Master of Management Program, Faculty of Economics and Business Universitas Indonesia, Indonesia

1. Accreditation Review Result

ABEST21 International Accreditation Result of Master of Management Program, Faculty of Economics and Business, Universitas Indonesia, Jakarta, Indonesia is as follows:

“ABEST21 International certifies that the School’s educational and research activities satisfy all or most accreditation standards. The School’s Kaizen plans are excellent, and quality maintenance and improvement of education and research are very promising and excellent. Accreditation commences April 1, 2023 for a five-year period.”

2. “Educational and Research Environment Analysis”

The School offers a very strong educational and research environment. In addition, the School is on a positive globalization path. However, more specific action plans are necessary to increase the number of inbound international students and the diversity of faculty in terms of gender and nationality.

Educational and research environment is an important determinant of an effective curriculum and it fosters the learning, growth and development of the faculty and students. The School’s stakeholders’ perceptions of the educational and research environment are a useful basis for modifying and improving the quality of educational and research environment. Based on the report, the School has provided information and plans to be executed for continuous improvement of its educational and research environment. The fundamentals of such environment are already in place. As the education and research environment is dynamic, the School seems to acknowledge that more has to be done to keep up with the current environment, hence the improvement issues and initiatives were discussed well.

The Faculty has a strong educational and research environment. Academic staff are motivated to conduct quality teaching and research.

Overall, the education that MMUI Program provides is very good and adequate. The qualifications of students who enter the program, and also the lecturers, are appropriate. Research collaborations and exchanges for both students and lecturers are also carried out in the context of globalization of education (GNAM program). Proper teaching and learning support facilities are available. Funds are obtained from Government, industry partners and student tuition, all of which can support the sustainability of this program well in the future.

3. “Self-Check/Self-Evaluation Analysis”

Chapter One: “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 appears to have comprehensive and highly satisfactory internal quality assurance and management systems, which need to be clearly integrated together.

The Faculty has implemented appropriate internal quality assurance and management.

In general, the MM UI program has met the ABEST21 criteria and standards related to Internal Quality Assurance and Management, starting from an appropriate management system, self-evaluations that have been carried out, and staff development programs.

Chapter Two: “Mission Statement”

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

The mission statement is current, well-articulated, and is revised every 4 years.

Compatible, however more could be explained on what are the measures used to determine whether the “moral standards” in the mission statement are achieved.

The mission statement is current, well-articulated, and is revised every 4 years.

However, more could be explained on what measures are used to determine whether the “moral standards” in the mission statement are achieved.

The mission statement needs to be better reflected in course design and delivery.

Regarding the mission statement, the MMUI Program meets the ABEST21 Accreditation requirements. The School’s mission is a derivative of the mission of the University and FEB UI, and the School has the necessary resources (lecturers, educational and research facilities, supporting infrastructure, and adequate funding) to follow it.

Chapter Three: “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

Learning goals are clearly articulated and there is a robust process for Curriculum policy and management of curriculum, which seems to be working well. The School could leverage the online teaching skills it has developed during the pandemic to incorporate them into the future in the long-term. Its active membership in GNAM is especially impressive.

The curriculum needs to better reflect the Faculty’s mission, especially the corporate social responsibility component.

Regarding the curriculum, the MMUI Program has outlined the mission that has been set into learning goals and learning outcomes. In its learning goals, the School has defined the expertise, skills, and competencies to be developed through the educational programs. The learning goals are also clearly stated in the course handbook, course outline, syllabi etc. In addition, the School also periodically revises the curriculum to suit changes in the environment in order to adapt to the needs of economic, social and cultural globalization.

Chapter Four: “Students”

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

Students appear to be highly satisfied by the School. The School should however consider how the recent increase in the number of students may decrease the School’s selectivity.

The School needs to improve diversity of the student body. The School should identify why it attracts so few international students and take concreate actions.

The MMUI program has established a policy for new student admissions through a selection process in order to obtain prospective students with the best academic quality and attitude. The criteria and requirements for student admissions are also revised periodically to adapt to changes in the environment, such as during the time of Covid 19. What needs to be improved is recruiting foreign students and Indonesian students who have different economic, social and cultural backgrounds.

Chapter Five: “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 faculty are well-qualified. The School should consider how to increase faculty diversity in terms of gender and nationality. Faculty is half permanent and half adjunct. Supporting them to learn from each other and collaborate may be useful.

The School needs to improve diversity of the staff body. The School needs to increase the proportion of senior academic staff by supporting junior staff in career development and promotion.

The proportion of academics and practitioners is good, but collaboration needs to be improved in terms of research, community service, and business case writing together with industrial partners.

Chapter Six : “Educational Infrastructure”

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

The School offers a very good educational infrastructure.

Both workspace facilities and supporting equipment are available in sufficient quantity and quality and are always well maintained. What needs to be prepared in the future is dormitories and canteen facilities as well as places of worship to anticipate the presence of foreign students or Indonesian students who come from regions with diverse cultural, socio-economic and religious backgrounds.

4. Good Practice in the School’s Educational Programs


“Membership in the Global Network for Advanced Management (GNAM) and offering the related GN Week and the Global Network Course”
“The School’s membership in the Global Network for Advanced Management (GNAM) engagement with alumni”
“International Standard MBA program”


The School’s activities related to GNAM help bring globalization to the School and provide added differentiating value compared to other Schools.

Participating in the GNAM educational activities provides continuous global exposure to the students.

Alumni provide advice to the Faculty on course development and mentoring to existing students.

MMUI program enhances its curriculum to comply with international standards by constantly reviewing its syllabus and teaching methods. The School also has been formally accredited by ABEST21 and AMBA, indicating that the School’s curriculum has met global standards.

Moreover, to continue maintaining the quality of the curriculum according to the global standards, the School consistently attempts to obtain other international accreditations, such as AACSB.

5. Matters to be improved

The School needs to intensify the recruitment of foreign faculty members on a contractual or permanent basis as a measure to increase faculty diversity. More aggressive efforts to increase foreign student intake should also be carried out.

To facilitate monitoring and evaluation of the implementation of the Action Plan that has been prepared, there should be a Person in Charge (PIC) who is responsible for the realization of the program.

To help lecturers make reports on teaching and learning process activities, and so that students can also monitor the progress of lectures and the process of mentoring or writing a thesis, MMUI Program should make a dashboard or academic platform in a system.

Research collaboration between MMUI Program lecturers and partner university lecturers abroad needs to be improved, related to various global issues in business, as well as seeing different business practices in various countries in the world.

6. Peer Review Schedule

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

  • Jun. 30, 2021: Acceptance of the “QIS”
  • Sep. 22, 2021: Online Interview
  • Dec. 16, 2021: Ratification of the “QIS” by the Peer Review Committee
  • Jun. 30, 2022: Acceptance of the “SCR”
  • Oct. 5 & 6, 2022: Online Peer Review Visit
  • Oct. 21, 2022: Informal Announcement of the Draft of the PRT Review Report
  • Oct. 21-Nov. 14, 2022: Coordination of opinions between the PRT and the School
  • Nov. 24-25, 2022: Ratification of the “PRT Review Report”
  • Jan. 17, 2023: Recommendation of the Accreditation Committee
  • Feb. 15, 2023: Ratification of the ABEST21 International Accreditation by the Board of Trustees