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 clear mission and strategic plan, using an Appreciative Inquiry (AI) approach to involve internal and external stakeholders in formulating its Vision, Mission, Goals, and Strategies (VMTS).
• The School has a clear organizational hierarchy led by a Dean, supported by a Deputy Dean, program heads, and various units, providing clear leadership.
• The School uses an annual Internal Audit and consistently applies the PDCA (Plan-Do-Check-Act) cycle for continuous improvement.
• The School systematically collects feedback and shares evaluation results transparently with all stakeholders. It also submits internal quality reports to the Indonesian Ministry of Education for external feedback.
• The School supports staff development through training, conferences, and international exposure opportunities.

• The School demonstrates basic compatibility with ABEST21 standards in internal quality assurance. Governance structures are in place, with the Dean, Deputy Dean, and program heads providing clear leadership. Meetings and audits show that quality assurance processes are practiced, and the PDCA cycle is applied at least partially. Staff development is supported through training, conferences, and international exposure opportunities. Overall, the School’s management system shows commitment to continuous improvement and is aligned with ABEST21’s intent.
• The school has demonstrated compatibility with ABEST21 accreditation standards.

The School’s Feedback:

• Agreed with the PRT observation.
• The school agrees with the PRT assessment.

PRT Response:

Complied.

Issues to be improved:

• There is a need to strengthen the link between long-term strategic goals and day-to-day performance indicators.
• Improve the speed and accuracy of implementing changes based on evaluation results. The ERP system is planned to aid this with real-time data and process streamlining.
• Address the significant gap in English language and communication skills among administrative staff for global competitiveness. Implement specific, relevant training programs and evaluate their effectiveness.
• Shift staff development from university-driven to programs tailored to the School’s strategic needs.
• Formalize the internal governance framework and strengthen external stakeholder participation (industry, alumni) in decision-making, which is currently limited and internal-focused.
• Reduce the risk of over-centralization and lack of continuity by addressing the reliance on a small leadership team.
• Develop clear Standard Operating Procedures (SOPs) for decision-making and improvement processes, as they are currently not systematically documented, which reduces transparency and institutional memory.
• Institutionalize the PDCA cycle (Plan-Do-Check-Act), which is currently applied inconsistently, with weak follow-up and evaluation. Introduce a systematic and well-documented monitoring and evaluation system for improvements to ensure implemented changes are clearly tracked and assessed.

• PPM School has conducted regular evaluations of the management system and the educational environment. PPM School needs to strengthen the speed and accuracy of implementing improvements based on the evaluation results. Furthermore, a more systematic and well-documented monitoring and evaluation system for improvements should be introduced to ensure that the implemented changes can be continuously tracked and evaluated more clearly.

The School’s Feedback:

• Agreed with the PRT observation and will follow up the recommendation.
• The school agrees with the PRT assessment.

PRT Response:

Noted the responses by the School on this Chapter.

Chapter 2: Mission Statement

• Standard 5: Mission Statement
• Standard 6: Financial Strategies
• The School demonstrates a strong commitment to its educational programs and learning outcomes, utilizing a systematic process for mission review that involves a wide range of stakeholders (alumni, industry experts, government representatives).
• The School possesses a solid foundation for financial management, supported by a diversified mix of funding sources, including contributions from the PPM Foundation, tuition fees, case study sales, and revenue from professional services, events, executive education, and consulting.
• The School’s mission statement is clear, consistent with the university’s vision and national higher education priorities, emphasizing leadership, innovation, and professional development. It is concise (three sentences), memorable, and aligns with ABEST21 standards. It reflects the unique identity of the Master of Management (MM) Study Program at PPM School and ensures visibility among stakeholders.
• The tridharma mission is uniquely implemented to produce a graduate profile defined as: “A globally minded transformational leader capable of initiating and managing organizational change through the application and development of knowledge and best practices in technology-based management, equipped with certified competencies in management, and upholding ethics, local wisdom, and the noble values of Pancasila.”

• The School’s mission statement is clear, consistent with the university’s vision, and aligned with national higher education priorities. It emphasizes leadership, innovation, and professional development, reflecting the School’s role in nurturing competent business leaders. Dissemination through official channels (website, brochures, orientation) ensures visibility among stakeholders. Financial strategies include reliance on tuition, executive education, and consulting, providing a reasonably sustainable base. Overall, the mission statement and financial planning demonstrate compatibility with ABEST21 standards, particularly in ensuring relevance and alignment with institutional goals.
• The mission statement of STM PPM reflects the unique identity of the Master of Management Study Program at PPM School. It is concise, memorable, current, and realistic, as it is conveyed in three sentences that articulate the distinctive implementation of the tridharma of higher education within the MM Program. The tridharma mission in the fields of management and business is uniquely designed to produce graduates with the following profile: “A globally minded transformational leader capable of initiating and managing organizational change through the application and development of knowledge and best practices in technology-based management, equipped with certified competencies in management, and upholding ethics, local wisdom, and the noble values of Pancasila.”

The School’s Feedback:

• Agreed with the PRT observation.
• The school agrees with the PRT assessment.

PRT Response:

Noted.

Issues to be improved:

• The School must establish a more structured and accelerated feedback system, as current input is not systematically integrated into the mission review process, despite plans for discussion forums. Follow-up mechanisms need clarification to ensure feedback leads to tangible, timely changes and keeps the mission relevant.
• Stakeholder engagement (alumni, industry, students) in the mission review is currently informal and undocumented. Crucially, the mission lacks measurable Key Performance Indicators (KPIs) to evaluate its achievement in areas such as graduate employability, research impact, or leadership outcomes.
• The School has limited financial autonomy and a heavy reliance on income from tuition and executive education, which poses risks to long-term sustainability. Furthermore, the existing financial strategies are not sufficiently linked to strategic priorities, limiting flexibility for innovation and international expansion.
• The School should strengthen its mission review by regularly involving diverse stakeholders, establish quantifiable KPIs, and actively diversify its funding sources (e.g., alumni donations, research grants, endowments). Aligning resource allocation directly with the mission is necessary to enhance both credibility and long-term sustainability.

• The school acknowledges the need for a more structured feedback system. While it collects feedback, the report doesn’t specify how that input is systematically integrated into the mission review process. The school’s plan to implement four annual discussion forums is a good step, but it must ensure this feedback directly informs and leads to tangible changes.

• PPM School has established procedures to ensure that its mission remains aligned with global economic developments and industry needs. In addition, the follow-up mechanisms for responding to feedback need to be further clarified and accelerated to ensure that the mission statement remains relevant and effective in addressing ongoing changes and emerging challenges.

The School’s Feedback:

Agreed with all the PRT observation.

PRT Response:

Noted the responses by the School on this Chapter.

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 uses a robust framework of 35 learning outcomes across four areas (Attitudes, Knowledge, General Skills, and Special Skills) for its Master of Management program. The curriculum is meticulously mapped to these outcomes using a curriculum-assessment matrix and a variety of assessment methods.
• The School actively ensures its curriculum remains relevant by planning the introduction of electives in emerging areas like Business Analytics and Strategic Sustainability. Quality is maintained through monitoring, including course evaluations and internal audits, demonstrating a commitment to continuous improvement.
• The institution offers a variety of resources, including academic databases and a flexible hybrid learning model utilizing LMS platforms for online learning adaptability. It also provides significant international exposure through initiatives like a Visiting Lecturer program and a Double Degree Program with The University of Queensland.
• The School upholds a clear and strict diploma policy to ensure students understand the requirements for graduation and maintain high standards of academic integrity.

• The School’s curriculum is generally compatible with ABEST21 standards. Learning goals are clearly defined and mapped to national frameworks, covering knowledge, skills, and ethical values. Curriculum structure integrates theory with practice through projects, case studies, and industry collaboration. Quality monitoring is conducted through course evaluations and internal audits, showing commitment to continuous improvement. The use of LMS platforms demonstrates adaptability to online learning requirements. Overall, the curriculum reflects compliance with ABEST21 expectations of relevance, quality assurance, and global orientation.
• To achieve its mission, PPM School has formulated the learning outcomes for the Master of Management Study Program to develop a set of learning goals, which include attitude, knowledge, Personality and special skills.

The School’s Feedback:

The school agrees with all the PRT assessment.

PRT Response:

Noted.

Issues to be improved:

• The School faces significant challenges with its hybrid model due to a lack of dedicated facilities, reliable technology, and proper staff training. Furthermore, its online education lacks a comprehensive strategy covering pedagogy, faculty training, and outcome assessment.
• The current mechanisms for assessing whether students are achieving learning outcomes are underdeveloped, necessitating the creation of systematic assessment frameworks and rubrics.
• Curriculum reviews are too focused on regulatory compliance and lack systematic incorporation of alumni and industry feedback. Additionally, documentation of quality improvements is fragmented, and there is limited benchmarking against international best practices.
• The curriculum shows modest internationalization with few structured initiatives like double-degree programs or joint modules. Recommendations call for greater flexibility through electives and increased international collaboration to enhance globalization.

• Despite using a hybrid model, the school lacks dedicated rooms and equipment, a reliable broadband connection, and proper training for staff to deliver the hybrid classes effectively.

• PPM School will conduct regular evaluations and industry involvement will ensure these courses align with market needs and provide valuable competencies for our students.

The School’s Feedback:

The school agrees with all the PRT assessment.

PRT Response:

Noted the responses by the School on this Chapter.

Chapter 4: Students

• Standard 13: Admission Policy and Student Selection
• Standard 14: Student Encouragement and Support
• Standard 15: Student Body Diversity
• Despite having a structured admissions process and a strong brand/alumni network, the Master of Management (MM) program is experiencing a significant decline in student intake over the last three years due to increased competition, reduced corporate funding, and graduates preferring to enter the workforce. The School needs to strategize to reverse this trend.
• The School has a transparent and consistent admission policy based on scholastic and aptitude evaluations, which aligns with national requirements. It provides comprehensive student support services including scholarships, orientation, advice, financial assistance, and opportunities for academic achievement and community service.
• The School’s internationalization efforts are strong for inbound short-term programs (like summer schools and exchanges) and outbound experiences (facilitating study abroad). However, there is a major recognized issue with the lack of international students in its full-time programs, necessitating a recruitment strategy.
• While the School has active international partnerships and reviews its international programs annually, both staff and students have expressed a preference for more in-person opportunities to attend overseas conferences and exchanges.

• The school’s admission policy is transparent and consistent with national higher education requirements. Support services such as orientation, advising, and financial assistance are provided, showing compatibility with ABEST21 expectations for student encouragement and support.
• PPM School has established its admission policy based on scholastic and aptitude evaluations conducted through a selection process. All details are clearly outlined in the student admission guidelines.
  Every year, PPM School conducts a review of the implementation of international programs for its students in order to improve the information and counseling services offered to students. PPM School ensures the existence of active international partnerships. Through these partnerships, PPM School supports students’ aspirations to study abroad and facilitates opportunities for international students to study at PPM School.

The School’s Feedback:

The school agrees with all the PRT assessment.

PRT Response:

Noted.

Issues to be improved:

• The School must develop a clear, data-driven strategy to address the decline in enrollment, which includes analyzing the target market, enhancing marketing efforts, leveraging the alumni network, and specifically developing a plan to recruit international students for the full-time program.
• The current student body consists only of local students, indicating a limited alignment with globalization objectives. Furthermore, admission policy reviews are not systematically linked to graduate performance and market needs, requiring the establishment of regular policy reviews.
• The current student support system lacks systematic monitoring and documentation of outcomes, and recognition of student achievements is informal. Recommendations include developing systematic tracking of support outcomes and creating formalized mechanisms to encourage student excellence.

• The student body includes only local students, demonstrating limited alignment with globalization objectives.

• Admission policy reviews are not systematically linked to graduate performance and market needs.
• Student support is provided but monitoring and documentation of outcomes are limited.
• Recognition of student achievements is informal; more formal reward systems could strengthen motivation.
  Recommendations: Establish regular reviews of admission policies, develop systematic tracking of student support outcomes, enhance international student integration programs, and create formalized recognition mechanisms to encourage student excellence.

• For internationalization of the School, they are working to finalize some format, i.e. faculty and student exchange program with universities from Malaysia, Vietnam, Taiwan, and South Korea. Concurrently, finalising the Summer Program to invite foreign students and lecturer to visit PPM School and attending some classes about local business culture, arts and visiting technology giants/ startups to know more about how business and tech-based industry blooming in Indonesia, and what Indonesia can also learn reciprocally from the incoming lecturers to PPM School. The plan is by the end of this year (2025) the Summer Program can be materialized as a pilot project for the following years (2026-2030).

The School’s Feedback:

The School agrees with all PRT assessment.

PRT Response:

Noted the responses by the School on this Chapter.

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 School maintains a diverse and academically qualified faculty with a strong mix of scholarly expertise and practical industry experience. This diversity spans age, gender, and background, enriching the teaching and supporting global perspectives.
• A recognized weakness is the lack of full-time international faculty, which limits the full diversity of the academic environment despite efforts to incorporate global perspectives through visiting professors and exchange programs.
• The School actively supports continuous faculty growth through professional development, including granting leave for advanced studies, supporting attendance at conferences, and planning targeted upskilling initiatives and support for professional certifications (e.g., in business analytics and sustainability).
• The School has a rigorous recruitment process and is moving from a reactive approach to a more proactive and structured faculty planning by institutionalizing a five-year Manpower Planning (MPP) cycle for 2025-2029.

• Faculty members are academically qualified, with professional experience that enriches teaching. Diversity of faculty backgrounds supports global perspectives. Faculty are engaged in teaching, research, and consulting, which is consistent with ABEST21 requirements. Staff development is supported through conferences, training, and international exposure.
• To create a more inclusive, dynamic, and innovative academic environment, the School maintains diversity in its faculty composition. Faculty members from various age groups, genders, and nationalities provide broader perspectives in teaching, research, and institutional development.

The School’s Feedback:

• The School agrees with the feedback. PPM School of Management is currently exploring the process of recruiting foreign lecturers.
• The school agrees with the PRT assessment.

PRT Response:

Noted.

Issues to be improved:

• The School must develop a specific, proactive strategy to recruit and retain full-time international faculty to enhance academic diversity, and quickly replace faculty loss while ensuring new hires meet required areas of expertise to maintain a balanced composition.
• Current challenges include heavy teaching loads that restrict research, and underdeveloped monitoring and reward systems for faculty performance, requiring implementation of policies to protect research time and establish systematic appraisal and recognition mechanisms.
• Faculty development is currently too generic (university-driven), and the School must design its own development plan and create specific, formalized policies for gender balance, visiting professors, and faculty exchange to support its diversity and internationalization goals.

• The school needs to develop a specific, proactive strategy to recruit and retain full-time international faculty to enhance its academic diversity and global standing.

• PPM School will consistently maintain the quality, quantity, and diversity of its faculty members. In the event of faculty resignation or retirement, the recruitment and selection process for new faculty will be promptly carried out to ensure a balanced faculty composition. The recruitment and selection process will consider the required areas of expertise to uphold academic quality.

The School’s Feedback:

• The School agrees with the feedback. PPM School of Management is currently exploring the process of recruiting foreign lecturers.
• The school agrees with the PRT assessment.

PRT Response:

Noted the responses by the School on this Chapter.