Akreditasi Internasional Pendidikan Tinggi...

Akreditasi

Internasional

Pendidikan Tinggi

Kesehatan versi

AUN-QA

Dr Novy H.C Daulima, SKp, MSc

Disampaikan pada Workshop Persiapan Poltekkes

Kemenkes Menghadapi Akreditasi Prodi 9 Kriteria

Jakarta, 21-23 Oktober 2019

– 10th Assessor Training Workshop for Asean

University Network-Quality Assurance (AUN_QA)

Programme Assessment-Tier 2, Thailand, 2019

– Pelatihan Self Assessment Report (SAR) Asean

University Network-Quality Assurance (AUN-QA)-

Tier 1, Thailand, 2018

– Asesor dan Validator LAMPTKes, 2014-sekarang

– Asesor BAN-PT, 2008-2015

– Ketua Unit Penjaminan Mutu Akademik Fakultas

Ilmu Keperawatan Universitas Indonesia, 2018-

sekarang

3

AUN-QA Framework

AUN-QA Framework Source: AUN-QA Factboo 2018

4

PDCA Principle

AUN-QA Framework

• ImplementasiQA plan/system

• Monitor and evaluasi QA plan/system

• MenetapkanQA plan/system

• MeningkatkanQA plan/system

(Sumber: AUN-QA, 2018)

Alignment of AUN-QA di Level Institutional

dengan QA Frameworks Lainnya

AQAF

ESGBaldrige

AUN-QA

A Transnational QA Framework

AUN-QA Framework(Sumber: AUN-QA, 2018)

6

AUN-QA pada Level Program Studi

Version 0 Version 1

2007 – 2010

18 Criteria

Version 2

2011 – 2016

15 Criteria

Version 3

2016/17

onwards

11 Criteria


7


AUN-QA Framework

1st Version 2nd Version 3rd Version

1. Goals and Objectives;

Expected Learning Outcomes

1. Expected Learning

Outcomes

1. Expected Learning

Outcomes

2. Programme Specification 2. Programme Specification 2. Programme Specification

3. Programme Content 3. Programme Structure and

Content

3. Programme Structure and

Content4. Programme Organisation

5. Didactic Concept and

Teaching/Learning Strategy

4. Teaching and Learning

Strategy

4. Teaching and Learning

Approach

6. Student Assessment 5. Student Assessment 5. Student Assessment

7. Staff Quality 6. Academic Staff Quality 6. Academic Staff Quality

8. Quality of Support Staff 7. Support Staff Quality 7. Support Staff Quality

9. Student Quality 8. Student Quality 8. Student Quality and

Support10. Student Advice and Support 9. Student Advice and Support

11. Facilities and Infrastructure 10. Facilities and Infrastructure 9. Facilities and Infrastructure

12. Quality Assurance of

Teaching/Learning Process

11. Quality Assurance of

Teaching and Learning Process

10. Quality Enhancement

13. Student Evaluation

14. Curriculum Design

15. Staff Development Activities 12. Staff Development Activities 6. Academic Staff Quality

7. Support Staff Quality

16. Feedback Stakeholders 13. Stakeholders Feedback 10. Quality Enhancement

17. Output 14. Output 11. Output

18. Stakeholders

Satisfaction

15. Stakeholders Satisfaction


8

AUN-QA pada Level Program Studi (3rd Version)

Criterion Sub-criterion Checklist

1. Expected Learning Outcomes 4 3

2. Programme Specification 2 3

3. Programme Structure and Content 6 3

4. Teaching and Learning Approach 6 3

5. Student Assessment 8 5

6. Academic Staff Quality 10 7

7. Support Staff Quality 5 5

8. Student Quality and Support 5 5

9. Facilities and Infrastructure 7 5

10. Quality Enhancement 6 6

11. Output 3 5

Total 62 50


9

– Menggunakan principles-based

framework

– Mengurangi overlapping and ambigu

– Dari 15 menjadi 11 kriteria AUN-QA

– 3rd version efektif digunakan mulai

Januari 2017.

Panduan Asesmen AUN-QA pada

Level program Studi (3rd Version)


10

Panduan Asesmen AUN-QA pada Level

Program Studi (3rd Version)

Source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood

AUN-QA Framework

11

Adapted from source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood

Karakteristik Principals-based Approach Rules-based Approach

View of Quality System Integrated & Systemic Standalone & Ad-hoc

Focus Improvement Compliance

Feedback Formative Summative

Improvement Objective Continuous & Contextualisation Static & Standardisation

Reference Framework & Non-Prescriptive Standards & Prescriptive

Assessors Skilled Peers Technical Experts

Assessment Climate Mutual Respect & Trust Fearful and Suspicious

Motivation for Assessment

Intrinsic Extrinsic

Methodology Assessment or Evaluation Audit

AUN-QA Framework

Panduan Asesmen AUN-QA pada Level

Program Studi (3rd Version)

12

Akreditasi, Asesmen, Audit dan Evaluasi

Asesmen AUN-QA (bertujuan untuk

meningkatkan efektivitas dari sistem QA)

• Non-prescriptive

• Lebih kepada merekomendasikan area

yang harus ditingkatkan daripada

memberikan solusi

• Lebih kepada kontekstual dari pada

standarisasi praktik QA AUN-QA Framework


13 Rasionalisasi untuk QA

• Lulusan yang berkualitas

• Ekspektasi labour market

• Internasionalisasi profesi dan globalisasi

• Proteksi konsumen

• Tekanan untuk memenuhi kebutuhan masyarakat

• Meningkatkan kepentingan mutu pada pendidikan tinggi

• Pertukaran mahasiswa dan kerjasama internasional


14

Pendekatan PDCA pada

Self-assessment di Level Programme Studi

Plan

• Communicate

intent

• Organisisasikan tim

• Susun rencana

• Pahami kriteria &

proses AUN-QA

Do

• Self-assessment

•Pengumpulan data &

bukti

• Close gaps

• Tulis SAR

• Review SAR

Check

• Verifikasi SAR

• Mendapatkan umpan

balik

Act

• Tingkatkan QA

• Finalisasi SAR

• Komunikasikan SAR

• Get ready

Change Management

Plan(Sumber: AUN-QA, 2018)

Communicate Intent

• Libatkan stakeholders

• Objective and scope

• Rencana

• Peran dan keterlibatan stakeholders

• Tetapkan ekspektasi dan iklim

• Mulai melakukan change management

Plan

15


Organisasikan Tim

– Struktur dan Peran System criteria

Related criteria

Random criteria

– Ukuran Main and sub-groups

– Libatkan experts dalam subyek yang dibutuhkan (kaitkandengan kriteria pada SAR), pertimbangkan kemampuandalam berbahasa Inggris

– Capability dan availability

– Dukungan dari sponsor, manajemen dan peers

16


Pimpinan

Requirements

(Kriteria 1 s.d 5)

Input(Kriteria 6 s.d 9)

Quality Enhancement

(Kriteria 10)

Output (Kriteria 11)

Fasilitator

Struktur dan PeranSystem Criteria

17


Pimpinan

Programme(Kriteria 1, 2, 3,

10)

Teaching & Learning

and Student Assessment

(Kriteria 4, 5, 10)

Resources(Kriteria 6, 7, 8, 9,

10)

Output (Kriteria 10, 11)

Fasilitator

Struktur dan Peran

Related Criteria

18


Pimpinan

Kriteria 1, 2, 3 Kriteria 4, 5 Kriteria 6, 7, 8Kriteria 9, 10 , 11

Fasilitator

Struktur dan PeranRandom Criteria

19


Uraian Peran & Tanggungjawab (contoh)

Pimpinan Tanggungjawab

Dekan • Link antara fakultas, kantor QA dan administrasi universitas

Ketua Bidang Akademik

Fakultas

• Link antara departemen, Dekan dan kantor QA

• Link antara fakultas dan pusat data

Ketua Departemen • Provide leadership

• Link antara Dekan, Bidang Akademik dan tim

Ketua Tim • Mengarahkan tim

• Menyusun rencana

• Assign and review task

• Menentukan struktur dan peran tim

• Link antara anggota dan pusat data

• Menyusun dan mengedit SAR

Struktur dan Peran20


Uraian Peran Kunci & Tanggungjawab (contoh)

Peran Kunci Tanggungjawab

Fasilitator (Kantor QA) • Provide leadership

• Memandu asesor internal

• Memandu tim SAR

• Melatih asesor internal

• Melatih tim SAR

• Mendukung dan memotovasi tim SAR

• Mereview SAR

• Link antara fakultas dan universitas

Fasilitator (Fakultas) • Memandu tim SAR

• Mendukung dan memotivasi tim SAR

• Mereview SAR

Anggota (Departemen) • Mengumpulkan dan mengorganisir informasi

• Menulis SAR

Struktur dan Peran21


Develop Plan

22

Plan

Activity/Month 1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

Deadline Assigned to Status

P

L

A

N

Communicate Intent

Organise Team

Develop Plan

Understand AUN QA criteria and process

D

OSelf-assessment

Collect data & evidences

Close gaps

Write SAR

Review SAR

Verify SAR

Gather Feedback

A

C

T

Improve QA

Finalise SAR

Communicate SAR

Get Ready

Change Management

C

H

E

C

K


23

Memahami Kriteria dan Proses AUN QA

• Gunakan manual AUN-QA

• Edukasi stakeholders

• Lakukan klarifikasi dengan pakar internal dan external


Stakeholders’ Needs

Quality Assurance and (Inter)national benchmarking

Programme

Specification

Programme

Structure &

Content

StudentAssessment

Academic Staff

QualitySupport Staff

Quality

Student Quality &

Support

Facilities &

Infrastructure

Quality Enhancement

Output

Expected

Learning

Outcomes

Achievements

Teaching & Learning

Approach


(3rd Version)

24

12 3 4 5

6 7 8 9

10

11

11

1

11

QA at Programme Level(Sumber: AUN-QA, 2018)

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been clearly

formulated and aligned with the vision and mission of the

university [1,2]

1.2 The expected learning outcomes cover both subject specific

and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the

requirements of the stakeholders [4]

Overall opinion

1.The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the

institution. The vision and mission are explicit and known to staff and students.

2.The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly

be designed to achieve its expected learning outcomes which should be aligned to the programme expected

learning outcomes.

3.The programme is designed to cover both subject specific outcomes that relate to the knowledge and skills of the

subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines

e.g. written, oral, problem-solving, information technology, teambuilding skills, etc.

4.The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and

needs of the stakeholders.

1. Expected Learning Outcomes/Sasaran Pembelajaran

QA at Programme Level 25

Diagnostic Questions

What is the purpose of the study programme?

What are the expected learning outcomes?

How are the expected learning outcomes formulated?

Do the learning outcomes reflect the vision and mission of the university, faculty or department?


1. Expected Learning Outcomes (ELO)/

Sasaran Pembelajaran

26QA at Programme Level

1. Rumusan ELO merefleksikan visi dan misi dari institusi. Visi dan misi tersebut harus

eksplisit dan diketahui oleh staf dan mahasiswa.

2. Program studi menampilkan ELO lulusan. Setiap mata kuliah dan topik harus didesain

secara jelas untuk mencapai ELO tersebut yang harus terkait/relevan dengan PLO.

3. Program studi didesain untuk mengcover subject specific outcomes baik yang

berhubungan dengan pengetahuan dan ketrampilan dari disiplin terkait; dan outcome

umum (kadangkala disebut sebagai transferable skills) yang berhubungan dengan

suatu dan semua disiplin, misal written and oral communication, problem-solving,

information technology, team building skills, etc.

4. Program Studi merumuskan ELO secara jelas dan merefleksikan kebutuhan yang

relevan dari stakeholders

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 ELO dirumuskan secara jelas dan relevan/berkaitan

dengan visi dan misi universitas [1,2]

1.2 ELO mengcover baik spesifik maupuk generik (yaitu

transferable) learning outcomes [3]

1.3 ELO merefleksikan kebutuhan stakeholders secara

jelas [4]

Overall opinion (Sumber: AUN-QA, 2018)

Outcome-based Education (OBE)

“Suatu cara untuk mendesain, mengembangkan,

menyampaikan dan mendokumentasikan instruksi

sesuai dengan tujuan dan outcome yang

diinginkan. Exit outcomes merupakan faktor

penting dalam mendesain kurikulum yang

dikembangkan dari outcome yang butuh

didemonstrasikan oleh mahasiswa”. Sumber: Spady (1988)

27QA at Programme Level


28QA at Programme LevelSource: Harden (1986)


Konsep dan Prinsip Kunci

• Fokus kepada learning outcomes

• Backwards curriculum design

• Ciptakan learning opportunities

• Alignment yang konstruktif(assessment – learning activities – learning outcomes)

29QA at Programme Level(Sumber: AUN-QA, 2018)

Learning Outcomes/Sasaran Pembelajaran

30

AimLearning Outcome

Objective


31

Aim merupakan pernyataan umum yang luas dari

suatu pembelajaran yang diinginkan. Ditulis

berdasarkan sudut pandang pengajar/dosen yang

mengindikasikan konten secara umum dan arah

pemelajaran.

QA at Programme Level

Learning Outcome, Objective and Aim


32

Objective (atau goal) merupakan suatu pernyataan

spesifik dari pembelajaran yang diinginkan.

Mengindikasikan salah satu area spesifik yang

ingin dicover oleh seorang pengajar/dosen dalam

suatu blok pemelajaran.

Learning Outcome, Objective and Aim


33

Learning Outcomes : working definition

Learning Outcomes merupakan pernyataan

yang ditulis berdasarkan suatu kemampuan

yang diharapkan untuk didemonstrasikan oleh

seorang mahasiswa setelah menyelesaikan

suatu aktivitas pembelajaran tertentu.”

… setelah menyelesaikan suatu sesi, kuliah, modul

atau keseluruhan proses perkuliahan pada suatu

program studi.(Sumber: AUN-QA, 2018)

34

Level dari Learning Outcomes

• Programme-level learning outcomes (PLO)

merupakan learning outcomes yang

berhubungan dengan keseluruhan program –

sehingga dinyatakan dalam rumusan yang lebih

umum

• Course-level or module-level (CLO/MLO)

merupakan learning outcomes yang spesifik

dalam suatu mata kuliah/topik atau modul

tertentu dan dinyatakan secara lebih detail.(Sumber: AUN-QA, 2018)

Expected Learning Outcomes :

merupakan inti (at the heart) dari 10

kriteria Quality Assurance lain pada

SAR AUN-QA.

QA at Programme Level 35(Sumber: AUN-QA, 2018)

36 CDIO (Conceive-Design-Implement-

Operate) Learning Outcomes

LO yang spesifik dan detail konsisten

dengan tujuan program studi serta

divalidasi oleh stakeholders

Stakeholders membantu untuk menetapkan

level pencapaian kemampuan atau standar

yang diharapkan untuk setiap learning

outcome.


Kebutuhan

Stakeholder

Program

Learning

Outcomes

Course

Learning

Outcomes

Profil Lulusan

Lesson/Module

Learning

Outcomes

Benchmarking

38

Benchmarking dapat didefinisikan sebagai suatu

“proses sistematis dan berkelanjutan dalam

membandingkan elemen-elemen performance

dalam suatu institusi terhadap best practices

didalam dan diluar organisasi dengan tujuan

meningkatkan performance institusi tersebut”.


39

Jenis of BenchmarkingProcess benchmarking berfokus pada business processes (seperti

desain kurikulum, umpan balik stakeholder’s, student admission,

dll.)

Performance benchmarking berfokus pada posisi kompetitif

institusi dan produk serta pelayanannya.

Functional benchmarking berfokus pada performance atau

operasional dari suatu fungsi (seperti sumber daya manusia,

pelayanan akademik, pelayanan komputer, etc.)

Best-in-class benchmarking berfokus pada mempelajari cara

institusi memenangkan/memimpin dalam kompetisi atau best

practices yang dilakukan oleh institusi lain.


SAR – Self-Assessment Report

• Detail kondisi program studi yang akan diases

• Suatu review terstruktur (template-based) dari program

studi

• Asesmen dilakukan baik secara deskriptif maupun

analitis

Main basis for external review ….

40

Do(Sumber: AUN-QA, 2018)

41

Content of the SAR

Part 1: Introduction

• Content page

• Executive summary

• Organisation of the self-assessment

• Brief description of the university, faculty and department

• How recommendations from the previous AUN-QA assessment were

addressed (for re-assessment only)

Part 2: AUN-QA Criteria Requirements

• Resume tentang bagaimana universitas, fakultas atau departemen

memenuhi persayaratan krtiteria AUN-QA criteria (use Appendix A -

Checklist as a reference)

Part 3: Strengths and Weaknesses Analysis

• Summary of strengths

• Summary of Weaknesses

• Completed checklist

• Improvement plan

Part 4: Appendices

• Glossary

• Supporting documents and evidences

Do(Sumber: AUN-QA, 2018)

42

Rating ScaleRating Description

1 Absolutely InadequateThe QA practice to fulfil the criterion is not implemented. There are no plans, documents, evidences or results available. Immediate improvement must be made.

2 Inadequate and Improvement is NecessaryThe QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary. There is little document or evidence available. Performance of the QA practice shows little or poor results.

3 Inadequate but Minor Improvement Will Make It AdequateThe QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.

Check(Sumber: AUN-QA, 2018)

43

Rating ScaleRating Description

4 Adequate as ExpectedThe QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.

5 Better Than AdequateThe QA practice to fulfil the criterion is better than adequate. Evidences support that it has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.

6 Example of Best PracticesThe QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented. Performance of QA practice shows very good results and positive improvement trend.

7 Excellent (Example of World-class or Leading Practices)The QA practice to fulfil the criterion is considered to be excellent or example of world-class practices in the field. Evidences support that it has been innovatively implemented. Performance of the QA practice shows excellent results and outstanding improvement trends.

Check(Sumber: AUN-QA, 2018)

Metode Asesmen AUN_QA

– Wawancara: stakeholder, alumni, dosen, tendik, mahasiswa

– Site Assessment:

Site Tour (General Safety)

– Ruang kelas dan ruang tutorial

– Laboratorium

– Wahana praktik

– Perpustakaan

– Laboratorium komputer

– Fasilitas layanan mahasiswa

– Fasilitas olah raga dan rekreasi

– Cek dokumen (Sumber: AUN-QA, 2018)

Q and A

– Poltekkes Kemenkes Surakarta

– Benchmarking apa saja? Apakah ada tamplate laporannya? Apa yang perlu dilaporkan dalam self assessment bechmarking?

– Tidak ada tamplate dari AUN-QA, tidak ada standar-standar tertentu. Buat laporan sejelas dan seefektif mungkin. Pimpinan dan penyusun SAR akan diwawancara.

– Poltekkes Kemenkes Malang

– Borang yang digunakan adalah boring generic, karena principle-based.

– Pusdik SDM Kes

– Pembiayaan assessment internasional ini? Bagaimana prosesnya?

– USD 30.000 untuk biaya daftar. Mendaftar secara online. Kuotanya terbatas, maksimal 4 prodi dariPT. Ada panduan/manual pengisian borang, kemudian visitasi. Jadwal visitasi sudah diketahui dariawal pendaftaran.

Q and A

– Prodi yang akan diasesment apakah harus yang program kelas internasional?

– Tidak perlu, hanya saja nanti dokumen yang disiapkan berbahasa inggris

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