SAR Group Report Indonesia, Myanmar

Titi Savitri Prihatiningsih

Topics • Progress of The Trainees • Challenges ahead • General Impression of SARs

Overall Progress of the Trainees

• Excellent • PAPs for SAR writing prepared in October

2011 have been implemented • Increased understanding of the AUNQA

criteria and their elaboration • Increased understanding of the best practices

for each AUNQA criterion • Promote IQA and facilitate Team

Challenges Ahead

• Making sure the management at the faculty and at the university level

• Improving SAR in line with the feedback – Potential problems: overload of academic staffs,

lack of coordination, documentation of evidence

Overall Progress of SAR: Expected Learning Outcome

1. All SARs have followed the format of learning outcome laid out in the AUNQA Guideline

2. The formulation of ELO through tracer study, stakeholders’ input, students, Vision and Mission, alumni survey

3. The ELOs cover both generic and specific skills (skills matrix, curriculum map)

Lesson Outcomes

Course/Module/Subject

Outcomes

Programme Outcomes

Graduate Competences

Overall Progress of SAR: 2. Programme Specification

• All SARs have developed programme specification, not necessarily use AUN QA Format.

• Programme specification shows the allignment between ELOs, Teaching Learning and Assessment

• Dissemination through various means, in some need more to be done

Overall Progress of SAR: 3. Programme Structure and Content

• Logical progression from basic to intermediate to advanced • ELO mapping (graduate competence vs Programme LO vs

module/course LO vs Lessons). • Grouping of courses, module, relationship between courses

according to year or s, emester, but not yet a curriculum map Note: Curriculum mapping is about representing spatially the different

components of the curriculum so that the whole picture and the relationships and connections between the parts of the map are easily seen. A curriculum is a programme of study where the whole is greater than the sum of the individual parts (Harden et al., 1997). Components of Curriculum map: Learning outcome, learning opportunity, content, and assessment

Overall Progress of SAR: 4. Teaching and Learning Strategy

• All SARs mention ‘student-centred learning’ and ‘active learning’ and adopt a variety of teaching methods.

• Note: Is it really student centred when the proportion of

lectures is high? To what extent students are given opportunities to identify their own learning needs? To what extent activation of prior knowledge is accomodated? Is it aligned with the LO (cognitive, skills and psychomotor)

Overall Progress of SAR: 5. Student Assessment

• All SARs explain assesment regulation, variety of assessment methods.

• Note: how to ensure the validity and the reliability of

assessment methods and items? How items are formulated? How to do standard setting (angoff method, cohen method, etc) when criterion reference is applied? Is there an assessment system for the whole programme? or is it up to individual lecturer to decide?

Overall Progress of SAR: 6. Academic Staff Quality

• All SARs provide data on numbers of lecurers, qualification, role and functions, job description

• Note: calculation of realistic FTE (how many FTE needed to

run the study programme? How many FTE of staffs are available for this study programme? Bearing in mind that many academic staffs have to also ‘do side jobs’

Overall Progress of SAR: 7. Support Staff Quality

• All SARs provide data on numbers of support staffs, not yet analyzed the adequacy of the SARs

• Note: is a need analysis carried out for support staffs in terms of qualification and numbers?

Overall Progress of SAR: 8. Student Quality

• All SARs explains about the entrance exam, recruitment policy and the study load.

Note: is there any evaluation of the relationship between the results of entrance and the student achievement (such as the predictive validity?)

Overall Progress of SAR: 9. Student Advice and Support

• All SARs explain about the mechanism of student support and advice

• Note: what is the action carried out if problems identified? Both academic and non academic problems?

Overall Progress of SAR: 10. Facilities and Infrastructure

• All SARs explain about the facilities and infrastructure available.

• Note: how to assess the adequacy of facilities and infrastructure? Ratio student and square meters, etc

Overall Progress of SAR: 11. QA of Teaching Learning Process

• All SARs explains on QA of teaching learning process (such teacher evaluation, student evaluation, review of the curriculum, etc)

• Note: mechanism for improvement or action?

Overall Progress of SAR: 12. Staff Development Activity

Overall Progress of SAR: 13. Stakeholders’ Feedback

Overall Progress of SAR: 11. QA of Teaching Learning Process

Overall Progress of SAR: 14. Output

Overall Progress of SAR: 15. Stakehoders’ Satisfaction

• ELO at Program Level: 1. able to manage public organization 2. implement public policy 3. implement public services management 4. master knowledge of PA, public sector

organization, public policy management 5. analyze staff in decision making