The Implementation of Unistaff Principles in the Teaching and Learning Process Training
The
111'IDifI'ntf.IItlllim 0/
Pril1cipkr in the
ProceSJ Training
and
The Implementation of Unistaff Principles in the Teaching and Learning Process
Training
(The Case atAKPRIND Institute of Science and
Technology, Jogyakarta, Indonesia)
I1lah Saila!.!
indo1leJia
Abstract
J)I
t,!JW)/cj
CIIl)')/)C,fSZ,?:CJ
tbe
di.f(NSS
tbe (OliJtmctioll of
0/
!II
the et11t1/!,e!1ce oj' t110ti/'afioll 0/
vv_na"'rtrm,,mr
Introduction
According to the preamble of \Vorld Declaration on Higher Education for the 21"
century, higher education f[sit\· was a tmcer
lecturers:, were deliq;red. A l1e\\' ＨｫＺ｜ｾ･ｬｯＧＩｭｮｴ＠
su a cnncept ( ) f tracer studIo ill higher education was prm'ided in this trai111 ng.
309
Rdevance cmd ｑｎ｡ＡｩｾｽＧ＠
in Intematiofw! Higher EduCt/fioli
This tracer study concept can be implememed to identify a market signal. .0.Josr
unjyersitics believe in the market signals, but Unistaff pril1ciplcs stated that the lDarket
derived from the tracer study results atc: not the onlv ones that rC1!1 be ｣ｯｮｾｩ､･ｲ＠
as improving the curricula. It has to be combined with the scientific vision that steeF
the market. Last but no: least was the cyalu;lLion uf teachillg and learning process
from the lectures to the students, or from the students tl, the kcrurers. Both results
can be considered as a fruitful feed back for tbe next teacbing and learning process.
The results have to be seen in a positiye angle, as long as we beiieve to the tool
designed for evaluation.
;\t the end of the training the participants were asked to eV;iluatc the performance of
the training Based on the Likert s)'sLem in evaluation,
said that the curricula of
the training W8, very satisfying them, due to the I!1terest of the courses. The
performance and the sLlir,1biiity of the courses were evaluated by ayerage score of
4,30 (4,lJ7-4,63)
Flg.2a). The components of the trainl!1g evaluation in general
traiDers skills in deli\"ering
include: (1) the benefit of tlw course in the workplace,
time allocation for rliscLlssion and
courses, (3) illustration .l,riven by the trainers,
duration suitability of each subjects
Fig.2b). The participants dominantly stated
that the participative learning and icnovative teaching werc the 1110:;t cxcdlcnl and
important subjects in teaching and learning proce"s de\'elopment.
4.6
4,5
.-
4,4
4.3
r--
A: Benefit
f--
4.2
4,1
!3.9
A
B
C
0
B: Methods
C: Illustration
D: Discussion
E: Satisfaction
F: Time allocation
e
2, The evall!atiuJI rfSltit.fjor each co/me (aJ and the
The participants suggested more opportunity with more time allocation for CBC
development training, innm'atiYe teaching and participative learnmg, tracer study
strategies, and module writing for eBC de\'elopmenr. Follmving up the teaching and
learning proces; develpprr,em, there was one of the training c,:rried nut in 2004, i.e.
content (GBPP and SAP) which has a list of the 111a1erial f'll each
designing ｾｉｬ｢ｩ･｣ｴ＠
week, fonnuhnng detaii comperencies. III this training, conducted in Febru::ry 2004,
there was more than 2/3 parr of total subjects collected during the trainwg. This
lEcture planning is a must in higher education sy'tem in Indonesi'i in order to be
,lccredited bv ｲＮＺ［ｾＬｩｯｮ｡ｬ＠
Accreditation Board. The pther ｴｾＧ｡ｩｮｧ＠
on module
development wiil be organized next ｏ｣ｴｾＩ｢･ｲＮ＠
310
Tlit'
flU,'ten'/Cl/'taIUJii
0/
lT1f10,1)II'(
ill tbe
Pl'orCJS I/t,inin!!,
C/lia
Conclusion
The implementation of Unistaff principles has been done in one of the private
l1!1iYersJt,' of ,'\ KPRIND 1ST Jogvakarta, To implement the principles in the training
progra:n onc ,;llOuld first know the characteristic of the university and its staff and
assess the needs of the training, \\'hen the opportunity ｷ｡ｾ＠
:(\'aiIabk", the fir,t
\\'as how to make alumni networking \\'ork together.
In tcaching and learning process de\clopmem, some of the linistaff principles werc
rcJe\'ant to be implememed in human resources dC\ clopmenr in
education in
Indonesia. The basic principle is hmy to share the experience when there is a ch1nge
of the ;;"stem, :'Ifanagemem of ,:hange should
an irnportant role in many aspects,
The first change is
culture changc'd and one ()f tbe initial condition i, through
the training.
The most notahle impact of introducing Unistaff principles is the emergence of
11loti"ation of alumni to learn more in teaching ancllearning methods as indicated b,'
the forwarded, equest for the [olio\\' up training b\· the director of ,0\ kPRI0JD 1ST to
Bogor ,-\gricuJrural
'fhis implies that tbe dissemination of tTnistaff
principles \varrant a fmther response
the Cnistaff alu11lni, Bv organizing the nct\vork
conttercnct', It IS
to \\'iden the network broac!k.in organizing a grateful actidlY
for bettcr quality of thl nation in Indonesia. This case is onl\' one first case conducted
in tbe training program; some training ':.15 been designed and implemented in national
le,'cl such
quaJit\,)Ssurallce 5,'srem deYelopmenr, tmallluality management, and
s
111'IDifI'ntf.IItlllim 0/
Pril1cipkr in the
ProceSJ Training
and
The Implementation of Unistaff Principles in the Teaching and Learning Process
Training
(The Case atAKPRIND Institute of Science and
Technology, Jogyakarta, Indonesia)
I1lah Saila!.!
indo1leJia
Abstract
J)I
t,!JW)/cj
CIIl)')/)C,fSZ,?:CJ
tbe
di.f(NSS
tbe (OliJtmctioll of
0/
!II
the et11t1/!,e!1ce oj' t110ti/'afioll 0/
vv_na"'rtrm,,mr
Introduction
According to the preamble of \Vorld Declaration on Higher Education for the 21"
century, higher education f[sit\· was a tmcer
lecturers:, were deliq;red. A l1e\\' ＨｫＺ｜ｾ･ｬｯＧＩｭｮｴ＠
su a cnncept ( ) f tracer studIo ill higher education was prm'ided in this trai111 ng.
309
Rdevance cmd ｑｎ｡ＡｩｾｽＧ＠
in Intematiofw! Higher EduCt/fioli
This tracer study concept can be implememed to identify a market signal. .0.Josr
unjyersitics believe in the market signals, but Unistaff pril1ciplcs stated that the lDarket
derived from the tracer study results atc: not the onlv ones that rC1!1 be ｣ｯｮｾｩ､･ｲ＠
as improving the curricula. It has to be combined with the scientific vision that steeF
the market. Last but no: least was the cyalu;lLion uf teachillg and learning process
from the lectures to the students, or from the students tl, the kcrurers. Both results
can be considered as a fruitful feed back for tbe next teacbing and learning process.
The results have to be seen in a positiye angle, as long as we beiieve to the tool
designed for evaluation.
;\t the end of the training the participants were asked to eV;iluatc the performance of
the training Based on the Likert s)'sLem in evaluation,
said that the curricula of
the training W8, very satisfying them, due to the I!1terest of the courses. The
performance and the sLlir,1biiity of the courses were evaluated by ayerage score of
4,30 (4,lJ7-4,63)
Flg.2a). The components of the trainl!1g evaluation in general
traiDers skills in deli\"ering
include: (1) the benefit of tlw course in the workplace,
time allocation for rliscLlssion and
courses, (3) illustration .l,riven by the trainers,
duration suitability of each subjects
Fig.2b). The participants dominantly stated
that the participative learning and icnovative teaching werc the 1110:;t cxcdlcnl and
important subjects in teaching and learning proce"s de\'elopment.
4.6
4,5
.-
4,4
4.3
r--
A: Benefit
f--
4.2
4,1
!3.9
A
B
C
0
B: Methods
C: Illustration
D: Discussion
E: Satisfaction
F: Time allocation
e
2, The evall!atiuJI rfSltit.fjor each co/me (aJ and the
The participants suggested more opportunity with more time allocation for CBC
development training, innm'atiYe teaching and participative learnmg, tracer study
strategies, and module writing for eBC de\'elopmenr. Follmving up the teaching and
learning proces; develpprr,em, there was one of the training c,:rried nut in 2004, i.e.
content (GBPP and SAP) which has a list of the 111a1erial f'll each
designing ｾｉｬ｢ｩ･｣ｴ＠
week, fonnuhnng detaii comperencies. III this training, conducted in Febru::ry 2004,
there was more than 2/3 parr of total subjects collected during the trainwg. This
lEcture planning is a must in higher education sy'tem in Indonesi'i in order to be
,lccredited bv ｲＮＺ［ｾＬｩｯｮ｡ｬ＠
Accreditation Board. The pther ｴｾＧ｡ｩｮｧ＠
on module
development wiil be organized next ｏ｣ｴｾＩ｢･ｲＮ＠
310
Tlit'
flU,'ten'/Cl/'taIUJii
0/
lT1f10,1)II'(
ill tbe
Pl'orCJS I/t,inin!!,
C/lia
Conclusion
The implementation of Unistaff principles has been done in one of the private
l1!1iYersJt,' of ,'\ KPRIND 1ST Jogvakarta, To implement the principles in the training
progra:n onc ,;llOuld first know the characteristic of the university and its staff and
assess the needs of the training, \\'hen the opportunity ｷ｡ｾ＠
:(\'aiIabk", the fir,t
\\'as how to make alumni networking \\'ork together.
In tcaching and learning process de\clopmem, some of the linistaff principles werc
rcJe\'ant to be implememed in human resources dC\ clopmenr in
education in
Indonesia. The basic principle is hmy to share the experience when there is a ch1nge
of the ;;"stem, :'Ifanagemem of ,:hange should
an irnportant role in many aspects,
The first change is
culture changc'd and one ()f tbe initial condition i, through
the training.
The most notahle impact of introducing Unistaff principles is the emergence of
11loti"ation of alumni to learn more in teaching ancllearning methods as indicated b,'
the forwarded, equest for the [olio\\' up training b\· the director of ,0\ kPRI0JD 1ST to
Bogor ,-\gricuJrural
'fhis implies that tbe dissemination of tTnistaff
principles \varrant a fmther response
the Cnistaff alu11lni, Bv organizing the nct\vork
conttercnct', It IS
to \\'iden the network broac!k.in organizing a grateful actidlY
for bettcr quality of thl nation in Indonesia. This case is onl\' one first case conducted
in tbe training program; some training ':.15 been designed and implemented in national
le,'cl such
quaJit\,)Ssurallce 5,'srem deYelopmenr, tmallluality management, and
s