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Strengthening Institutional Management in non-autonomous public Higher Education Institutions

INDONESIA – Managing Higher Education for Relevance andEfficiency (IMHERE) Project

BOOK I : Self Evaluation Report

Name of institution: HASANUDDIN UNIVERSITY

Directorate General of Higher EducationMinistry of National Education

June 15, 2006

Chapter 1

INTRODUCTION

Since 2004 Hasanuddin University (Unhas) has prepared a set of documents to support its transformation into BHP status. This early preparation is mostly triggered by the fact that the Directorate General of Higher Education (DGHE) has intensively prepared a BHP Law as a consequence of the National Education System Law No: 20 Year 2003. Among others, BHP status is considered as the most appropriate vehicle to bring a new mind set to all Unhas community, a mind set which is consistently eager to produce high quality work.

The Unhas BHP documents consist of three main documents namely Self Evaluation Report, Strategic Plan, and Transitional Plan. The substantive point of these documents is to justify that after transforming into a legal entity (BHP), Unhas will be able to sustain and even to improve its existing quality. Analysis performed indicated that the sustainability of Unhas-BHP will be determined by at least four interrelated aspects; First, Unhas attractiveness as (i) a conducive place to study for new incoming students and new participants for training/life-long learning, (ii) a good place for academic and administrative staff to do activities, (iii) a reliable and quality partner for industry, government, and community in general; Second, capacity own by Unhas-BHP that is required to support implementation of its mission. This category includes availability and quality of human resources, supporting facilities, and operational costs; Third, the ability of Unhas-BHP in sustaining and improving quality and quantity of its learning capacity; and Forth, quality of its organization and management. This forth aspect is principally important because it will directly affect the other three aspects.

The above mentioned documents had been submitted to the Board of Higher Education (BHE) of the DGHE in July 2005. Based on the BHE responds, these documents were then revised (first revision) and resubmitted in March 2006. An intensive discussion between the BHE and Unhas-BHP taskforce was conducted last April 2006 which was intended to clarify the substance the revised documents. The second revision as required after the clarification process is just underway. Although this process is relatively slow and at the same time the BHP Law has not been approved, Unhas is very much convinced that the programs set up in the documents could lift up Unhas quality to a significant level. For this reason, Unhas top management has been committed to use these documents as the backbone of its strategic and operational plans.

The presence of IMHERE project is just a good opportunity for Unhas to gain support in preparing its autonomous legal status. This project is just in line with the intention of Unhas, specifically in setting up a quality management as the main basis to sustain and even to improve Unhas existing quality. With this fact, Unhas has participated in this IMHERE competition since Batch I was launched.

During the Batch I competition, Unhas along with UNAIR, UNIB, and UNSUD had been passed up to the site visit stage. Unfortunately, only UNAIR and UNIB are granted. Unhas failure in the Batch I competition does not discourage the university management to take part for the next competition. This is mostly related to the university intention to consistently pursue any opportunity that in somehow will strengthen and speed up its quality improvement. For this reason, Unhas again participates in this Batch II competition.

The process of the proposal development in this Batch II started with the reviewing process towards the old proposal. The university taskforce has spent time to review all possible drawbacks, specifically those mentioned on the reviewers’ comments both from desk evaluation and site visits. To validate and enrich the quality of the Self Evaluation Report and Programs, the task force has also conducted several in-depth discussions with all management

Self Evaluation Report 1

levels including University Rector and Vice Rectors, Deans, Heads of University Research Center and Community Services, Bureau Heads for academic affairs, student affairs, financial affairs, planning and information system affairs, and administrative affairs. University Information Center also involved in this discussion to get a better sense on the state of the art of university information system. The discussions have indeed produced a common ground regarding the shortcomings of Unhas existing management that leads to the current existing condition. All possible solutions related to the existing problems are discussed intensively as well in the event. All valuable information solicited has indeed included in this document.

Hence, aside of improvement in analysis of SER and soundness of the program, the most significant improvement made from the previous one was the involvement of all parties particularly those involve in management activities including supporting staffs and stronger roles and directions of leader during proposal development. Through such process, the proposal is not belong to the task force but more importantly is belong to the university community particularly the management.

Prior to the finishing touch, the IMHERE taskforce along with the Unhas-BHP personals double checked the consistency of the programs proposed with the overall university strategy elaborated in the BHP documents. A summary of the entire programs along with their triggering problems is also presented to the university top management to get their sense in this manner. With this intensive process, it is expected that this proposal has a better quality than the previous one. If indeed this proposal is granted, it will definitely enhance Unhas capacity in such away there will be no doubt that Unhas will sustain and become more attractive when it is granted autonomy status.


Chapter 2

ENVIRONMENTAL SETTING

This chapter describe the environmental setting of Unhas, including the dynamic strategic environment (the trend of environmental condition that will be faced by the institution) and the prevailing regulation that will affect the institutional management decision (instrumental input). The chapter is concluded with strategic issues as a summary of opportunities and threat to be faced by the institution.

2.1 Geographical, Social and Economic Environments of the University

Although Unhas is located in Makassar, the capital city of South Sulawesi, the environment that affects Unhas and affected by Unhas, covers Eastern Indonesia, including Papua, Maluku, Kalimantan, Sulawesi as well as Bali. Moreover, geographically, Makassar has become the center of economic activities in the eastern part of Indonesia.

Administratively, Eastern Indonesia covers 14 provinces from Kalimantan to Papua. The total area of those provinces is 1,166,890 km2 covering about 60% of the area of Indonesia of 1,919,443 km2. Based on the magnitude of this region, it is obvious that Eastern Indonesia is associated with the future of Indonesia.

If we look at the availability of natural resources in the provinces of Eastern Indonesia such as Kalimantan, Sulawesi, Maluku and Papua, the potency is very abundant and variable, from mining resources, forestry resources, agricultural resources, as well as marine resources. The problem is that its utilization is not yet optimal due to limited quantity and quality of human resources capacity as well as lack of infrastructures in this region.

Based on the age structure of the population, the average percentage of people with age between 15 and 19 is roughly 10.5% of the population. This means that, from the 2005 population data, the number of children who is potential to continue their education to university is quiet high. Just for South Sulawesi, the estimated number of children age 15-19 in 2005 was more than 900 thousand children. This is a great potential for having high quality candidates for the new incoming student.

The competition among Eastern Universities in attracting new students, especially high quality candidates, is tighter due to generally low achievement of senior high school graduates in this region. Current data clearly indicate high failure rate of senior high school students in the National Final Exam (UAN) for 2005 in this region. For example, the failure rate in Papua was around 73% in UAN 2005.

From economic perspective, the Gross Regional Domestic Product (GRDP) per capita in this region in 2003 indicated that it was variable from Rp. 2,402,300 (East Nusa Tenggara) to Rp. 36,946,100 (East Kalimantan), or averaging Rp. 7,511,914. This average figure was just slightly lower than that nationally of Rp. 8,304,300 or of Western Indonesia of Rp 8,857,156 (BPS, 2003). This means that in terms of income, the provinces in this region is quiet comparable to that of Western Indonesia. However, if we look at specifically for South Sulawesi, where most of Unhas students are coming from, its PDRB per capita was only Rp 4,772,000 or just 57.5% the national figure.

Further analysis indicates that monthly expenditure per-capita of South Sulawesi is below Rp 150.000,- Only about one million population (about 12%) with an expenditure more than Rp 300.000,-. This indicates that the purchasing power, including for education


purpose, in this province is low. This means that higher tuition fee will be difficult to be imposed.

If we look at contribution of two main sectors, agriculture and industry, on the PDRB in this region, it is clear that agricultural sector contributed significant percentage than industry. At national level, contribution of agriculture and industry on GRDP per capita was 16.58% and 24.65% respectively. Contrary, the data for Eastern Indonesia was 32.32% and 10.33%. But the figure for Eastern Indonesia was variable ranging from 6.55%: 38.75% in East Kalimantan to 49.13%: 8.31% in Central Sulawesi. For the South Sulawesi itself, the data was 35.82% and 11.46% (BPS, 2003). These data strongly indicate that economic activities in this region are mostly driven by agricultural sectors. It is unfortunate, however, since most of these agricultural products are not supported by relevant industries to perform any further processing to generate high value derivative products, except for Palm Oil and Sugar Cane Industries. As a result, most of the agricultural products are exported in the form of raw materials.

In summary, the strategic spatial environments still widely open good opportunities to Unhas to add knowledge contents to each product and service.

2.2 Dynamic Strategic Environment

There have been tendencies in driving the dynamic global environment that directly or indirectly affected the development, position, and role of higher education institutions. Basically, these tendencies are interconnected each others, therefore just for simplification, these tendencies are classified into the following groups;

a. Shifting in knowledge paradigm

The shifting in knowledge paradigm from reductionism-determinism into holism-synergetic tends to promote the fusion of knowledge. This shifting creates a significant impact to the development format of knowledge in higher education institutions, including Unhas, that commonly provide traditional teaching and research activities in the groups of disciplines in which each discipline is separated by a great barrier. A change in the education format and the knowledge development into holism format (ability to produce graduates having a holism view with high professional skills in their specific disciplines) can be considered as an opportunity but also a challenge as well.


b. Rapid development in science and technology

A rapid development in science and technology has shifted a resource-based economy into knowledge-based economy. This fact is a challenge for any higher education institution to play more significant role in improving the quality of society techno-structure to avoid entrapping in the process of marginalization. In addition to that, the rapid development in science and technology has also caused a certain competence becoming quickly out of date.

The redefinition of knowledge concept obviously should be followed with the reorientation of education system. Education activities that previously more focused on the transfer of knowledge substances or contents to the students should be more directed to the development of activities that enhance the learning capacity of the students.

A rapid development in Information and Communication Technology (ICT) has also driven a significant new challenge to the several assumptions related to the traditional idea of higher education as well as the transformation of higher education format. A distance learning or e-learning (virtual campus) is projected to be a new alternative method equal to the format of traditional education (campus-based education).


c. Globalization

In the AFTA era, there will be opportunities as well as challenges for the higher education institutions to prepare their graduates capable of competing and establishing partnership with workers from ASEAN countries. These opportunities and challenges have forced higher education institutions in Indonesia including Unhas to fundamentally manage teaching and learning process in order to be capable of producing high quality graduate that meet with international requirements or at least regional requirements.

The impact of globalization affected the substance of education program at all levels should be given an equal portion towards the above perspective. Studies on arts, history, language, politics, religion, and culture from other nations related to the adequate comprehensiveness and capability on international dynamics are important topics to assure the successfulness of each profession.

Another important change brought by globalization is a significant shifting in the basic idea of higher education. A debate on the idea between education for all or education democratization and quality of education that in most cases have restricted access to the higher education institutions due to limited funding available to manage continual increase of education operation cost. Privatization of higher education institutions is a sensitive issue that would shift or affect the quality and integrity of values and traditional idealism of higher education. Therefore, all higher education institutions including Unhas should address this issue properly and wisely.

d. Shifting in aspiration

There has been a fundamental shifting in the aspiration towards democratization and transparency of almost all aspects of life including human rights, social justice, and gender either at national or international level. One of the main impact of this shifting is a trust deterioration towards all forms of institutions including the government itself, family and religion, as well as self sufficiency and substance of profession and job at all grass-root activities.

An aspiration shift in the social and politics has been demonstrated in the form of reforming all aspects of social and political institutions after monetary crisis that may bring this nation into a chaotic situation. At this present, the higher education institution is perhaps the only institution capable of functioning as a nation bond since other institutions either social or politics including the government itself is now still searching for their new forms.

In parallel with the external pressure on a holism view, the only way for higher education institutions in order to keep surviving is the idea and realization of partnership with other institutions in responding to the pressure of competition. The idea of partnership, instead of competition, can be regarded as an effort to share with others for the sake of sustainable development. Share with others means that all parties are requested to appreciatively give the benefit to each other. Therefore the respective higher education institutions, with all efforts, should develop healthy and conducive academic atmosphere that promote the development of mimetic culture quality.

e. Learning Enthusiasm and Demand


The tendency of society transforming into a knowledge-based society as described previously has been triggering the learning enthusiasm to be higher and higher. This phenomenon is indicated by the tendency of parents to look for high quality education institutions for their children such as sending their children to well known overseas universities. In the year of 2003, it was estimated that more than 60,000 Indonesian students went to overseas for continuing their education. They spent more than 10 trillion rupiah just for their tuition fees excluding living allowances, a fantastic number that is much higher than the national annual budget for higher education i.e., only 4.3 trillion rupiah. This tendency shows that there has been a significant market segment for higher education institutions as far as they can improve their quality continuously.

f. The Regional Development and Autonomy

The decentralization or regional autonomy which is currently still seeking the ideal format, at least will give an opportunity as well as new responsibility for higher education institutions to actively participate in the development of their region. Higher education is probably the only reliable source capable of providing human resource and technology to meet the regional development needs.

Actually, the problem faced by higher education institutions is the readiness of the higher education institution themselves. At one side, the higher education institutions should focus on overcoming the internal problems to avoid marginalizing, while at the other side, they are expected to give real contributions to the regional development. The limited resources availability of higher education institutions in the region of eastern Indonesia is the main barrier for them to simultaneously perform both roles. It must be admitted, however, the active involvement of higher education institutions in their region will open an opportunity for them to generate new additional incomes to improve their education quality.

2.3. Policies and Regulations

There have been government policies and regulations, particularly related to the policy on the development of higher education that Unhas should take into account during development process of strategic planning. In order to keep consistent with the previous internal regulations, Unhas should also accommodate the government regulation and policy, especially in higher education policy. These include the following policies and regulations as follows:


National Education Policy The Law Number 20 year 2003 on national education system is clearly stated the compulsory of all higher education institutions to transform into legal entity status. Nevertheless, based on the draft of the law of BHP there has been a great opportunity for higher education institutions to develop themselves due to a wider autonomy given by the government. In addition to that, based on the constitution 1945 (after amendment), the government has an obligation to allocate at least 20% of government annual budget (either at national or local level) into education sectors. The national education policy is clearly defined in the National education law No. 20, year 2003 regarding the system of the national education. The law states: (i) the base of the national education is the Five Principles of the Republic of Indonesia (Pancasila) and the Constitution 1945; (ii) the function of the national education is to develop capability and to build an admirable nation character and culture in order to lighten the nation life, aimed to develop the potency of the student to become human being who believes in the all mighty God, with honorable attitude, healthy, educated, skillful, creative, independent, and be democratic and responsible citizen. Other guideline for conducting higher education is the government regulation No. 60/1999. In that regulation, it is stated that the university is expected to play a strategic role as a center for implementation and development of higher education, preservation for construction and development of science and/or arts as a scientific society having noble aspiration, as an educated society who feels affection for learning and serving the society and conducting valuable research which in turn will improve the life quality of the society, the nation, as well as the country. Higher Education Policies and DirectionsAt least, there have been 2 (two) policies regarding the higher education management that will predominantly affect the future existence of higher education institutions in Indonesia. The first is the new paradigm of higher education. This paradigm is formulated based on the intention to use a continuous quality improvement as the main consideration in conducting the academic activities. For this reason, it is required restructuring the governance of higher education institutions by placing forward of 4 (four) aspects i.e., autonomy, accountability, and accreditation and evaluation. The implementation of new paradigm has brought several significant changes, i.e., (1) change in accreditation system which is performed by the National Accreditation Body (BAN) that requires self evaluation as an actualization of the university accountability to the stake holder, (2) change in the state university funding system from allocation into competition, and (3) change in the university planning model from top-down planning into bottom-up planning. The second policy regarding higher education management is higher education long terms strategies (HELTS) 2003 – 2010. The main point of the HELTS is that the development of higher education in Indonesia will be directed toward three paramount issues, namely improvement of nation’s competitiveness, autonomy in education management, and improvement of organizational health of the higher education institution.

2.4.Strategic Issue

Judging from the above environmental assessment, the following strategic issues will considered to significantly affect Unhas in achieving its vision and missions.


a. The quality improvement of higher education rolesThe main role of Unhas is an active participation in the development of nation and state as well as global society covering several aspects as : (i) improving nation competitiveness in facing globalization; (ii) actively participating in the regional development by playing a main role as an activator in the development of the region of eastern Indonesia (KTI) together with other higher education institutions in that region; (iii) supporting and promoting regional autonomy; (iv) playing a main role as a nation binder; and (v) introducing and disseminating a new world view in promoting world peace and harmony

g.The transformation of learning methods and substances

Every higher education institution faces a challenge to transform either the method or substance of learning to improve the quality of the implementation of higher education missions or at least to maintain its existence in the global society that has been changing.

The transformation referring to is as : (i) learning substance. Unhas has a commitment to introduce the holism and interconnectivity views as a complementary of reductionism-determinism approach that until recently has prolonged been used in education system. In addition to that, Unhas also considers to introduce learning process related to culture including other nation cultures that is expected to support the enhancement of soft skills to sustain each profession; (ii) learning method. Unhas has a commitment to develop the utilization of ICT (Information and Communication Technology) through the establishment of ICT-based campus and e-learning system. The instructional-based teaching will gradually be transformed into student-centered learning. In principle, the transformation needed is to complement maintenance learning method, that tends to maintain the status quo, with evolutionary learning method that gives an ability not only to face the changes but also to design the changes.

h. Value shifting in the existence of higher education

Globalization has brought significant value changes in the idealism of traditional higher education. This includes at least 2 (two) issues : (i) a debate on the issues between ‘education for all’ and ‘corporation of higher education’ for the sake of improving of education quality; and (ii) a debate on the quality and validity of distance learning compared to conventional campus.

i. Self-organizing Capacity

Self-organizing capacity is an important issue should be addressed by Unhas since the successfulness of a higher education institution in improving this capacity is the main key to face and overcome the three other issues. This capacity is related to the dynamic interconnectivity quality between the elements of resources and the values as well as the organization of the respective higher education institution. The higher the capacity an institution has, the higher the ability of the institution to adapt or even to design and participate in the improvement of the environment.


Chapter 3ORGANIZATION AND GOVERNANCE

This chapter presents organization and governance. Under the organization, unhas identity (vision, mission, value and objective), and organizational structure is discussed. Under the topioc of governance, it is described the prevailing regulation and leadership. This chapter become important as it evaluates the extend by which the organization and governance affect efficiency of resource management.

3.1. Organization

3.1.1 University Identity

Vision

The vision of Unhas is being an excellent center of maritime culture. This vision reflects the Unhas visionary perception as a communiversity, a higher education that integrated/unified with its society and playing a strategic role in enriching the cultural discourses by actualizing and revitalizing the maritime values in accordance with the epoch spirit. Under this position, Unhas will contribute to the development of arts, sciences, and technology as an effort to perform an evolution together with its environment to form an Indonesia maritime culture capable of utilizing resources and marine environment optimally that has been the Unhas habitat.

Mission

a. To produce graduates having characteristics of independent, excellent behavior, and global insight

b. To develop science, technology and arts related to the resources management

c. To promote and encourage the state of the art of maritime culture in the society

Values

Values are needed to be projected in anticipating future trends and in powering inner capacity to achieve Unhas vision. In projecting the values, however, maritime cultural values are relevant to be developed and to be befitted with the new thoughts of shifting in knowledge paradigm, endeavor in managing arts, technology and science, global trend, and shifting in aspiration.

Basing on the maritime values and anticipating future trends, Unhas values can be derived and projected. Moral and academic values should be incorporated inclusively in the Unhas values. The Unhas main values are formulated to be integrative, assimilative, and synergistic, as shown below:

Holistic insight (integrative): wise, recognizing diversity, intuitively sensitive, intellectual learner

Mutual beneficence (assimilative): speedy, accuracy, self-renewable, reliable, innovative-creative, proved satisfaction, primary services, non-profit, and transparency.

Sharing to live together (synergistic): global interconnective, recognizable, fairly perspective, participative, accountable, and non-discriminative.


Objectives

Based on the vision and missions, the strategic goals of Unhas have been formulated as follows:

1. Playing a strategic role as the fostered center of science, technology and arts to serve all academic and society needs in improving their quality of life.

2. Producing high quality research particularly related to the utilization of marine resources and the development, actualization and revitalization of maritime culture in accordance with the spirit epoch.

3. Developing a healthy and conducive campus as a reliable academic community to fully support the process of student-based learning designated to improve the graduate quality having capability to weave reality.

4. Supporting and facilitating the development and transformation of society techno-structure at both regional and national levels that continually updated and relevant to the global techno-structure.

5. Providing high quality services to support the 3-D (life-long, life-wide, and life-deep) learning.

6. Providing a strong basis including structure, infrastructure, and academic milieu enabling to develop as a research university.

3.1.2. Organization Structure

Organization structure of Unhas was established in accordance with Kepmendiknas No. 0206/O/1995 and then updated in the new university statute 2003 based on Kepmendiknas No. 192/O/2003, December 16th, 2003. Under the statute The organization structure consists of board of trustees, university management, Senate and Board of Professor, Academic arms, Administrative arms, and Supporting units.

Corresponding to its scale, Unhas has allowed to have five Bureaus to perform daily administrative function of university. Those bureaus are: (i) Bureau for Academic affairs, (ii) Bureau for Administration and General affairs, (iii) Bureau for Student affairs, (iv) Bureau for Financial affairs, and (v) Bureau for Planning and Development, and Information System.

Besides the above bureaus, institutional supporting units are also available, such as: Library, University Information Center, Language Center, Central Workshop, First Year General Courses / First Year Student (including for JPPB) Unit, and Counseling Center. The job description of each part of the university organization structure has been clearly defined in the Statuta.

Even though the above structure is very much in accordance with PP. No. 60, 1999, an adjustment, however, was made by the rector by introducing another vice rector, called as a Vice Rector IV, which is responsible in planning and development. At the Faculty level, Faculty of Medicines also creates a Vice Dean IV position whose job and authority are very much similar to Vice Rector IV at university level.

In addition, during the last few years, several ad-hoc teams have been established and updated every year to provide support to the university top management. The teams are:

a. University Development Team which is placed under the coordination of Vice Rector IV and assigned to develop the University Strategic Plan, and to coordinate the proposal development such as TPSDP, DUE-Like, SP4, PHK A2 and A1, including the I-MHERE documents.


b. Internal Monitoring and Evaluation Team which is assigned to perform monitoring and evaluation concerning the academic performance of all study programs. This team is directly responsible to the Rector and serving as an embryo for the university quality assurance unit.

c. Curriculum Evaluation Team which is assigned to support the Vice Rector I in evaluating the relevance and quality of a new or revised curriculum offered by any study program prior to the Senate approval.

d. New Study-Program Evaluation Team which is also under the coordination of Vice Rector I in performing evaluation to any proposal regarding the establishment of a new study program.

In the Unhas’ new STATUTA, it introduces a new institution named as LP3 [Lembaga Pengkajian dan Pembinaan Pendidikan]. The level of this new created institution is similar to that of the LP [Lembaga Penelitian] and the LPM [Lembaga Pengabdian Masyarakat] in the university organization structure. While LP and LPM are directed to manage research and services related activities, the LP3 is designed to deal with educational or teaching aspect.

Although all units in this university have been provided with a guideline for their own functions and responsibilities, some shortcomings do still exist. Among others, overlapping-functions, delegation of authority, and coordination are the dominant factors that have resulted in inefficiency and ineffectiveness. For example, even though the introduction of the vice rector (Vice Rector IV) has contributed significantly in terms of planning and development, it tended to create a dualism in planning between the PR IV and other vice rectors which traditionally, according to decree No. 0206/O/1995, has authority in planning for their own field. Other limitations in this governance system are:

As a public university where its organization structure is very much depending upon the government policy, it provides not enough rooms for innovation. Example to this phenomenon is that it is not an easy business to apply punishment to any personal for any misconduct. The other fact is, all Faculty Deans are supported by three vice deans regardless the available workloads [the size of student body] in that particular faculty.

Similar to other public institutions, discipline and work quality seem to be a luxurious thing.

Decision making process is not common to occur in the low level organization structure. As a result, almost all cases or problems are brought to the university level.

The ICT has not been fully utilized to support decision making process at all management levels. As a consequence, decision process takes longer time than expected.

In most cases, the university management personals at all levels [university, faculty, and department] are not prepared or equipped with relevant training specifically on the university management subjects.

Similar to other government institutions, the work ethos is not convincing enough to transform this university into a high quality and respected university.

Moreover, organization structure of Unhas actually does not clearly separate between academic structure and administrative structure, especially at the top management of either university or faculty level. This is very clear where the chairman of university senate or faculty senate is hold by the rector or the dean. This structure leads to that the academic structure has relatively less authority than that of the administrative structure or campus


bureaucrats. As a result, campus atmosphere is more bureaucratic look condition rather than academic condition. Therefore it is not surprising if academic atmosphere is not yet well developed and its immediate consequence is the level of participation of the academic staff is not as expected.

The above conditions have led this university governance to become sluggish in responding any changing in its environmental settings. It does create doubt that the existing governance will drive this university to achieve its stated missions, especially as a knowledge server. In other words, the organization style is still far from the learning organization category. It requires a fundamental change to bring a new culture which takes the quality, efficiency, and effectiveness bundled with academic values into the top priorities.

In short word, it is clear that the organization structure has been very well designed to support implementation of routine administration duties and this can be proved with good performance in terms of all duties can be finished regardless of quality, efficiency and effectiveness of its implementation. Similar to other Newtonian organization, organization structure of Unhas is in mechanistic nuance and does not provide enough room for the existence of creativity and innovation of organization.

3.2. Governance

3.2.1. Regulations

Regulations for Unhas governance are based on Unhas Statuta 2003 which is derived from the PP 60/1999. Those regulations are decree of university senate, rector or dean and other regulations either issued by either head of department or study program. All those regulations could be considered complete and comprehensive to support Unhas development strategy.

For the purpose of Unhas development, Unhas has already had a clear and well defined development policy namely strategic planning which is up dated periodically. At the mean time, Unhas is using the strategic planning for 2004-2008. In Unhas strategic planning, some policy and basic strategies are defined, e.g. (i) learning and teaching strategies, (ii) research and service strategies, (iii) development strategies and so on.

Based on that basic strategic planning, Unhas provides a yearly planning to be implemented by the university at the whole level. However it is important to note that in some cases not all of the yearly planning can be successfully implemented thoroughly due to some hindrance like “policy” of the central government (DGHE) which is sometimes modifying that planning.

In addition, even though the regulations for Unhas governance have been already established, some problems still exist during their implementation. One of the causes is Unhas identity is not yet fully understood and accepted by all levels of civitas academica. For example, directive of the Statute is vision, mission, and development goals of Unhas. Vision and mission together with held values serve as an identity for the organization. Therefore, this identity must be put down as the base for development of each organization. In other word, every planning made by Unhas toward the future has to place those vision, mission, and objective as the foundation of development, without ignoring other policies which are in the Statute. However, Unhas vision as ”an excellent center for marine culture” is wrongly perceived by most of them. They assume that Unhas is giving a privilege as to one particular science, even though in reality the implementation is not like that. Basic value, which is becoming a base in implementing its mission, does not yet exist.


As a result, visional environment that should direct the action of the civitas academica does not occur.

The main cause of the above facts is the incompatibility of governance style derived from PP 60/1999 with a vision driven governance. At several occasions, Unhas has proven that participation is not a luxurious matter. Lessons learned from the competition and implementations of CBF, it is obvious that participation can be effectively triggered as indicated by the high percentage of study programs or departments which have won the CBF (TPSDP, DUE-Like, PHK, Semi-QUE, and SP4).

Moreover, in order to face the dynamics of internal and external environment, Unhas is anticipating it by determine its graduate profiles. This profiles has been designed that Unhas graduates will be able to cope with rapid environment changes. These profiles have become a base for every study program to design their curriculum to meet those profiles. However in its implementation is not yet optimum. Other strategic adopted by Unhas in adapting to that rapid environment change is by establishing an ad hoc team to respond to particular problem. In many case this strategy is quite successful.

Consensus on Hasanuddin University Graduates’ Profile was formally built during a two-day workshop on January 17-18, 2003 specially designed to define the graduate’s profile of this university. The participants of this workshop covered all university management, University Senate representatives, and student representatives. The plenary session of this workshop has agreed that the Unhas graduates should have the following profile as expressed in Table 6.1 below. All study programs under the Unhas management should therefore take this profile into account in carrying out their academic activities.

The graduate profiles were previously formulated on 17 – 18 January 2003 (RAKER Unhas) and the last version has been improved in the university workshop on June 22–23, 2005 and approved by the university senate on July 18, 2005 as presented in the following table:

Table 6.1. Graduates’ profile of Hasanuddin University

No Profile Remark

1 Identity

Religious and spiritual Pancasila (civics) Physically and mentally healthy Upholding wisdom Fully aware of national unity Committed to the development of maritime culture Technologically minded Fully aware of social and ecological harmony

2 Learning Capacity

having transferable skills having interpersonal skills having a strong foundation of knowledge having life-long learning capacity having holistic and synergetic thinking capacity

3Professional and Competence

having strong knowledge foundation in the related field having capacity to develop knowledge in the related field

[innovative] capable of providing solutions to any subject-related

problems


3.2.2. Leadership and Coordination

In general, the commitment of Unhas top management for Unhas development is quite good. This is proved from high remark given by most of the reviewers of competition based funding program which always give a good remark to Unhas’ top management. However, If we look at more closely, it can bee seen the leadership quality of Unhas must be increased. The commitment of the top university management for seriously handling the education process in Unhas has not been optimum. This is can be seen from the proportion of Unhas spending in education process is still much lower compare to that spend for other purpose like administrative activities.

Annual meeting involving Unhas top management from Rector, Dean, Head of the Department and even secretary of department, is held every year to discuss strategic issues and work planning for the incoming year.

For University Level, there is a monthly coordinated meeting attended by all management executives with a purpose, among the agenda, to look at educational practice done in the previous month and preparing corrective actions necessary to make should a problem arise.

For Faculty Level, similar meeting is also organized to monitor implementation of educational process and its related activities at the department levels within the faculty. Similarly at the department level, a routine meeting is also performed to monitor educational process and related activities.

Those regular/ coordination meeting is designed to monitor whether some problems exist during the process of education and to find solution to solve the problem arise. In addition, the meeting is also a place to create policy for university, faculty, or department development without contradicting to the main policy or strategic planning previously defined.

In summary, the organizational structure of Unhas is properly comply with PP 60/99 which has been formulated in Unhas statute and sets of internal regulation. The management has high creativity in responding to organization demand by establishing several techno-structural units inline with government regulation. This is a good indication that Unhas has capacity toward a learning organization. In addition, it is also supported by strong commitment and leadership of top management. Such strong capacity of both organization and leadership will be able to support the improvement or introduction of new system in resource management (finance, human, and facilities) academic-quality assurance


Chapter 4

FINANCE AND ITS MANAGEMENT SYSTEM

4.1. Profiles of Income and Expenditures

Unhas budget is coming from two main sources i.e. Self Income Generating [DIKS] and government funding in the form of Incremental Budget [DIK], and Development Budget [DIP]. The structure of these budgets during the last three years is presented in the following table.

Table 4.1. Structure of Hasanuddin University income (in million Rp,) for the last four years

Sources 2002 % 2003 % 2004 % 2005 %

DIP 20.138.12 15.26 27.946.50 18.54 32.695.12 18.89 35.460.20 19.82DIK 62.834.91 47.61 64.666.89 42.89 76.178.10 44.01 81.366.96 45.47

DIKS 49.012.25 37.13 58.162.97 38.58 64.230.53 37.11 62.100.00 34.71Total 131.985.28 100.00 150.776.36 100.00 173.103.75 100.00 178.927.16 100.00

DIKS is mostly generated from students’ tuition fee (about 27.82% coming from S1-regular student). The increasing trend of the DIKS budget as depicted in the above table is very much depending upon the postgraduate students’ tuition fee. Income generated from research and other collaboration is still very limited. Similarly, income gained from university potential assets is insignificant as well. Most of the assets available are not even able to self fund themselves to cover the operational cost.

There are actually a significant amount of income generated from research and development partnership by numbers of study centers under LP and LPPM. However, most of this income (or revenue) is not accounted at university level, instead is used and managed directly by the executing unit. As can be seen in Appendix 1, most of income accounted at university level as DIKS are obtained from tuition either through regular or extension program. It is estimated that about 20 billion rupiah is generated from these type of revenue A new university regulation has just recently issued to control and regulate such income generating activities.

During the years of 2002 & 2003, Unhas introduced a Partnership Program with Local Governments around the eastern part of Indonesia with the purpose of recruiting potential and local new student candidates. During this period of time, the amount of funding generated from this recruitment system is shown in the Table 4.2. In the academic year 2004, this program was postponed for evaluation and improvement. In the academic year 2005, this program has been recommencing under the new name entitled Non-Subsidized Entrance Program.

Table 4.2.. Income generated from new-student via partnership [kemitraan] 2002-2005

Year Program Number of New Students

Income generated (Rp.)

2002 Regular 4,747 2,192,800,000Non Regular 1,696 848,000,000Kemitraan 193 6,236,810,000

2003 Regular 3,240 2,307,900,000Non Regular 968 1,179,500,000Kemitraan 167 5,876,300,000


In term of expenditure structure, only the money generated from the communities (self generated income) can be presented. However, we all now that DIK (routine budget) is mostly spent for staff salary , and DIP (development budget) is mostly spent for big infrastructure investment or to improve relevancy, academic atmosphere, internal management, sustainability and efficiency (RAISE) of study program as in the case of competitive-based funding. Therefore, it can be roughly estimated that DIP and DIK are spent proportionally for administration and academic, and for three “tridarma”. The self generated income is mostly spent for routine/ administrative activities and academic activities (Table 4.3 and Appendix 2). Although self generated income increases each year, utilization of budget for academic activities relatively decreased while the amount spent for routine/administrative activities increased. Although budget allocated for research and service activities is very low (around 0.2% each year) it is worth to mention that significant amount of revenue and expenditure of partnership research is not recorded at university level. The amount of budget and realization for each budget type managed by Unhas can be seen in the Table 4.4.

Table 4.3 Realization of expenditure of self generated income for the year 2002-2005(in million rupiah)

No Activities 2002 % 2003 % 2004 % 2005 %1 Education 15.981,91 42,98 15.263,30 34,93 19.880,50 33,49 19.728,02 35.602 Research 79,55 0,21 87,43 0,20 148,16 0,25 160,71 0.293 Service 401,50 1,08 187,76 0,43 327,67 0,55 482,12 0.874 Student activities 740,08 1,99 479,74 1,10 1.098,19 1,85 1.080,61 1.955 Routine/administrative 19.983,58 53,74 27.678,72 63,34 37.916,81 63,86 33.964,34 61.29

Total 37.186,62 100,00 43.696,95 100,00 59.371,34 100,00 55.415,80 100,00

Table 4.4 Realization of Income and Expenditure for the year 2002-2005 (in million rupiah), three types of income resources

No Sources

Year 2002 Year 2003 Year 2004 Year 2005

Pagu Realization Pagu Realizatio

n Pagu Realization Pagu Realizatio

n

1 Community budget 49.012,25 37.186,62 58.162,97 43.696,95 64.230,53 59.371,34 62.100.00 55.415,80

2 Routine budget 62.834,91 54.970,93 64.666,89 61.439,09 76.178,10 67.956,61 81.366.96 69.194,08

3 Development budget 20.138,12 20.070,20 27.946,50 27.910,58 32.695,13 32.683,85 35.460.20 34.991,46

Total 131.985,28

112.227,74

150.776,36

133.046.62

173.103,75

160.011,80

178.927,16

159.601,34

4.2. Budgeting System and Policy

As has been mention earlier, there are tree types of budget in Unhas, ie DIP (development budget), DIK (routine budget) and DIKS (community or self generated budget). The first two budget types is now called DIPA. Routine budget is intended to cover salary, electricity, building and equipment maintenance. Development budget is used as a scholarship, investment cost, cleaning services, university operational cost, and maintenance. Community budget is designed to support operating management of education, research, and community services.

Originally, the aim of this budgeting system is to emphasize the importance of development. However, in its implementation, condition of Unhas’s budget leads to unexpected behavior including duplication, heaping and deviation of budget such as traveling and procurement.


For DIPA, the budgeting planning is conducted in a yearly workshop in which every unit proposes activities then be submitted to DIKTI. Due to limitation of the budget, the proposal activites usually must be adjusted during the budgeting process. In many cases, due to limited time, requests from the units must be reduced by the university without consultation with the respected unit. however, reduction carried out by university remains considering priority levels or each the units.

The university budget policy, as commonly known by majority of civitas academica, is that the university allocates 70% of DIKS to faculties and the rest 30% along with the DIP and DIK stays at the university. However, after reviewing several Rector decree on finance such as the rector’s decree No. 4373/J04/KU.01/2000 regarding the education partnership for Master Degree Program, and decree No. 4588/J04/KU.01/1998 regarding allocation of budget generated from regular tuition fee (SPP) for each work unit, what is commonly known is only apply for income obtained from tuition fee of S1 regular. The allocation of budget varies among S1, S2, and S3 programs, and between regular and non-regular program as shown in table 4.5.

Tabel 4.5. Percentage of Budget allocated from tuition fee

No. Source of Budget RectoratFaculties/Graduate

SchoolProgram

1 S-1 / D3 RegulerSPP 30 70

2 S-1 Non RegulerSPP 25 25 50 SKS 10 90 Prasarana 25 75

3 S2 & S3 SPP 20 %* 80

4 S2 Non Reguler SPP 20 * 70 10

*) Including Research & Decelopment 10%

It is clear from such policy that allocation of budget for each work unit is not based on the performance that must be achieved by each unit but is determined only according to incremental or line items approach. With this system, each work unit calculates its next fiscal budget according to the certain percentage increment from the previous budget for similar activity. In addition, provision of work unit budget is solely based on the amount of tuition fee (SPP) that will be received from the rectorat office. Funds directly received by work unit is not recorded as a part of work unit budget, therefore, budget provided by that unit and university does not show the whole budget managed by the university (under recorded).

To ease the budget provision, the rectorat office has provided the price list for items and service but not incentive (except teaching incentive). However, provision of price list for items and service do not include all items needed by the unit and do not show the real condition since the price list is provided on yearly basis and valid for the intended year only. Revision of the list is not done even the price changes took place in that year. In addition, the list is not disseminated well to the work unit, as a result, in making budgeting and spending planning, each unit sometimes use different prices for the similar items.


The policy have some weaknesses such as officers who responsible in this budgeting only calculate it in how to spend it rather than to allocate based on the performance that must be achieved. The weaknesses of this system are:

1. The budgeting orientation is limited to short term which calculated for the next fiscal budget. The information can not reflect the sustainability of the program and multi-years program.

2. Double budgeting. Differentiation between routine and development budget, including their planning and implementation, leads to a difficulty or limit the budgeting options to optimize the combination of development and routine budget.

3. It is not performance oriented. Lack of relationship between planning and budgeting lead to difficulty in detailing and implementing the program and activities during budgeting process.

Based on such weakness, the university has started introducing a budgeting system that based on performance since 2004. However, a number of units in this university have not implemented this system. To implement this system by writing its target both out put and out comes, is still a spirit. Some factors that make the financial system which is based on performance can not be implemented are as follows:

1. Performance based budgeting has not been considered as an important system.

2. Low commitment of the university leaders to accommodate performance based budgeting system as can been seen that there is no ad hoc team established at the unit level to propose programs and activities that will be conducted for the next fiscal budget.

3. Performance based system that suitable to Unhas is not available.

4. Minimum Standard Service (SPM) and Standard of Cost are not available.

5. Less competence human resource in providing budgeting planning. Most of the treasury assistants at the faculty level have no background in accounting.

6. Budgeting system is not directly related to human resource and infrastructure management.

4.3. Accounting System and Financial Report

In terms of accounting system, financial report for budget allocated to the unit is prepared at the units’ level by the unit treasury assistant. At university levels, all documents submitted by the unit are verified based on the financial regulation. If the financial report does not meet the requirement, it is returned to the respected unit to be fixed. For accountability at university level, the university management provides monthly financial report based on all unit financial report to the KPPN. The main problem in performing such mechanism is that the submission of financial report in many times is not on time. Several factors has been identified to cause this problem, among others are::

1. In accuracy of the financial report submitted by the unit..

2. Financial report must be submitted collectively.

Both factors exist because there is no synchronization between unit and university during verification process. As a result, the financial report from the units can not be directly be followed up and even must be corrected several times.

In general, those problems exist due to lack of capable of human resource in terms of competence and quantity. This happened because of no systematic policy of the university to


overcome technical operational problems of finance. This can be proved from many complaints arise either at unit level or university level.

Ineffectiveness of process of financial report by the university, either for accountability to KPPN or internal accountability, is caused by long verification procedure. Currently, all units (faculties and other supporting units) are required submitting financial report to university management. However, there is imbalance between capacity owned by units and workload. In such situation, it is hard to improve university performance in finance.

From management aspect, every income and expenditure from the account must be supported by a clear regulation. Moreover every income and expenditure must be approved by the authorized financial officer then paid by the appointed treasurer. In its implementation, especially for each work unit’s income, there is an indication that some work units receive funds generated from collaboration work that is not reported the university top management. This income usually used and managed internally by the respective unit without reporting the income to the rector accounting or state accounting (Kas Negara). This practical is actually against the law No. 20/1997 regarding the non taxable income (Penerimaan Negara Bukan Pajak= PNBP)) and the decree of Ministry of Finance No. 115/KMK.06/2001 regarding the procedures of use of the PNBP for state universities.

4.4. Financial Information System

Until recently the ICT application to support the university financial system has not been in place, except for the staff monthly salary. As a result, reporting flow takes longer time than expected. The situation is even worse when one or more faculties submit late report since it will affect the entire university report to ‘KPPN’ to be eligible for the next funding allocation. Although, Unhas has set up time-table that the deadline for budget reporting is on the date of 25 of each month, some units could not meet such deadline. With this condition, the university account balance will be difficult to be profiled anytime needed. Another factor that also contributes to late reporting is that there is no a well trained financial staff in each faculty/department. So that most of the financial matters are handled by people whose competence is actually not in finance.

Based on previous discussion the followings are some of identified problems in financial management:

1. There is no integrated and clear regulation on how to spend and generate income

2. There is no system in place to guide and make the budget well spent since the budget itself is not built based on performance.

3. Unhas un able to implement performance based budgeting due to lack of competent staffs, no SPM and standard unit cost, has not been customized for Unhas mission, and has not been considered important

4. The integrated ICT application to support the university financial system has not been in place, except for the staff monthly salary.

5. Due to poor recording system, expenditure of income generated from research and other collaboration is unknown.


Chapter 5

HUMAN RESOURCES MANAGEMENT

5.1. Profiles of Unhas Personnel

Similar to other Indonesian Universities, Hasanuddin University is responsible to provide high quality of higher education. The quality and capacity of human resources is the key in providing excellent higher educational services, which is associated with competitive advantage of an organization. This means that all employees are expected to utilize their optimum capacity and competence in achieving organizational effectiveness and efficiency. Personnel’s ability to create high productivity is determined by their experience, education and training. Like in any other universities Unhas is employing two different categories of personnel, called academic and supporting administrative staffs.

According to the data of 2004, Unhas employed 1,711 academic staff (see table 6.1), of which 29.4% are female. According to educational attainment, 344 (20,11%) of them are holding Doctorate and 946 (55,29%) Master degrees. Although this figure is relatively much better than the national standard minimum requirement, Unhas still needs to increase proportion of the academic staff holding Ph.D or S-3 degree in order to produce high quality research. In support to staff development, 338 of Unhas academic staff are currently undertaking higher degree of academic. It includes 251 pursuing doctorate (S-3) and 87 (masters (S-2) degree. It is expected that Ph.D staff entering retirement period will be substituted by the new coming Ph.D graduates in the next several years.

Table 6.1 Unhas Academic Staff according to educational attainmenet and age group in 2004

Age Group Level of Education Total %S1 S2 S3<30 67 30 0 97 5.6731-40 156 310 40 507 29.5741-50 109 344 125 578 33.7851-60 65 178 108 350 20.5160> 24 84 71 179 10.46Number 421 946 344 1.711Percentage 24.61 55.29 20.11 100

Based on the age group and educational attainment, the majority of academic staffs (83.86%) are within 31-60 age groups (The detail is presented in Appendix 3 & 4). This table indicates that 179 (10.46%) staffs are at the age of 60 and over, which will be retired in the next five years. In comprise of 71 Ph.D (S-3), 84 Master (S-2), and 24 Bachelors (S-1). According to academic rank, it will be 73 additional new professors and one Assistant Professor (see Table 6.2). Consequently, in order to maintain the number of professor, Unhas requires at least 73 additional new professor within the next years or 15 professors per year. The current increment of new professor in Unhas is around 5 per year. Therefore, Unhas needs to encourage and facilitate all academic staffs (who meet the requirement) to promote their academic rank. The detail of the proportion of academic staff according to academic rank position is presented in Appendix 5.


Table 5.2 Unhas Academic Staff according academic rank and age group

Age groupAcademic rank

Total %Instructor Assistant Professor

Associate Professor Professor

<30 97 0 0 0 97 5.6731-40 238 214 54 0 506 29.5741-50 48 241 276 13 578 33.7851-60 6 68 223 54 351 20.5160> 0 1 105 73 179 10.46

Total 389 524 658 140 1711Percentage 22.74 30.63 38.46 8.18 100Data per 31 Desember 2004

With regard to academic rank position (see Table 3), the majority of academic staff is Associate Professor (38.4%), followed by Assistant Professor (30.63%), Instructor (22.74%) and Professor (8.18%). This composition is considered as a good figure, since five associate professors on average support one professor. Nonetheless, the composition is varied from one faculty to another. It assumes that lack of research activities has been one of the reasons attributable to this situation. To maintain a good structure, Unhas is necessary to anticipate the number of professors entering the retirement period. Table 3 shows that almost 60% of Associate Professors (276) are within 41 to 50 age groups. Accordingly, to maintain a good structure of academic rank position, it is necessary to promote 50% of them into professorship.

In spite of the above figure, 338 or about 20% of the total number are currrently pursuing higher level of education in either domestic or overseas universities. Of this, about 75% (251) are undertaking doctorate (S3) degree (Figure 6.1). This is a promising figure, because in the next 5 years Unhas is expecting to have at least 251 additional doctors. Nevertheless, about 50% (167) of them are currently attending Unhas’s graduate school.

Hasanuddin University Staff Pursuing Higher Degree as per Jan 2005

45

122

33

82

9

47

0 20 40 60 80 100 120 140

S2 Unhas

S3 Unhas

S2 Domestic Non-Unhas

S3 Domestic Non-Unhas

S2 Overseas

S3 Overseas

Number of staff

Figure 5.1 Unhas academic staff pursuing higher degree, as Jan 2005

The current personnel data of administrative staff, indicates that the number of administrative staff is 915, which is considered supportive to the academic load activities. It comprise of 73%


male and 27% female employees. According to educational attainment (see Table 6.3), the majority of them (42.37%) are High School graduates followed by Bachelors (37.32%). In most cases, administrative staff in the echelon III position has masters (S2) degree, particularly those who are working for the university head office. By this number, the student to administrative staff ratio is 30:1, which is considered more than sufficient.

According to the administrative staff rank position (see Table 5.3 and Appendix 6), 37 out of 915 (4.06%) are in the rank IV and 57.41% in the rank III. This distribution pattern does not in a good pyramidal pattern. Consequently, there will be a tight competition in the promotion of rank III to IV, and less competition in the promotion of ranks I to II and from II to III.

Table 6.3 Table 5.3. Unhas Administrative Staff according to rank position and educational attainment

Education Level Rank Position Total %I II III IVElementary 11 41 0 0 52 5.71Secondary 1 27 0 0 28 3.07

High School 0 210 176 0 386 42.37Diploma 0 28 63 0 91 9.99

S1 0 37 277 26 340 37.32S2 0 0 7 11 18 1.98

Total 12 343 533 37 915 100.00% 1.32 37.65 57.41 4.06 100.00

Based on the age distribution, there are 43 person under 30 years old, 298 persons between 31 and 40 years old, 445 persons between 41 and 50 years old, and 129 persons above 50 years (see Table 5.4 and Appendix 7). According to the gender, the percentage of male administrative staffs (72.68%) are bigger than female administrative staffs (27.32%). Administrative staff in the rank of III, in particular, has age distribution as follows; 4 persons under 30 years old, 131 persons between 31 and 40 years old, 313 persons between 41 1nd 50 years, and 85 persons above 50 years old. This age distribution indicates that within the next 5 years, the number of administrative staff entering retirement period will be 2 persons from that rank I, 32 persons from rank II, 85 persons from the rank III, and 10 persons from the rank IV.

Table 5.4 The profiles of administrative staff based on age group & gender

Age group Gender TOTAL %Male Female

<31 21 22 43 4.7031-40 191 107 298 32.5741-50 344 101 445 48.63>50 109 20 129 14.10

TOTAL 665 250 915 100% 72.68 27.32 100

Currently, the number of part time administrative staff has raised to about 485 persons. The annual budget for part time staff is around Rp. 2.160.000.000,- or about 6% of total public fund generated by Unhas (DIKS) in the year of 2003. In terms of operational and maintenance, however the presence of part time staff is helpful since they can perform jobs in which the lower rank permanent staff can not do such as cleaning services.


5.2. Human Resource Management

The effectiveness of the organization highly depends on the effectiveness of HR Department (HRD). Accordingly, the existence of reliable HRD that is staffed with reliable had higly capable personnel is necessary. This organizational unit will become the heart of organization of any kind, includes Unhas. In support to effective HRM operations, this department needs to develop HR Information System (HIRS) as decision support device. HRD is responsible to carry out all HRM functions and process in order to meet Unhas’ mission and goals of knowledge server. The most prominent process and activities include:

Human Resource Planning Job Analysis and Job Description Recruitment and Selection Development and Training Career Development Performance Management

The practices and problems of those HRM process and activities in Unhas is described in the following .

5.2.1 Human Resource Planning for Academic and Administrative Staff

The integration of HRM with the strategic needs of the organization in achieving organizational goals is an essential issue. In line with this intention, Human Resource Planning (HRP), as one of HR operative function, assumes to be the pivotal point in setting up SHRM. Hence, the effective implementation of HRM operative function, among others, could be effectively accomplished by employing a systematic HRP.

This function (HRP) had been practicing in a long time at Unhas, nevertheless its proper implementation needs improvement. Its pratice is characterized by the absence of the capacity to help decision maker at Unhas to anticipate the needs and changing needs of HR, relating to the procurement, deployment, and utilization of employee. The coherence of HR policies across operational units and hierarchies, for both academic staff and supporting personnel (administrative staff) is not strongly apparent. The lack of anticipating action from planning and budgeting yield estimate of future demand, supply and net HR needs as a valid information by decision maker at Unhas.

Until recently, an overall plan of human resource recruitment, development, and retirement for either academic staffs or administrative staffs has not been established. It is understandable that the system of information and the prevailing rules and regulations are not restraining the autonomy of HRP practice at Unhas. To a certain degree, the authority of tailoring human resource management and its operative function within this university is not restricted. Noneless, according to the current circumstances, the number of new recruits’ allocation is determined by the central government (The Ministry of National Education). Mostly, the allocation did not meet the university staff requirement, including the number and the qualification of the employees. This condition had been the consequences of the centralized system of HRM. So far, the most critical weakness that found in the practice of Unhas’ HRM is human resource planning.

Another aspects that might be powerful against lack of Unhas HRP are the specific parameters employed in calculating real need of academic staff in a department or faculty are not standardized, except the parameters of student to staff ratio (STR). Staff full time equivalent (FTE), rate of staff retirement, services across department or faculties, and specific needs for updating the development of sciences and technology are just a few of missing parameters within staff procurements. Furthermore the effectiveness of staff procurement also depends on the validity of internal resources diagnosis, concerning the skill inventories against diagnosis


of external resources. Unfortunately, this skills inventory is not properly prepared by Unhas’ management. For the time being, only the data of educational attainment, terms of service, and training experience is available. It does not include specific skills and knowledge, license of certifications held, and career goals for each of employee. By this reason, the forecasting of HR needs and HR requirement could not be estimated systematically.

The repercussion of this situation led to the inappropriate interpretation and tradition among human resource staffs and personnel. Apparently, Unhas has insufficient capability of HR Manager and staffs in making a HRP for both academic and administrative staff. Consequently, personnel recruitment, career development is associetion with personnel retirement is not comprehensively planned. In this respect, Unhas needs to have a sustainable bottom up planning program in completing skills inventory and preparing HRIS.

5.2.2 Job Analysis and Job Design

The construction of Unhas’ organizational structure is following job analysis confirm to various government regulations. Unfortunately, these regulations are only utilized as general guide in HRM practices. It does not contain more detail procedure of JA, which resulting in improper job design. In this respect, Unhas requires to establish a proper JA and job design in order for HRM to be implemented effectively and efficiently. By standard, job design is necessary to facilitate efficient and effective organizational arrangements. It has to be flexible in accommodating and allowing prompt response to changing work patterns and priorities. Job design requires taking into account health and safety environment and equal opportunities considerations, as well as espousing the principle of appropriate and reasonable adjustment.

In accordance with the weaknesses in JA and job design mentioned above, Unhas’ HR department is necessary to perform the study on JA and job design as soon as possible. The mechanism of this study could be: (1) Evaluation on the existing JA and job design; (2) Construction of proper JA and job design; and (3) Establishment of job specification and job description.

5.2.3 Recruitment and Selection of Academic and Administrative Staff

Recruitment is the one of process of attracting individuals on timely basis, with sufficient numbers and appropriate qualifications, as well as encouraging people to apply for jobs in organization. Selection is the process of choosing individuals from a pool of applicants which best suited for the particular job and position. Unhas’ HR department has been doing a traditional external method of recruitment process. It was initialized by advertising of job vacation in mass media and website. The number and qualification requirement was based on Governmetn Regulation No.48/2005 for both academic and administrative staff. The latest procurement was prioritized to part time employees who had been working for 20 years. Nevertheless, the number and the qualification were determined by each organizational unit based on the need of each unit. In this respect, Unhas is not autonomously determine the number of employees hired, because it complies with the quota set up by the central government.

Personnel selection at Unhas is following the standard procedure by using selection ratio and the battery test, includes writing test and interview. The Ministry of National Education prepares the material of writing test. While the additional test material is prepared by Unhas and its Faculties. It includes psychomotor ability test, job knowledge, vocational interest, and personality tests.

5.2.4 Development and Training of Academic and Adminsitrative Staff


Development is the process of incresing employee’s skills, ability, competence and appropriate behavior to meet the current and future job requirements. Training is the part of development program to improve employee’s managerial and technical skills to meet organizational performance. In this respect, Unhas has been implementing development and training program for both academic and administrative staffs.

Academic staff development is also administering through non-degree training and seminars. To some degree, the frequency of academic staff attending domestic training or seminar is adequate with respect to get acquaintance with the rapid development of science and technology. Nevertheless, the frequency of attending overseas training or international seminar is small due to short of fund. There are only certain faculties are able to send their staff overseas such as Faculty of Medicine. Even though Unhas has no policy and plan regarding development of Unhas’s staff, specially overseas postdoctoral training. For the time being, most of academic staff looked for such program by themselves without any assistance from university management.

The procedure of academic staff promotion is another concern. The process of staff promotion follows the standardized procedure set up by DGHE. The majority of staffs are expecting the university management to carry out the promotion processes. As a mater of fact, most academic staffs have to collect and compile all required documents by themselves. This issue comes to materialize partly because of disobedience to the Rector decree. This decree stipulates the obligation of all academic staffs to submit their FTE records to their department every semester, which will be using for promotion purposes. Unfortunately, only a few departments have implemented this system. To some extent, this phenomenon indicates that Unhas’ management does not convey sufficient support and facilities to staff training and development. In most cases, training and development activities were financing by external sources. The worse situation related to training and development is experiencing by administrative staff, due to inappropriate personnel policy. As a result, the administrative staff’s skills and competence are not significantly increasing during their career.

However, a continuous staff knowledge upgrading for those in structural position has been widely accepted as a good way in maintaining organizational effectiveness and efficiency. The system of official development in public universities including Unhas, follows several stages of official training in accordance with national civil servant (PNS) regulation. Table 6.5 indicates that the majority of administrative staff (87.87%) had never attended structural training in nay kind. It is only 12.23% of them had been attending structural and leadership training.

In general, the number of administrative staff that have been attending such structural training is still dominated by those who are currently working at the head office (35.3%), though the portion is still low i.e., only 12.1% of total administrative staff working at the head office (Appendix 8 & 9). This figure reflects that the workload of administrative jobs is still greater at the head office. In the era of university autonomy, the department will play an important role as a front line in improving the quality of teaching and learning process.


Table 5.5 The profiles of structural training of administrative staff based on age group

Age Group

Structural Training

Total %NEVER

ADUM (PIM IV)

SPAMA (PIM III)

SPAMEN (PIM II)

<31 43 0 0 0 43 4.70

31 – 40 286 10 2 0 298 32.57

41 – 50 373 49 23 0 445 48.63

> 50 102 18 5 4 129 14.10

Total 804 77 30 4 915

% 87.87 8.42 3.28 0.44 100

Table 5.6 The distribution of structural trainings based on academic units

Faculties/ Academic Units

Structural Trainings TOTAL %NEV

ERADUM

(PIM IV)SPAMA (PIM III)

SPAMEN (PIM II)

Animal Husbandry 23 2 1 0 26 2.8Engineering 65 4 0 0 69 7.5

Medicine 60 3 1 0 64 7.0Math & Nat. Sciences 41 5 2 0 48 5.2

Public Health 21 6 1 0 28 3.1Arts 22 3 1 0 26 2.8

Dentistry 26 2 1 0 29 3.2Economics 29 4 1 0 34 3.7

Law 18 2 1 0 21 2.3Marine & Fishery 27 5 1 0 33 3.6Social and Politics 31 4 1 0 36 3.9Agri. & Forestry 37 5 1 0 43 4.7

Head Office 279 24 16 4 323 35.3Library 55 1 0 0 56 6.1Others 70 7 2 0 79 8.6

TOTAL 804 77 30 4 915PERCENTAGE 87.9 8.4 3.3 0.4 100

At the present time, the number of part time administrative staff has raised to about 485. In terms of operational and maintenance, however, the presence of part time employees is beneficial to perform blue collar jobs, such as cleaning services and landscaping. It is apparent that the fulltime employees are reluctant to do blue collar jobs.

5.2.5 Career Planning and Development of Academic and Administrative Staff

At the current time, Unhas, to some extent, has been practicing career planning and development regardless of ineffectiveness. It does not provide a suitable interaction of individual career aspiration and organizational career requirement. The career path of academic staff is obviously from assistant (III.a) through professor (IV.e) based on credit point system. It composed of credit points collected from academic performance in


education/teaching, research and community service activities. Unfortunately, the appraisal objectivity on academic performance is questionable, due to the lack of credible evaluation committee. This means that in most cases, promotion to a higher academic position is not always relating to actual academic performance.

Career planning and development in public sector complies to Menko WASBANGPAN Decree No.38/Kep/MK.WASPAN/8/1999 and Ministry of National Education Decree No. 074/U/2000. Career path of academic staff in Unhas is following two avenue. The first avenue is the academic career, which is ending with professorship. The second one is academic management career, such as Laboratory Head, Department Head, Dean, Deputy Dean, Rector and Deputy Rector, which is filled by academic staff. The promotion to these positions is not regulated, either in the government or in the university rules and regulation. Different from the administrative staff, academic staff at university has two career paths, both managerial and academic.

Career planning and development among administrative staff is also indistinguishable, due to the nonexistence of internal regulation. The requirement for promotion complies with general regulation set up by the central government. Management rank positions are available at university, faculty, graduate school and some centers. Promotion, rotation, transfers and upgrading is not well plan at Hasanuddin University, due to the lack of skills among HR officials and university decision makers. The big issue in career planning and development is the lack of skills inventory, competence and ability mapping, training and development plan and career path requirements.

5.2.6 Performance Management

Performance management is the practice of optimizing works and services among personnel and staff. Performance planning is the first step of management performance to build a common understanding between the decision maker and employee as to what need to be accomplished in position. The performance coaching is the kind of communication that used by decision maker or supervisor to share information about the required performance. Sometimes employees have a suspicious and event misunderstood of the assessment for. Their also feel that assessment want to make them be punished. Therefore learning process by coaching to the employees will build deeply understanding between parties in organization to improve their performance. And the last step is appraising performance of the employee.

The purpose of performance appraisal it self is to formally evaluate how well the employee has performed over a period of time, to find out the gap between performance standard and actual performance. With regard to Unhas, there has been a workload gap among university central office, faculties, departments and other academic units. The system of monitoring and evaluation for administrative staff and employee is not exist at Unhas, as well as the performance standard for each employee.

In summary, the required real function of HRD seems doesn’t work properly. Based on the above analysis, the following two reasons may be regarded as the root of the problems:

a. There is no credible HR Department, Strategic HRM, HR Information System, and Total Quality Management.

b. There is no effective and appropriate HRM operative function and processes: (HR Planning, Long-term personnel need assessment, Job design, Recruitment, Selection, Training, JA–JD-JS, Performance appraisal, Career development, and Employee relations).

The possible solution of the problem is, therefore, development of a highly credible and reliable Human Resource Management System.


Chapter 6

INFRASTRUCTURE AND OTHER FACILITIES MANAGEMENT

6.1. Profiles of Infrastructure and Faclities

Unhas campus is located in three different locations, those are Campus I in Baraya, Campus II in Tamalanrea, and Campus III in Gowa. The main Campus is that in Tamalanrea where most of academic activities are taken place, while Campus I is mostly used for “extension program” activities. Campus III has been effectively used to accommodate the Faculty of Engineering activities since the commencing of academic year of 2005.

Tamalanrea Campus has been planned to be available for administrative and educational activities and represents an integrated design. The administrative and library building, including Computer Center and University Information Center lie in the center of main campus surrounded by all faculties including the research, service center and postgraduate school. The main building of this campus is designed such that all faculties are connected each other. This is intended to allow the student move from one class to another across departments and faculties. It is unfortunate, such movement does not occur as expected due to the mismatch of the course design. As a result, hallways are not effective and they are just simply becoming open space. The research center is expected to accommodate activities such as local, regional, national, and international research collaborations. This building is also used as a base for the long distance education (e-learning) funded by the World Bank. This campus also has central workshop and auditorium. A dormitory with capacity up to 3.000 students is also available. Besides this dormitory, Unhas is also possess some motels (called WISMA) with 200 rooms.

Several supporting facilities are also located here such as a swimming pool, lakes, dormitory, sport facilities, banks, experimental farms etc. Part of this Tamalanrea Campus is used to accommodate a regional type hospital, called Dr. Wahidin Sudirohusodo Hospital. This hospital provides services to all community in this region and at the same time it serves as a teaching hospital for the Faculty of Medicines of Unhas.

Unhas Tamalanrea Campus was developed and designed to accommodate 15.000 students. Up to the year of 2001, the total floor area of the entire main buildings was more than 100.000 m2. However, due to the very fast growing of the number of students, which has reached up to about 33.000, the existing facilities available in this Tamalanrea Campus no longer sufficient to support educational activities effectively. This campusseems to be over-crowded. This campus is mostly used to support the educational process as shown in figure 6.1.

The space utilization across faculties are shown in Figure 7.2 based its availability for students and staff’s activities. From these four figures, it is obvious that available spaces are also becoming insufficient as the number of students and staff has reach up to 33.000 and around 2.700 (academic and administrative staff), respectively. The utilization rate of the buildings, however, is not so intensive at some faculties or departments. This is mostly because of the authorization of the building utilization is given to the faculties regardless their work intensity. As a result, the classroom utilization rate, for example, is very low on the average, only around 57%, although at some faculties such as Faculties of Medicine and Engineering even reach up to about 100% occupation rate.


Figure 7.1. Hasanuddin University Building Usage, 2002

100% occupation rate.

Figure 7.2. Building usage by faculty

Based on the minimum standard requirement established by the ministry of national education (Kepmendiknas No. 234/U/2000), the Unhas supporting facilities is considered more than enough. Currently, the availability of class room compared the number of students is 0.86 m2 per student or 0.36 m2 higher than the minimum standard (0.5 m2/student). Similarly, the ratio of room to staff is 3.58 m2/staff or slightly lower than the minimum requirement (4.0 m2/staff). In the case of laboratory space availability, however, the ratio is unsatisfactory i.e., 1.07 m2/student or almost half of the minimum requirement (2.0 m2/student). In most cases, all programs including post graduate programs and non regular programs utilize these laboratories, as a result, the laboratory space to student ratio becomes lower. This disadvantage condition has a significant impact to the low quality of professional skills of graduates. In general, this ratio is varied between one faculty to other faculties. Faculty of Engineering, in particular, with a large of student body, has the lowest ratio between laboratory space and student, only 0.31 m2/student. For this reason, Unhas is now developing a new campus at former paper factory at Gowa. Unhas is fully aware that limited supporting facilities will significantly affect the effectiveness of teaching and learning process. A university policy regarding resource sharing will be employed to improve the availability of supporting facilities.

During the last several years, Unhas has faced tremendous pressure in maintaining these facilities since the available budget for maintenance purpose is just so limited. At the same time, all facilities have been overloaded and aging. Other drawback is that building expansion


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is at some point not well coordinated to follow the designed master plan. As a result, the campus beauty is degrading.

Laboratory equipment is mostly outdated except for some study programs or departments who are granted with TPSDP, DUE-Like, Semi-QUE, SP4, and PHK A1 and A2. This occurs since during the last 15 years, Unhas has never received a significant budget allocated for laboratory equipment procurement. With such laboratory conditions, it is almost impossible to expect the study programs to build a high quality practical skill for their students. Similarly, it will be unreasonable for them to produce high quality research as well. This situation has also becomes a hindering factor to establish research collaboration with other institutions. On top of that, at this point time it is almost illogical to expect a significant income generated from most of the laboratories with such handicaps.

In general, most class facilities is not widely supported by multimedia technology, such as notebook or computer, and LCD Projector, rather as an old fashion class equipped only with a white board and at any cases, insufficient student chairs. Lack of funding has been the main classical reason to the unavailability of multimedia class room. The only multimedia class room available in Unhas is in the Faculty of Medicine and post graduate program. In recent years, however, the availability of multimedia class is growing considerably, particularly at the study programs winning the DGHE competitive grants. As stated in the strategic goal, Unhas is fully aware that the availability of multimedia class room is prerequisite to develop learning society in campus. Therefore it is urgently recommended to prioritize funding allocation to develop multimedia class room through out the faculties.

Unhas library has a strategic location and spacious building. It also provides wide range of services, including electronic journals, and is supported by professional librarians. The budget allocation to this unit, however, is insufficient as indicated by the number of reading materials available. This lack of reading materials has influenced the low rate of library transactions without ignoring other factors such as students and staff’s motivation aspect.

Similar phenomenon is observed in Language Center where its utilization rate is just too low. The average number of students utilized this center is just about 500 students per year. This is believed to correlate with the condition of the center, outdated language laboratory facilities. This happens since the university management does not put this center as a priority to support the efforts of producing graduates with good English proficiency as required by the job markets.

6.2. Facilities Management System

This section describe management frame-work of infrastructure which is basically consisted of three main parts, i.e. demand profiles, supply profiles, and demand-supply profiles. Demand profiles provide information on number and types of facilities required to perform the activities. Supply profiles give information on number and types of facilities that can be provided including the delivery time. The demand-supply profiles explain the ways demand and supply are matched. Hence, this covers operation and maintenance, replacement, acquisition, and disposal of facilities. The exiting practices are discussed along with asset regulation and the ideal expectation from which problems of each management framework is summarized.

6.2.1. Demand Profiles

At the present, need assessment is provided by each unit/faculty. The list of infrastructure requirements, which are request for additional and repair of infrastructure is submitted by each unit to logistic section.. The assessment is based on the units’ needs. The list proposed by unit, in many cases, is not directly related to the activity planning.


The logistic section then compile and evaluate the unit request. In doing so, the logistic section simply summing the request of each unit such that resource sharing may not be considered. On the other hand, a unit feels that the facilities provided are solely for its own activities. The requirement list is then matched with the available funding during the budgeting process. If the budget is not sufficient, level of priority is determined by the units.

So far, there is no non-asset solution in form of asset rental if some asset required by units is not yet possessed by Unhas. However, occasionally, Unhas used to rent some asset for incidental activities or if those assets are required for short period of time.

Improvement of the system have been made for Competitive Based Funding (CBF) program such as TPSDP, Due Like, A2, and SP4, in which the unit (study program) proposing the activities, instead of resources (including facilities) required. The resource required is only a consequence of activities. In addition, the additional resource required is identified following a rigorous evaluation of existing resource. Unfortunately, the evaluation of existing resource and the provision of infrastructure is made within the unit. Each unit is considered as one separate entity from other unit, thus resource sharing is still not in place.

Currently, Unhas is preparing to apply both performance-based management and performance-based budgeting. Detail explanation of introduction of performance based budgeting system is presented in previous chapter.

6.2.2 Supply Profiles

The main source of budget is coming from DIP/DIPA (APBN). But the amount of available budget sometimes becomes a barrier to maximize budget management for infrastructure and facilities. Therefore, need assessment usually must be adjusted during the budgeting process. In many cases, due to a limited time, requests from the units must be reduced by the university without consultation with the respected unit. However, reduction carried out by university remains considering priority levels of each the units.

Logistic section at Unhas is responsible to record fixed assets belonging to university. Unfortunately the asset is recorded only at the time of purchasing, no updating afterward. Moreover, not all newly purchased asset are recorded. Based on that information, inventory conditions are recorded by house keeping section, which is actually based on the units reports. So that, the tangible condition of the asset is acknowledged by the units. Hence, the data is not reliable to be used in planning and controlling the assets for the purposes decreasing operational cost, and minimizing losses due to ineffective assets.

The availability of assets is accounted at each unit, instead of institutional level, except asset needed for university-wide program. Therefore, asset sharing has not been practiced in Unhas.

6.2.3 Supply-Demand Profiles

Procurement is conducted according to the government regulation (Keppres No. 80, 2003). However, some structurization issues still exist during its implementation. Furthermore, it is also affected by the issue of university structurization. Some procurement take place at the unit levels. But it is not shortly followed by a report This creates difficulty for logistic section in doing recording. Some factors identified to contribute to this problem i.e the unit requires some immediate investment or the unit adopt different regulation (for instance in project case). Moreover, procurement in form of grant sometimes is not reported and assumed belong to the unit.

The users/units are responsible for reparation maintenance. In practical, it is variable. This variation is depending on technical ownership, attitude, and behavior of the users/units. These factors determine effectiveness and efficiency of infrastructure and facilities.


Repair is carried out by university according to unit’s report. The one required small budget and related to security reason is done as soon as possible. However for high cost repair, it must wait for a long administrative process. Rigidity of the system and procedure is one of management issues.

Disposal and sale of inventories have been practiced according to existing regulation. Some problems still exit, however, due to incomplete information, such as physical proof of the existing inventory. Therefore, data updating based on the physical certification has become a management issue.

6.2.4 Other Information Management

Actually, Unhas has adopted a number system and procedures related to infrastructure and facility management activities, which is the implementation of different government regulation issued at different times. However, due to a lack of integrated rules, system and procedures practiced by Unhas is also not integrated. In addition, interpretation of those government regulation is still required to be implemented at Unhas level.

Currently, Indonesia is experiencing a fundamental change in the government system. Efforts to adapt to that changes have been done, but more proactive efforts are still required.

Unhas is also facing ownership perception problem. Legally, all inventories are belonged to the state and authorized to Unhas for its utilization without considering both system and budget source for its procurement. This legal perception has not yet fully accepted by all units.

6.3 Investment Policy

Availability of budget is the main factor determining investment in Unhas, and this is the planning and development problem of Parangloe campus. The main funding agent is the central government, therefore, the investment is very much depending on the capacity of the government.

For limited amount and scale, Unhas has done some investment using its own funding. Sources of those incomes are endowment from local government, alumni donation, contribution from the students’ parents. Donation from business has not yet optimally carried out. However, efforts in raising those kinds of funding should be managed wisely to avoid a claim of educational commercialization.

6.4. Information System for Infrastructure and Facilities.

As discuss earlier, Unhas has not yet had an integrated system and procedures for infrastructure and facility management. On the other hand, there some system and procedures have already been available for management activities. Information recording is part of this unintegrated system and it is only useful for its intended function. Therefore, an integrated system that can be utilized for facility and infrastructure management is not yet available.

In summary, Unhas possess a wide variety of infrastructures and facilities to support its activities. In terms of its utilization, it is almost no problem, however, level of service does not well distributed due to low resource sharing use. On the other hand, with limited funding at the procurement time, most of the infrastructures are not in good conditions for fitness of purpose. There is no integrated system and procedure for infrastructure and facility management. This is due to reference rules and regulation issued by the government is not integrated. In addition, Unhas has not yet initiated to clarify law and regulation into one integrated system and procedure.. In addition, the existing system and procedure is not based on the performance based management and performance based budgeting. This condition cause a barrier on infrastructure and facility management in Unhas.


Chapter 7

INFORMATION SYSTEM

The information system at Unhas is coordinated under the center called PIU (The University Information Center). The PIU is established to become a well-organized supporting unit which is capable in providing high quality, accurate and on time information, capable in maintaining online information access, capable in keeping the whole campus connected by an intranet, and capable in connecting the university to global information resources. Many efforts has been done to accomplish this function, including the development made under TPSDP funding since 2002.

The current condition of PIUis elaborated in the following;

7.1. WAN systems

Since ten years ago Unhas has setup three modes of WAN (Wide Area Network) connections within the campus, namely connection via underground coaxial cable (backbone WAN), radio (wireless) connection and the one using DSL modem connected to PABX cable system. They are all working at the moment. The coaxial cable connection is the oldest one, established since the year of 1995 and now known to may have some installed cable problems (unstable) due to aging natural decays and other physical disturbance. The last two modes are alternatives to the first one. The wireless mode, especially, is also purposed specifically for the mobile PC users within the campus which become steadily increasing in number. For this kind of connection four hotspots are placed on the top of the agriculture, engineering, sciences faculty and the rectorate buildings. This mode is also sometimes not working in a rainy season in addition to the unfriendly building construction (campus landscape). The mode using DSL modem is the latest WAN connection system established in 2004 and seems to work stably at the moment. The system is centrally connected to the Siemens HiPath 4000 PABX server owned by the university. The system distributes to all faculties including Graduate School, with cable-end connected to a DSL modem and then to a local server in each faculty. However, within most faculties there is no connection yet to reach study program/department. In addition to the connection system, the other existing infrastructure are four servers (email, data, web servers), one UPS, one storage of 400 Gigabits capacity.

7.2.Internet bandwidth

Apart from the WAN system, for internet access Unhas has 256 Kbps bandwidth symmetrically for down and up stream leased from Indosat. In addition, Unhas also has 9 Mbps downstream from SOI (School of Internet) of WIDE Japan but shared with several universities members of the organization. Thus, with the existing internet bandwidth 256 KBps plus 9 MBps and with about 33.000 students Unhas has a ratio of internet bandwidth 317 bps per student roughly, still very small compared to the ratio of internet bandwidth international developed universities or even UGM and ITS do have.

7.3.Internet service points

The university has a computer laboratory equipped with about 250 PCs internet ready. The laboratory is mainly used to provide internet service, software and hardware training and other services to the students and to public. Furthermore, some faculties have their own laboratories which are also connected to the internet. Apparently the availability of internet service points increases students’ motivation toward internet access. Email is one of the facilities which is commonly used by students. And for that the university has provided a student email address for every student in the email server.


7.4. Information system

a. Official homepage. The homepage (URL: www.unhas.ac.id) is aimed as to widely provide information such as university and faculty administrative and academic information including its study programs, curriculum, laboratories and research. Moreover, the homepage also provides academic and managerial activities which are being undertaken within the university.

b. Distance learning. Included in the homepage as well is the facility of web-based distance learning system (URL: www.unhas.ac.id/e-learning). The implementation of the system has been tried for the basic science courses (physics, mathematics, biology and chemistry) for a number of 200 randomly selected new students in 2004. Regarding distance learning system, in fact the university had also experienced the implementation of video-conference-based distance learning for the consortium of state eastern Indonesia universities. A link between four universities (Tadulako University, Mulawarman University, Gorontalo State University, and Unhas) was placed.

c. SMS-based information. For an ease of information access for students and lecturers a system of SMS (short message service)-based information has been developed. The system works with GSM cellular telephones and is initiated by cooperation with PT Telkomsel. Kinds of information provided with this service are GPA, subject passing grade, and lecturer data. The service can be reached by dialing the number 7890.

d. Global Development Learning Network (GDLN) Project. Coolbaorative program between World Bank and DGHE to develop GDLN, which Unhas is one of the nodes, has been initiated since 2002. This GDLN interconnects 4 universities in Indonesia, namely Hasanuddin University, Udayana University, University of Riau, and University of Indonesia. Connection to the global network is controlloed through University of Indonesia. GDLN is functioning to support distance learning based on video conference. GDLN has been functioning well as this system was tried out on video conference to New York and at the I-MHERE launching last March 2006.

e. Academic information system. Starting from MIS-TPSDP subproject, an online academic information system has been developed and can be accessed through local area network with URL: http://ais.unhas.ac.id. The system provides services to the students, lecturers, administrative staff, and parents. Features of the service are : KRS Administration, Lecture schedule Administration, Administration of student’s academic advisors, Classroom, students’ attendance administration, and Transcript.

A training of software has been done for 50 operators from departments/study programs for the implementation of academic information system. Five study programs with TPSDP grants (Civil Engineering, Electrical Engineering, Agricultural Engineering, Chemistry, and Agricultural Product Technology) have intensively used this system.

In summary, the ICT facilities are in moderate condition. Some improvement is needed particularly those related to internet bandwidth and network connections to reach up to departments/study program (including server). As for information system, ICT based management system has not been implemented for governance (decision making), finance, human resource, assets, academic management.


http://ais.unhas.ac.id/

http://www.unhas.ac.id/e-learning

http://www.unhas.ac.id/

Chapter 8

ACADEMIC PROGRAM AND QUALITY ASSURANCE SYSTEM

In general, there are three main missions of higher education in Indonesia consisting of education, research and community services, referred as Tri Dharma. The following sections describe the current academic performances of Unhas with respect to each mission focussing on management aspect. The macroscopic pictures of identified issues presented in the following sections were mostly derived from interviews with structural management units within the university as well as students as the main internal stakeholder. Several documents seuch as Unhas statuta, Unhas Portfolio Report, Annual Academic Reports were also used to identify the baseline of academic performance. The academic statistical data collecting within the last three to five years, the documents of Self Evaluation Reports of selected study programs and tracer study of fresh graduates and alumni were applied to comprehensively identify the missing gap between current status and designated targets.

8.1. Education

Degrees offered by Unhas is ranging from ’Diploma’, S1 (bachelor), S2 (Master), and S3 (Ph.D). S1 degree is served by 57 study programs distributed in 41 Departments within 12 Faculties. While S2 and S3 programs are managed by the Graduate School which consists of 29 and 8 study programs, respectively. D3 programs, a vocational program, are also offered and mostly managed by S1 related study programs. During the last four years, most of these D3 programs have been facing out, except for a program with a tailor made type. Under the coordination of the Graduate School, a professional program is also provided specifically for medicine, dentistry, pharmacy, and accounting study programs. The total number of active students in this university is currently around 30.000 (Appendix 10)

In general, the attainment of academic performances of Unhas has improved significantly in the recent years as reflected by the significant increment of average graduate GPA from 3.01 in the academic year of 2001/2002 to 3,07 in the academic year of 2003/2004. Substantial reduction in the length of study has also been achieved i.e., from 64.5 months in the academic year of 2001/2002 to 58.46 months in the academic year of 2003/2004. Although the academic achievement shows a better improvement in terms of educational process, the graduate employability still needs to be enhanced. Based on the self evaluation reports of selected study programs applying for DGHE competitive grants, the average graduate waiting time to get first job is 1.8 years while the first job salary is counted below Rp 700.000,- in average. Logically speaking, the quality of education is dependent of three main aspects i.e., input (quality of incoming students), process (teaching and learning process), and output (the relevancy of graduates with societies). The comprehensive elaboration of these 3 aspects will be discussed in the following sub-sections.

8.1.1. Management Quality of Incoming Students

Basically, there are 4 types of student admission recognized by Unhas i.e., (1) national admission examination for public universities (SPMB), (2) university admission based on the academic track record during high school (JPPB), (3) university partnership with local governments (called KEMITRAAN, just recently this system is renamed to become a non-subsidized program) particularly in the region of eastern Indonesia, and (4) university admission based on student achievement particularly in sports and arts (TALENTA) at a national level.

Due to difficulties in obtaining the SPMB data, therefore for comparison only, the quality of new students can be traced back some years ago from the UMPTN scores compared to other


state universities which shows that the average UMPTN scores of Unhas is more or less in the middle position. Among 45 state universities joining the UMPTN, Unhas is in the rank of 20 for social sciences and 22 out for non-social science study programs.

Considerable efforts have been conducted to improve the quality of new students through the enhancement of promotion as well as system improvement on the JPPB schemes. Intensive promotion is carried out every year through variety means such as brochure, road show, advertisement and recently website that is expected to attract prospective incoming students out side of eastern Indonesia, particularly from Java and Sumatra.

KEMITRAAN is a partnership program with local governments particularly in the region of eastern Indonesia to respond such access and equity issues. Under this scheme, Unhas invites local government (regency level) to send their best candidates to study in Unhas in which their tuition fees will be fully paid by the respective government. As a consequence, these students have to return to their original regency after finishing their study to improve their regency development. The KEMITRAAN scheme was previously managed under Vice Rector IV (planning, development and external relation), but since the last 2 years, the KEMITRAAN scheme has been managed directly under Vice Rector I.

TALENTA scheme is designated to select the new students based on their achievement particularly in sports and arts which are expected to give a significant contribution to the improvement of Unhas image, particularly at national level. Until recently the TALENTA scheme is managed directly under Vice Rector III (student affairs).

The main concern regarding the management quality of incoming students is lack of data management on the background information of the incoming students. As a result, the university management find it difficulties in profiling the incoming students. Inadequate data management of the incoming students have, to some extent, affected the university decisions on particular issues such as profiling students from economically disadvantage families to get financial aids, performing fair tuition fees, etc. This is particularly true since the background information of incoming students has not been managed through the university information system at the time of student admission.

8.1.2. Teaching and Learning Process

In common sense, the effectiveness of teaching and learning process can simply be measured by the length of study. Unhas is fully aware of limited resources, therefore considerable efforts have been carried out to reduce the length of study. Over the last 3 years, there has been a substantial reduction in the length of study of S1 regular program, i.e., from 64.5 months in the academic year of 2001/2002 to 58.46 months in the academic year of 2003/2004 (calculated based on annual graduation). This figure clearly indicates that the implementation of teaching and learning process has been considerably improved, at least in terms of optimizing the resources. The introduction of short semester has also contributed in decreasing the length of study. The study duration of S1 regular for academic year of 2004 is ranging from the lowest 48.6 months (Faculty of Dentistry and Faculty of Public Health) to the longest, 63.54 months for the Faculty of Medicine. Based on the annual report of DUE-Like Unhas, the main reason why the Faculty of Medicine has longer study duration and low GPA is due to the curriculum transition, from a traditional based curriculum into an integrative curriculum, which is mostly applied problem based learning. Nevertheless, the trend of academic improvement of the Medicine Faculty shows a positive impact.

In terms of full time equivalence (EWMP or FTE), the staff work load is unequally distributed among faculties. At certain faculties, one course is delivered by a team. Other faculties on the other hand, one academic staff has to deliver several courses simultaneously. At the Faculty of


Mathematics and Natural Sciences, for example, most academic staff has been overloaded due to so many inter-faculty courses to be handled, particularly at the first and second semesters in which the new students take the first year program (TPB). As a result, most of them do not have sufficient time to improve their teaching quality as well as updating their course contents.

There has been a significant breakthrough in improving the quality of first year program. Since the beginning of academic year of 2004, Unhas has been introducing a web based learning for 4 basic science courses i.e., chemistry, mathematics, biology and physics. Instead of a traditional class interaction, about 10% or 440 new students of total new student population at the academic year of 2004 was chosen randomly and subjected to join this web based learning. Based on the report issued by First Year Program, there is no significant difference in the final score between conventional class and web based learning class (need further clarification from TPB regarding the analysis result). Since this alternative learning is newly introduced to the first year program, there were some weaknesses during its implementation, i.e., insufficient ICT skills of some students, poorly managed ICT administration, unavailable online lecturer notes, and low speed internet connectivity. Nevertheless, this alternative mode of learning has a good prospect to reduce the staff overload. Some improvements have been designed to be more suitable implemented in the next academic year and will be used as an embryo to achieve a fully ICT based campus in the year 2008.

As explicitly stated in the Unhas Strategic Planning 2004 – 2008, the strategic direction of Unhas is gradually to transform the teaching mode, from traditional teaching approach into learning approach. This new approach has been pioneered by selected study programs, particularly those who granted DGHE competitive grants. For example, since the commencing academic year of 2004, Faculty of Medicine has implemented problem based learning (PBL). Although it is too early to judge the effectiveness of this new alternative learning, some promising indicators have been observed. In most cases, the GPA of active students undergoing new curriculum is higher than those who are still undertaking old curriculum. Some study programs granted DGHE competitive grants have also implemented several new innovative learning methods obtained from teaching grants. In most cases, the innovative learning methods developed by those study programs is the utilization of ICT (Information and Computer Technology) in learning process. This can be regarded as an initial stage or embryo in developing ICT based campus as stated in the Unhas Strategic Planning 2004 – 2008. In the future, the role of teaching and learning center (TLC) should be improved to disseminate the best practices of innovative learning methods through out the faculties.

In terms of academic governance, the implementation of teaching and learning process is sufficiently good as reflected by the average lecturer attendance of above 80%. Unfortunately, there hasn’t been a systematic monitoring and evaluation to identify the effectiveness of the course materials delivered by lecturers in accordance with the course objectives and syllabus. The availability of lecture notes is one of the major concerns faced by Unhas. Based on the self evaluation reports of 26 study programs applying for DGHE competitive grants, the percentage of courses equipped with well structured lecture notes is less than 30%. In most cases, the lecture notes are old fashion and have never been updated in line with current development of science and technology. Inadequate recent text books and scientific journals have been the main reason why most of lecture notes are out of date. Except for lecturer attendance, the academic staff performances have either never been evaluated. It is the right time for Unhas to involve students as well as peer review on the evaluation of staff performances. Some study programs have involved students during the evaluation of staff performance. However, the result has never been followed up, for example, introducing reward and punishment system. In the future, Unhas will develop a teaching portfolio system as the basis of staff assessment.


Based on the facts presented above, despite some drawbacks it is clear that at certain extend Unhas has made a good progress in handling the education process. This is a good indication that this institution has reasonable existing capacity to run education process with a student body of about 33.000 supported by around 1700 academic staff. Better management towards the existing resources will even improve the quality of its education process.

In terms of management aspect, however, there have been several critical issues that Unhas should be aware of. Although Unhas has possessed an academic regulation for quite long time that periodically being reviewed, the implementation of the academic regulation to to monitor and evaluate the academic performance has been considered insufficient, particularly to achieve the academic performance targets as stated in the university strategic planning. Untill recently, the process of monitoring and evaluation of academic programs is heavily dependence of the current structural units within the university management, ranging from the head of department, vice dean for academic affairs to vice rector for academic affairs. Any deviation is then discussed in the montly coordination meeting at the university level. Such mechanism has proved ineffective in improving the academic performance systematically since it tends to be functioning as a controll system rather than a quality assurance system. In addition to that, regular academic report is performed manually instead of utilizing the university management information system. As a result, the process of academic adminsitration such registration and student assessment report often performs out of schedule. In summary, the university urgently needs to develop a reliable quality assurance system and management information system capable of improving the academic performance of the university with such large student body.

8.1.3. The Education Relevancy

Information on graduate profiles has been widely used to identify the relevant aspect between education process and society need. For the self evaluation purpose, information regarding graduate readiness in entering the job markets was obtained from the self evaluation reports of some study programs submitting to the DGHE competitive grants. The documents of tracer study on labor market signals and graduate employability published by TPSDP were also used as a reference. Compared to graduates from other well established universities in Java, the Unhas graduate employability is far from satisfied. In general, the average graduate waiting time getting the first job is approximately more than 1.8 years while the first job salary is counted below Rp 700.000,- in average.

In terms of curriculum relevancy, most of respondents felt that the curriculum implemented during their study in Unhas only gave a small contribution to their field of works. In addition to that, the implemented curriculum was overloaded and most of course materials had been out of date. IIn general, the curriculums of study programs in Unhas have been revised periodically, i.e., every 5 years. Since the launching of competence based curriculum in the early year of 2002, all study programs in Unhas commenced revising their curriculum comprehensively by involving external stakeholders through a series of workshops or focus group discussions. In 2003, Unhas has successfully formulated graduate profiles that consisting of personality competence, professional skills, intellectual skills and adaptability skills, as the basis of all study programs in developing their curriculum. In the academic year of 2004, all study programs in Unhas have implemented the new competence based curriculum in accordance with Kepmendiknas No 045/U/2002. It is expected that the impact of this new curriculum implementation will be observed in the year 2008. Until, recently, however, there has not been an effective system to monitor and evaluate the implementation of the new curriculum rather heavily depends on the current structural unit within the university management.


In general, most Unhas graduates felt that ICT skills had a significant impact towards their career development. In most cases, however, their ICT skills were mostly achieved by self learning out side of formal academic activities. As a result, the level of ICT skills were varied among graduates depending on how intensive they learned ICT during their study. Since the implementation of competence based curriculum in 2004, most study programs in Unhas have initiated to utilize ICT in teaching and learning process. In the Faculty of Medicine, for example, variety of education technology such as computer, internet and video, has been employed to enhance problem based learning. Web based learning has also been introduced to the first year students since the academic year 2004. Computer laboratories either at the university level or department level have also been upgraded to support the utilization of ICT in teaching and learning process.

In 2002, Unhas actually has introduced a distance learning in the form of a video conference covering public universities in the region of eastern Indonesia. The existence of this system is supposed to give an opportunity for Unhas lecturers to deliver their courses without physically attending the class room. In reality, however, the system has been mostly idle and not many academic staff utilized that system. Similar ineffective ICT utilization occurred when Unhas joined with school of internet (SOI), cooperation among Unhas and Asia Pacific universities and University of Kieo, Japan.

8.1.4. The Impact of Competitive Based Funding

Currently, the quality culture has been growing within academic society in Unhas as reflected by the increment of study programs or departments granted by competitive grants. Until recently, almost 90% or 40 of 46 departments/study programs/ISS in Unhas have been granted by such competitive grants including TPSDP (5 study programs and 1 ISS), DUE-Like (2 study programs), Semi QUE (6 departments) PHK A1 and A2 (6 departments), and SP4 Competition (18 departments, including Marine Science Study Program, Aquaculture Study Program and 4 ISS) with a total value of the grants of almost 80 billion IDR (Appendix 11). Unhas is fully aware that this growing demand on quality culture can be regarded as a good momentum that should be continuously maintained and developed. Therefore, Unhas will highly commit to respond any competitive based funding offered by any agencies including DGHE, such I-MHERE.

Direct impacts of these competitive based funding awarded by DGHE within Unhas’ units in the last 5 years have been reflected by increased academic performances of departments and study programs. For example, the GPA average increased from 3.0 in 2000 to 3.15 in 2005. In addition, teaching and learning processes have also been improved reflected by the decreasing length of studies from 5.5 in 2000 to around 4.8 in 2004. Laboratory equipment is mostly updated for study programs or departments who are granted with TPSDP, DUE-Like, Semi-QUE, SP4, and PHK A1 and A2. With this project, Unhas has received a significant budget allocated for laboratory equipment procurement and also teaching equipment. Although it is not widely spread, head projectors, LCD, computer desktops, and notebooks can be found at some study programs to support their teaching activities.

With the above laboratory conditions, it is possible to expect the study programs to build a high quality practical skill for their students. Similarly, it will be reasonable for them to produce high quality research as well. This situation will becomes a hindering factor to establish research collaboration with other institutions.

Another important impact in this regard is the growing attitude of departments within Unhas toward competitive based funding. If in the year of 2000 most of the departments were still reluctant to apply such funding offered by DGHE, in the last two years most of them have been very enthusiastic to apply. This was reflected by the significant increasing number and quality


of proposals from the departments. Therefore, the level of departments’ motivation to improve their qualities through competitive funding has gone beyond critical mass. It is expected that with the increasing good practices in academic processes due to the competitive funding, this department quality culture will eventually sustainable for long-run.

Having experience in managing the implementation of CBF, in general, the internal management capacity of departments within Unhas is considered to be a good initial capital for Unhas towards better university governance. Some good practices yielded from the implementation of CBF have been developed at the university level and accommodated in the university annual budget plan (DIPA). In most cases, the academic data management of departments implementing CBF is well organized and computerized. Unfortunately, such good academic data management has not been integrated at the university level due to variety system used by each the department. Actually, the university management information system or PIU (University Information System) has developed a well designed academic information system funded by TPSDP Batch I. Untill recently, however, such good system has not been implemented through out departments within Unhas due to lack of university ICT policy and mulfunction of university network connection.

8.2. Research

The research activities at Unhas are supposed to be performed under the coordination of Research Institute (LP, Lembaga Penelitian). However, many researches conducted, especially those under the faculties (including that in the graduate school), are not well recorded at the LP. Research Management discussed in the following are those recorded at LP.

Funding Mechanism. Research activities at Unhas are generally funded by different research schemes. For research funded by dana rutin, the university allocates some amount funding for routine research activities through LP. For this purpose, LP will call for proposals from all interested staff. At the faculty levels, all proposals, in general, are endorsed by the faculty dean to be forwarded to LP for funding. No internal screening at the faculty level has been done to select the proposals submitted by the staff. Therefore, the number of proposal received by LP usually much higher than the budget available. LP then has to screen which of the proposals will be funded. Even though, LP has provided the guideline for proposal preparation, the procedures of approving the research proposals are neither clearly defined nor transparent. In addition to this, each faculty actually provides some funds for research every year. However, mechanism how of this fund distributed to the staff what criteria used to select research proposals to be funded are totally depending on the policy of each faculty, so far no report has been forwarded to LP regarding this research activities.

For competitive-based funding research, the role of LP is merely as a coordinator/ administrator. LP distributes information regarding the research obtained from the funding agencies to all interested staff. All proposals meet the requirement then will be sent by LP to the respected funding agencies to be evaluated. In this case, LP does not conduct internal screening on the proposals submitted by the staff through their respected faculties. However, since 2005, research proposal under BBI scheme has been reviewed by each faculty’s own reviewers. Those reviewers were appointed and coordinated by LP. But, decision on which of the BBI proposals that will be funded is still determined by DGHE. However, starting in 2006, decision for BBI proposals will be decided by LP because since that time DGHE no longer provide funds for BBI research project and this scheme will be fully funded by university management under new name called Penelitian Dosen Muda.

There is no clear regulation regarding funding mechanism for partnership research. In general, LP or research center and its functional units obtained collaborative programs by either offering research proposals to the potential outside parties. But many research programs are


also obtained through individual staff who is able to establish collaboration with outside parties and report that collaboration to LP.

Research Activities and Capacities. For the last four years, the number of researches recorded at the Research Institute ranges from 100 to 126, or 109 in average annually. It is estimated that this figure is only about half of total number of research performed in the university, as many researches are not recorded by the institute. About 30% and 34% of these researches is accounted by regular research (funded from DISKS by the university), and BBI researches (less competitive research by DGHE). Only very small number of research funded through highly competitive grant research such as 4% for RUT and 8% for HB (Table 8.1.).

Table 8.1. Number of researches recorded at the Research Institute for the last four years (2001-2004)

YearUNHAS DGHE RISTEK

Partner- ship Total

Regular HB BBI/ KW PD Others RUT RPK RUKK Others

2001 35 1 45 4 5 2 8 100

2002 28 6 45 2 2 4 1 2 19 109

2003 33 11 31 7 2 5 2 1 1 9 102

2004 35 15 29 11 8 4 2 2 20 126

Average 33 8 38 6 4 5 2 1 2 14 109

The average number of partnership research recorded at LP is quiet low, averaging 14 during the last 4 years. This actually contradicts with the number of study center work under coordination of LP. There are 9 centers are under LP coordination, 8 study centers and 1 center for intellectual property right (HAKI). Overall, the participation of Unhas staff in research is considered to be low. Numbers of staff involved in research were only 280 in year 2001 and 409 in the year of 2003. Although there were slight increase in the research participations, but considering the number of Unhas staff, the ratio of research participation was only 280/1681 (16.7%) in 2001, increased to 23.6% in 2004. If number unrecorded research is assumed to be similar to that of recorded research, the number of research conducted annually is only about 200, and the number of staff involved is only about half of total number of university staff, or each staff in average execute a research only every other year.

Research Scope and Coordination. Despite a number of researches conducted in Unhas, some of the result of research, especially that funded through national competition process, cannot be implemented directly to solve the problem of local and regional development. This fact shows the difference between national and regional priority. At national level, the research resides in line with development of science and technology, which still needs some process to be applicable and marketable. In contrast, at regional level, research priority is more on natural resource management and development of human capacity.

Researches conducted by students, including students of S2 and of S3 levels still show strength on mono-discipline topics, although some inter-disciplinary study programs have recently been established. The 900 – 1,500 researches conducted by students annually in the last five years has a great potency in placing Unhas to play significant role in scientific society as well as the community. All need to be done is to make such big quantitative number meaningful in quality by means of organizing the topic and focus of research.

In consequence, it is necessary to build up a clear research road map which is in line with the mission of Unhas, that is research directed to resource management, especially maritime natural resource. The road map is required as guidance for competitive research, research for


knowledge development, self-funded research, and research conducted by students including graduate students.

The organization and management of research among the study programs as well as research centers have not yet been suitable to lead to substantial achievement in knowledge and technology either mono-discipline or inter-discipline. For example, there are some study centers that are overlapping in research domain. Several centers and study programs do not have consistent research focus. In addition, Coordination between LP and is research centers is not well established. Each research center is supposed to provide report to LP regarding their activities, but in fact many of the centers did not do that. This is actually one of the reasons why the number of partnership research activities recorded at LP is very low.

Monitoring and evaluation. Actually, research activities at Unhas are supposed to be performed under the coordination LP. The responsibility of LP is to coordinates, monitors, records, and files all research activities either funded through dana rutin, competitive funding or partnership funding conducted by Unhas staff. So far, to monitor implementation of research activities, LP requires all grantees to present seminar before writing the final reports. However, evaluation on the research implementation in the field has not yet conducted comprehensively. This is because, there is no funding available to conduct such monitoring activities.

In relation to its function as coordinator, LP is not able to execute its duties optimally due to lack of internal regulation. As a consequence, some negative impacts are emerging. First, the exact number of research conducted by the units outside the LP is unknown. Second, the quality of research delivered by those units are also difficult to monitor. Third, implementation of research at community level is difficult to asses. Forth, the focus of research activities is difficult to judge. Also, income generated from unrecorded partnership programs is difficult to calculate. Moreover, over lapping research activities between one units with others or between research institute and service institute in terms of research activities or area of research, due to poor recording, is very likely to happen. This situation is very unhealthy when dealing with the outside parties for funding.

Based on the above, the problem faced by LP in general are:

Improve budget allocation for regular/routine research programs so that it will increase number of staff involved in research and it will widen the topic of research project to be studied.

Improving research facilities not only in PKP and study centers but also on those scattered in various faculties.

Improving facilities and utilization of ICT to support staff activities both in preparing sound proposals and in obtaining current information related to their respected field.

Establishment of research road map either at the LP level or at least at the faculty level so that staff could be focused their research project

Establishing system that enables LP to record and monitor all research programs conducted either at level of faculties including graduate school, study center, PKP, or those funded through collaboration (DGHE or other third parties).

8.3. Services

Service activities at Unhas should be under coordination of the service agency (LPPM, Lembaga Pengabdian pada Masyarakat). Many service programs, however, especially activities conducted independently by the faculties, are not well documented at the LPPM. University provides service activities to community under several service schemes, namely programs funded by university management (dana rutin) or funded through competitive


system, i.e. Ipteks, Vucer, and Kewirausahaan offered by DGHE, as well as partnership programs executed by the LPPM’s own functional unit. Therefore, this evaluation merely based on those activities.Funding Mechanism. For dana rutin, every year Unhas allocates some amount of funding for community services. LPPM then will invite proposals from all staff within Unhas to submit their proposals to LPPM. Usually, LPPM receive more proposals than budget available. Therefore, LPPM has to select which of the proposals to be funded for respected year. Even though LPPM has issued some general guidelines for proposal preparation, the procedures of approving the service programs are neither clearly defined nor transparent. In addition, there is no internal selection conducted at the faculty levels, therefore all proposals submitted by staff within department are usually endorsed by the faculty dean and forward all the proposals to LPPM to decide which one is going be funded.

For service activities funded by DGHE through competitive system, LPPM just act as coordinator/administrator for all proposals submitted by the staff. Similar to dana rutin, LPPM will inform all staff regarding the funding including all administrative requirements that need to be fulfilled. All proposals submitted by the staff then will be sent to DGHE to be selected. In this case, LPPM Unhas does not conduct internal screening for the proposals rather than directly submit all proposals; the ones meet all administrative criteria, to DGHE to decide which of the proposals will get the funding.

In terms of service activities involving the third party as a partner, LPPM adopts two mechanisms for funding the activities. First, LPPM offers proposals to outside parties to finance the proposed programs. If it is accepted, LPPM will then assign some staff who is capable of executing the program. The second mechanism is that some staff who successfully won some cooperative grants administratively reports that programs to LPPM. In this case, the execution of the programs becomes the responsibility of the staff. Between these two mechanisms, most of the funding raised by the LPPM from the cooperative type funding is generated through the latter mechanism.

Services activities and staff capacity. Actually based on the quality and quantity of resources own, Unhas has a great potency in implementing its mission for community service. However, by judging the number of competitive-based funding programs for community services (Table 8.2) that has been won. the capacity of Unhas’ staff in obtaining that kind of funds is not so convincing. Nonetheless, the number of collaborative programs tended to increase from 18 programs in 2001 and 2002 respectively to 37 programs in 2003. This tendency might reflect a capacity in a different way.

Table 8.2. Number of programs/services implemented by the LPM during the period of 2001 - 2003

Activities Year Average2001 2002 2003Routine/Regular 9 9 11 9.7Competitive-based funding - Ipteks 12 - 10 7.3 - Vucer 2 - 2 1.3 - Entrepreneurship - 2 1 1Collaborative Programs 18 18 37 24.3Total 41 29 59

This low achievement may be related to some internal factors, such as the capacity of the staff themselves in providing sound proposals to compete nationally, lack of facilities of laboratory,


low and less access on information especially low use of ICT for retrieving current information as well as external factors e.g. the available funding and policy of the DGHE.

For service funded by dana rutin, capacity of Unhas to fund such program is quiet low, averaging 10 programs per year due to limited funding available. The average percentage of funds allocated by the university through “DIKS” for regular community service program during the year 2001-2003 was only 0.67% of total DIKS budget. The amount of budget for each regular program was also very little.

The number of collaborative programs, however, is quite satisfactory. LPPM together with its functional units was able to establish collaborative programs with outside agencies. Not only that, collaborative programs also involved a wide range of outside institutions, such as National Development Planning Board, regency or city administration, province government, stated own enterprises, government institution, private and state banks, etc.

LPPM has 7 functional units; (1) P2KKN (Management Center for Student Social Services), (2) PPOM (Development Center for Organization and Management), (3) PSKMP (Study Center for Policy and Development Management), (4) PPTG (Development Center for applied Technology), (5) PPPP (Development Center for Forestry Service and Settlement), (6) P3KM (Development Center for Public Health), and (7) PBHPH (Center for Legal Aid and Law Information). However, in reality, not all the units have shown sound performance Only the PSKMP had significant and consistent activities through the three years of evaluation period. PSKMP contributed approximately 60, 37, and 45% of the total budget obtained by the LPPM for the year 2001, 2003 and 2003, respectively. The PPTG unit showed constant activities during the same period but the amount of budget obtained fluctuated. For other units, their activities were highly variable during that period. PPOM, for instance, only had activities in 2001 and 2003, while PPPP only had one activity in 2001, while PBPH only had 2 self-funded programs in 2002 and 2003, respectively. No activity, however, was recorded for P3KM for the same period.

Fluctuation of activities conducted by each functional unit was probably related to the management of LPPM in raising funds from collaborative programs (as mentioned before hand). And this is likely the reason why some units in the LPPM did not show a consistent performance.

Monitoring and evaluation. Actually, service activities at Unhas are supposed to be performed under the coordination LPPM. LPPM is responsible in coordinating, monitoring, recording, and filing the service programs conducted by Unhas staff. However, there are some activities are not able to be monitored by LPPM, for example each year faculty allocates some budget (from DPP budget) for their staff to conduct service activities, but this program are not reported to LPPM. For services funded by dana rutin through LPPM, implementation of program in the field is not monitored thoroughly. Therefore, the effectiveness of program delivered in enhancing the community is still unknown. The only tool used by LPPM in monitoring those activities is just based on the reports submitted to LPPM. This is due to that LPPM does not have any available budget for direct monitoring the program in the field. For programs funded by DGHE, in addition to the final report that must be submitted to DP3M Jakarta, a team from DP3M usually conduct monitoring once during the program. For collaborative programs, monitoring is based on the agreement set up at the beginning of the project. But monitoring is mostly based on the report.

In terms of coordination, it seems that LPPM fail to do its job, because there is strong indication that many collaborative programs conducted by the units outside the LPPM are not recorded on the LPPM database. Even in reality, the amount of funding generated from unrecorded collaborative programs is much higher than that recorded at the LPPM. This is


happened, because until now there is no internal regulation that regulates how the funding obtained by units outside LPPM to be spent.

Based on the overall performance of the LPPM and in order to face the dynamics of strategic environment in the future, it is important to for Unhas to consider the following items:

Continuous training for staff in order to improve their capacity. Improve budget allocation for regular/routine community programs in order to increase

the number of staff involved and the number of services delivered, and to widening the communities to be serviced.

Improving facilities including ICT facility to support staff activities both in preparing and delivering services for the community.

Rule of the game and functional units under the LPPM must be re-examined and rearranged in line with the needs of the community.

Improvement of management system within the units so that the activities of the units does not solely depend on the personal capacity of the staff but on the good management practice.

Establishing system that enables LPPM to record and monitor all service activities, either funded by LPPM, by faculties or by collaboration.

8.4. Quality Assurance System

Until recently, Unhas has not had a quality assurance unit capable of monitoring and evaluating rigorously the implementation of academic programs despite the fact that the establishment of this unit has been initiated and developed since the last 3 years. Nonetheless, during the last two years, an internal Monitoring and Evaluation [MONEV] has been established specifically assigned to monitor and evaluate study programs or departments currently receiving competitive funding from DGHE. This MONEV is expected to become the seed of the university quality assurance unit. Other control mechanism of academic implementation is carried out through the existing structural units, i.e., departments, faculties, and university top management. Lecturer attendance, for example, is carried out through the following manners: firstly, departments monitor their lecturer attendance using monitoring sheets provided by the respective faculties.

The information written in the information sheet is varied from one faculty to other faculties, but generally consists of name of the course, name of lecturer, date of class meeting, week of meeting, topic of the class meeting, and list of student attendance. At the end of each week (usually every Saturday), the faculty collects the monitoring sheets and summarizes the weekly lecture attendance of all departments within the faculty. The weekly lecture attendance is then submitted to the Vice Rector for Academic Affair to be compiled from all faculties. Afterward, the Vice Rector through Bureau of Academic Affair makes a comprehensive report of monthly lecture attendance. In responding Unhas academic accountability, the monthly lecture attendance report, is then discussed in the monthly coordination meeting which is usually attended by all deans and chaired by the Rector. Any matter or deficiency regarding lecturer attendance performance is then further discussed with the Head of Departments within the respective faculty to improve the academic performance.

This structural cycle is used by the university management to monitor and evaluate the implementation of academic activities. However, this monitoring cycle is only capable of monitoring and evaluating the main basic academic performance such as lecturer attendance and student grades which are, to some extents, failed to measure the effectiveness of curriculum implementation. For example, the lecturer attendance record does not guarantee that the lecturer delivers his or her course in accordance with the course material as stated in the syllabus. Until recently, other important indicators such as student satisfactory level and


academic performance and achievement of lecturers have not be been covered under this monitoring cycle. Nevertheless, several faculties or departments, especially those receiving competitive funding, have initiated to perform a student survey to evaluate the academic performance of lecturers. Unfortunately, this activity is not followed by reward and punishment system so that it won’t be effective to stimulate and motivate lecturers. Therefore, it is urgently required to establish reward and punishment system at the university level.

As stated in the Strategic Planning 2004 – 2008, one of the main Unhas images to be achieved in the year 2008 is having an advanced education system. Therefore, Unhas wishes to continually raise the quality and status of teaching and learning process, improve assessment practices and enhance academic standards. Unhas is fully aware that control system and accountability are important instruments to achieve the high quality of academic standards. In general, the policy and regulation of Unhas regarding academic standard are well documented in the academic regulation covering program management, curriculum, student enrollment, academic supervisory, tuition fee, student assessment and evaluation, and graduate requirement. The academic regulation is reviewed periodically and the academic regulation of current year is published based on the Unhas Rector decree number 1067/J02/P/2003. In addition to academic regulation, Unhas is also issued other regulations regarding code of ethics to support the implementation of academic activities, i.e., lecturer ethics and student ethics designated to maintain and improve both lecture and student academic integrities.

Several other activities which are worth to mention as a form of internal quality assurance practices to meet standard required are:

At the university level, there is a monthly coordinated meeting attended by all management executives with a purpose, among the agenda, to look at educational practice done in the previous month and preparing corrective actions necessary as a problem arise.

At faculty level, similar meeting attended by all department heads to monitor educational practice in order to sharpen QA action at department level.

At the department level, although no regular monthly meeting conducted, staff performance is actively monitored and evaluated based on their activities, such attendance in class room, and participation in various department scientific meetings particularly those closely related to staff’s laboratory works. At the beginning of each semester, staff meeting at department level is organized in order to arrange teaching team, to coordinate lecture materials among the team, to determine frequency and time of teaching for each staff within each teaching team, lecture evaluation method, etc Any information that requires corrective actions is immediately processed by department in terms of issuing a reminding letter for an improvement. Actually, QA practice is executed at this level. Unfortunately punishment and reward are hard to be imposed at this level.

Since 2001, several ad-hoc teams under the Vice Rector I have been established specifically assigned to evaluate revision of curriculum offered by study programs. Generally, prior to curriculum revision, each study program collect information from the stake holders by tracer study as The purpose is to evaluate relevancy between graduate competence and program study and for the establishment of a new study program or department even though the guide lines for that purpose have already available.

The P3AI Unit is responsible for improvement of learning methods through such program as development of basic skill for instructional technique (Pekerti) and applied approach. In addition, training is also provided through TPSDP, competition grant,


SP4 program. Starting this year, the status of P3AI is improved to be LP3 (Lembaga Pengkajian Pengembangan Pendidikan). Under this new agency, there are four study centers, namely study center for learning process, study center for quality assurance, study center for human resource development, and study center for guidance and counseling. By involving the staff in the training for learning method, it is expected that knowledge substance can be transferred more efficiently and effectively to the student centered learning.

To ensure that learning activity in one semester has been carried out as required, learning content must in form of teaching planning called SAP (Satuan Acara Perkuliahan). It includes schedule, topics, general instructional aim, special instructional aim, learning activities, media of learning, methods of evaluation used, and references. At the end of each lecture section.

External quality assurance system for Unhas has been performed by National Accreditation Agency (BAN). Most study program in Unhas hold B-grade accreditation (60%), 7 % for A-grade and 16% C-grade (Appendix 11).

Based on the above descriptions, it can be concluded that Unhas has actually a good embryo to develop the QA system, although it is limited to academic matters, particularly the education activities. Although Unhas has tried to establish a QA unit, there are still several factors, which could be considered as a weaknesses to achieve the objectives of QA system at the University of Hasanuddin. These are:

The leadership of the quality assurance effort. The enthusiasm and knowledge of the leader of Unhas have clearly been a strength of the University's efforts to improve teaching and academic quality. Unfortunately, such singular leadership can also become a source of weakness. The goal of improving teaching and student learning is not pursue vigorously, as it should be. In the some faculty level effort to achieving that goal may become personalized and not institutional. As a result, the need for each faculty member, each department, and each faculty to take responsibility for improving teaching and academic quality may be avoided or ignored.

The graduate and undergraduate degree quality assurance process. Unhas has not had the external examiner process for assuring the quality of graduate and undergraduate degrees, although it is believed that it will improve academic quality. Unhas definitely agrees that this peer review process can be a potentially effective means of assuring the academic quality of Unhas graduate and undergraduate degrees, although this process is not a guarantee of high quality.

A tradition of "privatization" in teaching in certain faculties. There are a tradition of independence in teaching in Unhas, which makes it difficult to develop the type of communication, coordination, and cooperation among faculty members that can lead to improvements in curricula, teaching methods, and ultimately student learning. Although, in some faculty there appear a high degree of cooperation and coordination among faculty members that is having a positive impact upon student learning, there is still less effort to be designed as an academic QA that will provide incentives for increased faculty communication, cooperation, and coordination regarding curricula design, choice of pedagogical alternatives, and means of assessing student learning.

The approach to QA may be needlessly complex and in some cases encouraging a "culture of compliance" rather than improvements in student learning. Data noted that the QA system at Unhas, despite its commitment to departmental development of quality assurance, has been perceived by some as too "top-down" an approach. The general framework that already made by Development team of Unhas in its quality assurance


work may be too formalistic and ideal. Some faculty members mentioned that they are still confused by the quality criteria and do not always see their relevance.

The Unhas strategy for improving education may place too great an emphasis on teaching and an insufficient emphasis on enhancing student learning. Principally, the need to improve means of teaching in higher education is a universal concern. Therefore the Unhas's emphasis on improving teaching and encouraging faculty experimentation with potentially more effective approaches to teaching is certainly appropriate. Since Unhas has won some grants from PHK, some faculty use ICT in their teaching, or distribute teaching evaluation forms in their classes, or use more group work is a useful measure of instructional change, but does not necessarily prove that student learning capacity has been enhanced. In fact, it is impossible to judge whether changes in instruction or types of instruction are beneficial or even worth the cost of the change unless some effort is made to systematically assess their effects on student learning.

Lack of coordination in academic support services at the Unhas. Unhas noted that there seems to be poor coordination of units and groups involved in academic quality assurance and teaching improvement as well as in ICT. It also noted an apparent lack of coordination and supervision among units in these areas. In any event, it is clear and appears the redundancy in activities, budgets, and responsibilities among the various entities involved in teaching improvement, QA, and ICT.

The goal of student participation in the improvement of academic quality and education may become dysfunctional if pursued in too rigid a fashion. Students from some faculties did not give critic and suggestions that can be a valuable source of information for improving the processes of teaching. The student participation and feedback in some faculty is most likely to occur when student views of instruction are actively sought out by the faculty of a department or program.

In can be concluded for this chapter that Unhas has conducted educational process to the best level that can be achieved given its existing conditions. The CBF granted to about 90% of study programs for the last five years have had great impact on both educational process within department/study program and performance output indicators. In contrast to education process, many problems still exist in LP and LPPM for research and service management.

Although Unhas has not established QA, several activities can be considered as quality assurances practices. In addition, Internal Monitoring and Evaluation [MONEVIN] has been established specifically assigned to monitor and evaluate study programs or departments currently receiving CBF. The academic data management of departments implementing CBF is well organized and computerized. Unfortunately, such good academic data management has not been integrated at the university level due to variety system used by each the department.


Chapter 9

SUMMARY OF IDENTIFIED PROBLEMS AND PRELIMINARY PROPOSED PLAN

In general, it can be stated that Unhas has conducted educational process to the best level that can be achieved given its existing conditions. This is based on some indicators such as the graduate GPA is mostly greater than 3.00 and tends to increase from year to year. However, some parameters of the educational process and output show some inefficiency. For example, length of studying, waiting time to get the first job, and first salary are still show inefficiency. Based on the self evaluation report, this inefficiency is likely due to some such contributing factors as low quality of incoming students, ineffective learning process and low relevancy.

The quality of incoming students can be increased by increasing the attractiveness of the university. Similarly, effecient and effctive education process can be addressed by transforming from teaching to learning. As the consequence of this transformation, better facilities and human resources are required. Unfortunately, although Unhas has sufficient human resources and facilities, the management system does not allow the utilization of thsi resources effectively.

In addition, the relevancy must be improved by shifting from competency-based system to capacity-based system. At the mean time, the competency-based system is difficult to adapt with rapid change happening. Improving relevancy can only be achieved by improving learning capacity and soft competenceof student, i.e. English proficiency and ICT skills..

The organizational structure of Unhas is properly comply with PP 60/99 which has been formulated in Unhas statute and sets of internal regulation. Although the university organization structure sluggish to environmental change, the management has high creativity in responding to organization demand by establishing several techno-structural units inline with government regulation. Although such practices may not be sufficient in the future, it can be a good indication that Unhas has capacity toward a learning organization.

The ICT has not been fully utilized to support decision making process at all management levels. However, strong capacity of both organization and leadership will be able to support the improvement or introduction of new system in resource management (finance, human, and facilities) academic-quality assurance.

Some of the problem identified on finance management are: (1) There is no integrated and clear regulation on how to spend and generate income, (2) No system in place to guide and make the budget well spent since the budget itself is not built based on performance, (3) Unhas un able to implement performance based budgeting due to lack of competent staffs, no SPM and standard unit cost, has not been customized for Unhas mission, and has not been considered important, and (4) The integrated ICT application to support the university financial system has not been in place, except for the staff monthly salary.

The required real function Human Resource Management (HRM) seems doesn’t work properly. Two main reasons has been identified to cause this problem i.e. (1) There is no credible HR Department, Strategic HRM, HR Information System, and Total Quality Management, and (2) There is no effective and appropriate HRM operative function and processes: (HR Planning, Long-term personnel need assessment, Job design, Recruitment, Selection, Training, JA–JD-JS, Performance appraisal, Career development, and Employee relations).

Unhas is indeed posses a wide variety of facilities to support its activities. Nonetheless, the main facilities including the space and laboratory equipment availability to support high


quality educational performance are just insufficient and outdated. It is certainly not enough to tackle a learning approach style as intended by the university. Supporting facilities, however, are widely obtainable specifically to back up outdoor activities such as sport and other related facilities including student housing. Asset management which is so far conducted in a manual way has become inadequate and should be converted to an IT based. In addition, there is no system to integrate all functions and procedures of asset management. and procedures integrated system and procedures.

Although Unhas has not established QA, several activities can be considered as quality assurances practices. In addition, Internal Monitoring and Evaluation [MONEVIN] has been established specifically assigned to monitor and evaluate study programs or departments currently receiving CBF. The academic data management of departments implementing CBF is well organized and computerized. Unfortunately, such good academic data management has not been integrated at the university level due to variety system used by each the department.

The ICT facilities are in moderate condition. Some improvement is needed particularly those related to internet bandwidth and network connections to reach up to departments/study program (including server). As for information system, ICT based management system has not been implemented for governance (decision making), finance, human resource, assets, academic management.

All of the above problems can be addressed through revitalization of the organizational function through improvement of management. As has been stated in Unhas strategic plan 2003 – 2008, one of strategic program to achieve Unhas Image 2018 is having effective organization structure and resource management. This strategic program comprise of 5 (five) main programs, as follows : (i) Shift the organization structure to a learning organization; (ii) Put peer interest groups and/or laboratory as a front line of academic governance; (iii) Development of ICT based management; (iv) Increasing self generated income; and (v) comply the administrative and technical requirements to become an autonomous public university.

Among those programs, program number (iii) is very must related to the objective of I-MHERE 2.2 project. In line with this strategic plan along with identified problems summarized at previously, 4 (four) programs are proposed, i.e.:

1. Implementation of an Integrated Financial System

2. Development of a highly credible and reliable human resource system

3. Improvement of University Total Asset Management System; and

4. Revitalization of Academic Management Information System to Support the Quality Assurance System.

Those identified problems and the proposed programs are summarized in Appendix 12.


FINANCE SE No integrated & clear regulation No budgeting system Lack of competent staff No computer based information system Poor recording system

HUMAN RESOURCES DEVELOPMENTSE No credible HR Department No HRD strategy, operative function and processes and TQM No HRD information system

INFRASTRUCTURE & FACILITIES SE No integrated system which is based on regulation No clear investment policy No computer based information system

ACADEMIC PROGRAMS AND QUALITY ASSURANCE SYSTEM SE No integrated system Low motivation & competence staff No on computer based information system

Having an appropriate and reliable education system

Performing high quality research and community empowerment

Having effective organization structure and resource management

Having a friendly and beautiful campus environment

FINANCE: IMPLEMENTATION OF PERFORMANCE-BASED BUDGETING Building university community commitment Capacity building on performance-based budgeting Establishment of standardized unit cost for academic program Development of computer software for performance-based costing Pilot project and evaluation at selected work units Program wide implementation

HRD: DEVELOP A HIGHLY CREDIBLE AND RELIABLE HUMAN RESOURCE SYSTEM Skill inventory and mapping Enhancing capacity of potential candidates for HR Manager Writing HR handbook and manual Implementation of IT-based HR management system Implementation of HR management system in three selected faculties

I&F: ESTABILISHMENT OF TOTAL ASSET MANAGEMENT Establishment of asset management task force Development of asset management scheme and procedures Development of information system in asset management Updating asset data Implementation of total asset management

AP&QAS: REVITALIZATION OF ACADEMIC MANAGEMENT INFORMATION SYSTEM FOR QUALITY ASSURANCE SYSTEM Development of university ICT policy Integration of academic data among academic unit Improving network connection and user access Improving the university academic service Implementing evidence based decision making

SELF EVALUATION PROGRAMS University IMAGE

Figure 9.1. Summary of identified problems and the proposed programs

UNHAS MANAGEMENT: Development integrated university management system Improving staff capacity Development integrated management information system

UNHAS MANAGEMENT No integrated

system Low quality staff

No computer based information system

UNHASIMAGE

TABLE OF CONTENT

Letter of Intent

Table of Content

Chapter 1. INTRODUCTION 1

Chapter 2. ENVIRONMENTAL SETTING 32.1. Geographical, Social and Economic Environments of the University 32.2. Dynamic Strategic Environment 42.3. Policies and Regulations 62.4.Strategic Issue 7

Chapter 3. ORGANIZATION AND GOVERNANCE 93.1. Organization 93.2. Governance 12

Chapter 4. FINANCE AND ITS MANAGEMENT SYSTEM 154.1. Profiles of Income and Expenditures 154.2. Budgeting System and Policy 164.3. Accounting System and Financial Report 184.4. Financial Information System 19

Chapter 5. HUMAN RESOURCES MANAGEMENT 205.1. Profiles of Unhas Personnel 205.2 Human Resource Management 23

Chapter 6. INFRASTRUCTURE AND OTHER FACILITIES MANAGEMENT 286.1. Profiles of Infrastructure and Facilities 286.2. Facilities Management System 306.3. Investment Policy 326.4. Information System for Infrastructure and Facilities. 32

Chapter 7. INFORMATION SYSTEM 337.1. WAN systems 337.2. Internet bandwidth 337.3. Internet service points 337.4. Information system 34

Chapter 8. ACADEMIC PROGRAM AND QUALITY ASSURANCE SYSTEM 358.1. Education 358.2. Research 408.3. Services 428.4. Quality Assurance System 45

Chapter 9. SUMMARY OF IDENTIFIED PROBLEMS AND PRELIMINARY PROPOSED PLAN

49

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