Accreditation Results 2018

I. ABEST21 Accreditation System

1. Purpose of the ABEST21 Accreditation

The mission of a business school is to nurture world-class management professionals who can compete in the age of advanced technology, social, economic, and cultural globalization, and accelerated communication. To achieve the mission, it is indispensable to develop an education system at an internationally recognized level, accompanied by educational quality assurance. Therefore, quality assurance by a third party has been requested for ensuring not only the educational quality that the school is expected to provide, but also educational quality enhancement to the stakeholders of the school.
In order to respond to these needs, ABEST21 was founded on July 1, 2005, as an accreditation institution aiming to assure not only the educational quality but also educational quality enhancement expected from the school. ABEST21 is involved in not only the quality assurance of education but in building the education system which will be the base for enhancement of education quality in response to the change of environment.
In the age of globalization, business schools are responsible for nurturing capable management professionals who can contribute to world peace and prosperity, and the quality of business education is indispensable for achieving this aim. ABEST21 as an accreditation institution has to support business schools in realizing their mission by assessing the quality of their educational and research activities in a fair and objective manner. And we have to recognize our role for supporting the establishment of education system which provides enhancement of educational quality through promotion of PDCA cycle operation toward the future.
Thus ABEST21 Quality Assurance System aims to assess the system of management education quality enhancement in response to the changes of educational and research environment, in addition to education quality assurance.
On Tuesday, March 5, 2018, ABEST21 held the Accreditation Committee and the Peer Review Committee at Shinagawa Season Terrace Conference and accredited 8 schools as follows:

A: Professional Graduate School of Business in Japan

“Management”

• Department of Business Administration, SBI Graduate School, Japan

B: Management Accreditation in Asia

1. Program-based Accreditation System

“Master Program in Management”

• Faculty of Economics, Universitas Andalas, Indonesia
• Faculty of Economics and Business, Universitas Indonesia, Indonesia
• Faculty of Economics and Business, Universitas Kristen Satya Wacana, Indonesia
• Faculty of Business and Economics, Universitas Surabaya, Indonesia

“Master Program in Applied Economics”

• Faculty of Economics and Business, Universitas Padjadjaran, Indonesia

“Master Program in Accounting”

• Faculty of Economics and Business, Universitas Padjadjaran, Indonesia

2. Academic unit-based Accreditation System

• School of Business and Management, Institut Teknologi Bandung, Indonesia

2. The ABEST21 Peer Review System

The ABEST21 Peer Review System consists of three components.

1) Accreditation Committee

Chair

• Sudarso Kaderi Wiryono
  Dean, School of Business and Management, Institut Teknologi Bandung, Indonesia

Vice Chair

• Yasunaga Wakabayashi
  Dean, Graduate School of Management, Kyoto University, Japan
• Mohd Ridzuan Darun
  Dean, Faculty of Industrial Management, Universiti Malaysia Pahang, Malaysia
• Takeshi Hibiya
  Advisor, Fuji Xerox Co., Ltd., Japan

Members

• Candra Fajri Ananda
  Professor, Faculty of Economics and Business, Universitas Brawijaya, Indonesia
• Mutsuhiro Arinobu
  Executive Director, RIKEN, Japan
• Ilker Baybars
  Dean and CEO Emeritus, Carnegie Mellon University-Qatar
  Deputy Dean Emeritus, Tepper School of Business, Carnegie Mellon University, USA
• Ming Yu Cheng
  Professor, Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia
• AAhad Osman Gani
  Dean, Graduate School of Management, International Islamic University Malaysia, Malaysia
• Jun Kanai
  Former President, Toshiba Human Resources Development Corporation, Japan
• Mika Kumahira
  President, Atech Kumahira Co., Ltd., Japan
• Katsufumi Mizuno
  Patent Attorney and President, Hikari Patent Office, Japan
• Hisatsugu Kitajima
  General Manager, Corporate Human Resources Division
  Sony Corporate Services (Japan) Corporation, Japan
• Tadashi Okamura
  Honorary Advisor, Toshiba Corporation, Japan
• Robert S. Sullivan
  Dean, Rady School of Management, University of California San Diego, USA
• Oleg Vikhanskiy
  Dean, Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia

2) Peer Review Committee

Chair

• Mohd Ridzuan Darun
  Dean, Faculty of Industrial Management, Universiti Malaysia Pahang, Malaysia

Vice Chair

• Qinhai Ma
  Dean, School of Business Administration, Northeastern University, China
• Ari Kuncoro
  Dean, Faculty of Economics and Business, Universitas Indonesia, Indonesia
• Yasunaga Wakabayashi
  Dean, Graduate School of Management, Kyoto University, Japan
• Azlan Amran
  Dean, Graduate School of Business, Universiti Sains Malaysia, Malaysia

Members

• Ir. Noer Azam Achsani
  Dean, School of Business, Institut Pertanian Bogor, Indonesia
• Shigeru Asaba
  Dean, Graduate School of Business and Finance, Waseda University, Japan
• Siriwut Buranapin
  Dean, Faculty of Business Administration, Chiang Mai University, Thailand
• Yudi Azis
  Dean, Faculty of Economics and Business, Universitas Padjadjaran, Indonesia
• Hiroshi Fujiwara
  Dean, Department of Business Administration, SBI Graduate School, Japan
• AAhad Osman Gani
  Dean, Graduate School of Management, International Islamic University Malaysia, Malaysia
• Kazuo Ichijo
  Dean, Graduate School of International Corporate Strategy, Hitotsubashi University, Japan
• Chiaki Iwai
  Dean, Graduate School of International Management, Aoyama Gakuin University, Japan
• Abdul Rahman Kadir
  Dean, Faculty of Economics and Business, Universitas Hasanuddin, Indonesia
• Ali Khatibi
  Dean, Graduate School of Management, Management & Science University, Malaysia
• Nurkholis
  Dean, Faculty of Economics and Business, Universitas Brawijaya, Indonesia
• Nor’Azam Mastuki
  Dean, Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
• Vichayanan Rattanawiboonsom
  Dean, Faculty of Business, Economics and Communications, Naresuan University, Thailand
• Arumugam Seetharaman
  Dean for Academic Affairs, S P Jain School of Global Management, Singapore
• Zeljko Sevic
  Dean, Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia
• Suharnomo
  Dean, Faculty of Economics and Business, Universitas Diponegoro, Indonesia
• Eko Suwardi
  Dean, Faculty of Economics and Business, Universitas Gadjah Mada, Indonesia
• Sudarso Kaderi Wiryono
  Dean, School of Business and Management, Institut Teknologi Bandung, Indonesia
• Hua Xu
  Program Chair, MBA Program in International Business, Graduate School of Business
  Sciences, University of Tsukuba, Japan
• Zulkornain bin Yusop
  CEO & President, Putra Business School, Malaysia
• Mohd Zaher Mohd Zain
  Dean, Graduate School of Business, Universiti Kebangsaan, Malaysia

3) Peer Review Team

• Dr. Agus Fredy Maradona
  Master of Management, Universitas Pendidikan Nasional, Indonesia
• Prof. Dr. Ali Khatibi
  Graduate School of Management, Management & Science University, Malaysia
• Dr. Anis Chariri
  Faculty of Economics and Business, Universitas Diponegoro, Indonesia
• Principal Director Arfah Salleh, Ph.D.
  Human Governance Institute INC., Malaysia
• Dean Prof. Dr. Arumugam Seetharaman
  S P Jain School of Global Management, Singapore
• Dean Dr. Azlan Arman
  Graduate School of Business, Universiti Sains Malaysia, Malaysia
• Prof. Dr. Badri Munir Sukoco
  Faculty of Economics and Business, Universitas Airlangga, Indonesia
• Dr. Bernardinus Maria Purwanto
  Faculty of Economics and Business, Universitas Gadjah Mada, Indonesia
• Dr. Budiono
  Faculty of Economics and Business, Universias Padjadjaran, Indonesia
• Dr. Bukhshtaber Natalia
  Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia
• Prof. Dr. Candra Fajri Ananda
  Faculty of Economics and Business, Universitas Brawijaya, Indonesia
• Prof. Dr. Christantius Dwiatmadja
  Faculty of Economics and Business, Universitas Kristen Satya Wacana, Indonesia
• Dr. Danaipong Chetchotsak
  College of Graduate Study in Management, Khon Kaen University, Thailand
• Dr. David Methé
  Institute of Business and Accounting, Kwansei Gakuin University, Japan
• Prof. Dr. David Paul Elia Saerang
  Faculty of Economics and Business, Universitas Sam Ratulangi, Indonesia
• Dr. Devika Nadarajah
  Putra Business School, Universiti Putra Malaysia, Malaysia
• Dr. Dodi Wirawan Irawanto
  Faculty of Economics and Business, Universitas Brawijaya, Indonesia
• Dean Dodie Tricahyono, Ph.D.
  School of Economics and Business, Universitas Telkom, Indonesia
• Prof. Dr. Eko Ganis Sukoharsono
  Faculty of Economics and Business, Universitas Brawijaya, Indonesia
• Dr. Fathyah Hashim
  Graduate School of Business, Universiti Sains Malaysia, Malaysia
• Prof. Dr. Gagaring Pagalung
  Faculty of Economics and Business, Universitas Hasanuddin, Indonesia
• Dr. Gunalan Nadarajah
  Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia
• Dr. Harryadin Mahardika
  Faculty of Economics and Business, Universitas Indonesia
• Dr. Harryanto bin Nyoto
  Faculty of Economics and Business, Universitas Hasanuddin, Indonesia
• Dr. Hen Kai Wah
  Faculty of Accountancy and Management, Universiti Tunk Abdul Rahman, Malaysia
• Prof. Hideki Ishikawa
  Department of Business Administration, SBI Graduate School, Japan
• Prof. Dr. Hirotaka Kawano
  Graduate School of Management, Kyoto University, Japan
• Prof. Hiroshi Takamori, Ph.D.
  School of Accounting, LEC Graduate University, Japan
• Prof. Dr. Huang Lin
  Graduate School of Business Administration, Kobe University, Japan
• Prof. Dr. Ibrahim Kamal Abdul Rahman
  Universiti Kuala Lumpur Business School, Universiti Kuala Lumpur, Malaysia
• Dr. Ida Binti MD Yasin
  Purta Business School, Universiti Putra Malaysia, Malaysia
• Dr. Idqan Fahmi
  School of Business, Institut Pertanian Bogor, Indonesia
• Dr. Irwan Trinugroho
  Faculty of Economics and Business, Universitas Sebelas Maret, Indonesia
• Dr. Irina Petrovskaya
  Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia
• Dr. Jaafar Pyeman
  Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
• Prof. Hirotaka Kawano
  Graduate School of Management, Kyoto University, Japan
• Dr. Prof. Lizar Alfansi
  Faculty of Economics and Business, Universitas Bengkulu, Indonesia
• Dr. Masyhuri Hamidi
  Faculty of Economics, Universitas Andalas, Indonesia
• Prof. Dr. Ming Yu Cheng
  Faculty of Accountancy and Management, Universiti Tunku Abdul Rahman, Malaysia
• Dean Dr. Mohd Ridzuan Darun
  Faculty of Industrial Management, Universiti Malaysia Pahang, Malaysia
• Dr. Mohd Zaher Mohd Zain
  Graduate School of Business, Universiti Kebangsaan Malaysia, Malaysia
• Dr. Nisful Laila
  Faculty of Economics and Business, Universitas Airlangga, Indonesia
• Dr. Noorihsan Bin Mohamad
  Faculty of Economics and Management Sciences, International Islamic University Malaysia, Malaysia
• Dean Dr. Norazam Bin Mastuki
  Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
• Dr. Noryati Ahmad
  Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
• Dr. Pichayalak Pichayakul
  Faculty of Business Administration, Chiang Mai University, Thailand
• Dr. Popy Rufaidah
  Faculty of Economics and Business, Universitas Padjadjaran, Indonesia
• Dr. Putu Anom Mahadwartha
  Faculty of Business and Economics, Universitas Surabaya, Indonesia
• Dean Prof. Dr. Qinahi Ma
  School of Business Administration, Northeastern University, China
• Dr. Rapeeporn Srijumpa
  Graduate School of Commerce, Burapha University, Thailand
• Dr. Remy Magnier Watanabe
  MBA Program in International Business, Graduate School of Business Sciences,
  University of Tsukuba. Japan
• Prof. Emeritus Dr. Richard Taggart Murphy
  University of Tsukuba. Japan
• Dr. Reza Nasution
  School of Business and Management, Institut Teknologi Bandung, Indonesia
• Dr. Sahid Susilo Nugroho
  Faculty of Economics and Business, Universitas Gadjah Mada, Indoensia
• Prof. Dr. Shahizan Bin Hassan
  Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia
• Dean Dr. Sia Bee Chuan
  Faculty of Accountancy and Management, Universiti Tunk Abdul Rahman, Malaysia
• Prof. Shigeki Sadato
  Institute of Business and Accounting, Kwansei Gakuin University, Japan
• Dean Dr. Siriwut Buranapin
  Faculty of Business Administration, Chiang Mai University, Thailand
• Dr. Siti Zahela Sahak
  Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
• Dr. Sri Gunawan
  Faculty of Economics and Business, Universitas Airlangga, Indonesia
• Dean Prof. Dr. Sudarso Kaderi Wiryono
  School of Business and Management, Institut Teknologi Bandung, Indonesia
• Dean Dr. Suharnomo
  Faculty of Economics and Business, Universitas Diponegoro, Indonesia
• Dr. Sujinda Chemsripong
  Faculty of Business, Economics and Communications, Naresuan University, Thailand
• Prof. Takao Shigeta
  Department of Business Administration, SBI Graduate School, Japan
• Prof. Dr.Takayuki Asada
  Faculty of Business Administration, Ritsumeikan University, Japan
• Prof. Tatsuyuki Negoro
  Graduate School of Business and Finance, Waseda University, Japan
• Dean Prof. Dr. Taufiq Marwa Rahmat
  Faculty of Economics, Universitas Sriwijaya, Indonesia
• Dr. Tee Keng Kok
  School of Business, Monash University Malaysia Sdn. Bhd., Malaysia
• Dr. Tengku Ezni Balqiah
  Faculty of Economics and Business, Universitas Indonesia, Indonesia
• Prof. Dr. Utomo Sarjono Putro
  School of Business and Management, Institut teknologi Bandung, Indonesia
• Prof. Dr. Ujang Sumarwan
  School of Business, Institut Pertanian Bogor, Indonesia
• Dean Dr. Yudi Azis
  Faculty of Economics and Business, Universitas Padjadjaran, Indonesia
• Prof. Dr. Yutaka Kakeda
  School of Cultural and Creative Studies, Aoyama Gakuin University, Japan
• Dr. Zabeda Bt. Abdul Hamid
  Graduate School of Management, IIUM Academy, Malaysia
• Dean Prof. Dr. Yasunaga Wakabayashi
  Graduate School of Management, Kyoto University, Japan
• Dr. Yasmine Nasution
  Faculty of Economics and Business, Universitas Indonesia, Indonesia

3. The ABEST21 Accreditation Process

Step A: Applying to the ABEST21 Accreditation.

• Step A1: Application for the “ABEST21 School Membership”
  The School has to become a full-school member of ABEST21 when it applies for the ABEST21 Accreditation.
• Step A2: Application for the “ABEST21 Accreditation Eligibility”
  When the School applies for ABEST21 Accreditation, it has to obtain a qualification for the ABEST21 Accreditation Application. The School submits the completed Accreditation Eligibility
  Application to the ABEST21.
• Step A3: Submission of the “ABEST21 Accreditation Application”
  The School submits the ABEST21 Accreditation Application to the ABEST21. Upon receiving the application, the School has to prepare to submit the “Quality Improvement Plan” immediately.

Step B: Reviewing the “Quality Improvement Plan (QIP)”

The School submits its QIP. If the QIP is successful, the School will proceed to preparation of Self-Check/Self-Evaluation Report, and the unsuccessful School will resubmit the QIP.

Step C: Reviewing the “Self-Check/Self-Evaluation Report (SCR)”

The School submits its SCR. In preparing the Report, the School conducts the self-check based on the basic and detailed perspectives of the accreditation standards with the support of the advisory team.

• Step C2: “Desk Review” and “Peer Review Visit”
  The Peer Review Committee entrusts the Peer Review Team (PRT) of the School with the review of the Self-Check/Self-Evaluation Report. The PRT conducts the Desk Review and the Peer Review Visit.
• Step C3: Informal announcement of the Draft of the PRT Review Report
  The PRT informally announces the Draft of the PRT Review Report to the School, providing an opportunity for the School to give its comments or objections. If any objection
  is raised by the School, the Peer Review Team shall conduct a factual survey and coordinate the statement.
• Step C4: Ratification by the PRT Review Report
  Based on the coordination of opinions between the School and the PRT, the PRT reports the Draft to the Peer Review Committee. The Committee reviews it and decides on the recommendation to the Accreditation Committee.
• Step C5: Ratification of the ABEST21 Accreditation
  The Accreditation Committee shall examine the Draft Recommendation for accreditation submitted by the Peer Review Committee and deicide by vote whether to submit it to the Board of Trustees.
  Based on the recommendation of the Accreditation Committee, the Board of Trustees reviews the recommendation and finalizes the accreditation. The accreditation result is reported to the stakeholders after the ratification by the Board of Trustees.

Step D: Reviewing the Kaizen Report

• Step D1: Submission of the Kaizen Report
  The accredited School submits the Kaizen Report for the previous school year by the end of June every year. The Report clarifies the progress achieved in resolving the Kaizen issues based on the action
  plans analyzed in the SCR.
• Step D2: Reviewing the Kaizen Report
  ABEST21 will have the School’s Peer Review Team review the Kaizen Report and its correspondence with the action plan, and prepare the Kaizen Review Report. The Peer Review Committee entrusts the Peer Review
  Team (PRT) of the School with the review of the Kaizen Report. PRT conducts document review and peer review visit and informally announces the draft of the recommendation to the School, providing an opportunity for the School to give its comments
  or objections. If any objection is raised by the School, the Peer Review Team shall conduct a factual survey and coordinate the statement.
• Step D3: Informal Announcement of the Draft of the Kaizen Review Report to the School
  The PRT submits the Kaizen Review Report to the Peer Review Committee. The Peer Review Committee examines the coordinated Draft Recommendation based on the
  feasibility of the action plan and the effectiveness of the quality maintenance and improvement of education. The result is reported to the stakeholders.
• Step D4: Ratification of the Kaizen Report
  The PRT submits the Kaizen Review Report to the Peer Review Committee. The Peer Review Committee examines the coordinated Draft Recommendation based on the feasibility of the action plan and the effectiveness of the quality maintenance and improvement of education. The result is reported to the Accreditation Committee.
  Accreditation Committee shall examine the Draft Recommendation submitted by the Peer Review Committee and decide whether to submit it to the Board of Trustees. And, based on the recommendation of the Accreditation Committee, the Board of Trustees reviews the recommendation and ratifies the report. The Kaizen Review Report is reported to the stakeholders after the ratification
  by the Board of Trustees.

4. ABEST21 Management Accreditation Standards
CHAPTER ONE: MISSION STATEMENT

Standard 1-MISSION STATEMENT

“Any School which applies for management accreditation by ABEST21 (hereinafter called “the School”) must define a mission statement for its educational and research activities that provides a framework for how decisions are made by the School’s management.

• “The School must stipulate a mission statement.”
• “The School must develop its mission statement with the aim of nurturing highly skilled professionals in management who are able to play an active role in the arena of a globalized competition.”
• “The School’s mission statement must be a statement that reflects the views of its stakeholders.”
• “The School must publish itsmission statement in brochures, such as its School code, student admission materials, syllabi, and program outlines, and post its mission and goals on the School’s website.”
• “The School’s mission statement must be a statement which
  includes developing expert knowledge, fundamental knowledge and sophisticated expertise in the realm of management.”

Standard 2-MISSION IMPERATIVES

“The School’s mission statement must imply nurturing highly skilled professionals in management and bear part of the larger mission of the parent university.”

• “The School’s mission statement must imply nurturing highly skilled management
  professionals who plays an active role in the globalized competition.”
• “The School’s mission statement must bear part of the larger mission of the parent university.”
• “The School’s mission statement must be a statement
  which includes developing expert knowledge, fundamental knowledge and sophisticated expertise in the realm of management.”
• “The School’s mission statement must be a statement that indicates the support of the students’ career development.”
• “The School’s mission statement must be a statement that indicates contribution to the development of the educational and research activities of its faculty members.”

Standard 3-OBJECTIVES FOR CONTINUOUS IMPROVEMENT

“The School must review its mission statement periodically based on the defined processes which ensure continuous improvement of its mission statement in response to the changes in its educational and research environment.”

• “The School must have systematic decision-making processes for reviewing its mission statement.”
• “The School must review its mission statement periodically based on the defined processes.”
• “The School must form an operational control framework to gather and file relevant information and data in order to review its mission statement on a regular basis.”
• “The School must establish the framework for seeking the opinions of stakeholders on reviewing its mission statement continuously.”

Standard 4-FINANCIAL STRATEGIES

“The School must have both short-term and long-term financial strategies to raise necessary funds to realize its mission statement.”

• “The School must have a financial basis necessary for realizing its mission statement.”
• “The School must develop financial strategies for raising the funds necessary for realizing its mission statement.”
• “The School must take appropriate action to secure adequate budgets necessary for realizing its mission statement.”

CHAPTER TWO: EDUCATIONAL PROGRAMS

Standard 5-LEARNING GOALS

“The School must define its learning goals which imply innovation and discovery, global engagement, and diffusion of technology for realizing its mission statement.”

• “The School must define its learning goals for its educational programs.”
• “The School must publish its learning goals in brochures, such as its School code, student admission materials, syllabi, and program outlines, and publicize them to its students.”
• “The School must provide academic assistance to students in choosing the courses in line with their learning objectives, in accordance with the course registration guidelines defined by the School.”
• “The School must build a system to enhance communication among students, faculty,
  and staff, and provide academic assistance to students to help them achieve their goals.”

Standard 6-MANAGEMENT OF CURRICULA

“The School must design its curriculum systematically to realize its mission statement.”

• “In designing its curriculum, the School must include core courses to provide a foundation necessary for management education and research.”
• “In designing its curriculum, the School must aim at helping students acquire expertise, advanced professional skills, advanced levels of scholarship, high ethical standards, and a broad international perspective which are necessary
  for management professionals.”
• “In designing its curriculum, the School must pay attention to combining theory and practice effectively in line with its mission statement and following the current trends in management education and
  research.”
• “The School must set a process to review its curriculum systematically and update its curriculum periodically.”
• “The School must design a system which enables its students to take related courses in other departments at the same university and at other universities, a credit transfer system with other schools, and a system to allow students to receive academic credit by completing an internship program.”
• “The School must utilize appropriate educational methods, including case studies, site surveys, debates, discussions, and question and answer sessions between faculty members and students and / or among students.”
• “When the School provides distance education, it must aim to maximize its educational effect by utilizing various media.”

Standard 7-EDUCATIONAL LEVEL

“The School must set the quality level of educational content so as to enable students to achieve their learning goals.”

• “The School must provide an environment and a guidance system that is conducive to learning and teaching in order
  to maintain the quality level of educational content.”
• “The School must secure adequate classroom hours necessary for completing one credit of each course in order to maintain the quality level of educational content.”
• “The School must design adequate time schedules and set a limit to the number of credits which students can take to assure students’ learning efficiency in order to maintain the quality level of educational content.”
• “The School must establish clearly defined standards for calculating grades and for evaluating the academic performance of its students, state them in its School code, and inform the students of them in order to maintain the quality level of educational content.”
• “The School must take measures that ensure that the completion of the program and the academic performance of students are evaluated fairly, and that grades are calculated in an objective and standardized way in order to maintain the
  quality level of educational content.”
• “The School must set a quota on the number of students registered to a course in accordance with its educational methods, the availability and condition of its facilities, and other educational considerations in order to maintain the quality level of educational content.”
• “The School must provide adequate registration guidance, learning guidance and academic and career guidance to respond to the needs of diversified student body including foreign students in order to maintain the quality level of educational content.”
• “The School’s faculty members should share information about students’ course records, attendance rates for each program, total credits earned and academic grades, and develop initiatives to improve students’ learning in order to maintain the quality level of educational content.”
• “In case of providing shortened programs, the School must ensure that the educational methods and time schedules enable the students to achieve its learning goals in order to maintain quality level of education.”
• “The School must provide sufficient support for the students taking distance education programs in order to maintain the quality level of educational content.”

Standard 8-MEASURES TO IMPROVE EDUCATIONAL QUALITY

“The School must improve its educational program quality in a systematic manner to realize its mission statement.”

• “The School must review its learning outcome systematically and periodically in order to improve its educational program quality.”
• “The School must prepare syllabi which state its educational goals, course contents, course plans, educational methods, class materials, faculty office hours, and standards for evaluating academic performance, and disclose the syllabi.”
• “The School must review the contents and practices of its syllabi in a systematic manner.”
• “The School must review its curriculum quality by both examining students’ course records, total credits earned, academic grades and career options, and reviewing opinions from stakeholders.”
• “The School must do periodic self-check/self-evaluations and publicize the results.”
• “The School must conduct faculty development/staff development in a systematic manner in order to improve its educational program quality.”
• “The School should establish a system for awarding faculty members who achieve distinguished teaching and research results in order to ensure
  high quality of education and research.”

CHAPTER THREE: STUDENTS

Standard 9-STUDENT PROFILEY

“The School must specify the target student population and profile of its students to realize its mission statement.”

• “The School must specify the target student population and profile of its students.”
• “The School must make efforts to secure students with target profiles through its selection processes.”
• “The School must provide opportunities for the candidates to take entrance examinations in a fair and unbiased way.”
• “The School must update its target student profile periodically to meet the requirements of the School’s admission policy.”
• “The School must take measures to attract a diverse student body that possesses a variety of backgrounds and values to meet the needs of globalization.”

Standard 10-STUDENT ADMISSION

“The School must clearly stipulate its admission policy in its selection processes.”

• “The School’s admission policy must be a policy to accept students with target profiles.”
• “The School must clearly articulate its admission policy and selection criteria in brochures such as student admission materials and show them to all prospective candidates.”
• “The School must evaluate the scholastic abilities and aptitudes of candidates in a consistent and objective fashion through its selection processes.”
• “The School must match the actual number of student enrollment with the required enrollment through its selection processes.”
• “The School must review the needs of its target student profile periodically to secure the necessary number of students.”

Standard 11-STUDENT SUPPORT

“The School must have appropriate student support systems that help students concentrate on their academic work.”

• “The School must take various measures to provide financial support to students who need it.”
• “The
  School must have administrative offices which collect and process relevant information and provide consultation for the students concerning academic guidance and career development.”
• “The School must establish support systems to provide academic counseling and any other support that students require.”
• “The School must provide appropriate academic support and lifestyle support to international students and disabled students.”

Standard 12-STUDENT INCENTIVE

“The School must take measures to enhance the academic progression of its students to realize its mission statement.”

• “The School must have a system that rewards students who achieve excellent academic results.”
• “The
  School must have a system for providing academic support to the students who face difficulties with continuing their studies.”
• “The School must hold orientation programs at the time students enter the School, before the new academic year begins, or when the curriculum is updated, to provide incentives for students to achieve high standards of academic work.”

CHAPTER FOUR: FACULTY

Standard 13-FACULTY SUFFICIENCY

“The School must maintain an adequate faculty organization to realize its mission statement.”

• “The School must have a number of participating faculty members that is adequate for its educational programs.”
• “The School must maintain a sufficient number of full-time Professors and/or Associate Professors for the courses in the educational programs.”
• “The School must secure adequate number of practically qualified faculty members.”
• “The School must ensure that the ratio of full-time and part-time faculty members in its faculty organization is appropriate.”
• “The School must maintain faculty diversity in terms of age and gender.”
• “The School must maintain faculty diversity to meet the needs in the age of globalization.”

Standard 14 –FACULTY QUALIFICATIONSY

“The School must hire faculty members who possess intellectual qualifications, relevant expertise and teaching skills necessary for realizing its mission statement.”

• “The School must maintain qualified participating faculty members for each of the majors it offers in accordance with the following criteria:
  • Faculty members recognized as possessing outstanding accomplishments in research or education;
  • Faculty members recognized as possessing outstanding skills
    in their field of study;
  • Faculty members recognized as possessing outstanding knowledge and experience in their field of study.”
• “The School must set rules and standards for recruiting and promotion of faculty members.”
• “The School must have a promotion system for faculty members and evaluate each faculty member fairly and objectively through this system.”
• “The School must periodically assess its faculty members by reviewing their
  educational and research performance during the last five years.”
• “The School must disclose information about the educational and research performance of participating faculty members during the previous five years.”
• “The School must evaluate academic performance of professional faculty members periodically, and assign the courses which they teach appropriately.”

Standard 15-FACULTY SUPPORT

“The School must have an educational and research environment necessary for promoting educational and research activities of its faculty members.”

• “The School must limit the number of courses its faculty members teach so that faculty members can secure time to develop their educational and research activities.”
• “The School must have a support system to secure the research funds necessary for promoting faculty members’ educational and research activities.”
• “The School must have a support system including administrative and technical support staff necessary for promoting faculty members’ educational and research activities.”
• “The School must take appropriate steps to vitalize its educational programs so as to promote the educational and research activities of its faculty.”

Standard 16-RESPONSIBILITIES OF FACULTY MEMBERS

“The School must ensure that the faculty members strive to communicate with its stakeholders and that their research and teaching activities are aimed at achieving the School’s mission statement.”

• “The School must ensure systematically that the faculty members continuously develop and improve their course contents, materials used in their courses, and teaching methods based on the results of the self-check/self-evaluation and the student evaluation.”
• “The School must ensure systematically that the faculty members strive to teach cutting-edge expertise and specialized knowledge in their respective fields of study in order to achieve the learning goals.”
• “The School must ensure systematically that the faculty members set office hours and actively communicate with the students through e-mail in order to help them to achieve their learning goals.”

CHAPTER FIVE: SUPPORTING STAFF AND INFRASTRUCTURE

Standard 17-EDUCATIONAL RESPONSIBILITIES OF STAFF

“The School must have an appropriate administrative system to support educational and research activities of its faculty members in order to realize its mission statement.”

• “The School must institute management systems, including faculty meetings and executive committees, to discuss administrative issues and to make and enforce the decisions required to achieve its mission statement.”
• “The School must institute administrative systems which are in an appropriate
  proportion to its size and status.”
• “The School must institute administrative systems which are able to respond to the needs of globalization.”
• “The School must institute administrative systems that adequately support
  the educational and research activities of its faculty members.”

Standard 18-INFRASTRUCTURE SUPPORT

“The School must maintain educational and research facilities and other infrastructure needed to achieve its mission statement.”

• “The School must maintain an appropriate number and quality of its facilities, such as classrooms, seminar rooms, and study rooms, in order to enhance the efficiency of its educational programs.”
• “The School must provide an office for faculty members to prepare for class, especially an individual office for each full-time member.”
• “The School must systematically maintain a collection of books, academic journals, and audiovisual materials necessary for the educational and research activities of both students and faculty.”
• “The School must effectively utilize and maintain facilities and equipment appropriate for its educational and research activities and the delivery of its educational programs.”
• “The School must provide study environments which enable students to engage in self-study, and encourage students to make use of these environments.”

II. The Peer Review team Comprehensive Evaluation

1. PRT Quality Assurance Evaluation

1) The School’s Mission Statement

The Faculty’s vision is “To be an excellent business school committed to human development with ethics, professionalism and leadership”. This vision is aligned with the University vision which is “To be the first university in heart and mind.” The Faculty should be able to be the foremost in stakeholders’ heart and mind, whilst maintaining its competencies to provide state of the art human development program through higher education. The issue of globalization is addressed in the vision to be an excellent business school, with excellence implying both national and international human development competencies.
The School’s vision is to “become an outstanding global graduate business school that is committed to ethics development, professionalism and leadership spirit, which is based on inspirational and innovative character”.
The words inspiring and innovative are the focal points and specificity of the School aligned with the Faculty’s vision. This vision is translated into the mission of “transforming lives and serving the needs of business and industry with graduates who are ethical, professional, with leadership spirit through innovative learning based on knowledge, wisdom and integrity”.
The Faculty’s and the School’s mission enhance the vision through ethics empowerment, professionalism and leadership spirit based on the Faculty’s core values which are knowledge, wisdom (especially local wisdom) and integrity.
The mission is achieved through curriculum, research as well as international recognition through international accreditation which is an implementation of strategic planning of the School, the Faculty and the University.
There are five courses that serve as pillars for achieving the mission through the curriculum: “Business environment” and “Spirituality in Business” courses that prepare students for ethical behavior; “Talentpreneurship”, “Strategic Management” and “Management Information Systems” courses to equip students with professional skills and various leadership styles that can be implemented in workplace. The curriculum is updated on a regular basis to accommodate inputs from stakeholders on certain professional skills and leadership knowledge required given the recent development.
Three channels are used to gather the stakeholders’ suggestions. The first channel is the annual formal meeting with the stakeholders. The second channel is tracer study – questionnaires and interviews with alumni and companies conducted on the annual basis. The third channel is curriculum committee comprising internal and external stakeholders.
The research is in line with the mission statement in the sense that the topics of research are related to international business issues, professional specialization of the researchers, and ethical behavior in research and business leadership. Although the focus of the School is on teaching, research is a part of strategic planning to achieve the School mission. In achieving the mission related to professionalism, researchers in the School conduct their research in their specialized fields of interest, under the coordination of head of study groups and head of master programs. A researcher in the field of financial management, for example, develops her/his research path through internal and external funding, and s/he uses the research results in her/his teaching materials. In order to achieve the mission as business leaders, the researchers actively participate in consulting and act as advisors for government agencies and private business entities. In relation to ethics, the researchers conduct their research by adhering to the code of conduct set by the University through a handbook of research writing.

2) The School’s Educational System

The School has a strong commitment to building the education system based on the principles of continuous improvement, in order to produce the graduates with the competencies that are in line with the vision, mission and goals of the School. The education system was built based on the integration between the vision, the mission and the goals of the School with the learning curriculum, curriculum development as well as the assurance for the high quality of the delivery system.
In the learning process, there are three pillars that assure the achievement of the vision and mission of the School – development of ethics, professionalism and leadership. These three pillars have been embedded in Business Environment, Accountability and Spirituality in Business, Talentpreneurship, Strategic Management and Management Information Systems courses. In the course of Business Environment, the student is equipped with knowledge of business environment that embodies ethics. So the School expects that graduates to uphold the ethics in the world of business. In the course of Talentrepreneurship, students are equipped with basic theoretical and practical framework to be creative and innovative entrepreneurs. Strategic Management and Management Information Systems are designed to improve the ability of students to become business leaders, learn about the different types of business strategies and understand the importance of information systems in supporting business leaders. Furthermore, to achieve the vision as a superior business school, the School actively sends students to different intellectual activities both national and international (e.g. business visit, research on international issues and research collaboration with international NGOs). On the other hand, the faculty members act as visiting lecturers and participate in symposia and conferences both at national and international level.
The School upholds the principles of academic freedom and strives to be an academic forum to the academic community. The School also pays attention on the importance of improving the curriculum quality continuously by conducting periodical curriculum reviews. Through the Curriculum Committee of the Faculty Meetings (was established to comply the AACSB accreditation standards), conducted periodically once every semester, the School monitors academic and non academic progress such as the number of active students, courses offered, researches that have been and will be carried out, and plans the activities that will be implemented. Through this commitee, the Head of the School and faculty members get an overview of the current situation and action plans. Leaders of the School were also advised and reminded that all the achievements and plans must be integrated with the vision, mission and values of the School. Thus, as stated before, the School’s quality of education is certified with an “A” accreditation score, the highest score in higher education standard of Indonesia.
The School provides facilities to support academic and non-academic activities as well as curriculum development process on a regular basis. Example of the facilities is discussion rooms equipped with advanced multimedia equipment such as (a) Internet access with a bandwidth of 48 Mbps, (b) a hotspot for wireless internet and (c) access to the LAN and WAN communication that allows to access the database. The facilities allow the curriculum development process to be aligned with contemporary issues. Thus, the curriculum development process is faster and more scalable.
The School organizes curriculum review activities through workshops on a regular basis. The activities involve all academic staff and stakeholders (e.g. alumni, labor market). The curriculum includes three components, namely the structure, content of courses and learning process. The School always strives to improve the learning process. Reviewing the curriculum is intended to actively keep up with the dynamics of environmental changes. The curriculum must adopt and adapt the changing globalization and internationalization needs. The result of the curriculum’s review is a standardized curriculum which includes international & local content and is expected to be recognized by the international accreditation agencies and partner universities.
In addition to the curriculum, the School also continuously strives to improve the quality and develop supportive academic atmosphere. In supporting academic atmosphere, the School provides clean classrooms with air conditioning, a computer connected to the internet network and a microphone in order for the students and faculty members to conduct the learning process effectively. Library room is equipped with a collection of electronic / digital and printed books, IT system that facilitates book borrowing and book search, an air-conditioned discussion room to allow students do the coursework and have discussions in a comfortable environment. The School also has hot-spots that allow students to access literature via the internet from every corner of the campus. In addition, the School also provides in-door and outdoor discussion rooms (gazebo).
In order to encourage academic activities within and outside the classroom that promote academic interaction between faculty members and students, the School facilitates various events, for example:

• Workshops on participatory learning methods, interactive, case-based studies (Case-based learning) and the Student Centered Learning (SCL);
• Supporting student organizations that include Student Study Group (KSM), Student Interest Group (KMM), Student Executive Board (BEM) and Student Representative Council (DPM). The student organizations run some activities such as: scientific discussions, social events, competitions for high school students, the competition for students and business practices.
• Spirited Leadership is formed through student organizations activities and classroom actitivities, especially for Business environment and Spirituality in Business subject. Student organizations also conduct activities such as leadership summit, and orientation for new students with leadership and wisdom approach, ie. AdiNurani.
• Promoting good scholarhsip practices including joint research between faculty and students like the partnership with Eawag Swiss Sandec for green product research in Sidoarjo; Science Fair program where students are guided by faculty members; mentoring students taking part in the Science Fair and community service by involving alumni through the alumni forum. On the community service activities, students not only act as participants but also the originators, drivers and active implementers;
• Forming a Student Activity Unit namely Leadership Club for Master Degree students. Through this Club, students can hone their leadership skills because they have full autonomy to organize academic (lectures, research, and business competition) and social activities with funding support from the School and alumni forums.

3) The School’s Educational Degree Programs

Graduate program has a total of 231 active students in 2016, with the largest number in Master of Management program (159 students), followed by Master of Accounting program (73 students). The average period of study for graduate programs is 1.6 years with an average GPA of 3.75. In total, students need to take 48 credits to be eligible for Master degree. A full program consists of 8 mandatory courses, 2 elective courses, 4 major’s mandatory courses and a thesis.
The major or concentration courses include Creative Marketing; Investment Management; Operation and Logistic Management and Human Capital Management. All majors are conducted with participatory learning methods that help to develop both the hard and soft skills. There will be an academic transcript that documents the knowledge, skills and attitude of students as well as a soft skill transcript that shows extracurricular student activities.
Master Program is legalized by the Ministry of Research, Technology and Higher Education with the official degree called Master of Management or Magister Manajemen (MM). The MM degree is equivalent to level 8 of Kerangka Kualifikasi Nasional Indonesia (KKNI) – Indonesia National Qualification Framework which means that MM will be recognized as mastery of science, knowledge, know-how, skill, affection and competency.
Science is described as a system based on a scientific methodology to construct knowledge through research. Studies in science should be supported and measured by data record, observation and analysis. Science aims to improve human understanding of the natural and social phenomena.
Knowledge refers to a mastery of theory and skills in a particular field of expertise, or understanding of the facts and information obtained through experience or education.
Know-how can be defined as practical knowledge and ability to apply theory and skills in a particular field of expertise, or understanding of methodologies and technical skills acquired through experience or education.
Skill is defined as psychomotor ability (including manual dexterity and use of methods, materials, tools and instruments) that are developed through measurable training which is based on the knowledge or know-how owned by a person who is able to produce performance that can be assessed qualitatively and quantitatively.
Affection can be described as someone’s sensitive attitude towards the aspects of his/her life that is acquired from the learning process and the environment, family life or society at large.
Competency is the accumulation of a person’s ability to carry out a job that is measured through structured assessment. It includes aspects of self-reliance and individual responsibility in one’s field of work.

4) The School’s Scope of Accreditation

The FBE-UBAYA delivers three bachelor programs, one professional program (i.e. Professional program in Accounting-PPAk) and two master’s programs. In relation to ABEST21 accreditation application, the School’s scope is only the Master of Management program – MM UBAYA FBE (“A” accreditation from BAN-PT). The Master of Accounting accreditation from BAN-PT is “B” and is excluded from ABEST21 accreditation. The bachelor program and the professional program are excluded due to the scope of ABEST21 accreditation that focuses on the Master’s degrees. The bachelor study programs will be included when the ABEST21 accreditation scope accommodates the bachelor programs in the future.

5) The Peer Review Team

6) The Peer Review Schedule

7) The ABEST21 Peer Review Result

(1) Comprehensive Review

“ABEST21 certifies that the School’s educational and research activities generally satisfy accreditation standards. The School’s KAIZEN plans are good and quality maintenance and prospects for the improvement of education and research are promising and good.”
Overall, the School has the potential to be accredited by ABEST21. Based on the Opportunities, Threats, Strengths, and Weaknesses analysis, the School has prerequisites to grow and to provide quality education in the future. Some of the aspects that need to be addressed by the School are:

• Redefine the vision and mission statement of the School to include the professional skills of the graduates and the notion of globalizing the School.
• It can be seen that both vision and mission statements focus on three words: ethics, professionalism, and leadership. It is confusing that the same three notions are used in the vision and mission. Regarding this issue, the recommendations are:
  • These three notions are very broad. If used in vision statement, then it will be hard to translate these into measurable goals, and the School will find it difficult to develop appropriate targets (yearly or in longer-term period). If used in mission statement, then the School will lack of uniqueness, because all educational institutions usually put these three words as graduates’ characteristics. These three words are appropriate as values rather than vision or mission.
  • The School’s vision and mission should be reflected in the curricula and daily activities including student grading and developing the School’s human resources (competencies of the faculty members and staff). With these three words, it will be hard to judge if students have achieved the intended requirements and also it will be hard to see if the School’s human resources have developed the appropriate competencies.

  Therefore, we suggest that the School redefines the vision and mission statements.

• Define the School’s targeted student profile as the basis of the curriculum development and admission policy.
• Provide funding to the faculty members who need to pursue PhD degree. It will be more preferable if they can continue their studies overseas in order to support the School’s globalization efforts.
• Promote some senior faculty members to get their professorship since the existing professors of the School come from disciplines other than management.

(2) The Period of Quality Assurance

Accreditation commences April 1, 2018 for a five-year period. After the accreditation, the School must implement the yearly plan according to its action plan, and respond to the expectations of the social stakeholders. Therefore, the School is required to submit the progress report (KAIZEN Report) by the end of June at the 3rd year after being accredited.

2. Good Practice in Management Education

“Soft-Skills Development through AdiNurani”
One of the good practices in management education offered by the School is to strengthen the cohesiveness of the student body and staff as well as to improve students’ soft skills by frequently conducting the so-called ADINURANI. Adinurani is an activity outside the classroom where students can participate in various activities that help to develop various important soft skills such as teamwork, communication skills, leadership, and creativity. Reportedly, the School provides transcript to students for this activity in addition to their academic transcript.

3. Matter to be noted

• It is conceptually true that any revision of the mission and vision statement will bring implications to the existing action plans for improvement proposed by the School. Fortunately, some action plans have covered, to some extent, the issues for globalization and professionalism.
• It would be good to take note if the School establishes the mentoring programme for the students, as well as the advisory board for curriculum review.
• It is useful if the School analyzes raw data/information quantitatively as well as qualitatively, in order to highlight the strategic position and strengths of the School.