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School of Business and Management Institut Teknogogi Bandung, Indonesia

I. ABEST21 Accreditation System

1. Purpose of the ABEST21 Accreditation

The mission of a business school is to nurture world-class management professionals who can compete in the age of advanced technology, social, economic, and cultural globalization, and accelerated communication. To achieve the mission, it is indispensable to develop an education system at an internationally recognized level, accompanied by educational quality assurance. Therefore, quality assurance by a third party has been requested for ensuring not only the educational quality that the school is expected to provide, but also educational quality enhancement to the stakeholders of the school.
In order to respond to these needs, ABEST21 was founded on July 1, 2005, as an accreditation institution aiming to assure not only the educational quality but also educational quality enhancement expected from the school. ABEST21 is involved in not only the quality assurance of education but in building the education system which will be the base for enhancement of education quality in response to the change of environment.
In the age of globalization, business schools are responsible for nurturing capable management professionals who can contribute to world peace and prosperity, and the quality of business education is indispensable for achieving this aim. ABEST21 as an accreditation institution has to support business schools in realizing their mission by assessing the quality of their educational and research activities in a fair and objective manner. And we have to recognize our role for supporting the establishment of education system which provides enhancement of educational quality through promotion of PDCA cycle operation toward the future.
Thus ABEST21 Quality Assurance System aims to assess the system of management education quality enhancement in response to the changes of educational and research environment, in addition to education quality assurance.
On Tuesday, March 5, 2018, ABEST21 held the Accreditation Committee and the Peer Review Committee at Shinagawa Season Terrace Conference and accredited 8 schools as follows:

A: Professional Graduate School of Business in Japan
“Management”

  • Department of Business Administration, SBI Graduate School, Japan

B: Management Accreditation in Asia
1. Program-based Accreditation System
“Master Program in Management”

  • Faculty of Economics, Universitas Andalas, Indonesia
  • Faculty of Economics and Business, Universitas Indonesia, Indonesia
  • Faculty of Economics and Business, Universitas Kristen Satya Wacana, Indonesia
  • Faculty of Business and Economics, Universitas Surabaya, Indonesia

“Master Program in Applied Economics”

  • Faculty of Economics and Business, Universitas Padjadjaran, Indonesia

“Master Program in Accounting”

  • Faculty of Economics and Business, Universitas Padjadjaran, Indonesia

2. Academic unit-based Accreditation System

  • School of Business and Management, Institut Teknologi Bandung, Indonesia

2. The ABEST21 Peer Review System

The ABEST21 Peer Review System consists of three components.

1) Accreditation Committee

Chair

  • Sudarso Kaderi Wiryono
    Dean, School of Business and Management, Institut Teknologi Bandung, Indonesia

Vice Chair

  • Yasunaga Wakabayashi
    Dean, Graduate School of Management, Kyoto University, Japan
  • Mohd Ridzuan Darun
    Dean, Faculty of Industrial Management, Universiti Malaysia Pahang, Malaysia
  • Takeshi Hibiya
    Advisor, Fuji Xerox Co., Ltd., Japan

Members

  • Candra Fajri Ananda
    Professor, Faculty of Economics and Business, Universitas Brawijaya, Indonesia
  • Mutsuhiro Arinobu
    Executive Director, RIKEN, Japan
  • Ilker Baybars
    Dean and CEO Emeritus, Carnegie Mellon University-Qatar
    Deputy Dean Emeritus, Tepper School of Business, Carnegie Mellon University, USA
  • Ming Yu Cheng
    Professor, Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia
  • AAhad Osman Gani
    Dean, Graduate School of Management, International Islamic University Malaysia, Malaysia
  • Jun Kanai
    Former President, Toshiba Human Resources Development Corporation, Japan
  • Mika Kumahira
    President, Atech Kumahira Co., Ltd., Japan
  • Katsufumi Mizuno
    Patent Attorney and President, Hikari Patent Office, Japan
  • Hisatsugu Kitajima
    General Manager, Corporate Human Resources Division
    Sony Corporate Services (Japan) Corporation, Japan
  • Tadashi Okamura
    Honorary Advisor, Toshiba Corporation, Japan
  • Robert S. Sullivan
    Dean, Rady School of Management, University of California San Diego, USA
  • Oleg Vikhanskiy
    Dean, Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia

2) Peer Review Committee

Chair

  • Mohd Ridzuan Darun
    Dean, Faculty of Industrial Management, Universiti Malaysia Pahang, Malaysia

Vice Chair

  • Qinhai Ma
    Dean, School of Business Administration, Northeastern University, China
  • Ari Kuncoro
    Dean, Faculty of Economics and Business, Universitas Indonesia, Indonesia
  • Yasunaga Wakabayashi
    Dean, Graduate School of Management, Kyoto University, Japan
  • Azlan Amran
    Dean, Graduate School of Business, Universiti Sains Malaysia, Malaysia

Members

  • Ir. Noer Azam Achsani
    Dean, School of Business, Institut Pertanian Bogor, Indonesia
  • Shigeru Asaba
    Dean, Graduate School of Business and Finance, Waseda University, Japan
  • Siriwut Buranapin
    Dean, Faculty of Business Administration, Chiang Mai University, Thailand
  • Yudi Azis
    Dean, Faculty of Economics and Business, Universitas Padjadjaran, Indonesia
  • Hiroshi Fujiwara
    Dean, Department of Business Administration, SBI Graduate School, Japan
  • AAhad Osman Gani
    Dean, Graduate School of Management, International Islamic University Malaysia, Malaysia
  • Kazuo Ichijo
    Dean, Graduate School of International Corporate Strategy, Hitotsubashi University, Japan
  • Chiaki Iwai
    Dean, Graduate School of International Management, Aoyama Gakuin University, Japan
  • Abdul Rahman Kadir
    Dean, Faculty of Economics and Business, Universitas Hasanuddin, Indonesia
  • Ali Khatibi
    Dean, Graduate School of Management, Management & Science University, Malaysia
  • Nurkholis
    Dean, Faculty of Economics and Business, Universitas Brawijaya, Indonesia
  • Nor'Azam Mastuki
    Dean, Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
  • Vichayanan Rattanawiboonsom
    Dean, Faculty of Business, Economics and Communications, Naresuan University, Thailand
  • Arumugam Seetharaman
    Dean for Academic Affairs, S P Jain School of Global Management, Singapore
  • Zeljko Sevic
    Dean, Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia
  • Suharnomo
    Dean, Faculty of Economics and Business, Universitas Diponegoro, Indonesia
  • Eko Suwardi
    Dean, Faculty of Economics and Business, Universitas Gadjah Mada, Indonesia
  • Sudarso Kaderi Wiryono
    Dean, School of Business and Management, Institut Teknologi Bandung, Indonesia
  • Hua Xu
    Program Chair, MBA Program in International Business, Graduate School of Business
    Sciences, University of Tsukuba, Japan
  • Zulkornain bin Yusop
    CEO & President, Putra Business School, Malaysia
  • Mohd Zaher Mohd Zain
    Dean, Graduate School of Business, Universiti Kebangsaan, Malaysia

3) Peer Review Team

  • Dr. Agus Fredy Maradona
    Master of Management, Universitas Pendidikan Nasional, Indonesia
  • Prof. Dr. Ali Khatibi
    Graduate School of Management, Management & Science University, Malaysia
  • Dr. Anis Chariri
    Faculty of Economics and Business, Universitas Diponegoro, Indonesia
  • Principal Director Arfah Salleh, Ph.D.
    Human Governance Institute INC., Malaysia
  • Dean Prof. Dr. Arumugam Seetharaman
    S P Jain School of Global Management, Singapore
  • Dean Dr. Azlan Arman
    Graduate School of Business, Universiti Sains Malaysia, Malaysia
  • Prof. Dr. Badri Munir Sukoco
    Faculty of Economics and Business, Universitas Airlangga, Indonesia
  • Dr. Bernardinus Maria Purwanto
    Faculty of Economics and Business, Universitas Gadjah Mada, Indonesia
  • Dr. Budiono
    Faculty of Economics and Business, Universias Padjadjaran, Indonesia
  • Dr. Bukhshtaber Natalia
    Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia
  • Prof. Dr. Candra Fajri Ananda
    Faculty of Economics and Business, Universitas Brawijaya, Indonesia
  • Prof. Dr. Christantius Dwiatmadja
    Faculty of Economics and Business, Universitas Kristen Satya Wacana, Indonesia
  • Dr. Danaipong Chetchotsak
    College of Graduate Study in Management, Khon Kaen University, Thailand
  • Dr. David Methé
    Institute of Business and Accounting, Kwansei Gakuin University, Japan
  • Prof. Dr. David Paul Elia Saerang
    Faculty of Economics and Business, Universitas Sam Ratulangi, Indonesia
  • Dr. Devika Nadarajah
    Putra Business School, Universiti Putra Malaysia, Malaysia
  • Dr. Dodi Wirawan Irawanto
    Faculty of Economics and Business, Universitas Brawijaya, Indonesia
  • Dean Dodie Tricahyono, Ph.D.
    School of Economics and Business, Universitas Telkom, Indonesia
  • Prof. Dr. Eko Ganis Sukoharsono
    Faculty of Economics and Business, Universitas Brawijaya, Indonesia
  • Dr. Fathyah Hashim
    Graduate School of Business, Universiti Sains Malaysia, Malaysia
  • Prof. Dr. Gagaring Pagalung
    Faculty of Economics and Business, Universitas Hasanuddin, Indonesia
  • Dr. Gunalan Nadarajah
    Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia
  • Dr. Harryadin Mahardika
    Faculty of Economics and Business, Universitas Indonesia
  • Dr. Harryanto bin Nyoto
    Faculty of Economics and Business, Universitas Hasanuddin, Indonesia
  • Dr. Hen Kai Wah
    Faculty of Accountancy and Management, Universiti Tunk Abdul Rahman, Malaysia
  • Prof. Hideki Ishikawa
    Department of Business Administration, SBI Graduate School, Japan
  • Prof. Dr. Hirotaka Kawano
    Graduate School of Management, Kyoto University, Japan
  • Prof. Hiroshi Takamori, Ph.D.
    School of Accounting, LEC Graduate University, Japan
  • Prof. Dr. Huang Lin
    Graduate School of Business Administration, Kobe University, Japan
  • Prof. Dr. Ibrahim Kamal Abdul Rahman
    Universiti Kuala Lumpur Business School, Universiti Kuala Lumpur, Malaysia
  • Dr. Ida Binti MD Yasin
    Purta Business School, Universiti Putra Malaysia, Malaysia
  • Dr. Idqan Fahmi
    School of Business, Institut Pertanian Bogor, Indonesia
  • Dr. Irwan Trinugroho
    Faculty of Economics and Business, Universitas Sebelas Maret, Indonesia
  • Dr. Irina Petrovskaya
    Lomonosov Moscow State University Business School, Lomonosov Moscow State University, Russia
  • Dr. Jaafar Pyeman
    Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
  • Prof. Hirotaka Kawano
    Graduate School of Management, Kyoto University, Japan
  • Dr. Prof. Lizar Alfansi
    Faculty of Economics and Business, Universitas Bengkulu, Indonesia
  • Dr. Masyhuri Hamidi
    Faculty of Economics, Universitas Andalas, Indonesia
  • Prof. Dr. Ming Yu Cheng
    Faculty of Accountancy and Management, Universiti Tunku Abdul Rahman, Malaysia
  • Dean Dr. Mohd Ridzuan Darun
    Faculty of Industrial Management, Universiti Malaysia Pahang, Malaysia
  • Dr. Mohd Zaher Mohd Zain
    Graduate School of Business, Universiti Kebangsaan Malaysia, Malaysia
  • Dr. Nisful Laila
    Faculty of Economics and Business, Universitas Airlangga, Indonesia
  • Dr. Noorihsan Bin Mohamad
    Faculty of Economics and Management Sciences, International Islamic University Malaysia, Malaysia
  • Dean Dr. Norazam Bin Mastuki
    Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
  • Dr. Noryati Ahmad
    Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
  • Dr. Pichayalak Pichayakul
    Faculty of Business Administration, Chiang Mai University, Thailand
  • Dr. Popy Rufaidah
    Faculty of Economics and Business, Universitas Padjadjaran, Indonesia
  • Dr. Putu Anom Mahadwartha
    Faculty of Business and Economics, Universitas Surabaya, Indonesia
  • Dean Prof. Dr. Qinahi Ma
    School of Business Administration, Northeastern University, China
  • Dr. Rapeeporn Srijumpa
    Graduate School of Commerce, Burapha University, Thailand
  • Dr. Remy Magnier Watanabe
    MBA Program in International Business, Graduate School of Business Sciences,
    University of Tsukuba. Japan
  • Prof. Emeritus Dr. Richard Taggart Murphy
    University of Tsukuba. Japan
  • Dr. Reza Nasution
    School of Business and Management, Institut Teknologi Bandung, Indonesia
  • Dr. Sahid Susilo Nugroho
    Faculty of Economics and Business, Universitas Gadjah Mada, Indoensia
  • Prof. Dr. Shahizan Bin Hassan
    Othman Yeop Abdullah Graduate School of Business, Universiti Utara Malaysia, Malaysia
  • Dean Dr. Sia Bee Chuan
    Faculty of Accountancy and Management, Universiti Tunk Abdul Rahman, Malaysia
  • Prof. Shigeki Sadato
    Institute of Business and Accounting, Kwansei Gakuin University, Japan
  • Dean Dr. Siriwut Buranapin
    Faculty of Business Administration, Chiang Mai University, Thailand
  • Dr. Siti Zahela Sahak
    Arshad Ayub Graduate Business School, Universiti Teknologi MARA, Malaysia
  • Dr. Sri Gunawan
    Faculty of Economics and Business, Universitas Airlangga, Indonesia
  • Dean Prof. Dr. Sudarso Kaderi Wiryono
    School of Business and Management, Institut Teknologi Bandung, Indonesia
  • Dean Dr. Suharnomo
    Faculty of Economics and Business, Universitas Diponegoro, Indonesia
  • Dr. Sujinda Chemsripong
    Faculty of Business, Economics and Communications, Naresuan University, Thailand
  • Prof. Takao Shigeta
    Department of Business Administration, SBI Graduate School, Japan
  • Prof. Dr.Takayuki Asada
    Faculty of Business Administration, Ritsumeikan University, Japan
  • Prof. Tatsuyuki Negoro
    Graduate School of Business and Finance, Waseda University, Japan
  • Dean Prof. Dr. Taufiq Marwa Rahmat
    Faculty of Economics, Universitas Sriwijaya, Indonesia
  • Dr. Tee Keng Kok
    School of Business, Monash University Malaysia Sdn. Bhd., Malaysia
  • Dr. Tengku Ezni Balqiah
    Faculty of Economics and Business, Universitas Indonesia, Indonesia
  • Prof. Dr. Utomo Sarjono Putro
    School of Business and Management, Institut teknologi Bandung, Indonesia
  • Prof. Dr. Ujang Sumarwan
    School of Business, Institut Pertanian Bogor, Indonesia
  • Dean Dr. Yudi Azis
    Faculty of Economics and Business, Universitas Padjadjaran, Indonesia
  • Prof. Dr. Yutaka Kakeda
    School of Cultural and Creative Studies, Aoyama Gakuin University, Japan
  • Dr. Zabeda Bt. Abdul Hamid
    Graduate School of Management, IIUM Academy, Malaysia
  • Dean Prof. Dr. Yasunaga Wakabayashi
    Graduate School of Management, Kyoto University, Japan
  • Dr. Yasmine Nasution
    Faculty of Economics and Business, Universitas Indonesia, Indonesia

3. The ABEST21 Accreditation Process

Step A: Applying to the ABEST21 Accreditation .

  • Step A1: Application for the “ABEST21 School Membership”
    The School has to become a full-school member of ABEST21 when it applies for the ABEST21 Accreditation.
  • Step A2: Application for the “ABEST21 Accreditation Eligibility”
    When the School applies for ABEST21 Accreditation, it has to obtain a qualification for the ABEST21 Accreditation Application. The School submits the completed Accreditation Eligibility Application to the ABEST21.
  • Step A3: Submission of the “ABEST21 Accreditation Application”
    The School submits the ABEST21 Accreditation Application to the ABEST21. Upon receiving the application, the School has to prepare to submit the “Quality Improvement Plan” immediately.

Step B: Reviewing the “Quality Improvement Plan (QIP)”

The School submits its QIP. If the QIP is successful, the School will proceed to preparation of Self-Check/Self-Evaluation Report, and the unsuccessful School will resubmit the QIP.

Step C: Reviewing the “Self-Check/Self-Evaluation Report (SCR)”

The School submits its SCR. In preparing the Report, the School conducts the self-check based on the basic and detailed perspectives of the accreditation standards with the support of the advisory team.

  • Step C2: “Desk Review” and “Peer Review Visit”
    The Peer Review Committee entrusts the Peer Review Team (PRT) of the School with the review of the Self-Check/Self-Evaluation Report. The PRT conducts the Desk Review and the Peer Review Visit.
  • Step C3: Informal announcement of the Draft of the PRT Review Report
    The PRT informally announces the Draft of the PRT Review Report to the School, providing an opportunity for the School to give its comments or objections. If any objection is raised by the School, the Peer Review Team shall conduct a factual survey and coordinate the statement.
  • Step C4: Ratification by the PRT Review Report
    Based on the coordination of opinions between the School and the PRT, the PRT reports the Draft to the Peer Review Committee. The Committee reviews it and decides on the recommendation to the Accreditation Committee.
  • Step C5: Ratification of the ABEST21 Accreditation
    The Accreditation Committee shall examine the Draft Recommendation for accreditation submitted by the Peer Review Committee and deicide by vote whether to submit it to the Board of Trustees.
    Based on the recommendation of the Accreditation Committee, the Board of Trustees reviews the recommendation and finalizes the accreditation. The accreditation result is reported to the stakeholders after the ratification by the Board of Trustees.

Step D: Reviewing the Kaizen Report

  • Step D1: Submission of the Kaizen Report
    The accredited School submits the Kaizen Report for the previous school year by the end of June every year. The Report clarifies the progress achieved in resolving the Kaizen issues based on the action plans analyzed in the SCR.
  • Step D2: Reviewing the Kaizen Report
    ABEST21 will have the School’s Peer Review Team review the Kaizen Report and its correspondence with the action plan, and prepare the Kaizen Review Report. The Peer Review Committee entrusts the Peer Review Team (PRT) of the School with the review of the Kaizen Report. PRT conducts document review and peer review visit and informally announces the draft of the recommendation to the School, providing an opportunity for the School to give its comments or objections. If any objection is raised by the School, the Peer Review Team shall conduct a factual survey and coordinate the statement.
  • Step D3: Informal Announcement of the Draft of the Kaizen Review Report to the School
    The PRT submits the Kaizen Review Report to the Peer Review Committee. The Peer Review Committee examines the coordinated Draft Recommendation based on the feasibility of the action plan and the effectiveness of the quality maintenance and improvement of education. The result is reported to the stakeholders.
  • Step D4: Ratification of the Kaizen Report
    The PRT submits the Kaizen Review Report to the Peer Review Committee. The Peer Review Committee examines the coordinated Draft Recommendation based on the feasibility of the action plan and the effectiveness of the quality maintenance and improvement of education. The result is reported to the Accreditation Committee.
    Accreditation Committee shall examine the Draft Recommendation submitted by the Peer Review Committee and decide whether to submit it to the Board of Trustees. And, based on the recommendation of the Accreditation Committee, the Board of Trustees reviews the recommendation and ratifies the report. The Kaizen Review Report is reported to the stakeholders after the ratification by the Board of Trustees.

4. ABEST21 Management Accreditation Standards
CHAPTER ONE: MISSION STATEMENT

Standard 1-MISSION STATEMENT

“Any School which applies for management accreditation by ABEST21 (hereinafter called “the School”) must define a mission statement for its educational and research activities that provides a framework for how decisions are made by the School’s management.
Criterion1: “The School must stipulate a mission statement.”
Criterion2: “The School must develop its mission statement with the aim of nurturing highly skilled professionals in management who are able to play an active role in the arena of a globalized competition.”
Criterion3: “The School must establish its mission statement in line with the provisions of the second Clause of Article 99 of the School Education Act by Ministry of Education, Culture, Sports, Science and Technology of Japan; which stipulates that Professional Graduate Schools of Business Administration should aim to cultivate scholarship and superior capabilities as required for highly specialized professions.”
Criterion4: “The School must publish its mission statement in brochures, such as its School code, student admission materials, syllabi, and program outlines, and post its mission and goals on the School’s website.”
Criterion5: “The School’s mission statement must be a statement which includes developing expert knowledge, fundamental knowledge and sophisticated expertise in the realm of management.”

Standard 2-MISSION IMPERATIVES

“The School’s mission statement must imply nurturing highly skilled professionals in management and bear part of the larger mission of the parent university.”
Criterion1: “The School’s mission statement must imply nurturing highly skilled management professionals who plays an active role in the globalized competition.”
Criterion2: “The School’s mission statement must bear part of the larger mission of the parent university.”
Criterion3: “The School’s mission statement must be a statement which includes developing expert knowledge, fundamental knowledge and sophisticated expertise in the realm of management.”
Criterion4: “The School’s mission statement must be a statement that indicates the support of the students’ career development.”
Criterion5: “The School’s mission statement must be a statement that indicates contribution to the development of the educational and research activities of its faculty members.”

Standard 3-OBJECTIVES FOR CONTINUOUS IMPROVEMENT

“The School must review its mission statement periodically based on the defined processes which ensure continuous improvement of its mission statement in response to the changes in its educational and research environment.”
Criterion1: “The School must have systematic decision-making processes for reviewing its mission statement.”
Criterion2: “The School must review its mission statement periodically based on the defined processes.”
Criterion3: “The School must form an operational control framework to gather and file relevant information and data in order to review its mission statement on a regular basis.”
Criterion4: “The School must establish the framework for seeking the opinions of stakeholders on reviewing its mission statement continuously.”

Standard 4-FINANCIAL STRATEGIES

“The School must have both short-term and long-term financial strategies to raise necessary funds to realize its mission statement.”
Criterion1: “The School must have a financial basis necessary for realizing its mission statement.”
Criterion2: “The School must develop financial strategies for raising the funds necessary for realizing its mission statement.”
Criterion3: “The School must take appropriate action to secure adequate budgets necessary for realizing its mission statement.”

CHAPTER TWO: EDUCATIONAL PROGRAMS

Standard 5-LEARNING GOALS

“The School must define its learning goals which imply innovation and discovery, global engagement, and diffusion of technology for realizing its mission statement.”
Criterion1: “The School must define its learning goals for its educational programs.”
Criterion2: “The School must publish its learning goals in brochures, such as its School code, student admission materials, syllabi, and program outlines, and publicize them to its students.”
Criterion3: “The School must provide academic assistance to students in choosing the courses in line with their learning objectives, in accordance with the course registration guidelines defined by the School.”
Criterion4: “The School must build a system to enhance communication among students, faculty, and staff, and provide academic assistance to students to help them achieve their goals.”

Standard 6-MANAGEMENT OF CURRICULA

“The School must design its curriculum systematically to realize its mission statement.”
Criterion1: “In designing its curriculum, the School must include core courses to provide a foundation necessary for management education and research.”
Criterion2: “In designing its curriculum, the School must aim at helping students acquire expertise, advanced professional skills, advanced levels of scholarship, high ethical standards, and a broad international perspective which are necessary for management professionals.”
Criterion3: “In designing its curriculum, the School must pay attention to combining theory and practice effectively in line with its mission statement and following the current trends in management education and research.”
Criterion4: “The School must set a process to review its curriculum systematically and update its curriculum periodically.”
Criterion5: “The School must design a system which enables its students to take related courses in other departments at the same university and at other universities, a credit transfer system with other schools, and a system to allow students to receive academic credit by completing an internship program.”
Criterion6: “The School must utilize appropriate educational methods, including case studies, site surveys, debates, discussions, and question and answer sessions between faculty members and students and / or among students.”
Criterion7: “When the School provides distance education, it must aim to maximize its educational effect by utilizing various media.”

Standard 7-EDUCATIONAL LEVEL

“The School must set the quality level of educational content so as to enable students to achieve their learning goals.”
Criterion1: “The School must provide an environment and a guidance system that is conducive to learning and teaching in order to maintain the quality level of educational content.”
Criterion2: “The School must secure adequate classroom hours necessary for completing one credit of each course in order to maintain the quality level of educational content.”
Criterion3: “The School must design adequate time schedules and set a limit to the number of credits which students can take to assure students’ learning efficiency in order to maintain the quality level of educational content.”
Criterion4: “The School must establish clearly defined standards for calculating grades and for evaluating the academic performance of its students, state them in its School code, and inform the students of them in order to maintain the quality level of educational content.”
Criterion5: “The School must take measures that ensure that the completion of the program and the academic performance of students are evaluated fairly, and that grades are calculated in an objective and standardized way in order to maintain the quality level of educational content.”
Criterion6: “The School must set a quota on the number of students registered to a course in accordance with its educational methods, the availability and condition of its facilities, and other educational considerations in order to maintain the quality level of educational content.”
Criterion7: “The School must provide adequate registration guidance, learning guidance and academic and career guidance to respond to the needs of diversified student body including foreign students in order to maintain the quality level of educational content.”
Criterion8: “The School’s faculty members should share information about students’ course records, attendance rates for each program, total credits earned and academic grades, and develop initiatives to improve students’ learning in order to maintain the quality level of educational content.”
Criterion9: “In case of providing shortened programs, the School must ensure that the educational methods and time schedules enable the students to achieve its learning goals in order to maintain quality level of education.”
Criterion10: “The School must provide sufficient support for the students taking distance education programs in order to maintain the quality level of educational content.”

Standard 8-MEASURES TO IMPROVE EDUCATIONAL QUALITY

“The School must improve its educational program quality in a systematic manner to realize its mission statement.”
Criterion1: “The School must review its learning outcome systematically and periodically in order to improve its educational program quality.”
Criterion2: “The School must prepare syllabi which state its educational goals, course contents, course plans, educational methods, class materials, faculty office hours, and standards for evaluating academic performance, and disclose the syllabi.”
Criterion3: “The School must review the contents and practices of its syllabi in a systematic manner.”
Criterion4: “The School must review its curriculum quality by both examining students’ course records, total credits earned, academic grades and career options, and reviewing opinions from stakeholders.”
Criterion5: “The School must do periodic self-check/self-evaluations and publicize the results.”
Criterion6: “The School must conduct faculty development/staff development in a systematic manner in order to improve its educational program quality.”
Criterion7: “The School should establish a system for awarding faculty members who achieve distinguished teaching and research results in order to ensure high quality of education and research.”

CHAPTER THREE: STUDENTS

Standard 9-STUDENT PROFILEY

“The School must specify the target student population and profile of its students to realize its mission statement.”
Criterion1: “The School must specify the target student population and profile of its students.”
Criterion2: “The School must make efforts to secure students with target profiles through its selection processes.”
Criterion3: “The School must provide opportunities for the candidates to take entrance examinations in a fair and unbiased way.”
Criterion4: “The School must update its target student profile periodically to meet the requirements of the School’s admission policy.”
Criterion5: “The School must take measures to attract a diverse student body that possesses a variety of backgrounds and values to meet the needs of globalization.”

Standard 10-STUDENT ADMISSION

“The School must clearly stipulate its admission policy in its selection processes.”
Criterion1: “The School’s admission policy must be a policy to accept students with target profiles.”
Criterion2: “The School must clearly articulate its admission policy and selection criteria in brochures such as student admission materials and show them to all prospective candidates.”
Criterion3: “The School must evaluate the scholastic abilities and aptitudes of candidates in a consistent and objective fashion through its selection processes.”
Criterion4: “The School must match the actual number of student enrollment with the required enrollment through its selection processes.”
Criterion5: “The School must review the needs of its target student profile periodically to secure the necessary number of students.”

Standard 11-STUDENT SUPPORT

“The School must have appropriate student support systems that help students concentrate on their academic work.”
Criterion1: “The School must take various measures to provide financial support to students who need it.”
Criterion2: “The School must have administrative offices which collect and process relevant information and provide consultation for the students concerning academic guidance and career development.”
Criterion3: “The School must establish support systems to provide academic counseling and any other support that students require.”
Criterion4: “The School must provide appropriate academic support and lifestyle support to international students and disabled students.”

Standard 12-STUDENT INCENTIVE

“The School must take measures to enhance the academic progression of its students to realize its mission statement.”
Criterion1: “The School must have a system that rewards students who achieve excellent academic results.”
Criterion2: “The School must have a system for providing academic support to the students who face difficulties with continuing their studies.”
Criterion3: “The School must hold orientation programs at the time students enter the School, before the new academic year begins, or when the curriculum is updated, to provide incentives for students to achieve high standards of academic work.”

CHAPTER FOUR: FACULTY

Standard 13-FACULTY SUFFICIENCY

“The School must maintain an adequate faculty organization to realize its mission statement.”
Criterion1: “The School must have a number of participating faculty members that is adequate for its educational programs.”
Criterion2: “The School must maintain a sufficient number of full-time Professors and/or Associate Professors for the courses in the educational programs.”
Criterion3: “The School must secure adequate number of practically qualified faculty members.”
Criterion4: “The School must ensure that the ratio of full-time and part-time faculty members in its faculty organization is appropriate.”
Criterion5: “The School must maintain faculty diversity in terms of age and gender.”
Criterion6: “The School must maintain faculty diversity to meet the needs in the age of globalization.”

Standard 14 –FACULTY QUALIFICATIONSY

“The School must hire faculty members who possess intellectual qualifications, relevant expertise and teaching skills necessary for realizing its mission statement.”
Criterion1: “The School must maintain qualified participating faculty members for each of the majors it offers in accordance with the following criteria:
1) Faculty members recognized as possessing outstanding accomplishments in research or education;
2) Faculty members recognized as possessing outstanding skills in their field of study;
3) Faculty members recognized as possessing outstanding knowledge and experience in their field of study.”
Criterion2: “The School must set rules and standards for recruiting and promotion of faculty members.”
Criterion3: “The School must have a promotion system for faculty members and evaluate each faculty member fairly and objectively through this system.”
Criterion4: “The School must periodically assess its faculty members by reviewing their educational and research performance during the last five years.”
Criterion5: “The School must disclose information about the educational and research performance of participating faculty members during the previous five years.”
Criterion6: “The School must evaluate academic performance of professional faculty members periodically, and assign the courses which they teach appropriately.”

Standard 15-FACULTY SUPPORT

“The School must have an educational and research environment necessary for promoting educational and research activities of its faculty members.”
Criterion1: “The School must limit the number of courses its faculty members teach so that faculty members can secure time to develop their educational and research activities.”
Criterion2: “The School must have a support system to secure the research funds necessary for promoting faculty members’ educational and research activities.”
Criterion3: “The School must have a support system including administrative and technical support staff necessary for promoting faculty members’ educational and research activities.”
Criterion4: “The School must take appropriate steps to vitalize its educational programs so as to promote the educational and research activities of its faculty.”

Standard 16-RESPONSIBILITIES OF FACULTY MEMBERS

“The School must ensure that the faculty members strive to communicate with its stakeholders and that their research and teaching activities are aimed at achieving the School’s mission statement.”
Criterion1: “The School must ensure systematically that the faculty members continuously develop and improve their course contents, materials used in their courses, and teaching methods based on the results of the self-check/self-evaluation and the student evaluation.”
Criterion2: “The School must ensure systematically that the faculty members strive to teach cutting-edge expertise and specialized knowledge in their respective fields of study in order to achieve the learning goals.”
Criterion3: “The School must ensure systematically that the faculty members set office hours and actively communicate with the students through e-mail in order to help them to achieve their learning goals.”

CHAPTER FIVE: SUPPORTING STAFF AND INFRASTRUCTURE

Standard 17-EDUCATIONAL RESPONSIBILITIES OF STAFF

“The School must have an appropriate administrative system to support educational and research activities of its faculty members in order to realize its mission statement.”
Criterion1: “The School must institute management systems, including faculty meetings and executive committees, to discuss administrative issues and to make and enforce the decisions required to achieve its mission statement.”
Criterion2: “The School must institute administrative systems which are in an appropriate proportion to its size and status.”
Criterion3: “The School must institute administrative systems which are able to respond to the needs of globalization.”
Criterion4: “The School must institute administrative systems that adequately support the educational and research activities of its faculty members.”

Standard 18-INFRASTRUCTURE SUPPORT

“The School must maintain educational and research facilities and other infrastructure needed to achieve its mission statement.”
Criterion1: “The School must maintain an appropriate number and quality of its facilities, such as classrooms, seminar rooms, and study rooms, in order to enhance the efficiency of its educational programs.”
Criterion2: “The School must provide an office for faculty members to prepare for class, especially an individual office for each full-time member.”
Criterion3: “The School must systematically maintain a collection of books, academic journals, and audiovisual materials necessary for the educational and research activities of both students and faculty.”
Criterion4: “The School must effectively utilize and maintain facilities and equipment appropriate for its educational and research activities and the delivery of its educational programs.”
Criterion5: “The School must provide study environments which enable students to engage in self-study, and encourage students to make use of these environments.”

II. The Peer Review Team Comprehensive Evaluation

1. PRT Quality Assurance Evaluation

1) The School’s Mission Statement

Each study program in FEB has different emphasis in its mission statement. For ABEST21 accreditation evaluation, we herewith present the mission statement of Master of Management Postgraduate Program. Realizing the importance of managerial competence as well as regarding the vision both at the university and at the faculty level, the vision for MM FEB UKSW is stated as follows:
“Becoming a reliable education institution in shaping future professional managers who have high integrity, inventiveness, professional capabilities, and global insight.”
As the primary guidance for Master of Management Study Program in implementing its work procedures, the missions of MM FEB UKSW are formulated as follows:

  1. To promote character building and creative-realistic thinking resulting in highly qualified research-based management knowledge.
  2. To be fully committed to serving and implementing highly qualified teaching & learning process in the management field.

It is necessary to have more specific goals and objectives to carry out the mission statements. The objective measurements should be challenging but still realistic. MM FEB UKSW, therefore, derives its objectives from a set of goals as follows:
Faculty member resources:
Goals:

  1. The faculty members are committed to implementing continuous improvement to develop high quality teaching and learning process as well as research and international publications.
  2. The management of MM FEB UKSW ensures the availability and sustainability of highly qualified faculty. Objectives:
  1. Obtain international recognition from Asian accreditation body such as ABEST21 as a commitment to comply with the international standards.
  2. Adopt and implement some best practices in teaching and learning process from the leading universities in South-East Asia region.
  3. Ensure that 50% of the faculty members have international publications listed in the Scopus Index for the period 2018-2022.
  4. Plan and execute human power planning.

Tangible and Intangible Supporting Resources:
Goals:

  1. The adequate infrastructure, facilities, and systems are available to support high-quality teaching and learning process.
  2. Organizational culture and academic atmosphere are supportive in boosting the academic performance of faculty members and students.
  3. Monitoring and controlling systems to encourage the vision and mission accomplishment are well implemented.

Objectives:

  1. Develop necessary infrastructure, facilities, and systems to comply with the international standards as in the leading universities in South-East Asia region.
  2. Develop organizational culture and academic atmosphere based on the spirit of servant leadership.
  3. Develop monitoring and controlling system to encourage the vision and mission accomplishment consistently and continuously followed by necessary follow-up actions.

Student Resources
Goals:

  1. The secured enrollments increase every year.
  2. The student profile is expanded.

Goals:

  1. 10% increase in the secured enrollments every year.
  2. 20% of MM FEB UKSW students having business and government professional background.

2) The School’s Educational System

MM FEB UKSW requires a time commitment of at least three full semesters for the Students to undergo courses on campus UKSW Salatiga (onshore Student). The courses are delivered each semester according to the School’s curriculum. The full-time Students study on campus UKSW Salatiga (onshore Student) from Monday to Saturday from 08:00 AM up to 08:00 PM. The course load is 12 credits per semester. One credit consists of 1 hour of face-to-face course, 1 hour of structured activity, and 2 hours of independent study. Based on such calculation, Students ideally spend at least 48 hours a week to carry out their studies.
Teaching and learning process at MM FEB UKSW includes courses, seminars (colloquium), regular discussions and self-study. Courses and seminars (colloquia) are face-to-face meetings in the classroom following the timetable set by MM FEB UKSW. Regular discussions among students and between students and professors in the classrooms create meaningful interaction that allows enrichment and understanding of the subjects studied. Furthermore, independent activities are carried out in the form of literature search, assignments and discussions on campus.
Each course presented in the curriculum requires a Syllabus and a Course Outline which contains teaching materials for each course. A group of Lecturers periodically reviews both Syllabus and Course Outline. Course materials consist of the standard material sourced from textbooks and developed materials following current research and technology trends. Course content is expanded and updated using the latest textbooks, case studies and empirical researches coming from the magazines and the latest scientific journals, both national and international. Lecturers and students can access those materials both in the hardcopy and online through the institution’s library. For example, Students of Human Resource and Strategic Management concentrations can access the journals of Management; Organization Management Journal; and the Harvard Business Review magazines. The Students of marketing concentration can use the latest editions of the Journal of Marketing, Journal of Marketing Management, and Marketing Management Journal. Students of finance concentration can access the Journal of Finance, Accounting & Management, Journal of Finance, and the Journal of Financial Research. International Management Students can access International Management Review, International Finance, and International Business Systems.
Exams are conducted to evaluate the level of students' understanding of a particular subject. Exams are conducted in the form of Mid-Term and Final Test. Test materials include both standard materials and the ones adjusted to the latest science and technology development at home country and abroad. The nature of the test can be a close examination (closed book) in the classroom, or open (open book) either inside or outside the classroom, or in the form of a paper/case studies submitted in the form of reports or class presentations. According to the academic regulations, students are not eligible for the Final Test if they do not meet the minimum 80% requirement of class attendance.
Within their last semester, the students prepare a research proposal on the campus, and then the research process/data collection is performed at a certain location stated in the proposal. Research topics are developed through an independent search in academic journals, discussions with fellow students and professors who are likely to have significant issues for further study. Students have an opportunity to discuss their research with individual professors, both formally and informally, to explore the possibility to be supervised by one of them. If the faculty agrees with the proposed topics, then students submit a written application to the Head of Study Program, signed by the professors, the thesis advisor candidate. Next, the application letter is discussed in the study program’s meeting. If the meeting approves thesis topics and the request for advisors, advisors are appointed to supervise the student’s thesis, based on their expertise and interests. The supervising process can be officially started after the Supervising Decree is issued by MM FEB UKSW. Lecturers and students work together in the preparation of a thesis proposal. A team of examiners consisting of three professors from the appropriate field will evaluate a thesis proposal, in an open scientific forum attended by other students. The thesis proposal will get necessary inputs to improve the prepared research plan.
In writing the thesis, students must refer to the Guidelines published by MM FEB UKSW. Students are required to have regular weekly consultations with the designated supervisor. An academic coordination meeting between the supervisor and the Chairman of MM FEB UKSW is conducted at the end of the semester, to monitor the progress of thesis writing and to identify potential problems before they become real problems which may prevent the students from completing their thesis on time.
At management unit level, quality assurance rules are described in the Quality Assurance Manual. MM FEB UKSW has its thesis quality assurance team. Through the thesis examination commission, the team evaluates the quality of the thesis completed by the student. Thesis examination commission consists of thesis supervisors and examiners. Thesis Quality Assurance Team has implemented the quality assurance well so far.

3) The School’s Education Degree Programs

FEB UKSW has seven educational degree programs ranging from Diploma to Doctoral Program. These are one Associate Degree Program in Secretary, three Undergraduate Programs (Management, Economics, and Accounting), two Postgraduate Programs (Master of Management and Master of Accounting) and one Doctoral Program in Management. Each program focuses on the specific expertise that Students would like to pursue.

A. Associate Degree Program in Secretary

The Secretary 3-Year Associate Degree Study Program prepares students to be professional secretaries with multi-lingual abilities. Sixty percent of classes are taught in English, with additional elective courses like Japanese and Mandarin languages. The curriculum of the Secretary 3-Year Associate Degree Study Program is designed to meet the industrial world’s demand of competent secretaries who are capable of performing secretarial, communication, and managerial tasks.
Below are some skills developed in the Secretary 3-Year Associate Degree Study Program:

1) Office Communication Skills:

  • Public Speaking
  • Telephoning, Meeting
  • Participating in a Job Interview
  • Negotiating
  • Letter Writing
  • Report Writing
  • Personal & Career Development.

2) Secretarial Skills:

  • Office Automation
  • Keyboarding
  • Filing, both manual and electronic
  • Computing (Word Processing, Spreadsheet, Database & Presentation Preparation).

3) Managerial Skills:

  • Accounting for Secretaries
  • Management for Secretaries
  • Leadership for Secretaries

B. Undergraduate Program in Management

Undergraduate Program in Management was established in 1959. As a dynamic educational entity, it is required to continuously improve itself through an action-reflection process to catch up with development over time and to respond to the various problems in the society. Teaching quality becomes the primary emphasis enabling the program to equip the students with sufficient knowledge and abilities. Thus, the graduates will be able to provide positive contribution to society and national development, as well as to answer challenges over time.
Facing these challenges, the Management Undergraduate Program focuses on producing future leaders who possess entrepreneurial minds as well as innovativeness. The graduates are expected to have the following characteristics:

  1. Being familiar with management theory and its practical applicability.
  2. Being competent in their professional fields, and able to act with integrity, demonstrate ethical and moral behavior.
  3. Having the characteristics of independent learners who are critical and willing to continue to learn in the middle of a changing environment.
  4. Being able to manage changes creatively and realistically.

C. Undergraduate Program in Economics

Undergraduate program in Economics has been in existence since 1956. As one of the programs which initiated the establishment of UKSW, it used to be known as the World Business Study Program. It changed its name to Undergraduate Program in Economics to comply with Minister of Education Decree No. 0217/U/1995 regarding valid national curriculum for Educational Degree Programs.
The Program strives to develop graduates who are able to become excellent teachers for middle schools, high schools, and vocational high schools. The graduates’ professional skills include: (a) understanding of the students they serve, (b) knowledge of the economic concepts, procedures, and principles, (c) pedagogical skills, and (d) ability to develop in their profession.
The Program produces graduates with the following characteristics:

  1. Having minimum general teaching competencies in their study fields, e.g. cooperative economics, marketing, office work, and accounting for students.
  2. Able to teach economics study in secondary school, high school, and vocational high school.
  3. Competent in information technology and education communication and proficient in English.
  4. Ability to work as a business manager with necessary professional skills in management and business operations.
  5. Ability to work as a business manager with necessary knowledge of economics and certain concentration fields.

D. Undergraduate Program in Accounting

The undergraduate program in Accounting was established in 1993 and started operating in 1994. It was one of the first accounting study programs in Indonesia. Receiving an A accreditation status in 2008 from the National Accreditation Body confirmed the Program’s quality. Students also undergo an A and B tax certification program along with class practice and apprenticeship (optional), which helps them to enter the working world.
Program graduates work in many leading institutions/companies in Indonesia (Government Offices, National Armed Forces of Indonesia (TNI)/Police, private, State-Owned Corporations (BUMN), or Non-Governmental Organizations (NGO). Many of the alumni work in the accounting field (auditing, taxation, and accounting) or other related areas like system analysis, investment management, or finance. The Program has partnerships with Indonesian offices of the international companies like PWC, KPMG, and Deloitte.

E. Postgraduate Program in Management

Master of Management Postgraduate Program of FEB UKSW was established in line with UKSW’s vision to provide top-level education. Thus, FEB initiated to set up a postgraduate program, following an A accreditation status for the Bachelor of Management Program, as stated in Accreditation Certificate No.00920/Ak-1.1/UKKMXX/VIII/1998, issued by the National Accreditation Body.
Directorate General of Higher Education declared UKSW eligible to conduct Master of Management Postgraduate Program, as stated in the Department of National Education decree No.118/DIKTI/Kep/2000, dated 24 April 2000. Following this, Master of Management Postgraduate Program opened in September 2000. The Program received an “Excellent” accreditation status on 8 December 2005 as stated in Accreditation Certificate No. 00570/Ak-IV/S2-011/UKKMMJ/XII/2005. This achievement is continually sustained by adding various academic activities, improving supporting facilities and infrastructure, and faculty development.
MM FEB UKSW supplies knowledge to potential future leaders, with the various academic background. Thus, it can answer the challenges and demands for professional managerial needs. An “A” accreditation status from the Higher Education National Accreditation Body (BAN-PT) certifies that the teaching and learning process based on continuous improvement ensures producing inventive professional managers with a global insight.
Graduate Profile / Career Opportunities:

  1. Professional Managers in Companies
  2. Government Institutions staff
  3. Entrepreneurs (open business field)
  4. Teaching Staff in Economics Faculties in Higher Educational Institutions.

The Management Master’s Degree Study Program has five concentrations:

  1. Human Resource Management
  2. Marketing
  3. Finance
  4. International Management
  5. Church Management.

F. Postgraduate Program in Accounting

Postgraduate Program in Accounting is offered based on the operational permit issued by the Directorate General of Higher Education No 1865/D/T/2009 on October 15, 2009.
The Master of Accounting Program offers seven concentrations: Regional Government Accounting; Foundation Accounting; Family Business Accounting; Auditing; Finance; Accounting Research; and Accounting Education. It admits potential students from various disciplines, has a relatively affordable cost and quality emphasis.
The Program provides two educational paths: Applied Accounting Master’s Degree Program (Master of Accounting/M.Acc) and Academic Accounting Master’s Degree Program (Master of Science/M.Sc). The curriculum is designed to assist students to develop their capacities to analyze, evaluate, make judgments, and act professionally and ethically in their future jobs.
The goal of the Master of Accounting Program is to produce potential leaders who can integrate theoretical accounting concepts and technical expertise so that they can contribute to the society using the knowledge and skills they possess supported by high professional ethics. The opportunity to climb the career ladder is widely open, and it is expected for them to gain strategic positions in business or governmental organizations.

G. Doctoral Program in Management

FEB UKSW operates the Doctoral Degree Program in Management based on a decree from the Directorate General of Higher Education No. 4689/D/T/2008. The Program aims to supply knowledge to potential future leaders, not only those who have management backgrounds but also those who desire to develop and apply management competencies in various academic fields.
Graduate Profile / Career Opportunities:

  1. Professional Managers at Companies
  2. Government Institutions Officials
  3. Entrepreneurs (open business field)
  4. Teaching Staff in Economics Faculties at Higher Educational Institutions.

The Management Doctorate Degree Study Program has three concentrations:

  1. Human Resource Management and Strategic Concentration
  2. Marketing Concentration
  3. Finance Concentration.

4) The School’s Scope of Accreditation

The scope of accreditation is the Master of Management program (MM FEB UKSW). MM FEB UKSW has been a member of ABEST21 since 2013 and also this program has been granted "A" (Excellent) level of national accreditation for three consecutive periods since its establishment.

5) The Peer Review Team

Leader Dr. BM Purwanto
Faculty of Economics and Business, Universitas Gadjah Mada, Indonesia
Member Dr. Irwan Trinugroho
Faculty of Economics and Business, Universitas Sebelas Maret, Indonesia
Member Principal Director Arfah Salleh, Ph.D.
Human Governance Institute INC., Malaysia

6) The Peer Review Schedule

Process Committee Date
Ratification of the Quality Improvement Plan Peer Review Committee Nov. 9-10, 2016
Implementation of the Peer Review Visit Peer Review Team Sep. 7, 2017
Ratification of the Self-Evaluation Report Peer Review Committee Nov. 25-26, 2017
Ratification of the PRT Review Report Peer Review Committee Mar. 5, 2018
Recommendation of the ABEST21 Accreditation Accreditation Committee Mar. 5, 2018
Ratification of the ABEST21 Accreditation Board of Trustee Mar. 6, 2018

7) The ABEST21 Peer Review Result
(1) Comprehensive Review

“ABEST21 certifies that the School’s educational and research activities satisfy more than half accreditation standards. However, there is room for KAIZEN in quality maintenance and prospects for the improvement of education and research.”
In its SCR, the School has properly described and explained its plan, activities, controls, and interventions to make improvements in realizing its mission and vision.

(2) The Period of Quality Assurance

Accreditation commences April 1, 2018 for a five-year period. After the accreditation, the School must implement the yearly plan according to its action plan, and respond to the expectations of the social stakeholders. Therefore, the School is required to submit the progress report (KAIZEN Report) by the end of June at the 3rd year after being accredited.

2. Good Practice in Management Education

“Management Education through Cross-cultural Communication”
The School has taken an active role in promoting diversity and cross-cultural understanding through its curricular and non-curricular activities. These activities promote peace, and such initiatives are getting more relevant in the globalized environment, especially for Indonesia, a country that is culturally, geographically, and demographically diverse.

3. Matter to be noted

There is an issue of the lack of coordination between the School and the University in planning, budgeting process and disbursement of funds which needs to be improved. In fact, the School has a substantial budget for the development programs. However, the budget should be allocated in efficient and effective ways.
In addition, the School has provided detailed information about the standards used in evaluating its performance in various aspects, mainly related to the achievement of learning goals, research, and community services.

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