1. ABEST21 Accreditation Result
ABEST21 Accreditation Result of the Master of Management program at the Faculty of Economics and Business, Universitas Diponegoro is a Rank A as follows:
“The School’s educational and research activities have met all or most ABEST21 Management Accreditation Standards and the quality maintenance and improvement of education and research in the aforementioned program are promising and excellent.”
Accreditation commences April 1, 2020 for a five-year period.
2. The Peer Review Team
|Leader||Prof. Dr. Utomo Sarjono Putro, Institut Teknologi Bandung, Indonesia|
|Member||Dr. Dony Abdul Chalid, Universitas Indonesia, Indonesia|
|Member||Prof. Dr. Noryati Ahmad, Universiti Teknologi Mara, Malaysia|
3. The Peer Review Schedule
|Peer Review Process||Date||Remarks|
|Submission of “Quality Improvement Strategy”||Jun. 30, 2018||–|
|Ratification of “Quality Improvement Strategy”||Oct. 30 and Nov. 1, 2018||PRC|
|Submission of “Self-Check/Self-Evaluation Report”||Jun. 30, 2019||–|
|Implementation of the Peer Review Visit||Sep.16-17, 2019||PRT|
|Ratification of “PRT Review Report”||Nov. 18-19, 2019||PRC|
|Informal Announcement of the PRT Review Report||Oct. 25, 2019||–|
|Ratification of the PRT Review Report||Mar. 11, 2020||PRC|
|Recommendation of the ABEST21 Accreditation||Mar. 12, 2020||AC|
|Ratification of the ABEST21 Accreditation||Mar. 12, 2020||Board Meetings|
4. Comprehensive Review
- In general, the governance system is sufficient. On one hand, the university can control the faculties/schools and make sure that its mission is followed by their respective missions. On the other hand, faculties/schools still have the autonomy to implement their strategies. For example, they can manage 65% of their revenue.
- The university and faculty have a strong commitment to achieving their mission. For example, the university and faculty allocated a significant amount of resources for the research activities. There is also a system to encourage the involvement of all lecturers in that activity.
- The faculty composition and infrastructure are sufficient to support the high-quality learning process.
However, there is still room for improvement:
- Action plans should be established to address the weaknesses and threats faced by the MM program, and the School should develop quantitative targets and measures and define the time frame for specific action plans, especially in the following sections:
- What percentage of the curriculum design accommodates the needs of the industry?
- How many academic collaborations with industries will be developed in the certain period (next year, next two years, etc.)?
- How does the school quantify the quality the new student intake?
- What capabilities of the existing staff need to be improved?
- What is the planned increase in the number of international students (in percentage) over a certain period (next year, next two years, etc.)?
- The school promotes diversity in research and culture-based courses. However, to promote diversity and cross-cultural exchange, it is suggested that the school needs to arrange the learning environment and the learning process so as to expose students to cultural diversity. This may include increasing diversity among students and faculty members, internships or projects for students in various cultures (nationally and internationally).
- The school should clarify how to achieve the vision as the leading master degree in management program at international level; currently there are no clear strategies for developing the school to raise its standing at the international level, such as providing international exposure to the students and academic staff, etc.
- Although we heard that management across cultures is the unique feature of the program, we could not find a systematic approach or strategy to achieve this uniqueness. Some students see this uniqueness only in terms of the research activities in their final project. On page 16, we can see only three faculty members with specialization in cross-cultural management and with three research contributions. The school needs to provide other evidence, such as research publications, research collaboration and other academic works that support its claim to be a pioneer in Cross-cultural Management in Indonesian Management.
- The program should pay attention to improving teaching techniques. For example, although almost 70% of lecturers use case study material, the students said that the teaching method is like one-way lecturing.
- The school should ensure that more courses are delivered in English rather than in Bahasa to entice international students to enroll in the MM program.
- The school should develop a systematic mechanism that would be enable it to measure the following:
- The attainment of the learning goals of the program, that is – developing Leaders in Research and Applied Business.
- Evidence provided in the report should indicate that MM graduates have become leaders in research and applied business.
- In addition, there should also be an employability survey to assess the number of full-time program graduates employed after graduation.
- The program should increase the socialization activities to make all stakeholders (i.e., lectures and students) aware of the program’s learning goals.
- The school should develop the curriculum path to shape the students into leaders in research and applied business.
5. Good Practice in the Program Management Education
(1) Title of Good Practice in Management Education
“Cross-cultural Management Education”
1) Bloomberg laboratory provides huge range of data in finance, especially for corporate
finance and financial market. These data is essential for improving the analytical skills of finance students. It also a useful data source for research purposes.
Management Education with Cultural Awareness
2) Engagement and connection with UNDIP MM alumni. The relationship between the School and UNDIP MM alumni is very strong, and most of the educational infrastructure has been financed by their contributions. In addition, the alumni have also returned to UNDIP MM to give lectures and conduct courses for the students.
6. Matters to be noted
- The system for evaluation of learning goals/outcomes’ achievement is needed.
- Stronger evidence to highlight the school’s uniqueness is also needed.
- There is a need to institutionalize quality assurance system at the school level.
- Establishment of assurance of learning committee to develop the matrix that clearly links
the vision, mission, learning goals and course learning goals of the MM program is needed.
- There is a need to develop a proper system that indicates quality issues, quality
improvement and quality action plans. For example, the school may adopt the PDCA Cycle Model in developing the quality improvement system, so that it can continuously assess the quality improvement particularly in the education process, research process as well as in the community services.
- The school must document the process involved in attaining the learning goals set by the
- Although the school states that it encourages students to embrace a different perspective
in business through the student exchange scheme and dual degree scheme, it doesn’t provide explanation on how the rest of the students who don’t participate in these two schemes could embrace a different perspective. The school should provide equal opportunities to all students in humanizing the research and education activities.
- There are some inputs from the staff:
- The school should guarantee that there is no change in class schedule, because some of students complain about it.
- Student participation in Business and Management competition needs to be increased.
- Training for staff to improve their soft skills and English is needed.
- The school needs to promote its mission and vision to the staff to improve their engagement.
- 20% of staff in MM UNDIP are still contract-based, they need be prioritized to be civil servants.
- SKP (performance evaluation from University) is based on working time only, not on the holistic quality of staff performance.