KualitasKualitas akademikakademik & & akreditasiakreditasi internationalinternational

OlehOlehT.IlyasT.Ilyas

JurusanJurusan SipilSipil FTUIFTUI

Movement towards the harmonization of degrees

Need for continuing professional development

Increased mobility of engineers

Global quality assurance of education and training

Changes in curriculum

Adaptations of teaching/learning methods

Recognition of engineering qualifications (academic and professional)

Valuing informal acquisition of competencies and knowledge

Challenges for Engineering

Expectations Expectations Industrial– Credentials– Specialized skills– Planning &implementation– Navigating the bureaucracy– Following the heritage

Post-industrial– Communications– Team-working– Human relations– Problem-solving– Risk -taking– Design & innovations– Personal responsibility– Continuous learning– Self-management– Ethics, values, principles

What are in worldWhat are in world--classclass universities ?universities ?

World reputationResearch performanceProminent graduatesInternational participation

Ranking

Global Ranking:1. Time Higher Education Supplement2. Shanghai Jiaotong World Universitie

Ranking3. Webometrics Ranking of World Universities

Ranking

Global Ranking:Time Higher Education Supplement

Research quality Peer review 40%Citation per faculty 20%

Graduate employbilityEmployer review 10%

International outlookInternational teachers 5%International students 5%

Teaching qualityStudent/teacher ratio 20%

Ranking

Global Ranking:Shanghai Jiaotong Academic Ranking of World Universities

– Quality in educationAlumni as Nobel Laureate 10%

– Quality of FacultyFaculty as Nobel Laureate 20%Highly-cited researchers in 21 broad subject catagories 20%

– Research outputArticles in Nature and Science 20%Articles in Science Citation Index 20%

– Academic performance with respect to the size of an institution– Size of institution 10%

Ranking

Global Ranking:

Webometrics Ranking of World UniversitiesWeb size 20%Rich files 15%Scholar (Google) 15%Visibility (Link) 50%

ITB 76 Asia, World 844; UGM 57,734; January 2008

Research Research

Research performance– Research output– Research Assessment Exercises– Dominance of Anglo-Saxon research culture– Strategic capacity building– Concentration of resources on selected areas– Concentration of talents

International visibility

PublicationsExchange visitsInternational teachersInternational studentsEditorship of international journalsLeadership in international networks

Recruitment of academicsRecruitment of academics

Enhancement of the existing faculties Increase of PhD holders– Concentration of talents– Invitation of expatriates

Internationalization of institutions– Critical mass of national academics

Attraction of returnees– The issue of “brain drain”

Weight of Graduate Students in Weight of Graduate Students in Selected UniversitiesSelected Universities

University Undergrad Grad Share of Grad (%)

Harvard 1 7,002 10,094 59 Stanford 2 6,442 11,325 64 MIT 3 4,066 6,140 60 Oxford 4 11,106 6,601 37 Cambridge 5 12,284 6,649 35 LSE 6 4,254 4,386 51 Beijing 7 14,662 16,666 53 Tokyo 8 15,466 12,676 45

Watching the Rankings: the French ExperienceEach year, when Shanghai's Jiao Tong University publishes its world ranking of universities, France responds with a mix of indignation and consternation. Indignation, because French educators complain that the system favours “Anglo- Saxon” universities and makes no allowance for France's unusual division into elite grandes écoles and mass universities. Consternation, because not a single French university makes it into the world's top 40. Its best-placed institution—Paris VI— manages only 45th place.“Source: The Economist (28 October 2006). “Lessons from the Campus.” Special Survey Section on France”.

Ruth Simmons , president of Brown University, emphasizes the importance of other factors: “the bedrock of university quality in the United States is peer review, a system in which standards are set by leaders of the field and those leaders are themselves challenged and judged by this process”.

China’s vision of world class universities focuses almost exclusively on factors such as increased publications in international journals, up-to-date laboratories, more buildings, star professors and additional funding . Yet the vision is largely imitative rather than creative.

The highest ranked universities are the ones that make significant contributions:

to the advancement of knowledge through research,

teach with the most innovative curricula and pedagogical methods under most conducive circumstances,

make research an integral component of undergraduate teaching,

produce graduates who stand out because of their success in intensely competitive arenas during their education and, more importantly, after graduation.

Criteria for Accrediting Criteria for Accrediting Engineering ProgramsEngineering Programs

Effective for Evaluations during the 2008Effective for Evaluations during the 2008--2009 Accreditation Cycle2009 Accreditation Cycle

GENERAL CRITERIA FOR GENERAL CRITERIA FOR BACCALAUREATE LEVEL BACCALAUREATE LEVEL

PROGRAMSPROGRAMS

ABET

Criterion 1. StudentsCriterion 1. StudentsThe program must evaluate student The program must evaluate student performance, advise students regarding performance, advise students regarding curricular and career matters, and monitor curricular and career matters, and monitor studentstudent’’s progress to foster their success in s progress to foster their success in achieving program outcomes, thereby enabling achieving program outcomes, thereby enabling them as graduates to attain program objectives.them as graduates to attain program objectives.The program must have and enforce policies for The program must have and enforce policies for the acceptance of transfer students and for the the acceptance of transfer students and for the validation of courses taken for credit elsewhere. validation of courses taken for credit elsewhere. The program must also have and enforce The program must also have and enforce procedures to assure that all students meet all procedures to assure that all students meet all program requirements.program requirements.

Criterion 2. Program Educational Objectives

Each program for which an institution seeks Each program for which an institution seeks accreditation or reaccreditation must have in accreditation or reaccreditation must have in place:place:

(a) published educational objectives that are (a) published educational objectives that are consistent with the mission of the institution and these consistent with the mission of the institution and these criteriacriteria(b) a process that periodically documents and (b) a process that periodically documents and demonstrates that the objectives are based on the demonstrates that the objectives are based on the needs of the program's various constituenciesneeds of the program's various constituencies(c) an assessment and evaluation process that (c) an assessment and evaluation process that periodically documents and demonstrates the degree periodically documents and demonstrates the degree to which these objectives are attained.to which these objectives are attained.

Criterion 2. Program Educational Objectives Cont’

Each program for which an institution seeks accreditation or Each program for which an institution seeks accreditation or reaccreditation must have in place:reaccreditation must have in place:

(d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Criterion 3. Program OutcomesCriterion 3. Program OutcomesEngineering programs must demonstrate that their students attainEngineering programs must demonstrate that their students attain the following the following

outcomes:outcomes:(a) an ability to apply knowledge of mathematics, science, and e(a) an ability to apply knowledge of mathematics, science, and engineeringngineering(b) an ability to design and conduct experiments, as well as to (b) an ability to design and conduct experiments, as well as to analyze and analyze and

interpret datainterpret data(c) an ability to design a system, component, or process to meet(c) an ability to design a system, component, or process to meet desired needs desired needs

within realistic constraints such as economic, environmental, sowithin realistic constraints such as economic, environmental, social, cial, political, ethical, health and safety, manufacturability, and supolitical, ethical, health and safety, manufacturability, and sustainabilitystainability

(d) an ability to function on multidisciplinary teams(d) an ability to function on multidisciplinary teams(e) an ability to identify, formulate, and solve engineering pro(e) an ability to identify, formulate, and solve engineering problemsblems(f) an understanding of professional and ethical responsibility(f) an understanding of professional and ethical responsibility(g) an ability to communicate effectively(g) an ability to communicate effectively(h) the broad education necessary to understand the impact of en(h) the broad education necessary to understand the impact of engineering gineering

solutions in a global, economic, environmental, and societal consolutions in a global, economic, environmental, and societal contexttext(i) a recognition of the need for, and an ability to engage in l(i) a recognition of the need for, and an ability to engage in lifeife--long learninglong learning(j) a knowledge of contemporary issues(j) a knowledge of contemporary issues(k) an ability to use the techniques, skills, and modern enginee(k) an ability to use the techniques, skills, and modern engineering tools ring tools

necessary for engineering practice.necessary for engineering practice.

Criterion 4. Continuous ImprovementCriterion 4. Continuous Improvement

Each program must show evidence of Each program must show evidence of actions to improve the program. These actions to improve the program. These actions should be based on available actions should be based on available information, such as results from Criteria 2 information, such as results from Criteria 2 and 3 processes.and 3 processes.

Criterion 5. CurriculumCriterion 5. CurriculumThe professional component must include:The professional component must include:(a) one year of a combination of college level mathematics and (a) one year of a combination of college level mathematics and

basic sciences (some with experimental experience) appropriate basic sciences (some with experimental experience) appropriate to the disciplineto the discipline

(b) (b) one and oneone and one--half years of engineering topicshalf years of engineering topics, consisting of , consisting of engineering sciences and engineering design appropriate to the engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to is the process of devising a system, component, or process to meet desired needs. It is a decisionmeet desired needs. It is a decision--making process (often making process (often iterative), in which the basic sciences, mathematics, and the iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally engineering sciences are applied to convert resources optimally to meet these stated needs.to meet these stated needs.

(c) a general education component that complements the technical(c) a general education component that complements the technical content of the curriculum and is consistent with the program andcontent of the curriculum and is consistent with the program and institution objectives.institution objectives.

Criterion 6. FacultyCriterion 6. Faculty

The faculty must be of sufficient number and The faculty must be of sufficient number and must have the competencies to cover all of the must have the competencies to cover all of the curricular areas of the program. There must be curricular areas of the program. There must be sufficient faculty to accommodate adequate sufficient faculty to accommodate adequate levels of studentlevels of student--faculty interaction, student faculty interaction, student advising and counseling, university service advising and counseling, university service activities, professional development, and activities, professional development, and interactions with industrial and professional interactions with industrial and professional practitioners, as well as employers of students.practitioners, as well as employers of students.

Criterion 7. Facilities

Classrooms, laboratories, and associated Classrooms, laboratories, and associated equipmentequipment must be adequate to safely must be adequate to safely accomplish the program objectives and accomplish the program objectives and provide an atmosphere conducive to provide an atmosphere conducive to learning. Appropriate facilities must be learning. Appropriate facilities must be available to foster facultyavailable to foster faculty--student student interaction and to create a climate that interaction and to create a climate that encourages professional development and encourages professional development and professional activities.professional activities.

Criterion 8. SupportInstitutional support, financial resources, and Institutional support, financial resources, and constructive leadershipconstructive leadership must be adequate to must be adequate to assure the quality and continuity of the program. assure the quality and continuity of the program. Resources must be sufficient to attract, retain, Resources must be sufficient to attract, retain, and provide for the continued professional and provide for the continued professional development of a welldevelopment of a well--qualified faculty. qualified faculty. Resources also must be sufficient to acquire, Resources also must be sufficient to acquire, maintain, and operate facilities and equipment maintain, and operate facilities and equipment appropriate for the program. In addition, support appropriate for the program. In addition, support personnel and institutional services must be personnel and institutional services must be adequate to meet program needs.adequate to meet program needs.

Criterion 9. Program CriteriaEach program must satisfy applicable Program Each program must satisfy applicable Program CriteriaCriteria (if any). Program Criteria provide the (if any). Program Criteria provide the specificity needed for interpretation of the specificity needed for interpretation of the baccalaureate level criteria as applicable to a baccalaureate level criteria as applicable to a given discipline. Requirements stipulated in the given discipline. Requirements stipulated in the Program Criteria are limited to the areas of Program Criteria are limited to the areas of curricular topics and faculty qualifications. If a curricular topics and faculty qualifications. If a program, by virtue of its title, becomes subject to program, by virtue of its title, becomes subject to two or more sets of Program Criteria, then that two or more sets of Program Criteria, then that program must satisfy each set of Program program must satisfy each set of Program Criteria; however, overlapping requirements Criteria; however, overlapping requirements need to be satisfied only once.need to be satisfied only once.

Comparison of US and UK Endowment Levels

US Institutions Endowments Assets(2006 million $)

Harvard University 28,916Yale University 18,031Stanford University 14,085 University of Texas 13,235 Princeton University 13,045

Source: 2006 NACUBO Endowment Study, 2007 National Association of College andUniversity Business Officers. University Endowments – UK/US Comparison, May 2003, retrieved on 17 March 2007 from http://www.suttontrust.com/reports/endowments_re port.pdf

UK Institutions Endowment Assets (2002 million $)

Cambridge 4,000Oxford 4,000Edinburgh 3200Glasgow 240King’s 200