Sosialisasi AUN-QA November 2017 - L P M : Universitas Muslim Indonesia Contoh AUN QA IPB

TABLE OF CONTENT

Page

I. INTRODUCTION

1.1. Executive Summary ... 1.2. Organization of the Self-Assessment ... 1.3. Brief Description of the University, Faculty, and Department ....

1 2 3

II. AUN-QA CRITERIA REQUIREMENTS

2.1. Expected Learning Outcomes ... 2.2. Program Specifications ... 2.3. Program Structure and Content ... 2.4. Teaching and Learning Strategy ... 2.5. Student Assessment ... 2.6. Academic Staff Quality ... 2.7. Support Staff Quality ... 2.8. Student Quality ... 2.9. Student Advice and Support ... 2.10. Facilities and Infrastructure ... 2.11. Quality Assurance of Teaching and Learning Process ... 2.12. Staff Development Activities ... 2.13. Feedback Stakeholders ... 2.14. Output ... 2.15. Stakeholder Satisfaction ...

7 10 12 19 23 27 31 34 38 39 45 48 49 52 55

III. STRENGTHS AND WEAKNESSES ANALYSIS

3.1. SWOT Analysis ... 3.2. Improvement Plan ...

58 60

IV. APPENDICES

4. 1. Glossary ... 4.2. List of Appendices ...

62 63

1

I. INTRODUCTION

I.1. Executive Summary

“Self Assessment Report” document is prepared for the ASEAN University Network – Quality Assurance (AUN-QA) Assessment for the Study Program of Agronomy and Horticulture (SP-AGH) in the Bachelor Degree (Sarjana; undergraduate) offered by the Department of Agronomy and Horticulture (Dept. Of AGH), Faculty of Agriculture, Bogor Agricultural University (IPB, Institut Pertanian Bogor).

This document consist of introduction of institusional host (Bogor Agricultural University; Faculty of Agriculture; Department of Agronomy and Horticulture), Self Assessment Report according to AUN-QA criteria (15 criteria), Strengths and Weaknesses Analysis, and Improvement Plan.

IPB establishment in 1963, right now consists of 9 Faculties and 38 Departments. The IPB student body in 2011 is 25,629 students. IPB is supported by 1,246 active lecturers, which consisted of 12 % professors, 44 % PhD, 33% Masters, and 11% undergraduate. Faculty of Agriculture has 4 departments, namely Department of Agronomi dan Horticulture, Department of Soil and Land Resouce, Department of Plant Protection and Department of Landscape Architecture. Dept. of AGH has sertified and implemented ISO 9001:2008 since 2010.

SP-AGH has objective to have graduates as a Bachelor degree who is able to manage the plant production unit optimally by applying science and technology in sustainable agricultural systems. The competency is formulated based on Indonesian Qualification Framework (IQF) which consist of three categories, i.e. : 1) Capability of the workforce; 2) The scope of the workforce in accordance of their expertise and 3) Managerial competence. Those three categories have eleven learning outcomes (LO). These learning outcomes basically are emphasized on 1) basic knowledge, 2) technical knowledge and competences, and 3) softskills.

SP-AGH is full time mode of study, established in 2005, however previously has established since 1963. The period of study set for 8 semester (4 years) with credits requirement 144. AGH has been accredited A by National Accreditation Board. SP-AGH accept around 170 students per academic year.

The structure of program of SP-AGH has 31 credits (21.5%) as general/university courses, 30 credits (20.1%) as interdepartmental/faculty specific, 68 credits (47.2%) as major courses, and 15 credits (10.4%) as minor/suporting courses. Each courses contributes to

2 achievement of certaint LO. Every course is accompanied by Learning Program Outlines (GBPP) and a plan for teaching and learning activities (SAP). Besides lecturing method, some courses have been implementing Student Centered Learning (SCL) approach. Some students have participated in a student exchange/mobility program. The teaching and learning process is evaluated through GBPP and SAP review, form of evaluation process of the course, and EPBM (Evaluation on Teaching and Learning Process). Student assessment on all courses in a semester is presented in a student’s academic record (transcript) that inform grade of each subject taken by the student, GPA (Grade Point Average) and CGA (Cummulative Grade Point) that will determine the status of Student Study Continuation. Every student has academic supervisor since enter the SP-AGH and a supervisor for his/her final project.

There are 65 full time and qualified academic staffs at the Dept. of AGH with 85 % among them hold a PhD degree and 18.5% (12 persons) as Professors. Dept. of AGH has 42 support staffs, consist of 25 permanent and 17 non-permanent staff. Academic facilities and infrastructure includes classroom, discussion room, seminar room, laboratorium, experimental field, library, computers, medical facilities, student dormitories and international dormitory.

New students selection has 5 (five) entry schemes, namely: 1) National Admission Selection for Public University (SNMPTN) by Invitation scheme; 2) SNMPTN by Test scheme; 3) Special Invitation for high school graduates who won national or international awards (PIN); 4) Independent Talent Based Examination (UTM); and 5) Local Government Scholarship (BUD).

Quality assurance at the university level is organized yearly by internal audits at IPB level (Office for Internal Audit) which includes education aspect, management, properties and facilities, using nasional, university, and departmental SOP as standards. The audit system in Departemen level was also anually performed internally and externally as requirement for ISO 9001:2008. Dept of AGH assure the quality of its graduates by regularly performed curriculum evaluation, continuously encourage all academic staffs to sustain to the latest development in sciences, continuously improving learning facilities, and developing programs to increase soft skills.

Stakeholders feedback is assessed from students, alumnae, academic staff, support staff, and alumnae work place through some evaluation instruments. The incoming feedback is taken into consideration to improve service for a better stakeholder satisfaction and for the

3 study program improvement, including teaching and learning methods, process and curicullum review.

1.2. Organization of the Self-Assessment

Head of Dept. of AGH appointed the Team for preparing document and other related activities regarding the Assessment applying to the Asean University Network for Quality Assurance (AUN-QA). The team consist of Steering Committee (head of division and Professor who has experience as assessor at BAN-PT), task force team for preparing Self Assessment Report (SAR) and related documents, resource person from related units, and supporting team. The preparation for international accreditation has been started since 2010, with some initial activities.

The task force team consist of 12 (twelve) academic staffs of Dept. of AGH. They divided in 4 working goups according to related criteria of AUN-QA, i.e.: 1) Criteria 1, 2, and 3; 2) Criteria 4, 5, 9, and 11; 3) Criteria 6, 7, 10, 12; and 4) Criteria 8, 13, 14, 15.The task force team working with fully supported by Head of Department, and supervised and facilitated by IPB Quality Assurance Office.

1.3. Brief Description of the University, Faculty, and Department 1.3.1. Bogor Agricultural University

Bogor Agricultural University (Institut Pertanian Bogor, IPB) has vision for 2025, which declare "To become a leading research-based university in the world with the major competence in tropical agriculture, biosciences, and possessing entrepreneurial characteristics". The mission of the University are: 1) Conducting high quality higher education and comprehensive supervision of students for the purpose of promoting the nation's competitiveness; 2) Developing science and technology based on the current needs of the communities and the future trends; 3) Building a system of higher education management having the characteristics of entrepreneurship, effectiveness, efficiency, transparency and accountability; 4) Promoting the formation of civil society on the basis of truth and human rights.

We are very optimistic to achieve this vision and mision since IPB has systemic continous improvement program, either in education, research and in comunity service. IPB has already internalise the quality statement, namely: Trough high commitment to the quality, high efficiency and accountability, IPB produces graduates who competent

4 and relevant to science, technology and arts for community welfare. To ensure this quality statement can be implemented in all activities at the university, IPB has established Quality Management ofice.

IPB consists of 9 Faculties and 38 Departments. IPB offers 16 Study Programs of vocational study (Diploma), 35 Undergraduate Study Programs, 79 Master Study Programs and 48 Doctoral Study Programs. Study programs offered by IPB cover a wide range of agricultural sciences, from social-economic sciences, to natural and environmental sciences, marine science and technology, and engineering sciences, mathematics, computer science and human ecology.

The IPB student body in 2011 is 25,629 students, which consists of Diploma Vocational (6,040), Undergraduate (15,547), Master (2,495), and Doctoral students (1,526). Since it’s establishment (1963) IPB has produced 94,285 graduates. IPB is supported by 1,246 active lecturers, which consisted of 12 % professors, 44 % PhD, 33% Masters, and 11% undergraduate.

IPB has established strong Institute of Research and Community Service, that coordinates 19 research centers and community service centers. For academic activities IPB is supported by a number of supporting units such as the university central library, integrated laboratories, university farm, education forest, marine research station, etc. Total land for all IPB’s activities is 665.9 ha, which includes Experimental Farm (371.6 ha) and campus ground (294.3ha). IPB is also has 10 dormitories and hostels with a capacity of 5,109 students include one dormitory for overseas students with capacity for 40 students. There are a lot of student activities unit in IPB. At least 69 student activity units officially registered and very active with their many annual program, such as sport, art and culture, music, professional activities, community service, etc.

1.3.2. Faculty of Agriculture

Faculty of Agriculture was estabished as Landbouwwetenschap in Dutch Colonial era in 1940 and in 1950, become Faculty o Agriculture under the University of Indonesia. Faculty of Agriculture has been under IPB since it was established in1963. The vision of Faculty of Agriculture is to be international level agricultural higher institution in the development of science and technology and human resource with the main competence in tropical agriculture, with the mision 1) To conduct quality education suitable for the society, 2) To develop science and technology in field of agriculture through

5 basic and applied research with the orientation of developing tropical agriculture and 3) To apply, utilize and disseminate education and reaseach results to society.

In period 1984 to 2005, Faculty of Agriculture has 5 Departments, namely Department of Agronomy consist of 4 study program in undergraduate program, namely Study Program (SP) Agronomy, SP Horticulture, SP Plant Breeding and Seed Technology, and SP Landscape Architect. Department of Soil Science, Department Pest and Disease, Department of Social and Agriculture Economic consist of 3 study program namely SP Agribusiness, SP Resource Economy and SP Communication and Community Development, Department of Community Nutrition and Family Resource.

In 2005, since IPB as legal entity, Faculty of Agriculture has 4 departments, namely Department of Agronomi dan Horticulture, Department of Soil and Land Resouce, Department of Plant Protection and Department of Landscape Architect, while the other departments merge with other new faculties. Since 2005, every Department has allow only one SP.

1.3.3. Department of Agronomy and Horticulture

The Department of Agronomy and Horticurture has vision to be center of excellent in the academic acivities and the development of science and technology in international level in the field of environmental engineering, genetic potential and physiology of plant resources to support sustainable agriculture. Mission of departement are: 1) Conducting the academic and professional education with high qualification in the field of plant resource management, 2) Carrying out research in environmental engineering, potential genetic and physiological plant-based resources, development and its distribution to support sustainable agriculture and environmental sustainability, and 3) Conducting the community service to improve the welfare of society. The Objectives are: 1) To produce qualified graduates with the ability to manage plant-based resource and, 2) To produce science and technology in the field of environmental engineering, potential genetic, and physiology to support national development and society welfare. The Quality Policy of Department of Agronomy and Horticulture is “Producing graduates and excellent science and technology in the field of sustainable tropical agriculture and relevant to community needs”

Departement of Agronomy dan Horticulture (Dept of AGH) has established in 2005. Dept of AGH offer Undergraduate Program, Master Program and Doctor Program. There are 7 regular study program offered by Department Agronomy and Horticulture, namely 1)

6 Undergraduate in Agronomy and Horticulture, 2) Master Program in Agronomy and Horticulture, 3) Doctoral Program in Agronomy and Horticulture, 4) Master Program in Plant Breeding and Biotechnology, 5) Doctoral Program in Plant Breeding and Biotechnology, 6) Master Program in Seed Science and Technology, and 7) Doctoral Program in Seed Science and Technology. All study program under Dept of AGH has acccredited by National Accreditation Board of Indonesia (BAN-PT). Undergraduate program of Agronomy and Horticulture has accredited A (382 of 400) by BAN-PT valid untill 2016. This record is the highest among similar study program in Indonesia. Dept of AGH has also obtained ISO:9001 2008 since 2010.

Dept of AGH has 65 permanent lecturers, whereas 56 people have doctorate degree from various leading universities in the world, either from America, Europe, Japan or Australia, 12 Professor, 42 supporting staff. All lecturers is divided into five scientific divison, namely 1) Division of Plant Biotechnology, 2) Division of Plant Ecophysiology, 3) Division of Genetic and Plant Breeding, 4) Division of Seed Science and Technology and 5) Division of Plant Production. To support academic excellence, Department of AGH has been equipped with very adequate laboratory facilities, buildings, offices, and experimental fields.

In order to achieve the vision, mission, objectives and program to improve quality of academic activities, Dept of of AGH has developed targets for 2008-2013. This target is in line with IPB’sand Faculty of Agriculture’s target. The Department of AGH’s targets has also adjusted to the scope of task, mandate and competency of Department. There are four targets of department, namely :

1) The internationalization of academic quality standards and implementation of research, 2) Improving the quality of inputs and processes of academic and non–academic.

3) Increasing the number of publications, citation and application technology, 4) Increasing income generating activities and welfare.

This targets then describe in the Strategic Plan of Dept of AGH 2010-2013. By using Balance Score Card (BSC) this target will be evaluated every year in the university level. This strategic plan also incoporated in ISO 2001:2008 system in order the continous improvement of Dept of AGH can be performed.

7

II. AUN-QA CRITERIA REQUIREMENTS

2.1. Expected learning outcomes

Study Program of Agronomy and Horticulture (SP-AGH) is operated to fulfill the needed workforces for national development, that equipped with proper knowledge and skill on plant cultivation (production) and good personality. The need of workforces with qualification on agronomy and horticulture is high as most of the graduates are absorbed by our stakeholders (especially agricultural companies and units within the Ministry of Agriculture). The graduates of SP-AGH are expected contribute to achieve the food security programs. This is very important since agricultural sector is the mayor field for most Indonesian people. Using the appropriate technology in sustainable agriculture whilst employing the comparative and competitive advantages of the local and national resources the quality of agriculture product will be increased, thus it will improve prosperity of Indonesian society.

The graduates SP-AGH as a Bachelor degree must have the competence:

”Being a graduate of Agriculture who is able to manage the plant production unit optimally by applying science and technology in sustainable agricultural systems". The competency is prepared in accordance to the purpose of SP-AGH, to provide quality graduates with expertise on agriculture technology, maximizing plant production in sustainable agriculture. The competency is formulated based on Indonesian Qualification Framework (IQF). According to IQF, the learning outcomes of study program consist of three categories, i.e. : 1) Capability of the workforce; 2) The scope of the workforce in accordance of their expertise and 3) Managerial competence (Table 2.1.1.). Those three categories of learning outcomes basically are emphasized on 1) basic knowledge, 2) technical knowledge and competences, and 3) softskills.

Learning outcomes of SP-AGH was designed based on vision and mission of the university, faculty and department. These learning outcomes convey the importance of the SP-AGH in agronomy and horticulture as expected by our stakeholder. In addition these learning outcomes also accommodate the eagerness

8 of our alumnae to keep up with the development of science and technology and to adapt to the information in globalization era and stimulate them to take further study.

Table 2.1.1. Program Learning Outcomes Intended Learning

Outcomes Teaching and Learning Methods Assessment

PLO-1. Capability of the workforce PLO-1.1. Identification and analysis

of problem, finding alternatives of solution and selecting the best solution on plant production management

Lectures, tutorials,

group discussion, laboratory works, field practical work, independent assignment

Examinations, laboratory reports, assignment reports, quizzes, field practical work, evaluation, and oral presentations PLO-1.2. Production of high quality

planting materials in terms of genetically, physiologicaly and physicaly with conventional or biotechnological approach. PLO-1.2. Managing plant production

farm with maximum production and high quality product in sustainable agriculture.

PLO-2. Science and technology proficiency

PLO-2.1. Proficient with knowledge required for identification of specific plant traits, its genetic potential and utilization

Lectures, tutorials,

group discussion, laboratory practicals, field practicals, computer-based

exercises, practical in managing agricultural unit of production, independent assignment, field trip, final project, seminars

Some courses are delivered by “Student Centered Learning” approach, and using “e-learning” facilities.

Examinations, laboratory and field reports, assignment reports, quizzes, and oral

presentations, final year project report and defence PLO-2.2. Proficient with knowledge

on environment and able to manipulate for the best plant growing condition

PLO-2.3. Proficient with science and technology on production and post harvest of primary poducts PLO-2.4. Proficient with basic

knowledge, research methodology and scientific writing

PLO-3. Managerial proficiency

PLO-3.1. Proficient with evaluation procedure of plant production process and the follow up

Group projects and

assignments, independent research/project, laboratory and field practicals,

tutorials, final year

projects/research, field trips, internship

Laboratory and field reports, assignment reports, written and oral presentations, final year project report:

writing-presentation-defence PLO-3.2. Capable of self

improvement, religious, nasionalist, etiqally and moral responsible, self confidence and independent as well as

enterpreneurs

PLO-3.3. Capable of working in a team, and responsible for the team accomplishment

PLO-3.4. Capable of communicating effectively either orally or written and have eagerness to keep up with development of science and technology

9 The proficiency on science and technology is further descript in learning outcomes presented in Table 2.1.2.

Table 2.1.2. Description of proficiency on science and technology and its learning outcomes

Learning outcome Sub-LO in the scope of science and technology

2.1. Proficient with knowledge required for identification of specific plant traits, its genetic potential and utilization

LO-2.1.1 Science related to identification of specific plant traits and genetic diversity

LO-2.1.2.

Science and technology to make use of the genetic potential through convensional breeding as well as biotechnology in order to conserve germplasm and to engineer new varieties

LO-2.1.3. Science and technology to produce high quality planting materials.

2.2. Proficient with knowledge on environment and able to manipulate it for the best plant growing condition

LO-2.2.1.

Knowledge on growing environmental condition and its physiological respons on plant growth and development

LO-2.2.2

Science and technology to manipulate environmental factors in sustainable agricultural production

2.3. Proficient with science and technology on production and post harvest of primary poducts

LO-2.3.1. Science and technology on plant producton, LO-2.3.2 Science and technology on post harvest

handling of primary product

LO-2.3.3. Quality testing technique of the primary product

2.4. Proficient with basic knowledge, research methodology and scientific writing

LO-2.4.1. LO-2.4.2.

Sampling technique, experimental design, and hypothesis testing as well as data analysis. Data presentation and scientific writing

Curriculum of the SP-AGH have been designed to achieve the intended learning outcomes as mentioned above and were developed after a series of comprehensive and in-depth evaluation on the needs of future work force and involved inputs and suggestions from stakeholders through (1) academic workshops within the study program, (2) Tracer study to alumnae and graduate employers, (3) develop contacts and communication with graduate employers and work placements.

10

2.2. Programme Specifications

The program specification of Study Program of Agronomy and Horticulture are as follow:

Name of Study Program : Agronomy and Horticulture

(Program Studi Agronomi dan Hortikultura) Institutional Homebase : Department of Agronomy and Horticulture,

Faculty of Agriculture

Bogor Agricultural University Address : Jl.Meranti, Kampus IPB Dramaga

Bogor 16680 Indonesia, ZIP Code: 16680 Contact _{: Phone/Fax. : +62-251-8629353}

E-mail: agronipb@indo.net.id Website: agrohort.ipb.ac.id Year of establishment _{: 2005}

(Formerly was merger from Study Program of Agronomy, Study Program of Horticulture, Study Program of Plant Breeding, and Study Program of Seed Science and

Technology, since 1998; and previously as Study Program of Agronomy, since 1963)

Accreditation status _{: A degree, with total score 382 (in maximum 400)} By National Accreditation Board of Higher Eduation (BAN-PT) No.044/BAN-PT/Ak-XIII/S1/II/2011

For the period February 4th 2011 to February 4th 2016 Quality Management

System

: _{ISO 9001:2008, No.: QSC 00861} 5 November 2010 – 4 November 2013

(Accredited by Sucofindo International Certification Service and National Acreditation Committee, KAN)

Degree awarded : Sarjana Pertanian

(Bachelor, in Agriculture) Study Period : 4 (four) years (8 semesters) Minimum credits : 144 credits

11 The program is intended to provide graduates who are able to manage the plant production farm optimally by applying science and technology in sustainable agriculture systems. The competence is expected to be achieved through the curriculum which contributes to learning outcomes as described in Table 2.1.1 and 2.1.2. The summary of the program related to stages of study, unit service of courses, credits and achievement level are presented in Table 2.2.1. The course structures and credits of each course are described in Table 2.3.1 and contribution of each course to the intended learning outcomes are presented in Table 2.3.2.

Most of curriculum (68%) are specific to Agronomy and Horticulture discipline, designed to provide graduates with the qualifications as in line with the vision and mission of the study program, i.e. competent in the area of agronomy and horticulture, high analitical capabilities required for the graduates to work in a diverse agricultural sectors, including private and state-owned agricultural production, seed industry, researcher, academics, and agricultural consultancy.

Table 2.2.1. Resume of the program: program in line with stage of study, unit service of course, credits and achievement level

Year Credits Serving unit of courses

Achievement Level

1st year 31 3

First Year Common Program, IPB, compulsory Interdepartemental, compulsory

Mostly basic knowledge 2nd year 18

21 3

Major of study program, compulsory Interdepartemental, compulsory Minor/supporting course, elective

Basic science and skill

3rd year 27 6 6

Major of study program, compulsory & elective Interdepartemental, compulsory

Minor/supporting course, elective

Science and skill

4th year 23 3

Major of study program, compulsory & elective Minor/supporting course, elective

Mostly skill including final year project

Graduation 144 - LO-1, LO-2,

12

2.3. Programme Structure and Content

The program structure is summarized in Table 2.3.1. Details on courses structure and credits of each course are described in Table 2.3.2 and contribution of each course to achieve the intended learning outcomes are presented in Table 2.3.3. In summary, the curricullum comprises of 68% courses from study program, and department within the faculty, 22% general courses and 10% of minor/supporting courses. Students can choose up to 15 credits of minor/supporting courses. The minor or supporting courses can be from major of respective faculty or other faculties but not from major it self. The depth of the courses are indicated by the first figure of the course code, ranged from 1 to 4. The code of courses for the first year students begin with 1xx and 2xx that indicates the depth of basic level. In contrast, in the fourth year the course code begin 4xx indicates that the course content will be more advance.

Table 2.3.1. Resume of courses structure

Courses Group Credits _Percentage

First year (general courses/

university courses) 31

21.53 Interdepartment (Faculty

specific) 30

20.83 Major (Study Program specific

courses)

68

(including 6 as election)

47.22

Minor /Supporting courses 15 10.42

13 Table 2.3.2. Structure of curriculum at Study Program of Agronomy and Horticulture

CODE COURSE Group Credit Pre-_requisite Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT

S1 S2 S3 S4 S5 S6 S7 S8

UNIVERSITY COURSES (Compulsory courses) IPB101-104

or IPB110 Religion MPK 3(2-2) √

IPB111 Pancasila MPK 2(1-2) √

IPB106 Indonesian MPK 2(1-2) √

IPB107 Introduction to Agricultural Science MPK 2(2-0) √

IPB108 English MPK 3(2-2) √

IPB112 Sports and Arts * MPK 1 (0-3) √

MAT101 Mathematics MPK 3(2-2) √

KIM101 Chemistry MPK 3(2-3) √

BIO100 Biology MPK 3(2-3) √

FIS100 Physics MPK 3(2-3) √

EKO100 General Economics MPK 3(2-2) √

KPM130 General Sociology MBB 3(2-2) √

AGB100 Entrepreneurship MPB 1(1-0) √

Sub-Total Credit Hours 16 15 31

FACULTY AND INTERDEPT COURSES (Compulsory courses)

KPM210 Principles of Communication MBB 3(2-3) √ TSL202 Introduction to Soil Science MKK 3(2-3) √ PTN200 Principles of Plant Protection MKK 3(2-3) √

ESL211 Agricultural Economics MKK 3(3-0) √

GFM221 Climatology MKK 3(3-0) √

14

CODE COURSE Group Credit Pre-_requisite Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT

S1 S2 S3 S4 S5 S6 S7 S8

STK211 Statistical Methods MKK 3(2-3) √

STK222 Experimental Design MKK 3(2-3) STK211 √ ARL200 Principles of Landscape Archit. MKK 3(2-3) √

KOM201 Computer Application MKK 3(2-3) √

Sub-Total Credit Hours 3 15 6 6 30

DEPARTMENTAL COURSES/MAJOR (Compulsory courses)

AGH200 Principles of Agronomy MKK 3(2-3) √

AGH210 Genetic for Plant Breeding MKK 3(2-3) √ AGH211 Principles of Plant Breeding MKB 3(2-3) AGH210 √ AGH240 Principles of Horticulture MKB 3(2-3) AGH200 √ AGH241 Plant Cultivation Techniques MKB 3(2-3) AGH200 √ AGH250 Principles of Seed Sci. & Tech. MKB 3(2-3) √

AGH301 Field Course MPB 1(0-3) √

AGH320 Agricultural Ecology MKB 3(2-3) AGH200 √

AGH321 Weed Control MKB 3(2-3) AGH200 √

AGH322 Water and Nutrition Plant _Management MKB 3(2-3) AGH200 _/AGH240 √ AGH330 Principles of Plant Biotechnology MKB 3(2-3) √ AGH331 Plant Propagation MKB 3(2-3) AGH200, ₂₄₀ √

AGH340 Food Crops MKB 3(2-3) AGH200 √

AGH341 Estate Crops MKB 3(2-3) AGH200 √

AGH398 Scientific Writing MKB 2(1-3) √

AGH399 Profession Work _{Course/Community development} MBB 3 √ AGH400 Practice of Agribussiness MPB 1(0-3) AGH200, _240,241 √

15

CODE COURSE Group Credit Pre-_requisite Year 1 Year 2 Year 3 Year 4 TOTAL CREDIT

S1 S2 S3 S4 S5 S6 S7 S8

AGH401 Integrated Agriculture MKB 2(1-2) AGH200 √ AGH402 Capita Selecta of Agriculture MKB 1(1-0) √ AGH440 Post Harvest of Agriculture Crops MKB 3(2-3) √ AGH441 Plant Production Management MKB 3(2-3) AGH200, _{240, 241} √

AGH498 Seminar MPB 1 √

AGH499 Final Project MPB 6 AGH300/ _STK222 √

Sub-Total Credit Hours 6 12 13 11 13 7 62

INTRA-DEPARTMENTAL COURSES (Elective Courses)

AGH342 Vegetable Crops MKB 3(2-3) AGH200 √

AGH343 Ornamental Plant and Floriculture MKB 3(2-3) √ AGH344 Non Cereal and Sweetener Plant MKB 3(2-3) √ AGH350 Seed Production and Handling MKB 3(1-6) AGH250 √ AGH410 Applied Plant Breeding MKB 3(2-3) AGH211/ _STK222 √

AGH442 Fruit Crops MKB 3(2-3) √

AGH443 Beverage, Medicinal and Aromatic _Plant MKB 3(2-3) √ AGH450 Seed Storage and Seed Testing MKB AGH250

Sub-Total Credit Hours 3 3 6

MINOR COURSE 0R SUPPORTING COURSES

Sub-Total Credit Hours 3 3 3/6 3/6 15

Total Credit Hours 16 18 21 21 22 17/20 19/22 7 144

Note : MKK = Mata Kuliah Keilmuan dan Keterampilan/ Courses emphasized on Science and skill; MKB = Mata Kuliah Keahlian Berkarya/ Work Skill Courses; MPB = Mata Kuliah Perilaku Berkarya/ Work Behavior Courses; MPK = Mata Kuliah Pengembangan Kepribadian/ Personality Development Courses; MBB = Mata Kuliah Berkehidupan Bermasyarakat/ Courses on Social aspect .

16 Table 2.3.3. Competency matrix of curriculum Agronomy and Horticulture Study Program

CODE COURSE LO-1

LO-2

LO-3

2.1. 2.2. 2.3. 2.4.

1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4

UNIVERSITY COURSES (Compulsory courses)

IPB101-104/

IPB110 Religion •

IPB111 Pancasila •

IPB106 Indonesian •

IPB107 Introduction to Agricultural _Science • •

IPB108 English •

IPB112 Sports and Arts * • •

MAT101 Mathematics • • • • • •

KIM101 Chemistry • • • •

FIS100 Biology • • • • • •

BIO100 Physics • • •

EKO100 General Economics • • •

KPM130 General Sociology • •

AGB100 Entrepreneurship • • •

FACULTY AND INTERDEPT COURSES (Compulsory courses)

KPM210 Principles of Communication • • •

TSL202 Introduction to Soil Science • • • • •

17

CODE COURSE LO-1

LO-2

LO-3

2.1. 2.2. 2.3. 2.4.

1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4

ESL211 Agricultural Economics • • • • • •

GFM221 Climatology • • •

BIO242 Basic of Plant Physiology • • •

STK211 Statistical Methods • • • •

STK222 Experiments Design • • • • •

ARL200 Principles of Landscape _Architecture • • •

KOM201 Computer Application • •

DEPARTMENTAL COURSES/MAJOR (Compulsory courses)

AGH200 Principles of Agronomy • • • • • • • • •

AGH210 Genetic for Plant Breeding • • • •

AGH211 Principles of Plant Breeding • • • • • • •

AGH240 Principles of Horticulture • • • • • • • •

AGH241 Cultivation Plant Technique • • • • •

AGH250 Principles of Seed Science _{and Technology} • • • • • • • • •

AGH330 Principles of Plant _{Biotechnology} • • • • •

AGH340 Food Crops • • • • • • •

AGH341 Estate Crops • • • • • • •

AGH331 Plant Propagation • • • • • •

AGH301 Field Course • • • • • • • • • • • • •

18

CODE COURSE LO-1

LO-2

LO-3

2.1. 2.2. 2.3. 2.4.

1.1 1.2 1.3 2.1.1 2.1.2 2.1.3 2.2.1 2.2.2 2.3.1 2.3.2 2.3.3 2.4.1 2.4.2 3.1 3.2 3.3 3.4

AGH321 Weed Control • • • • • •

AGH398 Technique of Scientific Writing • • • •

AGH400 Practice of Agribussiness • • • • • • • • • •

AGH401 Integrated Agriculture • • • • • • •

AGH322 Water and Nutrition Plant _Management • • • • • •

AGH440 Post Harvest of Agriculture _Crops • • • • • • •

AGH441 Plant Production Management • • • • • • • •

AGH402 Capita Selecta of Agriculture • • • • • •

AGH399 Profession Work Course • • • • • • • • • • • • • • • •

AGH498 Seminar • • • • • • • • • • • • • • • •

AGH499 Final Project • • • • • • • • • • • • • • • •

INTRA-DEPARTMENT COURSES (Elective courses)

AGH342 Vegetable Crop • • • • • • • • •

AGH343 Ornamental Plant and _Floriculture • • • • • • • •

AGH344 Non Cereal & Sweeten Plant • • • • • • • •

AGH350 Seed Production and _Handling • • • • • • • • • •

AGH410 Applied Plant Breeding • • • • • •

AGH442 Fruit Crop • • • • • • • •

AGH443 Beverage, Medicinal and _{Aromatic Plant} • • • • • • • •

19

2.4. Teaching and Learning Strategy

Every course is accompanied by Learning Program Outlines (GBPP) and a plan for teaching and learning activities (SAP). It consists of identity and description of the course, instructional analysis, course learning objectives, teaching and learning methods, outlines of course content, course schedule, assignments, list of supporting literatures, evaluation and evaluation criteria. GBPP and SAP are informed to the students at the beginning of every course.

Most of courses use lecturing methods in front of a class followed by questions and answers. Besides lecturing method, Student Centered Learning (SCL) is increasingly adopted by many courses at the Dept. of AGH. This system allows students to do an independent learning and a number of activities in learning. Courses with SCL methods are listed in Table 2.4.1.

Table 2.4.1. Courses with SCL method

No (Since) Year

2008 2009 2010

1 Plant Production

Management (AGH441)

Post Harvest of Crops (AGH440)

Principles of Seed Science and Technology (AGH 250)

2 Food Crops (AGH340)

Principles of Horticulture (AGH240)

Ornamental Plant and Floriculture (AGH 343)

3 Beverage, Medicinal and Aromatic Plant (AGH443)

Water and Plant Nutrition

Management (AGH322) 4

Beverage, Medicinal and Aromatic Plant (AGH443)-Practice

Estate Crops (AGH341) 5 Applied Plant Breeding

(410)-Practice

Vegetable Crops (AGH342)

6 Pomology

(AGH442)

7 Scientific Writing

20 SCL method requires students to be more responsible in learning and developed a new habit of studying. With SCL: (1) students are required to be more active by him/herself and in team work; (2) Lecturer will focus more on promoting learning and being person who facilitates of learning process; (3) The students will be the independent learner, whereas lecturers act mostly to create learning environment that can motivated students to be more active in searching course material.

Some students have the opportunity to participate in a student exchange/mobility program. In the year of 2010, three students of SP-AGH participated in MIT (Malaysia Indonesia Thailand) Credit Earning Transfer (CET) Program, where two students went to Kasetsart University, Thailand, and one student went to UPM, Malaysia. In 2011, by the same program three students of SP-AGH went to Kasetsart University. The Dept. of SP-AGH also recieves eight exchange/mobility students from UPM in even semester 2011/2012 and seven exchange/mobility students in odd semester 2012/2013. By CET program, courses that earned in host university could be transfered in the home university.

SP-AGH students also have to take courses from other departments, i.e. inter-departmental courses, minor courses and/or supporting courses. In general, the learning process held outside the Dept of AGH is well managed. Possibly, this is because all of the departments in IPB has a national accreditation and use the IPB standard procedures. Therefore, the learning process already met the established standard.

The acdemic information in SP-AGH is well organized. All the institutional information can be easily delivered to students through the department’s website (http://agrohort.ipb.ac.id) that is well managed. The website also earned the Best Department Website award in IPB for the year 2011 and 2012. SP- AGH organize an effective class size, which is around 60 students per class for course and 30 students per practice group. Seminar is held two days in one week which accommodate 6 students per seminar day. This seminar schedule facilitate smoother study completion. Seminar involves the supervising lecturer, moderator, student reviewers and active audience. The seminar material is based on the research or internship result, where its implementation is related on the thesis subject. Supervision of the

21 final project is done intensively by Thesis (Final Project) Supervisor and recorded in the academic consultation book.

All of the learning process is set in Standard Operating Prosedure/ Prosedure

Operasional Baku (POB) IPB. Additionally Dept of AGH has obtained ISO 9001-2008

certification since 2010 in the area of teaching and learning process. Some of the POB have been developed at the SP-AGH level and had been effectively implemented.

All of courses in SP-AGH is delivered using LCD and other supporting facilities. Some courses also uses e-learning facilitated by P3EL (Pusat Pengembangan

Pembelajaran e-Learning, Center for e-Learning Development) IPB. The e-learning

facility has been used to deliver course materials, practice, task and even exam. Some courses that won grant in Competitive Program on implementing Information and Communication Technology are displayed in Table 2.4.2. By this competitive grant, delivery methods on teaching and learning of the courses is considerably improved.

Table 2.4.2. Courses that won in Competitive Program on Information and Communication Technology

Course Lecture Practice

Principles of Agronomy √

Genetic for Plant Breeding √

Agricultural Ecology √

Principles of Plant Biotechnology √

Weed Control √ √

Integrated Agriculture √

Applied Plant Breeding √

Principles of Seed Science and Technology √ √

Ornamental Plant and Floriculture √

22 The teaching and learning strategy is evaluated through GBPP and SAP review. GBPP and SAP review is carried out in course level by the lecturer in charge and in the study program level by division where as homebase of the courses. Feedback for improvement on the teaching strategy is obtained from the evaluation process of the course (Appendix 2.4.1).

Teaching evaluation is also done based on the scores given by the students through EPBM (Evaluation on Teaching and Learning Process) form at the end of each semester for every course. The evaluation comprise of implementation of course in general, and lecturer's performance, compliance with teaching plan, correspondence between the exam and the course material, the availability of adequate facilities. In general EPBM can describe the achievement of course objectives. EPBM value is one of the indicator of success of the courses as well as indicator for every lecturer in implementing the learning process. EPBM value of courses and lecturers in PS-AGH has reached an average of 3.15 and 3.33 (scoring 1 to 4), respectively (see Table 2.13.1 and 2.13.2). SP-AGH always use EPBM value as consideration to improve the learning process every semester.

In general, there are no obstacles in the implementation the learning process. The number of students per class room is adjustable with maximum limit of 70 students, therefore courses with large number of students has to be provided in several parallel classes. IPB give opportunity to study program to do so. The academic staffs of SP-AGH are high qualification lectures and have capability for preparing learning materials and enrich it with the results of recent research and literature. Air conditioned lecture hall, LCD, laptops and loudspeakers are available in every class room.

For the completion of the study, the students have to do final projects, which can be chosen through research or internship program in an agriculture company. Students who take research as their final project should prepare research proposal which in line with assigment in Scientific Writing course. The Scientific Writing course is carry out at 6th semester. The topics of final project are announce at the 5th semester. The students shall choose one among the list of topics and supervisors provided by Head of SP-AGH. Students that have interest in certain topic can also

23 consult the relevant lecturer. The lecturers that have research project usually offer the students to join the research team for their final project.

There is a close relationship between education and research. Almost all of the courses related to commodities provide knowledge about cultivation, so students who going to work with certain commodity as their final project have already met with their requirement. The Experimental Design course is meant to prepare students on how to design research in the field as well as in labs in order to obtain a representative data and to analyze the data properly. Students are also provided knowledge and practice for preparing a research proposal, presenting research data and overview discussion of the report in Scientific Writing course (see Table 2.3.2).

The results of the student's research and internship are presented in thesis. In addition each student must present their thesis at a seminar attended by the lecturer and students, weight as 1 credit. Since odd semester 2012, students are required to write a seminar paper in a journal format. Dept of AGH facilitates the publication at Indonesian Jurnal of Agronomi, which is a nationally accredited scientific journal, or on-line journal, Bulletin Agrohorti, which will be launched in near future.

Agricultural Business Practice, a course with 1 credit, provides opportunity for the students to learn specific aspects of crop cultivation of a particular commodity of their interest. The prerequisite of this course is all courses related to cultivation techniques. The students will practice to manage a farm business unit model, including of vegetable crops, ornamental plants, fruit trees, seed production, food crops, estate crops, and spices and medicinal plants. This activities facilitate the students to practice on entrepreneurship. However, implementation of practical training is constrained by limited funding (derived from students tuition fee) and time (only 14 weeks). Supervising is conducted by appointed lecturers in accordance with their competence. Assessment is based on successful entrepreneurship activities.

2.5 Student Assesment

Student assessments consist of assessment for student admission, assessment for courses at the end of the semester, final task assessment, student assessment at the end of semester and final program assessment for graduating.

24 The assessment for student admission are requirement mark for biology, mathematics and chemistry with a minimum of 7.0 from high school in Java and minimum of 8.0 from high school outside of Java. Other consideration in student admission is based on performance by the high school alumnae in IPB (see for detail in Chapter 2.8).

Several methods are used for assessing the students i.e. exams, practical work, practical report, assignments or evaluation on student’s activities in group discussions. Each course has appropriate assessment methods depending on the characteristic of the course itself. It is expected that the objective and learning outcome of each course is achieved using these various methods of assessment.

Student’s final grades at each course are composed from mid-term exam, final exam,

assignments and practical work and report. The proportion of each mark is set and acknowledged to all students in the course contract. The grade point is based on the criteria designated by university, e.i. A, B, C, D and E (fail).

Teaching team has autonomous choice to decide the marks and grade based on the previously set criteria in course contract. Students who fail the subject have the opportunity to request a remedial exam or retake the subject in the following semester/year. Remedial is only allowed to students with scores below C with the maximum grade after remedial is C.

Student assessment on all courses in a semester is presented in a student’s academic record (transcript) released at the end of each semester by Directorate of Academic Administration. The minimum GPA (Grade Point Average, IP: Indeks Prestasi) is 2.0 without E. In addition, the transcript also indicates the CGA (Cummulative Grade Point; IPK: Indeks Prestasi Kumulatif). The CGP and GPA determine the status of Student Study Continuation (Table 2.5.1).

Guidelines for student’s final project has been set and acknowledged to ensure students to complete their study on time. Topics for their final projects are available by the sixth semester. It is necessary that the students pass all prerequisite subjects prior to starting their final project, i.e. Scientific Writing and Experimental Design courses with minimum CGP 2.0. Every student will have a supervisor for his/her final project at the end of the 6th semester. Supervisors are responsible for

25 monitoring student’s final project and completion of their reports. A consultation book is provided for each student to monitor their progress and their relationship with the supervisors.

Table 2.5.1. Criteria for student status on continuation of study based on CGP and GPA

Period of assessment CGP, GPA Continuation of study

End of first year (1) CGP ≥ 2.00 (1) Unconditional

(2) 1.50 ≤ CGP < 2.00 (2) Warning (P)

(3) CGP ≤ 1.50 (3) Drop Out (DO) Next Semesters

In unconditional status (1) CGP ≥ 2.00 (1) Unconditional (2) GPA < 2.00 and 1.50

≤ CGP < 2.00

(2) Warning (P) (3) CGP ≤ 1.50 (3) Drop Out (DO) In warning status (1) CGP ≥ 2.00 (1) Unconditional

(2) GPA ≥ 2.00 and 1.50 ≤ CGP < 2.00

(2) Warning (P) (2) GPA < 2.00 and 1.50

≤ CGP < 2.00

(3) Strong warning (PK) (3) CGP ≤ 1.50 (4) Drop Out (DO) In strong warning status (1) CGP ≥ 2.00 (1) Unconditional

(2) GPA ≥ 2.00 and 1.50 ≤ CGP < 2.00

(2) Strong warning (PK) (2) GPA < 2.00 and 1.50

≤ CGP < 2.00

(3) Drop Out (DO) (3) CGP ≤ 1.50 (4) Drop Out (DO)

Prior to their presentation of the final project in a seminar, screening of the student’s grade is carried out to confirm that all requirements have been fulfilled. This also serves as a mean for monitoring the student’s progress. The students are eligible to take final examination following the completion of ≥ 138 credits with CGP

26 as a measure of student’s perception, knowledge and skill upon the completion of their study and attaining the bachelor degree.

Upon the completion of their study, their graduation status is categoried as cum laude, with honour (very satisfactory), or pass with ordinary grade (satisfactory)(Table 2.5.2). The minimum requirements to achieve a bachelor degree are completing minimum of 144 credits without grade E, minimum CGP 2.0 for all the courses.

Table 2.5.2. Graduating criteria according to GPA and course scores

Nu Criteria CGP Requirement

1. Cum Laude (CL) CGP≥ 3.51  All the credits comes from the IPB

Undergraduate Program

 Never retake a course and cancel a course with E score

 No D scores

 Maximum of one C score other than the first year common course, interdepartment and major courses.

 Study period ≤ 5 years

 Never get a written academic penalty

2. Very Satisfactory (SM)

(2.1) CGP ≥ 3.51 Does not meet the CL requirement

(2.2) 2.76 ≤ CGP

< 3.51 

No D scores

 Never retake or cancel a course with E score

 Study period ≤ 5 years

 Never get a written academic penalty

3. Satisfactory

(3.1) CGP ≥ 3.51 Does not meet the CL and SM requirement

(3.2) 2.76 ≤ CGP

< 3.51

Does not meet the SM requirement

(3.3) 2.00 ≤ CGP

27

2. 6. Academic Staff Quality

There are 65 academic staffs at the Dept. of AGH in which they are divided into five division i.e. plant production, plant ecophysiology, plant breeding and genetics, seed science and technology, and plant biotechnology. Academic staffs at the Department are competent to conduct teaching and learning activities as indicated by obtained Certificate of Teaching Competency (Academic Staff Certification) and all of them have qualification at least Master Degree (the minimum degree requirement according to the standard of Directorate General of Higher Education (DGHE) with 85 % among them hold a PhD degree and 18.5% (12 persons) as Professors. All the academic staffs are full time (Table 2.6.1). Detail of academic staff description is attached in Appendix 2.6.1. Most of them have also attended a training on teaching methods (Acta V, Applied Approach or Active Learning).

Tabel 2.6.1. Qualifications of academic staffs at the Department of Agronomy and Horticulture

Category M F Sum Percentage

of PhDs Person FTEs*

Professors 11 1 12 12

Associate Professors 21 8 29 27

Assistant Professors 5 14 19 19

Full time lecturers 3 2 5 3

Part time lecturers 0 0 0 0

Visiting professors/ lecturers 0 0 0 0

Total 40 25 65 62 85

Distribution among the Division

Plant Production 10 5 15 14 93

Plant Ecophysiology 15 2 17 17 82

Plant Breeding 5 4 9 8 89

Seed Science and Technology 5 7 12 11 83

28 Qualification of the academic staffs are also indicated by their activities in research, community development and other professional activities. Almost all lecturers have been actively conducting research and/or community development activities according to their field of expertise. They obtain research funding from various sources such as overseas institutions; government institution such as Ministry of National Education, Ministry of Agriculture, National Research Council; and private institutions, from IPB and other grants to IPB (Appendix 2.6.2). Most lecturers are member of professional association (Indonesian Society of Agronomy, Indonesian Society of Horticulture, Indonesian Society of Weed Science, and Indonesian Society of Breeding Science), and actively participated in a number of seminar and workshops to increase their competence and professionalism (Appendix 2.6.3).

It is compulsory for all academic staffs at SP-AGH to set up a teaching plan i.e. outline of teaching program (GBPP) and plan for teaching and learning activities (SAP), with a supplementary on development method of study as described in point 2.4 (Teaching and Learning Strategy).

Monitoring and evaluationn of lecturers are based on the student’s learning performances, working performance assessed by Head of Department (DP3), and the questionnaires on teaching and learning process (EPBM) distributed to the students at the end of each semester. Points of evaluation are course content and teaching quality, i.e. have the course materials been well-prepared and stimulated the student’s interest to the course, the schedules such as if the course is handled timely, etc. The EPBM score of all academic staffs in the department is >3 (in the range 1 to 4) indicating that the lecturers are considered competent to teach and sufficient for the learning process (Appendix 2.4.1).

Monitoring and evaluation on lecturers are also conducted through Lecturer’s

Performance Index (LPI, IKD: Indeks Kinerja Dosen), attendance during practical works and lectures, academic workshops, and credits for career promotion. Evaluation on IKD showed that on average each lecturer had passed the minimum levels, i.e. 12 credits (Appendix 2.6.4). Lecturers with a status as professor or holding a Sertificate of Lecturer and pass a minimum of 12 credits are entitled to receive a

29 professional benefit on top of the salary, Medical insurance is provided for all academic staffs and support staffs.

New staff recruitment is conducted according to guidelines from Ministry of National Education. Recruitment is based on requirements of each unit, previously called division, as home base, which is then proposed by head of the unit to head of department, for further approval by Dean of the corresponding Faculty and Director of HRD of the University (see the document of manpower planning in IPB). The candidates will have to go through a national selection process. In some cases head of a unit recommend candidates who was previously an intern in the unit or have excellent skill and knowledge. Candidates who passed the selection process will be appointed as CPNS (candidate of government officer). Each CPNS has to attend a pre-training, where each candidate has to learn responsibility of government officers and has to pass a series of exams. Upon the completion of the pre-training, a candidate will be appointed as a government officer (PNS). After formally accepted as government officer then the candidate will have a status as junior lecturers and assigned to a division. The head of the division will give directions for future study. Head of the division together with Head of Department play an important role in capacity building of the junior lecturer.

The ratio of lecturer to student is sufficient (Tabel 2.6.2). A sufficient ratio of lecturer to student leads to an effective learning process, academic support and final task supervision. The lecturer to student ratio is almost 1:10 and the lecturer to graduate ratio is around 1:3.

Tabel 2.6.2. Staff/student ratio and staff/graduate ratio

Total FTE of teaching staff*

Number of Students (total student body)

Number of graduates per year

Number of students per FTE of teaching staff

Number of graduates per FTE of teaching staff

30 Eventhough the number of lecturer is adequate; a high number of retirements are predicted to happen in a couple of decade when around 60% of the academic staff will retire (Figure 2.6.1.). This is a crucial issue that should be solved immediately. Finding qualified candidate for lecturer is not a difficult task, however the main obstacle for the department is that the available job vacancy in the Ministry of National Education is not necessarily match to the need of the department. Therefore the academic staffs in the department, faculty and university (IPB) level need to be mapped and updated regularly. This mapping will serve as a basis for allocating new lecturers in the department.

Figure 2.6.1. Proportion of lecturers according to age

Junior lecturers will have a role as tutors in practical works or lectures, and are encouraged to attend various academic trainings. Apart from higher degree study, junior lecturers are encouraged to prepare research proposals to obtain national and/or international research funding.

Lecturers are also encouraged to publish their research in national or international seminars and conferences, as well as in international journals (Appendix 2.6.5). Lecturers are given training on how to prepare a research proposal, and to prepare a manuscript for international publication. The department has allocated budget to support the lecturers to attend scientific seminars.

Career promotions are monitored by an established system. Lecturer, who has stayed at the same level and position for four years, or those who have achieved a certain amount of credits, will be encouraged to advance their levels. An online database system has been made available. Therefore, each lecturer who has

6%

18%

62% 14%

<35 years old

36-45 years old

46-55 years old

31 performed activities could submit their proof to HR unit, and the HR officer will count their credit and record them in the database system. This will allow more efficient access to activity data of each individual lecturer.

Professorship is the highest level for a lecturer. In order to reach this level, a promotion process has to be followed beginning at the unit. The candidate needs to provide documents or records of their activities to unit meetings to evaluate the suitability of a lecturer to be promoted as a professor. Once the promotion has been agreed at the division and department level, another meeting will be held at the Faculty Senate level and University Senate, prior to propose to the Directorate General of Higher Education and approved by the Ministry of National Education.

Lecturers are given a set of tasks, including teaching assignments which are supported by an appointment letter from the Faculty Dean, supervising students during their study (academic supervisor), and supervising students for their final project or thesis, as external examiners, or as a consultant in community development projects conducted by the department. These assignments are based on the expertise area of each lecturer. Appointment as an academic supervisor is based on the lecturers expertise taking their work load into consideration.

The rules and conduct of academic staffs has been established and stated in the Senate decree No.: 25/I/KEP/SA/2003 about standard, etiquette, and discipline of academic staffs at IPB and has been put together in a booklet and distributed among all the academic staffs (Appendix 2.6.6).

The age of retirement for an academic staff is 65 years old. For professors, the retirement can be extended up until 70 years old. When entering the retirement stage, pensioners still receive retirement savings fund, pension benefit and medical insurance.

2.7. Support Staff Quality

Support staff for library, computer and academic administration service are provided at the university (IPB) level. At the department level, references and book collection are managed in the reading room. Computer and internet facilities are also

32 managed under university level, along with academic administration service. The department has 42 support staffs, consist of 25 permanent and 17 non-permanent staff . The support staff at Deptartment level work as library staffs, technicians of the laboratories, general administration and general services. All these support staff are under the Head of Administration at the department, who reports directly to the Head of Department. Composition of support staff at Dept of AGH is presented in Table 2.7.1. The administration support staff to student ratio is 1:36 until 1:50, which means that administration support staffs provide service for 36 - 50 students. The ratio of technician to students is 1 : 28 (18 : 500) and the ratio of technician to lecturers is 1 : 3.6 (18 : 65). The ratio of other support staff to student is 1 : 12 (42 : 500), while the ratio of the other support staff to lecturers is 1: 1.5 (42 : 65).

Table 2.7.1. Support staff composition in Dept. of AGH according to job scope and education

Job Scope of Support Staff

Education Total Librarian*) Laboran/Technician/

Analist/Operator/ Programmer

Administrati on

Public Service and Logistic

0 0 1 0 S2 1

1 4 5 0 S1 10

1 2 1 0 D3 4

0 2 0 0 D2 2

0 9 6 0 High

school

15

0 1 1 3 Secondary

school

5

0 0 1 4 Primary

school

5

2 18 15 7 42

Note : *) only manage and service for reading room in the Department, whereas library service is centralized at the IPB level. S2: Master Degree, S1: Bachelor Degree, D2/D3: Diplom Degree

Central library facility is managed at the University. There are 24 librarians with qualification in which 7 librarian hold a Master degree, 9 hold a Bachellor degree, and 8 hold a Diplom degree. However, the Department has also collection of books, journals, thesis and other publications in the reading room, which is

33 managed locally by two librarians. These librarians have attended some trainings, including: (1) How to create and to make use of online catalog (OPAC), conducted by the National Library, RI, 12-27 July 2005; (2) Knowledge Management System

(KSM) conducted by LSI IPB, 18-22 June 2007; and (3) computer training in publishing (2010). These trainings demonstrated the attention of the department management to increase the competence of the support staff. The librarians of Dept. AGH also involved in administration management of Indonesian Agronomy Journal, a national accredited journal published by the Dept of AGH in collaboration with the Indonesian Society of Agronomy.

There are 10 permanent and 8 non-permanent technicians employed at these labs under Dept. of AGH. The lab facilities are continuously improved and completed. Currently the laboratory is preparing for lab accreditation, ISO 17025. Laboratory technicians role are to assist the practical works both in the lab and in the field, and to help setting up research experiments for the academics starting from material preparations, equipment uses and maintenance. Currently, the Dept. of AGH has edaquate number of lab technicians to support the research activities. The education of lab technicians are high school/vocational school graduates in Agriculture diplom

or bachelor’s degree. The department continuously facilitates the training and

internships to increase the lab technician’s competencies.

The computer technician at IPB level are under the Directorate of Communication and Information System (Direktorat Komunikasi dan Sistem Informasi, DKSI). DKSI is a technical unit that provides information and technology service for civitas academic of IPB. The number of DKSI staff is 23 people consist of 1 person with a PhD degree, 4 people holding a Masters degree, 5 people holding a Bachelor degree, 6 people holding a Diploma degree and 7 people holding a high school diploma.

General administration at the Department manages documentation of the study program, finance, academic services and personnel. The general administration has 13 permanent and 1 non-permanent staffs with background vary from high school, Diplomes, Bachelors, and Master. A number of trainings are provided to increase and enhance their skills and knowledge (see part 2.12).

34 Another support staff working on the public service, properties and facilities maintainance, courier, drivers, and cleaners (7 workers). The staffs have various backgrounds, from primary schools to high schools. Trainings are also being conducted for these staffs since their contribution are very important. Thus, continously improvement of them to a better support for department is needed. The trainings included on the subject of Quality Management System ISO 9001: 2008 (2010).

Due to the provision of intensive skill training and good working atmosphere, several support staffs have received awards, including “Satyalencana Karya Satya” from the President of Republic of Indonesia. One general administration staff received first rank award from the University in 2010, second rank award in the area of financial management (2010), first rank award for laboratory technician (2010), and third rank award for archives worker (2012). Additional salaries are provided based on performance of support staff, beside the basic sallaries. In addition, every staff has a health insurance coverage by the University. Reward system is available for non-permanent staffs based on attendance, working performance and creativity.

2.8. Student Quality

New students selection follows the regulation from the Ministry of National Education No. 34/2010, about “New Student Admission Scheme for Public

University”, and Standard Operational Procedure of IPB for New Students Enrolment.

The process conducted by New Students Enrolment Committee at the University level. There are several entry schemes:

(1) National Admission Selection for Public University (Seleksi Nasional Masuk Perguruan Tinggi Negeri, SNMPTN) by Invitation scheme. This scheme based on candidate academic performance during studying at High School. Candidates are selected from the best students of all high schools in Indonesia. Formerly, this scheme was named USMI (Undangan Seleksi Masuk IPB, Invitation of IPB Entry Selection).

35 (2) National Admission Selection for Public University (SNMPTN) by Test scheme

organised by organised by Ministry of Education and Culture

(3) Special Invitation for high school graduates who won national or international awards (Prestasi Internasional dan Nasional, PIN).

(4) Independent Talent Based Examination (Ujian Talenta Mandiri, UTM), which was started in 2009 organised by IPB..

(5) Local Government Scholarship, or BUD (Beasiswa Utusan Daerah). This scheme performed by IPB collaborates with local government of Indonesian (provinces or district level) to select best students from each provinces/region to study at IPB.

SNMPTN is a national test-based selection for entering public university. The subject in test consist of Natural Science, Mathematics, Bahasa Indonesia, and English. In SNMPTN, student candidates could select 1st, 2nd, and 3rd choice of public university that will be decided by computerize passing selection according to standard and competitiveness of each study program in the university. By SNMPTN, student candidates from different region in Indonesia can apply and take written test in their regional area.

USMI scheme is best practice of IPB admission sheme since 1970th. In this scheme, IPB offer to all High School accross Indonesia to send their best students. From experience, IPB has the record of high schools in Indonesia. They are selected based on their academic achievement. In USMI scheme, selection criteria are based on the students achievement on several key subjects, i.e. Biology, Chemistry, Mathematics, Physics, Bahasa Indonesia, and English during their last 5 semesters at high school.

BUD is a student recruitment scheme sponsored by the local governments and private companies. PIN is a selection system based on international and national achievements in academics, sports, or art competition. UTM is a selection scheme used to recruite leaders and entreprener to develop agriculture and to prepare prominent graduate for future leaders. By all these admission scheme, especially by USMI and BUD scheme, IPB receives students from all provinces in Indonesia.

36 During 2006 to 2011, IPB students come from 34 or all provices of Indonesia, although around 70% of them come from provinces in Java island.

Student admission to SP-AGH is dominated by USMI scheme. More than 90% of new students from USMI scheme chose SP-AGH as their first choice, and less than 10% as their second choice with highly consideration based on academic record and grade in their High School. Table 2.8.1 show the competitiveness of SP-AGH from various admission scheme. The student mostly selected from USMI, based on a long experience this type of selection scheme is beneficial in many aspects, such as good academic performance of student and dispersion among region. The USMI scheme then adopted at national level for the admission scheme called as SNMPTN by invitation since 2011. Adoption of the USMI (SNMPTN by invitation) at national scheme boost the competitiveness of SP-AGH.

In 2011 SP-AGH accreditated with highest mark from National Accreditation Board (marked 382 of 400) and considered as the best study program in field of Agronomy and Horticulture or Agroecotechnology in Indonesia. Since then the ratio of applicants to admitted students increased considerably from 3.9 to around 9.6. The competitiveness of SP-AGH IPB is also indicated by the ratio of applicants to admitted students through SNMPTN ranged 1:10 to 1:16.1 (Table 2.8.1).

Table 2.8.1. Competitiveness of SP-AGH from different admission scheme

Year Description USMI SNMPTN UTM BUD Total

2008 Candidate Accepted

Competitiveness

438 113 1 : 3.9

327 35 1 : 9.3

- - 765

148 5.2 2009 Candidate

Accepted

Competitiveness

387 104 1 : 3.7

297 28 1 : 10.6

57 15 1 : 3.8

40 17 1 : 2.4

781 164 4.8 2010 Candidate

Accepted

Competitiveness

381 118 1 : 3.2

338 33 1 : 10.2

94 11 1 : 8.5

74 20 1 : 3.7

887 182 4.9 2011 Candidate

Accepted

Competitiveness

977 102 1 : 9.6

564 35 1 : 16.1

77 13 1 : 5.9

60 15 1 : 4.0

1678 165 10.2

37 One of the important admission policies at IPB is to ensure that the enrolled students came from different provinces. However, 70% of the current students are from Java (Jakarta, Banten, West Java, Central Java, Yogyakarta, and East Java). IPB has initiated collaboration with local governments at province and district level outside Java to give a chance to potential students candidate from those region. The strategy is expected to accelerate agricultural development in Indonesia. IPB has also promoted the University overseas by highlighting Good Agricultural Practices (GAP) in Tropical Agriculture.

All of the students in SP-AGH are full time students. Based on gender perspective SP-AGH accepted more female students than male students, even in 2009 the ratio between the two categories was 2.2 : 1 (Table 2.8.2). Since then SP-AGH takes into consideration the gender balance, because SP-SP-AGH does not dicriminate gender, even though in some job such as in plantation company offer prefebly required male graduates.

Table 2.8.2. Student number of SP-AGH according to gender

Academic Year

Indonesian Foreigner Sum

Total

M F M F M (%) F (%)

2007 63 93 1 0 64 (41) 93 (59) 157

2008 67 92 0 0 67 (42) 92 (58) 159

2009 49 108 2 0 51 (32) 108 (68) 159

2010 78 96 1 0 79 (45) 96 (55) 175

2011 88 77 5 1 93 (54) 78 (46) 171

All new students are taking the same common courses in the first year which takes about 31 credit (SKS) (see 2.2) before they joint the study program. After take common courses in the first year, the student take a number of credits (SKS) depend on the GPA of the previous semester.

59

3.1. SWOT Analysis (continued)

Strength Weakness Opportunity Threat

10. Facilities and Infrastructure Developing of teaching

farms to enrich the students technical skills

Still need to take participation to create comportable campus

11. Quality Assurance of Teaching and Learning Process Internal quality

assurance system is effectively applied

Dept. of AGH implementing ISO 9001:2008 12. Staff Development Activities

Gap analysis system still need to improve regarding with future need

There are come opportunity to involve staff increasing their competence and networking Budget allocation must

be give in priority 13. Feedback Stakeholders

Alumnae association of AGH has been

established and actively give support to Dept of AGH

Participation from more stakeholder for taking more benefit input

14. Output High qualified graduates imply competitiveness in joplacement

Drop out rate especially in first common year must be solved as wise as possible

On-campus recruitment program provide benefit to graduates 15. Stakeholder Satisfaction

The system for taking input has been performed in ISO 9001:2008 system

Follow up of

stakeholder suggestion and complain need commitment to be realized

Participation from more stakeholder for taking more benefit input to improve SP-AGH achieving high reputation worldwide

60

3.2. Improvement Plan in the Department of Agronomy and Horticulture

Area Program _{Objective and Target}

Curriculum design and implementation

Developing curriculum for international program (delivered in English) which specifik in field of tropical agronomy and

horticulture as package of courses. The student could be regular student in IPB and/or inbound from other country

To promote internationali-zation of SP-AGH; To improve academic staff

activity in international program

To increase inbound international student Collaborating with study program

abroad to conduct credit earning transfer activity

To give widely insight and experience in the global sense to the student To increase outbond student

activity Student

admission

Collaborating with Agricultural Company to give special

scholarship since admission as part of their job recruitment by Community Social Responsibility program

To built networking with stakeholder as graduates user

To give agriculture company participate in the

community social responsibility program To provide and facilitate

student candidate to work in agriculture sector Teaching and

learning process

Improve approach in teaching using e-learning facilitated by IPB e-learning center

To provide more opportunity to access course material To facilitate credit earning by

student out of IPB Improve method in monitoring

and evaluation system of courses by IT system

To up date in real time condition the teaching schedule and its realization in class/field

To monitor and taking the necessary action as needed at first opportunity Academic Staff

Development

Recruitment plan regarding the future need in number and qualification/competency

To ensure that Dept of AGH have sufficient academic staff number and

61

3.2. Improvement Plan (continued)

Area Program Objective and Target

Academic Staff Development

Competence improvement by facilitating and endorse networking

To up date and improve

academic staff competency and networking

Enhancing publication productivity

To increase citation index and reputation of university/ department

Facilitating for international activities including international publication

To enrich international activity record in recharging the field of competency as well as in international scientific forum and journal

Suport Staff Development

Recruitment plan regarding the future need in number and qualification/competency

To ensure that Dept of AGH have sufficient support staff number and qualification

Competence improvement To up date and improve

support staff competency to give better services

Academic Atmosphere Improvement

Developing more academic entity business and/or scaling up the size and asset

To facilitate teaching and learning aproach by

practical work in a model of agricultural business unit To give more benefit to all

stake holder in Dept of AGH

Provide or propose to get award for academic staff, support staff and student who achieve

distinguish performance

To recognize the person who have good performance by his/her effort

To give a good reputation for the Dept of AGH

Gathering program within academic staff, support staff, student, and alumnae

To ensure that all parties have good relations and taking benefits through it

Facility Improvement

Laboratory services improvement by implementing system of ISO 17025 (for certain lab)

To facilitate better service to all user and stakeholder To ensure the technician could

work with standard procedures

Giving more and better facility to improve field experimental/ teaching farm

To meet the requirement regarding the need of better facility

Improve comfort classroom and environment

To create comfortable vicinity in campus

62

IV. APPENDIXES 4.1. Glossary

Word, Term Explanation

BAN-PT : National Accreditation Board

(Badan Akreditasi Nasional-Perguruan Tinggi)

BUD : Local Government Scholarship (Beasiswa Utusan Daerah) CGP : Cummulative Grade Point (Indeks Prestasi Kumulatif, IPK) Dept of AGH : Department of Agronomy and Horticulture

EPBM : Evaluation on Teaching and Learning Process (Evaluasi Proses Belajar Mengajar)

GBPP : Learning Program Outlines (Garis-garis Besar Program Pengajaran) GPA : Grade Point Average (Indeks Prestasi, IP)

IKD : Lecturer’s Performance Index (Indeks Kinerja Dosen)

IPB : Bogor Agricultural University (Institut Pertanian Bogor) IQF : Indonesian Qualification Framework

(Kerangka Kualifikasi Nasional Indonesia, KKNI) KRS : Card of Study Plan (Kartu Rencana Studi) LO : Learning outcomes

P3EL : Center for e-Learning Development

(Pusat Pengembangan Pembelajaran e-Learning)

PIN : Special Invitation for highschool graduates who won national or international awards(Prestasi Internasional dan Nasional)

SAP : plan for teaching and learning activities (Satuan Acara Perkuliahan) SCL : Student Centered Learning

SIMAK : Information System Management on Academic Affair (Sistim Informasi Manajemen Akademik)

SNMPTN : National Admission Selection for Public University (Seleksi Nasional Masuk Perguruan Tinggi Negeri)

SP-AGH : Study Program of Agronomy and Horticulture

USMI : IPB Invitation of Entry Selection (Undangan Seleksi Masuk IPB) UTM : Independent Talent Based Examinatio (Ujian Talenta Mandiri)

63

4.2. List of Appendixes (The apendixes are enclosed in separate document)

Number Title

0.1 Accreditation Certificate of Study Program of Agronomy and Horticulture 2.4.1 Form for evaluation process of the course (EPBM)

2.6.1 Detail of academic staff description: personal identity, education, and expertise

2.6.2 List of academic activities on research

2.6.3 Academic staff activity in the training, seminar and workshop

2.6.4 Record of academic staff activities as Lecturer’s Permormance Index 2.6.5 List of publication by academic staff of Departement of Agronomy and

Horticulture

2.6.6 Regulation on standard, etiquette, and discipline of academic staff of IPB

2.10.1. List of laboratory equipments in the Department of Agronomy and Horticulture

2.12.1 Support staff activity in the training program 2.13.1. Questionnaires to graduates and alumnae