IJCCS - jurnal mdp

IJCCS, Vol.x, No.x, Julyxxxx, pp. 1~5

ISSN: 1978-1520

◼2439

Received June1st,2012; Revised June25th, 2012; Accepted July 10th, 2012

Business Process Mapping in Entrepreneurial Unversities

Lenny Rosita*1

Program Studi Sistem Informasi, Fakultas Teknologi Informasi, Universitas Ciputra Surabaya;

CitraLand CBD Boulevard, Made, Kec. Sambikerep Surabaya, Jawa Timur 60219,

telp: 0317451699/fax: 0317451698

e-mail: *[email protected]

Abstrak

Pemetaan proses bisnis bukan lagi menjadi pilihan namun keharusan bagi organisasi

yang fokus pada pertumbuhan berkelanjutan. Proses bisnis yang efisien dan efektif meningkatkan

produktivitas kerja bahkan berpotensi mengurangi biaya. Penelitian ini memetakan proses bisnis

level 0 (fungsi), level 1 (proses) dan level 2 (sub-proses) dengan pendekatan value chain dan

BPMN (Business Process Modelling Notation) 2.0. Tujuan dari penelitian ini adalah untuk

mendapatkan model proses bisnis yang komprehensif melalui pengumpulan data kualitatif dan

studi literatur yang mengintegrasikan persyaratan 9 (sembilan) kriteria akreditasi perguruan

tinggi, AUN-QA level institusi, ISO 9001:2015 dan ISO 210001:2018. Pemodelan proses bisnis

dilakukan melalui 3 tahap yaitu pengumpulan data, analisis dan validasi. Pengumpulan data

dilakukan melalui Focus Group Discussion (FGD), studi literatur, dan observasi yang kemudian

dianalisis, diklasisifikasikan, dimodelkan, dan divalidasi secara horisontal dan vertikal. Terdapat

14 primary activities dan 11 supporting activities di dalam perguruan tinggi, dimana teaching

and learning, research, dan community service adalah core of primary process. Business process

modelling level 1 yang diturunkan ke level 2 dan seterusnya memudahkan dalam mereview proses

sehingga diperoleh proses model yang efisien dan efektif. Hasil pemetaan juga bermanfaat untuk

penyusunan struktur organisasi dan pemetaan KPI (Key Performance Indicator) yang

mendukung pencapaian organisasi.

Kata kunci—Proses Bisnis, Perguruan Tinggi, Model Proses, Rantai Nilai, BPMN

Abstract

Business process mapping is no longer an option but a necessity for organizations that

focus on sustainable growth. Efficient and effective business processes increase work productivity

and potentially even reduce costs. This research maps business processes level 0 (function), level

1 (process), and level 2 (sub-process) with a value chain approach and BPMN (Business Process

Modeling Notation) 2.0. This study aims to develop a comprehensive business process model by

collecting qualitative data, which integrates the 9 (nine) criteria for university accreditation

requirements, AUN-QA at institutional level, ISO 9001:2015, and ISO 21001:2018. Business

process modeling is carried out through 3 stages namely data collection, analysis, and

observation. Data was collected through Focus Group Discussions (FGD), literature studies, and

observations which are then analyzed, classified, modeled, and validated horizontally and

vertically. There are 14 primary activities and 11 supporting activities in universities, where

teaching and learning, research, and community service are the core of the primary process.

Business process modeling level 1 which is breakdown into level 2 and so on makes it easier to

review the process so that an efficient and effective process model is obtained. The results of the

mapping are also useful for preparing organizational structures and mapping KPIs (Key

Performance Indicators) that support organizational achievements.

◼ ISSN: 1978-1520

IJCCS Vol. x, No. x, July201x : first_page–end_page

2440

Keywords—Business Process, Higher Education, Process Model, Value Chain, BPMN

1. INTRODUCTION

The Business Process Model contributes to managing the flow of data and information in

higher education so that it has the potential to increase productivity and reduce operational costs.

However, not all universities have a standard and efficient business process model. Even between

faculties or between study programs can sometimes apply different business processes. In

entrepreneurial universities, the majority of employees have a high sense of achievement through

creative & innovative ways. This of course has the potential to cause differences in quality

standards that are delivered to customers, and data inconsistencies, which in turn can lead to

inefficiency in management decision-making, and can even lead to cost inefficiencies. In addition,

the benefit of the Business Process Model is to provide clarity of the department/position scope

of work, to clarify the rules especially on key processes that affect customer satisfaction.

Nowadays, external parties’ requirements from national or international accreditation and

certification bodies, LLDikti and Dikti encourage universities to be able to provide fast, accurate,

and comprehensive data. Thus, an integrated system based on the Business Process Model is not

an option but a necessity to support the achievement of sustainable higher education performance.

Value chain mapping is a concept that has been tested since it was first coined by Michael

Porter which consists of 2 categories primary process and supporting process [1]. Business

process mapping through value chain mapping is then continuously refined and applied in various

studies around business process models. In previous studies, [2] [3] [4] [5] mapped higher

education business processes, focusing on the education process with a Value Chain approach

that was adapted to the uniqueness of business processes in each educational organization.

Another research in mapping business processes uses the SIPOC approach, which also focuses

on the education process with several supporting processes [6]. Simamora et all [7] combine

SIPOC with the Malcolm Baldrige Criteria for Performance Excellence (MBCfPE) indicator. In

this research, there are 3 (three) core processes namely the process of Teaching and Learning,

Research and Community Service, 4 (four) directing processes namely Strategic Planning,

Quality Management & Quality Assurance, Performance Management and KPI as well as

Organizational and Business Development and 5 (five) supporting processes namely HR

management, ICT Management, General Affair Management, Financial and Accounting

Management and Marketing and the Public Relationship Management.

This study maps a comprehensive higher education process using a value chain approach

and Business Process Modeling Notation (BPMN) which has accommodated 9 BAN-PT

accreditation criteria [8], ASEAN University Network-Quality Assurance (AUN-QA) [9], ISO

9001:2015 Quality Management System Requirements and ISO 21001:2018 Educational

Organizations Management System. BPMN is the chosen tool because it is flexible, easy to use,

and easy to understand by users ranging from process managers, business process owners, and

business analysts to technical representatives [10][11]. This is reinforced by the research of

Meidan et al [12] dan Saraeian et al [13] which showed that about 73.22% of business process

modeling was carried out with BPMN.

2. METHODOLOGY

Business process mapping is carried out at the high-level process model (level 0), process

(level 1), and sub-process (level 2) [14] [15]. The process mapping is carried out in 2 (two) stages,

which are data collection and analysis process, which can be detailed as follows:

IJCCS ISSN: 1978-1520 ◼

Title of manuscript is short and clear, implies research results (First Author)

2441

2.1 Data Collection

The data collection stage is carried out so that the data and/or information obtained are

accurate and represent all aspects of the scope of the study. The data collection methods used are

as follows:

2.1.1 Focus Group Discussion (FGD)

FGDs were conducted on representatives of business process owners from all relevant

departments to get an overview of business processes in their respective work areas.

Representatives of the business process owner, in this case, prioritize the manager level so that

they can provide a comprehensive picture of their work area. 14 business process owners are

invited to this FGD with the quality assurance team. The objectives of FGD are to explore the list

of activities, find out the relation between activities, relation or flow of

data/information/document/money within departments and between departments. FGD duration

varies between 2-3 hours for each department, starting from the primary process: marketing and

admission department to the student and alumni affairs department. Then continue with

supporting process exploration, from purchasing to quality assurance. FGD result archived as

draft business process modeling.

2.1.2 Literature Review

The document reviewed includes policies that apply in the organization, organizational structure,

long-term development plans, strategic plans, quality objectives, and job descriptions. These documents

crosscheck with any literature, which are journals, books, and legal requirements.

2.1.3 Observation

In the next process, each business process owner details the business process model in

each area. Each process in level 1, breakdown into sub-processes by subordinates. Managers observe and

clarify the sub-processes mapping.

2.2 Analysis

The analysis, in this case, focuses more on understanding, mapping, and improving the

organization's Business Processes so that recommendations are applicable & effective in the

implementation. The data and information analysis technique consists of the following 3 (three)

stages:

2.2.1 Causal Analysis

In the causal analysis stage, a logical relationship is studied between statements, facts, or

data and the information obtained.

2.2.2 Process Classification

Process identification from the collected data and/or information is sorted and mapped

according to the definition of core processes or supporting processes.

2.2.3 Process Modeling

The value chain is one of the platforms used in this stage. After obtaining a high-level

process model (level 0 document), proceed with process modeling (level 1 document) and sub-

process modeling (level 2 document). Modeling level 1 and level 2 using BPMN 2.0. In sub-

process modeling, each business process owner details the business process model independently

with colleagues in the same department.

◼ ISSN: 1978-1520


2442

2.3 Validation

In the next stage, the business process model is validated horizontally together with other

departments involved, both from the department that provides input, partners in the process, or

the department that receives the output. Vertical validation is carried out at the general manager

level and process modeling experts from external parties.

3. RESULT & DISCUSSION

Business process levels 0, 1, and 2 are mapped as shown in Table 1. Business process

mapping level 0 aims to map processes at the organizational level, level 1 to map processes, and

level 2 to map activities [16]. Process mapping level 0 uses the value chain concept, followed by

BPMN 2.0 for mapping levels 1 and 2.

Table 1. Business Process Mapping Tools

Level Mapping Goal & Measures Tools

0 Function Organizational Goals and Measures

of Organizational Success

Value Chain

1 Process Process Goals and Measures of

Process Success

BPMN 2.0

2 Sub-

process

Activity Goals and Measures of

Activity Success

BPMN 2.0

3.1 Business Process Model Level 0

The business process mapping begins with a value chain analysis with the following

background:

• An organization's business processes can be categorized into two categories, which are

core processes and supporting processes. Core processes are core business processes that

create the main value stream and play a direct role in meeting the needs of external users.

While the supporting process is a process that supports the core process in controlling or

managing the operations of a system and ensuring the core process can run well but does

not have a direct relationship with the value of the organization's benefits.

• The value chain framework has been widely applied in identifying the business processes

of an organization. Even the identification of business processes is also recommended by

the Ministry of Research, Technology, and Higher Education through guidelines for the

forming and evaluation of business process maps and standard operating procedures

within the Ministry of Research, Technology and Higher Education environment.

• The business process map can be divided into four levels, which are level 0 (function),

level 1 (process), level 2 (sub-process), and level 3 (standard operating procedure). The

value chain framework is appropriate in helping identify level 0 business process maps.

The processes that occur in each department are identified through intensive focus group

discussions involving 14 HoDs (Head of Departments) in separate meetings per department with

the Quality Assurance department. Referring to Porter's value chain concept [1] and university

business process research by Pathak & Pathak [4], Oncer [5], Simamora et al [7] by utilizing the

results of FGD, causal analysis & process classification, it is found that:

• Core process, consisting of:

o Inbound logistics (involves relationships with suppliers and includes all activities

that are required to receive, store, and distribute input): student recruitment.

o Operations (involves a relationship with suppliers and includes all activities

required to receive, store, and distribute input): the tridarma of higher education

IJCCS ISSN: 1978-1520 ◼


2443

which includes teaching and learning, research, and community service,

networking & partnership, student development & support, library, & profession

certification.

o Outbound logistics (activities that are required to collect, store, and distribute

output): business incubator, career center, center as Revenue Generating Unit

(RGU).

o Marketing and sales (activities of informing buyers about products and services,

encouraging buyers to buy them, and facilitating their purchase): brand

development and market development.

o Service (activities that are required to keep the product or service working

effectively for the buyer after the sales and delivery process): Alumni relations

& support.

• Supporting Process

According to Porter's value chain concept, there are four categories of supporting

processes which are,

▪ Procurement (procurement of inputs or resources for the organization):

purchasing

▪ Human resources management (activities that include recruitment, training,

development, compensation for the dismissal of personnel): talent acquisition &

development, and services & remuneration.

▪ Technology development (related to equipment, hardware, software, procedures

and technical knowledge in transforming inputs into outputs): teaching and

learning development, research & community service development, information

and communication technology development.

▪ Firm infrastructure (a set of functions or departments consisting of finance,

accounting, legal, planning, public affairs, government relations, quality

assurance, and general management): institutional planning, legal and

institutional administration, property management, finance & accounting, and

quality assurance.

Based on the description above, a value chain diagram is obtained as illustrated in Figure 1

Figure 1. Value Chain Diagram (Researcher Mapping)

◼ ISSN: 1978-1520


2444


The process modeling (level 1 document) and sub-process modeling (level 2 document)

use BPMN version 2.0. The following is some background on the use of BPMN 2.0:

• Compared to other tools such as IDEF0, Flowcharts, Data Flow Diagrams, or Activity

Diagrams, Business Process Modeling Notation (BPMN) is the most easily understood

business process modeling for all business stakeholders, including business analysts who

create and improve processes, technical developers who are responsible for implementing

it, and the business manager who monitors and manages it [10][11].

• BPMN is a tool recommended by the Ministry of Research, Technology and Higher

Education in the preparation and evaluation of business processes [17].

• BPMN became the official standard of ISO/IEC (ISO/IEC 19510: 2013) for business

process modeling.

To make it easier for readers to understand the business process mapping that has been

illustrated in the value chain diagram, a causal analysis was carried out and mapping uses the

BPMN concept to describe the workflow between functions starting from P1 student recruitment

to d. P14 alumni relations and support and S1. Purchasing s.d. S11 Quality Assurance. Figure 2

illustrates a level 1 business process map for the primary activities section. While Figure 3

illustrates the level 1 business process map for the supporting activities section.

Bu

sin

ess

Pro

cess

Mo

del

Leve

l 1

Pri

mar

y A

ctiv

itie

s

Operation

Marketing and Sales

Outbound Logistics

Inbound LogisticsService

Core

P01. Student

Recruitment

P02. Teaching

and Learning

P04.

Community

Service

P03. Research

P06. Student

Development

and Support

P07. Library

P09. Business

Incubator

P10. Career

Center

P12. Brand

Development

P13. Market

Development

P14. Alumni

Relation and

SupportCreate

Venture?

Yes

No

P05.

Networking and

Partnership

P11. Center

P08. Profession

Certification

S01.

Institutional

Planning

Figure 2. Primary Process Mapping - BPMN Level 1 (Discussion Results)

IJCCS ISSN: 1978-1520 ◼


2445

Bu

sin

ess

Pro

cess

Mo

del Le

ve

l 1

Support

Act

ivit

ies

Procurement

Human Resources Management

Firm Infrastructure

Technology Development

S01. Purchasing

S02. Teaching and

Learning

Development

S03. Research and

Community Service

Development

S04. Information

and Communication

Technology

Development

S05. Talent

Acquisition &

Development

S06. Services &

Remuneration

S10. Finance and

Accounting

S09. Property

Management

S08. Legal and

Institutional

Administration

S11. Quality

Assurance

S07. Institutional

Planning

Figure 3. Supporting Process Mapping - BPMN Level 1 (Discussion Results)


Sub-process modeling is a breakdown of the process modeling that has been done

previously in Figure 2 and 3. This modeling is based on observations from each department which

is then validated horizontally (with departments at the same level) and vertically (with superiors

and business process modeling experts). In sub-process modeling using BPMN, an example

process map is obtained which is illustrated in Figure 4 & Figure 5.

◼ ISSN: 1978-1520


2446

Strategic

Management

Organization

Management

Institutional

Development

Change

Management

Long-term Dev

Plan, Strategic

Plan, SWOT

Annual Plan &

Budget, Struktur

organisasi, Job

description

Prodi baru,

konsentrasi baru

Figure 4. Sub-Process Mapping S01. Institutional Planning

Risk

Management

Document

Management

System

Record Control

Customer

Satisfaction

Survey

Quality Audit

Corrective and

Preventive

Action

Data Request

Management

Management

Review

Certification and

Accreditation

Reporting

University s

Performance

QA Surveillance

&

Communication

Figure 5. Sub-Process Mapping S11. Quality Assurance

Thus, there are 2 categories, 9 sub-categories, 25 processes, and 130 sub-processes as listed in

Figure 6.

IJCCS ISSN: 1978-1520 ◼


2447

Figure 6. Business Process Mapping Summary

4. CONCLUSION

After conducting a literature study and developing a conceptual model, we discovered 2

(two) process categories in higher education, primary and supporting process. In level 1 (one)

business process mapping, there are 14 primary processes and 11 supporting processes. 14

primary processes are student recruitment processes, teaching and learning, research, community

service, networking and partnerships, student development and support, libraries, professional

certifications, business incubators, career centers, centers (RGU), brand development, market

development, and alumni relations and support. Where teaching and learning, research, and

community service are the core of the primary process. The 11 supporting processes that support

the primary process, are purchasing, teaching and learning development, research and community

service development, information and communication technology development, talent acquisition

& development, services & remuneration, institutional planning, legal and institutional

administration, property management, finance and accounting, and quality assurance. There are

130 sub-processes as the result of level 2 business process mapping, that can be breakdown to

level 3 business process mapping, then can be documented as Standard Operating Procedure or

guidelines. The value chain framework can be implemented in various organizations, services or

manufacturers, including social institutions like higher education. BPMN is useful for process

reengineering, evaluating the efficiency of business process mapping, clarifying the scope of

work, and identifying & criticize the critical process that affects customer satisfaction.

5. RECOMMENDATION

This research develops business process mapping in higher education, especially in

entrepreneurial universities. In further research, it is possible to analyze the maturity level of

business processes and the readiness of information technology, and their influence on

organizational performance. In addition, it can also be developed with performance measurement

based on business process mapping.

Category Sub-Category Code Function Process Sub Total

Primary Inbound Logistics P01 Student Recruitment 1

Operation P02 Teaching & Learning 15

P03 Research 5

P04 Community Service 4

P05 Networking & Partnership 1

P06 Student Development & Support 12

P07 Library 6

P08 Profession Certification 1

Outbound Logistics P09 Business Incubator 2

P10 Career Center 4

P11 Center (RGU) 1

Marketing & Sales P12 Brand Development 3

P13 Market Development 2

Service P14 Alumni Relation & Support 3

Supporting Procurement S01 Purchasing 3

Technology Development S02 Teaching & Learning Development 3

S03 Research & Community Service Development 6

S04 Information & Communication Technology Development 3

Human Resources Management S05 Talent Acquisition & Development 12

S06 Services & Remuneration 9

Firm Infrastructure S07 Institutional Planning 4

S08 Legal & Institutional Administration 9

S09 Property Management 5

S10 Finance & Accounting 5

S11 Quality Assurance 11

96 130Total

70

60

◼ ISSN: 1978-1520


2448

ACKNOWLEDGMENT

The authors would like to thank Universitas Ciputra Surabaya for the opportunity to carry

out research. Thank Quality Assurance & Human Capital Management team for supporting the

research, Research & Community Development, and Library team for assisting in writing this

scientific article.

REFERENCES

[1] J. Hill, “Value Activities,” Br. Newsp. Ind., pp. 190–197, 2016, doi: 10.1007/978-1-137-

56897-7_20.

[2] R. Sison, D. Ph, Z. C. Pablo, and E. Team, “Value Chain Framework and Support

System For Higher Education,” Proc. Philipp. Comput. Sci. Congr., pp. 1–6, 2000.

[3] A. Van Der Merwe, “Authors Johannes Cronje Paper Name The Educational Value

Chain as modelling tool in reengineering efforts Conference Proceedings 3rd

International Symposium Communication Technologies Las Vegas , Nevada , USA on

Information and Year Type Conference Place ,” no. January 2004, 2004, doi:

10.1145/1071509.1071534.

[4] V. Pathak and K. Pathak, “Reconfiguring the higher education value chain,” Manag.

Educ., vol. 24, no. 4, pp. 166–171, 2010, doi: 10.1177/0892020610376791.

[5] A. Zehra Öncer, “Redesigning Value Chain for Higher Education and a Proposal for

Analysis Process,” Impact Journals, vol. 6, no. 4, pp. 15–26, 2018.

[6] A. Hadek, H. Chaibate, S. Bakkali, and S. Ajana, “Sipoc Model in Moroccan

Engineering Education Context: Lean Approach,” Int. J. Educ., vol. 7, no. 1, pp. 47–61,

2019, doi: 10.5121/ije.2019.7104.

[7] B. H. Simamora, W. Kosasih, Natalia, Rudi, and L. Leonita, “Modelling and mapping

university business process level 1,” Proc. Int. Conf. Ind. Eng. Oper. Manag., vol. 59,

pp. 2217–2226, 2020.

[8] Badan Akreditasi Nasional Perguruan Tinggi, “Peraturan BAN-PT No 02 Tahun 2017

tentang Sistem Akreditasi Nasional Pendidikan Tinggi,” 2017.

[9] J. Ong Chee Bin, Quality Assurance Guide To AUN-QA Assessment. 2016.

[10] I. R. H. T. Tangkawarow and J. Waworuntu, “A Comparative of business process

modelling techniques,” IOP Conf. Ser. Mater. Sci. Eng., vol. 128, no. 1, pp. 1–17, 2016,

doi: 10.1088/1757-899X/128/1/012010.

[11] V. Stein Dani, C. M. Dal Sasso Freitas, and L. H. Thom, “Ten years of visualization of

business process models: A systematic literature review,” Comput. Stand. Interfaces, vol.

66, no. September 2018, p. 103347, 2019, doi: 10.1016/j.csi.2019.04.006.

[12] A. Meidan, J. A. García-García, M. J. Escalona, and I. Ramos, “A survey on business

processes management suites,” Comput. Stand. Interfaces, vol. 51, pp. 71–86, 2017, doi:

10.1016/j.csi.2016.06.003.

[13] S. Saraeian, B. Shirazi, and H. Motameni, “Towards an extended BPMS prototype: Open

challenges of BPM to flexible and robust orchestrate of uncertain processes,” Comput.

Stand. Interfaces, vol. 57, pp. 1–19, 2018, doi: 10.1016/j.csi.2017.10.003.

[14] R. Peisl, “The Process Architect: The Smart Role in Business Process Management,”

IBM Redpaper, pp. 1–62, 2012, [Online]. Available:

https://www.redbooks.ibm.com/redpapers/pdfs/redp4567.pdf

[15] H. D. Susanti et al., Lampiran Permenristekdikti No. 71 Tahun 2017 Tentang Pedoman

Penyusunan Dan Evaluasi Peta Proses Bisnis Dan Standar Operasional Prosedur Di

Lingkungan Kementerian Riset, Teknologi, Dan Pendidikan Tinggi. 2017.

[16] M. Shaw, R. Blanning, T. Strader, and A. W. Eds, Handbook on Business Process

Management 1. 2008.

[17] PM RTPT RI, “Peraturan Menteri Riset, Teknologi, dan Pendidikan Tinggi Republik

IJCCS ISSN: 1978-1520 ◼


2449

Indonesia Nomor 71 Tahun 2017 Tentang Pedoman Penyusunan Dan Evaluasi Peta

Proses Bisnis Dan Standar Operasional Prosedur Di Lingkungan Kementerian Riset,

Teknologi, Dan Pendidikan Tinggi,” Kemenristekdikti, no. 2, 2017.

IJCCS - jurnal mdp

Documents

Transcript of IJCCS - jurnal mdp