School of Business
IPB University, Bogor, Indonesia

1. Accreditation Review Result

ABEST21 International Accreditation Result of School of Business, IPB University, Bogor, Indonesia is as follows:
“ABEST21 International certifies that the School’s educational and research activities satisfy all or most accreditation standards. The School’s Kaizen plans are excellent, and quality maintenance and improvement of education and research are very promising and excellent.
Accreditation commences April 1, 2026 for a five-year period.”

2. Comprehensive Review

School of Business:

The School demonstrates strong alignment with ABEST21 Accreditation Standards across all programs through a coherent governance system, structured curriculum, and a well-functioning PDCA-based internal quality assurance framework. The mission effectively integrates Tridharma principles and sustainability, supported by participatory management and strong stakeholder engagement.
At the undergraduate level, the curriculum is practice-oriented with active student and alumni participation, though clearer specification of target student profiles and stronger international recruitment are encouraged. Faculty are qualified and dedicated, yet greater balance in research engagement, workload management, and age diversity are advised. Infrastructure is adequate and well-equipped, but improved accessibility and on-campus dining facilities would enhance inclusivity and student welfare.
At the postgraduate level, both Master’s and Doctoral Programs exhibit robust academic systems, strong research orientation, and increasing international exposure through guest lectures, COIL initiatives, and research collaborations. The use of digital platforms (Class IPB, SIMAK IPB, and e-research logs) effectively supports learning and supervision processes. The PDCA cycle is systematically applied, ensuring coherence between mission, learning goals, and outcomes.
The School’s key strengths include faculty quality, curriculum relevance, strong student support, and the School’s commitment to continuous improvement and digital transformation. Areas for further enhancement include expanding international mobility and partnerships, formalizing sabbatical and supervision policies, strengthening digital standardization and feedback systems, and reinforcing ethical and sustainability integration in research.
Overall, the School meets all accreditation standards satisfactorily and demonstrates a strong, sustained commitment to continuous improvement and academic excellence.

1) Undergraduate Programs:

  • The School demonstrates strong alignment with ABEST21 Accreditation Standards through its participatory governance, structured curriculum, and commitment to continuous improvement. The mission effectively reflects the principles of Tridharma and sustainability, though greater emphasis on responsible entrepreneurship.
    The curriculum is coherent and practice-oriented, supported by effective academic systems, but mechanisms for gathering structured feedback and enhancing faculty capacity in online learning could be strengthened. Student support and alumni engagement are commendable, while clearer articulation of the target student profile and stronger international recruitment efforts are advised.
    Faculty qualifications are appropriate, yet more balanced research engagement, formal sabbatical policies, and age diversity improvements are encouraged.
    Infrastructure is adequate and well-equipped, though accessibility and the addition of an on-site canteen would further enhance the learning environment.
    Overall, the School’s strategic initiatives in internationalization, digital transformation, and sustainability are well-conceived, and continued monitoring through the PDCA cycle will ensure effective implementation and measurable outcomes.
  • The School demonstrates a strong and coherent institutional framework that integrates governance, curriculum, student development, faculty quality, and educational infrastructure within a continuous PDCA-based quality assurance system. However, several cross-cutting improvement issues remain to be addressed to achieve higher maturity and international alignment.
    Overall, the school exhibits a well-established culture of quality improvement and stakeholder participation through techno-social approach. The next phase of institutional development should focus on impact-based evaluation, and global benchmarking, supported by an integrated digital monitoring system to ensure transparency, accountability, and sustained academic excellence.
  • SB-IPB generally demonstrates a good governance system. Dean, Vice Deans, Heads of Programs (undergraduate and postgraduate), Commissions, and administrative leadership are practically involved in SB-IPB weekly coordination meetings to ensure effectiveness of governance system. SB-IPB) has implemented a systematic self-check and self-evaluation process across all academic programs on a semester basis, involving both qualitative and quantitative methods covering students’ feedback on course delivery, faculty performance, and learning experiences. Administrative staff are exposed and directly involved in institutional events with international dimensions, such as supporting outbound student programs, facilitating visits from partner universities and attending benchmarking sessions.
    In terms of budget, SB-IPB secures financial resources from multiple streams, primarily, from student tuition fees across undergraduate, master’s, and doctoral programs.Generally, SB-IPB has demonstrated financial stability and institutional maturity in managing its funding base.
    In terms of curriculum, SB-IPB has successfully established Learning Goals (LG) in the Undergraduate program covering knowledge, skills, and attitudes. Stakeholders actively participate in the LG formulation and review process is a strength. Regular curriculum evaluation forums are held involving alumni and employers to ensure that LG is always relevant to the global developments. SB-IPB overall process of formulating, socializing, and evaluating the LGs reflects the study program’s commitment to academic quality assurance and the alignment of the curriculum with global competency demands.
    In terms of research opportunity, all lecturers do have access to research funding through internal grant schemes and competitive research funding from universities and ministries, even though administrative and technical support for reporting is still limited. The record related to qualifications, research and publications suggest that the full-time faculty members for all majors do have outstanding accomplishments in research and education. They have outstanding skills, knowledge and experience in their field of study. SB-IPB has set rules and standards for recruitment and promotion of faculty members. Recruitment and promotion of the faculty members are conducted according to the prescribed process in a fair and objective manner. The recruitment process of permanent lecturers in the undergraduate program has followed the applicable regulations at the university and national levels, including the regulations of the PANRB Ministerial Regulation and the rules for recruitment of civil servant and non-civil servant lecturers.
    To address the need of globalizing the curriculum, SB-IPB’s Undergraduate Program offers two main tracks i.e. 1. Regular Program and 2. International Undergraduate Program (IUP) of which delivery is in English, with syllabi and teaching materials adapted to international standards. Both Regular and International Classes actively employ guest lecturers from abroad. Overall, the SB-IPB Undergraduate Program has made significant progress in internationalizing its curriculum, particularly through the operationalization of the International Class (IUP). SB-IPB has initiated quite a number of exchange and international internship programs with foreign universities within the region, Japan, Korea and Germany.
    Collaborations towards joint and double degree are also taking place but the progress is slow.
    It is time for SB-IPB to provide training program based on digital pedagogy, learning innovation, and student-centered learning. To ensure improvements in teaching materials and teaching methods, SB-IPB conducts lecture preparation meetings at the beginning of the semester, allowing the teaching team to give feedbacks based on the results of the students’ evaluation. Based on this, lecturers may adjust their teaching approaches. Lecturers are allowed to continue their studies in their areas of expertise as approved by School. In addition, lecturers are also encouraged to obtain professional certifications.
    SB-IPB has adequate facilities to organize the teaching process. There are three building units in which there are classrooms with various capacities (25-154 people), discussion rooms to support learning, working space for lecturers and education staff. Some are equipped with facilities for hybrid classes. Apparently, not all lecturers have an individual office, however, SB-IPB provides faculty workspaces that support lecturers’ activities, such as teaching preparation, research, and mentoring. These workspaces are equipped with facilities to support academic activities, including desks, chairs, computers, internet access, and storage space. SB-IPB has a library that has a complete collection and a comfortable room to support learning, research, and knowledge development activities for students and lecturers. The SB Library is equipped with internationally reputable e-resources that can be accessed by the SB-IPB community, such as Scopus, ScienceDirect, ProQuest, Taylor & Francis Online, EBSCOhost, Emerald Insight, and Wiley Online Library.
    SB-IPB has a systematic and periodic facility evaluation procedure to ensure that facilities remain viable, modern, and in line with user needs. Currently, SB-IPB has conducted periodic evaluations of campus facilities such as lecture halls, laboratories, dormitories, and public facilities on a monthly, quarterly, or annual basis.

2) Postgraduate Programs:

(1) Master’s Programs:

  • Overall, the School’s Master’s program is aligned with the accreditation standards set by ABEST21. The School has demonstrated a clear understanding of areas requiring improvement and has developed corresponding initiatives. One strategic direction identified is internationalization, which has broad implications across multiple dimensions of the ABEST21 standards. While the quality enhancement measures and the three-year action plan address several foundational issues, further refinement is needed to explicitly incorporate actions related to faculty expertise composition, administrative staff development, research portfolio enhancement, and inclusive infrastructure. Addressing these areas will contribute to a more comprehensive and sustainable advancement of the program.
  • The SB-IPB Master’s Program demonstrates a well-structured approach to continuous quality improvement, aligned with ABEST21 standards. The program systematically implements a PDCA (Plan–Do–Check–Action) cycle to ensure alignment between its mission, learning objectives, curriculum, and graduate outcomes. The curriculum integrates applied research, case-based learning, and practical problem-solving to strengthen students’ managerial and analytical competencies.
    Significant efforts are made to internationalize the program, including guest lectures from global partners, online collaborative learning, and exposure to international best practices. Academic monitoring systems, such as SIMAK IPB and Class IPB, support the tracking of student progress, thesis supervision, and performance evaluation.
    Despite these strengths, areas for improvement include enhancing the digitalization and standardization of learning outcome monitoring across courses, increasing opportunities for international mobility and dual/joint degree programs, and further integrating research-practice linkages with industry partners. Strengthening faculty training in blended learning and OBE (Outcome-Based Education) methods will further improve teaching quality and online learning effectiveness.
    Overall, the program demonstrates strong alignment with accreditation standards, but continued strategic development and digital transformation will be essential to maintain global competitiveness and responsiveness to evolving professional and academic needs.
  • Overall, the Self-Check/Self-Evaluation Report of SB-IPB University had prepared comprehensively and most of the questions raised before the Peer Review Visit (PRV) had been addressed satisfactorily by the Academic Unit Management during the visit. The interview sessions with the University Management, faculty members, student, alumni, and administrative staff members further justified all information in the report.
    All of the standards are met satisfactorily. Thus, it is highly recommended that the School to be awarded the re-accreditation status based on these findings.

(2) Doctoral Programs:

  • The Doctoral program is broadly aligned with the accreditation standards set by ABEST21. The institution has demonstrated a clear awareness of areas requiring improvement and has articulated corresponding strategies. One key strategic direction is internationalization, which carries significant implications across multiple dimensions of the ABEST21 framework. While the quality enhancement initiatives and the three-year action plan address several foundational challenges, further refinement is needed to explicitly incorporate targeted actions related to the composition of faculty expertise and the development of inclusive infrastructure. Addressing these areas will strengthen the program’s overall quality and its alignment with global academic standards.
  • The SB-IPB Doctoral Program exhibits a robust framework for developing research-based business leaders and scientists, fully aligned with ABEST21 accreditation standards. The program systematically applies the PDCA cycle to ensure coherence between its mission, doctoral learning objectives, and research outputs. Curriculum design emphasizes advanced research methods, dissertation development, and integration of frontier topics such as sustainability and digital innovation.
    The program prioritizes internationalization through guest lectures, research collaborations, and mandatory international exposure activities, enabling students to develop global research networks. Academic monitoring and supervision systems are increasingly digitalized, including an e-research log and progress dashboards, which facilitate structured guidance and timely completion of dissertations. Ethical considerations and leadership values are progressively embedded into research through dedicated seminars and curated course content.
    Key areas for improvement include further strengthening supervision quality, expanding opportunities for international co-supervision and cross-institutional collaborations, and incentivizing publications in high-reputation international journals. Additionally, continuous development of digital tools and integration of research ethics into all stages of dissertation work will enhance both academic excellence and social responsibility.
    Overall, the program demonstrates strong alignment with ABEST21 standards, with a clear strategy for maintaining and enhancing research quality, international exposure, and ethical leadership in doctoral education.
  • Overall, the Self-Check/Self-Evaluation Report of SB-IPB University had prepared comprehensively and most of the questions raised before the Peer Review Visit (PRV) had been addressed satisfactorily by the Academic Unit Management during the visit. The interview sessions with the University Management, faculty members, student, alumni, and administrative staff members further justified all information in the report.
    All of the standards are met satisfactorily. Thus, it is highly recommended that the School to be awarded the re-accreditation status based on these findings.

The School’s Feedback:

The School appreciates the Peer Review Team’s (PRT) positive evaluation and affirmation that all programs meet ABEST21 Accreditation Standards. The School welcomes the constructive recommendations offered and remains fully committed to continuous improvement, strengthening international competitiveness, and ensuring that the mission, curriculum, governance, and educational outcomes remain aligned with global expectations.

PRT Response:

No further comments.

3. Compatibility with the ABEST21 Standards

Chapter 1: Internal Quality Assurance and Management

  • Standard 1: Academic Unit Management
  • Standard 2: Governance System
  • Standard 3: Self-Check/Self-Evaluation
  • Standard 4: Staff-Development

School of Business:

The School’s internal quality assurance and management system aligned with ABEST21 standards, emphasizing transparency, participation, and continuous improvement through a structured PDCA cycle. This system ensures coherence between learning goals, curriculum implementation, and outcomes across all programs. Supported by digital monitoring tools, faculty development initiatives, and international collaboration, the system promotes excellence in research, ethical values, and global competence. Overall, the School’s internal quality assurance and management effectively support academic quality and innovation, reinforcing its commitment to producing socially responsible and globally competitive and responsible business leaders.

1) Undergraduate Programs:

  • The School’s internal quality assurance and management system is appropriate for its emphasis on participation and transparency, and its use of both qualitative and quantitative methods in self-evaluation provides a comprehensive and balanced assessment framework.
  • Overall, the School compatible with the ABEST21 standards
  • The Internal Quality Assurance and Management at SB-IPB generally meet the ABEST21 Accreditation Standards.

2)Postgraduate Programs:

(1) Master’s Programs:

  • Overall, the School is in line with the ABEST21 accreditation standards.
  • The SB-IPB Master’s Program demonstrates strong alignment with ABEST21 standards in terms of internal quality assurance and management. The program has implemented a structured PDCA (Plan–Do–Check–Action) cycle, ensuring consistency among learning goals, curriculum implementation, and achievement of Graduate Learning Outcomes (CPL). Strategic initiatives such as the integration of applied research, case-based learning, and thesis development reflect the program’s commitment to research-practice integration.
    Academic internationalization is in progress through international guest lectures, COIL activities, and potential dual-degree programs, supporting global competency development. Monitoring and evaluation mechanisms, including digital dashboards for thesis tracking, EPBM surveys, and structured academic advising, are aligned with ABEST21 expectations for continuous quality improvement. Faculty development activities, blended learning workshops, and structured supervision frameworks further support alignment with accreditation standards.
  • All standards in Chapter 1 are satisfactorily met.

(2) Doctoral Programs:

  • Overall, the School is in line with the ABEST21 accreditation standards.
  • The SB-IPB Doctoral Program exhibits strong compatibility with ABEST21 standards, particularly in internal quality assurance and management. The program systematically applies a PDCA (Plan–Do–Check–Action) cycle, ensuring alignment between learning goals, curriculum design, and doctoral education outcomes.
    The program emphasizes research excellence and the development of responsible business leaders through structured dissertation processes, research methodology courses, and publication requirements in reputable national and international journals. Academic supervision is strengthened through collective guidance forums, training for promoters and co-promoters, and integration of digital progress monitoring tools such as the e-research log and SIMAK dashboard.
    Internationalization efforts, including visiting research programs, global community service, and collaboration with partner universities, support the development of global competence. Ethical values, sustainability, and leadership are incorporated into research evaluation, seminars, and curated course content, aligning with ABEST21 expectations for socially responsible and globally relevant doctoral education.
  • All standards in Chapter 1 are satisfactorily met.

Issues to be improved:

School of Business:

Key issues for improvement:

  • The School should strengthen the management system and coordination among internal units and with the University to ensure more dynamic and effective governance.
  • The School should improve documentation, reporting, and archiving mechanisms to enhance documentation, reporting, and traceability across academic and administrative levels.
  • The PDCA cycle should be institutionalized beyond academic processes to include non-academic domains such as facilities, finance, and human resource management.
  • To formalize and strengthen feedback loops from students, alumni, and employers, ensuring that input is visibly acted upon and publicly communicated.
  • To strengthen the systematic use of internal audit and program evaluation results for strategic planning and follow-up actions.
  • To formalize the process of translating external evaluation feedback into measurable improvement actions, with structured follow-up and action-tracking mechanisms.
  • To enhance digitalization and monitoring systems to improve learning outcomes. Some students do not fully utilize academic advising or supervision support. As the digital monitoring systems for learning outcomes and study progress for postgraduate programs are still being developed; full implementation and standardization across courses is needed. Strengthening advisor training, digital reminders, and progress tracking will improve the effectiveness of academic supervision.
  • To expand student and faculty participation in international mobility, dual-degree programs, and joint research to enhance global competence and collaboration.
  • To support continuous staff development through targeted training in emerging areas, enhanced use of learning management systems, and systematic evaluation of training outcomes. Not all instructors fully utilize LMS tools or online teaching standards; further training and systematic evaluation of online/blended learning quality are recommended.
  • To further formalize the integration of ethical values, sustainability, and social responsibility into research supervision, assessment rubrics, and curriculum content.

1) Undergraduate Programs:

●
  • To enhance responsiveness to rapid changes, the School should consider strengthening its management system and coordination among internal units and with the University to ensure more dynamic and effective governance.
  • Systematic documentation, reporting, and traceability mechanisms should be further improved to promote consistency, transparency, and accountability.
  • The School place great emphasis on accreditation, it is important to effectively manage and balance the requirements of multiple accreditation bodies to maintain coherence and sustainability in quality assurance practices.
  • Continuous staff development should also be supported through targeted training in emerging areas and systematic evaluation of training outcomes.
  • The School should formalize feedback loops from students, alumni, and employers, ensuring that input is visibly acted upon and publicly communicated.
    The PDCA (Plan–Do–Check–Act) cycle should be institutionalized beyond academic processes to cover non-academic domains such as facilities, finance, and human resource management.
●

SB-IPB recognizes several areas that require targeted improvements to further enhance effectiveness and alignment with international quality standards:

 
  • Strengthening the systematic use of internal audit and program evaluation results to inform strategic planning.
  • Enhancing documentation and traceability of quality-related decisions across academic levels. Improving the archiving of meeting documentation, especially related to routine coordination forums.
  • Formalizing the process of translating external evaluation feedback into measurable improvement actions.
  • Developing structured follow-up and action-tracking mechanisms to ensure continuity and impact of external assessments.

2) Postgraduate Programs

(1) Master’s Programs:

●
  • Strengthening the systematic use of internal audit and program evaluation results to inform strategic planning.
  • Enhancing documentation and traceability of quality-related decisions across academic levels.
  • Improving the archiving of meeting documentation, especially related to routine coordination forums.
  • Formalizing the process of translating external evaluation feedback into measurable improvement actions.
  • Developing structured follow-up and action-tracking mechanisms to ensure continuity and impact of external assessments.
  • Improving accessibility and user-friendliness of public-facing information, especially for prospective students, partners, and industry stakeholders.
  • Enhancing the linkage between risk management frameworks and academic decision-making at the School level.
  • Improving documentation consistency for all governance-related processes, including meetings, follow-up actions, and audit trails.
  • Increasing public accessibility and user-friendliness of governance information through the PPID system and other digital platforms.
  • Strengthening mechanisms for translating governance evaluations into concrete academic and administrative improvements.
  • Institutionalizing the feedback loop from performance evaluations to SOP revision and policy formulation.
  • Expanding stakeholder participation in evaluating governance effectiveness, especially from industry and alumni perspectives.
  • Strengthening the Integration of PDCA Results into Strategic Planning.
  • Enhancing Documentation Consistency Across Domains.
  • Establishing Performance Indicators for Non-Academic PDCA Outcomes.
  • Improving Feedback Loops Between Academic and Administrative Units.
  • Institutionalizing Risk-Based Adjustments in Financial and Procurement Planning.
  • Strengthening cross-program integration of evaluation results to ensure coherent quality enhancement across all academic levels.
  • Enhancing the consistency and comprehensiveness of documentation for internal evaluations, including follow-up actions and strategic alignment.
  • Institutionalizing the PDCA cycle beyond academic processes to include non-academic areas such as facilities, finance, and human resources.
  • Improving the formalization of stakeholder feedback loops to ensure visibility of actions taken based on alumni, student, and employer input.
  • Establishing a more systematic approach to publicly disclose the results of self-evaluation and its implications for program and institutional improvement.
  • Enhancing Global Orientation in Staff Development.
  • Systematic Monitoring of Development Outcomes.
  • Diversity Management and Inclusiveness.
  • Performance Evaluation Integration.
  • Strengthening Documentation and Feedback Loops
●

Despite strong compatibility, several areas could be strengthened:

 
  • Research-Practice Integration: While applied research and case studies are implemented, closer alignment of student research with current industry challenges and increased involvement of industry partners could enhance relevance.
  • Digitalization and Monitoring: The digital monitoring systems for learning outcomes and thesis progress are still being developed; full implementation and standardization across courses is needed.
  • Internationalization: Student participation in international mobility programs and dual-degree opportunities remain limited. Expanding partnerships and structured mobility programs could enhance global exposure.
  • Faculty Development: Not all instructors fully utilize LMS tools or online teaching standards; further training and systematic evaluation of online/blended learning quality are recommended.
  • Academic Advising: Some students do not fully utilize academic advising or supervision support. Strengthening advisor training, digital reminders, and progress tracking will improve effectiveness.
    Overall, the Master’s program demonstrates substantial alignment with ABEST21 standards, with clear strategic plans in place to address areas for enhancement over the next three years.
  • No issues to be improved.

(2) Doctoral Programs:

  • Similar to the ones explained for Master’s program.
    • ●

    While the program shows substantial alignment with ABEST21 standards, several areas warrant further development:

     
    • Research Ecosystem: Study delays and limited synergy between dissertation topics and institutional research agendas suggest the need for stronger alignment and early-stage monitoring.
    • Digitalization of Monitoring: The digital systems for tracking academic progress and dissertation development requires full integration and standardization to enable real-time supervision and documentation.
    • International Exposure: Student participation in international mobility, joint research, and co-supervision programs can be expanded to strengthen global collaboration.
    • Ethical Integration: Although ethical research and sustainability principles are included, further formalisation in assessment rubrics and research supervision is needed to ensure consistency.
    • Supervision Capacity: Continuous professional development for promoters and co-promoters is necessary to standardise supervision quality, enhance research guidance, and support timely completion of doctoral studies.

    Overall, the Doctoral Program demonstrates strong compliance with ABEST21 standards, with well-defined strategies to enhance research quality, supervision effectiveness, internationalisation, and integration of ethical and sustainability principles over the next three years.

    • No issues to be improved.

    The School’s Feedback:

    The School agrees with PRT’s conclusions that all Chapter 1 standards are satisfactorily met and expresses gratitude for the constructive recommendations.

    PRT Response:

    No further comments.

Chapter 2: Mission Statement

  • Standard 5: Mission Statement
  • Standard 6: Financial Strategies

School of Business:

The School’s mission statement aligns closely with the University’s vision and ABEST21 standards, emphasizing education, research, and community service in line with the Tridharma principles. The mission emphasizes ethical leadership, professionalism, social responsibility, and the sustainable development of bioscience-based industries, reflecting a distinctive identity rooted in Indonesian values. The mission is clearly defined and consistently implemented through curriculum design, applied research, and stakeholder engagement.

1) Undergraduate Programs:

  • The School’s mission statement aligns well with the University’s overall vision. Its emphasis on education, research, and community service reflects the principles of Tridharma and translates into character building and professional readiness. The integration of Indonesian cultural values and the commitment to supporting the sustainable development of bioscience-based industries give the School a distinctive identity. The School has maintained a stable revenue stream from student tuition fees.
  • Overall, the School compatible with the ABEST21 standards
  • The SB-IPB missions are generally in line with ABEST21 Accreditation Standards. The School aims at nurturing and producing competent and ethical leaders in business and management. The SB-IPB’s mission and that of IPB University is well aligned and well-articulated, aims at producing competent and professional graduates who are ethically grounded and socially responsible adaptive, collaborative, and globally minded.

2) Postgraduate Programs:

(1) Master’s Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Master’s Program demonstrates strong alignment with ABEST21 accreditation standards regarding mission statements. The program clearly articulates its vision to produce globally competent and responsible business leaders through research-based management education. The mission emphasizes applied research, managerial problem-solving, and integration of ethical and sustainability principles, consistent with international business education standards.
    The program’s mission is reflected in curriculum design, teaching methods, learning outcomes, and quality assurance practices. Structured initiatives such as Problem-Based Learning (PBL), thesis supervision, international guest lectures, and digital learning tools ensure that the mission is consistently operationalized and measurable. Stakeholder involvement including alumni, industry partners, and international collaborators further reinforces the program’s commitment to its stated mission.
  • Both standards in Chapter 2 are met satisfactorily.

(2) Doctoral Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Doctoral Program demonstrates strong alignment with ABEST21 accreditation standards regarding mission statements. The program’s mission emphasises producing responsible business leaders and scientists capable of advancing management science, research-based policy, and evidence-informed decision-making. The curriculum, teaching methods, and research supervision are designed to foster independent research, scientific leadership, and ethical awareness, reflecting the mission’s focus on academic excellence and social responsibility.
    The program integrates the mission into daily operations through research-focused coursework, structured dissertation processes, international exposure activities, and collective supervision forums. The incorporation of sustainability, ethics, and global collaboration into research projects ensures that graduates are not only academically competent but also socially responsible and internationally aware.
  • Both standards in Chapter 2 are met satisfactorily.

Issues to be improved:

School of Business:

Key issues for improvement are:

  • The mission statement could be strengthened by more explicitly incorporating the entrepreneurship dimension to align with the University’s strategic commitment to becoming an entrepreneurial university centered on techno-social entrepreneurship.
  • To regularly conduct mapping and benchmarking against global accreditation frameworks to ensure continuous relevance and competitiveness, supported by a formal and periodic review cycle of the mission with documented milestones and institutional oversight.
  • To develop measurable indicators of mission alignment to assess how well the mission is understood and adopted by internal and external stakeholders to improve accountability and track progress toward the School objectives.
  • To develop quantitative performance targets for global exposure by identifying measurable indicators and developing tracking mechanisms, especially regarding international students and faculty involvement in global exposures.
  • To strengthen the alignment between student and faculty research and current industry challenges to ensure more impactful applied outcomes that reflect the mission.
  • To expand and formalize systematic mechanisms for capturing feedback from alumni, employers, and industry partners to better inform mission-driven improvements.

1) Undergraduate Programs:

●
  • The mission statement could be strengthened by more explicitly incorporating the entrepreneurship dimension, to align with the University’s strategic commitment to becoming an entrepreneurial university centered on techno-social entrepreneurship.
  • It is recommended that a more comprehensive financial strategy be developed to diversify income sources. Expanding revenue generation beyond tuition will be essential to ensure the School’s long-term financial sustainability and resilience.
  • The School needs to institutionalize periodic benchmarking of its mission and educational objectives against global accreditation frameworks to ensure ongoing relevance and competitiveness.
    Creating measurable indicators to assess stakeholder understanding and alignment with the mission would improve accountability and help track progress toward School objectives
●

The School may look at the following areas for improvement:

 
  • Regular mapping and benchmarking against global accreditation frameworks (e.g., AACSB, AMBA) need to be institutionalized to ensure continuous relevance.
  • Further embed sustainability leadership, ethics, and intercultural communication as explicit graduate attributes that reflect the mission.
  • Define stronger quantitative performance targets and tracking mechanisms, especially regarding international students and faculty involvement in global exposures.
  • Establish a formal and periodic review cycle of the mission, supported 4. Establish a formal and periodic review cycle of the mission, supported by documented milestones and institutional oversight.
  • Develop Metrics that assess how well the mission is understood and adopted by internal and external stakeholders.

2) Postgraduate Programs:

(1) Master’s Programs:

●
  • Strengthening benchmarking with international standards.
  • Deepening the integration of global and ethical competencies.
  • Enhancing quantitative targets for global exposure.
  • Formalizing the mission review cycle.
  • Expanding performance metrics on mission awareness and alignment.
  • Improving longitudinal financial performance tracking.
  • Digitalization of financial reporting and analysis.
  • Expanding and Diversifying External Revenue Streams
●

Although the program mission is well-defined and largely compatible with ABEST21 standards, several areas for enhancement exist:

 
  • Internationalization: While the mission highlights global competence, student participation in international mobility programs, joint degrees, and collaborative online international learning (COIL) remains limited.
  • Research-Practice Integration: There is scope to strengthen the alignment between student research and current industry challenges, ensuring more impactful applied outcomes.
  • Digitalization and Monitoring: The integration of digital dashboards for tracking thesis progress, learning outcomes, and academic advising can be improved to fully operationalize the mission.
  • Faculty Development: Continuous training for lecturers in blended learning, outcome- based education (OBE), and international teaching standards is required to maintain alignment with the mission.
  • Alumni and Stakeholder Feedback: Systematic mechanisms for capturing feedback from graduates, employers, and industry partners could better inform mission-driven improvements.
  • No issues to be improved.

(2) Doctoral Programs:

  • Similar to the ones explained for Master’s program.
●

While the Doctoral Program’s mission is clear and well-aligned with ABEST21 standards, the following areas could be strengthened:

 
  • Internationalization: Participation in joint degrees, international short courses, and cross-institutional research collaboration is still limited, and a more structured two-way exchange system for lecturers and students could enhance global engagement.
  • Digital Monitoring and Academic Supervision: Although e-research logs and dashboards are under development, full implementation of digital tools to monitor dissertation progress, research outputs, and supervision effectiveness is needed to support mission alignment.
  • Integration of Ethical Values: While ethics and sustainability are included in the curriculum, formalization in evaluation rubrics and additional workshops on responsible research could further embed these values.
  • Research-Practice Linkage: Strengthening alignment between dissertation topics and real-world business challenges will ensure that the mission’s applied impact is fully realized.
  • Faculty Capacity Development: Continuous training for promoters and co-promoters on advanced research methodologies, supervision strategies, and international collaboration is essential to sustain the mission’s quality outcomes.
  • No issues to be improved.

The School’s Feedback:

The School appreciates the PRT recognition that the mission statement of the School of Business aligns well with the University’s vision and ABEST21 accreditation standards. The School also acknowledges the commendation regarding the clarity of the mission, its integration within curriculum design, stakeholder engagement, and its contribution toward fostering ethical, socially responsible leaders with a strong Indonesian identity. The School welcomes the constructive suggestions provided by the PRT and is committed to strengthening mission‐driven governance, implementation, and evaluation.

PRT Response:

No further comments.

Chapter 3: Curriculum

  • Standard 7: Learning Goals
  • Standard 8: Curriculum Policy and Management of Curriculum
  • Standard 9: Quality Improvement of Curriculum
  • Standard 10: Online Education
  • Standard 11: Diploma Policy and Learning Outcomes
  • Standard 12: Globalization of Curriculum

School of Business:

The School’s curriculum across all programs is well aligned with the ABEST21 accreditation standards. The Undergraduate program nurtures responsible business practitioners through a structured curriculum that integrates practical learning experiences, supported by clear policies, effective academic systems, and adequate technical infrastructure. The Master’s program integrates research-based learning, case studies, and applied managerial problem-solving, guided by a systematic PDCA cycle and stakeholder input. The Doctoral program focuses on research excellence, academic leadership, and societal impact, supported by structured supervision, digital monitoring, and international collaboration. Overall, all programs meet ABEST21 standards and demonstrate continuous quality improvement.

1) Undergraduate Programs:

  • The program is well designed to nurture responsible business practitioners through a structured curriculum that integrates practical learning experiences across foundation, core, and specialization courses. The School has established clear policies and mechanisms to ensure effective curriculum implementation and continuous improvement, supported by well-managed academic systems for registration, grading, and guidance. Adequate technical infrastructure and online learning facilities further enhance teaching and learning. The International Undergraduate Program (IUP) effectively broadens students’ international exposure.
  • Overall, the School compatible with the ABEST21 standards.
  • SB-IPB curriculum are generally meeting the ABEST21 Accreditation Standards in terms of defining and assessment of Learning Goals; Setting the Curriculum Policy and Management of Curriculum; and addressing the Quality Improvement of Curriculum.

2) Postgraduate Programs:

(1) Master’s Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Master’s Program curriculum demonstrates strong alignment with ABEST21 standards. The program integrates research-based learning, case studies, and applied managerial problem-solving into course structures, ensuring coherence with the program’s mission and graduate learning outcomes (CPL). Curriculum planning follows a systematic PDCA (Plan–Do–Check–Action) approach, with regular reviews, benchmarking against international MBA programs, and input from alumni, industry partners, and permanent faculty.
  • All 6 standards in Chapter 3 are met satisfactorily.

(2) Doctoral Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Doctoral Program curriculum aligns well with ABEST21 standards, focusing on research excellence, academic leadership, and societal impact. The program follows a PDCA (Plan–Do–Check–Action) approach, ensuring systematic curriculum planning, implementation, monitoring, and continuous improvement. Coursework integrates advanced research methods, frontier topics in management and sustainability, and dissertation development that constitutes 30–40% of the total credit load.
    The program fosters internationalization through visits to partner universities, participation in global conferences, collaborative research, and engagement with international guest lecturers. Supervision is structured through collective guidance forums and co-promoter teams, enhancing the quality and timeliness of dissertation completion. Digital systems, including the e-research log and SIMAK IPB dashboards, support progress tracking, supervision transparency, and structured evaluation of student learning outcomes.
    Additionally, ethical values and leadership in research are embedded into the curriculum via Responsible Research in Business and Management (RRBM) seminars and case-based learning, ensuring that graduates contribute to sustainable and socially responsible management practices. The curriculum also encourages publication in reputable international journals, strengthening both academic and professional impact.
  • All 6 standards in Chapter 3 are met satisfactorily.

Issues to be improved:

School of Business:

Key issues for improvement include:

  • To establish systematic mechanisms for collecting and analyzing feedback from students, alumni, and stakeholders to enhance curriculum relevance and practical learning. For instance, to involve industry partners/alumni more systematically in curriculum review, guest lecture and case development.
  • Utilize digital systems more effectively to monitor Learning Goals achievement and track off-campus learning activities.
  • Efforts to enhance globalization should extend to the Regular Program, supported by initiatives to improve faculty English proficiency and ensure consistent quality in international engagement across programs.
  • To strengthen the global curriculum development through the integration of learning across faculties and outside the University while incorporating global insight into the teaching materials. Also, increase the involvement of foreign guest lecturers and expand cooperation with overseas universities and multinational industries to enhance international exposure.
  • To strengthen faculty capacity in blended and digital pedagogy through regular training and development of self-paced tutorial modules.
  • To improve the alignment between student research and real-world business challenges through closer industry involvement.
  • Student participation in dual or joint degree programs, international mobility, and collaborative online international learning (COIL) remains limited. The School is encouraged to look into providing more structured programs to increase student and faculty participation in dual or joint degrees, international research collaborations, and COIL programs.

1) Undergraduate Programs:

●
  • To enhance curriculum effectiveness, the School should establish systematic mechanisms for collecting and analyzing feedback from students and stakeholders, including alumni, particularly on practical learning experiences and curriculum relevance.
  • Presenting a clear table of course classifications and credit allocations would improve curriculum transparency and coherence across all program levels. Faculty capacity in online pedagogy and educational technology should be further strengthened through targeted training.
  • Efforts to enhance globalization should extend to the Regular Program, supported by initiatives to improve faculty English proficiency and ensure consistent quality in international engagement across programs.
  • The School needs to strengthen global curriculum development by integrating interfaculty learning and collaborating internationally
  • Formulation and dissemination Learning Goals has been smooth, however, as a way forward, SB-IPB need to utilize the digital systems to monitor LG’s achievements in a more systematic manner SB-IPB should strengthen the Global curriculum development through the integration of learning across faculties and outside IPB while incorporating global insight into the teaching materials. Furthermore, the documentation and tracking system for off campus learning activities, such as capstone projects and internships should also be refined to facilitate the evidence-based curriculum evaluation.

2) Postgraduate Programs:

(1) Master’s Programs:

●
  • Increasing the involvement of foreign guest lecturers to enrich global perspectives
  • Developing a more structured monitoring system for learning outcomes achievement
  • Adjustment of LG achievement indicators to be more in line with the dynamics of research and dissertation results.
  • Utilizing enrichment courses to support global and cross-sector learning.
  • Expansion of cooperation with overseas universities and multinational industries to further strengthen the international exposure and strategic capabilities of graduates.
  • Integration of sustainability values and global approaches.
  • Regular training for lecturers in developing rubrics based on learning outcomes will be part of the strategy to improve the quality of evaluation.
  • More documented and integrated thesis progress monitoring system.
  • Boosting the interactivity of online classes and strengthen the monitoring of learning outcomes.
  • Strengthen the capabilities in digital content development.
  • Developing self-paced tutorial modules.
  • Providing digital pedagogy training for lecturers.
  • Integration of learning reflection recordings.
  • Developing a collaborative curriculum.
  • Creating joint short-term executive programs with global partners.
  • Exploring the possibilities of co-teaching and co-supervision at the thesis level.
  • Strengthening international program marketing strategy.
●
  • Digitalization of Learning Outcome Monitoring: While systems exist for thesis progress tracking and supervision, a fully integrated digital dashboard for monitoring learning outcomes across all courses is still in development.
  • Internationalization: Student participation in dual or joint degree programs, international mobility, and collaborative online international learning (COIL) remains limited and requires more structured programs.
  • Faculty Development for Blended Learning: Not all lecturers are fully utilising LMS tools and digital teaching content; workshops and standardised e-learning modules should be expanded.
  • Research-Practice Integration: Strengthening the connection between student research and real-world business challenges is necessary, including enhanced industry involvement and thematic research forums.
  • Enhanced Academic Advising: Academic advisors and thesis supervisors are available, but student engagement with these resources could be improved through digital reminders and structured reporting systems.
  • Involve industry partners/alumni more systematically in curriculum review, guest lecture and case development.

(2) Doctoral Programs:

●
  • Utilizing technology and information systems to support the management of supervision and monitoring dissertation progress.
  • Strengthening the system for tracking individual LG achievement and increasing the involvement of international partners in curriculum validation and research direction.
  • Increasing student exposure to global and interdisciplinary issues within specialization courses.
  • Strengthening the research ecosystem to support originality and policy impact.
  • Boosting online class interactivity and strengthen the monitoring of learning outcomes.
  • Developing self-paced tutorial modules.
  • Increasing the capacity of lecturers and promoters to effectively utilize online media as a means of scientific supervision.
  • Developing international collaborative classes.
  • Increasing the presence of foreign faculty.
  • Promoting the program to a network of overseas partners
●
  • Dissertation Progress Digitalisation: While e-research log systems are being implemented, full integration across all students and supervisors is still in progress to ensure real-time monitoring.
  • International Exposure: Opportunities for students and local lecturers to participate in dual degrees, international research collaborations, and extended visiting scholar programs remain limited.
  • Supervision Quality: Continuous training and capacity-building for promoters and co-promoters are needed to maintain consistent supervision quality and enhance student research output.
  • Ethics and Sustainability Integration: Further formalisation of ethical decision-making and sustainability assessment within dissertation evaluation rubrics is required.
  • Publication and Research Visibility: Incentives and structured support for international publications (Scopus/DOAJ/ESCI) could be expanded to increase both the quantity and impact of research outputs.
  • No issues to be improved.

The School’s Feedback:

The School appreciates the positive evaluation from PRT acknowledging that the curriculum of the Undergraduate, Master’s, and Doctoral programs is well aligned with ABEST21 accreditation standards. The School recognizes the commendation related to curriculum structure, integration of practical learning experiences, research-based teaching, and systematic application of the PDCA cycle.
The School is committed to strengthening curriculum relevance, global exposure, digital learning integration, and learning outcome monitoring through sustained collaboration with internal and external stakeholders.

PRT Response:

No further comments.

Chapter 4: Students

  • Standard 13: Admission Policy and Student Selection
  • Standard 14: Student Encouragement and Support
  • Standard 15: Student Body Diversity

School of Business:

The School demonstrates strong alignment with ABEST21 standards in student admission, management, and development across all programs. Clear policies, structured selection processes, and well-organized academic support systems ensure student success. Faculty mentorship, academic advising, and supervision are effective, supported by digital platforms and learning resources. Students benefit from research engagement, industry exposure, and international learning opportunities.

1) Undergraduate Programs:

  • The School has established clear admission policies and procedures and provides strong support for student development. Students have expressed positive feedback on faculty guidance and mentorship, particularly in preparing for business competitions and practical learning experiences, while the alumni association also plays an active and supportive role.
  • Overall, the School compatible with the ABEST21 standards
  • SB-IPB way of managing the students are generally meeting the ABEST21 Accreditation Standards in terms of admission policy, student Selection, encouragement and support.

2) Postgraduate Programs:

(1) Master’s Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Master’s Program demonstrates good alignment with ABEST21 standards regarding student management and support. Students are admitted through a structured selection process based on academic qualifications and professional experience. The program ensures a balance between full-time and professional students, with flexible schedules including evening and weekend classes.
    Academic support is provided through assigned academic advisors, thesis supervisors, and structured monitoring of thesis progress. Learning resources, including access to the SB-IPB library, digital platforms such as Class IPB and SIMAK IPB, and various online learning materials, support student learning and research activities. The program encourages international exposure via guest lectures, seminars, and collaborative online international learning (COIL) initiatives.
    Student engagement in research, case discussions, and professional forums aligns with program learning outcomes, promoting the development of practical and research competencies. Monitoring mechanisms, including thesis progress reports, EPBM evaluations, and alumni tracer studies, ensure that learning outcomes and graduate competencies are regularly assessed.
  • All standards in Chapter 4 are met satisfactorily.

(2) Doctoral Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Doctoral Program demonstrates strong alignment with ABEST21 standards regarding student management and development. Doctoral students are admitted based on stringent academic criteria and professional experience, ensuring a cohort capable of conducting high-level research.
    The program provides structured academic support through primary supervisors and co-promoters, collective guidance forums, and regular monitoring of dissertation progress. Digital systems such as the e-research log and Class IPB facilitate research documentation, progress tracking, and communication between students and supervisors. Students are encouraged to publish in reputable national and international journals, participate in scientific seminars, and present at conferences, aligning with program learning outcomes.
    International exposure is integrated through mandatory visits to partner universities, participation in global research collaborations, and opportunities for short courses and international community service. Learning resources, including access to the SB-IPB library, databases, and online research materials, support doctoral-level research and independent learning. The program also emphasises ethical research, sustainability, and leadership through seminars and course materials, preparing graduates as responsible business leaders and scientific contributors.
  • All standards in Chapter 4 are met satisfactorily.

Issues to be improved:

School of Business:

Key issues for improvement are:

  • The target student profile should be more clearly defined and effectively communicated in admission materials to reflect the School’s objectives. Promotion of the School’s uniqueness and distinctive values needs to be intensified to attract diverse student groups.
  • Recruiting international students remains a challenge, the School should strengthen its global visibility through targeted marketing and partnerships. Increasing program promotion to various professional sectors and institutions beyond the Greater Jakarta area (Jabodetabek) and strengthening the presentation of admissions information might be helpful.
  • The academic advising and thesis supervision system requires improvement, with better documentation and real-time digital monitoring of student progress.
  • International mobility and exposure opportunities, including dual degrees, exchange programs, and overseas research, should be expanded.
  • The integration of career support and international mobility needs to be strengthened, supported by a system to monitor awards and student achievements.

1) Undergraduate Programs:

●
  • The target student profile should be more clearly defined and effectively communicated in admission materials to ensure a clear understanding of the School’s admission expectations and objectives.
  • Recruiting international students remains a key challenge. The School is encouraged to enhance its global visibility through targeted marketing initiatives, strengthened international partnerships, and active participation in overseas education fairs.
  • The School highlights the need to strengthen academic advising systems, as not all students optimally utilize mentoring and thesis supervision services. Monitoring of academic progress, particularly during the final study phase, still requires better documentation and more real-time digital tracking.
    Schools need to actively seek foreign students. Scholarships from the Rector are quite helpful, but promotion of the uniqueness of the campus needs to be intensively conducted.
    More contemporary courses, such as digitalization and AI for business, are needed. Furthermore, there needs to be a practical environment for real-life business practices.
  • Despite various plans and efforts, enrolments of international students are still low. SB-IPB may want to relook into this matter and formulate a more effective long term plan and policies to address the issue.
    Career support and international mobility need to be more integrated.Currently, there isn’t a comprehensively documented system to monitor the effectiveness of awards and incentives given to high-achieving students.
    SB-IPB provides comprehensive services for international students from enrollment to graduation which include administrative handling such as visa processing, immigration, and dormitory accommodation. However, it is not very clear whether there is any financial support for students with different cultural backgrounds.

2) Postgraduate Programs:

(1) Master’s Programs:

●
  • Reviewing the profiles of admitted students periodically.
  • Increasing program promotion to various professional sectors and institutions beyond the Greater Jakarta area (Jabodetabek).
  • Strengthening the presentation of admissions information
●
  • International Mobility and Exposure: Opportunities for students to participate in dual degrees, overseas research programs, or extended international exchange remain limited.
  • Digital Learning Optimization: Not all faculty fully utilize LMS platforms or standardized e-learning modules; further training and standardization are needed to enhance online learning quality.
  • Thesis Supervision and Monitoring: While academic advisors are available, some students do not optimally use these services; additional digital reminders and enhanced supervision tracking could improve engagement and thesis completion rates.
  • Research-Practice Integration: Further strengthening of industry engagement and applied research opportunities is needed to ensure alignment with real-world business challenges.
  • Feedback Mechanisms: Structured and systematic student feedback on courses, supervision, and learning resources could be expanded to guide continuous improvement.
  • Expand career development services at Master’s programs level as well.

(2) Doctoral Programs:

●
  • Reviewing the profiles of admitted students periodically.
  • Expanding the School’s promotional network
  • Strengthening the presentation of admissions information
●
  • Digital Monitoring and Supervision: While an e-research log is being implemented, further integration and use of dashboards for real-time monitoring of student progress would improve supervision efficiency and early identification of research obstacles.
  • International Collaboration: Opportunities for extended research visits, dual degrees, or long-term collaboration with foreign institutions remain limited. Expanding these programs would enhance global competencies and research networking.
  • Supervision Capacity: Continuous training for supervisors and co-promoters in advanced research methods and supervision strategies is needed to maintain high-quality mentorship.
  • Ethical and Responsible Research: Integration of ethical considerations and sustainability in dissertation evaluation and curriculum could be formalised further.
  • Student Engagement: Additional mechanisms to encourage proactive student participation in collective guidance forums, research workshops, and publications could strengthen research output and timely completion of dissertations.
  • No issues to be improved.

The School’s Feedback:

The School appreciates the positive evaluation by the Panel Review Team (PRT), which recognizes the strong alignment of the School’s admission, student management, and development practices with ABEST21 standards across all programs. The School is pleased that its structured admissions system, academic advising, supervision mechanisms, and international exposure opportunities have been acknowledged as strengths.
The School remains committed to continual enhancement of student support services, strengthening global exposure, improving academic supervision systems, and expanding outreach strategies to attract diverse prospective students, including international candidates.

PRT Response:

The School is encouraged further strengthening of advising, supervision, and international exposure to maximize student development and outcomes.

Chapter 5: Faculty

  • Standard 16: Faculty Structure
  • Standard 17: Faculty Qualifications
  • Standard 18: Maintenance of Education and Research Environment
  • Standard 19: Faculty Development
  • Standard 20: Faculty Diversity

School of Business:

The School maintains a qualified and diverse faculty aligned with ABEST21 standards in terms of academic qualifications, professional experience, and international exposure. Faculty development is supported through training, international conferences, and collaborations with global partners. The School also recognizes the need to further strengthen its research culture and has identified strategic areas for continuous enhancement in scholarly productivity and academic excellence.

1) Undergraduate Programs:

  • The School maintains an adequate and generally well-qualified faculty. The School recognizes the importance of strengthening its research culture and has identified key areas for further improvement.
  • Overall, the School compatible with the ABEST21 standards.
  • Various plans and actions at SB-IPB related to faculty are generally meeting the ABEST21 Accreditation Standards in terms of adequacy, recruitment & promotion policies and retention.

2) Postgraduate Programs:

(1) Master’s Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Master’s Program faculty demonstrates strong alignment with ABEST21 standards in terms of academic qualifications, professional experience, and international exposure. Lecturers possess diverse doctoral and professional backgrounds, with many holding significant experience in national and multinational companies, government, and research institutions.
    Faculty development is supported through training, workshops, and participation in international conferences. Teaching methods incorporate research-based learning, case studies, and applied managerial problem-solving. Internationalization is promoted via guest lectures from global scholars, collaborative online learning (COIL), and partnerships with overseas institutions.
    Faculty members actively engage in curriculum development, supervision of student theses, and applied research projects. Digital tools, such as SIMAK IPB and Class IPB, facilitate teaching management, assessment, and student interaction. Professional development initiatives, including blended learning training and e-learning content creation, ensure faculty teaching aligns with current standards and learning objectives.
  • All standards in Chapter 5 are met satisfactorily.

(2) Doctoral Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Doctoral Program faculty demonstrates strong alignment with ABEST21 standards in terms of academic qualifications, research capability, and international experience. Doctoral lecturers possess robust academic backgrounds with expertise in advanced research methods, thematic management areas, and interdisciplinary topics.
    Faculty members actively engage in supervision of doctoral dissertations, research collaborations, and publication in reputable national and international journals (Scopus, DOAJ, ESCI). Teaching methods include research-based learning, advanced seminars, and methodological workshops. Collective scientific guidance forums, thesis coaching clinics, and digital tools (e-research logs, Class IPB, SIMAK IPB) support supervision and student progress monitoring.
    Internationalization is promoted through adjunct professors from partner universities, visiting research programs, and participation in global conferences. Faculty contribute to curriculum development aligned with research agendas, ethical standards, and sustainability principles, fostering leadership and responsible research practices among doctoral students.
  • All standards in Chapter 5 are met satisfactorily.

Issues to be improved:

School of Business:

Key issues for improvement are:

  • The balance between teaching, research, and managerial activities of lecturers is still a challenge. Faculty workload balance needs to be improved between teaching, research, and administrative responsibilities to sustain productivity and quality.
  • Research support systems should be strengthened through internal grants, proposal-writing workshops, and collaboration incentives to enhance scholarly output.
  • The absence of a formal sabbatical or research leave system limits faculty research opportunities and long-term development.
  • Recruitment of international and practitioner lecturers should be expanded to enrich global perspectives and practical learning.
  • International faculty mobility and exchange programs remain limited and require structured institutional policies to encourage outbound and inbound participation.
  • Faculty development programs should focus on improving practical experience, English proficiency, and research capacity through incentives, mentoring, and team-teaching arrangements.
  • There is still a need to increase the diversity of lecturer backgrounds especially from foreign to enrich learning perspectives. International lecturer mobility remains informal and requires structured policies and institutional support to expand participation. The School is encouraged to develop strategies to improve age diversity among undergraduate faculty, as a relatively small proportion are under 40 years old.
  • Reward and promotion systems should be broadened to recognize contributions in teaching innovation, industry collaboration, and learning development beyond publication metrics.
  • Administrative and technical support for research and teaching innovation should be further optimized to assist faculty in proposal preparation, data management, and publication.

1) Undergraduate Programs:

●
  • The School should address the imbalance in faculty allocation between undergraduate and postgraduate programs and consider involving more industry practitioners to enrich practical learning.
  • Efforts to enhance faculty qualifications and research engagement should continue, supported by a more balanced workload and an expanded reward system that recognizes teaching and innovation.
  • Establishing a formal sabbatical or research leave policy with clear criteria would promote sustained scholarly productivity.
  • Faculty development initiatives should focus on improving practical experience, English proficiency, and research capacity through incentives, mentoring, and team-teaching arrangements.
  • The School is encouraged to develop strategies to improve age diversity among undergraduate faculty, as a relatively small proportion are under 40 years old.
  • There is still a need to increase the diversity of lecturer backgrounds especially from foreign to enrich learning perspectives. International lecturer mobility remains informal and requires structured policies and institutional support to expand participation.
    The challenge is balancing teaching and research workloads with administrative work. Some lecturers also teach in other faculties.
  • Some senior lecturers have retired, and some are in transition to retirement making the ratio of lecturers to students to be less than ideal.
    Academic lecturers are still dominant compared to practitioner lecturers leading to below optimal exposure of students to real-world experience.
    SB-IPB may consider recruiting more lecturers from the industry to improve the quality of learning in terms of practical experience.

2) Postgraduate Programs:

(1) Master’s Programs:

●
  • Mix of expertise among faculty members
  • Expanding of the use of practitioners as guest lectures
  • International faculty members
  • Relatively high workload among faculty members
  • There is no comprehensive coaching and incentive system to accelerate lecturer promotion.
  • The use of lecturers’ research results in the learning process has not been done optimally and systematically.
  • Evaluation of practicing lecturers already exists but not all results have been formally documented and followed up.
  • Award schemes still focus on publications and have not touched on contributions in industry collaboration and learning development.
  • Administrative support for research and capacity building is not yet fully optimized.
  • There is no formal system for sabbatical leave or structured overseas research programs.
  • Periodic training system for the development of advanced learning methods, including case workshops, blended learning, and integration of research results into teaching.
  • Development of a reporting system that records changes in teaching materials and innovations in teaching methods.
  • Promoting international outbound activities for faculty members.
  • Inviting more international visiting professors.
●
  • International Faculty Exchange: Although international guest lecturers are involved, formal two-way exchange programs with partner universities are limited. Expanding faculty mobility and collaboration would strengthen international perspectives.
  • Specialized Training: Additional structured programs for faculty to enhance supervision skills, advanced research methods, and applied teaching strategies would further improve student learning outcomes.
  • Research-Practice Integration: While faculty engage in applied research, mechanisms to increase collaboration with industry partners and ensure integration of research into teaching could be expanded.
  • Digital and Blended Learning Skills: Not all instructors fully utilize LMS and e-learning tools; ongoing training and standardization of online teaching content are needed.
  • Monitoring and Feedback: Systematic evaluation of teaching effectiveness, including feedback from students and peers, could be further formalized to guide faculty development and ensure high-quality instruction.
●
  • Create stronger support for research through internal grants, proposal-writing workshops, and collaboration incentives in addressing the issue of unbalanced research activity of the faculty members.
  • Review and rebalance the faculty workload between teaching, research and community services.

(2) Doctoral Programs:

●
  • Mix of academic ranks among faculty members (need more Associate Professors and Professors to serve as Promotor / main supervisor)
  • Expanding the use of adjunct professors and guest lectures among doctors professional.
  • International faculty members
  • Relatively high workload among faculty members
  • The balance between teaching, research, and managerial activities of lecturers is still a challenge in maintaining publication productivity.
  • Evaluation of practitioner contributions needs to be further developed with an approach that is appropriate for the doctoral context.
  • The reward system has not explicitly accommodated contributions to the development of expertise and international academic reputation.
  • Technical and administrative support systems for research can still be strengthened, especially in proposal preparation, data management, and publication.
  • There is no sabbatical leave system that allows lecturers to focus on medium-term research.
  • Formal and systematic recording of the utilization of lecturers’ research results in the learning process and dissertation development is needed.
  • Special training for doctoral lecturers related to mentoring strategies, theory development, and the preparation of collaborative scientific articles with students.
  • A well-documented system of continuous evaluation, which includes tracking changes in teaching materials and the effectiveness of methods of discussion, supervision, and scientific assignments.
  • Promoting international outbound activities for faculty members.
  • Inviting more international visiting professors.
●
  • Structured International Exchange: Opportunities for local faculty to participate in visiting scholar programs abroad remain limited. Establishing formal two-way faculty exchange would enhance global collaboration and exposure.
  • Supervision Training: Continuous professional development for supervisors is needed, focusing on advanced research methodologies, collaborative supervision strategies, and integration of ethical and sustainability perspectives in dissertations.
  • Integration of Ethical and Sustainability Values: While ethical principles are included in seminars and case studies, formalization of these values in curriculum and assessment rubrics can be strengthened.
  • Research Collaboration: Increasing cross-institutional and international research partnerships, including joint publications with doctoral students, will enhance global research impact.
  • Digital Monitoring and Reporting: The adoption of integrated dashboards and e-portfolios for real-time tracking of student progress should be expanded to ensure timely interventions and comprehensive documentation.
●
  • Create stronger support for research through internal grants, proposal-writing workshops, and collaboration incentives in addressing the issue of unbalanced research activity of the faculty members.
  • Review and rebalance the faculty workload between teaching, research and community services.

The School’s Feedback:

The School appreciates the PRT’s constructive evaluation acknowledging that the faculty body meets ABEST21 standards in terms of academic qualifications, professional experience, and international exposure. The School is encouraged by the recognition of its ongoing efforts in faculty development, participation in international forums, and support for research and innovative teaching.
The School is committed to strengthening faculty development systems, enhancing research culture, promoting international mobility, and improving workload balance to sustain excellence in teaching, research, and community service.

PRT Response:

No further comments.

Chapter 6: Educational Infrastructure

  • Standard 21: Maintenance of Educational Infrastructure
  • Standard 22: Globalization of Educational Infrastructure

School of Business:

The School provides adequate and modern educational infrastructure that meets ABEST21 accreditation standards across all programs. Classrooms and computer labs are well-equipped to support hybrid and collaborative learning. Digital platforms such as Class IPB and SIMAK IPB effectively support teaching, supervision, and communication.

1) Undergraduate Programs:

  • The School provides good educational infrastructure, including well-equipped classrooms and computer labs to support teaching and learning.
  • Overall, the School compatible with the ABEST21 standards.
  • SB-IPB has adequate educational infrastructure for teaching and other purposes which are meeting the ABEST21 Accreditation Standards.

2) Postgraduate Programs:

(1) Master’s Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Master’s Program provides educational infrastructure that aligns with ABEST21 standards. Classrooms are well-equipped with internet access, hybrid learning facilities, and discussion rooms suitable for small- and large-group activities. Dedicated workspaces for lecturers and staff support teaching preparation, research, and mentoring.
    Library resources are comprehensive, including access to international journals (Scopus, ScienceDirect, EBSCOhost, Taylor & Francis, Wiley Online Library) and e-books from reputable publishers. Digital learning platforms, such as Class IPB and SIMAK IPB, support blended learning, academic progress tracking, and communication between lecturers and students.
    Additional facilities, such as common areas, gazebos, parks, and coffee break spaces, foster collaborative learning and informal discussions. Support for students with special needs is available, and cultural/religious facilities including musala, meditation rooms, and student faith organizations ensure inclusivity.
  • All standards in Chapter 6 are met except satisfactorily.

(2) Doctoral Programs:

  • Overall, the School is in line with ABEST21 accreditation standards.
  • The SB-IPB Doctoral Program provides robust educational infrastructure that meets ABEST21 standards. Classrooms and discussion rooms support both small-group seminars and advanced research-based learning, with hybrid facilities for remote participation. Dedicated faculty offices and a shared research room (“Collaborasi”) enable lecturers to prepare lessons, conduct research, and mentor students effectively.
    Library resources are extensive and continuously updated, offering access to international e-journals (Scopus, ScienceDirect, EBSCOhost, Taylor & Francis, Wiley Online Library), e-books, and research databases, supporting high-level research activities. Digital platforms, such as Class IPB and SIMAK IPB, are used for lesson planning, dissertation tracking, and academic communication between supervisors and students.
    The program also ensures inclusive facilities, including accessibility for students with special needs, prayer and meditation rooms for diverse religious backgrounds, and social spaces that promote collaborative research discussions. Internationalization efforts are supported through visiting researcher programs, global academic collaborations, and digital monitoring of research progress.
  • All standards in Chapter 6 are met except satisfactorily.

Issues to be improved:

School of Business:

Key issues for improvement:

  • Improve accessibility and facilities for staff and students with disabilities or special needs.
  • Develop an on-campus cafeteria or canteen offering diverse dietary options to enhance inclusivity and campus life.
  • Ensure all lecturers have adequate individual office space for teaching preparation and consultation.
  • Strengthen mechanisms to systematically collect, analyze, and act on user feedback to guide future facility planning and improvements.
  • Conduct regular benchmarking with peer institutions to align facilities and digital infrastructure with international standards.
  • While digital platforms are available, there is a need to enhance and standardize digital learning and research facilities, online course materials and periodic evaluation of online teaching quality to maximize the benefits of blended and online learning. In particular, although e-portfolio and digital tracking systems are being developed, full integration and standardization are needed to ensure real-time supervision and progress documentation.

1) Undergraduate Programs:

●
  • There is a need to improve accessibility and facilities for staff and students with disabilities or special needs.
  • There is suggestion to have a cafeteria on campus. It is recommended to develop an on-site canteen or designated dining space to further enhance student convenience and campus life.
  • The provision of cafeterias and vending machines is crucial as a non-academic infrastructure part.
  • It is not clear whether all lecturers have an individual office.

2) Postgraduate Programs:

(1) Master’s Programs:

●
  • More robust mechanisms to gather, analyze, and act on user feedback to guide future facility planning and improvements.
  • Regular benchmarking with peer institutions
  • Lack of cafeteria within campus
  • Access in some facilities for people with limited mobility.
●
  • Canteen and Dietary Diversity: The absence of a dedicated on-campus canteen offering halal, vegetarian, and other culturally diverse options may limit inclusivity.
  • User Feedback Mechanisms: A more systematic approach to collecting, analysing, and acting upon feedback from students and faculty can guide infrastructure improvements.
  • Benchmarking with Peer Institutions: Regular comparison with international business
    Schools could help identify best practices and emerging standards for learning facilities, library resources, and technological support.
  • Enhanced Digital Facilities: While digital platforms are available, standardization of online course materials and periodic evaluation of online teaching quality are needed to maximize the benefits of blended and online learning.
  • Review the library collections – books or journals on ethnic based business is deemed as limited by the Master’s students.

(2) Doctoral Programs:

  • Similar to the explanation for Master’s degree.
●
  • Digital Research Monitoring: While e-portfolio and digital tracking systems are being developed, full integration and standardization are needed to ensure real-time supervision and progress documentation.
  • International Academic Exposure: More structured support is needed for doctoral lecturers and students to participate in visiting scholar programs and research collaborations abroad.
  • Ethical and Sustainability Integration: Infrastructure and facilities supporting the formalization of research ethics, responsible research, and sustainability-focused learning could be strengthened.
  • User Feedback Mechanisms: Systematic collection and analysis of feedback from faculty and students can inform facility improvements and resource allocation.
  • No issues to be improved.

The School’s Feedback:

The School appreciates the PRT’s recognition that its educational infrastructure, with well-equipped classrooms, hybrid learning capabilities, digital platforms, library resources, and inclusive religious facilities meets ABEST21 standards across all programs. The School remains committed to strengthening both physical and digital environments to support high-quality teaching, research, and student engagement.

PRT Response:

No further comments.

4. Good Practice in the School’s Educational Programs

School of Business:

Title: Business Education for Responsible, Inclusive, and Sustainable Development
Reason: The title highlights the School’s dedication to developing business professionals who go beyond profit-driven goals, fostering leaders who combine business success with ethical responsibility and create meaningful impact for communities. It also aligns with the University’s techno-social spirit, integrating digital transformation, entrepreneurial mindset, and global collaboration to promote sustainable and inclusive prosperity.

5. Matters to be improved

School of Business:

  • The School’s leadership in fostering a spirit of business, human welfare, and prosperity is a defining strength that should be maintained and further institutionalized.
  • The alumni association is dominated by postgraduate alumni, resulting in limited engagement and representation from undergraduate alumni.
  • The need for improved documentation, archiving, and traceability of governance and coordination meeting outcomes is highlighted. This is essential to ensure that decisions and follow-up actions are systematically recorded and retrievable.
  • Strengthening the connection between the risk management framework and academic/strategic decision-making processes is recommended to enhance institutional resilience and accountability.
  • The limited collection of books and journals on ethnic-based business was explicitly raised by students, indicating the need for targeted library resource enrichment.
  • Doctoral students requested a common area exclusively for doctoral use to foster collaboration and research community development.
  • A recommendation to organize a “one-week quarantine” academic writing program for doctoral students to support dissertation progress and timely completion.
  • CEO International Forum, the ongoing CEO forum should be upgraded to include foreign practitioners as panels and global participants as well.
  • Some facilities are not fully accessible to individuals with limited mobility, which poses challenges to inclusivity. Additionally, the presence of a cafeteria should be considered a priority for enhancing campus amenities and student well-being.

1) Undergraduate Programs:

  • No specific matters to highlight.
  • The Dean’s leadership in developing the spirit of business, human welfare, and prosperity is very strong.
    The School has a unique feature, namely being close to industry and this needs to be maintained.
    The alumni organization is dominated by postgraduate alumni, thus creating a gap between undergraduate and postgraduate alumni.
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  • To further improve management system, several areas should be carefully relooked:
 
  • Strengthening the systematic use of internal audit and program evaluation results to inform strategic planning.
  • Enhancing documentation and traceability of quality-related decisions across academic levels.
  • Improving the archiving of meeting documentation, especially related to routine coordination forums.
  • Formalizing the process of translating external evaluation feedback into measurable improvement actions.
  • Developing structured follow-up and action-tracking mechanisms to ensure continuity.
 
  • To further enhance the governance system, SB-IPB should:
 
  • Enhance the linkage between risk management frameworks and academic decision-making at the School level.
  • Improve documentation consistency for all governance-related processes, including meetings, follow-up actions, and audit trails.
  • Increase public accessibility and user-friendliness of governance information through the PPID system and other digital platforms.
  • Expanding stakeholder participation in evaluating governance effectiveness, especially from industry and alumni perspective.
 
  • To improve the process of formulating and disseminating Learning Goals:
 
  • Utilise digital systems to monitor LG’s achievements in a more measurable manner.
  • Increase the integration of LG into Outcome-Based Education (OBE)assessment.
 
  • To further improve internationalization:
 
  • Expand the list of international partners to enrich the variety of student exchange programs and joint classes.
  • Add more international guest lecturers in core and specialization courses
 
  • To strengthen the link with the industry and to provide more exposure of the real cases:
 
  • Increase the list of the companies and involve more speakers from the industry into the curriculum delivery.

2) Postgraduate Programs:

(1) Master’s Programs:

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The institution has demonstrated a clear understanding of the challenges it faces and has developed targeted improvement initiatives and action plans to address these issues. In addition to the existing strategies, several key areas warrant further attention in relation to the Master’s program:

 
  • Human Capital Management: The institution should enhance its approach to managing faculty and academic staff. Notably, the current distribution of faculty expertise presents challenges, as some courses are taught by individuals whose academic backgrounds do not fully align with the subject matter. Furthermore, the development and performance evaluation of administrative staff require greater emphasis to ensure consistent service quality and institutional support.
  • Research Portfolio and Productivity: As a business school, the institution is expected not only to facilitate knowledge transfer but also to contribute to the advancement of knowledge. To meet this expectation, the School should implement strategies that promote sustained and equitable research output across its faculty, thereby strengthening its academic reputation and scholarly impact.
  • Facility Infrastructure Development: While the institution has made commendable progress in developing its physical infrastructure—largely supported through self-financing—certain areas remain in need of improvement. Specifically, some facilities are not fully accessible to individuals with limited mobility, which poses challenges to inclusivity. Additionally, the absence of a cafeteria should be considered a priority for enhancing campus amenities and student well-being.
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  • While the curriculum incorporates research-based learning and industry relevance, continuous monitoring of learning outcomes through digital dashboards and e-portfolios should be strengthened to ensure real-time tracking and timely intervention.
  • Internationalization efforts, including guest lectures, COIL initiatives, and potential dual degree programs, are progressing but require further expansion to provide students with broader global exposure and collaborative opportunities.
  • Academic advising and thesis supervision are available; however, not all students fully utilise these services. Enhancing advisor training, implementing digital reminders, and structured guidance systems could improve student engagement and study completion rates.
  • Online and blended learning is being developed, yet standardization of course materials and consistent use of LMS tools across lecturers remain areas for improvement to ensure high-quality digital learning experiences.
  • Regular feedback from students, alumni, and industry partners should be systematically collected and incorporated into program review cycles to enhance curriculum relevance, research-practice integration, and overall academic quality.
●
  • CEO International Forum – the ongoing CEO forum should be upgraded to include foreign practitioners as panels and global participants as well.
  • To enhance the book/journal collections on the topic of Ethnic based business. Some of the Master’s students interviewed, raised this concern where limited collections on this area.
  • Career support events to be extended to Master’s students as well.
  • Building B should also be improved as per Building A.
  • Need a Café at the area of SB-IPB University.

(2) Doctoral Programs:

●

The institution has demonstrated a clear understanding of the challenges it faces and has formulated improvement initiatives and action plans to address these issues. In addition to the existing strategies, several key areas merit further attention in relation to the Doctoral program:

 
  • Human Capital Management: The institution should strengthen its approach to faculty and academic staff development. As reported, the limited number of Associate Professors and Full Professors has resulted in an excessive supervisory and examination workload for a small group of senior faculty members. This situation underscores the need for strategic faculty recruitment, academic rank advancement, and workload distribution. Furthermore, the development and performance evaluation of administrative staff require greater emphasis to ensure consistent institutional support and operational efficiency.
  • Research Portfolio and Productivity: As a business school, the institution is expected to contribute not only to knowledge dissemination but also to knowledge creation. To fulfill this role effectively, the School should implement strategies that promote sustained and equitable research output across its faculty, thereby enhancing its academic reputation and scholarly impact.
  • Facility Infrastructure Development: While the institution has made commendable progress in developing its physical infrastructure—largely supported through self-financing—certain areas remain in need of improvement. Specifically, some facilities are not fully accessible to individuals with limited mobility, which poses challenges to inclusivity. Additionally, the absence of a cafeteria should be considered a priority for enhancing campus amenities and supporting student and staff well-being.
●
  • The doctoral program demonstrates strong emphasis on research quality and international collaboration, yet further measures are needed to ensure timely dissertation completion and alignment of topics with the institutional research roadmap.
  • Academic supervision is structured through promoters and co-promoters, but systematic digital tracking of student progress via dashboards and e-research logs should be fully implemented to enhance monitoring and reporting.
  • Ethical values, sustainability, and responsible research are integrated into coursework and seminars; however, formalization in dissertation evaluation rubrics and continuous reinforcement across all research activities is recommended.
  • Internationalization initiatives, including visiting research programs, global community service, and publication requirements, are in place but could be expanded to provide greater exposure and stronger academic networks for students and faculty.
  • Continuous professional development for supervising lecturers, including workshops on advanced methodologies and research supervision, should be prioritised to strengthen mentoring quality and enhance the program’s global research profile.
●
  • CEO International Forum – the ongoing CEO forum should be upgraded to include foreign practitioners as panels and global participants as well.
  • To enhance the book/journal collections on the topic of Ethnic based business. Some of the Master’s students interviewed, raised this concern where limited collections on this area.
  • Career support events to be extended to Master’s students as well.
  • Building B should also be improved as per Building A.
  • Need a Café at the area of SB-IPB University.
  • The School should organize one week quarantine for doctoral student to complete their academic writing.
  • Doctoral student requested for a common area designated for doctoral program only.
  • Using today’s technology to help connecting or establishing a stronger and more structured alumni network with clear direction in assisting the School to achieve its mission and vision.

The School’s Feedback:

The School appreciates the Peer Review Team (PRT) for providing constructive observations and suggestions. These points are highly valuable toward strengthening institutional governance, academic management, research culture, and student learning experience.

PRT Response:

No further comments.

6. Peer Review Schedule

ABEST21 assessed the School’s ABEST21 Management Accreditation by conducting substantial assessment on “Self-Check/Self-Evaluation Report (SCR)” by the Desk Review and the Peer Review Visit according to the Review Schedule below.

  • Jul. 4, 2024: Acceptance of the “QIS”
  • Oct. 21, 2024: Online Interview
  • Nov. 27-28, 2024: Ratification of the “QIS” by the Peer Review Committee
  • Jul. 8, 2025: Acceptance of the “SCR”
  • Oct. 14-15, 2025: Peer Review Visit
  • Oct. 31, 2025: Informal Announcement of the Draft of the PRT Review Report
  • Oct. 31-Nov. 18, 2025: Coordination of opinions between the PRT and the School
  • Dec. 2-3, 2025: Ratification of the “PRT Review Report”
  • Jan. 15, 2026: Recommendation of the Accreditation Committee
  • Mar. 7, 2026: Ratification of the ABEST21 Accreditation by the Board of Trustees