjana (BPPS)) for FEUI

Academic Staff

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 dilemma—the 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.

3.3.1.3 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 Number of DIE Professors

2001-2007 6

2008 3

84

2010 3

Total DIE Professors 12

Total Professor All Departments 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 meetings—once or twice in a year—with academic

staff under his/her supervision discussing on the staff’s academic activities (teaching/lecturing,

research, academic journal writings, seminar/conference participation), staff’s 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

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 professors—3 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.

3.3.1.4 Academic Staff Certification (Serdos) 11

Serdos reflects one’s 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 ww.dikti.go.id/index.php?option=com_content&view=article&id=796&Itemid=255

85

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 2008 2009 201013 2011

Doctoral 6 10 2 2

Master 1 0 5 0

Total 7 10 7 2

Table 3.17 The Number of Certified Academic Staff according to Employee Status

Staffing Status 2008 2009 2010 2011

PNS 6 4 5 0

UI-BHMN 1 6 2 2

Total 7 10 7 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 http://serdos.dikti.go.id.

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.

http://serdos.dikti.go.id/

86

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.

3.3.2.1 Teaching Related Training

The University and Faculty have also conducted teaching-related training for academic staff—such

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/PT02.H5.FE/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/PT02.H5.FE/I/2006; Academic Vice Dean No. 628/PT02.H5.FE/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/PT02.H5.FE/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/PT02.H5.FE/I/2006; Academic Vice Dean Letter No. 623/PT02.H5.FE/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/PT02.H5.FE/I/2006). The training

was implemented on November 13-15, 2006

2007

87

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

varied—there 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/H2.F6.D2.DIE/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

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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.

3.3.3.1 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/PT02.H6.FE.1/C/2006). He passed the test and

was promoted to IIIa rank from his previous IId rank.

3.3.3.2 Support Staff Training14

Training activities for support staff are not regularly and periodically conducted, instead they are

conducted based on existing needs—for 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

89

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 finance—starting 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 process—in terms of position and

salary—and 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:// sipeg.ui.ac.id). 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 FEUI15 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.

3.3.3.3 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 Realized Percentage of Total Budget

Academic & Support Academic Staff Support

Staff

Academic

Staff

Support

Staff

2006 100,000,000 4,600,000 4.60% 0.00%

2007 50,000,000 23,115,000 46.23% 0.00%

2008 12,500,000 44,842,000 358.74% 0.00%

2009 12,500,000 8,750,000 70.00% 0.00%

2010 12,500,000 1,600,000 12.80% 0.00%

2011 10,000,000 6,000,000 5,850,000 60.00% 58.50%

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.

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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,

M.Ec.Dev., 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

93

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 student—as 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. Indicator 2006 2007 2008 2009 2010 2011

1 Average entrance exam scores

846,95 888,7 890 873,11) 927,9 947,2

2 Ratio of intakes to applicants

1:18 1:20 1:24 1:53 1:51 1:121

3 Average EPT score NA NA 480 477 459,62 417

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 Average EPT Score

Participants

National Entrance Exam (SNMPTN) 420.06 17

Independent Entrance Exam (SIMAK UI) 414.33 3

Invitation 430.00 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.

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This change in quota—higher number of invited students—is 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 New Students Enrollments

Female Male

2001 113 57 56

2002 103 48 55

2003 71 32 39

2004 83 43 40

2005 75 38 37

2006 70 39 31

2007 69 36 33

2008 76 44 32

2009 76 36 40

2010 89 39 50

2011 81 53 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 2006 2007 2008 2009 2010 2011

Share of Invited Students 0.14 0.10 0.13 0.17 0.22 0.63

Average GPA Score1) 3.32 3.51 3.09 3.45 3.47 3.43

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Share of Students from Entrance Exam 0.86 0.90 0.87 0.83 0.78 0.37

Average GPA Score1) 3.16 3.26 3.07 3.16 3.04 3.32

Note: 1) maximum GPA is 4.

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 studies—they 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 assistance16

Table 4.5 New Students Enrollment and Attrition of First Year and Second Year

Batch New Students Enrollments

Total Attrition 1)

First Year Attrition

>= Second Year

Attrition

Percent of Graduates (<= 4 years)

2004 83 9 7 2 47.3

2005 75 8 4 4 65.2

2006 70 2 2 - 52.9

2007 69 7 6 1 66.1

2008 76 10 9 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. BEM—as the student union in FEUI—invites 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 Credit Course Code Credit

SEMESTER 1 SEMESTER 2

Introduction to Economics 1

ECON 10100 2 Introduction to Economics 2

ECON 10200 2

Mathematics for Economics and Business

ECON 11100 3 Advanced Mathematics for Economics

ECON 11101 3

Introduction to Business

MGMT 11001

2 Statistics 1 ECON 11201 3

Introduction to Accounting 1

ACCT 11101 2 Introduction to Accounting 2

ACCT 11103 2

Statistics for Economics and Business

ECON 11200 3 Management MGMT 11002

3

Integrated Personality Development Skill

UUI 11001 6 English UUI 11010 3

Religion UUI 1102X 2

Art/Sport UUI 11030 1

Academic Listening FEUI 10001 1

TOTAL 18 TOTAL 20



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Microeconomics 1 ECON 10101 3 Macroeconomics 1 ECON 10201 3

Cooperatives FEUI 10002 2 Industrial Economics ECON 14100 3

Business Law Management

MGMT 11003

2 Publics Economics ECON 15100 3

System of Economy ECON 12001 2 Monetary Economics ECON 13100 3

Econometrics 1 ECON 11301 3 International Economics ECON 13200 3

Development Economics

ECON 12002 3 Cost Accounting ACCT 12101 3

Financial Management

MGMT 12004

3

TOTAL 18 TOTAL 18



Microeconomics 2 ECON 10102 3 Macroeconomics 2 ECON 10202 3

Human Resources and Labor Economics

ECON 16100 3 Research Methods ECON 11001 3

Natural Resources Economics

ECON 16200 3 Political Economics ECON 18002 3

Indonesian Economy

ECON 12003 3 Econometrics 2 ECON 11302 3

Acad. Writing &Presentation

ECON 18001 3 Concentration Course 3

Concentration Course

3 Concentration Course 3

TOTAL 18 TOTAL 18




3 Elective 3


3 Elective 3


3 Elective 3

Elective 3

Thesis, or ECON 19100

6 Internship ECON 19300

Independent Study ECON 19200

Elective 3

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Elective 3

TOTAL 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 SIAK-NG 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 SIAK-NG, 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 Scores Range Equivalent to GPA

A 85 – 100 4.00

A- 80 - <85 3.70

B+ 75- <80 3.30

B 70 - <75 3.00

B- 65- <70 2.70

C+ 60- <65 2.30

C 55- <60 2.00

100

C- 50- <55 1.70

D 40- <50 1.00

E <40 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

Compulsory ECON courses

Concentration courses

Elective ECON courses

2006 Term 1 97.85 89.99 95.43 96.13

Term 2 95.31 91.23 91.80 97.70

2007 Term 1 97.46 89.72 96.34 97.79

Term 2 94.26 92.55 91.58 100.00

2008 Term 1 96.34 89.94 98.03 97.05

Term 2 91.98 92.52 95.18 97.06 2009 Term 1 93.67 89.33 94.85 98.31

Term 2 91.98 92.68 94.54 100.00

2010 Term 1 94.64 89.53 95.46 95.42

Term 2 94.24 92.56 97.59 97.08

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

Percent of Graduates (<= 4 years)

2004 83 47.3

2005 75 65.2

2006 70 52.9

2007 69 66.1

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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 Student’s 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 student’s 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

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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 student’s 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 SIAK-NG, 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.

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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 23

Ratio of Students to Advisor

Average 15

Maximum 31

Minimum 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

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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 student’s 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 Number of Tutors Number of

Tutorial Classes

Term 2 2005/2006 51 22

Term 1 2006/2007 49 17

Term 2 2006/2007 48 34

Term 1 2007/2008 39 49

Term 2 2007/2008 49 38

Term 1 2008/2009 46 66

Term 2 2008/2009 46 59

Term 1 2009/2010 47 67

Term 2 2009/2010 45 58

Term 1 2010/2011 39 72

Term 2 2010/2011 34 54

Term 1 2011/2012 40 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 candidate’s motivation in teaching and review candidate’s 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 Second Year and Third Year Courses

Mathematical Economics Statistics for Business and Economics Introduction to Economics 1 Introduction to Economics 2 Advanced Mathematics

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 tutor’s 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

Report on Performance Review of Academic Staffs and Tutors 2011 (EUP 2011) 23 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


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


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 http://bedahkampusui2011.com/. 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 FEUI’s 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



easy access to material 3.78

membership procedures 3.77

comfort room 3.93

lab capacity 3.88

supporting facilities 3.86


Notes: 1=very poor; 2=poor; 3=adequate; 4=good; 5=very good. The survey is filled out by 244 EUP students.

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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 Number of Students % from Total EUP Students

2008/2009 Odd 34 10.53

Even 32 10.77

2009/2010 Odd 59 19.22

Even 49 17.07

2010/2011 Odd 65

20.50

Even 57 19.13

2011/2012 Odd 64 19.28

Even 54 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 student’s 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 student’s 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 EUP’s 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.

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).

Yes, 85.0%No, 15.0%

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Box 4. 1 List of Student Activities

1. BPM (Badan Permusyawaratan Mahasiswa) is Student Counsel Body acted as legislative institution. 2. BEM (Badan Eksekutif Mahasiswa) is FE’s Student Executive Body.BEM is the only student

organization in campus acknowledged by the Ministry of Education. BEM accommodate extracurricular activities for Bachelor Degree students including intellectual and scientific activities. BEM organizes a number of independent organizations according to student’s interest for autonomous and semi autonomous bodies

3. 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 student’s

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.

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 4-

storey 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.

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Figure 5. 1 FEUI Campus Map

1. Dean Office Building (4,832 m2) 6. Building B (6,861 m

2) 11. Prayer Room 12. Gymnasium (1,332 m

2)

2. Dept. of Management (3,666 m2) 7. Faculty RLC (3,543 m

2) 11. Banks

2) 13. Security Post (91, 2 m

2)

3. Dept. of Accounting (3,666 m2) 8. Student Center (500 m2) 11. Bookstores 2) 14. Parking Lot (8770 m2)

4. Dept. of Economics (3,666 m2) 9. Cafeterias (742 m

2) 11. Computer Stores

2 15. Generator

5. Building A (6,861 m2) 10. Mosque 11. Graduate Program (5,866 m2) 16. Water Tower

5. Demographic Institute1)

Notes: 1) Located in Building A (Nathanael Iskandar Building); 2) Located in Graduate Program Building

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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. Location Capacity of Classrooms No. of

Classrooms Facilities

1. Building A 4 classrooms with capacity

30 persons

28 classrooms with

capacity: 50 persons

7 classrooms with capacity

60-100 persons

39 AC, Computer, Projector,

White Board.

2. Building B 9 classrooms with capacity

30-40 persons

17 classrooms with

capacity: 50-60 persons

2 classrooms with capacity

100 persons

28

3. Graduate

Program

Building

Classrooms capacity 30-40

persons

12

4. Dean Office Auditorium Classroom

(250 persons)


White Board, Sound System.

5. Student

Center

Auditorium Classroom

(300 persons)



6. Economics

Department

PGN Room

(60 persons)



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Building Soentoro Room

(25 persons)


White Board, Sound System

Computer Laboratory Classrooms

7. Economics

Department

25 persons 1 AC, Computers, Intranet,

Laptop Connections,

Projector, White Board.

8. Accounting

Department

35 persons 1 AC, Computers, Intranet,

Laptop Connections,

Projector, White Board.

9. Department

of

Management

25 Persons 1 Computers, Intranet, Laptop

Connections, Projector,

White Board.

10. Graduate

Program

Building

25 Persons 2 Computers, Laptop


White Board.

Open Access Computers

Building A 45 Persons 1 Computers, Laptop


White Board, Printing

Services.

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.

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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: http://www.ui.ac.id or directly accessed at http://www.lib.ui.ac.id.

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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, non-books, 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 3.70

collections matched need of user 3.72

collection updates 3.59

completeness on type of services 3.69

membership procedures 3.72

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officer response 3.90

officer skills 3.92



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.

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Source: http//econ.fe.ui.ac.id

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.

SIPEG 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.

SIMAF Application which is used to manage the campus’ assets

EDOM Applications to support academic quality assurance in campus. This

system became a unit of measuring and evaluating teachers based on

student assessments.

SK034 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

https://academic.ui.ac.id/

http://sipeg.ui.ac.id/

http://simafng.ui.ac.id/

http://edom.ui.ac.id/

http://sk034.ui.ac.id/

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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).

BP Information Systems, which support academic information system. It

serves a financial data management of Education Operational Cost

and its payment.

LONTAR 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.

SCeLE The supporting application for a web-based teaching and learning.

This system already includes activities and information based on the

lectures and term time.

Webmail 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.

Simbion 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.

Source: http://www.ui.ac.id/id/administration/page/teknologi-informasi

5.3.1 Information Media and Hot Spot Department of Economics also has website http://econ.fe.ui.ac.id 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 [email protected] to the public and

[email protected] 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:

http://sk034.ui.ac.id/

https://bp.ui.ac.id/

http://www.digilib.ui.ac.id/

http://webmail.ui.ac.id/

http://mahasiswa.ui.ac.id/simbion/

http://www.ui.ac.id/id/administration/page/teknologi-informasi

http://econ.fe.ui.ac.id/

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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

http://www.fe.ui.ac.id 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 emergency—especially in

the case fire—there 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

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90 percent.

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 program’s 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

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

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Table 6. 1 Number of Entering Students, Total Attrition, and Percentage of Students Graduated Based on Length of Study

Batch First Year Enrollment

Total Attrition

Size Cohort

Graduated

<= 4 years >4 years

2001 113 23 90 46.7 53.3

2002 103 15 88 27.3 72.7

2003 71 8 63 38.1 61.9

2004 83 9 74 50.0 50.0

2005 75 8 67 64.2 35.8

2006 70 2 68 60.3 39.7

2007 69 7 62 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.

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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 2007 2008 2009 2010

2011

Odd Even Odd Even Odd Even Odd Even Odd Even Odd

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Number of graduates

30 56 27 63 20 62 20 55 22 45 18

Graduated with thesis

15 43 21 56 15 51 18 49 20 44 17

Graduated with intership

2 2 5 6 2 9 1 6 - 1 0

Graduated with independent study

13 11 1 1 3 2 1 - 2 - 1

GPA Average 3.19 3.07 3.07 3.12 3,00 3,15 3,17 3,24 3.04 3.23 3.27

Average Length of Study (Year)

4.70 4.89 4.75 4.76 4.53 4,61 4,24 4,18 4.32 4.33 4.51

Number of Cum Laude graduates*

6 1 5 1 1 5 2 9 1 6 11

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.

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 FEUI’s 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:

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- 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 al l 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 2008/2009 2009/2010 2010/2011

Term 1 2 1 2 1 2

Number of drop out students 5 0 2 0 0 0

Total number of students 314 328 383 317 384 332

Drop out percentage 2% 0% 1% 0% 0% 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 EUP’s 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 market’s need. Figure 6.5 shows average waiting times based on graduate year.

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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)

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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 survey’s

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 alumni’s background, working profile, and

perception about the program’s performance. Whereas, the survey of user gives information about

user’s 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: http://tracerstudy.ui.ac.id/. 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.

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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 http://mahalum.ui.ac.id. This unit organizes regularly career and scholarship expo on campus.

http://mahalum.ui.ac.id/

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There are more than 50 significant national and multinational companies, whi 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.

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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

EUP

Responsibilities

Setting expected

learning outcome

Setting teaching

and learning

strategy

Course setting

Faculty and

University role in

monitoring dan

supporting

Setting

infrastructure

Training on

teaching methods

Setting assesment

strategy

Syncronization from

vision mission of

university-faculty and

program

Job profile

Further education

Evaluation of the

past

Department and

related proram

role in

coordination

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; user’s 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 student’s 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

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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 User’s 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 user’s 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

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 Student’s Involvement

In addition, the student’s 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 student’s batch, e.g.

meeting December 19, 2011. In this meeting there are some feedbacks including the continuous

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

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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 Student’s Feedback

Satisfactory component Score

Batch 2010 2009 2008

Technical preparation for workplace 3.2 3.5 2.9

Technical skill 3.3 3.4 3.3

Goal Setting Skill 3.5 3.8 3.3

Time management 3.2 3.4 3.6

Writing 3.3 4.0 3.7

Public speaking 3.5 3.8 3.4

Team work 3.3 3.9 3.9

Self confidence 3.4 3.5 3.3

Problem solving 3.6 3.9 3.6

English proficiency 3.4 3.8 3.1

Overall 3.5 3.8 3.2

Teaching quality 3.7 4.0 3.9

Academic counseling 3.4 3.1 3.0

Final project 3.2 3.3 3.1

Scholarship 3.1 3.5 2.5

Career Development 3.1 3.4 2.4

Service staff 3.7 3.3 3.5

Facilities

Library 3.3 3.5 3.5

Class Room 3.2 3.5 3.5

Lab facilities 3.0 3.6 3.8

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.

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

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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. Self-assessment reports

2. Semester audit or evaluasi semester (evisem)

3. Occasional audit

4. 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.

143

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.

144

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 2008 2009 2010

1 Preparation to enter the Workforce 2.889 3.500 3.152

2 Technical and Quantitative Skill (i.e.

Econometrics) for Research Presentation

3.333 3.375 3.283

3 Goal Setting Skill 3.333 3.750 3.543

4 Time Management Skill 3.625 3.444 3.217

5 Writing Skill 3.667 4.000 3.283

6 Public Speaking Skill 3.444 3.750 3.457

7 Team Work 3.889 3.875 3.250

8 Self Confidence 3.333 3.500 3.391

9 Problem Solving Skill 3.556 3.875 3.587

10 English Language Proficiency 3.125 3.750 3.362

11 General Competencies 3.222 3.750 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.

145

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.

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, Department’s 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 Type of Skill Average Score

1 Team Work 3.667

2 Public Speaking Skill 3.444

3 Self Confidence 3.333

4 Problem Solving Skill 3.333

2727 As stated in document titled of “EUP evaluation: Results from Alumni Survey” (2011).

Comment [P6]: masih dlm bhs Indonesia, jd hrs di English-in

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5 Ability to produce academic writing (essay, study report, and paper)

3.333

6 Information technology and communication skill 3.333 7 Writing Skill 3.222

8 Analytical skill issues and economic policy in general 3.222 9 Collective learning 3.222

10 Goal Setting Skill 3.111

11 Preparation to enter the Workforce 3.000

12 Time Management Skill 2.889

13 English Language Proficiency 2.889

14 Technical and Quantitative Skill (i.e. Econometrics) for Research Presentation

2.667



EUP alumni survey on their learning experience and inputs on what should be improve about its

curriculum is used to improve EUP’s 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 EUP’s

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.

147

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 Alumni’s performance in these skills: Alumni Employer Gap Employer-

Alumni

1. Collective Learning Skill 3.82 4.23 0.41

2. Research and Quantitative Analysis Skill 3.23 4.15 0.92

3. Academic Writing Skill 3.77 3.84 0.07

4.Time Management Skill 3.61 3.46 -0.15

5.Interpersonal and Public Communication Skill 3.88 3.84 -0.04

6. Self Confidence and Integrity 3.57 4.53 0.96

7. Problem Solving Skill 3.77 4.15 0.38

8. English Language Skill in Speaking and Writing NA 4.15 NA

9. Analytical skill in Economics 3.92 3.61 -0.31

10. Information and Technology Skill 3.77 4.00 0.23

11. Overall Skills 3.73 4.00 0.27

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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

(www.ui.ac.id/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 4icu.org University Website ranking

surpassed University Gadjah Mada in 45th and Osaka University in 64th

(http://www.4icu.org/topAsia/).

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) (http://ideas.repec.org/top/top.asia.html)

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).

http://www.4icu.org/topAsia/

http://authors.repec.org/

http://edirc.repec.org/

http://repec.org/

http://citec.repec.org/

http://logec.repec.org/

http://ideas.repec.org/top/top.asia.html

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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 EUP’s 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

150

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.

151

Table 9. 1 Strength , Weakness, Opportunity, and Threat Analysis

Criteria Strength Weakness Opportunity Threat

Criteria 1

Expected

Learning

Outcomes (ELO)

- 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 EUP’s 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

- 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.

- 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.

- 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.

152

students achieve certain skills

but also promoted life long

learning for them.

Criteria 2

Program

Specification

- 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 EUP’s website.

- 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 3

Program

Structure and

Content

- 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

- 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

- -

153

learning methods being used

in each courses also

contribute to the achievement

of the ELO especially in terms

of skills and attitudes.

departments in the faculty and

their respective ELO to be

achieved.

Criteria 4

Teaching and

Learning

Strategy

- 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

- 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

154

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.

- 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

- 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 knowledge-sharing in or outside the class.

- Most of academic staff gains their PhD degrees from

- 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 University—from 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.

155

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 top-ranked students and are trained on how to deliver classes, assist students, and accountable for their jobs/assignment.

Criteria 7

Support Staff

Quality

- 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.

- 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 University—from PTN to BHMN and probably return to PTN- has made uncertain employee status, hence creating inconvenient working atmosphere. .

Criteria 8

- Assesment methods are applied to each type of entering students.

- 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

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Student Quality

- Student body activities support teaching and learning.

future students universities.

Criteria 9

Student Advice

and Support

- 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

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

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

- 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.

- 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

157

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

- The process of the curriculum design needs to be improved, in particular the student’s 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

- A planned and structured program in professor mentoring is an effective way to promote academic staff to become professors.

- 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.

- 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.

- Regular ILUNI meeting is a great opportunities to have a feedback from the users.

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

158

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.

-

Criteria 15

Stakeholders

Satisfaction

- EUP is one of the oldest and the most reputable economics school in Indonesia.

- EUP has produced reputable economists whom are capable and a vast influence policy making in Indonesia for years.

- A well known reputation of EUP alumni has made a good guarantee for stakeholders.

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

159

Reference

http://econ.fe.ui.ac.id/ilmuekonomi (EUP website)

http://www.ui.ac.id/id/admission/page/snmptn (Admission information)

http://mahalum.ui.ac.id (Career Development Center of University of Indonesia)

http://bedahkampusui2011.com/ (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. 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









http://econ.fe.ui.ac.id/ilmuekonomi

http://www.ui.ac.id/id/admission/page/snmptn

http://mahalum.ui.ac.id/

http://bedahkampusui2011.com/

160


Dean Decree No. KPTS/038A/D/2011

Dean Letter No. 0944/H2.F6.D1/SDM/2011

Academic Vice Dean Letter No. 606/PT02.H5.FE/I/2006





Vice Dean Latter No. 376/H2.F6.D2 /PDP/2009

Economics Department Letter No. 143/H2.F6.D2.DIE/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/PT02.H6.FE.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.

161

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.

162

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 PROGRAM UNIV./COUNTRY

1. Arianto A. Patunru Overseas U.Illinois/USA

2. Sugiharso Safuan Overseas U.Glasgow/UK

3. Zulkiflimansyah Sandwich A U.Stratchclide/UK

4. Diah Widyawati Overseas U.Illinois/USA

5. Arindra A. Zainal Sandwich A U. of Indonesia

Kansas U./USA

6. Wilem A. Makaliwe Sandwich A U. of Essex /U.K.

7. Lana Soelistianingsih Sandwich B U. of Indonesia

8. Maddaremmeng A. Panennungi Sandwich B U. of Indonesia

9. Widyono Soetjipto Sandwich B U. of Indonesia

10. Ine Minara S.Ruky Sandwich B U. of Indonesia

11. Nining I. Soesilo Sandwich B U. of Indonesia

12. Andi Fahmi Lubis Sandwich B U. of Indonesia

13. Beta Yulianita Sandwich B 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

163

A.2.1 Remuneration Scheme

Koefisien Xu

Program D3

S1

Regule

r

S1

Ekstensi

S1

Internasional

Profes

i

S2

Reguler

Spesiali

s

S2

Khusus S3

Lecturer

0.

9 0.9 1.4 1.7 1.6 1.6 1.7 1.7

1.

7

Full Profesor

1.

2 1.2 2.0 2.3 2.2 2.2 2.3 2.3

2.

3

Assistant

Professor

1.

0 1.0 1.6 1.9 1.8 1.8 1.9 1.9

1.

9

Associate

Professor

1.

1 1.1 1.8 2.1 2.0 2.0 2.1 2.1

2.

1

Pengajar

0.

9 0.9 1.4 1.7 1.6 1.6 1.7 1.7

1.

7

Koefisien Xf

Program D3

S1

Regule

r

S1

Ekstensi

S1

Internasional

Profes

i

S2

Reguler

Spesiali

s

S2

Khusus S3

Lecturer

0.

9 0.8 0.9 1.4 1.5 1.5 1.5 2.4

2.

7

Full Profesor

1.

2 1.5 1.5 1.7 2.7 2.7 2.7 3.5

3.

4

Assistant

Professor

1.

0 1.0 1.1 1.9 1.7 1.7 1.7 2.6

2.

8

Associate

Professor

1.

1 1.3 1.2 2.1 2.2 2.2 2.2 2.8

2.

9

Pengajar

0.

9 0.7 0.8 1.2 1.3 1.3 1.4 2.2

2.

4

Remuneration calculation simulation

Remuneration for a session = ([(Xu per month x Σmonths 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 SKS

Bobot

Kontribusi

SKS

SKS

Dihitung

Kehadiran

Seharusnya

dalam 1

semester

Xf per

tatap

muka

164

Ilmu

Ekonomi Statistic 6 840000 3 100% 3 16 127500

165

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

No. BOE (Economica Autonomous

Body) Batch Position

1 Triasa A. Laksana 2008 Chairman

2 Tantiana Maria Cahyani 2008 General Secretary

3 Yusuf Reza 2008 Deputy Head of Human Resources Development

No BEM (Student Executive Body)

Batch Position

1 Dzulfian Syafrian 2008 Chairman

2 Khairunnisa Rangkuti 2008 Head of Education

3 Minda Putri 2008 Head of Relationship

4 Aldi Nowansyah 2009 Head of Human Resources Development Bureau

5 Edlin Prabawa 2009 Deputy Head of the Department of Art and Cultural Appreciation

6 Eldi Rahmadan 2010 Advocacy Staff of the Department of Student Welfare

7 Nurani Pertiwi Ekaputri 2010 Advocacy Staff of the Department of Student Welfare

8 Atikah Fathinah 2010 Staff of the Department of Community Services

9 Galih Santoso 2010 Staff of the Department of Community Services

10 Imam Fatwah 2010 Staff of the Department of Strategic Studies

11 Panji Caraka Djani 2010 Staff of the Department of Sports

12 Ardelia Apti 2010 Staff Appreciation Arts and Culture Department

13 Blenda De eerste Wijoyo 2010 Staff of the Bureau of Human Resources Development

166

Bureau

4 Bhaskara Adiwena 2008 Magazine Editor in Chief of Economica

5 Nur Indah Widianingrum 2008 Deputy Chief of Bureau of Foreign Relations

6 Bisuk AS 2008 Deputy Head of the Division of Assessment

7 Yuliana Safriani 2008 Head of Research Division

8 Wahyu Pramono 2008 Deputy Head of Research Division

No FSI (Islamic

Studies Forum) Batch Department

Position

1 Sulistiadi Dono Iskandar 2008 Dept Moslem Development Center (MDC)

Staff

2 Ruslan Abdul Gani 2009 Bureau of Media and Information Technology (MTI)

Bureau Chief

3 Niki Barenda Sari 2008 Bureau of Human Resources (SDM) Deputy Bureau Chief

4 Ema Yunika 2009 Dept Shine Department Head

5 Azizon 2010 Department of Islamic and Strategic Studies

Staff

6 Aditya Harin Nugroho 2010 Bureau of Human Resources (SDM) Staff

7 Aklan Huda Wijaya 2010 Bureau of Media and Information Technology (MTI)

Staff

8 Utami Putri Manvi 2010 Department of Moslem Learning Center (MLC)

Staff

167

No Oikumene Alliance

Batch Position

1 Laura Grace Gabriella Manurung

2008 Coordinating the Event

2 Rahma Dewi Pandiangan 2009 Staff Field Events

3 Angraini Simanjuntak 2009 Field Media and Literature Staff

4 Doris Simarmata 2008 The Waiter and Mentor

5 Elsa Rumiris Purba 2008 The Waiter and Mentor

6 Michele Andrina 2008 The Waiter and Mentor

7 David Christian 2009 The Waiter and Mentor

No KUKSA (Unit Committee

of The Catholic) Batch Position

1 Jeffri Jovian Otto 2010 Operating Funds

2 Nathaniel Rayestu Abdulrachman

2009 Deputy coordinator (Madding, Publications, Documentation)

168

Table A. 2 Ten (10) Best Academic Staffs Based on EDOM

No. Odd Semester 2006/2007 Even Semester 2006/2007

1

2

3

4

5

6

7

8

9

10

Prof. Dorodjatun K. Jakti, Ph.D.

Dr. Djoni Hartono

Moekti Soedjachmoen, MA.

Faisal H. Basri, MA.

Ir. Khoirunnurrofiq, M.Si

Ir. Uka Wikarya, ME.

Arianto A. Patunru, Ph.D.

Rachmatina Awaliyah, MIDEC

Dr. Andi Fahmi Lubis

Dr. Lana Soelistianingsih

Nachrowi D. Nachrowi, Ph.D.

Sri Harjati Hatmadji, Ph.D.

Ayke Soraya Iskandar, SE.

Puspa Delima Amri, MA.

Robert A. Simanjuntak, Ph.D


Widyanti Soetjipto, M.Soc.Sc.

Dewi Ratna Sjari, M.Si.

Milda Irhamni, MIDEC

Ir. Riyanto, M.Si.


1

2

3

4

5

6

7

8

9

10

I Dewa Gde K.W., M.Sc

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., M.Sc

Komara Djaja, Ph.D.

Dr. Anton Hendranata

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, M.Si.

M. Shauqie Azar, SE. MPP.


1

2

3

4

5

6

7

8

9

10

Dhaniel Ilyas, M.Sc

Dr. Ir. Machjus Ekananda M.E.


Lydia Napitupulu, SE. MSc

Darlis Rabai, SE. MA


Prof. Dr. Sri Edi Swasono

Diahhadi Setyonaluri, SE. MA.

Djauhari J Sulichah, SS, M.Sc.

Dr. Andi Fahmi Lubis SE, ME


Dr. Djoni Hartono

I Gede Putra Arsana S.E., M.A.

Dewi Ratna Sjari, M.Si

Tara Bakti, SE, M.Sc.



Alin Halimatussadiah S.E., M.E

Prof. Nachrowi, Ph.D.



1

2

3

4

5

6

Elda Luciana Pardede S.E., M.Sc.

Prof. Dr. Sri Murtiningsih A.

Diah Widyawati, Ph.D.

Vid Adrison, Ph.D.


Prof. Dr. Mayling Oey-Gardiner Djauhari J

Harto Nurdin S.E., MPA

Prof. Dr. Ine Minara S. Ruky


Dr. Eugenia Marandugraha

Diah Widyawati M.Sc., Ph.D.

Vid Adrison S.E., M.A., Ph.D

169

7

8

9

10

Sulichah, S.S., M.Sc.


Prof. Anwar Nasution, Ph.D.

Prof. Suahasil Nazara Ph.D.

Banu Muhammad S.E., MSE

Dr. Andi Fahmi Lubis S.E., M.E

T.M. Zakir Machmud, Ph.D.

Elda Luciana Pardede S.E., M.Sc.

Odd Semester 2010/2011 Even Semester 2010/2011

1

2

3

4

5

6

7

8

9

10

Prof. Dr. Mayling Oey-Gardiner

T.M. Zakir Machmud Ph.D

Pius Nugraha S.E., M.Sc

Sujanti S.E., MEc.Dev.

Dewi Ratna Sjari, M.Si

Benedictus R. Mahi, Ph.D.

Prof. Susijati B. Hirawan Ph.D.

Prof. Dorodjatun K. Jakti, Ph.D.

Maria Agriva M.E., M.Sc

Prof. Dr. Sri Murtiningsih A.

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., M.Sc

Darlis Rabai S.E., M.A

Komara Djaja, Ph.D.

Dewi Maysari Haryanti, M.Sc.

Maria Agriva M.E., M.Sc.

Table A. 3 Academic Staff Achievement in Indonesia and Abroad

Year

Name of

Academic

Staff

Achievement Organizing

Institute Location Time

2007 Ari Kuncoro,

Ph.D.

Gold Medal Award Global

Development

Network

Beijing 12-19

January

2007

Ari Kuncoro,

Ph.D.

National Achievement of

Academic Staff in Efforts – 3

rd Prize (Dosen Berprestasi

Nasional Peringkat III)

Ministry of

National

Education

(MoNE)

Jakarta 17 August

2007

2008 Arianto A.

Patunru, Ph.D

Awards for The Best

Article Writing in

International Journals

(Penerima penghargaan

penulis terbaik artikel

pada jurnal internasional)

University of

Indonesia

Jakarta

Arianto A.

Patunru, Ph.D

UI Academic Staff in Efforts

– 3 rd Prize (Dosen

Berprestasi UI Peringkat III)

University of

Indonesia

Jakarta

Dr. Djoni

Hartono

Awards for The Best

Article Writing in

International Journals

(Penerima penghargaan

penulis terbaik artikel

Ministry of

National

Education

(MoNE)

Jakarta

170

pada jurnal internasional)

Dr. Sonny

Harry

Budiutomo

Harmadi, S.E.,

M.E

UI 2nd

Best Young Researcher

(Peneliti Muda Terbaik II Tk.

UI)

University of

Indonesia

Jakarta 16

January

2009

2009 Dr. Sonny

Harry

Budiutomo

Harmadi, S.E.,

M.E

UI 1st Best Researcher

(Peneliti Berprestasi UI

Peringkat I)

University of

Indonesia

Jakarta 22

December

2009

2010 Dr. Sonny

Harry

Budiutomo

Harmadi, S.E.,

M.E

National Achievement of

Academic Staff in Efforts – 3

rd Prize (Dosen Berprestasi

Nasional Peringkat III)

Ministry of

National

Education

(MoNE)

Jakarta

Dr. Ir. Nining I.

Soesilo

UI Best Community Service

(Pengabdi Masyarakat

terbaik Tk. UI)

University of

Indonesia

Jakarta

Table A. 4 Teaching Grants Academic Year 2007 and 2008

Year Name of Coordinator Courses Teaching Grants

2007 1. Ari Damajanti, Ph.D Econometrics 2 E-Learning

2. Dewi Ratna Sjari, MSi Statistics 1 SCL

3. Dr. Beta Yulianita Gitaharie Monetary Economics

1

SCL

2008 1. Dr. Eugenia Marandugraha Ekonometrics 1 E-Learning

2. Ledi Trialdi, MPP Public Sector

Economics

SCL

3. Alin Halimatussadiah, MSE Macroeconomics 1 SCL

171

Table A. 5 List Of Certified Academic Staff

NO NAME STATUS EDUC.

PARTICIPA

NT REG.

NUMBER

CERTIFICATE

NO.

DATE OF

CERTIFICATE FIELDS

YEAR

2008

1 B. Raksaka Mahi PNS PhD (S3) 081100215

600130

08100208370 25 November 2008 Economics

2 Dewi Ratna Sjari PNS MASTER

(S2)

081100215

680142


3 Jossy P. Moeis PNS PhD (S3) 081100215

680148


4 Lana

Soelistianingsih

PNS PhD (S3) 081100215

640138

08100208380 25 November 2008 Banking

5 Omas Bulan

Samosir

PNS PhD (S3) 081100216

170137

08100208432 25 November 2008 Population

Studies

6 Suahasil Nazara PNS PhD (S3) 081100215

600131


7 Beta Yulianita G BHMN PhD (S3) 081100215

680146

08100208381 25 November 2008 Banking

YEAR

2009

1 Arindra Artasya

Zainal

PNS PhD (S3) 091100215

610145

091100205498 10 August 2009 Development

Economics

2 Mustafa Edwin

Nasution

PNS PhD (S3) 091100215

610140


Economics

3 N. Haidy A. Pasay PNS PhD (S3) 091100215

610137


Economics

4 Sugiharso PNS PhD (S3) 091100215

610141


Economics

5 Andi Fahmi Lubis BHMN PhD (S3) 091100215

610158


Economics

6 Arianto Arief

Patunru

BHMN PhD (S3) 091100215

610146


Economics

7 Maddaremmeng

A. Panennungi

BHMN PhD (S3) 091100215

610148


Economics

8 Nining Indroyono

Soesilo

BHMN PhD (S3) 091100215

610149


Economics

9 Telisa Aulia

Falianty

BHMN PhD (S3) 091100215

610157


Economics

10 Widyono

Soetjipto

BHMN PhD (S3) 091100215

610147


Economics

YEAR

2010

1 Djauhari Jatus

Sulichah

PNS MASTER

(S2)

101100215

610127

101100210327 5 July 2010 Development

Economics

2 Femmy Roeslan PNS MASTER

(S2)

101100215

610130


Economics

3 Hera Susanti PNS MASTER

(S2)

101100215

610125


Economics

4 Pribadi Setiyanto PNS MASTER

(S2)

101100215

610133


Economics

172

5 Sujanti PNS MASTER

(S2)

101100215

610113


Economics

6 Djoni Hartono BHMN PhD (S3) 101100215

610124


Economics

7 Sonny Harry B.

Harmadi

BHMN PhD (S3) 101100215

610123


Economics

NO NAME STATUS EDUC.

PARTICIPA

NT REG.

NUMBER

CERTIFICATE

NO.

DATE OF

CERTIFICATE FIELDS

YEAR

2011

1 Muliadi Widjaja BHMN PhD (S3) 001006661

3

Certificate not issued yet Development

Economics

2 Mahyus

Ekananda

BHMN PhD (S3) 001311700

2

Certificate not issued yet Development

Economics

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

No Name

Seminar/Conference/

Course Location Time Amount (IDR)

1 2 3 4 5 6

A. ABROAD

1 Andry Asmoro, MA

Training in Economic

Education Program 2006-

2007 oleh NCEE

South Africa

12 - 18

November

2006

1,400,000.00

2 Prathama Rahardja,



2007 oleh NCEE

South Africa

12 - 18

November

2006

1,400,000.00

3 Patrisia H. Saraswati, MSc



2007 oleh NCEE

South Africa

12 - 18

November

2006

1,400,000.00

B. DOMESTIC

1 Dr. Djoni Hartono Workshop on

Nonlinearrity 2006 Bogor 7 June 2006 400,000.00

TOTAL 4,600,000.00

173


No Name Seminar/Conference/Course Location Time

Amount and Source of Fund (IDR)

Block Grant Non Block Grant

A. ABROAD

1 Pratama Rahardja, MSi

Training in Economic Education Program 2006-2007

(NCEE) Mexico City 12 - 22 January 2007 2,700,000.00

2 Andry Asmoro, MA



3 Pratrisia Saraswati, MSc



4 Pratama Rahardja, MSi


(NCEE) Durban, South Africa 20 - 29 April 2007 2,300,000.00

5 Andry Asmoro, MA


(NCEE) Durban, South Africa 20 - 29 April 2007 2,300,000.00

6 Abdillah Ahsan

Research for International Tobacca Control (RITC)

workshop Ottawa, Canada 7 -11 May 2007 1,000,000.00

7 Dr. Robert A. Simanjuntak

Workplan for TOT for Local Finance Management

Training Curriculum-Development & Improvement

Financial Year 2008-2011 Bonn, Germany Sep-07 1,000,000.00

8 Ebi Junaedi


(NCEE) Mexico City 11 - 17 Nov 2007 2,287,500.00

9 M. Shauqie Azar


(NCEE) Mexico City 11 - 17 Nov 2007 2,287,500.00

10 Dr. Robert A. Simanjuntak Study Trip to Germany Germany 3 - 10 Nov2007 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

174

2 Sonny Harry B.H. Rector Forum ITB Bandung 500,000.00

3 Pribadi Setiyanto 20th National Leadership (Pimnas ke 20) Unila Lampung 500,000.00

4 Dr. Lana Soelistianingsih Seminar BI Denpasar, Bali 7 - 9 Nov 2007 750,000.00

1,750,000.00 250,000.00

TOTAL 14,765,000.00 8,350,000.00


No Name Location Time Workshop / Training Amount (IDR)

1

Ebi Junaidi and M.

Shauqie Azar

Mexico January 2008 Training in Economic Education Program

2007-2008, U.S. National Council on

Economic Education (NCEE) 4,700,000

2

Ebi Junaidi and M.

Shauqie Azar

Mexico March 2008 Training in Economic Education Program



Ebi Junaidi and M.

Shauqie Azar

Mexico

15-21 June 2008

Training in Economic Education Program



3 Ebi Junaidi Mexico 11-20 August 2008 International Economic Education Training of

Writers (TOW) , U.S. National Council on

Economic Education (NCEE)

5,750,000

4 Prof. Dr. Robert A.

Simanjuntak

Germany and

Hungary

18-27 May 2008 Excursion Study

1,875,000

5 Dr. Lana Soelistianingsih Bogor May 2008 Training on Text Book Evaluation 1,300,000

175

No Name Location Time Workshop/Training Amount (IDR)

6 Uswatun Hasanah, MSE Bogor May 2008 Training on Text Book Evaluation

7 Dewi Ratna Sjari, M.Si Bogor May 2008 Training on Text Book Evaluation

8 Alin Halimatusa'diah Malang 17-20 July 2008 National Workshop on Academic Journal

Management and Editing 10,542,000

9 Rus’an Nasrudin, MIDEc Malang 17-20 July 2008 National Workshop on Academic Journal

Management and Editing

10 Rivayani Denpasar 22-28 June 2008 "Evaluating Social Programs”, JPAL-Indonesia

Training Course 2,850,000

11 Diahhadi Setyonaluri,

MA

Budapest,

Hungary

29 June - 10 July 2008 Summer University Program “Integrity

Reform-Strategies and Approaches" 1,960,000

12 Chaikal Nuryakin,

Uswatun Hasanah and

Rima Prama Artha

Mexico

8-15 November 2008

Training on Economic Education Program



44,842,000


No Name Activities Location/Time Amount (IDR)

1 Chaikal Nuryakin and NCEE Workshop Mexico, 19-30 March

2009

3,000,000

Uswatun Hasanah

176

2 M. Shauqie Azar Program Training of

Writers oleh U.S Council

on Economic Education

(CEE)

Washington, DC, 31 July –

10 Agt 2009

2,750,000

3 Ebi Junaidi,

M.FinMgmt Program USA Study

Tour organized by U.S

Council on Economic

Education (CEE)

Illinois, 30 September – 11

Oktober 2009

3,000,000

Total 8,750,000


No

Name

Location Time

Workshop / Training

Amount

(IDR)

1 Femmy Roeslan,

SE., M.Ec.Dev.

Jakarta 6-13

November

2010

Training of Trainers Program

Year 2010-2011 organized by U.S

Council on Economic Education

(CEE) - Moduleses A

1.600.000

https://sipeg.ui.ac.id/ng/pegawai/show/nip/060703016

https://sipeg.ui.ac.id/ng/pegawai/show/nip/060703016

177


No Name Location Time Workshop /Training Amount (IDR)

1 Femmy Roeslan, M.Ec.Dev. Medan 22 – 29 January

2011

Training of Trainers Program Year 2010-2011

organized by U.S Council on Economic Education

(CEE)- Modules B

2,000,000

2 Femmy Roeslan, M.Ec.Dev. Malang 6 – 12 March

2011



(CEE)-Modules C

2,000,000

3 Femmy Roeslan, M.Ec.Dev. Mataram 12 – 18 June

2011



(CEE) - Modules D

2,000,000

6,000,000

178

Table A. 12 Training on Academic Areas

No Name Location Time

Workshop/

Training

Organizer

1

Metri Sriwati,

SE, ME and V.

Nanin

Puruitasari, SSos.

UPT UI 2009

Training on EPSBED

(Evaluasi Program

Studi Berbasis

Evaluasi Diri)

University of

Indonesia

Table A. 13 Workshop on Campus Orientation


Workshop /

Training

Organizer

1 Rini Budiastuti University

of Indonesia

2-14 August

2010

Workshop on New

Student Study

Orientation

University of

Indonesia

2 Rini Budiastuti University

of Indonesia

3-15 August

2009

Workshop on New

Student Study

Orientation

University of

Indonesia

Table A. 14 Training on Finance

No. Name Location Time

Workshop /

Training

Organizer

1 Metri Sriwati, SE,

ME

Laboratorium

Komputer Gedung

Pascasarjana FEUI,

Lantai 3

22 December

2011

Training on

2012 SIPKA &

RIB

University of

Indonesia

2

Metri Sriwati, SE,

ME and Enandg

Pamularsih,

A.Md.

Laboratorium

Komputer Gedung

Pascasarjana FEUI,

Lantai 3

4 August 2010

Training on

SIPKA (Sistem

Informasi

Perencanaan

Kerja and

Anggaran)

University of

Indonesia


ME UPT UI Akhir 2009

Training on UI

Cash Information

(SIMKAS -

Sistem Informasi

Kas)

University of

Indonesia

179


ME UPT UI

15 September

2009

Workshop on UI

Financial

Integration28

University of

Indonesia

5

Metri Sriwati, SE,

ME and

Wulansari, SE.

UPT UI Pertengahan

2008

Training on

Oracle

University of

Indonesia

6 Ir. Enandg Yuliati

Sriwahyuni 29

FISIP UI

December 2007

– June 2008

Training on

Bookkeeping

(Brevet A)

FISIP UI

Table A. 15 Training on Staffing

No Name Location Time Workshop / Training Organizer

1 Metri Sriwati,

SE, ME UPT UI 2007

Training on SIPEG

Application Program

(SIPEG-Sistem

Informasi

KePegawaian)

University of

Indonesia

Table A. 16 Training on Procurement Certification


1 M. Hafizh, SE,

ME 30

FHUI

September

2007

Training on

Procurement

Certification

(Sertifikasi Keahlian

Pengadaan

Barang/Jasa)

University of

Indonesia

Table A. 17 Workshop on Academic Journal Management


Workshop /

Training

Organizer Amount

(IDR)

1 Rini

Budiastuti

Klub Butik Bunga

Resort, Jl. Kartika No.

1, Batu, Malang

21 – 24

July 2011

National Workshop

on Academic

Journal

Management and

Universitas

Negeri

Malang 5,850,000

28

Letter No. 472/H2.F6.D3/KEU/2009. 29 Funded by DIPA 2007. 30

Funded by DIPA 2007.

180

Editing

Table A. 18 Training on Computer Software Application


Workshop /

Training

Organizer

1

Metri Sriwati, SE, ME ,

Ir. Endang Yuliati

Sriwahyuni, Veny Nanin

Puruitasari, S.Sos., Esti

Riyani, A.Md., Rini

Budiastuti, Setya

Marhaen, Supri Mulyadi

Laboratorium

Economics

FEUI

27-29

December

2009

Training Komputer

untuk Karyawan

Laboratorium

Economics

FEUI

Table A. 19 Training on Safety


1 Supri Mulyadi

and Dachwan FEUI 2011

Training on Fire Safety

(Pemadam Kebakaran)

University of

Indonesia

2 Supri Mulyadi

and Dachwan FEUI 2010

Training on Fire Safety

(Pemadam Kebakaran)

University of

Indonesia

3

Setya Marhaen,

Supri Mulyadi

and Dachwan

FEUI 2009 Training on Fire Safety

(Pemadam Kebakaran)

University of

Indonesia


4

Setya Marhaen,

Supri Mulyadi,

Dachwan, and

DIE Security

Team


(Pemadam Kebakaran)

University of

Indonesia

5

Setya Marhaen,

Supri Mulyadi,

and DIE Security

Team


(Pemadam Kebakaran)

University of

Indonesia

6

Setya Marhaen,

Supri Mulyadi,

and DIE Security

Team


(Pemadam Kebakaran)

University of

Indonesia

Sar-Aun Qa Eup Report

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