Accreditation

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

The School has a well-defined organizational structure, supported by various units. However, the structure could benefit from streamlining to improve overall efficiency and better resource management. While systems like the e-complaint system and UB- Care are in place, there is a need for more proactive efforts in engaging stakeholders, especially alumni and industry partners.

• FEB Brawijaya generally demonstrates good internal quality assurance and management system appropriate for its type, size and function as an educational and research organization. The management system at FEB UB is fundamentally sound and capable of accommodating the needs of both internal and external stakeholders. FEB UB ensures good relationship between the units and committees which deal with the administrative matters. Stakeholders are involved in the decision-making process in a participative and democratic manner, addressing administrative and academic issues. To ensure continuous improvement, FEB is regularly audited by the Quality Assurance Agency (LPM) at the university level through the Internal Quality Audit (AIM) mechanism. Additionally, external evaluations are also conducted through various national accreditation bodies such as the Independent Accreditation Agency for Economics, Management, Business, and Accounting (LAMEMBA), and international accreditation bodies such as ABEST21, AUN-QA, ACCA, and AQAS (European Standards).
  FEB UB demonstrates good governance system in examining systematically and periodically the appropriateness of its management. UB Organizational Structure and Work Procedures (SOTK) serves as the official guideline for examining performance in terms of relationship, duties, functions, and authorities within the organization.
• The internal quality assurance system at the School is comprehensive, with the GJM overseeing regular internal audits. External evaluations from national and international agencies further ensure that standards are met.
• The various issues that The School faces should be categorized, and the organizations that will improve them, such as committees or working groups, should be clearly defined.
  Training should also be systematically implemented, and the results should be evaluated.

Issues to be improved:

The School needs to look into the mechanisms to strengthen engagements with external stakeholders to gather timely feedback and suggestions for improvement. To training hours for all staff and conducting periodic training needs analyses to identify areas for growth and development.

• The internal quality assurance system at the School is comprehensive, with the GJM overseeing regular internal audits. External evaluations from national and international agencies further ensure that standards are met.

The School’s Feedback:

We are committed and on process in aligning our AIM standards with the international accreditation standards. Adopting the best practices from global standards will surely improving our audit process to be more rigorous and comprehensive.

We will strive to enhance the coordination between the work units directly under our responsibility. Moreover, for the work units under the University we will coordinate with the unit to have better collaboration.

The sensitive data is indubitably a primary concern on our School, adopting the online system. Even though there are no record of data breach in the School and/or in the University, we will ensure to strengthen the already robust data protection measure to safeguard sensitive information. The measures will be coordinated and worked together with the University system since some of the important system in the School are under the authority of University.

We also understand the importance in learning form the dynamic change on the Government Policy and regulation. We will ensure to incorporate them to enrich our academic content and keeping them relevant to the changes.

We are proud of our internal quality assurance system, with GJM overseeing regular audits, and we will continue to seek external evaluations to ensure that we consistently meet both national and international standards.

PRT Response:

No further comments.

Chapter 2: Mission Statement

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

The School’s mission statement is well-aligned with the University’s vision. The emphasis on Indonesian culture and culture-based industries could contribute to the program’s unique identity.

• The mission statement outlines clear, concise, and contemporary strategies to achieve the vision. The mission statement is reflected in the curriculum, which prioritizes cutting-edge approaches, aligning with advancements in science, technology, and market demands, fostering student-centered and collaborative learning. Periodic evaluations involve internal and external stakeholders, ensuring relevance and effectiveness. It emphasizes international reputation and Indonesian cultural identity, ensuring graduates are academically proficient, culturally aware, and globally competitive. The mission statement follows the pre-established Standard Operating Procedures (SOP). This process ensures that the mission statement consistently reflects the institution’s vision and core values.
• The mission statement of the School is well-aligned with both national and global standards, emphasizing leadership, ethical business practices, and cultural sensitivity. It also highlights a unique focus on culture-based industry and the integration of Indonesian specificity, which is a valuable aspect of the School’s identity. While this mission is reflected in some research activities, there is room to better translate these cultural components into concrete actions across the curriculum and programs. By incorporating this distinctive aspect into its branding and academic offerings, the School can further enhance its appeal to international students who are interested in studying in a culturally rich and globally relevant environment.
• The School’s mission statement should be widely published in English.

Issues to be improved:

To further strengthen the School’s uniqueness, it is essential to clearly define the cultural elements and culture-based industries that the School aims to prioritize, supported by the School’s educational and research activities. A more comprehensive financial strategy is needed to diversify revenue sources, reducing reliance on student tuition and ensuring long-term financial sustainability.

• There is a need to increase the visibility of the School’s mission on a global scale through enhanced online presence and targeted marketing efforts. Additionally, promoting the unique focus on Indonesian culture and industry could help attract international students seeking a distinctive educational experience that connects local cultural insights with global business practices

The School’s Feedback:

We appreciate the PRT’s assessment and recommendations for further strengthening the unique identity of our mission.
Defining Cultural Focus: We are working to clearly outline the cultural elements and culture-based industries central to our educational and research activities. This will enhance the alignment of our mission with academic programs and research.
Financial Strategy: To reduce reliance on tuition, we are exploring partnerships, grants, and other diversified funding sources, aligning with our long-term financial sustainability goals.

Diverse Student Body and Global Presence: We recognize the importance of attracting a broader international audience. To improve global visibility, we are optimizing our website with international keywords, creating culturally relevant content, and leveraging social media outreach. Plans to participate in global education fairs and offer multilingual virtual sessions will further support our international recruitment efforts.

Promotion of Indonesian Culture and Industry: We aim to better communicate our unique focus on Indonesian culture and industry through targeted branding and academic offerings. This approach will help attract students interested in an education that connects
Indonesian cultural insights with global business practices.

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

The School’s efforts to globalize the curriculum are highly commendable. In particular, the 3-in-1 program which integrates international, industry, and local perspectives, enriches the learning experience for students. The School has taken appropriate measures to provide the facilities to leverage technology for online teaching and learning, creating a more flexible learning environment.

• he learning goals are clearly defined, aligned with industry needs, and regularly reviewed collaboratively. The curriculum development has incorporated faculty, students, alumni, industry professionals, and government agencies to ensure its relevant and responsive to the dynamic economic landscape. The “3-in-1 Program” further enriches the curriculum by bringing together international faculty and industry practitioners, exposing students to cutting-edge research and practical applications.
• The curriculum at the School is regularly updated with input from industry partners and international benchmarking exercises. The School integrates practical applications into theoretical coursework to ensure students are well-prepared for the global market.
• The School should clarify its own curriculum policy and diploma policy, and then identify the current issues.

Issues to be improved:

To ensure curriculum relevance, the School should regularly update its curriculum to align with local context, industry trends and government priorities, in addition to international benchmarking. Implementing a mechanism for systematic stakeholder feedback, particularly from alumni, will help ensure that learning outcomes meet current needs. To further enhance globalization efforts, incorporating more international case studies into the curriculum is recommended.

• Improve the online management system tool to assist lecturers in implementing the updated Semester Learning Plan (RPS) for lecturers and educational staff, particularly concerning assessment components and criteria. This ensures that lecturers can adjust their teaching methods according to the latest guidelines and that the grading system and assessment rubric are in accordance with curriculum policies, providing objective assessments to students.

The School’s Feedback:

We appreciate the PRT’s positive assessment of our curriculum globalization efforts and the effectiveness of the 3-in-1 program in enhancing student learning. In alignment with the recommendations, we are committed to regularly updating our curriculum to reflect local contexts, industry trends, and government priorities, alongside our ongoing international benchmarking efforts.

To strengthen relevance, we are developing a systematic mechanism to gather feedback from key stakeholders, especially alumni, ensuring that learning outcomes align with current professional demands. We also plan to incorporate more international case studies to deepen students’ global perspectives.

In response to feedback on the online management system, we are working on enhancements to support lecturers in implementing updated Semester Learning Plans (RPS), focusing on assessment components and criteria. This will enable faculty to adapt their teaching methods to the latest curriculum policies, ensuring objective and transparent student assessments.

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

The diversity of the student body from a wide range of cultural, social, and professional backgrounds is crucial for the program. The School has highlighted the need to attract more practitioners. If practitioners are identified as the primary target, the application qualifications should be explicitly outlined to attract this group of applicants. Clear criteria on the expected professional experience, academic background, and skill sets will enhance the program’s relevance and appeal to this target group.

• The MPIE has generally achieve the targeted enrolment for the past years. In the program, a good number of working professionals from various government agencies and private institutions are enrolling.
• Student support services are robust, with scholarships, career counseling, and mental health services readily available. International students are actively recruited, and support systems are in place to ease their integration.
• The School must clearly define its target students, and this should include diversity.

Issues to be improved:

The School should provide a range of support services to cater for the diverse needs of students from various backgrounds. For instance, merit-based and need-based financial aid, as well as research-focused academic guidance for students with different needs, ensure all students benefit from these supports and have the resources needed to excel in their studies.

• Low enrolment of international students.
• There is room to enhance recruitment efforts, particularly for international students, through expanded scholarship programs and more targeted recruitment campaigns.

The School’s Feedback:

We acknowledge the PRT’s recommendations on enhancing student diversity and support. Recognizing the importance of attracting practitioners, we are clarifying application criteria to specify the professional experience and skill sets required. While we have achieved enrollment targets in recent years, we aim to increase international student numbers through expanded scholarships and targeted recruitment efforts. To better support our diverse student body, we are also exploring the introduction of both merit-based and need- based financial aid, as well as tailored academic guidance for research-focused students. These initiatives will help us create a more inclusive and supportive environment for all students.

PRT Response:

No further comments.

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

The implementation of the Tri Dharma principles and the 3-in-1 program is commendable for fostering an inclusive environment that encourages the participation of faculty members from diverse backgrounds. In addition, the implementation of the mentor- mentee system, such as team-teaching, is beneficial for staff development and should be continued.

• FEB UB has a number of full-time professors and associate professors that is adequate for its educational program. The ratio of faculty to students is adequate in most study programs. Majority of faculty members are full-time. There are several adjunct or visiting lecturers who provide valuable external perspectives and expertise, enriching the educational experience for students. Overall, the number of foreign faculty members is limited. Thus, more programs such as international exchange, visiting professors, and joint research/ examiner should be encouraged.
• The School’s faculty development initiatives are comprehensive, with opportunities for professional development, research collaboration, and international exchanges. There is a strong emphasis on increasing the number of faculty with doctoral qualifications.
• Diversity among faculty members is essential.
  In addition to educating your own faculty, you also need to recruit talented and diverse faculty from outside the university

Issues to be improved:

There should be specific targets and plans for the School to increase the number of foreign faculty members and to attract as well as retain high-performing faculty members which is crucial for the success of an autonomous institution. The criteria and targets set for research and publication rewards should be differentiated between science and social science disciplines, to ensure fair and meaningful recognition of scholarly work across all areas.

• None

The School’s Feedback:

We thank the PRT for their assessment and valuable recommendations. We recognize the importance of increasing our foreign faculty presence and are setting specific targets and strategies to attract and retain high-performing faculty members. Our faculty development initiatives will continue to prioritize international exchanges, postdoctoral programs, and professional certifications, along with a career mapping system tailored to faculty expertise. Additionally, we plan to differentiate the criteria for research and publication rewards across science and social science disciplines to ensure fair recognition of scholarly contributions. These efforts align with our goal of enhancing faculty diversity, expertise, and overall institutional success.

PRT Response:

No further comments.