self assessment report - Departemen Agronomi dan Hortikultura
Transcription
self assessment report - Departemen Agronomi dan Hortikultura
SELF ASSESSMENT REPORT TABLE OF CONTENT Page I. II. III. IV. INTRODUCTION 1.1. Executive Summary ................................................................... 1.2. Organization of the Self-Assessment ........................................ 1.3. Brief Description of the University, Faculty, and Department .... 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 ............................................................. STRENGTHS AND WEAKNESSES ANALYSIS 3.1. SWOT Analysis ........................................................................... 3.2. Improvement Plan ..................................................................... APPENDICES 4. 1. Glossary ..................................................................................... 4.2. List of Appendices ..................................................................... 1 1 2 3 7 10 12 19 23 27 31 34 38 39 45 48 49 52 55 58 60 62 63 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. SP-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 1 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 2 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 3 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 4 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) 5 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’s and 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. 6 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 7 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 PLO-1. Capability of the workforce PLO-1.1. Identification and analysis Lectures, tutorials, of problem, finding alternatives of group discussion, laboratory solution and selecting the best works, field practical work, solution on plant production independent assignment management 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. Assessment Examinations, laboratory reports, assignment reports, quizzes, field practical work, evaluation, and oral presentations PLO-2. Science and technology proficiency PLO-2.1. Proficient with knowledge Lectures, tutorials, Examinations, required for identification of group discussion, laboratory laboratory and field specific plant traits, its genetic practicals, field practicals, reports, assignment potential and utilization computer-based reports, quizzes, PLO-2.2. Proficient with knowledge exercises, practical in and oral on environment and able to managing agricultural unit presentations, final manipulate for the best plant year project report growing condition of production, independent and defence PLO-2.3. Proficient with science and assignment, field trip, final technology on production and project, seminars post harvest of primary poducts Some courses are delivered PLO-2.4. Proficient with basic by “Student Centered knowledge, research Learning” approach, and methodology and scientific using “e-learning” facilities. writing PLO-3. Managerial proficiency PLO-3.1. Proficient with evaluation Group projects and Laboratory and field procedure of plant production assignments, independent reports, assignment process and the follow up research/project, laboratory reports, written and PLO-3.2. Capable of self and field practicals, oral presentations, improvement, religious, tutorials, final year final year project nasionalist, etiqally and moral projects/research, field trips, report: writingresponsible, self confidence and independent as well as internship presentation-defence 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 8 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 2.1. Proficient with knowledge required for identification of specific plant traits, its genetic potential and utilization 2.2. Proficient with knowledge on environment and able to manipulate it for the best plant growing condition 2.3. Proficient with science and technology on production and post harvest of primary poducts 2.4. Proficient with basic knowledge, research methodology and scientific writing Sub-LO in the scope of science and technology Science related to identification of specific LO-2.1.1 plant traits and genetic diversity Science and technology to make use of the genetic potential through convensional LO-2.1.2. breeding as well as biotechnology in order to conserve germplasm and to engineer new varieties Science and technology to produce high LO-2.1.3. quality planting materials. Knowledge on growing environmental LO-2.2.1. condition and its physiological respons on plant growth and development Science and technology to manipulate LO-2.2.2 environmental factors in sustainable agricultural production 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 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. 9 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 Year of establishment : Phone/Fax. : +62-251-8629353 E-mail: [email protected] Website: agrohort.ipb.ac.id : 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 Quality Management System : 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 : 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 10 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 1st year 2nd year 3rd year 4th year Graduation Credits Serving unit of courses 31 3 18 21 3 27 6 6 23 3 First Year Common Program, IPB, compulsory Interdepartemental, compulsory Major of study program, compulsory Interdepartemental, compulsory Minor/supporting course, elective Major of study program, compulsory & elective Interdepartemental, compulsory Minor/supporting course, elective Major of study program, compulsory & elective Minor/supporting course, elective 144 - Achievement Level Mostly basic knowledge Basic science and skill Science and skill Mostly skill including final year project LO-1, LO-2, LO-3 11 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 31 21.53 30 20.83 68 (including 6 as election) 47.22 Minor /Supporting courses 15 10.42 Total 144 100.00 First year (general courses/ university courses) Interdepartment (Faculty specific) Major (Study Program specific courses) 12 Table 2.3.2. Structure of curriculum at Study Program of Agronomy and Horticulture CODE COURSE Group Credit Prerequisite Year 1 Year 2 Year 3 Year 4 S1 S3 S5 S7 S2 S4 S6 S8 TOTAL CREDIT 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) √ BIO242 Basic of Plant Physiology MKK 3(2-3) √ 13 CODE COURSE Group Credit STK211 Statistical Methods MKK 3(2-3) STK222 Experimental Design MKK 3(2-3) ARL200 Principles of Landscape Archit. MKK 3(2-3) KOM201 Computer Application MKK 3(2-3) Prerequisite Year 1 Year 2 Year 3 Year 4 S1 S3 S5 S7 S2 S4 S6 S8 TOTAL CREDIT √ √ STK211 √ √ 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 AGH250 AGH301 Plant Cultivation Techniques Principles of Seed Sci. & Tech. Field Course MKB MKB MPB 3(2-3) 3(2-3) 1(0-3) AGH200 √ √ 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) AGH340 Food Crops MKB 3(2-3) AGH200, 240 AGH200 AGH341 Estate Crops MKB 3(2-3) AGH200 AGH398 Scientific Writing Profession Work Course/Community development Practice of Agribussiness MKB 2(1-3) √ MBB 3 √ MPB 1(0-3) AGH399 AGH400 AGH200, 240,241 √ √ √ √ 14 Year 1 Year 2 Year 3 Year 4 S1 S3 S5 S7 CODE COURSE Group Credit Prerequisite 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) AGH498 Seminar MPB 1 AGH499 Final Project MPB 6 S2 S4 S6 S8 TOTAL CREDIT √ AGH200, 240, 241 √ √ 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) 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 Beverage, Medicinal and Aromatic Plant Seed Storage and Seed Testing MKB 3(2-3) √ MKB 3(2-3) √ AGH443 AGH450 MKB AGH200 √ √ AGH250 Sub-Total Credit Hours 3 3 6 3/6 3/6 15 MINOR COURSE 0R SUPPORTING COURSES Sub-Total Credit Hours 3 3 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 . 15 Table 2.3.3. Competency matrix of curriculum Agronomy and Horticulture Study Program CODE LO-2 LO-1 COURSE 1.1 UNIVERSITY COURSES (Compulsory courses) IPB101-104/ Religion 1.2 2.1. 1.3 2.1.1 2.1.2 2.2. 2.1.3 2.2.1 2.3. 2.2.2 2.3.1 2.3.2 LO-3 2.4. 2.3.3 2.4.1 2.4.2 3.2 3.3 3.4 • IPB110 • IPB111 Pancasila IPB106 IPB108 Indonesian Introduction to Agricultural Science English IPB112 Sports and Arts * MAT101 Mathematics • • • KIM101 Chemistry • • • • FIS100 Biology • • • • BIO100 Physics • • EKO100 General Economics • • KPM130 General Sociology • • AGB100 Entrepreneurship IPB107 3.1 • • • • • • • • • • • • • • • • • • FACULTY AND INTERDEPT COURSES (Compulsory courses) • KPM210 Principles of Communication TSL202 Introduction to Soil Science • • • • • PTN200 Principles of Plant Protection • • • • • 16 CODE LO-2 LO-1 COURSE 1.1 • 1.2 2.1. 1.3 • 2.1.1 2.1.2 2.2. 2.1.3 2.2.1 2.2.2 2.3.1 • • ESL211 Agricultural Economics GFM221 Climatology • BIO242 Basic of Plant Physiology • STK211 Statistical Methods STK222 Experiments Design Principles of Landscape Architecture Computer Application ARL200 KOM201 • 2.3.3 2.4.1 2.4.2 3.1 • 3.2 • • 3.3 • • • • • • • • • AGH210 Genetic for Plant Breeding • AGH211 Principles of Plant Breeding AGH240 Principles of Horticulture AGH241 AGH340 Cultivation Plant Technique Principles of Seed Science and Technology Principles of Plant Biotechnology Food Crops AGH341 • • • • • • • • • • • • • • • • • • • • 3.4 • • • • • AGH330 2.3.2 LO-3 2.4. • DEPARTMENTAL COURSES/MAJOR (Compulsory courses) • AGH200 Principles of Agronomy AGH250 2.3. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Estate Crops • • • • • • • AGH331 Plant Propagation • • • • • • AGH301 Field Course • • • • • • AGH320 Agricultural Ecology • • • • • • • • • • • • • 17 CODE COURSE 1.1 AGH321 Weed Control AGH398 Technique of Scientific Writing AGH400 Practice of Agribussiness AGH401 Integrated Agriculture Water and Nutrition Plant Management AGH322 AGH441 Post Harvest of Agriculture Crops Plant Production Management AGH402 AGH440 LO-2 LO-1 1.2 2.1. 1.3 • 2.1.1 2.1.2 2.2. 2.1.3 2.2.1 • 2.3. 2.2.2 • 2.3.1 2.3.2 2.3.3 • • • • • • • • • • • • • • • • Capita Selecta of Agriculture • • • AGH399 Profession Work Course • • • • • • • • • • • AGH498 Seminar • • • • • • • • • • • AGH499 Final Project • • • • • • • • • • • INTRA-DEPARTMENT COURSES (Elective courses) • AGH342 Vegetable Crop • • • • • • • • • • • • AGH350 AGH410 AGH442 AGH443 AGH450 Fruit Crop Beverage, Medicinal and Aromatic Plant Seed Storage & Seed Testing 3.1 • • AGH344 2.4.2 • • Ornamental Plant and Floriculture Non Cereal & Sweeten Plant Seed Production and Handling Applied Plant Breeding 2.4.1 • • AGH343 LO-3 2.4. • • • • • • 3.2 • 3.3 • 3.4 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 18 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 1 2008 Plant Production Management (AGH441) 2 Food Crops (AGH340) 3 Beverage, Medicinal and Aromatic Plant (AGH443) 4 5 6 7 Beverage, Medicinal and Aromatic Plant (AGH443)Practice Applied Plant Breeding (410)-Practice (Since) Year 2009 Post Harvest of Crops (AGH440) Principles of Horticulture (AGH240) Water and Plant Nutrition Management (AGH322) 2010 Principles of Seed Science and Technology (AGH 250) Ornamental Plant and Floriculture (AGH 343) Estate Crops (AGH341) Vegetable Crops (AGH342) Pomology (AGH442) Scientific Writing (AGH398) 19 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 SPAGH went to Kasetsart University. The Dept. of 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. interdepartmental 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 20 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 √ Principles of Plant Breeding √ √ √ 21 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 22 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. 23 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 24 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) (1) CGP ≥ 2.00 (1) Unconditional Next Semesters In unconditional status (2) GPA < 2.00 and 1.50 (2) Warning (P) ≤ CGP < 2.00 In warning status (3) CGP ≤ 1.50 (3) Drop Out (DO) (1) CGP ≥ 2.00 (1) Unconditional (2) GPA ≥ 2.00 and 1.50 (2) Warning (P) ≤ CGP < 2.00 (2) GPA < 2.00 and 1.50 (3) Strong warning (PK) ≤ CGP < 2.00 In strong warning status (3) CGP ≤ 1.50 (4) Drop Out (DO) (1) CGP ≥ 2.00 (1) Unconditional (2) GPA ≥ 2.00 and 1.50 (2) Strong warning (PK) ≤ CGP < 2.00 (2) GPA < 2.00 and 1.50 (3) Drop Out (DO) ≤ CGP < 2.00 (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 ≥ 2.0 without E. The final examination is a comprehensive exam and performed orally 25 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 1. Cum Laude (CL) CGP≥ 3.51 Requirement 2. 3. Very Satisfactory (SM) (2.1) (2.2) Satisfactory (3.1) (3.2) (3.3) 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 CGP ≥ 3.51 Does not meet the CL requirement 2.76 ≤ CGP No D scores < 3.51 Never retake or cancel a course with E score Study period ≤ 5 years Never get a written academic penalty CGP ≥ 3.51 Does not meet the CL and SM requirement 2.76 ≤ CGP Does not meet the SM requirement < 3.51 2.00 ≤ CGP < 2.76 26 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 Professors Associate Professors Assistant Professors Full time lecturers Part time lecturers Visiting professors/ lecturers Total Distribution among the Division Plant Production Plant Ecophysiology Plant Breeding Seed Science and Technology Plant Biotechnology M F 11 21 5 3 0 0 40 1 8 14 2 0 0 25 10 15 5 5 5 5 2 4 7 7 Sum Person FTEs* 12 12 29 27 19 19 5 3 0 0 0 0 65 62 15 17 9 12 12 14 17 8 11 11 Percentage of PhDs 85 93 82 89 83 75 27 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 28 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* 62 Number of Students (total student body) 600 Number of graduates per year 157 Number of students per FTE of teaching staff around 10 Number of graduates per FTE of teaching staff around 3 29 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. 14% 6% 18% <35 years old 36-45 years old 46-55 years old 56-65 years old 62% 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 30 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 31 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 Librarian*) Laboran/Technician/ Administrati Analist/Operator/ on Programmer Public Service and Logistic Education Total S2 S1 D3 D2 1 10 4 2 15 0 1 1 0 0 0 4 2 2 9 1 5 1 0 6 0 0 0 0 0 0 1 1 3 0 0 1 4 2 High school Secondary school Primary school 5 5 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 32 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). 33 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). 34 (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. 35 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 SPAGH 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 Candidate Accepted Competitiveness Candidate Accepted Competitiveness Candidate Accepted Competitiveness 438 113 1 : 3.9 387 104 1 : 3.7 381 118 1 : 3.2 977 102 1 : 9.6 327 35 1 : 9.3 297 28 1 : 10.6 338 33 1 : 10.2 564 35 1 : 16.1 - - 57 15 1 : 3.8 94 11 1 : 8.5 77 13 1 : 5.9 40 17 1 : 2.4 74 20 1 : 3.7 60 15 1 : 4.0 765 148 5.2 781 164 4.8 887 182 4.9 1678 165 10.2 2009 2010 2011 36 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 SPAGH takes into consideration the gender balance, because 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. 37 2.9. Student Advice and Support First year students are supervised and are entitled to students counselling. Councellors are assigned among dedicated academic staffs and also involve the psychologist. Councellors give advises and guidance on the learning strategy for the new students in general during the first year, and the following years when the students started their subject. Counsellors also give advises on non study related issues that affect the learning success. First year students learn about multi culture interactive during their one year stay at University dormitories. Experiencing on multi-culture programs are expected to increase their understanding on different cultures and stimulated their tolerance on cultural differences. After first year program, the students will enter to the study program. Every student then will get an academic supervisor assigned by the Dean as proposed by Head of Department. The task of academic supervisor including: 1) Directing the student to arrange the comprehensive study plan; 2) Giving advise on selecting the major course, minor or supporting courses; 3) Giving advise relates with the number of credits of subject in every semester; 4) Giving service as a counsellor; 5) Giving consideration relates with status of study progress of student to the Department and Faculty. Students study progress evaluation are conducted centrally by the Directorate of Education Administration at the University level. The Directorate produced transcripts at the end of each semester, containing the grade of the students for each course taken per semester and the resulting Cummulative Point Index (CPI, or Indeks Prestasi Kumulatif (IPK)). Thus, the students are well informed on their current study progress. These evaluation system allow the students to plan their program for the following semesters. The students academic transcript also should be used as consideration by the academic supervisor on providing the advice and guidance for the students. Consultation with academic supervisor can be conducted during the whole semester, and recorded in a consultation book signed by the academic supervisor. 38 The number of courses taken are recorded in a study planning card (KRS) which have to be approved by the academic supervisor. The students association, HIMAGRON, or Himpunan Mahasiswa Agronomi (Agronomy Student Association) facilitates the students socials and extra curriculum activities. HIMAGRON activities are monitored and supervised by academic staff under Student and Alumnae Affair. Some of the important and popular activities of HIMAGRON is a yearly Plant Festival, Seminar on writing a scientific research project as Student Creativity Program (PKM, Program Kreativitas Mahasiswa), and community development. These activities enhanced the softskill of the students. Sport facilities are available for the students, including futsal, football, athletics, basket ball, badminton, volley ball, etc. There are regular intra and interdepartment or inter-faculty sport competitions. The University awares to the importance of sports for health, so all the sport facilities are maintained by the University. In addition to sport, the deparment has a music studio to be used by students and academics who love music. The department aware that musics are important part of the students and academics life. Students have formed music groups, both singing and bands. Student and Alumnae Affair has been appointed to maintain the music studio, as well as to develop the talents among the students. The majority of the AGH students are moslems, so the department have set up the room and facilities for the students to pray. There is also a large mosque within the campus, managed by the University. Other religion are also allocated rooms for them to do their religion practices. The University also have campus bus, bikes, canteens, in-campus cybers, book shops and health facilities, accessible for all students, University official and academics. 2.10. Facilities and Infrastructure Academic facilities and infrastructure includes classroom, discussion room, seminar room, laboratorium, experimental field, library, computers, medical facilities, 39 student dormitories and international dormitory. In general, classroom, library, computer and medical facilities are managed at IPB level. Classroom and lectural hall is generally managed at the university (IPB) level under Directorate of Facilities and Property, where the schedule managed by the Directorate of Academic Administration. At the Facultry of Agriculture, there are 12 classrooms, each accomodates 60-150 students equipped with wireless and LCD, one auditorium, and other facilities totalling an area of 19,726 m2. Classrooms are used are very efficient. At the Dept. of AGH, there are Pinus-1 and Pinus-2 classroom, seminar room, conference room, and discussion/examination room. Each classroom and conference room is equipped with air-condition, LCD projector, mic and speaker. Availability of classroom and supporting facilities are very adequate to support the learning process. Education facilities and experimental station located at different places around the campus, i.e. Darmaga campus, Teaching Farm Kebun Cikabayan, Teaching Farm Leuwikopo, Teaching Farm Babakan for rice, Teaching Farm Jonggol (50 ha) for oil palm, and others. Teaching Farm Cikabayan has several classrooms under the management of University Farm IPB (Figure 2.10.1). The department also manage Agropromo as model of Academic Business Entity in Darmaga and Barangsiang campus, which is a one stop garden centre selling fruit seedling, vegetable and ornamental plants seedlings and young plants. Students can do an internship at Agropromo. Teaching Farm Leuwikopo has several classrooms, labs, experimental stations and seed processing facilities with capacity up to 2 ton per hour for food crops seeds such as corn, rice and soybean. 40 Figure 2.10.1. Teaching Farm Cikabayan, Leuwikopo, and Babakan There are 26 laboratory rooms at the Dept. of AGH, each accommodates 3060 students, consisted of education lab and experimental labs (Figure 2.10.2). The laboratory is under the management of Laboratory Affair at Department. The main laboratories are: Molecular Marker and Spectrophotometry Lab, Molecular Clonning Lab, Plant Analysis and Chromatoghraphy Lab, Plant Molecular Biolology Lab, and Post Harvest Laboratory. These laboratories are facilitated with sufficient equipments and managed on according to ISO 9001:2008 standard. List of laboratory equipments are presented on Appendix 2.10.1. Plant Analysis and Chromatoghraphy Lab is under progress to prepare for accreditation ISO 17025. 41 Molecular Marker and Spectrophotometry Laboratory Molecular Cloning Laboratory Plant Analysis and Chromatography Laboratory Plant Molecular Biology Laboratory Post Harvest Laboratory Tissue Culture Laboratory 42 Seed Technology Laboratory Figure 2.10.2. Education lab and experimental laboratories. The average use of lab is 5 hours per day, or 2 shifts per day, 5 days a week. On the average, each lab accommodates 9 courses per semester. This is considered as sufficient. Experiments that have been conducted at the labs reached 20 per semester. Each lab has an experienced technician, standard operation procedures for all equipments, as well as guidelines and record of equipment utilization. The library of IPB is located an Darmaga Campus with total of 156,253 collection of books, and scientific documents. The collections are available in print or electronic version such as CD-ROM. The IPB library also subcribe to online electronic journal such as Science Direct, The Essential Electronic Agricultural Library (TEEAL), and Proquest. The library’s collection can be accesed easily through Online Public Access Catalogue (OPAC) in the library or in the internet with the address http://perpustakaan.ipb.ac.id as IPB Electronic Library (IEL). Other than that, the Department’s reading room is facilitated with air conditioning and computers that has full internet access to library resources. The IPB library open to students and for public from 8:00 to 21.00 from Monday to Saturday, and from 08.00 to 16.00 on Sunday; whereas reading room in the department open 08.00 to 15:30 every working day. Library visitors are required to fill in a visitor’s log. Continous improvements to a better access to online resources are on going. Directorate Communication and Information System (DKSI) of IPB is responsible to provide information and technology services (more detail could be accessed at dksi.ipb.ac.id). Right now, all campus areas are connected through a Local Area Network (LAN) and Metropolitan Area Network (MAN) using various transmition media such as Twisted-Pair Cable (VTP/STP), optic fiber cable and wireless (wifi). Data transmission speed for intranet access is 100-1000 Mbps, while 43 internet access is 150 Mbps. Application use are dBase, Clipper, Visual Basic, ASDP/PHP, MS-SQL Server 7.0, MySQL, MS Office, and other licensed Microsoft products. Other than that, DKSI made an Information System Management on Academic Affair (SIMAK), Card of Study Plan (KRS) on-line, and Evaluation on Teaching and Learning Process (EPBM) on-line. Other services are also being provided as resource sharing activities such as file and print sharing, Email, Web, Chat, Mailing List, Discussion Groups, Multimedia streaming, Video/Teleconference, VoIP/IP Telephony/PABX, and Voice Mail. Student access on information is well facilitated through Student Cyber facilities that are spread out in several locations in campus with a User Access Mechanism. The department has created an internet website. Fourteen hotspots are available around the department and have been used extensively by the students and the academics in the campus. The network is managed by IT staff. The department is planning to develop the network, including creating local database, purchasing new desk tops and replacing computers which are more than 4 years-old, increase the number of IP adress from 500 to 1000, expand the accessibility of the hotspots, and renewing the LAN cabling systems. Information on scholarship, job opportunities, research position, invitation to seminars and conferences are made available in the announcement boards as well as at the department’s website. The department has sufficient communication facilities including telephones, fax, scanner, and copier. Study progress of the students are recorded at study program at the department level, submitted to Academic Management at the Faculty level, hence to Directorate of Education Administration. These data/information can be accessed and retrieved using an on line SIMAK. The study program at the department are well-equipped with sufficient computer systems and supported by skilled staffs. Financial sources from Routine budgeting scheme (RKAT) and Grants scheme are available for purchasing new facilities as well as maintaining the existing properties and facilities within the Department. Regular inventory is conducted to ensure all facilities are consistently available for teaching and learning activities. The Department appointed permanent support staff and outsourcing supporting workers 44 to manage and maintain the properties and facilities within the department, including office and classrooms cleaning, since these facilities are not only used for teaching and learning purposes but also used for seminars and conferences. IPB has medical facility (Polyclinic) for students and staffs within the Darmaga Campus and Baranangsiang Campus that gives medical services. Other than that, students are put as participants in the Student Medical Support System (PPKM), including aid for hospital care. In the Darmaga campus there is also one ambulance unit and funeral car/hearse. Efforts in anticipating disasters had been done in the Dept of AGH. There are evacuation lane and fire safety equipment. Fire fighter training was done in collaboration with Bogor County Fire Fighters in the year 2010. Other than that, IPB also have a fire truck unit. 2.11. Quality Assurance of Teaching and Learning Process Curriculum for undergraduate students was designed to meet the learning outcomes of the study program (SP-AGH) as described in point 2.1. The learning outcomes of SP-AGH was developed based on the vision, mission and mandate of the department taking into account the current technological development. The curriculum was developed by all teaching staff members at the SP-AGH during a workshop on curriculum design and evaluation. Stakeholders, such as alumnae association of Department of Agronomy, and others are also present at the workshop. The curriculum evaluation is very important for graduates quality assurance, and to correspond the graduates skills with the needs of the work forces. Curriculum evaluations are performed through in-depth discussion on courses composition, inter departmental courses, final research projects and course’s contribution towards the learning outcomes and targeted competence. Students are given opportunities to contribute their inputs on the curriculum, especially through teaching and learning process evaluation. Another important goal of curriculum evaluation is to improve the curiculum, so that the curriculum is not only reached the national standard but also the international standard as affected by latest development in science and 45 technology. Therefore, improvements is a continuous process towards a better teaching and learning processes as well as better understanding on the advance science and technology. The curriculum is evaluated every 5 years to allow one batch of students completed their full cycle of study. The last two curriculum evaluation was conducted in 2005 and 2011. Several workshops have been run to gather inputs from related stakeholder. Workshop on evaluation of final research project for student’s thesis has also been conducted, since the study period is determined by final project completion. Evaluation on teaching and learning process usually is performed at the end of each semester, internally within the department level involving the academic staffs. Evaluation is emphasized on the implementation and the process of teaching and learning, and the improvement needed for the following semester. Since Dept. of AGH implemenst ISO 9001:2008, internal audit is regularly performed to assess all aspects of the management processes, especially the academic aspects. 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 both in Departemen level and IPB level are aimed to ensure the continuous improvement and to meet stakeholder satisfaction. Students are involved in the evaluation of teaching and learning by participating in a survey and they are required to fill in Teaching and Learning Process Evaluation Forms (EPBM), facilitated by IPB Office for Quality Assurance (Kantor Manajemen Mutu, KMM). The questionnaires of EPBM including students perception on course implementation and lecturers performance. The EPBM results are then used to improve the learning process. 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. Academic staffs are encouraged to attend seminars, workshops, academic recharging programs inside and outside the country. 46 SP-AGH has quality assurance system that is upheld by the study program’s continuing efforts to: 1. Facilitate all academic staffs to continue their study to a PhD level. Currently 15% academic staffs hold a Master degree, and 85% hold a PhD level. The academic staffs develop their expertise in division of Plant Production, Seed Science and Technology, Plant Physiology, Genetics and Plant Breeding, and Plant Biotechnology. It is expected that each division will grow up and develop at a balanced pace. 2. Provide funding to support academic staffs to participate in local, national and international seminars, workshops and symposiums to keep updated with the latest development in their field of interests. 3. Raising funds for the under privileged students, particularly those who have good academic records but experienced difficulties to pay their tuition fee and/or living cost. The funds mostly come from alumni. 4. Set up a Quality Assurance Unit to give feed backs on how to further improve the teaching and learning at the study program. Quality Assurance (QA) Team in Dept of AGH is responsible for evaluation of curriculum implementation and to maintain quality of education at the Department. The QA team including head of each division and responsible for evaluation on course content and exams, particularly to ensure that they comply to the set Operational Standards and Procedures (PSM AGH11). The team with designated responsibilities is still working hard to ensure the quality assurance process moves in apropriate way. The study progress of the students and their study completion are evaluated using a system called SIMAK, the Information System on Academic Management. The head of study program, along with the student’s academic advissors monitor the student’s progress by ensuring the number of credits/courses completed at each semester and their GPA are satisfactory. The graduates are monitored by a tracer study carried out periodically. The monitoring results plays an important roles for the curriculum evaluation as well as to ensure the quality of the graduates. 47 2.12. Staff Development Activities Academics career and personal development are managed by the Department, which is the home base of the academics. Academic development for academic staff is conducted within the division, i.e. Plant Ecophysiology, Plant Production, Plant Biotechnology, Seed Science and Technology and Genetics and Plant Breeding. Academic development, including advanced study for a higher degree education ( doctorate degree), is part of career promotion and is aligned with the professional interests of each academic and the targeted competence of the staff division. The Head of Division made a gap analysis between current condition and requirements for fullfilling the the university standard or future need to accomplish the organization vision and mission. According to this gap analysis, the Head of Division proposed a training or program improvement. This procedure is also required by the ISO 9001:2008 quality management. After the training or program development, Head of division will evaluate the effectiveness of those programs and their impact on the competence and performance of the academic staffs. The Department and the University continously inform the academics on the available external research grants and encouraged the academics to submit a proposal to obtain the grant. Apart from higher degree studies, academic development is conducted through trainings, workshops, scientific staff exchanges, internship in an overseas institutes or University, and post-doctoral program overseas. To date some academics have participated in trainings in Pakistan, The Netherland, Thailand, Japan, China, United States of America and Australia through the international collaborations of the Department (Appendix 2.12.1). Supporting staff have 27 personnels, 85% of them do the administrations, 15% as technicians (both indoor labs and in the experimental stations). Current ratio of administration personnels to students is 1:35.4 to 50, meaning each person will have to provide service to 36 - 50 students. The ratio of technician to students is around 1:40 to 1: 60, which reflects the relatively sufficient number of technicians compared to the number of students to be served. The Department is aware of this 48 condition and is planning to provide trainings, particularly to the support staffs with high school education level, which comprise >50% of the existing personnels. The Dept of AGH has a system to educate and to train the support staffs. Regular meetings are conducted within the Department to discuss the best way to educate and to improve the skills of the support staffs. A development of the support staffs is done according to the work assigned. The fund for the training comes from the University and other programs on that the Department involved. Some training on softskill development and techniques have been participated by the support staffs of AGH, including on education administration, experimental station management, laboratory skills, the use of office programs, organic farming and agro-tourism (Appendix 2.12.2). Opportunities are opened for existing staff/personnel to pursue career development and training within or outside the University. 2.13. Stakeholders Feedback 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 study program improvement, including teaching and learning methods, process and curicullum review. Information of student’s satisfaction on the teaching and learning methods and implementation, including on education facilities, are obtained from students evaluation on teaching and learning process (EPBM). The student’s satisfaction evaluation on the teaching are based on the lecturer’s course materials and course deliveries as well as class room facilities; whereas student’s satisfaction evaluation on the implementation of final projects in the final year are based on the provided facilities, research funding availabilities and supervisory through out the projects. The questionnaires comprise of 8 questions (Table 2.13.1.) regarding the teaching implementation and 11 questions (Table 2.13.2.) regarding the way courses were delivered. In summary, implementation of courses and practicals as well as the quality of teaching delivery by the lecturers of AGH were considered good or satisfactory by the students. 49 Table 2.13.1. Student’s perspective on courses implementation during the semester year 2011 No. Course evaluation 1. 2. 3. Course guidelines were clearly explained at the first week of lecture The courses and practicals run as scheduled Point (1-4) 3.26 3.26 5. The number of courses and practicals as scheduled (14 times per semester) Facilities are sufficient /satisfactory to support classes and practicals Course and practicals content met the course objectives 6. Assignments and exams met the course objectives 3.30 7. Exam results were announced two weeks after the exam 3.29 8. Students understood and comprehend the content of the courses 3.26 4. Average 3.18 3.24 3.19 3.15 Tabel 2.13.2. Students perception on academics/lecturers performances year 2011 No. Student Evaluation on Academics performances Point (1-4) 1. The course materials were clear and well-prepared 2. 4. Lectures gave emphasis on important aspects of the course content The way lecturers delivered the course stimulated the student’s interest on the topics Illustrations during the lecture are updated 5. Lecturers used technology to deliver the courses 6. 7. Lecturers gave enough discussion opportunities, including for the students to give feed back and suggestions Lecturers are respectable and well-presented 8. Lecturers respected students rights and obligations 3.26 9. Lecturers had good knowledge on the subjects 3.31 Lecturers gave important ethical and moral messages 3.22 3. 10. Lecturers gave assignments to improve student’s understanding on the subjects Average 11. 3.26 3.26 3.18 3.24 3.19 3.30 3.29 3.06 3.33 50 Information on alumnae satisfaction with their education were obtained from a tracer study on graduates employment, waiting time to employment, initial wages and type of jobs as indicators. Questionnaires on this are presented in Appendix 2.13.1. In summary, graduates were employed in 1-16 months after graduation with 51.35% got a job within less than 3 months, 37.84% between 3-6 months, 8.1% 6-12 months, and the rest after 12 months (Figure 2.13.1). There were 3% who were already employed before they graduated. The initial salary range from Rp 1.5 to 3 million per month. The majority (81.3%) received training before starting their job on work environment, production, management, reporting and presentation skills. In addition, the surveyed graduates stated that they had no difficulties to adapt to their new working environment and to communicate with their colleagues and their business relations. Most graduates (60%) worked in the relevant area of agriculture, whereas 40% in non agriculture area. The opposite was found in graduates of other department, such as Geophysics and Meteorology where only 30% of their graduates worked in the area of agriculture (Fig 2.13.1). Most graduates of AGH worked in Java (78%), followed by Sumatera (10%) and others (12%). The infrastructure availability, including transportation, communication and company facilities were considered as important measures to seek jobs. Feedbacks from lecturers are collected through weekly meeting (Wednesday weekly meeting), inputs from the message box, course preparation meeting before the start of the semester, course evaluation meeting at the end of the semester and special forum. Feedback from support staff is collected via message box and monthly meeting that is facilitated with the management of the department. 51 Fig 2.13.1. Job classification (both agriculture and non agriculture) and waiting time before employment of the AGH graduates (Source : Tracer Study IPB, 2009) 2.14. Output Average duration of study at Dept of AGH between 2006/2007 to 2009/2010 is 53.7 months, where 38.07% of students completed their study for 48 months, 37.54% for 49-54 months, 13.38% for 55-60 months, and 11.01% for more than 60 months (Table 2.14.1). These data demonstrated that most students graduate within the designated period for completion under the existing education curricullum. The good academic atmosphere, good implementation of education programs, and the good quality students enrolled at the department contributed to the student success. Cummulative Grade Point (CGP) is the criteria or standard used to determine student’s academic performance. Data of the students and their study performance (CGP) indicated that the teaching and learning process at the SP-AGH is sufficient to improve the qualification of the students. The average CGP of the graduates has improved during the last 5 years (2006-2010), i.e. 3.02 in 2006/2007, 3.00 in 52 2007/2008, 3.01 in 2008/2009, 3.05 in 2009/2010 and 3.10 in 2010/2011 (Table 2.14.2). There has been an increasing number of students with CGP of 3.01-3.50 i.e 39.8% in 2006/2007 to 53.6% in 2009/2010. The increase in CGP is an evident that the curricullum developed at Dept of AGH are appropriate for the students learning process. Table 2.14.1. Average study completion duration (months) at Dept of AGH, Faculty of Agriculture, IPB Year 2006/2007 – 2009/2010 Study Duration 2006/2007 (months) Number % 2007/2008 Number % 2008/2009 Number 2009/2010 % Number 68 41.0 65 40.9 70 44.30 40 26.14 49-54 55 33.1 65 40.9 48 30.38 70 45.75 55-60 21 12.7 19 11.9 23 14.56 22 >60 22 13.3 10 6.3 17 10.76 21 52.6 54.0 54.0 Average (%) % Number % <=48 Average 2010/2011 9.22 32.30 76 53.9 40.81 14.38 38 26.95 16.10 13.73 14 9.93 54.4 13 10.79 55.25 The students drop out rate based on data (2006/2007 – 2010/2011) is around 2.41% to the total number of students. The number of drop out varies with time (Table 2.14.3), and mostly occurred on the first year, due to the failures of the students in passing the basic courses in the common first year. The failures after the students joint the Department (year 2-4) were 3.2% for entry students in 2007, and 1.9% for entry student in 2008. Academic staff of Dept of AGH show active contribution both in research (Appendix 2.6.2) and publication (Appendix 2.6.6). Overall, the topics vary from basic to applied research in various aspects of agronomy disciplines. Almost all of the research fundings come from competitive grant that reflect the high qualification of academic staff. Student research for final project could be as part of academic staff research or independent topics proposed by themselves. Student research process was evaluated by survey and resulted in satisfaction (see Table 2.15.1), 53 whereas the substance was evaluated by the Examination committe which compose of supervissor, external examiner, and appointed examiner from the study program. Table 2.14.2. CGP of Dept of AGH graduates, Faculty of Agriculture, IPB, 2006-2010 Year 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 Number % Average Number % Average Number % Average Number % Average Number % Average 2.00-2.75 40 24.1 36 22.6 35 22.2 20 13.1 15 10.6 CGP 2.75-3.00 3.01-3.50 48 66 28.9 39.8 3.02 46 61 28.9 38.4 3.00 41 67 25.9 42.4 3.01 44 82 28.8 53.6 3.05 23 91 16.4 64.5 3.10 Total >3.50 12 7.2 166 100.0 16 10.1 159 100.0 15 9.5 158 100.0 7 4.6 153 100.0 12 8.5 141 100.0 Table 2.14.3. The number of drop out students at Dept of AGH, Faculty of Agriculture, IPB. Academic Year of Entry Students 2007 2008 2009 2010 Number of Entry Students 1st year 164 163 164 177 7 4 1 2 Drop Out Number 2nd 3 rd 4th and year year after 1 2 0 - 1 0 3 1 Total Number (%) 12 (7.3%) 7 (4.3%) progress progress 54 2.15. Stakeholder Satisfaction Stakeholder satisfaction evaluation is carried out via students, alumnae, academic staff, support staff, and alumnae work place. Student satisfaction evaluation is done by using EPBM (Evaluation on Teaching and Learning Process, see Table 2.13.1 and 2.13.2) and satisfaction survey for final report, seminar, laboratorium services, library/reading room service, and secretariate/administration service (Table 2.15.1). Table 2.15.1. Summary of satisfaction survey to student as respondence No 1 Survey area EPBM Total Score Average score Average (range 1 to 4) Subject course =37.76 Subject course = 3.21 Satisfy Lecturer evaluation/course =39.05 Lecturer of courses = 3.29 Satisfy Lecturer evaluation = 155.45 Individual lecturer =3.29 Satisfaction Satisfy 2 Final report 25.45 3.6 Satisfy 3 Seminar 27.59 3.1 Satisfy 4 Laboratory service 38.95 3.2 Satisfy 5 Field/teaching farm servise 37.2 3.1 Satisfy 6 Reading room/library service 33.91 3.1 Satisfy 7 Administration service 21.28 3.4 Satisfy The school’s graduates in the University level worked in a diverse areas including farms, services, trading, research (24%), general services (13%), general trading (32%), private education and government institution (14%), and others (banking, publication, consultancy) (17%). Thirty three percent graduates worked in a state-owned enterprises, 13% foreign-owned companies, and 56% in family business or entrepreneurs. Fifty percent graduates worked in a middle size companies, and 12.5 % each in small and large companies. 55 Survey conducted on soft skill of the graduates of SP-AGH demonstrated that majority of (80%) employers considered the graduates have good integrity. Sixty percent think that the graduates are professional, have good English and computer literate. Majority (80%) considered the graduates have the ability to communicate and work well in a team. Most graduates (72.97%) worked in private industries, 16.22% in government institutions, 8.11% in state-owned companies, and 2.7% in non government organisations (Figure 2.15.1). Figure 2.15.1. Distribution of employers of the SP-AGH graduates. About 60% of employers participated in a survey conducted by the SP-AGH. The survey revealed the distribution of work placements of the graduates: 42% worked in the farm, 36% in offices, 15% in research labs, and 7% in other fields. Thirty two percent of the employers are private industries, 32% are government institutions, 12 % become entreprenuers, and the rest are in NGOs or working part time. Based on jobs classifications, 52% work as technical operators, 15% as 56 instructurs, 15% as researcher, 10% as supervisors and 8% as managers. Employers select their candidate employees based on their GPA, working and organisational experience, attitudes, communication skills and English (Figure 2.15.2). Employers perception on graduate’s performance in the workplace are considered excellent (24.3%) and mostly good (70.3%) as shown in Figure 2.15.3. Figure 2.15.2. Recruitment criteria used by employers Figure 2.15.3. Employers perception on graduate’s performance in the workplace 57 III.SELF EVALUATION 3.1. SWOT Analysis 1. Strength Weakness Expected Learning Outcomes Specific LO that foccus on tropical agriculture in comprehensive aspects 2. Regulation on minimum credits (144) for BSc in Indonesia Interdepartemental courses require good management system More small classes are needed to implement SCL approach Internsip could be part of teaching and learning strategy Best practice of USMI admission system Still need to improve publication Still need to improve competency following current development To propose plan of manpower planning as for future need To propose plan of manpower planning as for future need Student Quality Student recruitment by USMI scheme could recruit most best student 9. Anticipating for decreasing interest to study in agriculture disciplines Supporting Staff Quality Sufficient in number and qualification 8. E-learning development to support self and independent learning Promoting more internship program in agricultural company Academic Staff Quality Sufficient in number and qualification 7. Implementing Quality Assurance System as Dept of AGH use ISO 9001:2008, including assessment by external auditor Student assessment Good of student quality by high competitiveness in entry selection 6. Globalisation : competition with foreign university Teaching and Learning Strategy Applying Student Centered Learning (SCL) 5. Offering specific course that could be earned by foreign university Program Structure and Content Minor and additional competencies could reach by minor and supporting course 4. Threat Program Specifications The highest grade by National Accreditation Boad 3. Still needed to encourage stakeholder to give feedback on graduate’s competence Opportunity Student recruitment by BUD scheme and scholarship provided by agriculture company Trend of decreasing interests to study in field agriculture Student Advise and Support Sufficient counselling and supervision service for student 58 3.1. SWOT Analysis (continued) Strength Weakness 10. Facilities and Infrastructure Developing of teaching farms to enrich the students technical skills 11. Threat Still need to take participation to create comportable campus Quality Assurance of Teaching and Learning Process Internal quality assurance system is effectively applied 12. Opportunity Dept. of AGH implementing ISO 9001:2008 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 14. Output High qualified graduates imply competitiveness in joplacement 15. Participation from more stakeholder for taking more benefit input Drop out rate especially in first common year must be solved as wise as possible On-campus recruitment program provide benefit to graduates 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 59 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 Collaborating with study program abroad to conduct credit earning transfer activity To promote internationalization of SP-AGH; To improve academic staff activity in international program To increase inbound international student Student admission Collaborating with Agricultural Company to give special scholarship since admission as part of their job recruitment by Community Social Responsibility program Teaching and learning process Improve approach in teaching using e-learning facilitated by IPB e-learning center Improve method in monitoring and evaluation system of courses by IT system Academic Staff Development Recruitment plan regarding the future need in number and qualification/competency To give widely insight and experience in the global sense to the student To increase outbond student activity 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 To provide more opportunity to access course material To facilitate credit earning by student out of IPB 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 To ensure that Dept of AGH have sufficient academic staff number and qualification 60 3.2. Improvement Plan (continued) Area Academic Staff Development Program Competence improvement by facilitating and endorse networking Enhancing publication productivity Facilitating for international activities including international publication Suport Staff Development Recruitment plan regarding the future need in number and qualification/competency Competence improvement Academic Atmosphere Improvement Developing more academic entity business and/or scaling up the size and asset Provide or propose to get award for academic staff, support staff and student who achieve distinguish performance Facility Improvement Gathering program within academic staff, support staff, student, and alumnae Laboratory services improvement by implementing system of ISO 17025 (for certain lab) Giving more and better facility to improve field experimental/ teaching farm Improve comfort classroom and environment Objective and Target To up date and improve academic staff competency and networking To increase citation index and reputation of university/ department To enrich international activity record in recharging the field of competency as well as in international scientific forum and journal To ensure that Dept of AGH have sufficient support staff number and qualification To up date and improve support staff competency to give better services 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 To recognize the person who have good performance by his/her effort To give a good reputation for the Dept of AGH To ensure that all parties have good relations and taking benefits through it To facilitate better service to all user and stakeholder To ensure the technician could work with standard procedures To meet the requirement regarding the need of better facility To create comfortable vicinity in campus 61 IV. APPENDIXES 4.1. Glossary Word, Term Explanation BUD : National Accreditation Board (Badan Akreditasi Nasional-Perguruan Tinggi) : Local Government Scholarship (Beasiswa Utusan Daerah) CGP : Cummulative Grade Point (Indeks Prestasi Kumulatif, IPK) Dept of AGH : Department of Agronomy and Horticulture EPBM GBPP : Evaluation on Teaching and Learning Process (Evaluasi Proses Belajar Mengajar) : 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 KRS : Indonesian Qualification Framework (Kerangka Kualifikasi Nasional Indonesia, KKNI) : Card of Study Plan (Kartu Rencana Studi) LO : Learning outcomes P3EL SAP : Center for e-Learning Development (Pusat Pengembangan Pembelajaran e-Learning) : Special Invitation for highschool graduates who won national or international awards(Prestasi Internasional dan Nasional) : plan for teaching and learning activities (Satuan Acara Perkuliahan) SCL : Student Centered Learning SIMAK SP-AGH : Information System Management on Academic Affair (Sistim Informasi Manajemen Akademik) : National Admission Selection for Public University (Seleksi Nasional Masuk Perguruan Tinggi Negeri) : Study Program of Agronomy and Horticulture USMI : IPB Invitation of Entry Selection (Undangan Seleksi Masuk IPB) UTM : Independent Talent Based Examinatio (Ujian Talenta Mandiri) BAN-PT PIN SNMPTN 62 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 63 64