MINISTRY OF RESEARCH, TECHNOLOGY, AND HIGHER EDUCATION
PROJECT PROPOSAL
Project Title The Development of University of Jember as Center of Excellence for Biotechnology in Agriculture and Health Total of Project Cost US$ 47,249,688
Proposed to IDB US$ 44,021,900 Proposed to GOI US$ 3,158,488 Executing Agency Ministry of Research, Technology and Higher Education Location University of Jember Sector Education Sub-Sector Higher Education Duration of the Project 2016 – 2019 (48 Months)
MINISTRY OF RESEARCH, TECHNOLOGY, AND HIGHER EDUCATION
Address: Jalan Kalimantan No. 37 – Kampus Tegal Boto. PO Box 159 Jember Telp. (0331) 330224, 333147, 334267. Fax.: (0331) 339029, 337422 Website: www.unej.ac.id
PREFACE
All praise and thanks be to God Almighty, finally we can finish the proposal of the development of University of Jember as Center of Excellence for Biotechnology in Agriculture and Health to the Government of Republic of Indonesia. This development effort is in-line with the direction of development in the university and the institution's strategic plan. University of Jember has launched a strategic plan to become an excellent university in Southeast Asia region and exist in Asia by 2022.University of Jember has a long experience in performing and producing quality research and education. One of the most notable areas is biotechnology-based research. In recent years, researchers of University of Jember have produced a number of research products in the field of genetic engineering, bioinformatics and bio-molecular. Based on experience, strength, research performance, publication and quality of faculty members, University of Jember in this program will develop Biotechnology in Agriculture and Health as a Center of Excellence (CoE). Studied within trans- and multidiscipline, biotechnology becomes
TABLE OF CONTENT
1. The Project ................................................................................................................. 1
1.1 Rationale ............................................................................................................. 1
1.1.1 The Existing Condition of University of Jember........................................ 1
1.1.2 The Condition of Curriculum ..................................................................... 3
1.1.3 The Condition of Human Resources........................................................... 9
1.1.4 Conditions of Research and Publications ................................................. 11
1.1.5 The Condition of Equipment and Other Supporting Facilities ................. 14
1.1.6 Condition of Building Including Classrooms ........................................... 15
1.1.7 Sector Information in the Project Area ..................................................... 16
1.1.8 Vision and Mission of The University of Jember..................................... 17
1.1.9 Strategic Plan of University of Jember ..................................................... 18
1.1.10 Project Relevance and Importance ........................................................... 19
1.1.11 Existing facilities ...................................................................................... 22
1.2 Objectives and Scopes...................................................................................... 23
1.2.1 Project objectives and benefits ................................................................. 23
1.2.2 Project concept.......................................................................................... 24
1.2.3 Implementation Strategy ........................................................................... 25
1.3 Program Development..................................................................................... 26
1.3.1 Curriculum Development ......................................................................... 26
2.4 Procurement Procedure .................................................................................. 64
3. Executing Agents ..................................................................................................... 65
3.1 Legal Status, Objectives and Functions ......................................................... 65
3.2 Organizational and Management ................................................................... 65
3.3 Workshop and Technical Assistance.............................................................. 68
3.4 Budgeting and Accounting .............................................................................. 68
3.5 Past Performance and Future Outlook .......................................................... 68
3.6 Project Monitoring........................................................................................... 69
4. Economic Justification ............................................................................................ 71
4.1 Basic assumption .............................................................................................. 71
4.2 Economic Rate of Return ................................................................................ 71
4.2.1 Benefits ..................................................................................................... 72
4.3 Sensitivity Analysis .......................................................................................... 74
4.4 Social and other benefits that cannot be calculated...................................... 75
4.4.1 Physical Development (Civil work) ......................................................... 75
4.4.2 Staff Development .................................................................................... 77
5. Conclusion and Recommendations ........................................................................ 78
5.1 Technical Soundness of the Project Proposal................................................ 78
5.2 Importance of the Project to the National Economy .................................... 78
5.3 Benefits Accruing as a Result of Establishing the Project ........................... 79
LIST OF TABLE
Table 1. The evaluation of the performance of UNEJs' lecturers ........................................... 5
Table 2. Titles of scientific articles/works/art works/book produced within the last three years by permanent lecturers................................................................................... 13Table 3. Sector Information in The Project Area .................................................................. 16
Table 4. Target of the achievement of the University of Jember of Strategic Objectives of Performance ............................................................................................................ 21
Table 5. Existing Ratio of Facilities in University of Jember............................................... 22
Table 6. Objectives, output, outcome, and benefit of the project to University of Jember .. 23
Table 7. List of candidates for degree training (Doctoral Degree) ....................................... 42
Table 8. List of candidates for non-degree training (Mid-term research collaboration)....... 43
Table 9. Schedule of Project Implementation ....................................................................... 47
Table 10. Structure and Architecture specification................................................................. 53
Table 11. Skilled labor for civil works construction management requirement ..................... 54
Table 12. Skilled labor for civil works supervising management requirement ...................... 55
LIST OF FIGURE
Figure 1. Number of Study Programs .................................................................................... 1
Figure 2. Number of Study Programs based on Accreditation .............................................. 2
Figure 3. New Students' Interest in 2011-2015...................................................................... 4
Figure 4. Development of Number of New Students in 2011-2015 ...................................... 4
Figure 5. Trend in Student Length of Study in 2011-2015 .................................................... 5
Figure 6. Trend in student length of study without thesis in 2011-2015 ............................... 6
Figure 7. Trend in Length of study less than 4 years in 2011-2015 ...................................... 7
Figure 8. Trend in length of final project Completion in 2011-2015 .................................... 7
Figure 9. The development of GPA in 2011-2015................................................................. 8
Figure 10. The waiting period of Job during 2011-2015 ......................................................... 8
Figure 11. Distribution of the Qualifications of Lectures ....................................................... 9
Figure 12. Increase in Lecturer Functional Positions in 2015 ............................................... 10
Figure 13. Ratio of Lectures and Students 2015 .................................................................... 11
1.
1. The Project The Project The Project
1.
1.1 Rationale Rationale Rationale
1.1
1.1
1.1.1 The Existing Condition of University of Jember The challenges in educating young population of the nation are increasing due to the The challenges in educating young population of the nation are increasing due to the The challenges in educating young population of the nation are increasing due to the
rising number of students and the demand for graduates’ quality that is parallel to the rising number of students and the demand for graduates’ quality that is parallel to the rising number of students and the demand for graduates’ quality that is parallel to the
advancement of technology. Meanwhile, the condition of higher education institution in advancement of technology. Meanwhile, the condition of higher education institution in advancement of technology. Meanwhile, the condition of higher education institution in
Indonesia in general is still poor. The way to measure the quality of a university is Indonesia in general is still poor. The way to measure the quality of a university is Indonesia in general is still poor. The way to measure the quality of a university is
accreditation. Accreditation also plays an important role in demonstrating the quality of accreditation. Accreditation also plays an important role in demonstrating the quality of accreditation. Accreditation also plays an important role in demonstrating the quality of
learning at University of Jember. Accreditation is a reflection of quality achievement of learning at University of Jember. Accreditation is a reflection of quality achievement of learning at University of Jember. Accreditation is a reflection of quality achievement of
highly competitive graduates. highly competitive graduates. highly competitive graduates.1.1.1 The Existing Condition of University of Jember
1.1.1 The Existing Condition of University of Jember
University of Jember (UNEJ) has grown rapidly and recently has 13 faculties and 2 study University of Jember (UNEJ) has grown rapidly and recently has 13 faculties and 2 study University of Jember (UNEJ) has grown rapidly and recently has 13 faculties and 2 study
programs equivalent with faculty: (1) Faculty of Law, (2) Faculty of Social and Political programs equivalent with faculty: (1) Faculty of Law, (2) Faculty of Social and Political programs equivalent with faculty: (1) Faculty of Law, (2) Faculty of Social and Political
Sciences, (3) Faculty of Agriculture, (4) Faculty of Economics, (5) Faculty of Letters, (6) Sciences, (3) Faculty of Agriculture, (4) Faculty of Economics, (5) Faculty of Letters, (6) Sciences, (3) Faculty of Agriculture, (4) Faculty of Economics, (5) Faculty of Letters, (6)
Faculty of Teacher Training and Education, (7) Faculty of Agricultural Technology, (8) Faculty of Teacher Training and Education, (7) Faculty of Agricultural Technology, (8) Faculty of Teacher Training and Education, (7) Faculty of Agricultural Technology, (8)
Faculty of Dentistry, (9) Faculty of Mathematics and Natural Science, (10) Faculty of Faculty of Dentistry, (9) Faculty of Mathematics and Natural Science, (10) Faculty of Faculty of Dentistry, (9) Faculty of Mathematics and Natural Science, (10) Faculty of
The process of improving the quality of education at the University of Jember is
conducted continuously from the input, process and output of learning integrated with human
resource development through academic activities of national and international level at the
University of Jember. Institutional management is also the entire aspect of campus academic
activities. An evidence that indicates various aspects of institutional management made by
UNEJ is the achievement of UNEJ institutional accreditation status with predicate A by BAN
PT 2015, which also reflects that the 10 standards of higher education as outlined by Law No.
12 of 2012 have been implemented in UNEJ and have been recognized by external parties
very well. However, these achievements have not been followed by most of the study
programs to achieve the predicate A. Only about 10% of total study programs accredited A.
More details can be seen on the following figure.
through quality documents in the form of: quality policy; quality manual, work procedures,
work instructions that are accompanied with forms for documenting of data on quality
activities.BPM also implements total mentoring on the activities of study program accreditation,
supported by SOP on accreditation process, ensuring the implementation of accreditation to
certify the quality of proposal. Based on BPM analysis of 2015, the weaknesses of study
programs in the accreditation are reflected by lack of cooperation and poor national and
international research. Therefore, two things should be improved in an integrated manner by
the entire academic community members of the University of Jember. Beside, BPM also
provides guidance in the proposal of new courses and also reviews the planning within the
work unit at the University of Jember as well as monitors ISO certification of the work units
at the University of Jember. By 2015, 3 work units at UNEJ have already owned ISO
certificate.1.1.2 The Condition of Curriculum
Figure 3. New Students' Interest in 2011-2015 The number of new students of the University of Jember in 2015 is 6,379. Compared to
that in 2014, which was as many as 5,424 persons, there is an increase in number of students
by 955 or 17.60%. Furthermore, the level of entrance competitiveness ratio in 2015 was In terms of the quality aspects of learning, UNEJ always evaluates the performance of
lecturers at the end of course semester by requiring students to provide an assessment of
lecturer’s performance in every subject of teaching through the Integrated Information
System (SISTER). This is to improve the quality of learning University of Jember. Based on
the results of the questionnaire, the performance of UNEJ lecturers is categorized good with
an average value of 5.4 (maximum 7) or 77.1% in the academic year 2013/2014 and
2014/2015 as presented in the Table 1.Table 1. The evaluation of the performance of UNEJs' lecturers Academic year No Parameters 2013/2014 2014/2015 GNJ GNP GNJ GNP
4. Ability to respond students
5.25
5.45
4.92
6. Timeliness start and end lecture
5.33
5.51
5.62
5.22
5. Readiness for teaching
5.21
5.51
5.62
5.13
5.22
1. Prepared-course materials (Hand-out, e-learning, etc)
5.34
5.50
5.05
3. Clarity of communication (attractiveness)
5.32
5.29
5.51
5.12
2. Feedback on evaluation
5.32
5.46
5.62
5.29
5.04 Education should be managed effectively and efficiently. The student length of study and
achievement indicates efficiency of education at the University of Jember. The University of
Jember has passed 2,855 students in 2015 and 3,468 students in 2014. The average length of
study in 2015 is similar to that in 2014. In 2014, the average study duration was 4.51 years,
while in 2015, it is 4.52 years. Based on areas of interest, the length of study of social science
students in 2015 is 4.55 whereas that of science students is 4.48. Trend in length of study is
presented in Figure 5.The length of study without thesis or when achieving 138-140 credits changes every year
and the trend is decreased. However, the average length of study without thesis between
science and social science students for the last 5 years is relatively the same i.e. 3.95 for
science students and 3.99 for social science students. In details, this presented in the
following Illustration (Figure 6).Figure 7. Trend in Length of study less than 4 years in 2011-2015 Completion of the student final project also contributes to the decline in student’s length
of study. This year, the length of completion of the final project does not change compared
with the previous year which was about 1 year 1 month. Trend in final project completion is
presented in Figure 8.
with the rate of completeness or fulfillment in their field of competence. GPA also has met
the demands of the job world with a range of 2.75 to 3.00 GPA. When compared with 2014
whose the number of graduates is 3,871 people with GPA of 3.09, then there is an increase in
GPA by 0.09. Trend in graduates’ GPA in the last five years is presented in the Figure 9.Figure 9. The development of GPA in 2011-2015 Beside GPA as a reference of graduate quality, waiting period of first job and the amount
of first salary are also internal indicators to measure the quality of graduates of the University
1.1.3 The Condition of Human Resources
The development of the University of Jember cannot be separated from the main role of
educators/lecturer. Recently, the number of lecturers to provide educational, research and
community services at the University of Jember is 1,022 people. Distribution of the
qualifications of lecturers is 248 people with doctorate degree (24.31%), 704 people with
Master’s degree (69.01%), 16 people holding specialist-1 (1.56%), and the remaining 52
people with undergraduate (S1) degree (5.09 %) who, in this year, are pursuing further
studies to Master’s program and others retire. The number of lecturers with the highest
academic position (Professor) is 48 spread fairly evenly throughout the study programs. The
presence of Professors can foster and guide other lecturers to work in the field of Tridharma
known both nationally and internationally. The increased educational qualifications of
lecturers in 2015 are presented in the following Figure 11.Figure 12. Increase in Lecturer Functional Positions in 2015 The lecturer subjects at the University of Jember are fairly evenly distributed at each
faculty. However, in a specific field at level of study programs, lecturers who are experts in
Figure 13. Ratio of Lectures and Students 2015
1.1.4 Conditions of Research and Publications
Research activity has not been considered as a 'habit' among the lecturers. The number
and productivity of the research are still low. Consequence the number of scientific
publications, patents and intellectual property are also low. This condition is reflected by the
improvement in the future by promoting the writing of foreign language proposal and
facilitating the lecturers either in order to improve the mastery of foreign language and
foreign sponsorship seeking through cooperations. The most important thing is facilitating
research with adequate laboratory to conduct an international research.The University of Jember has developed an innovative research in line with the vision
and mission after UNEJ estbalished technical implementation units in the field of research
such as CDAST, CGANT and C-RiSSH. Center for Development of Advanced Science and
Technology (CDAST) is a science and technology development unit tasked to coordinate and
carry out interdisciplinary strategic, centralized and integrated research at the University of
Jember level. This year there have been researches to produce new innovations that are
constantly developed such as; (1) Generating genetically modified (GM) sugarcane with high
yield, (2) In cooperate with PTPN XI, UNEJ has produced and released drought-tolerant GM
sugarcane, (3) Producing SCMV virus-free synthetic sugarcane seedlings, (4) generating GM
tomatoes, (5) Inventing the type of anti-hypertensive peptides with high antioxidant capacity
made from Melinjo (Gnetum gnemon) seeds. In addition, CDAST regularly also carries out
journals indexed in Scopus with impact factor and serve as speakers in international seminar
as well as register some IPR research has the potential IPR works. In addition, the number of
research titles and RGA is presented in Figure 14 and Figure 15 below:Figure 14. Progress of the Number of Research Titles in 2011-2015
Number of Titles No. Type of Works Total (2011) (2012) (2013)
6 International Art Works
3 C =3
2
7 National Literary Works
2
2
3 D =7
1
8 International Literary Works
1 D =1
2 Total 234 190 193 617
1.1.5 The Condition of Equipment and Other Supporting Facilities
In general, the equipments used in the teaching-learning process and research in the
University of Jember still do not meet national standard. Ideally, the subjects discussed in the
lecture room can be demonstrated in the laboratory using a proper set of equipment.
However, only a small percentage of laboratory equipment required for supporting the
lecturing activity are available.To sustain the learning process, UNEJ already has a laboratory with an area of 21,020.64
2
m spread over 15 faculties. The availability and quality of the overall laboratories are
capable of supporting practice and research of lecturers and students even though some of the
Other facilities are still inadequate and only meet basic needs. One of the causes of
decline in AEE is inadequate building facility for graduation auditorium. The University of
Jember has been trying to increase the number of graduates by graduation ceremony
organized 4-5 times a year. Until 2013, the University of Jember has held graduation
ceremonies by 2 times a year with the graduation average number of 3,300 students. To
increase the value of Education Efficiency Rate, graduation ceremony has been held 4 times a
year since 2014. However, due to the auditorium building, which is not available (recently
occupies multi-purpose bulding) that less optimal (only 800 persons capacity), the numbers
of students who pass become limited.1.1.6 Condition of Building Including Classrooms
The rapid development of the University of Jember makes the University currently have
a carrying capacity of educational infrastructure in the form of adequate land with an area of
941 048 m2. The existence of such land is divided in two locations: (1) in Tegalboto with an
2
area of 782 208 m , (2) outside Tegalboto with an area of 158 840 m2. In those locations,
Building facilities that support the academic activities will directly impact the students'
academic performance and the implementation of activities Tri Dharma (three pillars of
higher education) at University of Jember. In the academic year 2015/2016, the number of
active students in all educational programs was 27,610, covering 122 Doctorate students (S3),
882 Master’s students (S2), 24,227 undergraduate students (S1), 653 students of Professional
Program and 1,726 diploma students (S0). Based on national standards of higher education,
the ratio between lecture room and students must meet eligibility, that is, 2 square meters per
students. However, the real condition at the University of Jember in 2015 only reaches
1:0.76. This is still far from standard condition as the percentage of lecture building
development is not linear with the growth of interest and number of students each year.
Along with this, the ratio between students and laboratory, the University of Jember reaches
1:1. This condition is also still below the national standard of higher education (1:12).The availability and quality of the lecture rooms in whole are pretty good; however, a
few study programs at certain faculties such as Faculty of Economics and faculty of Teacher
Training and Education (FKIP) have a very tight shifting schedule used from the first period
Description UNEJ Number of Research per year 257 (0.2) University Research funding
12% Publication per year 167 Room Ratio
1:1 Equipment (1:4) 1:8 Laboratory/studio (1:4)
0.76 Library (1:3) NA
1.1.8 Vision and Mission of The University of Jember
1.1.8.1 Vision
Rinaras works Ambuka Budhi Gaura Mangesthi Aruming Bawana is a noble ideal and a
strong desire to bring UNEJ to illuminate the world, which is the strong determination of the
founding fathers of UNEJ as the basis for the institution development. On the basis of the
noble ideal and supported by the internal strengths and potential areas, the vision of the
institution is defined. University of Jember vision is "to be an excellent university in the
disciplines studied; to be self-confident; to be investigative; to be independent and critical; to
be an effective communicator; to be open and adaptive to change and the working
environment; to a reliable cooperator; and to be ethical and aware of environment and social
environment as well as reflective lifelong learner.1.1.9 Strategic Plan of University of Jember
The goals to be achieved in UNEJ Strategic Plan, in accordance with the vision and
mission, are (1) to realize scholarly, competitive and comparative graduates in Southeast
Asia; (2) to generate primary scientific works, technology and arts which have economic
value, environmental friendliness, local wisdom and contribution to society in Southeast
Asia; (3) to realize excellent work culture by strengthening the implementation of quality
management system that is accountable, effective and efficient based on information and
communication technology (ICT); (4) to realize the leading University of Jember in
Southeast Asia leading and exist in Asia region.The institution's strategic targets in the period 2012-2022 include (1) Increase
1.1.10 Project Relevance and Importance
Trend in supporting technology that grows nowadays is coming toward the formation of
green industry. Industries that have clean production process, efficient use of natural
resources, eco-design, and energy conservation are backed by process that can recycle
residual products and low-carbon technology. It is a reference for higher education to
produce commercial, value-added and environmentally friendly goods and services. In order
to develop green industry, University of Jember has a long experience in performing and
producing quality research. One of the most notable areas is biotechnology-based research. In
recent years, researchers of University of Jember have produced a number of research
products in the field of genetically modified, bioinformatics and bio-molecular. Based on
experience, strength, research performance, publication and quality of staff member,
University of Jember in this program will develop biotechnology as a core of excellence. This
becomes main concern of the institution to study biotechnology with trans and multi
disciplines approach. Various activities will be implemented so that the University of Jember
become a pioneer in bio-technology education, research, and services that is internationally
Meanwhile, improving the quality of resources is done by increasing qualifications through
degree and non-degree training abroad. These activities are aligned with the fulfillment of
infrastructure and infrastructure, so that in the future the entire facility can be fully utilized by
existing staff.Acceleration Center of Excellence Biotechnology development requires a comprehensive
and holistic approach. The strength of internal resources cannot solve the problems
thoroughly. Cooperation becomes an institution effort to solve comprehensively the problem.
The scope of the activities is generally in the form of affiliation or expert assistance, joint
studies and research, incentives or infrastructure support teaching and learning as well as
research. Within the framework of this project, the University of Jember in collaboration with
three universities, namely University of Malang, University Tirtayasa Banten and
Mulawarman Samarinda. Cooperation abroad also prepared especially institutions that have
been intensely developing biotechnology in plants and health.Implementation strategy is based on the analysis of strengths, weaknesses of internal
conditions and anticipating the challenges and exploiting the opportunities of the external
Table 4. Target of the achievement of the University of Jember of Strategic Objectives
of PerformanceNo. Indicator Baseline Project 5 years after
2015 Finished project finished2020 2025
1 Accessibility
a Number of new students 6,379 7,200 8,500 b Number of enrolled students 27,610 28,431 29,731 c Number of male students enrolled 12,968 13,395 15,460 d Number of female students enrolled 14,642 15,036 14,271 e Number of graduates 5,044 5,832 7,055 f Ratio from low income family (%) 37.00% 38.00% 40.00% g Ratio from geographically disadvantaaged family (%)
2 Students origin
a From local province (%) 90.00% 82.00% 75.00% b From other province (%) 8.99% 19.97% 24.00% c From overseas (%) 0,01% 0,05% 1,1%
3 Quality
a Average GPA 3.18 3.20 3,2
GPA 2.5-3.0 (%) 22.50% 22.00% 20.00% GPA > 3.0 (%) 77.50% 78.00% 80.00% c Ratio of number of teacher : number student 0.037 0.040 0.045 d Length of study (month)
55
52.00
50.00 e Education efficiency rate (%) = number of grads/number of 18.27% 20.00% 22.00% enrolled students f Number of National Publication 167 540 600
1.1.11 Existing facilities
In general, University of Jember has lower ratio of facilities than the Higher Education
2
(HE) standard. The classroom ratio is less than 2.0 m per student; laboratory and studio are
considerably denser than the HE standard. Based on this statistic (Table 5), it is required for
further development to support the Center of Excellence on Biotechnology in Agriculture and
Health initiative in 2019.
Table 5. Existing Ratio of Facilities in University of Jember
2 Ratio (m per student) NO Facilities UNEJ HE Standard
1 Classroom
0.76
2
2 Laboratory
0.76
12
3 Studio
0.76
4
4 Library
0.15
2
5 Lecturer Room
2.33
4
6 Administration Room
0.44
2
7 Student Center 0.16 n/a
8 Multipurpose building 0.19 n/a
9 Dormitory 0.14 n/a
aimed to develop trans- and multi-disciplinary research, as well as an area for research.
Research activities in Agrotechnopark also have been divided into several research clusters:
Agroindustry Cluster, Training Centre Cluster, Agrotourism Cluster and medicinal plants
sub-cluster.1.2 Objectives and Scopes
1.2.1 Project objectives and benefits
The objectives of the projects are to adapt curriculum with the national and regional
standard (1), to enhance the quality of research and innovation activities (2), to improve the
qualification and competence of lecturer and supporting staff (3), to improve the
environment for teaching and learning (4), to improve the research and innovation ecosystem
(5), and to strengthen education and research collaboration (6).In addition, achieving and completing the objective will provide the benefits such as
increased enrollment competition ratio by 14%, Reduced waiting time by 22%, Reduced
length of study by 5%, Reduced Education Efficiency Rate by 9%, ISO certification by 33%
1.2.2 Project concept
In the face of the nation's competitiveness problems, the ministry of research, technology
and higher education to develop a strategy involving all universities to form clusters based on
similarity of strength. Four universities have been chosen as a model and have the mandate to
prepare the graduates and a commercial product globally. Innovative Excellence in
Education, Biotechnology, Food Security, and Tropical Studies are the center of excellence
for State University of Malang, University of Jember, Sultan Ageng Tirtayasa University
Banten and Mulawarman University Samarinda respectively. The project development
Scheme is named 4 in 1 initiative concept and it is simplified in the following figure below.Competent Graduates Campus Teaching & Infrastructure Learning t n e m e g
Bio-
a Food n technology aSecurity C o
M lla
& b s e
CoE ra ic rv tio e
Figure 18. The strategy and programs on strengthening of Center of Excellence
Biotechnology
institutions. Finally, Students are also encouraged and directed to form a students group that
interested in the field of research, and community engagement. The institution has strong
commitment to intensively guide so that each of the planned activities can be implemented
and can be funded either by the institution or the ministry of research, technology and higher
education.Achievement of the target and as a center of excellence of Biotechnology requires strong
and tough human resources as well as supporting facilities. It cannot be fulfilled by ourselves,
but we also need expert from other institution, it is therefore University set up national and
international cooperation. Local partner namely University of Malang, Jember, Tirtayasa
Banten and University of Mulawarman Samarinda have been chosen to develop curriculum
and joint research by means of sharing expertise. These activities might be supported by
providing teaching and research grants. Expansion of cooperation with external parties were
also made to accelerate the research output such as scientific articles published in national
and international reputable journals. Universities in Japan, Korea, Germany and Scotland,
Netherlands, which already well known in the area of biotechnology are the first choice as a
anticipating a graduate competitiveness by means of standardizing process of lectures,
research, and services/internship. In this situation, UNEJ tries to develop the curriculum by
equalization UNEJ curriculum learning outcomes, courses and lectures and its weight based
on the National and Regional Standard of Higher Education and National Qualification
Framework. Through this improvement and setting of project on curriculum development,
UNEJ optimist to obtain good recognition as well as high accreditation level and ISO
certification.Curriculum development has set up some programs to realize conduciveness academic
atmosphere in University of Jember to support UNEJ as Center of Excellence in
Biotechnology and to improve the recognition UNEJ as international-oriented University.
Curriculum development is designed to set plans and arrangements regarding learning
outcomes of graduates, study materials, processes, and assessments are used as guidelines for
the implementation of the study program as well as guidelines for student learning.
Curriculum development carried out by the eight Study Programs from eight faculties. The
selected study program is a pilot project for each faculty. Discussion of curriculum in practice
competency, social competencies and key competencies. Subject competency related to
student ability to recognize, analyze and evaluate particular problems that are relevant within
the framework of related sciences. It might be introduced on the module as a special problem
cases. Graduates has also been equipped by application competency, they need to rely on the
knowledge and know-how gained through their studies in order to find solutions for existing
as well as newly appearing problems. As a problem solver, graduates have ability to use
scientific methods, such as general scientific methods and the use of mathematical-statistical
methods. The graduates could perform as lifelong learner, they can develop their learning
competencies and engage in self-driven and self-supporting independent learning and