universitas kristen djaya (ukrida) unhas-sil

(
SYSTEMS
APPROACH
TO
INSTITUTIONAL
strategies
For
PLANNING
U~iversity
Deve~o~t
Prepared for
UNIVERSITAS KRISTEN DJAYA (UKRIDA)
Developed by
EVELYN
C~
DAVIS~
ED~D_
UNHAS-SIL COOPERATIVE PROGRAM
Name
Date Due
Name
Date Due
U'(' .....
SYSTEMS
APPROACH
TO
INSTITUTIONAL
st~ategies
Fo~
PLANNING
University
Deve~o~t
Prepared for
UNIVERSITAS KRISTEN DJAYA (UKRIDA)
11. Tanjung Duren Raya No.4, Telp. 599601
Jakarta Barat 11470
Developed by
EVELYN C. DAVIS,
ED.D.
UNHAS-SIL COOPERATIVE PROGRAM
Hasanuddin University
and
The Summer Institute of Linguistics
Ujung Pandang, Indonesia
FOREWORD
The publication entitled Systems Approach to Institutional
Planning is one of the signi ficant contributions to the
excellent collaboration between Universitas Kristen Djaya
(UICRIDA) and the Summer Institut-e of Linguistics (SIL).
As
the Rector of UKRIDA I would like to express my gratitude and
thanks to Dr. Evel yn C. Davis, who worked hard to conduct a
series of workshops at UKRIDA and prepare the manual.
I would
also like to thank Mr. and Mrs. Dawson and all the staff at
SIL
Jakarta for their support and participation in the
workshops.
My thanks also extend to Prof. Dr. Husen Abas, MA (Director of
UNHAS Language center) and Mr. Ronald Snell, MBA (SIL
Sulawesi
Program
Director)
for
their
understanding
and
permission to let Dr. Evelyn C. Davis work together with
UKRIDA - Jakarta.
This workshop on uni versi ty pI anning is considered by UKRIDA
as a very important activity to support. the stabilization
program of the Uni versi ty.
There is a lot of evidence to
prove that progress and good performance are taking place.
Thanks once again
changes possible.
to all
the peopl e
who have made the
good
Jakarta, July 1989
Rector - UlCRIDA
ACKNOWLEDGMENTS
I was privileged to assist Universitas Kristen Djaya (UKRIDA)
with the process of institutional planning in 1988 and part of
1989.
During that time I periodically conducted seminars for
a group of structural leaders, deans, directors of supporting
units, and representatives from t6e teaching staff ..
As we worked together, participants met in both large and
small groups.
There was much discussion, planning, wri ting,
rewriting, experimenting, exchanging ideas, etc.
An overall "master-pI an" was developed.
Then objectives for
the academic year 1988-'89 were written and implemented.
The
review of that first year was conducted in July, 1989, with
grati tude for the accompl ishment and success that had been
experienced.
Planning is now underway for the next academic
year.
This manual compiles, in simple outline form, the materials
that were used as a guide for the ten components of UKRIDA's
development pI an.
I waul d I ike to thank all of the persons
who had a part in making the first year of that plan a
success.
~·7(!·'lJ~
Evelyn C. Davis, Ed.D.
Academic Consultant, SIL
NOTE:
UKRIDA,
IN
RESPONSE
TO
THE
THIS MANUAL WAS
CHRISTIAN
UNIVERSITIES.
REQUEST
OF
DR.
NANERE,
RECTOR
OF
PREPARED WITH A SPECIAL EMPHASIS FOR
A
MORE
GENERAL
VERSION
OBTAINED FROM:
UNHAS-SIL Cooperative Program
SIL, Kotak Pos 164
Ujung Pandang 90001
SuI Sel, Indonesia
-iii-
MAY
BE
Table of Contents
STRATEGIES FOR UNIVERSITY DEVELOPKENT
page
INTRODUCTORY HATERIALS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Overview Of The Systems Approach...... . . . . . . . . . ..
Model Of The Systems Approach......... . . . . . . . . . ..
Components Of Institutional Planning.............
UKRIDA's Day Of Prayer . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
6
7
8
9
COHPONENT ONE : CLARIFY GOAL . ... '.' . . . . . . . . . . . . . . . . . . . . . . .. 10
Description Of Component One . . . . . . . . . . . . . . . . . . . . . 11
Worksheets For Component One . . . . . . . . . . . . . , ....... 12
COHPONENT
T~O:
ASSESS INTERNAL FACTORS. . . . . . . . . . . . . . . . . .. 14
Description Of Component Two .... : . . . . . . . . . . . . . . . . 15
Worksheets For Component Two . . . . . . . . . . . . . . . . . . . . . 16
COHPONENT THREE: ASSESS EXTERNAL FACTORS .. ............... 21
Description Of Component Three . . . . . . . . . . . . . . . . . . . 22
Worksheets For Component Three . . . . . . . . . . . . . . . . . . . 23
COHPONENT FOUR: ESTABLISH PROCESS . ....................... 28
Description Of Component Four . . . . . . . . . . . . . . . . . . . . 29
Worksheets For Component Four . . . . . . . . . . . . . . . . . . . . 30
COHPONENT FIY.E:
~RITE
OBJECTIY.HS. . . . . . . . . . . . . . . . . . . . . . . .. 35
Description Of Component Five . . . . . . . . . . . . . . . . . . . . 36
Worksheets For Component Five . . . . . . . . . . . . . . . . . . . . 37
Example Of An Objective . . . . . . . . . . . . . . . . . . . . . . . . . . 42
COHPONENT SIX: DEv.ELOP STRATEGY. . . . . . . . . . . . . . . . . . . . . . . . ..
43
Description Of Component Six . . . . . . . . . . . . . . . . . . . . . 44
Worksheets For Component Six . . . . . . . . . . . . . . . . . . . . . 45
Example Of A Strategy Chart . . . . . . . . . . . . . . . . . . . . . . 47
COHPONENT SEVEN: IHPLEHENT THE PLAN . .....................
49
Description Of Component Seven . . . . . . . . . . . . . . . . . . . 50
COHPONENT EIGHT: CONDUCT
REVIE~S
. ........................ 51
Description Of Component Eight . . . . . . . . . . . . . . . . . . . 52
Worksheets For Component Eight . . . . . . . . . . . . . . . . . . . 53
Example Of A Review Worksheet . . . . . . . . . . . . . . . . . . . . 61
COHPONENT NINE: REASSESS AND REVISE. . . . . . . . . . . . . . . . . . . . .. 62
Description Of Component Nine . . . . . . . . . . . . . . . . . . . . 63
Worksheets For Component Nine . . . . . . . . . . . . . . . . . . " 64
COHPONENT TEN: FINAL EVALUATION ..........................
67
Description Of Component Ten . . . . . . . . . . . . . . . . . . . . . 68
GLOSSARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 69
-4-
INTRODUCTORY
-5-
MATERIALS
OVERVIEW
What is the Systems Approach to Institutional
Plannin~
A system is a group of parts combined to form a whole.
For
a system to run smoothly, the parts must operate in unison.
And so it is at a university: structural and non-structural
leaders, teaching staff,
and units are the parts that must
work together in order for the institution to function well.
In UKRIDA's systems approach to development, structural and
non-structural leaders,
directors of units, representatives
from the teaching staff, and others appointed by the Rector,
worked together in university p~anning.
The group met
in a seminar format.
First, there was a
presentation of the systems approach, with an overvie~ and
explanation of all ten components in the model.
A detailed description of Component One, which clarifies the
university goal, was given. There was general discussion,
then participants were placed in small groups to brainstorm
and fill out the worksheets.
All groups met together to
discuss their answers and come to agreement.
The same format was followed for Components Two and Three,
as internal and external factors were examined.
Following concensus on the first three components, a process
for planning was established (Component Four). Decisions
were made regarding time-line, how tasks would be assigned,
what monitoring and evaluation system would be used, and how
a communication network would be set up.
The seminar format was resumed for teaching and discussion
of Components Five, Six, and Seven.
Structural and non-structural
leaders, directors of units,
and all members
of the teaching staff were asked to ~rite
objectives for growth (Component Five).
A Coordinating
Committee appointed by the Rector assisted in this process.
Approval of
the
objectives was given by the appropriate
structural leader, supervisor, or director of unit.
A strategy (Component Six) added structure to the foundation
of the objectives,
as all persons presented a working plan
on how their objectives would be carried out.
Details were
given concerning timetable, budget, reporting, and review.
Next,
the plan ~as implemented (Component Seven). A final
seminar was then held to discuss the last three components.
At the end of the academic year, a revie~ was conducted (Component Eight).
After reassessment of internal and external
factors, revisions were made in process, objectives, strategy and implementation (Component Nine) for the upcoming year.
A comprehensive evaluation is scheduled after the two and
five year development periods.
At the end of the ten year
period, there will be a final evaluation (Component Ten).
-6-
"By wisdom a house (university) is built, and by understanding
it is established."
Proverbs 24:3
9
~SSESSI
AND
REVISE
~
I
r
.---2
ASSESS
rI INTERNAL
FACTORS
1
_
4
-1-
:LAR I FY
GOAL
ESTABLISH
PROCESS
-6
S
WRITE
OBJECTIVES
1
-8~
DEVELOP t-' .IMPLEMENT f-> CONDUCT
REVIEWS
STRATEGY
PLAN
.---3
ASSESS
, EXTERNAL
FACTORS
T
III
I
T
CONDUCT
FINAL
EVALUATIONI
SYSTEMS
APPROACH
to
INSTITUTIONAL
PLANNING
Systems model adapted by Evelyn C. Davis (1988) trom mod_l
in Dick, Walter and Lou Carey (1918), SystematIc Desl(n.
Glenview, IL: Scott Foresman.
Systems approach content developed by Evelyn C. Davis (1988).
-7-
What is the Systems Approach to Institutional Planning?
A system is a grouping of parts that are combined to form a
whole. For the system to run smoothly,the parts must operate
in unison. And so it is for a university: the structural and
non-structural leaders,
the units,
and the teaching staff
are the parts.
They must plan together and work together so
that the institution can move forward in development.
COHPONENTS
of
The SYSTEHS APPROACH to INSTITUTIONAL PLANNING
1. Clarify the overall goal of the institution.
2. Assess internal factors which will affect development.
3. Assess external factors which will affect development.
4. Establish the process for:
a. Writing objectives.
b. Developing a strategy.
c. Implementing the plan of action.
d. Conducting periodic reviews and reassessments.
5. Write and refine objectives for:
a. Short-range consolidation (two year period).
b. Medium-range stabilization (five year period).
c. Long-range development (ten year period).
6. Develop the strategy for system improvement, based on
the objectives.
7. Implement the plan of action.
8. Conduct semester and/or yearly reviews of progress.
9. Reassess internal and external factors, and revise
components four through seven as needed.
10. At the end of each major planning period (two and five
years),
conduct a comprehensive evaluation.
At the
end of the ten year period, conduct a final evaluation.
-8-
UKRIDA'S DAY OF PRAYER
Structural
leaders,
deans,
directors of supporting units,
members of the teaching staff, and others to be involved in
planning, met for the first seminar in May, 1988.
It was agreed that time should be spent in prayer, seeking
God's guidance and wisdom for the task that lay ahead.
God's promises are clear:
"In Him are all the treasures of wisdom and knowledge."
Colossians 2:3
"If any of you lack wisdom, let him ask of God, Who gives to
all men generously and without reproach, and it will be
given to him.
But let him ask in faith without doubting."
James 1:5-6
God's provision is available:
Many individuals shared of God's provision in their lives,
and of His guidance at UKRIDA.
There was the acknowledgment
that, without Him, we work and strive in vain.
"Unless the Lord builds the house (university), they labor
in vain who build it."
Psalm 127:1a
"Ask and ye shall receive, that your joy may be full."
John 16:24
"Ask, and it shall be given to you; seek, and you shall find;
knock, and it shall be opened to you.
Matthew 7:7
The observation was made that we should not be afraid to ask
for God's wisdom or afraid to seek for insight, and that we
should pray for the way to be opened before us.
Prayer for the leadership:
Special prayer was offered for the structural leadership,
that the Holy Spirit's anointing would be upon them as they
lead the
institution,
and that they would be. like the
persons spoken of in Daniel 12:3:
"And those who have
insight will shine brightly like the
brightness of the expanse of heaven, and those who lead many
to' righteousness like the stars forever and ever."
-9-
COJTlpOr1er1t
CLARIFY
OF
THE
THE
Or1e
OVERALL
GOAL
INSTITUTION
-10-
Descrjptjon
COllponent One
CLARIFY THE OVERALL GOAL OF THE INSTITUTION
"I will
instruct you and teach you in the way which you
should go; I will counsel you with my eye upon you.
Psalm 32:8
A GOAL STATEKENT is a short, clear "overview" of the overall
long-term purpose of the institution.
It explains the
following:
Why does the institution exist?
Whom will the institution serve?
How will it try to achieve the "tugas" of
the church and the three "dharma" of Higher
Education?
Having a clear, definite goal statement is the first step to
all institutional planning.
The objectives for growth will
be derived from the goal,
so it is important that the
following be done:
Structural leaders, non-structural leaders,
directors of units, and the teaching staff
should give input to the goal;
The final goal statement must be understood
and agreed upon; and
The goal must be clearly communicated to all
of the institution's "constituencies."
The goal statement is the institution's identity. It is a
source of motivation,
for it helps university personnel
understand the
reason for the institution's existence, and
decide what planning should be done for the future.
-11-
Norksheets
Component One
CLARIFY THE OVERALL GOAL
Answer the following questions as a guide to help clarify
(make clear) UKRIDA's current goal, or to write a new one.
1. Background information:
a. Do you have a goal statement?
If so, what is it?
b. Who helped write the current goal statement?
2. Discuss UKRIDA's history, and any other facts that would
help describe the institution.
3. Talk about, and list, the following:
a. Why does the university exist?
b. Whom will the university serve?
c. What will it try to achieve, or do? Discuss the three
tugas of service, witness,
and unity.
Discuss the
three dharma of teaching, research, and service.
d. How will you try to accomplish these?
4. Now consider the answers to number 3 above.
Which of
these should be included in the final goal statement, and
which should not be?
a. Items that should be included.
b. Items that should not be included.
5. If you already have a goal
your answers in number 4.
statement, compare it with
a. Does the current goal statement include all necessary
information? If not, what should be added?
b. What should be deleted from the current statement?
6. If the current goal statement should be clarified, begin
rewriting it.
If you do not yet have a goal statement,
write it now.
-12-
7. Are there any other persons who should have input into
the goal statement decision? How will you get the needed
information from them?
8. Finalize the goal statement:
a. Will additional goal statement discussions be useful?
b. If they will be necessary, when will you arrange to
have these discussions? Who will be included?
c. How will concensus be reached?
d. Set a date to finalize UKRIDA's goal statement.
9. After concensus is reached, and the final goal statement
is written,
evaluate its clarity by discussing it with
persons who represent the various groups named in number
10 below.
Identify names of possible persons to contact,
and decide who will talk with each person named.
10. Discuss some of the possible ways the goal statement can
be effectively communicated to each one of the following
groups,
so that all involved will be willing to work
toward the stated goal.
HOII TO BE COHHUNICATED
GROUP
a. Structural Leaders
b. Non-structural Leaders
c. Teaching Staff
d. Administrative Staff
e. Board of Trustees
f. Current Students
g. Potential Students
h. Sponsoring Church
i. Other Institutions
j . General Public
k. Others: ________________
"Behold, I am the Lord, the God of all flesh.
Is anything
too difficult for me?"
Jeremiah 32:27
-13-
Towo
Cornpo~e~t
ASSESS
INTERNAL
WHICH
~HE
WILL
DEVELOPMENT
OF
-14-
FACTORS
AFFECT
THE
UNIVERSITY
Descrjptjon
Coaponent Two
ASSESS INTERNAL FACTORS
WHICH WILL AFFECT THE DEVELOPMENT OF THE UNIVERSITY
"Hay those who wait for Thee not be ashamed through me, 0
Lord God of hosts; may those who seek Thee not be dishonored
through me, 0 God of Israel."
Psalm 69:6
In
order
to
plan
wisely,
it is necessary to examine the
factors that will affect the development of the university.
INTERNAL
FACTORS
are
those
things within the institution
itself that need to be assessed:
Strengths and achievements should be noted.
Limitations and weaknesses must be examined.
Internal Factors commonly examined and assessed are:
Characteristics (description) of the students
Physical facilities (buildings and grounds)
Administration
Human resources
Supporting units
Finances
Research capability
Planned service to the community
Affective factors
Other areas unique to the institution
-15-
forksheets
Component Two
ASSESS INTERNAL FACTORS
Use the following as a guide in assessing internal factors.
1. DESCRIPTION OF THE STUDENTS
Take a
careful look at current students and also at the
potential students for whom instruction is intended.
a. Are there any special characteristics (features) of
the students which will affect the preparation and
delivery of instruction?
(1) Geographical areas where secondary education
occurred and quality of previous education.
(2) Haturation level of the students.
(3) General motivation for learning.
(4) Any special strengths or skills?
(5) Any special limitations or weaknesses?
(6) Other:
b. Are there certain skills and capacities that you want
your students to develop (in addition to the usual
ones developed at a university)? If so, discuss.
c. Are there new physical facilities, new equipment, new
study programs,
and/or other resources that will be
required in order to develop these special skills?
d. What new extra-curricular activities need to be begun
in the areas of sports, music, art, etc.?
e. Do UKRIDA's students have unusual financial handicaps?
f. What services can be added or improved (bank, clinic,
dormitories, insurance program, restaurant, etc.)?
g. Are there any other considerations regarding students
that need to be discussed and noted?
-16-
2. PHYSICAL FACILITIES (BUILDINGS AND GROUNDS)
a. What aspects of the physical facilities positively
affect your programs and the delivery of instruction?
b. List aspects of the buildings or size of campus that
are already a problem and are limiting you.
c. List aspects of the facilities or the campus that will
handicap programs and/or the delivery of instruction
in the future as the university grows larger.
d. Can any of the problems listed in items band c above
be overcome at the present time or in the near future?
If so, list which ones, and discuss possible ways they
could be overcome.
e. Are any of the problems, named in items band c above,
major ones that will be very difficult to resolve? If
so,
discuss why.
Also discuss how you can best
function even if these problems continue to exist and
are not solved.
f. Describe and discuss the role of the Installation Unit
and its strong points and limitations.
g. Discuss any other matters concerning
facilities (the buildings and grounds).
the physical
3. ADMINISTRATION
Discuss organization, capability, duties, standards,rules
and regulations, centralization or non-centralization,and
any problems concerning the following:
a. Academic Administration
(1) Enrollment
(2) Registration
(3) Academic records
b. General Administration
(1) Personnel
(2) Finance
(3) General matters
-17-
4. HUMAH RESOURCES
Discuss role, performance standards, duties, personnel
needs, and any other matters concerning the following:
a. Structural leadership
b. Non-structural leadership
c. Teaching staff
d. Supporting units staff
e. Administrative staff
f. Haintenance employees
g. Any other groups not named above
5. SUPPORTING UNITS
a. Discuss strengths,
limitations,
and special needs of
the supporting units.
How can these be upgraded and
improved? Are there services that should be added?
(1) Library
(2) Computer Center
(3) Student Activities and Services
(includes BKK and SH)
(4) Spiritual Life
(5) General Basic Studies
(HKDU)
(6) Other:
aids, and supplies are
b. What resources of equipment,
needed in order for the supporting units to function
more efficiently? Identify and list.
c. Are there any other matters concerning the supporting
units that need to be discussed?
d. Is there a need to develop any new supporting units?
If so, in what areas?
-18-
6. FINABCES
a. What are UKRIDA's financial strengths?
b. What are the financial problems?
c. What are some ways to meet the financial needs?
7. RESEARCH CAPABILITY
a. Is this an area of importance to the university?
b. If so,
are there an adequate number of research
projects underway? List and discuss the projects.
c. Is the research being done on topics that will benefit
the university? If not, why not?
d. What new research projects could be done?
e. Discuss the
Institutional Research and Development
Unit: strengths, limitations, and any special needs.
8. PLANNED SERVICE TO THE COKKUNITY
a. What is your perception of service as related to the
three "dharma"?
b. What has UKRIDA already developed in the area of community service? What is currently being done?
c. What are special service
location in Jakarta?
needs because of UKRIDA's
d. What new types of service could be developed?
e. Discuss how the Center for Community Service relates
to the faculties. How could performance be improved?
-19-
f. How is community service related to creating a new
source of financial support for UKR1DA?
9. AfFECTIVE FACTORS
These are those hard-to-define factors concerning the way
persons feel about working at UKRIDA, such as "a feeling
of cooperation," "working together for a comllon purpose,
"good working relationships with others," etc.
a. List and discuss positive affective factors at UKRIDA.
b. What are the affective areas that could be improved?
c. What conditions are necessary in order to have a
creative and positive environment at UKRIDA?
10. ANY INTERNAL FACTORS NOT ALREADY DISCUSSED
Examine the strong points and the weaknesses of any other
internal factors which are affecting, or will affect, the
development and future growth of UKRIDA.
Discuss and write down observations and comments.
" ..... and He gave gifts to men (Ephesians 4:8b) ..... and He
gave some as teachers (Ephesians 4:11b) ..... and administrators (I Corinthians 12:28b) ..... for the equipping of the
saints for the work of service, for the building up of the
body of Christ."
Ephesians 4:12
-20-
Cornpo:n..e:n..t
ASSESS
EXTERNAL
WHICH
THE
Three
WILL
DEVELOPMENT
OF
-21-
FACTORS
AFFECT
THE
UNIVERSITY
Description
COIlPonent Three
ASSESS EXTERNAL FACTORS
WHICH WILL AFFECT THE DEVELOPMENT OF THE UNIVERSITY
"For I will give you utterance and wisdom which none of your
opponents will be able to resist or refute."
Luke 21:15
As
part of institutional planning, external factors as well
as
internal factors must be examined.
those
have
factors
little
outside
or
EXTERNAL FACTORS are
the university over which you might
no control, but which may affect both your
planning and the level of success or degree of failure which
yOU
experience at UKRIDA.
Some external factors to be examined and assessed are:
Physical location
Economic factors
Government/political restraints or support
Higher Education standards
Board of Trustees
Alumni groups
Other institutions of higher education
External factors unique to UKRIDA
-22-
fOrksbeets
Co_ponent Three
ASSESS EXTERNAL FACTORS
Use the following as a guide in assessing external factors.
1. PHYSICAL LOCATION
a. What are the advantages of your physical location?
b. What are the disadvantages of the location?
c. List and discuss any problems that might develop in
the future because of your location. What are some
possible ways these problems might be resolved?
d. Are there any problems regarding location that are
likely not to be resolved? How can you continue to
function well in spite of them?
e. Two common concerns regarding location are transportation access and student housing. Thoroughly discuss
how to deal with these.
f. What other universities are located near UKRIDA?
does this affect your operation?
g. Does UKRIDA own any land
location? If so, where?
How
other than at the present
h. How does the answer to item
long-term development plan?
g
above relate to the
i. Discuss any other matters relating to your location.
2. ECONOHIC FACTORS
a. What are the national economic factors that are having
an impact on UKRIDA and its operation?
-23-
(1) Which ones are positive?
(2) Which ones are limiting?
b. Jakarta is the capital city of Indonesia.
What are
the differences in standard of living and other economic factors than those occurring elsewhere?
(1) What are the advantages?
(2) What are the disadvantages?
c. Are there any economic indicators that can help you as
you plan for the future, such as the current rate of
inflation, construction of housing and roads, government reports on economic conditions, etc.?
d. When you write your objectives, what do you need to
consider
concerning current economic factors and
projected economic trends?
e. Are there any other concerns regarding economic factors that need to be discussed?
3. GOVERNMENT/POLITICAL RESTRAINTS OR SUPPORT
a. What are the government and/or political factors that
are influencing UKRIDA now?
b. What are government and/or political factors
might influence the university in the future?
that
c. How will these factors affect the objectives that you
will write for UKDRIDA's development plan?
4. HIGHER EDUCATION, DEPARTMENT OF EDUCATION AND CULTURE
a. Does UKRIDA currently meet the standards
Department of Education and Culture?
of
the
b. Are there any specific difficulties about meeting the
standards?
-24-
c. What objectives need to relate to these standards?
d. How does UKRIDA's development relate to the long-term
plan of Higher Education, Department of Education and
Culture?
e. Are there other
be discussed?
Higher Education matters that should
5. BOARD OF TRUSTEES
a. What is the role of the Board of Trustees?
b. What amount of control does the Board have on UKRIDA's
operation?
c. List and discuss advantages and strengths in the relationship with the Board, and how these will affect
UKRIDA's development.
d. List and discuss disadvantages and problems that sometimes occur,
and how these will affect the university
growth and planning for the future.
e. Identify and discuss ways that the relationship with
the Board can be improved.
f. Are there other issues concerning the Board that need
to be considered?
6. ALUMNI GROUPS
a. In UKRIDA's
groups had?
history,
how
much influence have alumni
b. What is the current influence of alumni groups?
their influence supportive or restraining?
c. Are there objectives
should be developed?
related
-25-
to
Is
alumni groups that
d. What is the anticipated influence of alumni groups in
the future? How will this affect the plan for growth?
e. What can be done to strengthen the bonds of fellowship
with alumni groups?
f. How can you make use of alumni groups as you implement
your objectives?
7. SUPPORTING CHURCH
a. Discuss the impact UKRIDA's supporting church has on
the institution, both strong and weak points.
b. How involved is the church in helping UKRIDA maintain
its Christian identity?
c. How involved is it in helping develop and maintain
moral, ethical, and spiritual values?
d. Are there any joint projects with UKRIDA's supporting
church? If so, what are they?
e. If there are no joint projects, should there be?
and discuss some projects that could be done.
Name
f. Are there any ways you can communicate your objectives
more clearly to the church, and develop a higher level
of support and cooperation?
g. Are there other issues related to UKRIDA's supporting
church that should be discussed?
8. OTHER INSTITUTIONS OF HIGHER EDUCATION
a. UKRIDA is a member of the organization of Christian
universities in Indonesia.
What relationships does
UKRIDA have with these other Christian universities?
b. Are there any common objectives?
development?
-26-
How will this affect
c. How will these relationships benefit UKRIDA now and in
the future?
d. Even though Christian universities have the same
general "mission," there are different opportunities
because of location, finances,
etc.
Discuss this
issue, and how it might affect UKRIDA.
e. Are there local non-Christian universities that have
an impact on UKRIDA?
If· so, name them and discuss
their influence, both positive and negative.
f. Are there areas in which closer cooperation with these
non-Christian universities would be beneficial? If
so, discuss which areas and how this might be helpful.
g. Has UKRIDA established relationships with Christian or
non-Christian universities abroad? If so, where?
h. What kind of cooperation and/or collaboration has been
set up with these universities in other countries?
Have arrangements been made that will support UKRIDA's
goals?
i. What are new areas of development and planning that
could be established with universities abroad?
j.
Are there additional matters that need to be discussed
regarding either local institutions or ones abroad?
9. OTHER EXTERNAL FACTORS
Are there external factors unique to UKRIDA that have not
already been named? If so, list and discu&s any benefits
or problems that might arise related to them.
"See that no one takes you captive through philosophy and
empty deception,
according to the tradition of men and
according to the principles of the world, rather than
according to Christ."
Colossians 2:8
-27-
Cornpo:n..e:n..t
ESTABLISH
THE
FO'l..1r
PROCESS
for
WRITING
OBJECTIVES
DEVELOPING
A
IMPLEMENTING
CONDUCTING
STRATEGY
THE
PERIODIC
-28-
PLAN
REVIEWS
Description
Component Four
ESTABLISH THE PROCESS
for
OBJECTIVES, STRATEGY, IMPLEMENTATION, AND REVIEW
"For a wise heart knows the proper time and procedure."
Ecclesiastes 8:5b
In this step, you must HAKE DECISIONS concerning the OVERALL
PROCESS of development:
How will you write the objectives?
What strategy will you develop?
When will you implement the plan?
How and when will you conduct periodic reviews?
For example, some of the questions that must be answered are:
Who will
be
involved
in the writing of the "master plan"?
When will
the objectives be finalized?
the tasks
involved
in implementing the plan?
communication system
charge?
What
will progress
Used?
will
financial
be
How will you assign
be
set
resources
monitored?
up,
What type of
and who will be in
will be allocated?
How
What reporting system will be
Who will conduct the reviews, and how often will they
be done?
-29-
Iforksheets
Component Four
ESTABLISH THE PROCESS
Use the following as a guide in establishing the process you
will use for UKRIDA'S development plan.
1. COORDINATING COMMITTEE FOR DEVELOPMENT
a. This committee will be appointed
by the Rector.
b. Members of the committee should be the key structural
leadership (Pembantu
Rectors
and
Deans of
the
Faculties),
as
well as representatives from the
teaching staff,
supporting
units,
administrative
staff, etc.
c. The Committee will be an "overview" group that will
aid in coordinating the entire planning process for
all areas of the university.
d. This will
Rector in
Four.
be the commmittee which will assist the
making the decisions related to Component
e. Decisions to be made about the Coordinating Committee:
(1) When will this committee be appointed?
(2) How many persons should be on the committee?
(3) What will be the criteria for selection?
(4) Who will be appointed as the chairperson?
(5) What are the duties of the committee?
f. How often
will the committee meet:
(1) During the planning period?
(2) During the implementation period?
(3) During the time of review and reassessment?
-30-
2. USE OF INFOBMATIOH FROM COMPONENTS ONE. TIO. AND THREE
a. The first task of the Coordinating Committee is to
compile the
information and suggestions from the
answers to
the
questions on the worksheets of
Components One, Two, and Three.
b. After compilation,
the Committee will discuss this
information and take an ove~all look at the needs and
opportunities that have been identified.
3. MASTER PLAB
a. A master plan for development usually involves:
(1) Two vear period of consolidation.
Objectives for this period should relate to
standardizing the operating procedures and
uniting the faculties,
supporting units,
and administration into a cohesive, secure,
and cooperating system that is moving forward together.
(2) Five year period of stabilization.
Objectives for this period relate to making
certain that the university's curriculum,
programs, and extra-curricular activities
(both long-standing and new) are firmly
established and well balanced.
(3) Ten year
long-range development.
The master plan should include objectives
for regular, systematic, and orderly growth
in each faculty, supporting unit,and administrative area over the ten year period.
b. From the
discussion
in
number
(2)
Coordinating Committee will determine:
above,
(1) Which needs and opportunities should be dealt
with during the two year period?
(2) Which ones should be accomplished during the
five year period?
(3) Which ones are part of the long-range development plans of the university?
-31-
the
c. These needs and opportunities will be put into the
proper categories,
and they form the basis of the
Master Plan.
d. Decisions to be made now about the Master Plan:
(1) Who will write the Master Plan?
(2) What is the deadline for completion?
(3) Who will give approval to the Plan?
(4) When will the Master Plan be explained to
the structural leadership, the teaching
staff, and the directors of supporting
units?
4. OBJECTIVES
a, After the Coordinating Committee has placed the needs
and opportunities of the university into the broad
categories of the two, five, and ten year periods, and
after the Master Plan has been written, the Committee
will discuss in detail the needs of the first development period.
b. Specific objectives must be written each year in
preparation for that year's development, but they must
be coordinated with the overall Master Plan.
c. The objectives also must fit with the grouping of
needs and opportunities for that particular time
period: two, five, or ten year.
Guidelines for writing
Component Five.
objectives
are
detaileq
d. Decisions to be made now about the objectives:
(1) What date will you set for the completion of
the writing of the first year's objectives?
(2) Who will review and approve these objectives?
(3) If objectives are not satisfactory and have to
be re-written, when and how will that be done?
-32-
in
5. STRATEGY
a. The strategy is
objectives will
Guidelines for
Component Six.
the detailed working plan on how the
be carried out.
developing
a
strategy
are
given in
b. Decisions to be made now about the strategy:
(1) Who will assign the specific tasks necesary
for carrying out the objectives?
(2) How will you determine budget needs?
(3) Who will allocate budget resources and who
will approve budget expenditures?
(4) What type of communication system will be
set up?
(5) Who will be in charge?
6. IKPLEKENTATION OF THE PLAB
a. Implementing the development plan means putting your
plan into action, and carrying out the objectives you
have written.
Guidelines for implementing
Component Seven.
the
plan
are
given in
b. Decisions to be made now concerning implementation:
(1) What date (which semester) do you expect to
put your plan into action?
(2) Who will supervise and monitor?
7. COBDUCTIBG PERIODIC REYIEWS
B.
It is
important to have periodic reviews as part of
the development process.
Guidelines for review are given in Component Eight.
-33-
b. Decisions to be made now concerning the reviews:
(1) What kind of reporting process will you use
to assure that the development plan is being
carried out?
(2) Who will be in charge?
(3) What kind of reporting format will be used?
(4) Who will design the report form?
(5) How often will you conduct a regular review?
At the end of each semester, or at the end
of the academic year?
8. OTHER
Discuss any other matters that relate to establishing the
process you will use for your development plan.
"But the Holper,
things."
the
Holy
Spirit,
He will teach you all
John 14:26a
-34-
Cornpon.en.t
WRITE
Five
OBJECTIVES
-35-
Description
Component Five
WRITE AND REFIRE OBJECTIVES
"Without a vision, the people perish."
OBJECTIVES are
specific
"statements
Proverbs 29:18
of intent" which show
what action will be taken, and how the planned growth of the
university will be managed.
Objectives should
be
taken
directly
from the information
gathered during assessment of internal and external factors,
and from
various
other
information
concerning
needs and
opportunities.
Short-term needs
must
be
examined in the context of long-
term planning.
Decisions
must
objectives
the
important
are
most
be
made concerning
and
which
which
should be
accomplished first.
Objectives are the basis of the detailed strategy for implementation of
the
plan
of
action, so it is important that
they be clear and well-written,
Honitoring and
review
of the development plan is set up in
direct correlation to the stated objectives.
-36-
Ilorksbeets
Coaponent Five
WRITE OBJECTIVES
Use the following as a guide in writing objectives.
1. GENERAl. INFORMATION CONCERBUJG OBJECTIVES
a. Objectives state what you will do.
b. A good objective describes the outcome you expect, or
the evidence you will produce, not just a description
of needs.
c. Objectives may be classified to
affective, or psychomotor domain.
fit the cognitive,
(1) The cognitive domain deals with knowledge,
facts, and information.
(2) The affective domain deals with attitudes,
feelings, beliefs, and values.
(3) The psychomotor domain deals with skills.
Objectives dealing with
most difficult to write.
the affective domain are the
d. In writing objectives, it is helpful to use action
verbs.
Some examples of action verbs:
to
to
to
to
to
to
to
to
to
to
to
do
establish
construct
improve
clarify
build
write
provide
expand
display
find
to
to
to
to
to
to
to
to
to
to
to
set up
identify
develop
create
upgrade
comply
promote
complete
show
practice
design
-37-
to
to
to
to
to
to
to
to
to
to
to
perform
arrange
solve
implement
update
share
revise
organize
consolidate
propose
take part in
e. Verbs that deal with feelings or attitudes, or are not
action words,
usually have too many possible interpretations.
These verbs are also difficult to. evaluate. Try not to
use them.
Some examples of verbs to avoid:
to
to
to
to
know
consider
enjoy
appreciate
to
to
to
to
believe
learn
feel
like
to
to
to
to
understand
cooperate
be careful
be sure
f. An objective may consist of one sentence, or several
sentences. There is no certain requirement for how
short or how long the objective must be.
What is most important in writing an objective is that
it be written in a clear manner.
g. An objective must have a "source of evidence" to show
that it has been completed, and to show that it can be
measured (evaluated) in a
reasonable and practical
way.
You should decide on the source of evidence and how
you will evaluate your objective at the time you write
it.
h. Objectives should be as correct as possible, but don't
become overly concerned in the "procedure" of writing
objectives.
Objectives are not just words written down, but should
be designed to help you manage your job better.
i. Be prepared to continue to rewrite and refine objectives (if necessary) as you decide on the strategy,
and particularly as you go through the process of
review and revision of the development plan.
j. Remember, objectives are the tools to help you achieve
planned growth.
~
your objectives; don't let your
objectives use ~!
-38-
2. GUIDELINES FOR THE PROCESS OF WRITING OBJECTIVES
a. The Coordinating Committee should decide on the broad
categories into which the objectives will be divided.
Some possible categories are (but not limited to):
(1)
Administration/Hanagement
Job descriptions
Performance standards
Training and development
Computerization of records
Finances
Centralization of academic administration
Regular monitoring and evaluation process
(2) Human Resources
Increase in personnel
Hiring procedures and expectations
Higher salary levels
Promotion issues
Staff service to the university
Benefits and services for staff
Communication network and bulletins
(3)
Facilities and Equipment
Building improvement
Laboratories
Audio-visual equipment
(4) Curriculum
Stabilization of present programs
Development of new S-l and Diploma programs
Development of extension programs
(5) Teaching/Learning Process
Quality of instruction
Course syllabi
Academic counseling
Library resources
(6) Student Life
Policy stabilization
New activities, student interests
Welfare and services
(7) Hental/Spiritual
Stabilization of services
Study opportunities
(8) Research and Community Service
Establish Research and Development concept
Establish Community Service concept
New projects
(9) Inter-institutional
Cooperative efforts with other universities
-39-
b. Each faculty group and each supporting unit will write
objectives that are appropriate for their area(s) of
responsibility.
c. Within each faculty group and unit, the dean or director will assign individuals or "working groups" of
persons who will proceed with writing the objectives.
d. All individuals and groups must have their objectives,
and the source of evidence, approved by the person who
is the supervisor in the structural hierarchy.
e. The Rector and the Coordinating Committee will give
final approval to the objectives.
f. A brief listing of
and each supporting
document.
the objectives from each faculty
unit should be compiled into one
g. A general meeting should be held for awareness, information, explanation, motivation,
questions, and also
discussion. This will ensure that all persons involved
will be willing to proceed with the next step in the
process: strategy for the plan of action.
3. EXAMPLE OF WRITING AN OBJECTIVE
The following practical example on how to write an objective is taken from the Student Activities area.
a. Decide which categories need
the upcoming academic year.
to be developed during
The Pembantu Rector for Student Affairs chose three
areas of upgrading and development:
(1) Create Co-Curricular Activities Related to
Student Interests
(2) Develop Student Skills by Providing NonCredit Academic Courses
(3) Provide Services to Promote Student Welfare
-40-
b. Pick one of the categories to work on first.
Number (2) was chosen: Develop Student Skills by
Providing Non-Credit Academic Courses.
c. Brainstorm ideas for non-credit academic courses that
will develop student skills.
The following ideas were listed:
(1) Library skills courses
(2) Computer non-credit courses
(3) Off-campus seminars
(4) Leadership training
(5) Reading skills
(6) Writing skills/research
(7) Speech courses
(8) Learning how to participate in course evaluation
d. Prioritize the
be developed.
ideas.
Eliminate any that should not
The following priority list was made.
Number (7) above was eliminated.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Leadership training
Writing skills/research
Off-campus seminars
Learning how to participate in course evaluation
Reading skills
Library skills courses
Computer non-credit courses
e. Begin with priority number one.
(1)
Leadership training
f. Wrjte an objectjve.
jocluding the following:
Objective
General Procedure
Source of Evidence
Expected Result
g. The objective is shown in final form on page 42.
-41-
EXAMPLE OF AN OBJECTIVE
FACULTY OR U8IT:
Student Affairs
OBJECTIVE:
To train members of the Student Senate in leadership skills by providing a workshop in leadership
development.
GENERAL PROCEDURE:
One two-day workshop will be held by the end of
November. All Students elected as representatives
to the Student Senate will be invited (20 from
each faculty, or a total of 60). Projected attendance: 15 from each faculty, or a total of 45.
SOURCE OF EVIDENCE:
At the end of the workshop, students will fill
out a subjective evaluation form.
Workshop participants will conduct at least two
programs for students during the ganjil semester,
and at least five during the genap semester.
The
programs will be on various topics of student
interest.
EXPECTED RESULTS:
Members of the Student Senate will improve their
leadership skills, and seven new student programs
will be conducted during the remainder of the
academic year.
"You will know them by their fruits."
Matthew 7:20
-42-
Cornpo:n.e:n.t
DEVELOP
THE
Six
STRATEGY
for
SYSTEM
IMPROVEMENT
-43-
Descriptjon
Component Six.
DEVELOP THE STRATEGY FOR SYSTEM IMPROVEMENT
"The testimony of the Lord is sure, making wise the simple."
Psalm 19:7b
The STRATEGY
is
the detailed plan of action, and is one of
the most important components.
It will add structure to the
foundation that has been established with the objectives.
Designated persons,
who
take the
objectives
finalized
plan on
were named in Component Four, will
and
how they will be carried out.
given for
each
objective,
mined.
Individuals
tasks.
Strategy
or
charts
make a detailed action
A time-table will be
and budget needs will be deter-
groups will be assigned accountable
or
wall calendars are effectively
used at this point.
After the strategy
is
checked for errors and/or omissions,
the plan of action must be agreed on and adopted.
-44-
'orksbeets
Component Six
DEVELOP THE STRATEGY
Use the following as a guide in developing your strategy for
system improvement.
1. TASKS AND TIKE-FRAME
a. List the specific tasks that must be accomplished for
each objective.
b. Decide on a time-frame for each task that is part of
each objective.
c. Assign each task to an individual or group of persons.
2. RESOURCES
a. Materials and Equipment
(1) Do you have all the necessary resources of
materials and equipment that will be needed
in order to accomplish each objective?
(2) If not, how can these be obtained?
b. Finances
(1) What are the budget needs for each objective?
(2) What is the total financial requirement for
this year"s objectives in each faculty group
and supporting unit?
(3) Are there adequate financial resources?
(4) If not, how can you make adjustments so that
your plan of action can still be carried out?
-45-
c. Human Resources
(1) Do you have adequate personnel to carry out
the tasks that are part of each objective?
(2) If not, what adjustments can be made?
(3) Have you arranged for necessary cooperation
with other faculties and/or supporting units
that will be involved with the carrying out
of your objectives?
.
3. MONITORING. REPORTING. AND REVIEW
a. Select person(s) who will monitor and supervise the
on-going process of the accomplishment of the tasks.
b. After these persons are selected, carefully explain
the monitoring process and what is expected of them.
c. Be sure the
understood.
lines
of
authority
are
clear and are
d. Select a date for written reports to be handed in by
all persons who have been assigned tasks related to
the accomplishment of the objectives.
e. Decide how the accomplishment of the objectives should
be reported,
and how each .. source of evidence" (the
measure of evaluation) should be presented.
f. Design a standard report form.
g. Prepare strategy charts and/or wall calendars with
tasks, persons responsible,
budget needed, source of
evidence, and date of completion listed.
h. A strategy chart is shown on page 47a.
Then, on pages
47b and
47c,
the strategy chart is filled in as an
example. It is the plan of action for the objective
shown on page 42.
-46-
FACULTY OR UNIT:
TOPIC:
OBJECTIVE:
SPECIFIC TASKS
FOR THE OBJECTIVE
PERSON(S)
RESPONSIBLE
BUDGET
NEEDED
SOURCE OF EVIDENCE
(EVALUATION MEASURE)
-47a-
COMPLETION DATE
AND RESULTS OBTAINED
DATE FOR
REPORT
TOPIC: JS~~
OBJECTIVE:
Uu4.4
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RUDGET
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AND RESULTS OBTAINED·
REPORT
FOR TilE On.JECTIVE
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RESPONSIBLE
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-47b-
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(EVALUATION HEASURE)
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-47c-
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4. COMMUBICATIOB
a. Information Flow
(1) Give information about objectives, strategy,
time-frame, and monitoring and review procedures to all persons who will be affected by
any part of the process.
(2) Have a general meeting of all university
personnel at the beginning of the academic
year.
This is an opportunity for communication and motivation.
(3) Encourage faculty groups and supporting units
to have information meetings periodically
throughout the academic year.
(4) Try using a Suggestion Box, and give recognition each month to the person who has put in
the most useful suggestion.
b. Decide how you are going to handle feedback, both
positive and negative, and maintain cooperation.
c. Determine how you are going to encourage individuals
and give positive reinforcement when good progress is
being made.
d. Discuss what you will do if persons refuse to work on
an objective, or refuse to complete an objective.
e. Hake plans for the strategy you will use when changes
become necessary.
Determine how you can make these
changes without
creating
confusion
and causing
problems.
"And He gave His Good Spirit to instruct them."
Nehemiah 9:20
-48-
COIYlpo:n..e:n..t
SeV"e:n..
IMPLEMENT
THE
PLAN
OF
-49-
ACTION
Descrjptjon
COIlPonent Seven
IMPLEMENT THE PLAN OF ACTION
" ..... that in holiness and godly sincerity, not in fleshly
wisdom, but in the grace of God, we will conduct ourselves
(and our plan) ........
II Corinthians 1:12b
Now you
prepared.
must
IJlPLEIlENT
Work
will
THE
PLAN
OF ACTION that has been
begin on the specific tasks that were
detailed in the strategy.
The monitoring
and
reporting process that has been decided
on is set in motion.
Necessary information
is
circulated through the communica-
tion system that has already been established, in order that
all persons will be informed of the progress of the plan.
The Coordinating
Committee
will
meet regularly to discuss
any problems or difficulties that might arise, and to ensure
that the development plan is proceeding smoothly.
-50-
Cornpo~e~t
CONDUCT
Eight
PERIODIC
-51-
REVIEWS
Descrjptjon
COIlPonent Eight
CONDUCT PERIODIC REVIEWS AND EVALUATIONS
"A wise man will hear and increase in learning, and a man of
understanding will acquire wise counsel."
Proverbs 1:5
At the
regular times already decided upon in Component Four
(when you
established
the
process),
you
will REVIEN THE
PROGRESS of the development plan.
The objectives
that
have
been completed will be carefully
evaluated, to determine whether or not you are achieving the
desired results.
Questions often asked about the
revie~
process:
What is a review?
Why evaluate?
When are reviews conducted?
Who supervises the reviews?
How is a review carried out?
How is a source of evidence provided?
How is the evidence (data) used?
-52-
Worksheets
Coaponent Eight
CONDUCT REVIEIS
Use the following as a guide in planning the reviews and
evaluation of the development plan.
1. IHAT IS A REVIEI?
a. A review is a process for finding out (evaluating)
whether or not the development plan is actually
producing the desired results.
b. The process of review and evaluation will involve
identifying the strengths and weaknesses of the plan.
2. IHY EVALUATE?
a. It is important to determine to what extent all of the
objectives(tasks and activities) are being carried out.
b. After a review, necessary changes can be made in the
plan.
This will ensure a more efficient and more
effective process for the next development period.
3. IHEB ARE REVIEWS CONDUCTED?
a. A review takes place more than once.
b. It is necessary to do a brief review (such as a
progress report) at an early point. Usually this takes
place at the end of the first semester after the plan
has been implemented.
c. Regular reviews are then conducted periodically. These
always take place at the end of each academic year,
more often if necessary.
-53-
4. IHO SUPERVISES THE REVIEWS?
R.
The Coordinating Committee usually meets monthly in
order to discuss on-going matters concerning the progress of the plan.
They have the overall responsibility to make sure that the review is conducted
properly, and they will give final approval.
b. The person who is the
director at each level
organizational chart) is
monitors, and evaluates
the level below.
structural leader, dean, or
(according to the university
·the person who supervises,
the persons and programs on
c. This person may delegate part of the monitoring and
review process, but is still responsible for assuring
that the evaluation is carried out in a fair, timely,
and reasonable manner.
d. Levels of responsibility move downward:
(1)
(2)
(3)
(4)
(5)
Rector
Pembantu
Deans of
Pembantu
Heads of
Rectors
Faculties & Directors of Supporting Units
Deans & Assistant Directors
Departments within the Faculties
Levels of reporting move upward.
I PUREK 21
J PUDEK
2
KETUA
JURUSAN
-54-
e. Example of academic authority:
(1) Rector
(2) Pembantu Rector for Academic Affairs
(a) Academic Administrative Matters
(b) Library
(c) Computer (courses)
(d) General Basic Studies
(e) Institutional Research
(f) New Programs of Stud~ (approval)
(g) Human Resources (academic)
(3) Deans
(4) Pembantu Deans for Academic Affairs
(a) Teaching/Learning Process
(b) Curriculum Development
(c) Mental/Spiritual (studies)
(d) Research, Development. Service to Community
(e) New Programs of Study (development)
(f) Human Resources (academic)
(5) Heads of Departments
(a) Teaching Staff
(b) Laboratories
(c) Execution of the Teaching/Learning Process
(d) Execution of Research and Community Service
f. Example of administrative/financial authority:
(1) Rector
(2) Pembantu Rector for Administration and Finance
(a) Central Administration
(b) Financial Affairs
(c) Computer Center (services)
(d) Installation
(e) Public Relations
(f) Human Resources (non-academic)
(3) Deans
(4) Pembantu Deans for Administration and Finance
(a) Administration/Management
(b) Finance
(c) Facilities and Equipment
(d) Human Resources (non-academic)
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g. Example of student affairs authority:
(1) Rector
(2) Pembantu Rector for Student Affairs
(a) Student Activities (BKK)
(b) Student Interests
(c) Student Welfare
(d) Spiritual Life
(e) Increasing Abilities and Skills
(co-curricular activ.ities)
(3) Deans
(4) Pembantu Deans for Student Affairs
(a) Student Activities (SEMA)
(b) Mental/Spiritual (services)
h. Example of
units:
the authority structure for the supporting
(1) Rector
(2) Pembantu Rectors
(a) Pembantu Rector for Academic Affairs
[1] Academic Administration
[2] Library
[3] Institutional Research and Development
(b) Pembantu Rector for Administration and Finance
[1] Central Administration
[2] Computer Center
[3] Installation Unit
5. HOW IS A REVIEW CARRIED OUT?
a. A useful review is possible:
(1) If a process was established.
(Component Four)
(2) If there has been a clear statement of the
objectives, and the objectives were broken
down into tasks and/or activities,
(Component Five)
(3) If a definite strategy was developed.
(Component Six)
-56-
b. General questions to ask in a review:
(1) What results is the plan producing?
(a) List positive results.
(b) List limiting factors.
(2) To what extent do the general results of
this development period fit with what you
expect to accomplish according to the overall Master Plan?
(3) How do the results rerate to the two year
and five year periods?
(4) Are there
any
problem areas?
(a) Personnel
(b) Equipment
(c) Methodology
(d) Time Frame
(e) Resources
(f) Finances
(g) Other
particularly
troublesome
6. HOW IS A SOURCE OF EVIDENCE PROVIDED FOR A REVIEW?
a. Each task and/or activity must have a source of
evidence (evaluation measure) to indicate whether or
not the task and/or activity has been achieved.
b. The method(s) of obtaining evidence (collecting data)
must be appropriate to the kind(s) of information
being collected.
c. Using a carefully selected, but representative sample,
can provide essentially the same evidence as using the
total group.
d. The students (or others) who make up the sample or who
provide the evidence must truly be representative
(meaning they must truly be typical examples of the
whole).
e. There are many different kinds of methods that can be
used to produce evidence.
-57-
f. The methodes)
implemented.
must
g. Examples of possible
produce evidence are:
be
selected
methods
before
that
can
the plan is
be
(1) Case Study - the presentation and study of
a particular situation or happening, and
then making an application to the whole.
(2) Collection of Items, Objects, or Products proving that something has taken place or
has been accomplished by showing what has
been produced.
(3) Experimental Design - conducting an experiment or carrying out a plan with one group
of persons, and using a matched control
group of persons for reasons of comparison.
(4) Follow-Up Study - to conduct research or do
an experiment which follows (comes after) a
previous experiment or study.
The results
from the first research are used as a basis
to begin the new study.
(5) Interview - a meeting at which an individual obtains information from another person
or group of persons by asking questions
which have been prepared in advance. The
information is then put in written form.
(6) Observation - a person gathers information
by watching situations and events, guided
by a prepared list of questions or items.
The information is put in written form.
(7) Questionnaire a written set of questions
given to an individual or group in order to
obtain information.
The questionnaire must
be worded carefully in order to obtain unbiased, reliable data.
Pre-testing of a
questionnaire is desirable.
(8) Ranking - putting items, events, or people
in an orderly arrangement, or in a certain
position (high to low, low to high, etc.).
(9) Rating (General) - items, events, or people
are classified and measured by a standard.
-58-
used to
(10) Rating (Self) - an individual rates his or
her own performance by filling out a form
or answering a list of questions related to
what has been accomplished.
(11) Rating (Student) - students rate an educational experience, using a well-designed
questionnaire.
(12) Records using information that has been
previously written and stored.
(13) Sampling using a few persons (or items)
to represent the whole.
(14) Tests and Examinations (Regular)
determine what knowledge,
attitudes,
skills have been obtained.
they
and
(15) Tests and Examinations (Standardized)
tests and examinations which have been used
with a
large number of individuals, and
have been found to be both valid (accurate)
and reliable (give the same results over
and over).
(16) Tests (Pre and Post) - a pre-test is given
before an educational experience is conducted, and a post-test is given after it has
been completed.
Any increase in scores on
the post-test over the pre-test would show
the amount of improvement in knowledge and
skills as a result of the educational
experience.
7. HOI IS THE EVIDENCE (DATA) USED?
The process is as follows:
a. Collect the evidence (data) by a method or method(s).
b. Arrange the data (put it in order).
c. Analyze the data (examine all the information).
-59-
d. Summarize the
statement) .
data
(write the main points in a clear
e. Interpret (draw conclusions from) the data.
f. Compare the conclusions with the objectives that were
previously written.
g. Hake recommendations for change.
8. EXAMPLE OF A WORKSHEET FOR A BEVIBW PLAN
An example of a
shown on page 61.
worksheet that can used in a review is
"Teach me good discernment and knowledge, for I believe in
Thy commandments,"
Psalm 119:65
-60-
Exapple
SAMPLE WORltSllEE'!' FOR A REVIEW
List what is to be evaluated.
Bow will the evidence (data) be collected?
Who will collect it?
OBJEC"l'IVE
(".l"ask or Activit7)
DA"l"A REEDED
(Evidence)
How will the evidence (data) be analyzed?
How will it be used?
-61-
MftIIOD
(Bow to Collect)
CotnpOX'1eX'1t
NiX'1e
REASSESS
COMPONENTS
TWO
AND
THREE
REVISE
COMPONENTS
FOUR
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SEVEN
Description
Component Rine
REASSESS COKPORENTS TWO ABD THREE
and
REVISE COKPORERTS FOUR THROUGH SEVEN
"Give me now wisdom and knowledge .' . . . . . . . "
II Chronicles 1:10a
After a
review
has
improvement have
been
been
completed,
noted,
and implications for
REASSESS
Components Two and
Three before making revisions in the Master Plan.
What changes have occurred in the internal factors?
What changes have occurred in the external factors?
When the
changes
have
been
listed and discussed, compile
this information with the data from the review process.
determine what
Now
REVISIONS need to be made in Components Four
through Seven of the Master Plan.
What adjustments need to be made in the process?
What objectives need to be rewritten?
Are there changes that could be made in the strategy
in order to facilitate development?
Is the implementation phase structured in such a way
that the revisions can be easily followed?
-63-
WOrksheets
Component Nine
REASSESS ABD REVISE
Use the following
sion process.
as a guide in the reassessment and revi-
1. REASSESS COMPONENT TID: INTERBAL FACTORS
a. Internal factors are those factors within the institution that affect development:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
10)
Characteristics (description) of the students
Physical facilities (buildings and grounds)
Administration
Human resources
Supporting units
Finances
Research capability
Planned service to the community
Affective factors
Other factors unique to UKRIDA
b. Reconsider the
nent Two.
questions on the worksheets for Compo-
(1) What changes have occurred?
(2) What differences will these changes make in
objectives for the next development period?
2. REASSESS COMPONENT THREE: EXTERBAL FACTORS
a. External factors are those things outside the university that affect development.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Physical location
Economic factors
Government/political restraints or support
Higher Education standards
Board of Trustees
Alumni groups
Supporting church
Other institutions of higher education
External factors unique to UKRIDA
-64-
b. Reconsider the
nent Three.
questions on the worksheets for Compo-
(1) What changes have occurred?
(2) What differences will these changes make in
objectives for the next development period?
3. COMPILE THE REASSESSMENT INFOBKATION 11TH THE REVIEI DATA
a. The information from the reassessment of Components
Two and Three should now be compiled with the data
that was collected during the review process.
b. Carefully consider the implications for improvement of
the development plan and for revision of Components
Four through Seven.
4. REVISE COMPONEHT FOUR: THE PROCESS
a. Is the Coordinating Committee functioning properly? If
not, what changes need to be made in its structure, in
members, in function, etc.?
b. Review the Haster Plan. Are the needs and opportunities divided into appropriate categories for the two,
five, and ten year periods?
c. Are there any problems connected with the lines of
authority, and the persons who have been appointed to
supervise and direct the process? If so, discuss what
changes must take place.
d. Are resources of personnel and finances adequate?
not, how can adjustments be made?
If
5. REVISE COMPONENT FIVE: THE OBJECTIVES
a. Each teaching staff and each supporting unit will rewrite and refine objectives as needed, as preparation
begins for the next period of development.
-65-
b. Are the objectives appropriate?
c. Will it be possible to achieve them?
d. Does each objective have a source of evidence (an evaluation measure) listed?
e. Should any new categories of objectives be added?
f. Should any categories be deleted?
6. REVISE COMPONENT SIX: THE STRATBGY
a. The strategy is the plan of action.
What problems have occurred?
Is it adequate?
b. Does the time~table for carrying out the objectives
allow sufficient time for accomplishment? If not, how
can it be adjusted?
c. Is the reporting form easy or difficult to use?
can it be modified?
How
d. Is the communication system working? Do all persons
involved feel that they have adequate
information?
e. Do most persons feel positive about the development
plan, and pleased to be part of the growth of the university? Discuss any negative reactions,
and what
motivating factors can be used.
7. REVISE COMPONENT SEVEN: IMPLEMENTATION OF THE PLAN
Look carefully at the way you carried out the implementation phase.
What adjustments need to be made in order to
include the revisions of Components Four, Five, and Six?
8. MAKE CERTAIN ALL RHVISIONS ARE WRITTEN 16 THE KASTER PLAN
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COlYlpo~e~t
Te~
CONDUCT
A
FINAL
EVALUATION
-67-
Description
Coaponent Ten
CONDUCT A FINAL EVALUATION
"Teach us Thy way, 0 Lord, and lea,d us in a level path."
Psalm 27:11
At the end of each development period (usually corresponding
with the
academic year), a review shows strengths and weak-
nesses, and revisions are made.
At the end of the two year and the five year periods, a more
comprehensive evaluation is carried out.
end
of
ten years, a FINAL EVALUATION is conducted.
The process
of
that
At the
number of
toward the
periodic
evaluation will be determined after a
reviews,
conclusion
of
and
as
the university moves
the systems approach development
plan.
TO GOD BE THE GLORY, GREAT THINGS HE HATH DONE!
-68-
GLOSSARY
-69-
GLOSSARY
Access
- a way to enter or approach.
Accomplishment - something done or brought to completion.
Accountable
- responsible for; must answer for.
Achievement
- something gained by work and effort.
Activity
- an action someone is doing.
Adequate
- sufficient for a specific requirement or need.
Adjustment
- making adaptations or changes so that something will work better or perform better.
Affect
- to influence; to impress.
Affective Domain - relates to feelings, attitudes, beliefs,
and values.
Affective Factors- factors (things) relating to feelings,
attitudes, beliefs, and values.
Allocate
- to distribute portions.
Alumni
- graduates or former students of an institution.
Analyze
- to examine all the data.
Appropriate
- suitable for a certain purpose or use.
Assess
- to evaluate; to examine.
Assign
- to appoint to a duty.
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Authority
- those persons in command or in charge.
Authority Structure - shows the lines of authority (usually
presented in an organizational chart).
Brainstorm
a group discusses an issue and brings forth
spontaneous ideas.
Budget
- a plan for projecting or estimating expenses.
Capability
-
Category
- a division or unit used to classify.
Challenge
- an obstacle to overcome.
having the ability, or power, to do something.
Characteristic - a distinguishing trait or quality.
Clarify
- to make clear.
Cognitive Domain - relates to knowledge, facts, and information.
Collaboration
- to work jointly with 6thers.
Collect
- to gather from various sources.
Communication System - a means of transmitting messages,
giving information, and exchanging opinions.
(Same as Communication Network.)
Compare
- to examine for likenesses and differences.
Compile
- to collect and put together.
Component
- a part of something.
-71-
Concensus
- coming to agreement.
Conduct
- to manage or direct; to carry out.
Consider
- to think about; to ponder.
Considerations - matters to think·about.
Consolidation
- the process of becoming firm, secure, and
united into one whole.
Constituency
- persons or groups who are involved with,
and have an influence on, the university.
Cooperation
- acting jointly or in unity.
Coordinating Committee - a committee given the responsibility of making sure that the development
plan is being carried out and that all
persons involved are working together.
Correlate
- to connect in a systematic way.
Criteria
- a standard on which a judgment will be
based or a decision made.
Curriculum
- the courses of study offered by a university.
Data
- factual information used as a basis for discusssion,
reasoning, calculation, or for
making a decision.
Derive
- to receive or obtain from a source.
Designated
- appointed or chosen.
Determine
- to decide.
-72-
Domain
- an area; a sphere of influence or action
(Cognitive, affective, or psychomotor).
Economic Factors - those things relating to the production,
distribution, and consumption of goods and
services.
Economic Indicators - those things which point out, or give
a suggestion of, what might happen economically in the future.
Effect
- the result; the fulfillment.
Eliminate
- to leave out; to do away with.
Ensure
- to make certain that something is done.
Equipment
- machines and other items that are used to aid
and supply.
Establish
- to set up; to make firm.
Ethical values - pertaining to moral, upright, honorable, and
honest standards or principles of conduct.
Evaluate
- to examine both the positive and the negative
factors that are involved.
Evaluation Measure - a method or technique used to determine
whether or not something has been done or
has been accomplished.
Evidence
- the proof; something that proves it has been
done.
External Factors - those things outside the university over
which you might have little or no control,
brrt which will affect the growth and success
of the university.
-73-
Extra-curricular Activities - activities that are not part of
the regular curriculum and that do not carry
academic credit.
Facilitate
- to make something easier.
Factors
- things that contribute to, or cause, a result.
Feedback
- giving response or comments.
Finalize
- to come to a conclusion; to finish.
Financial Resources - resources of money that are available.
Format
- the general plan or arrangement.
Foundation
- the base upon which something stands.
Framework
- the basic structure.
Functioning
- working properly.
Goal
- the overall purpose of the university.
Goal Statement - writing down, for all to see, the reasons for
the institution's existence, whom it will
serve, and what it will try to achieve. It is
the university's identity.
Hierarchy
- arranged according to rank.
Human Resources -the people who teach and work at a university.
Identity
- one's character or individuality.
Impact
- to have a forceful effect on something.
-74-
Implement
- to carry out, to put into practice.
Implications
- something that is indicated or shown as necessary to be done.
Influence
- the power or capacity of causing an effect.
Inter-institutional - between two or more institutions.
Internal Factors - those things within the institution that
need to be examined. They include strengths
and achievements. limitations and weaknesses.
Interpret
- to explain the meaning of something.
Limitation
- something that restrains, or confines, or
reduces the result.
Master Plan
the complete overview of the planned development.
Materials
- Various papers and supplies that are used by
an organization.
Maturation
- relating to a level of full development.
Measure
- to evaluate.
Method
- procedure or process for achieving a purpose.
(Types of methods are listed on pages 58-59).
Model
- an example or representation to be followed.
Monitor
- to watch or observe for a special purpose.
Objectives
- statements of intent which show what action
will be taken.
-75-
Omission
- something left out.
Outcome
- a final consequence.
Overall
- including everything.
Perception
- an awareness of something.
Performance
- the carrying out. or the accomplishng, of
certain goals or objectives.
Periodic
happening repeatedly and also occurring at
regular intervals of time.
Personnel
persons employed in an organization or an
institution.
Physical Facilities - the buildings that are on a university
campus.
Plan of Action - describes what will be done.
Positive Factors - those things that have, or will have. a
beneficial effect.
Potential
- something that can develop or become actual.
Potential Students - students who might attend the university.
Prioritize
- put in order, with the most important first.
Problem
- a gap between what is existing and what is
desired; something to be solved; something
that is unsettled.
Procedure
- a particular way of doing something; a
series of steps followed in regular order.
-76-
Process
- a series of actions and changes that lead
to a particular result.
Progress
- the amount of improvement.
Progress Report- a report stating the amount of progress
that has been made.
Provision
- that which is needed.
Psychomotor Domain - relates to making or handling objects.
Purpose
- the goal.
Pursue
- to follow; to seek to accomplish.
R&D
- Research and Development.
Reassess
- to evaluate or to examine again.
Recognition
- special notice or attention.
Recommendations -advice and counsel.
Refine
- to improve; to make perfect.
Reinforcement
- something that strengthens.
Report Form
- a standard form, used by all faculties and
units, to report progress or lack of it.
Requirement
- something that is insisted on; something
that has to be done; a necessity.
Research
- studious and critical inquiry aimed at the
discovery and interpretation of information.
-77-
Re"sources
- things or people that aid and support.
Restraining Factors - things which are limiting or which
cause problems.
Results
- the effects or consequences.
Review
- to examine or look back over.
Revise
- to correct or improve.
Role
- a certain part or function.
Seminar
- a special course of study pursured by a
group, which focuses on a certain topic.
Source of Evidence - something which proves that the desired
result has been achieved.
Specific
- having a distinct certain role.
Stabilization
- the process of becoming steady, established,
and well-balanced.
Standard
- something set up as a rule or as a model to
be followed.
Statement of Intent - saying what will be done.
Statistics
- facts, information, and/or mathematical data
collected and arranged in an orderly way for
study.
Strategy
- a careful method for obtaining a result.
Structure
- something made up of interdependent parts.
Summarize
- to give the main points.
-78-
Supervise
- to oversee, to inspect.
Supporting Church - GKI (Gareja Kristen Indonesia).
Supporting Units - units that help, serve, and provide the
foundation for the smooth operation of the
institution.
System
- a grouping of parts that are combined to
form a whole.
Systems Approach - ensuring that all parts of the university
system (the whole) will work together for
the growth of the institution.
Tactics
- a device or method for accomplishing an end.
Task
- an assigned job, duty, or work to be finished
within a certain period of time.
Time-frame
- the amount of time to be given to something.
Time-line
- a document showing which action will be taken
at what time.
Time-table
- a schedule showing a planned order or sequence.
Tri-dharma
- the Tri-dharma Perguruan Tinggi are teaching,
research, and community service.
Upgrade
- to improve; to raise to a higher position.
Vision
- what you would like to happen in the future.
Workshop
- a short period of study emphasizing practical
methods and the exchange of ideas.
"But the goal of our instruction is love from a pure heart
and a good conscience and a sincere faith."
I Timothy 1:7
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I