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The divisions of rules that exist in the university curriculum-making authority are distributed as follows. Curriculum design is done by a team at the program-level in which courses design is in draft form. Then, as a draft of curriculum it should be approved by the department and faculty academic senate before it finally passed by the chancellor as formal curriculum for each program.
This arrangement is suitable with the hierarchy of stakeholders of the institution within the university. It defines that the Faculty is organizing stakeholders and or academic activities in specific disciplines and can consist of one program or several program of study. 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. The 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.
Based on this definition, the program is the stakeholder which takes main responsibility of curriculum design and evaluation. As will be elaborated below, the process of curriculum development involves many parties in which the program holds main duty that is initial design and determining course structure jointly with the department.
The formulation process of the curriculum at the program level is carried through several steps: (i) define the graduate profile, (ii) define their competences, (iii) map and translate the learning process that needed for achieving these competences in the course design, (iv) arrange the courses in suitable order and reasonable time study, (iv) synchronization of the course design with related programs.
This duty is carried by the curriculum design team at the program level in which consist of:
Head of the program
Group of lecturers who represent each of specialization area
Academic staff of the department
Historically, the curriculum design has been evoluted following the rule set by directorate of higher education, Ministry of Education. It had involved three curriculums, namely curriculum 2007, curriculum 2009 and the current/undertaking revision: competence-based curriculum.
Shortly, current undergoing changes in the curriculum is a shift from the target mastery of science and technology into the emphasis on the education process that refers to the context of culture and human development in a comprehensive, global / universal. The target now is to produce graduates who are cultured and able to play a role in the international world. This is known as a competency-based curriculum.
The curriculum development is started by formulation of descriptive profile of the graduate. Referring to the current rule, as stated in the Chancellor decree No.897/SK/R/UI/2009 in article 2 about the objective of the program, it is stated:
To generate economic undergraduate economics courses that have the ability and skills analysis of both micro and macro economics to meet the needs of analysis and research in government institutions, research institutes, banking and capital markets.
According to this definition, the graduates are those who should master ability and skill as “junior economist”. In order to achieve this profile of competence, the entire representative of lecturers of each are/courses was involved to design the appropriate course structure.
Internal course area meeting
In this meeting each courses area design three important documents: GBPP(Garis-garis Besar Program Pengajaran), SAP(Satuan Acara Perkuliahan) and the syllabus. In the new term GBPP and SAP are recognized as BRP(Buku Rancangan Pengajaran) and BPKM(Buku Pedoman Kerja Mahasiswa). During the last revision this process have been conducted for …. (isi tanggal rapat koordinasi internal tiap konsentrasi dan matakuliah wajib).
Within the program, the area is a group of “specialization” in economics area. The following is the lists of area and lecturers responsible for each area.
Monetary economics: Prof. xxx, Dr. xxxx
International economics: Prof. xxx, Dr. xxxx
Industrial organization: Prof. xxx, Dr. xxxx
Public economics: Prof. xxx, Dr. xxxx
Human resource and labor economics: Prof. xxx, Dr. xxxx
Environmental and natural resource economics: Prof. xxx, Dr. xxxx
Regional economics: Prof. xxx, Dr. xxxx
Work meeting (Rapat Kerja)
In order to create a good coherence and mapping of each course with the graduate profile, jointly work meeting were carried. For the last curriculum revision this meeting conducted on … (Raker Bandung).
The result of these process is summarized in the following tables.
Table 1 Sequence of Courses of Economic Undergraduate Program (EUP) Based on Curriculum 2009
Table 1 Sequence of Courses of Economic Undergraduate Program (EUP) based on KBK
The detail of the connection between each courses and competence aimed from each course is in the Appendix.
In the curriculum development, jointly with the department, the program also involves users as the important stakeholders. One of the example is during the develpment of 2009 curriculum, a focus group discussion with stakeholders were conducted on December 10, 2008. To accommodate the various type of organization of workplace for graduates, the meeting invited participants from Ministry of Finance and National Planning Agency who represented government institution, NC Sekuritas, Mandiri Sekuritas, Bahana TCW Investment MGT, Danareksa Persero, and PT Pefindo as private instituion representatives, participant from the Bank Indonesia (Central Bank), and LPEM FEUI and LD FEUI as research institution representative. From this session, there were valuable inputs as a based to revised the competence profile in order to be suitable with the users’ need. For example is the focus on the mastering quantitative software, loyalty, English proficiency and writing skills. As the result, within the compulsory 144 unit of courses now students are required to participate more on the quantitative laboratory session, minimum of 15 unit English-based course, and the academic writing course.
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 implemetation. For this reason, the program also conducted several meeting with each of students bagde, e.g. meeting December 19, 2011. In this meeting there are some feebacks including the continuous improvement of writing skills which then be accomodated in the KBK curriculum design.
The Curriculum Dissemination and Implementation
After the curriculum is finalized as formal document of the university, the faculty has been disseminating the curriculum for all stakeholders, mainly it targets students and lecturers. This was done by two handbook: Buku Panduan Akademik and Buku Katalog Mata Ajar. In addition, the program also uses program website to inform lecturer and students about the curriculum.
Figure 1 The Website …
Course and curriculum evaluation
The role of UPMA and BPMA
Specifically, the university manage teaching and learning process by the role of quality assurance body BPMA(Badan Penjaminan Mutu Akademik) at university level and UPMA(Unit Penjamin Mutu Akademik) at faculty level. Curriculum implementation then will be monitored and audited by these units.
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 accreditation (BAN PT) and AUN itself.
Figure 2 Cycle of Curriculum Quality Assurance
In 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 this indicator 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 following figure.
… detail of audit process …
Once the audit by quality assurance bodies was carried, and at the same time it is the period of curriculum evaluation, the faculty will appoint a team to review and develop new curriculum. Historically we have two consecutive revision, in 2007 and 2009.
… detail of the 2007 and 2009 revision
KPTS/449/D/2006: Prosedur Pengembangan dan Perubahan Kurikulum
KPTS/29/D/2008: Pembentukan Panitia Pengembangan Kurikulum FEUI
The monitoring from student point of view to academic progress is carried over following processes:
EDOM(Evaluasi Dosen oleh Mahasiswa) is one of the formal intrument to monitor teaching process within university. This system is implemented based on the Chancellor decree number (isi SK rektor tentang EDOM). While the name of the system suggests that the evaluation is mainly on the performance of the lecturers, the evaluation components are not limited to individual lecturers evaluation but also teaching and learning in various aspects.
Evaluation aspects in EDOM includes:
delivery of course by the lecturer
Course content: evaluating the availability of course syllabus, information of references, textbooks and other leaning resources, as well as relevance of assignments with the course objectives.
Delivery of course by the lecturer: evaluating the delivery methods (including the implementation of active learning methods, discussion methods), relevance of course materials with the syllabus, consistency among lectures within teaching team, encouragement by the lecturer
Class management: evaluating the punctuality of sessions, learning atmosphere, the use of supporting facilities, lecturer’s attitudes towards feedback and support for students with problems.
Course assessment: evaluating the relevance of examination and assignment with the course contents, feedback and discussion on the results of assignments and examination.
Analysis based on EDOM …
Cons: it is not completely reflect student opinion rather than obligatory fill in to see their course grade
Academic Councelling (Bimbingan akademik)
In addition to feedback from EDOM, the program evaluates the curriculum based on the feedback from students during the consultation with the academic supervisor. This is a non-structured feedback from student that ocasionally gives valuable input, epecially related to course assesment and course management.
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