This document discusses quality assurance, enhancement, and performance management systems at USBI University. It defines key terms like quality assurance, quality enhancement, academic standards, and academic quality. It outlines USBI's goals of achieving international standards and developing quality assurance systems to ensure excellence and build reputation. It also describes USBI's quality assurance approach, including inputs, processes, and outputs. It discusses accreditation requirements from bodies like BAN-PT in Indonesia and SACS internationally. Finally, it provides criteria for internal and external quality assurance.

1. QUALITY ASSURANCE, ENHANCEMENT AND
PERFORMANCE MANAGEMENT SYSTEM
1
Definition of QA :
“The means of ensuring that informed by its mission, academic
standards are defined and achieved in line with equivalent standards
nationally and internationally, and that the quality of learning
opportunities, research and community involvement are appropriate
and fulfill the expectations of the range of stakeholders” – Higher Education
Funding Council, UK
or :
“The means by which an institution can guarantee with confidence and
certainty, that the standards and quality of its educational provision are
being maintained and enhanced”, - NQAAC,2004
or :
“Quality Assurance is the planned and systematic review process of an
institution or programme to determine whether or not acceptable
standards of education, scholarship and infrastructure are being
met, maintained and enhanced “. - Fred M. Hayward
Quality Assurance, Enhancement and Performance, 2012

2. QUALITY ASSURANCE & QUALITY
ENHANCEMENT
2
 Quality assurance (QA) Quality assurance refers
to a range of review procedures designed to
safeguard academic standards and promote learning
opportunities for students of acceptable quality.
 Quality enhancement (QE) Quality enhancement
is taking deliberate steps to bring about continual
improvement in the effectiveness of the learning
experience of students.
- (Quality Assurance Agency for Higher Education)
Quality Assurance,Enhancement and Perfomance,
2012

3. Contrast between “Quality Assurance” approaches
and “ Quality Enhancement” approaches
3
Quality Assurance
Quality Enhancement
Focus on teaching
Focus on learning
Teaching as individual “performance”
Learning as “Social practice”
“Top down” implementation by managers not active in
teaching
Active engagement of senior staff and teachers during
implementation
Inflexible, non-negotiation approach based on “standards”
Flexible context-sensitive approach base on building
professional knowledge
Little acknowledgement of the link between teaching and
research
Seeks to establish links between teaching and research,
through reflection on practice
May undermine professional autonomy through
monitoring and surveillance activity
Respects and values professional autonomy
Focuses on the teacher as individual practitioner
Seeks to increase collaboration between teachers and
across disciplines
Emphasis on documentation
Emphasis on discussion
Quality Assurance, Enhancement and Performance, 2012

4. Academic Standards & Academic Quality
4
 Academic standards : Academic standards are a
way of describing the level of achievement that a
student has to reach to gain an academic award (for
example, a degree).
 Academic quality : Academic quality is a way of
describing how well the learning opportunities
available to students help them to achieve their
award. It is about making sure that appropriate and
effective teaching, support, assessment and learning
opportunities are provided for them.
Quality Assurance,Enhancement and
Perfomance, 2012

5. PURPOSE
5
 USBI aspires to become a premier private university
in Indonesia achieving international standards. All
aspects of the university’s operation shall develop
internationally benchmarked Quality Assurance,
Enhancement & Performance management systems
to deliver excellence & to build reputation.
Quality Assurance, Enhancement and Performance, 2012

6. The Business Process
Quality Assurance, Enhancement and Performance, 2012
6

7. Quality Assurance
Approach
PROCESS
•Curriculum
•Student intake
•Human resources (Academic &
Non-Academic staff)
•Facilities & Infrastructure
•Financial
•Curriculum implementation
(syllabus, lesson plan &
course material)
•teaching and learning
process
•research
•community enpowerment
•internal management
OUTPUT
INPUT
Quality Assurance, Enhancement and Performance, 2012
•quality of graduates
•result of research
•scientific publications
•community services
•networking with industry &
community
7

8. The level of Quality Audit
External
Audit
External audit period by accreditation/
certification body
Internal
Audit
Internal audit period by
Institution, followed by Management
Review
Period of making the EPSBED (study
program evaluation based on the self
evaluation) report by each Study Program,
may be preceded by the audit by the
Faculty
Self
Evaluation
(EPSBED
reporting)
Self
Control
Quality Assurance, Enhancement and Performance, 2012
Every staff is accountable for his/her works
8

9. Quality Assurance, Enhancement
and Performance Cycle
Implementation of
standards
Benchmarking
Enhancement
Monitoring
Improved
formulation
SelfEvaluation
Internal Audit
Quality Assurance, Enhancement and Performance, 2012
9

10. Three key principles underpin all quality
assurance and enhancement activities:
10
 Quality culture;
 High quality learning; and
 Student engagement.
- (QAA)
Quality Assurance,Enhancement and Perfomance,
2012

11. The remit of the QAEPU is to ensure
11








Continuing compliance with national regulations &
international benchmarks
Application for or maintenance of licensing &
accreditation
development, documentation & review of USBI policy &
procedures
Compilation & updating of the USBI Quality Manual
Management of the annual Quality Assurance &
Enhancement work-cycle & periodic review of systems
Evidence & Data collection, collation, analysis & reporting
Preparation of Quality Assurance & Enhancement action
plans by all units, monitoring progress & closing quality
loops
Preparation of all internal & external data returns, Quality
reports & submissions
Quality Assurance, Enhancement and Performance, 2012

12. The remit of the QAEPU is to ensure (Cont’d)
12






Liaison with external bodies
Appointment of external assessors/evaluators/examiners
Operation of the externally benchmarked Quality system
(ISO/SACS or similar) for support & administrative services
Staff development & training internal auditors
Liaison with national & international partners about quality
matters including credit recognition & awards
Reporting annually & as instructed to University Executive
& Senate, & preparation of reports to be submitted to UC by
the Rector
Quality Assurance, Enhancement and Performance, 2012

13. Model of USBI’s QAEP
13
 The internal evaluation is the corner stone of quality
assurance in higher education.
 The external evaluation is a condition of the
credibility of the results of the internal evaluation.
 External evaluators are accountable for the quality of
USBI activities.

BAN-PT ( National Accreditation Body )
 Quality Assurance of Higher Education must synergize with
Self-evaluation activities (EPSBED) and accreditation we know
as the SPM-PT, EBSBED activities are directed into Higher
Education Database (PDPT), while the activities of Quality
Assurance and Accreditation, respectively called Internal
Quality Assurance and External Quality Assurance

SACS ( International Accreditation Body )
Quality Assurance, Enhancement and Performance, 2012

14. Accreditation Process by BAN-PT
14
 The accreditation process began with the implementation
of the study program self-evaluation in the course
concerned. Self-evaluation refers to the self-evaluation
guidelines that have been issued BAN-PT, however, if
deemed necessary, the Head of the program of study
(USBI) can add elements that will be evaluated in
accordance with the interests of study programs and higher
education institutions are concerned. From the results of
the implementation of self-evaluation, and made an
executive summary ,than the executive summary is
attached to the petition for accreditation submitted to the
secretariat of the BAN-PT.
Quality Assurance, Enhancement and Performance, 2012

15. SACS ACCREDITATION
15
 The Southern Association of Colleges and Schools Commission on Colleges
(SACS) is the regional body for the accreditation of degree-granting higher
education institutions in the Southern states. The Commission’s
mission is the enhancement of educational quality throughout the region
and the improvement of the effectiveness of institutions by ensuring that
they meet standards established by the higher education community that
address the needs of society and students.
 As a partner of the Lone Star College (LCS), then USBI obliged to adopt a
system of quality assurance, enhancement and performance are
implemented in LCS, of course, adapted to the circumstances in
USBI and Indonesian law
 Each institution must observe internal and external QA requirements.
LSCS must be able to demonstrate to SACS that they have QC of their
programs in Indonesia.
-
USBI Statutes and QA procedures, including criteria for faculty hiring, promotion and
evaluation; criteria for student admission, assessment, and graduation; student support
systems; and campus facilities, will be adjusted to comply with those of LSCS. --- ( Interim
Meeting LCS-USBI)
Quality Assurance, Enhancement and Performance, 2012

16. SACS ACCREDITATION
16
 Accreditation by SACS Commission on Colleges signifies
that the institution
1)
2)
3)
has a mission appropriate to higher education,
has resources, programs, and services sufficient to accomplish and
sustain that mission, and
maintains clearly specified educational objectives that are
consistent with its mission and appropriate to the degrees it
offers, and that indicate whether it is successful in achieving its
stated objectives.
 The Commission on Colleges expects institutions to
dedicate themselves to enhancing the quality of their
programs and services within the context of their
resources and capacities and to create an environment
in which teaching, public service, research, and
learning occur, as appropriate to the mission.
Quality Assurance, Enhancement and Performance, 2012

17. The Commission on Colleges adheres to the following
fundamental characteristics of accreditation:
17
1.
2.
3.
4.
5.
6.
7.
Participation in the accreditation process is voluntary and
is an earned and renewable status.
Member institutions develop, amend, and approve
accreditation requirements.
The process of accreditation is representative, responsive,
and appropriate to the types of institutions accredited.
Accreditation is a form of self-regulation.
Accreditation requires institutional commitment and
engagement.
Accreditation is based upon a peer review process.
Accreditation requires an institutional commitment to
student learning and achievement.
Quality Assurance, Enhancement and Performance, 2012

18. The Commission on Colleges adheres to the following
fundamental characteristics of accreditation:
18
Accreditation acknowledges an institution’s prerogative to
articulate its mission, including a religious mission, within
the recognized context of higher education and its
responsibility to show that it is accomplishing its mission.
9.
Accreditation requires institutional commitment to the
concept of quality enhancement through continuous
assessment and improvement.
10. Accreditation expects an institution to develop a balanced
governing structure designed to promote institutional
integrity, autonomy, and flexibility of operation.
11. Accreditation expects an institution to ensure that its
programs are complemented by support structures and
resources that allow for the total growth and development of
its students.
8.
Quality Assurance, Enhancement and Performance, 2012

19. The Commission evaluates an institution and makes
accreditation decisions based on the following:
19
 Compliance with the Principle of Integrity
 Compliance with the Core Requirements
 Compliance with the Comprehensive Standards
 Compliance with additional Government
Requirements
 Compliance with the policies of the Commission on
Colleges
SACS – THE PRINCIPLES OF ACCREDITATION
Quality Assurance, Enhancement and Performance, 2012

20. Internal Quality Assurance Criteria
Adopt from :Bruno Curvale - ENQA
20
a.
b.
c.
Policy and procedures for quality assurance: Institutions should
have a policy and associated procedures for the assurance of the quality
and standards of their programmes and awards. They should also commit
themselves explicitly to the development of a culture which recognises the
importance of quality, and quality assurance, in their work. To achieve
this, institutions should develop and implement a strategy for the
continuous enhancement of quality. The strategy, policy and procedures
should have a formal status and be publicly available. They should also
include a role for students and other stakeholders.
Approval, monitoring and periodic review of programmes and
awards: Institutions should have formal mechanisms for the
approval, periodic review and monitoring of their programmes and
awards.
Assessment of students: Students should be assessed using published
criteria, regulations and procedures which are applied consistently.
Quality Assurance, Enhancement and Performance, 2012

21. Internal Quality Assurance Criteria (Cont’d)
21
d.
e.
f.
g.
Quality assurance of teaching staff: Institutions should have ways of
satisfying themselves that staff involved with the teaching of students are
qualified and competent to do so. They should be available to those
undertaking external reviews, and commented upon in reports.
Learning resources and student support: Institutions should ensure
that the resources available for the support of student learning are adequate
and appropriate for each programme offered.
Information systems: Institutions should ensure that they collect, analyse
and use relevant information for the effective management of their
programmes of study and other activities.
Public information: Institutions should regularly publish up to date,
impartial and objective information, both quantitative and qualitative, about
the programmes and awards they are offering.
Quality Assurance, Enhancement and Performance, 2012

22. External Quality Assurance Criteria
22
 Use of external quality assurance procedures for higher




education: The external quality assurance of agencies should take into
account the presence and effectiveness of the external quality assurance
processes.
Official status: Agencies should be formally recognised by competent
public authorities in the Indonesian Higher Education Area as agencies with
responsibilities for external quality assurance and should have an
established legal basis. They should comply with any requirements of the
legislative jurisdictions within which they operate.
Activities: Agencies should undertake external quality assurance activities
(at institutional or programme level) on a regular basis.
Resources: Agencies should have adequate and proportional resources,
both human and financial, to enable them to organise and run their external
quality assurance process(es) in an effective and efficient manner, with
appropriate provision for the development of their processes and
procedures.
Mission statement: Agencies should have clear and explicit goals and
objectives for their work, contained in a publicly available statement.
Quality Assurance, Enhancement and Performance, 2012

23. External Quality Assurance Criteria (Cont’d)
23
 Independence: Agencies should be independent to the extent both that they have
autonomous responsibility for their operations and that the conclusions and
recommendations made in their reports cannot be influenced by third parties such as
higher education institutions, ministries or other stakeholders.
 External quality assurance criteria and processes used by the agencies: The
processes, criteria and procedures used by agencies should be pre-defined and publicly
available. These processes will normally be expected to include:
 a self-assessment or equivalent procedure by the subject of the quality assurance
process;
 an external assessment by a group of experts, including, as appropriate, (a) student
member(s), and site visits as decided by the agency;
 publication of a report, including any decisions, recommendations or other formal
outcomes;
 a follow-up procedure to review actions taken by the subject of the quality assurance
process in the light of any recommendations contained in the report.
 Accountability procedures: Agencies should have in place procedures for their own
accountability.
Quality Assurance, Enhancement and Performance, 2012

24. EXTERNAL REVIEW ADDING VALLUE
24
 The provision of independent judgments on the
quality of the learner experience and the production
of published reports that are a rich source of learning
for Faculty and University ; and
 Professional engagement with staff in the course of
external evaluation has a direct impact on promoting
reflection and supporting the institution’s quality
agenda.
Quality Assurance, Enhancement and Performance, 2012

25. QUALITY ENHANCHEMENT FRAME WORK
25
USBI should developed a Quality Enhancement
Framework in order to encourage the cycle of continuous
improvement and to support the alignment of resources
and effort in the achievement of University intent and
objectives.
The USBI Quality Enhancement Framework can be
developed around a model : Assessment, Deployment,
Results and Improvement (ADRI),
USBI should
interpreted this and developed an enhancement led
model of; Governance and Planning; Management and
Implementation;
Reporting
and
Review
and;
Improvement
(SOURCES : AUQA)
Quality Assurance, Enhancement and Performance, 2012

26. QUALITY ASSURANCE, ENHANCEMENT AND
PERFORMANCE MANAGEMENT SYSTEM
26
 FUNCTION OF QAEP ( Statute )
ensuring the University achieves its overall vision,
mission and goals
 demonstrates public accountability for quality of
education in keeping with University status,
 complies with all current national laws and regulations,
has effective organizational structures,
 deliberative and consultative mechanisms, and
management systems for external and self-evaluation

Quality Assurance, Enhancement and Performance, 2012

27. FUNCTION OF QAEP (Statute)
27
 ensure continuing compliance with national regulations




and international benchmarks;
ensure the application for, or maintenance of, licensing and
accreditation;
develop, document and review USBI’s quality policy and
procedures;
compile and updating of the USBI Quality Assurance
Manual;
manage the annual Quality Assurance and Enhancement
work-cycle and periodic review of systems;
Quality Assurance, Enhancement and Performance, 2012

28. FUNCTION OF QAEP( Statute)
28
 provide evidence and data collection, collation, analysis and





reporting on quality;
prepare Quality Assurance and Enhancement action plans
by all units, monitoring progress and closing quality loops;
prepare all internal and external data returns, Quality
Assurance reports and submissions;
liaison with external quality assurance bodies;
appoint external assessors/evaluators/examiners;
ensure the operation of the externally benchmarked Quality
Assurance System (ISO or similar) for support and
administrative services;
Quality Assurance, Enhancement and Performance, 2012

29. FUNCTION OF QAEP ( Statute)
29
 provide staff development for the Quality Assurance,
Enhancement and Performance Unit and training internal
auditors;
 liaison with national and international partners about
quality matters including credit recognition and awards and
 provide annual reports as well as provide additional reports
as requested by the University Executive and the University
Senate, to be submitted to University Council.
Quality Assurance, Enhancement and Performance, 2012

30. The Quality Assurance, Enhancement and
Performance Unit , Task & Responsibility
30
Assists the University Council in ensuring the
University achieves its overall vision, mission and
goals
2. Demonstrates public accountability for quality of
education in keeping with University status,
3. Complies with all current national laws and
regulations
4. Has effective organizational structures, deliberative
and consultative mechanisms, and management
systems for external and self-evaluation.
1.
Quality Assurance,Enhancement and
Perfomance, 2012

31. Quality Assurance, Enhancement and Performance, 2012
31

32. broto.mudjianto@sampoernafoundation.org
Quality Assurance, Enhancement and Performance, 2012
32