Deni Darmawan Pascasarjana Universitas Islam Nusantara Bandung Mei 2015 Kajian Fenomena Mutu Sistem Informasi Mutu Lulusan Progress rate Retention rate Graduate fulltime employment ID: 747709
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Slide1
Sistem Informasi Mutu Pendidikan Formal dan Nonformal
Deni Darmawan
Pascasarjana Universitas Islam Nusantara
Bandung
Mei, 2015Slide2
Kajian Fenomena MutuSlide3
Sistem Informasi Mutu Lulusan
• Progress
rate
• Retention
rate
• Graduate
full-time employment
• Graduate
part
or
full-time
further
study
• Graduate
satisfaction
with
generic skills obtained
• Graduate
satisfaction
with
the
quality of
teaching
received
• Graduate
overall
satisfaction
.Slide4
Indikator Khusus mutu Informasi tentang siswa:
type
and
level
of
course
mode
of
attendance
field
of
study
disciplines
for
units
of
study
attendance
mode
nationality
age
gender
prior
education
country
of
birth
location
of
residence
Aboriginality
other
personal
characteristics
liabilities
through
the
Higher
Education
Contribution
SchemeSlide5
Sistem Informasi Mutu Pengelolaan (Australia)
• Student
achievement
• Curricula
• Faculty
/Class/ Level
• Facilities
• Fiscal
and
administrative
capacity
• Student
support
services
• Recruitment
and
admissions
practices
• Measures
of
the
program
duration
and
objectives
of
degrees
or
credentials
offered
• Records
of
student
complaints. Slide6
Sistem Informasi Mutu Pengelolaan (Newzeland)
• Academic
policies
• Admission
requirements
• Promotion
and
graduation
requirements
• Program
content
• Program
delivery
• Governance
structure
• Human
resources
• Physical
resources
• Credential
recognition
• Regulation
and
accreditation
from
relevant
regulatory
and
professional
bodies
• Policies
and
procedures
for
program
evaluation.Slide7
Sistem Informasi Mutu Pengelolaan (Canada)
Mission
statement
and
academic
goals
Governance
Administrative
capacity
Faculty
and
staff
(number,
qualifications,
employment
conditions,
andprofessional
development)
Information
services
and
learning resources
Infrastructure
Ethical
conduct
Academic
freedom
and
integrity
Financial
stability
Student
protection
Dispute
resolution
Periodic
review.Slide8
References
ACER (2007) Retrieved 18
December,
2007 fromhttp://www.acer.edu.au/documents/AUSSE_
Brochure.pdf
American Association for Higher Education (AAHE). (1998). American College Personnel Association. National Association of Student Personnel Administrators. Powerful partnerships. A shared responsibility for learning. A joint report. Retrieved February 23,
2007
from:
http://www.aahe.org/teaching/tsk_frce.htm
.
Anderson
,
G.
(2006).
Assuring
quality/resisting
quality
assurance:
academics
responses
to
‘quality’
in
some Australian universities. Quality in Higher Education, 12 (2), 161-173.
Denise
Chalmers, Katie Lee and Becky Walker
(
2008
).
International and national
quality
teaching and learning
performance
models
currently
in
use
.
Carrick Institute for Learning and Teaching in Higher Education Ltd.
Young
, S. & Shaw, D. G. (1999). Profiles of effective college and university teachers. The Journal of Higher Education, 70(6), 670-686.
Westerlund
, J. (2007). Class size and student evaluations in Sweden. Education Economics. 16(1) 19 - 28
Umbach
, P. D. &
Wawrzynski
, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153-184.
Umbach
, P. D. &
Kuh
, G. D. (2006). Student experiences with diversity at liberal arts colleges: another claim for distinctiveness. Journal of Higher Education, 77(1), 169-192.
Unite
NZUAAU. (2007). Academic audit manual for use in Cycle 4 academic audits. New Zealand Universities Academic Audit Unit, Retrieved
08th
February
, 2008
from:http
://
www.nzuaau.ac.nz/nzuaau_site/publications/reports/AuditManualDecember2007.pdf