Chapter 7 - unhas.ac.id SE BHP Doc Nov … · Web viewIntroduction. 1.1 Brief History of Hasanuddin...

Chapter 1

Introduction

1.1 Brief History of Hasanuddin University

Hasanuddin University (Unhas) is a growing university and has become one of the centers of national culture development. The history recorded that nine years before Unhas birth in the year of 1956, the Faculty of Economic at Makassar, which was a branch of Economic Faculty of the University of Indonesia, grew as an Unhas embryo The Faculty of Economic was formally established on 27th of July 1947 based on the decree of the governor general of the Netherlands Indische Number 127. The uncertainty situation after independence-day in 1945 that occurred throughout the country, including Makassar and its surrounding, had caused the discontinuation of the Faculty of Economic in the year 1953. However, the aspiration to develop national culture could not be stopped merely due to the discontinuation of the Faculty of Economic. In 1952, the Faculty of Law and Social Sciences, which was also a branch of the University of Indonesia, was established.

The Unhas embryo was continually growing and the fusion between the Faculty of Economic and the Faculty of Law and Social Sciences had enlarged the subject study of national culture. Four years latter, the Faculty of Law and Social Sciences was separated from the University of Indonesia through the decree of the Government of Republic Indonesia number 23 in the year 1956 and at the same time Unhas was officially established on the 10th of September 1956.

The Faculty of Medicine was then established in 1957 to expand the university subject of interest beyond the social sciences. With this faculty, Unhas was expected to play a tremendous role in maintaining and improving community’s health quality. Unhas was fully aware the necessity to contribute in the technology development. Therefore, three years after the establishment the Faculty of Medicine, the Faculty of Engineering was established through the decree of Ministry of Education and Culture No 88130/S on September 8th, 1960 with three departments i.e., Civil Engineering, Mechanical Engineering, and Naval Engineering.

Following the establishment of the Faculty of Engineering, several other faculties were established, i.e., Faculty of Arts on November 3rd, 1960, and followed by the Faculty of Social and Political Sciences on January 30th, 1961 and the Faculty of Agriculture in August 1962, and the Faculty of Veterinary and Animal Husbandry in 1963 which was then modified it’s status into the Faculty of Animal Husbandry through the decree of the ministry of PTIP number 37/1964 on May 4th, 1963.

In 1963, two departments were then established by the Faculty of Engineering, i.e., Electrical Engineering and Architecture Engineering. In the same year, the Faculty of Exact and Natural Sciences was then officially established through the wire of the ministry of PTIP number 59/BM/PTIP/63 in August 8th, 1963 consisted of 5 departments i.e., Mathematics, Physics, Chemistry, Biology and Pharmacy. The early birth of this faculty was initiated by utilizing the laboratory of basic sciences as a heritage the Faculty of Medicine. In parallel with the school of thought stating that natural phenomenon is uncertainty, this faculty was then modified into the Faculty of Mathematics and Natural Sciences (FMIPA) in 1983.

In 1969, the city of Makassar had a dentistry education established on January 23rd, 1969 as a result of cooperation between Unhas and Indonesian Navy named as Institute of Dentistry Yos Sudarso. In 1970, this institute was then officially merged into the

Revised Self Evaluation Report 1

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department of dentistry as a part the Faculty of Medicine of Unhas. Thirteen years later the department of dentistry was then became the Faculty of Dentistry in 1983, which was then followed by the establishment of the Faculty of Public Health in November 5th, 1982. In the early stage, the Faculty of Public Health (FKM) only admitted new students finishing the diploma of health science (D3) until 1987. Since then the FKM was commencing to admit new students from high schools.

After all fundamental aspects of the major subject fields designated to support the development of national culture were fully achieved, Unhas then tried to fulfill its mission with active participations in the development of science, technology and arts (IPTEKS). This mission was actually in responding to the western satire i.e., ”does the state that does not participate in the development of IPTEKS have the right to get benefit from it?” The next phase of this development is to introduce some important elements of culture i.e., language, technology, life skills, forms of institutions, wisdom, religion and arts to guarantee that IPTEKS development will not ruin the fundamental cultural identity of Unhas’s community.

During the development period, this university has experienced association and dissociation periods as part of its dynamic growth. Under the rector of A. Amiruddin, Unhas underwent association in which based on the decree of ministry of education and culture number 0266/Q/1977 in July 16th, 1977 the existing faculties were merged into 4 faculties i.e., (1) Faculty of Social and Cultural Sciences consisting of Arts Faculty, Social and Political Sciences Faculty, Economics Faculty and Law Faculty, (2) Faculty of Sciences and Technology comprising Engineering Faculty and Faculty of Mathematics and Natural Sciences, (3) Faculty of Health Sciences composing of Medicine Faculty and Dentistry Faculty, and (4) Faculty of Agricultural Sciences constituting Agriculture Faculty and Animal Husbandry Faculty. In spite of this, the Faculty of Law disagreed with this association due to different perception in the degree and subject study. Six years latter, this association was then withdrawn by the decree of Indonesian Government number 5 in 1980, and then through the decree of president number 68 in 1982, the prevailing faculties encountered dissociation into the previous faculties.As a consequence of the development of regional culture autonomy, the Directorate General of Higher Education (DGHE) encouraged all higher education institutions to formulate the main streams of their scientific development (PIP) which were then used as a reference for the development of higher education in Indonesia. Until recently, the PIP of Unhas is being the center of excellence for the development of marine sicience. Corollary, Unhas then introduced marine science and fishery study programs through the decree of DGHE number 19/Dikti/Kep/1988 in June 16th, 1988. At the early stage, there had not been an appropriate faculty to accomodate these study programs, so that they were directly under the control of rector and managed as across faculties. Since the core subject study of these study programs are marine oriented, through the decree of Ministry of Education and culture number 036/O/1996 in January 26th, 1996, the Faculty of Marine Science and Fishery was established by including the Department of Fishery in that faculty.On September 17th, 1981, the President of the Republic of Indonesia, Soeharto, officially opened Tamalanrea Campus as an expansion and improvement of the old campus of Unhas at Baraya. The Tamalanrea Campus was designed to have all buildings among faculties interconnected reflecting holism, one faculty with other faculty intermittently form a harmonic configuration and constellation. Originally, the new campus of Tamalanrea was designed by Paddock Inc., a well-known architecture company in Massachusset USA, and constructed by OD 205 Netherlands in cooperation with PT. Sangkuriang Bandung on an area of 220 ha. Currently this Campus has been expanding according to the dynamic requirements of the faculties.


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1.2 University Profile

Degrees offered by Unhas is ranging from Diploma (D3), S1 (bachelor), S2 (Master), and S3 (Ph.D). S1 degree is served by 57 study programs, which is distributed into 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. The 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 (partnership with other institutions). Under the coordination of the Graduate School, a professional program is also offered specifically for medicine, dentistry, pharmaceutical, and business administration study programs. The total number of active students in this university is currently around 33.000.

In terms of the accreditation status, most of the S1 study programs hold B-grade acreditation (55%), only eight with an A-grade (15%). Nine study programs, mostly new study programs, are not even accredited yet, Figure 1.1. Similar phenomenon is observed in the Graduate School where most of its study programs are accredited with B-like grade and only few with ’UNGGUL’ or A-like grade. However, most study programs within Unhas have been proposing their accreditation status. Some study programs have improved their accreditation levels but the result has not been recorded in this BHP document. The data provided in Figure 1.1 is Unhas accreditation status per June 2006.

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

A B C D Not Yet

Accreditation Status per June 2006

Figure 1.1. Study program accreditation status, June 2006

The recent number of academic staff is 1.711. About 20% and 55% of the academic staff are PhD and Master’s degree holders, respectively. The combination of both figures i.e., 75%, is considered to be good enough compared to the DGHE target i.e., 60%. Among them, 140 staff are professors and about 30% among the entire academic staff are women. Although the number of women is relatively low, its trend tends to increase during the last four years.

In term of the facilities, this university has possessed a wide range of facilities including teaching facilities, laboratories, and other supporting indoor and outdoor facilities. The detail of this facilities is presented in Assets & Facilities Section of this document.

1.3 Approach

The substantive point of this self evaluation report is to justify that after transforming into a legal entity (BHP), Unhas will be able to sustain and even to improve its existing quality.


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In other word, as a BHP, Unhas will be able to implement its mission with a better quality under BHP principles, such as autonomy, accountability, excellent services, non profit, etc.

Sustainability of Unhas BHP can be examined from at least two aspects, i.e. from the impact of Unhas’ strategic environment and from internal condition of Unhas itself. The former can be analyzed qualitatively by paying attention to tendencies that will affect directly or indirectly the internal aspects related to sustainability of Unhas-BHP. (Insert Gambar 1.2 + penjelasannya)

University performance will dictate its sustainability. In that case, sustainability of Unhas-BHP, which is examined from internal side, is determined by its attractiveness to its stakeholders. This attractiveness can be maintained if Unhas could be transformed into an institution which represents: (i) a conducive place to study for new incoming students and new participants for training/3-D learning, (ii) a good place for academic and administrative staff to do activities, and (iii) a reliable and quality partner for industry, government, and community in general. On the other word, quality of the university performance, which reflects Unhas mission, depends on the ability to adjust its products to meet the dynamic requirement of its stakeholders. The ability to mobilize Unhas capacity to match such requirement is a must. With such condition, it is necessary for Unhas to have a proper university management that is capable to improve and adjust Unhas capacity continuously. The conceptual framework is displayed on Figure 1.3.

Interrelated quality of those aspects will be articulated on Unhas performance in executing Tridarma (education, research and community services). This performance will obviously affect Unhas attractiveness which in turn will affect Unhas capacity in maintaining and improving quality of its capacity. Those interrelated aspects are presented in Figure 1.2.

The structure of this self evaluation document consists of seven chapters which is arranged as follows; Chapter 1, Introduction, explains both brief history and profiles of Unhas as well as approach adopted to develop it. Chapter 2, is Environmental Scan. This section describes various aspects which are affecting directly or indirectly sustainability of Unhas in the future. This chapter is divided into two parts. First, spatial environment which is exploring conditions and spatial environmental effects, especially those in the eastern Indonesia, on Unhas. The second part is to describe the role of Unhas in promoting maritime culture, and the third is to make description of several strategic aspects. Chapter 3, Instrumental Input, talks about policies and regulation which are directly or indirectly affecting the existence of Unhas in the future. Chapter 4, Academic Performance, portrays the academic performance of Unhas in terms of education, research and services, and evaluates internal factors contributing to that performance. Description of institutional capacity of Unhas, including human resources, assets and facilities, and finance, is given in Chapter 5. This section is focused on the analysis of resource capacity in supporting implementation of Unhas’ mission. Moreover, university governance is discussed in Chapter 6. The discussion is emphasized on discovering organization and management of Unhas in managing its own capacity. University identity which is in line with the spirit of epoch and regulation, control and quality assurance, and revenue generating are also elaborated in this section. Finally, Chapter 7, elaborates some strategic steps that should be taken by Unhas in order to maintain its existence. Discussion is categorized into three groups. First, to formulate the university future format which is based on the message from the environmental scan and instrumental input, secondly is the gaps exist between Unhas baseline conditions with the expected future university format, and thirdly is to formulate steps required in leading Unhas to achieve its intended format.


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Figure 1.3. Unhas approach for continuous quality improvement

UNIVERSITY GOVERNANCE

University Capacity

Capacity Improvement

Unhas Attractiveness

University Performance

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Chapter 2

Environmental Scan

2.1 Spatial Environment

Unhas is located in Makassar, South Sulawesi Province. Geographically, the Province of South Sulawesi, where Unhas is located between 0°12' - 8° South Latitude and 116°48' -122°36' East Longitude, and surrounded by:

West Sulawesi and Central Sulawesi provinces in the Northern side Gulf of Bone and South East Sulawesi province in the Eastern side Makassar Strait in the Western side, and Flores Sea in the Southern side

Even though Unhas is located in the capital city of South Sulawesi, Unhas locality environment in which affects Unhas and is affected by Unhas, covers Eastern Indonesia, including Papua, Maluku, Kalimantan, Sulawesi as well as Bali. This is based on the facts that even though most of Unhas’ students are coming mainly from South Sulawesi province, some of them also come from other provinces of Eastern Indonesia. In addition, the role of Unhas in development of provinces in this region is undeniable. Such role includes an establishment of some collaboration programs between Unhas and other regions or institutions within Eastern Indonesia. Not only that, some of research activities have involved regional collaboration and more importantly, Unhas is one of the founders of the consortium of the state universities for Eastern 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.

In contrast, even though the area of Eastern Indonesia is approximately 60% of the size of Indonesia, the total population of this region is only around 20% of the Indonesian population. Its total population is approximately 41,162,000 out of 219,141,800 of total population of Indonesia. South Sulawesi itself has the population around 8,639,800 or 21% of the total population of this particular region (BPS 2005).

Furthermore, population characteristics in this region, based on the 2000 population census, indicated that the average of population growth rate for ten years period (l990-2000) in this region was 2.05% per year. In terms of sex ratio (male: female), it was variable from 94.2/100 in West Nusa Tenggara to 110.4/100 in Papua with the average of 102.6/100. 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 in continuing their education to university is quiet high. For South Sulawesi alone, the estimated number of children age 15-19 in 2005 was more than 900 thousand children. This is a great number for having high quality candidates for the new incoming student. This phenomenon could be the reason of the existence of a large number of universities in this province alone. At least five public universities are located in the province of South Sulawesi itself, i.e. University of Hasanuddin, Makassar State University (formerly IKIP Makassar), Alauddin State Islamic University (formerly IAIN), Makassar Engineering Polytechnics, and Agricultural


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Polytechnics. Besides these public institutions, there are several private institutions such as Moslem University of Indonesia [UMI], University of 45, Atmajaya University, and Christian University UKI-Paulus.

The same situation is for other provinces in this particular region. Every province in this region has at least one state university, such as University of Tadulako in Central Sulawesi, University of Sam Ratulangi in North Sulawesi, Haluoleo University in South East Sulawesi, Pattimura University in Maluku, Cenderawasih University in Papua etc. as well as some private universities.

The implication is that the potential candidates in this region have many choices where to go after graduating from senior high school, make it the competition among universities in Eastern Indonesia (state and private) to attract new students originally from this region becomes tougher, and this is partly true since most of those universities, especially state universities are getting better and better in terms of their quality and services.

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) in 2005 for this region. For example, the failure rate in Papua was around 73%. Moreover, the situation is being worrying since many of the top quality of senior high school graduates from this region choose to go to the more famous universities like ITB, IPB, UGM, for continuing their education. So the duty of the universities in Eastern Indonesia becomes tougher in terms of attracting good quality new students because they have to compete not only regionally but nationally as well.

From economic perspective, the Product Domestic Regional Bruto (PDRB) 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 (Figure 2.1) 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, it is clear that agricultural sector contributed significant percentage than industry on the PDRB. At national level, contribution of agriculture and industry on PDRB 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).


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Monthly expenditure per capita in South Sulawesi, 2003

- 1.000.000 2.000.000 3.000.000 4.000.000

< 2000020000–29999

30000 – 3999940000-5999960000–79999

80000-99999100000–149999

150000-299999200000–299999

> 300000

Mon

thly

Exp

endi

ture

Population

Figure 2.1. Monthly expenditure per capita in South Sulawesi, 2003[BPS, 2003]

Those data strongly indicate that economic activities in this region are mostly driven by agricultural sectors. The province of South Sulawesi, for instance, is even well known as a center of rice production in Indonesia. Cocoa export of Indonesia is also dominated by this region. There are some other potential agricultural and fisheries products such as coffee, corn, cashew nut, passion fruit, seaweed and shrimp. 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. On the other hand, this phenomenon could become an opportunity for this university to produce graduates or services that could lead to the establishment of industries dealing with derivative products.

Although some other non-agricultural based industries do exist, their existence is not as intensive as those with agricultural based. Few of them are PT.INCO mining industry and PT. Semen Tonasa [Cement industry] in South Sulawesi, PT Free Port mining industry in Papua, some oil and natural gas industries in East Kalimantan, and timber related industries especially in Kalimantan and South Sulawesi.

Even though Eastern Indonesia hold a great potency in natural resources, economic structure of this region shows that management of natural resources is merely in the form of exploration and exploitation, while their secondary or tertiary processing is mainly outside this region. For example, PT Freeport Indonesia conduct mine exploitation in Timika Papua but its advanced processing is in Gresik, East Java. With this condition, industrial related job opportunities are not widely available in this region.

Geographically, the capital city of South Sulawesi, Makassar has become the center of economic activities in the eastern part of Indonesia. During the last four years where the flight industries are booming, the economic life in this region becomes stronger from time to time. Services related industries are getting betters both in numbers and quality. With this situation, Makassar could become an attractive city for investment in any sector. This is certainly a great potential for generating job opportunities and improving the work condition even much better than that expressed in the Figure 2.2. In summary, the strategic spatial environments still widely open good opportunities to Unhas to add knowledge contents to each product and service.


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Employment Status in South Sulawesi, 2003

Working47%

Looking for Work3%

Total Economically Active50%

Figure 2.2. Employment status in South Sulawesi, 2003 [BPS, 2003]

2.2 The role of Unhas in promoting Maritime Culture

In terms of marine resources, Indonesia has the second longest coast line in the world (81,000 km) after Canada and consists of 17,504 islands. This potential of marine resources so far in general is still underutilized. Internationally, Indonesia has strategic position in marine affairs and fisheries, not only because of its immense resources, but also its strategic geographical location, laying in the intersections of the Pacific and Atlantic Oceans. In addition, the trend of national economic development is gradually shifting from land resource oriented exploitation to marine resource oriented utilization. With such development, the need for marine science and technology in aquaculture to replace fishing as a source as well as the availability of qualified human resource is definitely essential. Several competences, which clearly needed are ability in exploring marine resources, conserving coastal and marine ecosystem, and aquaculture.

As an archipelagic country, around 70 % (297 out of 440) of districts/municipals lays at coastal areas and more than 7,000 villages are scattered in the coastal areas. In terms of population, around 60% of Indonesians live within 50 km of the coast and of this population 80% engage in marine resource dependent activities (Pratikto, 2005). It ALSO will be required the adequate of sea transportation means for the economic expansion of people and to assure the state perfection of unity. Geographically and demographic with the huge number of islands, wide spread of natural resources, and considering of the distance from high density of population to the resources, no matter how Indonesia has to develop maritime industries, especially ship-building industry and its supporter industry, and navy technology as well.

Based on United Nation Convention on the Law of the Sea (UNCLOS 1982), Indonesia has sovereign right to utilize the Exclusive Economic Zone of 2.7 million km2, making up the total marine area of 5.8 million km2. In addition, Indonesia has the second longest coast line in the world (81,000 km) and possess more than 17,000 islands. This vast potential of marine resources so far in general are still under utilized, for example out 6.2 million ton the annual potential of fisheries resources, until now only 1.5 million ton that have been utilized annually. On the other hand however, in many coastal areas a lot of problems on environmental and resource degradation have been emerged and need urgent and professional actions (Dahuri dkk, 2000).

The trend of national economic development is gradually shifted from land resource oriented exploitation to marine resource oriented utilization. As a consequence, the development of marine science and technology as well as the availability of qualified human resource is clearly desirable. Several competences which clearly needed are ability


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in exploring marine resources, conserving coastal and marine ecosystem, developing various economical aquatic organism commodities and also maritime culture and technology.

In improving nation competitiveness, Unhas role can be tracked by looking at its involvement in developing various strategic commodities, the commodities that can compete in the world market. Black tiger shrimp and other economically fisheries product are examples of strategic commodities for the Province of South Sulawesi. Unhas, should have important role in improving competitiveness of these products, however in reality, Unhas role was not significant, not only on the concept but also in real actions. In general, the number of empowerment programs to address these strategic commodities is very low. Even, if there is any extension service or training, its substance and intensity is not satisfactory to solve the basic cause of the problem. The role of Unhas in developing strategic products must be encouraged as the economic paradigm is changing from resource-based economic to knowledge-based economic, which means that Unhas must be more active in introducing knowledge and technology to those strategic products to improve not only their production but also their quality to compete worldwide.

In a broader terms, Unhas must be more active in supporting industrial transformation within nation competitiveness framework. The present condition of Unhas indicates that Unhas role is also very limited. Unhas has not yet possessed an industrial incubator to support industrialization. One factor that be identified to cause this problem is low relevancy between research and service (empowerment program) so that the problem handled in the empowerment program is not able to comprehensively overcome problems faced by those strategic commodities. The great challenges also encourages Unhas to respond important challenges as follows; (i) the infrastructure development of marine and fishery sectors is not integrated with the regional infrastructure development, (ii) The inharmonic development among regions will result in damaging the ecosystem costal areas, (iii) The concentration of economic activities particularly marine and fishery sectors has not distributed proportionally based on potency and characteristics of its natural resources and (iv) The policy and legal frameworks of the utilization of marine system have not been developed comprehensively such that it will have a potential to promote gaps among the regions.

The state of the Indonesian Government in the declaration of the Indonesian Maritime Continent concept (Benua Maritim Indonesia) and the Bunaken Declaration (Our sea, our future) drew attention to a wide range of effects of human activities on marine systems, not only direct marine activities such as fishing, marine related technologies, but also land-based. The challenges and opportunities that Indonesian facing toward this vast marine resource development have encouraged Hasanuddin University to play important roles especially in scientific and human resource development in marine sectors. This phenomenon emphasizes the main scientific orientation (PIP=Pola Ilmiah Pokok) that has been selected by Unhas since 1974 is convincingly on the right track.

Based on track record above and as a consequence of the development of regional culture autonomy, the Directorate General of Higher Education (DGHE) encouraged all higher education institutions to formulate the main streams of their scientific development (PIP) which were then used as a reference for the development of higher education in Indonesia. Until recently, the PIP of Unhas is being the center of excellence for the development of marine science. Corollary, Unhas then introduced Marine Science and Fisheries Study Programs through the decree of DGHE number 19/Dikti/Kep/1988 in June 16th, 1988. Since the core subject study of these study programs are marine oriented, through the decree of ministry of education and culture number 036/O/1996 in January 26th, 1996, the Faculty of Marine Science and Fisheries was established by including the Department of


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Fisheries in that faculty. Unhas will consistently maintain this PIP as its main ’flag’ and it will definitely become the principal ’flag’ carrier.

Unhas commitment to develop marine science and technology has been recognized by government as indicated by supporting Unhas to establish marine sciences education program (MSEP) from 1988 to 1997 under financial assistance of Asian Development Bank (ADB). This financial assistance was intended to improve academic and other support services, develop research capacity, and upgrade existing facilities and construct new facilities including the establishment of Faculty of Marine Sciences and Fisheries. Other support from the Japan Society for Promoting of Science (JSPS) was the establishment of Research collaboration among Faculties of Marine Science and Fisheries of six Universities (Unhas, IPB, UNDIP, Unpatti, Unri, and UNSRAT) with several Marine and Fisheries Universities in Japan coordinated by Tokyo University of Marine Science and Technology. Other support was the establishment of Segitiga Biru collaboration among Departments of Naval Architecture of three Universities (Unhas, ITS, Unpatti). The objective of this collaboration, among others, is to develop research capacity on the aspects of fishing vessel. The supports have formed a great knowledge foundation for marine science and technology development in Unhas. The objective of this collaboration, among others, is to develop research capacity on the aspects of aquaculture, fishing technology, fisheries management resources and marine sciences. The supports have formed a great knowledge foundation for marine science and technology development in Unhas.

The others collaboration have conducted with international cooperation (e.g. Buginesia Project with Wageningen University, Germany’s group (ZMT, AWI, & UFT), University of British Columbia Canada, Center for Southeast Asian Studies of Ohio University, Tokyo University of Marine Science and Technology, ACIAR-Australia and University of Genoa-Italy),

The great problems, challenges and opportunities that Indonesian facing toward this vast marine resource development also encourages not only the Faculty of Marine Science and Fisheries of Hasanuddin University to play important roles especially in scientific and human resource development in marine sectors. The others departments like anthropology, sociology, biology, chemistry, geology etc will be supported together for scientific and human resources development in marine sectors. These of course are not easy tasks, and therefore the department has to seek strong support within the university and to stimulate partnership with various related stakeholders in order to effectively and professionally address various marine related issues. Also to aware that marine science need to be understood in much more comprehensive way. The Province of South Sulawesi as the location of Hasanuddin University is also the main hub of eastern Indonesia where marine resource potential has been acknowledged to be very important. This is one of the reasons, why Hasanuddin University chose ‘marine science’ as its main scientific orientation (PIP).

During the period of 2004-2005, there were 39 titles of research done by Marine Science Department staffs with average 19.5 titles per year giving ratio of 0.67. Research project conducted by staff in the Fisheries Department is relatively low, 16-17 topics annually. From that awarded research number, about 60% teaching staffs were involved. Funding sources of the research project come from various institutions (Directorate General of Higher Education (DIKTI), Ministry of Science and Technology (MENRISTEK), Indonesia Toray Science Foundation (ITSF), Regional Research and Development Board (BALITBANGDA) South Sulawesi, Research Board of Hasanuddin University In general, the number of research is considered low which is attributed to the relatively low quality of research topics investigated by Marine Science Department staff could be divided into five mainstreams, namely: (1) Management and conservation of coastal and marine


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resources; (2) Marine biology and ecology; (3) Pollution; (4) Bioactive materials of marine organisms; and (5) Marine culture. Among these topics, studies in Management and Conservation of Coastal and Marine Resources were predominant followed by Marine Biology and ecology topics. The still relatively small number of staff involved is mostly due to some of the staff are in the process of pursuing higher degree (all for Doctorate).

On the other hand The researches conducted by lecturer of Naval Architecture department in the last 4 years were 10 titles per year (from 40 lecturer) and 21 titles was published on national accredited journal, 8 papers presented on international seminar/conference, 16 papers presented on national seminar and a number of papers presented on local seminar. The highest research level ever conducted on the department is Riset Unggulan Terpadu (RUT) in 1998/1999–1999/2000. A joint research with Japan (under JSPS-Core University Program) in the theme of Marine Transportation Engineering was carried out in 1997-2007 and involved 4 lecturers from the department. The joint research has presented 6 papers on JSPS international forum in Japan. In 2000 and 2001, joint research with JICA-Silver Expert and PT Industry Kapal Indonesia Makassar was conducted on Ferry Ro-Ro theme in Sulawesi area. Research and performance monitoring of wooden ship was brought about in 2001 on joint research with Directorate General of SeaCom of Republic of Indonesia.

The result of joint research has published as a book “Phinisi, Teknologi dan Manajemen Industri Pelayaran Rakyat” (ISBN 979-530-043-1, 2002). General research topics in the last 5 years are optimization of sea transportation network, wooden ship, ship production technology and ship machinery. Source of research funding are from Unhas (DPP/SPP), Directorate General of HE, ministry of research and technology of RI and other institutions; 90% of research funding conducted on the department (9 titles per year) are from Unhas (DPP/SPP).

2.3 Strategic Environment

There have been several tendencies to drive the global dynamic environment, which is directly or indirectly affecting the position and role of higher education institutions. Basically, the tendencies are interconnected each other, therefore just for the simplification, the description of each tendency is classified as follows;

1. Shifting in Knowledge Paradigm

The shifting in knowledge paradigm from reductionistict-deterministic to holistic-synergetic tends to catalyze the fusion of knowledge. In the mean time, there have been variety disciplines focusing on specific matters, but on the other hand, there are also reality problems having inter-dependencies. In most cases, the problems faced by current society are even more complex and cannot be solved merely by a mono discipline approach. Therefore, it is necessary to introduce multi-, inter- or trans-discipline approaches. In recent years, such approaches cannot be avoided in facing the complexity of daily life since the existence and position of one element is an important aspect to others in the whole network. On the other word, it is realized that the development of knowledge partially in the separated block of discipline won’t be able to comprehensively respond the reality of universe.

The shifting of knowledge paradigm has accelerated the growing concern on cosmological awareness, which is, among other things, accepting that the earth planet is a single organism where human being like other components, is building elements having inter-connection each others (Gaia hypothesis). This edification significantly affects many shifts at a conceptual level in which the individualism (derived from atomism Newtonian) shifted onto the concept of collectiveness and togetherness. For example, it is widely accepted that there has been shifted from


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competition onto partnership concepts in facing with globalization. In addition to that, this paradigm shifting can be considered as an initial point of reconciliation between philosophy and science (knowledge) as well as accommodating the growing concern of spiritualism as a complementary of scientism.

The shifting in the knowledge paradigm has a great impact on the development structure of knowledge in higher education including Unhas. In general, knowledge development and teaching in higher education environment are carried out by a certain group of discipline handicapping a great barrier among the disciplines. To some extent, this pattern has proved being capable of producing graduates with high professional skills in their field but lack of comprehensive knowledge outside their discipline. Significant changes in higher education system and tendencies in knowledge development shifting onto holism are opportunities and as well as threats for higher education institutions in terms of their capability to produce graduates possessing comprehensive knowledge but professional in their field. Unhas, in particular, should take this opportunity into account in order to be comparable of other well known universities in Indonesia or even overseas since through this shifting all universities will have the same opportunity to develop themselves.

2. The Achievement of Science and Technology

The rapid development in science and technology has caused developing countries becoming more marginalized. In the previous decades, primary products have dominated the world commodity trading. For this reason, most developing countries that were heavily dependent on this commodity could achieve sufficient national incomes. This situation, however, has rapidly shifted as indicating by the dramatic increment of commodities containing high and sophisticated technology in the world market. In other word, the development of science and technology has shifted from the resource-based economy to knowledge-based economy. This phenomenon should be caught as a great challenge for higher education institutions to improve their roles in increasing the quality of economic lives of their society. Otherwise they will be trapped in the process of marginalization.

The rapid development in science and technology can now be easily observed in our daily life. For example, the development of microprocessor as the main element of computer has considerably increased up to 750 times during less than a quarter century. This rapid development has also caused the current science and technology becoming out of date. This phenomenon has a significant implication to the pattern of human life in general, and to the education system in particular.

Conventional education system that based on teaching approach will be no longer competing against the rapid development of science and technology. This is primarily because the conventional approach will not be effective to produce graduates equipped with high adaptability skills to respond the rapid development in science and technology. For this reason, Unhas is fully aware of considering to gradually substitute the teaching approach into learning approach since under this new approach students will be experiencing not only learning materials but also the techniques or methods of learning, unlearning and relearning. Unhas has been challenged to complement the prevailing maintenance learning method that has been traditionally used as the basic foundation of teaching approach with evolutionary learning method that equip students with adaptability skills and self transformation capabilities.

Another impact of rapid development in science and technology is the attainment of knowledge-based society characterized by the continuous learning of each society


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member. The 3-D learning (life-long, life-deep and life-width learning) will be of basic need of each society member to maintain and to improve his or her position in his or her job environment or even to create a job market sector. Therefore Unhas should consider this trend as a great opportunity since in the future, the need of 3-D learning will be a highly potential market. Nevertheless, higher education institutions will face strong competitors, particularly from well-known and established companies, which tend to perform self-trainings for their employees.

The rapid development in science and technology, especially Information and Communication Technology (ICT) has changed our ways to save, access, distribute, analyze and represent scientific data and information. The ICT is also a new challenge against the traditional system of higher education as well as catalyzes the transformation of higher education system. Distance learning or online learning, for example, will be projected as a promising alternative learning mode comparable of campus-based higher education. This is primarily because the distance learning offers several more advantageous aspects i.e., pertinent course materials in accordance with the user needs (just-for-you learning), learning environment supported by simulation and multimedia reflecting real condition, flexibility in accessing the scientific data and information, availability of interactive dialogue with professional instructors and lecturers, timeless and space-less bonding. These special features make the online learning becoming more attractive to many people. Traditional campus-based higher education institutions should take this opportunity into account, especially in terms of operational budget and quality of learning itself. Online learning will be capable of attracting many learners coming from anywhere around the world without any distance barrier thus it will be much cheaper than traditional campus-based higher education institutions. The traditional campus-based higher education institutions will be able to survive only if they utilize the ICT to improve teaching and learning experiences in their campus. Without innovation in utilizing the ICT, traditional campus-based higher education institutions will be no longer exploiting their comparative advantages and most likely they will be losing their attractiveness.

The rapid development in science and technology has also brought a new era spirit. The combination of information technology, robotic technology and life sciences has opened new opportunities for inventions. This tendency should be early anticipated by higher education institutions including Unhas. Failure in anticipating this tendency will make the higher education institutions becoming isolated from their core business i.e., development of sciences, technology and arts.

The existence of many companies, middle and large-scale companies in particular, is considered to be a special challenge for higher education institutions, especially in research activities. Recent statistical data indicate that most of those companies generally conduct research activities by themselves in accordance with their company needs so that the research topics of higher education institutions are limited to basic research fields. Therefore, it is necessary for higher education institutions to establish research partnership with industries similar to what the overseas universities have done to improve their research quality. For higher education institutions in Indonesia and Unhas in particular, the condition and situation are totally different. This alternative is constrained by the limited number of companies willing to establish research partnership with higher education institutions.


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3. Globalization

There has been widely accepted that globalization is a fact and not a choice. Globalization is a logical consequence of the development of sciences, technology and arts, especially communication, information and transportation, that have dramatically affected almost all aspects of society and nation life, ranging from business, politics, economy, environment, and culture including restructuring the national economy to accommodate global competition and gradual transition from military domain into economic domain within global society. Even though the cosmological or interconnectivity awareness as described previously has started to become a phenomenon, the accretion of global competition that potentially increases the superpower hegemony and unfairness towards developing countries, is still considered to be a general tendency.

The hegemony of post-industrial economy that based on information, knowledge, education and services, has caused the bargaining position of developing countries becoming very weak, especially in the implementation of sciences and technology including education and human resource development. This situation has generated challenges and gaps in various aspects resulting in income disparity either at national or international level, environmental destructions, nuclear terrorist threats capable of annihilating human civilization, etc.

In the AFTA era, higher education institutions in Indonesia face opportunities and threats to produce graduates having ability to compete and establish partnership with workers either domestic or from ASEAN countries. These opportunities and threats have forced the higher education institutions in Indonesia including Unhas to make a fundamental structure in their institutions in order to be able to produce high quality graduates that meet with international standard requirements. A higher education system with an international standard level is no longer such a luxury, but rather it should be positioned as an essential element in each study program of the university that still wants to maintain their existence.

The online learning that has been intensively offering by overseas universities could be such a threat for higher education institutions in Indonesia particularly those who are currently still facing problems in utilizing ICT as a learning media. The last fortress of domestic universities in facing the bombardment of online learning from overseas universities is the official acknowledgement of diploma from the government of Indonesia. However, this last fortress will be no longer effective since the future works will more appreciate to the professionalism and competence of graduates rather than a paper of diploma legalized by government.

The impact of globalization also affects the substance of education program that at all levels should, to some extent, give a significant portion to this perspective. The studies on arts, history, literature, language, politics, religion, and culture from various nations should be incorporated into an adequate understanding and ability on dynamic international environment that has been proved as an important key to assure the successfulness of each profession. The globalization brings a change while a change, by nature, is a controversial even in the environment of higher education institutions. Therefore, this will be a heavy task for the university management since the globalization also brings new issues that should be considered wisely. Protests will always be there, particularly those from anti globalization group without logical reasons and those who feel dropped behind from successfulness of new economics, which is brought by globalization. Within internal campus, the resistance to globalization always wins sympathy, not only from the


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internal staff circle and radical student, but also by those who are disturbed by issue of the morality of international capitalism, tendency of global power structure, media network and foreign cultural pressure to local values, as well as traditions and differences that are supposed to be considered as the wealth and property of region, religion, ethnic and national culture.

Another significant change brought by globalization is the shifting of fundamental conception of higher education system. A debate between education for all and university as corporate has been becoming a hot topic until the next couple of decades though both concepts are designated to improve graduate quality. In most cases, the democratization of education, which is intended to improve access and equity to higher education institutions, cannot be implemented due to insufficient funding from the government. Nevertheless, corporate-like higher education is a sensitive issue that will shift and influence the quality and integrity of traditional values and idealism of higher education.

4. Shifting in Aspiration

There has been a fundamental shifting in the growing concerns of democratization and transparency in all aspects, human rights, social justice and gender equity either at global scale or national level. One of the main impacts of this shifting is the deterioration of trust towards all forms of institutions including government, family, religion, and the discovery of self sufficiency and meaning in the professions of grass-roots activities.

In most cases, the discovery process of institutional formats matching with society aspiration causes chaos and negative impacts. In Indonesia, this problem has transformed into a multi dimension crisis and even had potency to nation disintegration. The political and social frictions since the monetary crisis occurred in Indonesia as reflected by the demand for reformation of all aspects has brought this nation into chaotic situation. Most of social institutions have problems and cannot optimally perform in the self-organizing process as most organizations are now experiencing. If this unfavorable condition is not well managed, it probably could bring this nation into the real chaotic situation leading to the apocalypse of the Republic of Indonesia. Currently, higher education can be considered to be the only institution functioning as a glue of nation unity since other institutions either social and politics including the government itself are seeking for the new format. Actually this role is very difficult to be carried out by higher education institutions since they are currently too busy facing their internal problems in order to be able to respond their dynamic environment properly.

In parallel with the emerge of the public awareness on the competition for sharing benefit, there has been a growing demand on the idea and realization of higher education partnership as a form of sharing in the shake of sustainable life and togetherness. Sharing means all parties are requested to give the benefit and appreciation each other. In order for the graduates have appreciative values towards the partnered society; the higher education institutions should establish their academic atmosphere to develop quality culture mimetically. This initiative has an affinity to the global demand stating that the universal soul and spirit of higher education could play strategic roles in developing the culture of world peacefulness, which is to some extent founded on the mastery of sciences and technology for all humankind in accordance with cosmological awareness and interconnectivity motivation as previously described.


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5. Learning Enthusiasm and Demand

The tendency of society to be knowledge-based society as described previously has been triggering the learning enthusiasm become 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 capable of improving their quality continuously. This condition can only be achieved if higher education institutions are able to explore the autonomy they owned particularly in employing their tuition fee policy. It should be noted, however, the current regulation particularly related to financial matter, has not been in parallel with the spirit of autonomy, and even tends to over control the university efforts to generate additional incomes from public to support the university autonomy.

6. The Regional Development and Autonomy

The development of the region of Eastern Indonesia requires high quality of human resource having ability in terms of sciences and technology to manage the natural resources in that region. Among natural resources available in this region, we cannot heavily rely on the forest resource due to the pressure of eco-labeling issue progressively. The only promising natural resources potentially developed in this region are marine sector including fishery and mining resources. This is a great challenge for higher education institutions in this region including Unhas to improve their roles in producing researches and high quality human resource possessing matching competences with the regional development needs.

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. The problem raised is exactly the readiness of the higher education institution itself. 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.

The implementation of autonomy at a local government requires a significant improvement of human resource quality that can be carried out through well-planned and structured trainings. The need for training providers will be a new market segment for higher education institutions. The limited number of staff will force the local government to conduct in-house training where this kind of training is obviously only able to be managed by the nearby higher education institution. Nevertheless, if the demand for high quality services will be of main consideration, maybe not all local higher education institutions will be able to meet the


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requirements. In that case, the online trainings offered by established universities either domestic or overseas will be far more attractive. This situation, of course, will be considered as a threat for the reduction of market segment of local higher education institutions.

The obligation of local governments as well as industries in improving the quality of education has clearly been stated in the national education system law number 20 year of 2003. The national and regional budget plans should allocate at least 20% for education sectors as obviously stated in the articles of 11 and 50. This statement is sufficiently fair since local governments and industries require high quality human resource produced from higher education institutions. They are realized that high quality human resource is a success key to improve the efficiency and productivity of the local governments and industries. In reality, however, the budget allocated to education sectors is still far below the minimum percentage. In the last several years, for example, the government of South Sulawesi Province contribution to local higher education institutions, including Unhas, is even a very small portion i.e., approximately only 200 million rupiah per year. With this amount of money, it is definitely agreed that the contribution of local government to Unhas is just insignificant. For this reason, it is the right time for Unhas to establish a strong partnership with local governments not only from the Province of South Sulawesi but also other provinces particularly at the region of Eastern Indonesia. Such partnership should be built based on mutual benefit to both parties.


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Chapter 3

Instrumental Input

In carrying out its mission as a state university, Unhas has to follow government regulation and policy, especially in higher education policy. Those policies include:

3.1 National Education Policy

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, aim 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 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.

In 1999, the government issued a regulation, No. 61/1999, concerning the possibility of transforming state university to become an autonomous institution. Four institutions, e.g. UI, ITB, IPB, and UGM, were set as a pilot project for the implementation of this new regulation. The autonomous system imposed is called as BHMN. Four years later, two other universities (USU and UPI) have been included into this BHMN system. During the four-year implementation of the BHMN system, some drawbacks have been experienced specifically in term of the alignment of this system with the existing financial regulation. To overcome such shortcomings, the government (DGHE) continuously seeks the most suitable system that will consistently guarantee the existence of the autonomous institution. In the early of 2005, a new and more robust draft of regulation was initiated, called BHP draft, which will regulate all higher education institutions uniformly. Upon this regulation is passed, transformation into an autonomous institution will become compulsory for any higher education institution.

3.2 Higher Education Policy

1. Higher Education New Paradigm

According to this paradigm, all activities related to implementation of higher education have to lay sustainable quality as the core issue in conducting every academic action. There are four main pillars that have to be developed by each institution of higher education to achieve the intended quality, namely evaluation system (including self evaluation), autonomy, accountability, and accreditation. The sustainable quality can only be achieved if it is based on creativity, ingenuity, individual productivity of the staff (civitas academica), which is going to take place if it is stimulated by an autonomy-based management model. To be effective, autonomy in the university has to be in line with accountability. However, internal accountability is not yet good enough unless the rights of the society to have valid information regarding accomplishment, performance and outcome of the university,


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are being actualized through accreditation process either by the National Accreditation Body (NAB) or other related external agency. Furthermore, the main managerial action in making decision and planning at the university level is evaluation process including self evaluation.

At least three major consequences in applying that paradigm, namely: (1) change in accreditation system which is performed by the National Accreditation Body 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 to competition, and (3) change in work planning model from top-down planning to bottom-up planning.

2. HELTS 2003-2010

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. Improvement of the nation’s competitiveness will become the based-main policy for the long-term strategy for higher education development. Therefore, all national efforts in the higher education sub sector have to be directed to make a significant contribution in advancing the nation’s competitiveness, which include:

Higher education must be capable of creating graduates who are innovative and creative in utilizing science and technology.

Higher education has to educate its student so that they are capable of choosing and adopting science and technology, which later convert it into product having economical competitiveness.

Higher education also must have capacity to hatch graduates having strong nation character for implementation as responsible citizen.

Only by allowing broader autonomy, each institution then can develop itself accordingly, and contributes in improving nation’s competitiveness. Therefore, giving authority decentralization and broader autonomy to each institution are the most appropriate choices for our country. Several issues to be anticipated on the implementation of autonomy system/decentralization for state university, including:

Alteration of DGHE’s role from regulator to facilitator. In this case, DGHE’s position mostly for supporting the university in terms of preparing required policy and regulation. On the other hand, DGHE still has authority to apply corrective action to a certain institution if required.

Restructuring of the government funding which is directed to block grant system.

Restructuring of the employee system where the civil servant status will be reevaluated.

Change in legal status of higher education institution including its tax system. In this autonomy, however, higher education institution is still required not to

lessen its social responsibility including access and equity assurance for those who meet the academic quality requirement.

Authority decentralization by allowing broader autonomy for the higher education institution can only be implemented if each institution has both healthy organization and sound internal management, without healthy organization that meets the requirements, provision of autonomy will create anarchy and confusing at the execution levels. Therefore organization health is chosen as the third policy for the


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long-term strategy for higher education development in Indonesia. Organization health is translated as a condition where one organization is optimally functional in implementing its own vision and mission. In the perspective of higher education institution, a healthy organization is expected to possess the following characteristics:

Restructuring of the employee system where the civil servant status will be reevaluated.

Stimulates individual to share knowledge. Encourages dedication to work for the fate of the organization. Facilitates all elements within the organization so that they are able to adapt in

difficult and complicated situation. Allows both enough space and autonomy to anticipate unexpected problems. Has internal awareness regarding the necessity for quality assurance

mechanism, which is based on internal and external evaluation.


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Chapter 4

Academic Performance

4.1. Education

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.

For many years, Unhas is used to enjoying a privilege being attributed as the biggest and famous university in the region of eastern Indonesia. However, this prestigious position is recently being argued, particularly during the last several years when the resources required performing educational process is becoming limited. Insufficient funding, large number of student body, and old fashion of facilities are just examples of major problems faced by Unhas. Currently Unhas offers 5 types of programs i.e., S1 regular, S2 and S3 regular, S1 non-regular, D3 partnership, and S2 non-regular with total student body of almost 33,000 and annual enrollment of 3.500 for S1 regular itself. The S1 regular program consists of 56 study programs distributed in 12 faculties, while the post graduate program has 28 study programs for S2 regular and 7 study programs for S3 regular. This section will describe the academic achievement of each program during the last several years. However, due to the limited data availability, more attention will be given to the academic performances of the regular programs of S1, S2 and S3.

As stated in the Unhas Strategic Planning 2004 – 2008, one of the main missions of Unhas is to produce high quality graduates having stronger personality skills, better professional skills, high intellectual skills, and adaptability skills. There has been a great attention and efforts to achieve these Unhas graduate profiles during the last 3 years. 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. These figures, however, are not representative of the whole study programs in Unhas since the supporting data of graduate employability were only taken from 18 of 56 study programs in Unhas. Rigorous alumni tracer study is now being conducted to obtain comprehensive figures on the graduate readiness in entering job markets. 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 including the management point of views of these three aspects.


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1. 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. For benchmarking reason, the UMPTN is applied to judge the quality of new students since it has been well established for many years in Indonesia. In general, the quality of new students can be traced back 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 SPMB, Unhas is in the rank of 20 for social sciences and 22 out for non-social science study programs. For comparison, the average of Unhas UMPTN scores is 566.5 (below Universitas Pendidikan Indonesia, Universitas Negeri Surabaya and Universitas Udayana) and 588.9 (below Universitas Negeri Malang, Universitas Lampung, Universitas Negeri Yogyakarta) for non social science and social science study programs respectively. For many years, the five-top list for either social or non-social sciences groups is universities from Java. The non-social science group is still dominated by ITB, UI, ITS, UGM and UNAIR with the average UMPTN scores of 785.87, 762.31, 711.77, 710,09, and 710.08 respectively. Whereas those of social science group consists of UI, UGM, UNAIR, UNIBRAW, and UNPAD with the average UMPTN scores of 785.87, 762.31, 711.77, 710.09 and 710.08 correspondingly. Although the position of Unhas in the region of eastern Indonesia is still in the top list, these figures obviously indicate that the quality of incoming students is still relatively much lower than the public universities from Java. This unfavorable condition is primarily due to the low quality of high schools from the region of eastern Indonesia since almost 90% of Unhas students coming from that region. Based on the statistical data issued by the Department of National Education, the quality of high schools from the region of eastern Indonesia is much lower than those from Java and even Sumatra.

Moreover, this disadvantage situation has also been deteriorated by the less attractiveness of Unhas, at least in the view of the best high schools in this region as reflected by small percentages of top ten students from the best high schools choosing Unhas as their first university destination. Generally these best high school students preferably choose universities in Java or even overseas instead of choosing Unhas. In some extent, the decrease of Unhas attractiveness is also caused by the significant improvement of the quality of universities in Java.

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. Unfortunately, such efforts were conducted sporadically at study program levels rather than managed optimally at the university level. As a result, the promotion program has not achieved a maximum result. The university is now developing a more appropriate system and strategy to enhance the quality and effectiveness of promotion. In addition to that, JPPB scheme is also improved every year to invite the best new students, particularly from the region of eastern Indonesia. The academic performance of JPPB students during studying in Unhas is


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monitored and evaluated so that the database of high schools is maintained and improved properly. In most cases, these regular monitoring and evaluation have significantly contributed to the improvement of incoming student quality as indicated by high percentage of JPPB students who completed their study on time. Statistical data also shows that most of them get high GPA. In the future, this scheme is not only used to improve the quality of new students, but also to address the issues of access and equity as Unhas responsibility to actively participate in the development of human resources in the region of eastern Indonesia.

Besides, the JPPB system, since 2003 Unhas has introduced another scheme called KEMITRAAN in the form of university partnership 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.

The attractiveness of Unhas can also be measured by the ratio between applicants and registered students or referred as competitiveness level for a certain study program. The lower the ratio, the more attractive is the study program. In the last few years, the competitiveness level of study program in Unhas is varied ranging from 0.84 to 55.72. The most attractive study programs are Pharmacy (1.79) followed by Accountancy (2.34), International Relation (2.57) and Medicine (3.24). The Medicine study program, in particular, has gone internationally by admitting overseas students from Malaysia since the last 3 years. This prestigious achievement has been adopted by Unhas top management as a good practice. Several attractive study programs have been encouraged to follow the Medicine Study Program to introduce international classes. This policy can be regarded as an initial stage to develop advanced study programs as stated in the Unhas Strategic Planning 2004 – 2008. Meanwhile, the less attractive study programs are mostly in the Faculties of Animal Husbandry, Fishery and Marine Sciences, and Agriculture and Forestry. This unfavorable condition is in contrast with the environmental geographic condition of Unhas in the region of eastern Indonesia in which the main comparative products are yielded from those sectors. Realizing this situation, the top university management together with the respective study programs performs an intensive promotion to improve the image of these study programs, particularly those that are granted by competitive grants such as TPSDP, Semi QUE and SP4.

The quality of incoming students can also be judged from the percentage of new students according to the first, second, and third choice during SPMB registration. This figure reflects, either directly or indirectly, their talent and motivation within their education process and gives a significant impact to their capability in completing their study. Based on the data of applicant choices, the percentage of new students selecting the study program based on their first choice is varied and ranging from 7% to 90%. The highest percentages are Medicine study program (88.6%), Mechanical Engineering study program (63%), Public Health study program (57%), Nursery study program (50%) and followed by Management study program (45%). As predicted, the lowest percentages consist of unattractive study programs such as Social and Economics of Animal Husbandry study program (3.57%), Animal Production study program (4.62%), and Social Anthropology study


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program (6.67%). In addition to intensifying promotion, these unattractive study programs have also been improving their incoming student quality through JPPB scheme.

Another effort carried out by Unhas in participating to the development of the region as well as improving the quality of incoming students is by introducing TALENTA scheme. As described previously, this 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. Since this scheme is just recently introduced in the academic year of 2005, it is very difficult to judge whether this scheme will be effective in improving the quality of incoming students as well as the Unhas image. 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 encounters some 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.

One of crucial points should be addressed is the less attractiveness of post graduate program as indicated by inadequate quality of candidates applying to this program. In the last few years, the post graduate program has no choice except admitting new post graduate students having lower TPA (Academic Potency Test) and TOEFL scores than the national minimum requirements. During the last 3 years, the average TPA score of S3 students is 400 while the national minimum TPA score requirement is 500. If the post graduate program strictly follows the national minimum requirement for TPA, then the number of S3 students admitted would be less than 10 students. The TOEFL score of new post graduate students is also not satisfying since its average is just in the order of 430 which is definitely lower than the minimum requirement set up by post graduate program (450). As discussed comprehensively in the next section, the low quality of incoming students is one of significant factors affecting the length of study. In addition to improve the quality of educational process, a new strategy in marketing has been developed by postgraduate program in an attempt to improve the quality of new students. The low proportion of postgraduate students coming from outside of South Sulawesi Province also reflects the less attractiveness of postgraduate program. Statistical data issued by post graduate program shows that almost 85% of its new students graduated from universities in the Province of South Sulawesi, even about 55% of students are Unhas alumni and only 12% is from outside of South Sulawesi Province. In addition to that, the competitiveness level of new students is also unfavorable; almost 80% of total applicants are accepted in the S2 program, while the figure for S3 program is slightly better, i.e., around 70% of total applicants. In summary, systematic efforts should be done to improve the quality of postgraduate program.

Similar to the regular programs, the quality of incoming students for S1 non-regular program and D3 partnership is even worse. This is primarily due to the fact that the new students enrolling to these programs are mostly those who are failed in competing for the S1 regular programs through SPMB and JPPB schemes.


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Moreover, most of them have been working while studying in these non-regular programs. To overcome this problem, Unhas is now developing special courses suitable for them so that the quality of graduates could be maintained.

2. Teaching and Learning Process

Within the last few years, there has been an impressive progress in the implementation of teaching and learning process as indicated by significant improvement in the average GPA i.e., 3.01 in the academic year of 2002 to 3.07 in the academic year of 2004 yielding the average GPA of 3.04 during the last 3 years. So far this figure is satisfying since there has been widely accepted that the minimum GPA requirement for graduates in either seeking jobs or continuing their study is only 2.75. In most cases, the average GPA of graduates in the social science faculties is higher than those in the non-social science faculties. The highest average GPA is dominated by Faculty of Law (3.25), Faculty of Social and Politics (3.19), Faculty of Public Health (3.19) and followed by Faculty of Arts (3.16). Meanwhile, the average GPA with lower than 3.0 consists of Faculty of Medicine (2.77), Faculty of Dentistry (2.78), and followed by Faculty of Mathematics and Natural Sciences (2.96). It is difficult to clarify this discrepancy since there is no standardized assessment established in Unhas. The different perception in grading between social faculty staff and non-social faculty staff has most probably contributed to this disparity. For example, although the Faculty of Medicine has been benchmarked as a faculty with a good academic achievement, their average GPA is still much lower than that at the university level.

As described previously, the quality of incoming students for S1 non-regular, D3, and postgraduate program is lower than the S1 regular. However, it is interesting to note that the average GPA of S1 non-regular is significantly higher than the S1 regular, i.e., 3.14 in contrast to 3.07. Similarly, the average GPA of postgraduate program is even much higher, specifically 3.50 and 3.67 for S2 and S3 respectively. Therefore, it is necessary to immediately issue the formal statement regarding standardized assessment applied to all programs and faculties. The standardized assessment should reflect the real academic capability of the assessed students. In addition to that, it is also necessary to establish a quality assurance unit so that any inconsistency in student assessment can be minimized.

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.


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In contrast to the S1 regular program, the study duration of postgraduate program is still longer than expected. The recent strategic planning document of postgraduate program shows that the average length of study of S2 program is 35 months or 11 months longer than the designed curriculum (24 months). Likewise, the average study duration for S3 program is more or less 7 years or 4 years longer than expected. One of the main factors affecting the longer study duration of postgraduate program is due to ineffectiveness during supervision of thesis or dissertation. This indication is supported by the fact that most of postgraduate students completed their courses on time. Inadequate laboratory facilities and literatures have also contributed to the punctual accomplishment of thesis and dissertation. Several attempts have been developed to reduce the length of study such as establishing guideline and standard operating procedure (SOP) for research supervision, encouraging and facilitating staff to compete in the PEKERTI research grants offered by DGHE, and promoting research partnership with established universities or research institutions.

One of among several factors affecting the quality of graduates is the number and the quality of academic staff. In general, the quantity and quality of academic staff to serve teaching and learning process are sufficient. Based on the academic rank, Unhas currently has a total number of 1711 academic staff comprising 140 professors, 658 associate professors, 524 assistant professors, and 389 instructors. Meanwhile, if it is derived from the level of education, Unhas has 344 staff holding PhD or doctor, 946 staff with master level, and 421 staff with qualification of undergraduate or S1 level. It can be concluded from this data that the ratio of staff having advanced education background (PhD and master) to the total number of academic staff is 75%, an impressive figure exceeding the minimum requirement set up by DGHE. This ratio is varied among the faculties ranging from 65% to 90%. The Faculty of Law, for example, has the best ratio among the faculty of law of public universities in Indonesia. However, having student body of about 33,000 students, that ratio becomes meaningless. Currently Unhas has student to staff ratio of 17 that is far beyond the ideal ratio established by DGHE i.e., 10 for non social sciences and 15 for social sciences. Even if it is further traced at department level, this ratio becomes an adverse indicator. It is not difficult to find the department in Unhas having student staff ratio above 30. Another factor affecting the increment of student to staff ratio is the unbalanced between the recruitment of new academic staff and senior staff entering retirement period. Within the next 5 years, about 260 academic staffs are due to retire. If the annual recruitment of new academic staff remains constant at the level of 40 new academic staff, then Unhas will have a diminution of 60 academic staff during that period. This condition will definitely deteriorate the effectiveness of teaching and learning process and lead to the degradation of graduate quality. Therefore, as has been mentioned before, more accurate and comprehensive plan on human resource management is urgently required to decrease this ratio.

Recently Unhas has introduced an academic policy to improve this ratio by vanishing the enrollment of D3 regular programs with the exception of D3 partnership program. This policy is also accompanied by reducing the subsidized tuition fee of the S1 non-regular programs. Consequently, the tuition fee of the new students will be much higher than the previous students. Unhas is fully aware that this policy will decline the opportunity of high school students in the South Sulawesi Province or even in the region of eastern Indonesia. Nevertheless, this policy should deliberately be issued to improve not only the ratio of student to staff, but also the budget unit of student. The augmentation of new student each year without compensating with sufficient funding will significantly decrease the student budget


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unit turning to the low quality of graduates produced by Unhas. For example, finance statistical data in the fiscal year of 2002 shows that without the existence of D3 and S1 non-regular programs, the budget unit per student per year is Rp 4,654,000. -. However with the coexistence of these programs, the student unit budget substantially decrease into Rp 3,282,000.- or a reduction of 29.5 %. Under this policy, it is expected that the student to staff ratio and student budget unit will be improved which then leads to a better quality of teaching and learning process.

In terms of full time equivalence (EWMP or FTE), the staff workload is unequally distributed among faculties. At certain faculties, a team delivers one course. In other faculties, 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. This unfavorable condition has significantly affected the students’ incapability in comprehending the foundation of knowledge that may lead to the students’ difficulties in absorbing the content of courses in the subsequent semesters. For this reason, continuous upgrading of the academic staff capability in teaching and learning methods has been prioritized as the main program.

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.

The distribution of student body is varied from one faculty to other faculties or from one department to other departments. In the department within the faculty of engineering, for example, the number of student population is very large compared to the availability of supervisors. Consequently, the academic supervisory process becomes ineffective since one supervisor should handle more than 20 students each semester. In addition to that, the student to staff ratio tends to increase each academic year since the number of graduates is always less than the number of new students annually for the same cohort. Consequently, a traditional teaching approach won’t be no longer effective to produce high quality graduates with such large number of student to staff ratio. 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. Selected study programs, particularly those who granted DGHE competitive grants, have pioneered this new approach. For example, since the commencing academic year of 2004,


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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.

Other good indicators to measure the effectiveness of teaching and learning process are by using drop out rate and productivity level. In general, the drop out rate of S1 regular program (measured as the ratio between the number of dropped out students per year and total active students in the respective year) is considered to be high, i.e., about 500 dropped-out students or 2.6% in average. The figures of drop out rate are varied between one faculty and other faculties. In recent years, the highest drop out rate is the Faculty of Arts (4.81%), followed by Faculty of Engineering (4.23%). Meanwhile, a good achievement has been reached by the Faculty of Medicine (0.28%), the Faculty of Economics (1.05%), followed by the Faculty of Law (1.27%). It is interesting to note that even though the ratio of S1 regular students to staff of the faculty of arts is relatively better (6.6), the drop out rate reached the highest level in the last couple years. This fact indicates that the teaching and learning process in the faculty of arts should be rigorously improved to decrease the drop out rate. In the case of engineering faculty, on the other hand, the high ratio of S1 regular students to academic staff (13.6) has most likely been the main reason why the drop out rate in the Faculty of Engineering is still high. In addition to that the FTE of academic staff in the Faculty of Engineering is overloaded since they have to serve not only S1 regular program, but also the S2 and S3 programs, S1 non-regular program, and D3 program as well. Recently, the Faculty of Engineering has issued an internal regulation to overcome this problem, i.e., academic staff that is not well performed in the S1 regular program is not allowed to deliver any courses in neither D3 program nor S1 non-regular program. This policy is relatively effective since they assume that teaching in the S1 non-regular and D3 programs is considered to be a part of staff incentives.

The productivity level is also another good parameter to measure the effectiveness of teaching and learning process. For a self evaluation purpose, the productivity level is measured based on the ratio between the number of graduates for a particular year and the total number of active students in the respective year. Therefore, if there were no increment in the number of new students enrolled, then the best productivity level would be 25% since the curriculum of S1 program is designed for 4 years. In the last several years, the productivity level of S1 regular program is 16% in average. This figure indicates that there should be considerable efforts to be done to improve the effectiveness of teaching and learning in Unhas. If it is further traced at the faculty level, the figures are varied and ranging from the lowest 9.71 % (Faculty of Animal Husbandry) to the highest 22.15% (Faculty of Social and Political Sciences).

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


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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 textbooks 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.

Another classical factor affecting the effectiveness of teaching and learning process is lack of supporting facilities such as class and laboratory facilities. Nevertheless, if those facilities is compared to the minimum standard requirement established by the ministry of national education (Kepmendiknas No. 234/U/2000), the Unhas supporting facilities are considered more than enough. Currently, the availability of classroom 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 postgraduate 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 from one faculty to other faculties. Better ratio is definitely observed at study programs or departments with DGHE CBF funding such as TPSDP, DUE-Like, PHK, and SP4. Faculty of Engineering, in particular, with a large of student body, has the lowest ratio between laboratory space and student, 0.31 m2/student only. For this reason, the Faculty of Engineering is now developing a new campus at former paper factory at Gowa [Pabrik Kertas Gowa]. Other effort is to intensify Unhas involvement in any CBF from DGHE to gain benefit, specifically for the purpose of facility capacity improvement. 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.

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 classroom. The only multimedia classroom available in Unhas is in the Faculty of Medicine and postgraduate 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 classroom is prerequisite to develop learning society in campus. Therefore it is urgently recommended to prioritize funding allocation to develop multimedia classroom through out the faculties.


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A limited operational and maintenance budget for laboratory exercises has mostly been experienced by all departments in Unhas. Moreover, most of laboratory equipments have been old fashion and in the condition of out of order. Under this unfavorable condition, teaching and learning process won’t be effective to produce graduates with high professional skills. Currently, some departments winning the DGHE competitive grants have been revitalizing and up grading their laboratory equipments. The Faculty of Medicine who is winning a DUE-Like grant, for example, is the only a few medicine faculties in Indonesia having a sophisticated clinical skill laboratory for undergraduate education. Perhaps the Agricultural Engineering study program is the only education institution in Indonesia having a food texture analyzer (procured through TPSDP). Since the budget allocation from government is limited, the only way to improve the laboratory facilities is to compete in the DGHE competitive grants. Therefore, university top management has high commitment and fully supports as well as facilitates the study programs or departments in Unhas to compete in such grants. To minimize the disparity among laboratories, a university policy regarding resources sharing will be immediately applied.

The limited funding has also significantly affected the inadequacy of textbooks and scientific journals, which turning to the ineffectiveness of teaching and learning process. During academic year of 2003, the budget allocation for procurement of textbooks and journals is only 450 million rupiah. This small budget is only capable of procuring about 700 textbooks and journals, which is imbalanced with the total number of students and staff. An attempt to improve this condition has been carried out by subscribing online journals of around 250 back issues through virtual libraries around the world. Unfortunately due to low bandwidth capacity and slow connectivity, not so many staff and students utilize this facility. Some study programs winning DGHE competitive grants have equipped their reading rooms with the most recent textbooks and journals [Until recently, there have been about 90% of 41 departments in Unhas granted by DGHE grants including SP4 competitive grants]. Since the university policy only acknowledges one library i.e., the central library, therefore a new online digital database is now being developed by the central library to optimize the resources sharing among faculties, particularly textbooks.

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 capacity 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 monitor and evaluate the academic performance has been considered insufficient, particularly to achieve the academic performance targets as stated in the university strategic planning. Until 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 monthly coordination meeting at the university level. Such mechanism has proved ineffective in improving the academic performance


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systematically since it tends to be functioning as a control 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 administration 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.

3. The Education Relevancy

During early stage of development, the opening of new department or study program in Unhas simply went after the established universities in Java, especially ITB and IPB. The academic staff of Unhas which were mostly graduated from both universities had a tendency to develop the new study programs or departments in accordance with their educational background. Since this disposition has occurred for prolonged time, the structure of department and study program in Unhas was slavishly a copy of department and study program of the universities in Java. As a result, there has been a lack of relevancy between the programs offered by Unhas and the real regional development needs. In the Faculty of Engineering, for example, the study programs related to the mining resources which are the main natural resources found in the region of eastern Indonesia have just recently introduced. Meanwhile the development of several faculties such as agriculture and forestry, animal husbandry, marine sciences and fishery is simply a copy of IPB. In these faculties, each has a study program or department related to social and economics aspects. This study program is actually redundant to be introduced in these three faculties. Unhas has now been commencing to restructure and develop study programs that are relevant to the regional development needs. In accordance with the Unhas strategic goals, all study programs have been encouraged to deeply dig their own niches in responding not only regional needs but also global trends.

Rapid development in science and technology, particularly ICT, has caused significant shifts and growths in the job market requirements. Unfortunately, some study programs in Unhas have no longer relevant with current trends of job market needs. Conversely, there have been a lot of new job market sectors in which Unhas does not have any study program to fulfill that sectors. In the era of digital information, for example, Unhas does not have any study program related to that field. The shift from mechanistic age into biological and information era has not been reflected by Unhas in making a priority in the development of study programs or department. For example, the Department of Biology in The Faculty of Mathematics and Natural Sciences which is supposed to be a leading and advanced department in Unhas, shows under performance in terms of the availability and quality of human resource and facilities. As a result, the scientific information regarding the resources of marine biology spreading through out the Spermonde islands is even well documented by overseas universities instead of the Biology Department of Unhas. Since the last ten years, the job market need on information technology experts has been growing very rapidly. Unfortunately, Unhas has lost this good opportunity to supply the graduates fulfilling that job sector since Unhas has not introduced new study programs related to that field. In addition to that, the disciplines specialization carried out by the faculty of agriculture and forestry is considered to be too early. This is particularly true since the specific competence of the graduates is not sufficiently equipped with comprehensive and integrative knowledge as well as skills on agriculture, which are actually needed by society,


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particularly in the region of eastern Indonesia. The Faculty of Law and Faculty of Public Health, where there is no department but sections, are a good example on how the faculty improve graduate relevancy with society needs.

Information on graduate profiles has been widely used to identify the relevant aspect between education process and society need. For this reason, Unhas is currently conducting a comprehensive tracer study to identify the graduate employability. Unfortunately, the result of the tracer study has not been finished until the finishing of this document. 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. These figures, however, are not representative of the whole study programs in Unhas since the supporting data of graduate employability were taken only from the self-evaluation reports of selected study programs. If it is further traced behind these figures, the reasons will be varied from a particular study program to others. But the factors affecting insufficient graduate employability can be broadly categorized into 3 main factors, i.e., (1) lack of link and match between current curriculum and dynamic job market requirements, (2) inadequate English and ICT skills, and (3) deficiency in soft skills. The following paragraphs will comprehensively elaborate each factor affecting the graduate readiness in entering the job market.

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. In most cases, lack of practical skills was the most concerns of graduates when starting in their new jobs. As described previously, this respond makes sense since the laboratory facilities are insufficient to perform a better teaching and learning process, even in the minimum standard requirement. Ability to read, interpret written data, table and chart and making comprehensive conclusion were also other important points highlighted by most graduates. In general, the curriculums of study programs in Unhas have been revised periodically, i.e., every 5 years. In most cases, however, the revision of curriculum is carried out without in-depth analysis to identify the real needs of the society. As a result, the revision of curriculum is carried out simply by substituting the name of subjects or courses. Even some academic staff have a tendency to introduce new subjects or courses based on their expertise instead of the graduate competence needs that link and match with future job market requirements. This primarily occurred since most study programs revised their curriculum without involvement of external stakeholders such as alumni and users. 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


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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.

English and ICT skills have also been the major concerned faced by graduates in entering the job market sectors. This phenomenon has indeed a similar finding with the result of recent tracer study published by TPSDP stating that curriculum planners, graduates and user are in a good agreement regarding the important aspect of English and ICT skills. Many efforts have been carried out to improve the English language skills of Unhas students. One of them is the commitment of university top management to have students with the minimum TOEFL score of 450 before they graduate. The decision to offer English course (as a part of MKU courses) in 1978 to the freshmen was intended to support this commitment. Unfortunately, this target has never been achieved, and the low English competence is reflected in the following issues.

The final scores of English Subject in the last four years show its persistent distribution to A (44%) and B (41%) while the total of C, D, and E are 15.22%. This result is quite contradictory to the average TOEFL score of S1 regular students taken from 1996 to 2000: < 450 (83%), 450-500 (13%), > 500 (4%). These figures are definitely far from satisfied since only about 17% of S1 regular students pass the university minimum requirement for the TOEFL score. Although English Subject is not prepared for TOEFL, it is possible to suspect that the teaching and process of English Subject has been ineffective. Unhas is fully aware that heavily relying on English Subject in the first year program (TPB-MKU) is absolutely not enough. For this reason, some study programs have designed additional courses and teaching methods enabling to create English environment in their study program so that students will be motivated and driven to improve their English skills. For examples, the Faculty of Medicine conducts student English camp at least twice every semester, Agricultural Engineering study program introduces a new subject i.e., English for Academic Purpose, and Chemistry study program performs chemistry English club and sets up an English day every month.

The English proficiencies of new S2 and S3 postgraduate students are even worse than that of the S1 regular students. The average TOEFL scores of post graduate students during the last 3 years are as follows; about 68% of the prospective S2 students had an average score of <400, 30% (400-500), and only 2% had a score of >500. Similar trend was also observed for S3 post graduate students; i.e., 43% below 400, 49% in the range of 400 to 500, and only 8% got higher than 500. Based on this fact, since the academic year 2003, all S2 and S3 students must follow the English matriculation class to boost English language skills of Unhas students. Although the required entrance TOEFL score cannot precisely show the quality of Unhas Postgraduate Studies, the English matriculation that focuses on the reading skills, shows the continuing efforts to boost the English competence of Unhas postgraduate students. Similar efforts should also be carried out towards English skills of lecturers. Based on the data obtained from the Unhas Language Centre in the last four years, the average TOEFL scores of Unhas staff are about 64% below 450, 22% in the order of 450 – 500, and only 14% above 500.

Despite the reported low English competence, Unhas students themselves have shown their high motivation to improve their English language skills and are aware of the importance of being competent in English for their future. For example, many extracurricular activities such as English debate and speech competition, and also writing-in-English competition are held by students’ organizations of various


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departments and faculties. The competitions are usually open not only for Unhas students but also for senior high school students in South Sulawesi.

All these efforts clearly indicate an urgent needs to regularly review the conventional English teaching and learning processes carried out until now. In particular, there should be concerted efforts to focus on the ways to motivate students towards improving their reading and writing skills in addition to speaking skills. The reviews should carefully consider Unhas strategic plans which aim to produce professional, adaptive and creative S1 students which are competent in English and computer skills. Besides, the review should be carried out systematically for all levels of study at Unhas.

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 was 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 videoconference 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 classroom. 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.

The utilization of e-library has also been another concerned faced by Unhas. Although Unhas has been subscribing electronic journals through several virtual libraries around the world since 2003, the recent data obtained from University Information Center (PIU) shows that the number of academic staff visited to the subscribed websites was relatively rare. This phenomenon is most likely due to the reluctance of most academic staff to learn ICT as the new technology of education. In most cases, it is very easy to find academic staff incapable of using computer, which is the basic requirement of learning based education.

It can be summarized that Unhas is now facing a great challenge to motivate all academic staff towards the culture of continuous quality improvement. Nevertheless, Unhas has another experience that can be used as an initial investment to make a quality culture transformation, i.e., as a general rule, Unhas academic staff have a tendency to obey and follow the leader policies as far as the policies are implemented consistently and clearly. This was particularly true when Unhas rector was held by Prof. Dr. A. Amiruddin in 1970s. The experience of Unhas in operating the Satellite Education System (SISDIKSAT) in 1980s is just another good example. Although this technology was considered sophisticated during that time, the participation of Unhas academic staff was reasonably good due to the high support and commitment from university top management.


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Another important issue addressed by Unhas graduates regarding employability is soft skills. These includes oral and written communication skills, team working skills (particularly among multidisciplinary environment), and ability to adapt the new system or technology. Unhas realized that improving graduate soft skills by merely depending on curriculum implementation is considered to be insufficient. For this reason, since the implementation of competence based curriculum in 2004, co and extra curricula have been integrated in one unity. As described previously, the improvement of soft skills has also been addressed in the third and forth of Unhas graduate profiles i.e., intellectual skills and adaptability skills. Unhas has been fully aware that it is impossible to heavily rely on teaching approach to produce high quality graduates in accordance with Unhas graduate profiles. This is especially true since this conventional teaching approach generally relies on how the students answer the problem that has been previously known but lack of stimulation in enhancing student analytical skills. It is widely accepted that this analytical thinking capability is the key factor in facing the world that has been changing. Therefore, Unhas has no choice other than accepting the teaching transformation from teaching approach to learning approach and from maintenance learning to evolutionary learning. Unhas believes that learning approach and evolutionary learning will be capable of equipping graduates with such adaptability skills.

In summary, lack of ICT implementation in managing academic matters has been the main reason why the university management has not functioned optimally. In addition to that monitoring and

4. The Impact of CBF

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 1). 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


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for them to produce high quality research as well. This situation will become 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. The significant increasing number and quality of proposals from the departments reflected this. 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. Until recently, however, such good system has not been implemented through out departments within Unhas due to lack of university ICT policy and malfunction of university network connection.

5. 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


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the Head of Departments within the respective faculty to improve the academic performance.

The university management to monitor and evaluate the implementation of academic activities uses this structural cycle. 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.

Until 2003, the responsibility of Quality Assurance (QA) in Unhas was distributed among the executives such as academic, administrations, and student affairs. This is the reason why QA is not visible as the exclusive subordinate in the university organization. However, it is important to note that since 2000 Unhas has been fully aware of the importance of this QA unit. At least four academic staffs have been assigned to attend a QA training conducted by the British Council in 2000 and 2001. Following of such training, Unhas conducted a workshop to disseminate the importance of the QA towards the university future performance. Although no specific unit established as a QA unit, the university management has performed activities which are relevant to a QA practices, or at least can be considered as a partial QA practices since 2001, Several activities worth to mention as a form of internal quality assurance system 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.


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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 classroom, 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. Department in terms of issuing a reminding letter for an improvement immediately processes any information that requires corrective actions. 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.

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.

4.2 Research

The research activities at Unhas supposed to be performed under the coordination of Research Institute (LP, Lembaga Penelitian). The Institute disseminates information regarding various research schemes to academic staffs, sets up a training program on proposal preparation for junior researchers every year, sends proposals to various funding


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agencies, distributes and manages research funding obtained both from the university and agencies, facilitates seminar amongst researchers before submitting a research report, archives research reports and provides a nationally accredited journal for disseminating research results. However, many researches conducted, especially those under the faculties (including that in the graduate school), are not well recorded at the LP. There is no regular report by the faculties on the performance and execution of research in the faculties. These researches include staff-personal researches (including those involving student final projects researches) and third parties partnership-researches. Unlike performance in education mission, performance in research mission is difficult to be traced and summarized from self-evaluation report of departments or faculties. Only competitive research coordinated by LP is well documented, and hence research performance described here is mostly based on such research category. While, performance in third parties partnership-researches, conducted either under the coordination of LP, research center or under faculties, will be described only partially. The university management has recently issued a regulation such that all partnership programs, including partnership researches, are recorded. This is made by regulating that rector or one level below the rector signs all the contracts.

1. Research Numbers and Capacities

Research activities at Unhas are generally funded by different research schemes, either funded by dana rutin, competitive grants, or partnership. Each year, the university provides some amount of funds granted to university researchers on internal competitive-based grant, and this is usually called Penelitian Rutin (Regular Research). 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 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.

For competitive grants, there are several research schemes included into this category, yet those can be categorized into three main groups i.e. funded trough DGHE of National Education Department, Ministry for Research and Technology (Menristek/BPPT), and third party partnership. Among the schemes awarded through DGHE are Hibah Bersaing (HB), Berbagai Bidang Ilmu (BBI) / Kajian Wanita (KW), dan Penelitian Dasar (PD), Hibah Pekerti (HP), and others. While those through Menristek/BPTP are: Riset Unggulan Terpadu (RUT), Riset Unggulan Kemanusiaan dan Kemasyarakatan (RUKK), Riset Pengembangan Kapsitas (RPK), Iptekda, and others. 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. The Decision on which of the BBI proposals that will be funded is determined by DGHE.

The partnership researches are made with various government and private institutions, local, central, or international level. However, there is no clear regulation regarding funding mechanism for partnership research. In general, LP or research


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center and its functional units obtained collaborative programs by sending proposals to outside parties. But many programs are also obtained through individual staff that is able to establish collaboration with outside parties.

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 the institute does not record many researches. 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 4.1).

Table 4.1. 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

Although the number of competitive research granted to Unhas researchers is low, it is comparatively the highest among universities in eastern Indonesia. Since the lunch of RUT scheme, Unhas always leads the number of research granted to universities and research centers within eastern Indonesia, and in fact about 60% of research grant in the region of eastern Indonesia went to Unhas. During the early period (first 5 batches or years) of RUT competition, only researchers of Unhas within eastern Indonesia region won the grants. Again, this is other evidence, which shows that this university has a good internal capacity to perform its missions. Such achievement, however, is still considered to be not satisfying and needs to be increased considering the number of staff in the university, particularly the PhD holding. For RUT research scheme for example, there were only about 40 researches won by Unhas staff for the last ten years since the commencement of this program. If it is assumed that 2 –3 PhD-holding staff involve in each of these researches, then the participation is only about 30% of 383 staff holding PhD. The rest 70% PhD-holding staffs may have involved in partnership researches. Nonetheless, it should be admitted that the number of available grants nationally such as RUT is indeed very small.

In the case of HB scheme, there was a consistent increase in the number of research grants went to Unhas for the last four years. As in the case of RUT scheme, Unhas is also leading the number of HB grants within universities in eastern Indonesia region. Since the launch of HB schemes, number of grants went to Unhas is more than 100 involving about 330 staffs. If the HB scheme is considered to be the segment of Master-holding staffs, then the ratio of participation is about 30% (330 out of 981 staff with master level). If this figure is to be used as measure of competitiveness, it can be considered that the Unhas master-holding staffs have moderate capacity in research competitiveness.


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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 (Table 4.2). 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.

Table 4.2. Academic staff participation in research during the period of 2001-2004.

Year Staff involvedin researches

Total academic staff Percentage

2001 280 1681 16.72002 228 1681 13.62003 329 1710 19.22004 409 1732 23.6

A number of problems associated to such low number of research and research participation is high teaching load among staff, information access to state of the art of knowledge, research facilities, availability of fund, appreciation to researches, and research management.

As explained before, although Unhas currently has a total number of 1711 academic staff, but having student body of about 33,000 students, the student to staff ratio become 17 which is far beyond the ideal ratio established by DGHE i.e., 10 for non social sciences and 15 for social sciences. Even if it is further traced at department level, this ratio becomes an adverse indicator. It is not difficult to find the department in Unhas having student staff ratio above 30. Such high ratio has brought about a high teaching load among Unhas staff which in turn reduces the time for staff to involve in research.

The staff that won competitive research grants are mostly those young newly PhD graduated staff, particularly overseas graduates. These staffs certainly have a better access to state of the art of knowledge and technology and so have a better position in competing for a competitive research grant. Other staffs rely heavily only on limited information available in the library. Numbers of journals in the library are very limited, and mostly are obtained as gifts and some others by subscriptions. Since the monetary crisis (1998), most of the journal subscriptions have been discontinued. Although Unhas has been subscribing electronic journals through several virtual libraries around the world since 2003, the recent data obtained from University Information Center (PIU) shows that the number of academic staff visited to the subscribed websites was relatively rare. This phenomenon is most likely due to the reluctance of most academic staff to learn ICT. In most cases, it is very easy to find academic staff incapable of using computer, which now becomes a required tool for information access.

The university only provides less than 100 million annually for research activities or only about 0.07% of total university budget or 0.2% of budget allocated from DIKS. This may indicate the commitment and priority given by top university management to research activities. For research activities, the university management seems to rely heavily on research funded through competitive grant provided externally or through partnership. Of 3.5 billion rupiah spent in or generated from research


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activities annually, only 2.7% are provided by university management, 41.1% from competitive research, and 59.8% from partnership research (Table 4.3). The implication of this fact is that if the university is to rely on research fund generated from partnership research and competitive research, then the competitiveness of research proposal and the research attractiveness need to be increased substantially. Issue on research attractiveness and competitiveness is discussed in other part of this SER.

Table 4.3. Budget allocated from different sources of research schemes for the last four years (in million rupiah)

YEAR UNHAS DGHE RISTEK Partner- ship Total

Regular HB BBI/KW PD others RUT RPK RUKK others2001 87.5 26.2 182.0 30.0 433.5 178.7 928.2 1,866.1

2002 84.0 214.0 138.0 19.9 5.0 438.3 75.0 70.0 1,872.2 2,916.4

2003 99.0 412.7 158.5 104.1 141.0 503.2 79.8 75.5 75.0 2,115.0 3,763.8

2004 105.0 504.0 174.0 165.0 447.0 375.2 80.0 151.4 3,474.0 5,475.6

Average 93.9 289.2 163.1 79.7 197.7 437.6 79.9 75.3 118.8 2,097.4 3,505.5Contribu-tion (%) 2.7 8.3 4.7 2.3 5.6 12.5 2.3 2.1 3.4 59.8 100.0

The university has numbers of research facilities such as laboratories and studios spread out in departments, clinics and university hospital, green house, experimental farm, marine station, ranches, and education forest. However, the laboratory equipments are mostly outdated except for some study programs or departments who are granted with TPSDP, DUE-Like, Semi-QUE, SP4, and PHK A1 and A2. During the last 15 years, Unhas has never received a significant budget allocated for laboratory equipment procurement. With the aim of having integrated laboratory for research, Unhas constructed a 5-story building of 2,300 m2 space as research center in 1995. However, due to economic-crisis in 1998 the spaces and building cannot be supplied with sufficient laboratory equipments and now becomes merely as administration building for some study centers under the LP. Only biotechnology division is functioning in this building, and consistently expands the research activities. With such laboratory conditions, it is almost impossible to expect to produce high quality research. This situation has also become 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.

The motivation of staff to do research is actually high, as can be seen from the number of proposal prepared and submitted by the staff. For example, proposal submitted for BBI and KW research scheme is in average of 136 annually, but it is accepted to be funded only 44 researches or 32% success rate (Table 4.4). Beside an indication of limited research fund, it is worth to imply from this figure that the quality of proposal needs to be improved. But, this again will associate with information access, research facilities, and of course the ability of researchers to prepared sound proposals.


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To increase the capability of Unhas in preparing sound proposals and publicizing in accredited journals, the Research Institute has regularly providing training in Proposal Preparation, Research Method, and Scientific Writing. The result of this training can be seen from the increasing number of HB won by Unhas researcher.

In spite of low number of research participation of Unhas staff, the figures discussed earlier show that, comparatively, Unhas has a better position in research competition and has good capacity for research that can be effectively utilized if it is managed well. In addition, as can be seen from the number of partnership researches (total of 56 for the last four years with a slight increase from year to year), the research attractiveness of Unhas is promising, Together, the research competition, research capacity and research attractiveness can guaranty the sustainability of research in Unhas.

2. Research Scopes and Utilization

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.

Regional industrial environment around Unhas has not yet ready to become partner in applying and adopting the technology that yielded by Unhas. Those industries tend to put into practical technology that has been standardized and generally come from overseas. The reason of objection of regional industries to use the new technology package, which is not yet tested, is because of their doubt to its quality level when using it. Despitefully, there is another strong reason, which is dealing with financial matter that is the new technology does not bankable. That condition is understandable in which bank alone has not yet owned specific standard to conduct an eligibility test to each new technology package on the market. Ironically most of economic commodities produced in South Sulawesi have low knowledge and technology contents.


Table 4.4. Number of proposal submitted and approved to be funded for BBI/KW research schemes in 1997-2004

Year Proposal Granted Success Rate (%)

1997-1998 180 85 47.21998-1999 207 100 48.31999-2000 127 29 22.8

2000 123 12 9.82001 125 45 36.02002 79 32 40.52003 75 31 41.32004 168 19 11.3

Average 136 44 32

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This fact becomes challenge for Unhas to be more actively promoting in marketing each research result and new technology package, for example in making of industrial prototype or development of incubator service for the introducing of new technology package. In addition, Unhas needs to provide an amount of budget for self-funded research such that any unconvincing technology can be researched at Unhas before it goes to marketing in industries.

The research results of Unhas that are not sufficiently applicable are partly about by the fact that the research targets and topics are spread out in various disciplines, less integrated and do not focus on a particular problem. From mono-discipline perspective and for the shake of science per se, the researches have been well performed, but at the same time integrated research topic is required to solve interdisciplinary problems. Both types of researches have the same priority and significance. The mono-discipline research is required to augment the science and the pool of knowledge as well as to put Unhas scientist be respected within scientific society. The second type of researches are needed such that Unhas can play substantial role in solving the regional problem, directing the culture, and increasing the prosperity of the regional community.

Research activities in several study programs along with research centers are still limited to mono-discipline research. These research activities certainly need to be expanded such that they will directly have a significance impact to community. The expansion should be directed to multi-discipline researches. Activities between both domain mono-and multi-disciplines have not yet taken place simultaneously. Despitefully, research program that is funded through competitive grants or any other funding agencies and sponsors usually has research topics that change from one to another topic according to their interests. As a consequence, in many cases a research is terminated immediately upon the end of project duration although the research result is still immature to yield technology package.

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. In addition, several centers and study programs do not have consistent research focus.

3. Research Publications and Dissemination

During 1997-2004, there were 24 publications made by 37 newly appointed professors. The publications are made through Journal, Book, Proceeding, and Paper that are presented in a meeting of various levels (international, national and


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local). Based on RKOT (Rata-rata Karya per Orang per Tahun), PhD-holding staffs publish more papers (1.44) than the Master-holding staffs (1.19). Beside affected by the level of education, the productivity in publications is also affected by where the staff getting his/her degree completed. In-depth analysis indicates that there are significant differences among those of S3 graduates publications, i.e. overseas graduates produced higher number of publications than those of domestic ones. This result demonstrates that sending academics to obtain his/her doctoral degree to overseas is crucial in terms of research productivity.

The number of accredited journals in Unhas is six, which is the largest among universities in the Sulawesi region, but is only one-fifth of those of UGM (28). The six journals are: Bulletin Penelitian Hayati (Unhas Research Institute), Jurnal Ilmu Hukum Amanna Gappa (Faculty of Law), Jurnal Medika Nusantara (Faculty of Medicine), Jurnal Penelitian Enjiniring (Faculty of Engineering), Jurnal Sosek Pertanian (Faculty of Agriculture and Forestry), and Torani (Faculty of Marine Sciences and Fisheries). The figures indicate that although the number of accredited journals is comparatively the highest among universities in the Sulawesi region, it is still need to be increased considering the research capacity and the number of potential research to be published.

4. PIP (Pola Ilmiah Pokok) Related Research

In this section, we present the state of research related to the Unhas PIP, i.e. Marine Studies. In particular, we concentrate on projects amongst 12 faculties during the years 2001-2004, and research conducted by S1-students graduating in 2004. The faculties are: Faculty of Mathematics and Natural Sciences (denotes by ‘FMIPA’ in Figure 4.1), Faculties of Social Science and Politics (FISIP), Animal Husbandry (FAPETA), Economics (FE), Dentistry (FKG), Public Health (FKM), Engineering (FT), Agriculture and Forestry (FPTAHUT), Marine Science and Fisheries (FIKP), Law (FH), Medicine (FK), and Faculty of Letter (FSAST).

The number of research conducted by the FIKP represents the PIP-related research. It ranks the last between the fifth most research productive faculties and contributes up to 9.9 percent of the total 252 projects. The PIP-related thesis project amongst undergraduate and postgraduate student graduation in 2004 is presented in Figure 4.1 (lower diagram). On average, undergraduate thesis has more PIP-related project (10.2 %) than that of postgraduate (5.8 %). Table 4.5 provides the complete pictures of those PIP-related theses.


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Figure 4.1. PIP related research projects among academic staffs (upper diagram) and Post-grad/PG students (S2 and S3) and Undergrad/UG students (S1) graduating in March, June, September and December 2004 (lower diagram). The numbers behind the brackets are the ratio between the PIP-related thesis and the total thesis for each degree.

Table 4.5. PIP-related thesis during the 2004 graduation

FacultyNumber of thesis in each graduation period

March June September DecemberPIP Non-PIP PIP Non-PIP PIP Non-PIP PIP Non-PIP

POSTGRAD 10 368 25 382 28 286 15 367

FE 3 92 1 126 4 192 1 70

FH 1 45 4 69 3 88 0 42

FSAST 0 35 0 60 0 38 0 39

FISIP 2 98 0 88 1 94 5 99

FK 0 222 1 169 9 136 0 113

FKG 0 45 0 75 0 51 0 23

FKM 3 75 1 61 2 132 1 68

FT 18 201 26 241 64 301 25 192

FMIPA 9 100 10 100 10 87 10 99

FPTAHUT 7 108 2 122 3 97 5 117

FAPETA 0 44 0 25 0 39 3 41

FIKP 55 55 55 55 51 51 78 78


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5. 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.

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 is 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 unit 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.

4.3 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. Therefore, this evaluation merely based on those activities recorded at the LPPM.

1. Services activities and staff capacity.

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.

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.


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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 that is capable of executing the program. The second mechanism is that some staff that successfully won some cooperative grants administratively reports those 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.

Based on the quality and quantity of resources own, the Hasanuddin University has a great potency in implementing its mission for community service. In this occasion the performance of the Agency for Community Service (LPPM) in terms of the number of services/programs implemented during the period of 2001-2003 is being evaluated. The data is presented in the following table.

Table 4.6. Number of programs / services implemented by the LPM during the period of 2001 - 2003

Activities Year Average2001 2002 2003Routine/Regular 9 9 11 9.7

Competitive-based funding - Ipteks 12 - 10 7.3 - Vucer 2 - 2 1.3 - Entrepreneurship - 2 1 1.0Collaborative Programs 18 18 37 24.3Total 41 29 59

One parameter to measure the capacity of the staff related to community service is by judging the number of competitive-based funding programs for community service (Ipteks, Vucer, and Entrepreneurship) that has been won by Unhas’ staff. As indicated in Table 4.6, the capacity of unhas’ staff in obtaining that kind of funds is not so convincing. The number of programs granted for Unhas staff from 2001 to 2003 was inconsistent and relatively small. Even in 2002, Unhas did not win any competitive program at all. Further assessment on the capacity was conducted by looking at the ratio between the number of programs granted and the number of programs proposed. This parameter also showed poor performance. The ratio for Vucer program tended to decrease from 2/6 in 2001 to 2/7 in 2003. Similarly, it decreased from 12/23 to 10/24 for Ipteks program for the same period, and it decreased from 2/2 to 1/3 for Entrepreneurship program. Nonetheless, the number of collaborative programs tended to increase, 37 programs in 2003 while in 2001 and 2002 only 18. This tendency might reflect a capacity in a different way.

In addition to low achievement of Unhas staff on obtaining competitive grants, disparity in obtaining that grants also exist among the faculties/departments within Unhas. There are 12 faculties in Unhas, but data on LPM indicate that not all the faculties have won the grants. During 2001-2003 Unhas has won 29 competitive-based funding programs, Faculty of Agriculture and Forestry as well as Faculty of Mathematics and Science won 8 grants, respectively. Faculty of Animal Science and 6 grants, Faculty of Technique won 4 grants, followed by Faculty of Public Health and the Faculty of Marine Science and Fishery with 2 grants, respectively. This


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indicates that among 12 faculties within Unhas, there are six faculties have never won any of these programs during that period. Moreover, the disparity becomes worse if comparison is made on the basis of either social or science field, almost all programs funded were granted to the faculties in the science field.

In addition to low variance in terms of the faculty/department involvement, low variance of programs topic was also detected. The topics of program only covered 8 topics, i.e. energy, materials, food, transportation, environment, natural resources, health, and culture. For these topics, Vucer had 2 programs for energy, 1 for materials, 2 for food, and 1 for transportation. While the program for IPTEK included 1 for materials, 6 for food, 1 for transportation, 5 for environment, 2 for natural resources, and 2 for health programs. For program of entrepreneurship empowerment program, there were two programs for entrepreneur culture.

The low achievement of Unhas staff in winning the competitive fund for community services actually contradicts with unhas’ potency in terms of human resource capacity. Among roughly 1711 of Unhas staff, 20% of them hold PhD degree, 55% has a Master degree. Therefore it is reasonable to expect that Unhas staff should be able to win more grants than those that have already achieved now.

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 example, Unhas actually proposed 29 Ipteks programs and 13 Vucer programs in 2002, but no single one of the proposals was funded due to miscommunication (mismanagement) between Unhas (LPM) and DGHE.

2. Attractiveness

In this context, attractiveness can be seen from two different aspects, internal and external. First, attractiveness of the staff to do routine community service program and second is attractiveness of outside parties in establishing collaboration program with Unhas. For the former, it is mainly determined by availability funding allocated by the university management to conduct regular community services. Adequate funds will attract potential staff to participate on the programs and will improve competitiveness among the staff in proposing sound proposals for community services to be funded by the university. More intense, in terms of quantity and quality, of regular services delivered by Unhas to community will directly or indirectly put an impact on the improvement of Unhas image, which is in turn will encourage outside parties to establish collaborative programs with Unhas.

Data indicate, however, that funding allocation for community service by the university is very small. 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. Therefore, the average number of regular services that was able to be delivered during the three year period was only 10 programs per year and worse the amount of budget for each regular program was very little (roughly 1 millions rupiah per activity). With assumption that one program involved 1-3 staff, it means that the average of staff involved in the community service funded by university management was between 10 –30 staff per year out of 1711 staff or roughly 0.60-1.80%. Therefore, by considering the amount of fund allocated for each regular program and the number of staff involved, the impact of this regular program in empowering the community is questionable.


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As has been mentioned above, attractiveness of Unhas for outside parties for collaborative projects is quite satisfactory. During the period of 2001-2003, LPM together with its functional units was able to establish collaborative programs with outside agencies either locally or nationally. The number of programs established through this mechanism increased from 18 in 2001 to 37 in 2003. Not only that, cooperative 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.

The topics of collaborative programs were also quite variable. However, non-degree/short training dominated the activities. During the three year period, more than 50% of collaborative programs were in the form of short training or non degree training for various competences such as accounting, management for small and medium enterprises, city/regency planners. Approximately 23% of the programs in form survey/study, around 11% for environmental management, and the rest were contributed by program such as consultation/counseling, legal aid, and others.

Even though the short training dominated Unhas’ collaborative programs, most of the trainings are formally established between Unhas and certain institution without involvement a wider community. Therefore to encourage the community to participate in the training and to anticipate the issue related to outdated profession and rapid change of technology in the global world Unhas must anticipate it by developing 3-D learning for the community. Unhas is required to improve facility including ICT facilities to support this 3-D center in order to get recognition from the community. Application of ICT technology for this center will enable this center to serve the needs of community for a certain competency without having to physically be at the university. Unhas should provide services to wide range of community from everywhere at anytime without limited by space and time.

3. Organization and Management

Based on Unhas portfolio, there are 7 functional units (centers) under LPM coordination, namely (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). Therefore, the programs of the LPM should cover wide range of activities. However, in reality, not all the units have shown sound performance.

P2KKN for example, its program is still focused on managing the regular program for student social service (regular KKN) that had been committed by Unhas since around 1970s. Nowadays, P2KKN is evaluating the regular KKN so that in the future this activity not only just becomes a complement for the student to complete their courses but through this program, the university could implement its mission in empowering the society. Therefore since 2000, in addition the regular KKN, there are two other forms of KKN offered to the student, Professional KKN and Partnership KKN. The first was conducted on the basis of the student profession (field of studies) so that its function on society empowerment is less than the regular KKN. For the latter, the partners involved in designing the programs. In general, not all the faculties participate on both programs and effectiveness of those programs, especially in empowering the society, is still under evaluation.


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Among the whole units, 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 LPM 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 LPM in raising funds from collaborative programs. As we know that funding received by LPM from collaborative program is through two mechanisms: First, the LPM offers proposals to outside parties to finance the proposed programs. If it is accepted, LPM will then assign some staff that is capable of executing the program. The second mechanism is that some staff that successfully won some cooperative grants administratively reports those programs to the LPM. 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 LPM from the cooperative type funding is generated through the latter mechanism. And this is likely the reason why some units in the LPM did not show a consistent performance, because the performance of the unit does not depend on good management practiced rather than depends on individual capability of the staff in one particular unit in generating funding.

Moreover, the coordination between the LPM with other units out side the LPM such as faculties or department needs immediate attention because there is strong indication that many collaborative programs conducted by the units outside the LPM are not recorded on the LPM database. Even in reality, the amount of funding generated from unrecorded collaborative programs is much higher than that recorded at the LPM. This is happened, because until now there is no internal regulation that regulates how the funding obtained by units outside LPM to be spent. Therefore, to be sustainable during and after the BHP transformation Unhas must establish an internal regulation that clearly regulates that matter. The regulation must be fair for all parties in order to be effectively implemented.

Based on the overall facts above and in order to intensify implementation of its mission in empowering the community, Unhas must involve itself in the complexity of the problem faced by the community by transforming itself into Communiversity, a university embedded into the society. Only with a more significant and deeper involvement of Unhas in helping the community to solve their problems, attractiveness of Unhas for outside parties to establish collaborative program is expected to increase. Improved appreciation of wider community to Unhas not only will benefit Unhas to improve its capacity but also will benefit the society in general.

There are several strategic issues where Unhas can improve its role during the transformation i.e. improvement of its role in improving nation competitiveness, regional development, support on regional autonomy, effort to be a national binder, and distribution of values that are in line with the spirit of epoch by revitalization and actualization of maritime values.

In improving nation competitiveness, Unhas role can be tracked by looking at its involvement in developing various strategic commodities, the commodities that can compete in the world market. Cacao and prawn are examples of two strategic


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commodities for the Province of South Sulawesi. Lately, production of these two commodities decreased dramatically due to diseases. Unhas, actually should have important role in improving competitiveness of these products, however in reality, Unhas role was not significant, not only on the concept but also in real actions. In general, the number of empowerment programs to address these strategic commodities is very low. Even, if there is any extension service or training, its substance and intensity is not satisfactory to solve the basic cause of the problem. The role of Unhas in developing strategic products must be encouraged as the economic paradigm is changing from resource-based economic to knowledge-based economic, which means that Unhas must be more active in introducing knowledge and technology to those strategic products to improve not only their production but also their quality to compete worldwide.

In the broader term, Unhas must be more active in supporting industrial transformation within nation competitiveness framework. The existing condition of Unhas now indicates that Unhas role is also very limited. Unhas does not yet have an industrial incubator to support industrialization. One factor that be identified to cause this problem is low relevancy between research and service (empowerment program) so that the problem handled in the empowerment program is not able to comprehensively overcome problems faced by those strategic commodities. On the other hand problems faced by strategic commodities cannot be comprehensively solved through the research institution of the university.

In terms of Unhas role as a nation unifying agent, the challenge faced by Unhas is quite hard, while Unhas’ contribution is still low. In several ethnic and religious conflicts, happening in the eastern part of Indonesia (like Ambon and Poso) or in Mamasa (South Sulawesi), Unhas’ role in conflict resolution is still limited. Low role of Unhas in this issue may be related low institutional awareness about the importance of this mission. With decentralization, disintegration tendency is always possible and make the challenge for Unhas becomes greater. Therefore, the awareness as a nation binder within Unhas’ staff must be improved.

Unhas role looks more significant in terms of the issues of regional development and implementation of regional autonomy. This is indicated by increment of activities, such as training and empowerment programs in LPM, Faculties, or study programs. During the last decade, PSKMP-LPM Unhas has completed training for city/regency planner of Eastern Indonesia with the number of participants approximately 100 per year. The output of this program has role in the development in their respected regions. In development implementation in South Sulawesi, Unhas contribution is significant. Many Unhas staff, personally or institutionally, involve as a consultant for regional development. In addition, Unhas has a significant role in providing health service for the conflict area such as Ambon and Poso or the area hit by natural disaster such as Aceh. Even Unhas health team is the first team to set up a camp in Aceh post the tsunami disaster to provide health service to the victims.

For its role in creation, revitalization and distribution of concepts to response on the spirit of epoch and to response to the challenge of concept void during the reformation era, Unhas has developed several models fixed to the spirit of epoch. Development and socialization of the models have been done by doing cooperation with other higher institution, not only with those from Eastern Indonesia Higher Institution Cooperation Board but also with Western Indonesia Higher Institution Cooperation board. This cooperation has also involved regional and central government, Lemhanas and IKAL. That cooperation has produced a concept known as local sustainability (“Kemandirian Lokal”), which now is still under studying to


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make it suitable to become a new development model and new Indonesian management. In addition, PSKSMP-LPM Unhas has developed main module for Participatory Local Social Development, it is a conceptual framework that can be used by local government and non-government organization as a base in supporting community. Moreover, postgraduate program, which is Community Development, has been developed in Unhas, a program which is quite rare in Indonesia.

4. 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 conducts 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:

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:

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.

Continuous training for staff in order to improve their capacity.

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

Attention to the development of both strategic products and industrial incubator must be put in priority.

Issue related to outdated profession and rapid change of technology in the global world, must be anticipated by developing 3-D learning for the community. Unhas has responsibility to make the community to be aware of the importance of 3-D learning and facilitate the existence of the program


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Unhas should conduct a more thorough study on the regional autonomy issue and provide strategy to respond it by developing a conceptual framework for a more substantial regional autonomy development.

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 the collaborative programs conducted by all the units outside LPPM.

To intensify implementation of research results for the community and to improve relevancy between research and service programs, it is important to integrate the research center and LPPM under one management. By integrating those two centers, Unhas function as communiversity can be more actualized.


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Chapter 5

Institutional Capacity

Description of institutional capacity of Unhas presented in this chapter will include human resources, assets and facilities, and finance. This section is focused on the analysis of the resource capacity in supporting implementation of Unhas mission as described on the previous chapter (Chapter 4).

5.1 Human Resource

The proverb that employees are the critical element in organizational success has become common wisdom. A growing number of experts currently acknowledge that the key to organizational success in achieving its objectives is the effective management of its human resources. The links between HR effectiveness and organizational effectiveness has been widely explored from different conceptual angels, such as the resource-based, the behavioral, the agency/transaction cost, the resource dependence and the institutional theory views. Each of this perspective conform the obvious existence of strong relationship between HR management and organizational effectiveness. This notion indicates that human resources management can be source of sustained competitive advantage of the organization. A proper configuration of human resource practices may not only help an organization sustain its competitive advantage, but may also contribute significantly to organizational performance. The crucial matter within HRM is not what human resource does, but its deliverables and its contribution to the overall organizational outcomes. Organizational performance refers to both profit and non-profit achievements and outcomes. It measures productivity and quality of goods and services. Scholars in HRM recognize that organizations that have apply effective HR policies and practices have greater levels of organizational effectiveness and employees’ satisfaction. Effective HRM will improve general employee skills, motivation and work structure, which in turn positively related to the overall organizational performance.

The above remark point to the quality of organization is to a large degree, merely the summation of the quality of people it hires, holds and developed. Hiring and keeping competent personnel is critical to the success of every organization. Therefore, part of every manager’s job in the organizing function is filling a position, which is putting the right person into the right job. HRM can be understood as the application of HR to meet organization’s strategic requirements and objectives in an effective way. It involves getting the strategy of the business-implemented effectively [and] getting everybody from the top of the human organization to the bottom doing things that make the business successful. Some scholars suggest that HRM is primarily about integration and adaptation, in order to ensure the following elements:

a) HRM is fully integrated with the strategy and the strategic needs of the organization;

b) HR policies are coherent both across policy areas and across hierarchies; andc) HR practices are adjusted, accepted, and used by line managers and employees as

part of their daily work.Human Resource management processes are activities necessary for staffing the organization and sustaining high employee performance. It seeks to staff the organization and sustain high employee performance through human resource planning, recruitment or derecruitment, selection, orientation, training, performance appraisal, career development and labor-management relations. The Acquisition, maintenance, and deployment of HR require effective organizing within personnel department. Although there are various


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definition and interpretation of management function and HR operative function among scholars, their discourse are summarizing as follows:

Human resource planning Procurement: Job analysis, Recruitment and Hiring, Selection Development: Education, Training, Career Planning, Performance

Appraisal Compensation: Wage & Salary Integration: Motivation, Informal Organization, Counseling Maintenance: Safety and Health, Employee Benefits, Employee Relations,

Research and Change

5.1.1. 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, namely 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 attainment 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


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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 to 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 currently 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.


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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%) is 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 and 50 years, and 85 persons above 50 years old. This age distribution indicates that


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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 risen 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.

5.1.2. Human Resource Management

The effectiveness of the organization highly depends on the effectiveness of HR Department (HRD). Accordingly, the existence of a reliable HRD that is led by and staffed with proficient personnel is necessary. This unit is the heart of organization of any kind, includes Unhas. In support to effective HRM operations, it needs to develop HR Information System (HRIS) as decision support device. HRD is responsible to carry out all HRM functions and processes 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 sections.

a. 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 for a long time at Unhas; yet its proper implementation needs improvement. The practice of HRM is still in traditional manner, but it has the capacity to help Unhas’ decision makers in support to procurement, deployment, and utilization of employee. The coherence of HR


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policies across operational units and hierarchies, for both academic staff and supporting personnel (administrative staff) has not been strongly apparent.

Until recently, an overall plan of human resource recruitment, development, and retirement for either academic or administrative staffs as demanded by strategic human resource management (SHRM) has not been established. It is understandable that the system and the existing rules and regulations are not restraining human resource planning. To a certain degree, the authority of tailoring human resource management and its operative function within this university is not restricted. Nonetheless, comply with 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 human resource planning.

The parameter employed in calculating real need of academic staff in a department or faculty is not standardized, except the parameters of student to staff ratio (STR). This may contribute to some weaknesses in human resource planning. 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 resource diagnosis, concerning the skill inventories against diagnosis of external resources. This skills inventory needs improvement in order to make HRP better. For the time being, the data of educational attainment, terms of service, and training experience are available. In the future, it could be completed with the data of specific skills and knowledge, license of certifications held and career goals for each of employee. Accordingly, the forecasting of HR needs and HR requirement could be performed systematically.

Unhas has sufficient capability of HR Manager and staffs in making a HRP for both academic and administrative staff under the current government regulations. However, it needs significant improvement in order to support the future Unhas BHP. This is not complicated, because the current Unhas HRD and its employees have the potential to transform to be more functioning effectively. In other words, the existing HRD will be able to create a sustainable human resource planning and establish skills inventory in support to HRIS.

b. Job Analysis and Job Design

The construction of Unhas’ organizational structure is following job analysis confirm to various government regulations. Unfortunately, these regulations only specify general guide in HRM practices. It does not contain more detail procedure of JA, which resulting in job design imperfection. In this respect, Unhas requires to establish a proper job analysis (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 in the transition period of BHP. The mechanism of this study could be: (1) Evaluation on


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the existing JA and job design; (2) Construction of proper JA and job design; and (3) Establishment of job specification and job description.

c. Recruitment and Selection of Academic and Administrative Staff

Recruitment is one of the processes 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 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 Government 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.

d. Development and Training of Academic and Administrative Staff

Development is the process of increasing 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, especially 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


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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 TrainingTotal %

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


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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.

e. 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 with 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.


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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 mapping ability, training and development plan and career path requirements.

f. 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. They 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:

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

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).

5.2 Asset and Facilities

1. Profile

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


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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 campus seems 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.


0 10.000 20.000 30.000 40.000

Classroom

Lab

Studio

Seminar Room

Acad Staff

Adm Staff

Usa

ge

Area (m2)

0% 10% 20% 30% 40%

Classroom

Lab

Studio

Seminar

Dosen

Adminis

Usa

ge

Figure 7.1. Hasanuddin University Building Usage, 2002

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100% occupation rate.

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 classroom 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 postgraduate 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 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.


0,0

1,0

2,0

3,0

4,0

Classroom/Student Lab/Student Staff Room/Staff

Usage

Rat

io (m

2/st

d or

sta

ff)

0,0

0,5

1,0

1,5

Faculty

Rat

io c

alss

room

/std

(m2/

std)

0,0

1,0

2,0

3,0

4,0

5,0

Faculty

Rat

io L

ab/s

td (m

2/st

d)

0,0

4,0

8,0

12,0

Faculty

Rat

io S

taff

Roo

m/S

taff

(m2/

staf

f)

Figure 7.2. Building usage by faculty

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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 classroom. The only multimedia classroom available in Unhas is in the Faculty of Medicine and postgraduate 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 classroom is prerequisite to develop learning society in campus. Therefore it is urgently recommended to prioritize funding allocation to develop multimedia classroom 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.

2. Facilities Management System

This section describes management framework 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.

3. Demand Profiles

At the present, need assessment is provided by each unit/faculty. Each unit to logistic section submits the list of infrastructure requirements, which are request for additional and repair of infrastructure. 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 compiles and evaluates 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, the units determine level of priority.


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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.

4. 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, the university must reduce requests from the units 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 assets are recorded. Based on that information, inventory conditions are recorded by house keeping section, which is actually based on the unit’s 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.

5. 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, the issue of university structurization also affects it. Some procurement takes 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.


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University according to unit’s report carries out repair. 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.

5.5 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.

1. 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.

2. 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


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management and performance based budgeting. This condition cause a barrier on infrastructure and facility management in Unhas.

3. Information and Communication System

One of many factors that deteriorate educational process is the bad decision making process of the university management. This is happened due to many decisions made are not based on accurate and complete data while accurate, fast, relevant, and on time information are all important to make a decision.

To change this weakness into strength, a well-organized information system management should be established. The existing University Information Center (PIU), as the executor of University’s information management should be expanded and re-engineered continuously to become a modern and a reliable information center.

The role of this center is significantly important since Unhas is a big campus which needs high speed of information flow. However, data and information flow across the campus is sometimes slow due to manual and off-line data communication. Therefore, the University needs to improve its online information source, campus e-mail server, a file server, and a database server, in order to distribute information across the campus fast, accurate, and safe. PIU, as an information center certainly needs to establish an Intranet system for online information retrieval and for interactions among staffs and students.

Sustainable and prosperity information system management can only be achieved if the culture of high technology minded can be cultivated among the university community. All levels of university management should have high appreciation of modern information technology. They should know how to work and how to act in the modern technology proximate. PIU should be responsible to cultivate this culture among Unhas community such that in the long run everybody feels that information technology is a necessity and a way of life. Nonetheless, modern equipment, new hardware, powerful Intranet, will not guarantee the information delivery will be on time, accurate, relevant, and complete. The “people behind the equipment” should also be prepared well in using and managing the modern information technology. Staffs’ skills and productivities should be increased.

With the above settings, PIU’s vision is to be 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.

Several strategic issues relevant to PIU have been identified, which includes:

PIU should become of prime importance to produce high quality, accurate, relevant, and on time information for decision-making purposes in all levels of management. Rapid technological changes, demand for having high quality graduates, pressure from the campus community to practice more effective and more efficient management, etc. have put pressure to the this unit to improve its quality services.

Campus network should be established for online information delivery, which promotes consistent, fast, and on time information.

The graduates’ skills and their competitiveness in local and global market should be enhanced by computer literacy.


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The staffs’ skills and their productivity must be increased through office automation and modern management training.

Culture of computer and networking minded should be cultivated.

To achieve that, the existing condition of PIU will be elaborated. It should be noted that the TPSDP Batch I since 2001 for a four-year project has funded this PIU with its Management Information System unit. The amount of funding allocated for this project is about Rp 800 millions.

WAN System

Since a decade 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. Within a faculty a LAN (Local Area Network) has also been developed. It is hoped that with the availability of LAN within a faculty the lecturers’ motivation toward Internet access will be increasing. In addition to the connection system, the other existing infrastructure is four servers (email, data, web servers), one UPS, one storage of 400 Gigabits capacity.

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 to this, 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. The UGM spending on its Internet system this year is about 3 billions rupiahs which is about 12 times of Unhas spending.

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


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students. And for that the university has provided a student email address for every student in the email server.

Information system

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.

e-Learning

e-Learning developed in Unhas consists of two systems, web-based and video-based system. The web-based system is set up through 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. The video-based includes a system that links four universities within eastern Indonesian state university consortium (Tadulako University, Mulawarman University, Gorontalo State University, and Unhas). The system was particularly used by Graduate School for lectures activities. The link is operated based on VPN (virtually private network). Another video-based is also performed under the Global Development Learning Network (GDLN) which starts operating at the end of 2005. The program is operated under the cooperation between DGHE and the World Bank Institute. The third video-based system was established through School on Internet (SoI) program covering several well known universities across South East Asia and Japan.

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. However, due to the problem of data updating from the university management, this service is not optimum.

Academic information system

Another existing information system is the academic information system that can be accessed locally within the campus from the 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 Transcript

A training of software has been done for 50 operators from departments/study programs for the implementation of academic information system. This year, five study programs with TPSDP grants [Civil Engineering, Electrical Engineering,


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

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

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

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Agricultural Engineering, Chemistry, and Agricultural product technology] have intensively used this system.

Looking at the entire system available own by PIU, except its internet bandwidth, there is no doubt that this university has the capacity to run its activities including university management system with an ICT based system. Some criticisms are specifically addressed to the university management since the dissemination towards the strategic functions of this system is not intensive enough to boost the ICT minded of the campus community. As a result, the use of the existing system does not reach the expected level. It is believed that this phenomenon is derived by the lack of appreciation towards the effectiveness of this system to bring efficiency to this institution. When Unhas becomes a BHP institution, there will be no way other than intensifying the use of this system to back up all management aspects.

4. Library

As other state university libraries in Indonesia, the Unhas Library as a technical supporting unit is developed according to the Ministry of Education decree no. 1054/G/1983. It functions as a unit that gives technical support in the process of learning, research and community service. In the official library structure, there are only two echelons: Echelon III/a for Chief Librarian and Echelon IV/a for Head of Administration Department. An internal organization, however, is designed according to division of workloads in order the services provided match the needs of users effectively. The Chief Librarian is responsible directly to the Rector while the daily activities are under the supervision of Vice Rector I.

As a supporting unit, the Library is responsible for:

Providing effective services to support information need of students, research workers and academic staff

Developing relevant information collection to meet academic needs Providing high quality of learning environment Improving access to information and services

The library collection is organized and divided according to the user interest and the characteristic of materials. This collection consists of: general or circulated material, reference, periodicals, special collection, reserve, women studies collection, Sulawesiana, maritime collection, foreign agencies collection, AV collection, American studies, Pacific studies, Family planning and demography collection, and library studies collection. These collections are arranged systematically using Dewey Decimal Classification scheme 19th edition and some of them using local system. In terms of publication formats, library collection consists of printed materials (i.e. books, journals, research report, theses) and electronic publications (i.e. CD-ROM, CD-VIDEO, cassette, microfilm, microfiche, and diskette). Maps and posters are also available in this library.

By 2004, the library has around 147,014 titles (368,247 volumes) of monograph including reference tools. If this figure is compared to 35,000 as the potential users, the ratio is around 4 titles or 11 volumes per one user. Moreover, according to their publication years, there are around 20,000 volumes (5.4%) published in the last ten years. The collection has been input into library database and can be accessed through computer in the system of OPAC (Online Public Access Catalog). Up to now, the Database for OPAC contained around 60,000 entries including books, serials and theses and other research reports.


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Term papers, theses, dissertations, research reports and journals are considered as a special collection and are allowed to be read in the library only. Most of the dissertations and research reports are originated from the internal university. Several journal collections are derived as gifts and some others by subscriptions. Nonetheless, since the monetary crisis (1998), most of the journal subscriptions have been discontinued.

This library also provides electronic publications or digital media. This collection consists of microforms, CD-ROMs, diskette, cassette, and few slides. Such media contain bibliographic data, articles in full text and abstract. As the development of these kinds of materials, the library provides a unit of service named automation unit to cater the need of user for quick access of information. User may access those materials by the help of librarian online digital information through internet facility. In the future, all of the subscribed journals may be delivered in the forms of electronic materials in online system through the internet. Since the year of 2004, the library has been repackaging some articles of the subscribed journals into CD-ROM format in line with its printed version.

The above library collections are procured through university budget or donation from domestic and international institutions or agencies. World Bank and FAO are among these agencies. This year, a memorandum of understanding between Hasanuddin University and Public Affair Service, US Embassy in Jakarta, will be signed relating to the establishment of American Corner in the library. This American Corner will provide hundreds of books and electronic journals.

Library users can be divided into two categories i.e. the users from Unhas (called Hasanuddin University users) and users from outside Unhas (called non-Hasanuddin University users). Unhas users are then categorized in two groups namely actual users (users who make actual transaction) and potential users (user who is only potential to do library transaction). In term of the potential users, there are 35,000 potential users. They are around 33,000 students from all strata in 12 faculties and postgraduate studies enrolled in the 2004/2005 academic year, about 1700 teaching staff and about 900 administrative staff. Today the library members are 32,561 from all categories. It means that 96% of potential users from Unhas have enrolled as member of the library. The following table shows the distribution of potential user based on categories.


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Table 5.8. The distribution of potential user based on categories.

Faculty/Units Students (All strata)

Teaching Staff Adm. Staff

Economics 2780 155 26

Law 2234 112 22

Medical science 2486 117 57

Engineering 5614 286 91

Social and Politics 2684 145 34

Letters 1195 124 25

Agriculture and Forestry 2983 202 29

Veterinary 2028 84 31

Math. And Natural Science 1020 187 56

Dentistry 994 68 28

Public Health 1162 67 22

Marine and Fishery 1265 114 34

Postgraduate 5281 10

Others 11 446

Total 31726 1732 911

In addition to this population, the potentials users may come at least 40.000 students from four big private universities surrounding Unhas. The high number of the potential users, however, is still not associated with the actual user number. Even, it is hard to count the number of actual users on the basis of the amount of book transactions. Many users do transactions for many times in same person and in the same books. The following table shows the distribution of library transaction during the year 2004.

This table shows that there are average 15,580 book transactions a month or 534 volumes of books were taken out the library a day during 2004. This phenomenon is considered to be not enough compared to the number of potential users as shown above. User’s complains on this fact is mostly related to the out-dated conditions of the books available.

The amount of library visitors is currently ranged from 500 to 1000 visitors during effective semester and from 300 to 500 on holidays. This amount is taken by counting randomly every visitor at the peak hours of service (at 09.00 to 11.00) on Monday to Thursday and compared to the amount of non-busiest hour (On Saturday).


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Table 5.9. Book transactions by types of borrowers, 2004

Borrowers affiliation/Faculty

OccupationSub Total

Students Lecturer Adm. Staff

Economics 26.515 152 40 26.707

Law 15.212 135 27 15.374

Medical science 11.397 114 15 11.526

Engineering 13.586 116 22 13.994

Social & Politics 14.890 106 15 15.011

Letters 13.172 33 10 13.215

Agric. & Forestry 17.517 52 7 17.576

Veterinary 11.916 78 10 12.004

Nature scie. &Math 13.981 48 9 14.038

Dentistry 10.884 100 12 10.996

Public Health 11.308 137 29 11.474

Marine & Fishery 11.154 93 10 11.257

Postgraduate 11.528 47 14 11.589

Others 2.170 22 17 2.209

Grand Total 185.500 1.233 236 186.970

The following table contains data of visitors based on service points and collection categories during 2004

Table 5.10. Monthly Library visitors Based on Service Points 2004

Month PublicService Reference Reserve/

Sp. CornersSpecial

Collection Sulawesiana Subtotal

January 6.830 2.028 6.152 10.297 299 25.606

February 6.555 2.488 5.961 10.896 339 26.239

March 6.778 2.009 4.491 10.995 388 24.661

April 6.669 1.000 4.476 7.799 388 20.332

May 5.999 913 4.580 5.488 300 17.280

June 5.899 1.848 4.492 2.199 349 14.787

July 6.998 2.747 4.386 6.188 379 20.698

August 6.999 2.334 2.699 3.598 287 15.917

September 6.898 1.689 2.404 2.588 293 13.872

October 5.998 2.830 6.096 9.888 259 25.071

November 6.008 1.748 4.687 7.679 384 20.506

December 6.889 3.683 5.998 12.898 302 29.770

Total 78.520 25.317 56.422 90.513 3.967 254.739


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Library service hours are Monday-Thursday 08.00-16.00, Friday 08.00-13.00 and Saturday 09.00-13.00. The library services are associated with the library material lending as the main service. In addition, the library also provides services as the following:

The Internet Service: The Internet service has been introduced since September 2000. Originally, this unit had only five units for users’ PCs and one unit for server PC. Due to the user growth, now there are seven additional units of the user’s PCs that are hired from a library’s partnership company. In total, the Internet Unit is equipped by 13 PCs. All of the PC units have their own CD-Drives for users uses to read some information from CD-ROM Data Base, such as bibliographic information and some international research reports in full text articles. In the future, the Internet unit needs to be developed to fulfill the users’ growth, at least by twice of the current number or becoming 24 units of users’ PCs, in total.

In terms of users’ point of views through a tracer study (n = 67) inferred that the current internet facility was not adequate to cater their needs, 42 out of 67 respondents or almost 70% should wait around 30 minutes for queue. The Internet unit as self-generating fund is one of the library’s fund resources that are potentially to be developed in such well manner.

The Special Corners: special corners had been introduced to the users having their own spaces or corners for works during the library hours. The users rent the corners daily or weekly. The users can get some services in relation to data collection, information and other library services closer and handier or in more conducive environment to carry out their academic works (reading and writing). This service has not been offered any more mainly due to an operational problem. However, in the future this service may be reopened to cater the needs by reorganizing and re-facilitating the corners, for example, by introducing a complete facility for the academic works, such as a computer facilitated by its accessories to multi media accesses and air-conditioned room.

The Library Internship Program: This service is offered under request and provides a special training in library works and services as well as management. This program is supported by well trainers, an adequate library facilities and good library environment.

Circulation/loan service: The criteria of library materials to be loaned are textbooks located at public collection. Reserves, References, Journal, AVA, and special collections are not circulated except for reading in the Library.

Lending policy: Unhas Library members are divided into two categories. First category is those who are university members (lectures, students and administrative staffs). These members are eligible to borrow the library material although they should enroll as borrowing member. Their membership period is valid during their study or valid status as a staff at Unhas. Second category is the members who are from outside the Unhas. They are only entitled to read the collection in the Library after having fulfilled the administrative requirements. The administrative requirements comprise submitting the photocopy of his/her identity card, applying special card for non-university members and paying Rp.10.000.- as registration fee. His/her membership card period is valid only for 6 months.

The maximum of books may be borrowed i.e.: 3 volumes for students and 5 volumes for teaching staff as long as 14 working days. Teaching staff who requires textbooks for his/her course may borrow 5 volumes in maximum for one semester (six months)


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as far as he/she is recommended by the Department Head. The borrower is fined Rp.200 a day for every overdue item in general collection; Rp.1000/day in reserve and Rp1500 for audiovisual item.

Interlibrary services: In 1983-1997 the Library provided services (this was called Info Kilat) to the user wanting article that is not available in the collection. This service was done under cooperation with Center for Scientific Information and Documentation, Indonesia as data provider. The Library charged the user Rp50.- per page for photocopy service. Since ordering material was done by mail, the delivering of material was time consuming and many users complained about this service. As Internet facilities have been available either in campus or at rental business, this service is no longer much used unless by institutionally cooperation.

Special collection: Special collection is a unit to house publications such as: dissertation, theses, research report and papers. These collections are circulated only for reading in the Unhas Library. Dissertations and theses are not allowed to be photocopied. This policy is intended to protect the writer’s work from plagiary. User may access information through computer database named “KARIL”

Special corners: The Unhas Library provides special corners for collection having specific feature. This service is aimed at bringing the user to his/her special interest. These special corners consist of:

o Sulawesiana. Sulawesiana is a collection to house some manuscripts, research report and other documents about Sulawesi. The materials in this collection may not be borrowed to take home.

o Marine science. Marine science is a collection to house marine science and its relation. This policy is meant to support the Hasanuddin main scientific emphasis i.e.: Marine Sciences. For certain circumstance the materials are not for loan to take home.

o World Bank and Foreign Organization Publications. The Unhas Library functions as a deposit for World Bank publications. This institution sends at least 2 volumes of its publication regularly to the Unhas Library.

o Women studies collection. This collection is provided to satisfy the users’ need in the field the subjects especially related to gender.

o Pacific Studies. This collection consists of publications about Pacific area. The materials are not for loan to take home.

o American Studies. This collection consists of publications about United States affairs. The majority of collections were donated from the USIS office in Surabaya.

o Family Planning/Demography. This collection consists of publication about family planning and demography.

Despites the existing of wide range of services in this library, at some point it is not attractive enough to the campus community to make this facility as a center point to access knowledge. Besides due to the outdated facilities, the university management itself does not fully consider it as a strategic facility that should be put on the top priority.


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5. Language Center

Unhas Language Centre is established in 1972 (later stated in this document as the Centre). The Centre was originally named UNSAID English Courses, which was the acronym of Unhas, Sastra and AID (Agency for International Development, the United States Embassy in Jakarta). In 1974 the UNSAID English Course became Balai Bahasa Inggris under the coordination of –at the time Higher Education Directorate– Directorate General of Higher Education, National Education Ministry. Later in 1980 it was formally named Pusat Bahasa Universitas Hasanuddin (Language Centre, Unhas) as a non-structural Technical Working Unit in Unhas.

From 1982 until 1987 the Centre was granted one KELT (Key English Language Teaching) officer from the Overseas Development Authority (ODA), which was an agency of United Kingdom Foreign Affairs Ministry. Previously in 1970s, the Centre was granted a number of native English teachers from various institutions such as VSO (Volunteer Service Overseas) from the United Kingdom, Peace Corps from United States of America, and Project Trust from United Kingdom. The native English language teachers currently helps the Centre are from the Global Placement Project in America.

The Unhas Rector decree No.7735/J04.KP.36/99 established the new management of the Centre. As one of the Unhas Technical Working Units this new management was expected not only to provide English courses to Unhas students and teaching staff but also to enhance its public services. The same management was reappointed, and its assignment was extended from 01 January 2003 until 31 December 2008.

The Centre was led by one director and one secretary, both of which were appointed by the Rector of Unhas. The Centre also has a number of operational and administrative daily-paid staffs, which were appointed by the management. These staffs were provided on the job training in the Centre considering that they had no previous working experience. To improve the performance of the staff, the management conducts regular meetings every two months, during which the staff can directly voice their concerns to the management (bottom-up communication) and at the same time the management can guide the staff (top-down communication).

In addition to the operational and administration staff the Centre employs a number of non-agreement based teaching staff, which will cooperate with the Centre if they are asked to participate in the teaching activity. The teaching staffs are those with language teaching experience and with the minimal qualification of postgraduate studies (master level). Some of the teaching staff are of doctoral background and have been educated at overseas universities adopting English as medium of teaching.

Being one of the Technical Working Units at Unhas, the Centre is always self-funded. The fund was obtained from the services directly offered by the Centre to its clients such as English (foreign) language training, translation, editing, and various types of tests including TOEFL, IELTS and TOEIC. These services are managed in such a way that the Centre can exist and survive.

The Centre is also provided with an amount of operational cost (Rp. 40 million/year) by the central office of Unhas. This fund, used to cater the Centre, is allocated for the salaries of the staff, the routine testing administrators and the managerial staff, for the purchases of office equipments such as stationeries, and for the maintenance of office equipments. Yet, the Centre also appreciates any financial aid from overseas agencies to improve its performance.


November 2006

Successfully winning the 2005 higher education grant (SP4), the Centre should be motivated to advance itself with the latest technology, especially the multimedia-based language laboratory. In this way the Unhas Language Centre is hopefully making its headway towards becoming the one of the eligible centers for the internet-based TOEFL tests which will be fully implemented in Indonesia in 2006.

It suggests that Centre will fruitfully contribute to one of Unhas strategic plans which aims to create creative and adaptive alumni and alumnae who are not only academically professional but also equipped with English and computer skills adaptable to their job purposes. The Centre offers the following services to the university community and public at large.

Foreign (English) Language Courses

Until now the English courses held by the Centre vary from the level of beginners’ English to advanced English or academic proficiency. Likewise, the intensity of the courses also varies from the regular, semi-intensive, and total immersion. The customers of the Centre include Unhas students and teaching staff, and other clients who came to the Centre for different purposes such as TOEFL preparation or IELTS preparation. From 2000 to 2004 the Centre has conducted 54 trainings, joined by 1616 participants (for details see Table 5.11). Up to 2004 there have been a total of 61 TOEFL preparations, joined by 672 participants (See Table 5.12).

Table 5.11. English Courses held by the Hasanuddin University Language Center (2000- 2004)

No Year

Hasanuddin University Lecturers

Hasanuddin University students Public TOTAL

Partici-pants Courses Partici-

pants Courses Partici-pants Courses Partici-

pants Courses

1 2000 84 4 62 2 5 1 151 7

2 2001 128 9 161 3 94 9 383 21

3 2002 17 1 117 1 69 5 203 7

4 2003 42 3 ? 2 289 7 401 11

5 2004 - - 452 4 26 3 478 7

Total 271 17 852 12 483 25 1616 54

Table 5.12. TOEFL and IELTS Preparation Courses held by the Hasanuddin University Language Centre (2000- 2004)

No YearTOEFL IELTS TOTAL

Participants Courses Participants Courses Participants Courses1 2000 69 7 16 1 85 82 2001 95 9 - - 95 93 2002 119 10 53 2 172 124 2003 55 11 4 1 59 12

5 2004 261 20 - - 261 20

Total 599 57 73 4 672 61


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Until now there have been very few requests on other foreign language courses such as Arabic, Japanese or French despite the fact that the Centre is able to conduct such a course with the help from the teaching staff from various facilitating departments in the Faculty of Letters. The Centre has conducted a number of Indonesian courses for foreigners who want to study Bahasa Indonesia for academic or social purposes.

TOEFL or IELTS Tests

The types of tests conducted by the Centre are Institutional TOEFL from ITP Jakarta, International TOEFL and TOEFL Prediction (local) and IELTS for the prospective holders of AUSAID scholarship. Especially for TOEFL Prediction, it is followed by 8235 test-takers from 2000 until 2004 (See table 5.13).

Table 5.13. Number of Test-takers of TOEFL Prediction (Local) held at Hasanuddin University Language Centre (2000 – 2004)

No Year LecturersStudents

PublicGeneral

Practitioners Total S1 S2 S3

1 2000 - 67 - - 470 22 559

2 2001 56 1025 - - 496 127 1704

3 2002 40 25 1004 - 976 180 2225

4 2003 111 381 168 - 951 223 1834

5 2004 53 322 756 104 459 219 1913

Total 260 1820 1928 104 3352 771 8235

The above description of the Language Centre suggests that its human resources especially its teaching staff is quantitatively and qualitatively good in conducting foreign language courses. Yet, the whole performance of the Centre has not been optimized due to the following obstacles.

The Centre has not yet been equipped with the multimedia-based language laboratories and friendly environments conducive to efficient and effective learning and training processes. From the questionnaires and informal interviews with the current and past users of the Centre it is found that, despite of the excellent quality of the teaching staff, the only inconvenience learning English at Unhas language Centre is the lack of conducive environment such as noisy environment.

The Unhas students and teaching staff and other regular customers of the Centre, which seem to have outnumbered the capacity of the Centre, suggest that Centre has to keep improving itself.

The quality of the administrative staff needs upgrading to be able to professionally handle the modern management.

6. Supporting Facilities

To support academic activities of the students, Unhas operates a dormitory with capacity up to 3.000 students. It also posses some guesthouse (called WISMA) with adequate rooms and facilities Unhas. Moreover, in collaboration with PERUMNAS operates an apartment-like building called RUSUNAWA. This apartment is intended to generate income by targeting non-residence graduate students or families having


November 2006

their relatives are under medical treatment at the regional hospital of Dr. Wahidin Sudirohusodo. Nonetheless, since this is a long-term collaboration it might take years to get this building profitable.

Beside that, Unhas also has some vehicles to support its activities. However, only a limited number is used to support directly the educational process such as for field trip, field research, etc. It seems that a better system is required to optimize the use of this facility for educational purpose.

For physical activities, Unhas has some sport facilities e.g. swimming pool, football fields, hockey fields, tennis courts, basketball courts. In addition, one artificial lake along its jogging track [encircling the lake] with a 2.000 m long near the entrance gate is also available. This is also used for fishing activities. For religious activities Unhas posses one main mosque located near the main entrance gate. All of these facilities will fulfill the needs of student not only for academic activities but also for physical as well as religious activities and most of these supporting facilities are available not only for the students but also for the surrounding community.

Unhas with its green environment campus has become very attractive. However, during the last several years, Unhas has faced tremendous pressure in maintaining these facilities due to limited available budget for maintenance purpose. At the same time, all facilities have been overloaded and aging. Other drawback is that building expansion is at some point not well coordinated to follow the designed master plan. As a result, the campus aesthetic is degrading.

In conclusion, 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. Otherwise, procurement and maintenance cannot be pinned point to match the real needs of the Unhas community. Other concern is, although it is realized that educational supporting facilities are insufficient due to the lack of fund available, a systematic effort to capitalize the available assets, which their value has reached up to Rp 800 billions, to generate additional income and place them as part of the Unhas attractiveness has never been prioritized. These concerns must be properly tackled when Unhas becomes a BHP institution; otherwise existing potential assets will just become additional burden to this university.

5.6 Financial Management

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


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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).


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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

2. Budgeting System and Policy

As has been mention earlier, there are tree types of budget in Unhas, i.e. DIP (development budget), DIK (routine budget) and DIKS (community or self generated budget). The first two-budget type 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 activities usually must be adjusted during the budgeting process. In many cases, due to limited time, the university must reduce requests from the units without consultation with the respected unit. However, reduction carried out by university remains considering priority levels or each the units.


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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 decrees 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 programs 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).

It is important to note that starting in 2005 DIPA has been redefined to include also DIKS or recently called PNBP.

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 are 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:


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1. The budgeting orientation is limited to short term, which calculated for the next fiscal budget. The information cannot 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 performance-based budgeting can not be implemented are as follows:

1. The system 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.

7. Unhas organization structure is not suitable to provide support in implementing the system.

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.


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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. 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.


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Chapter 6

University Governance

Similar to other state university in Indonesia, Unhas has experienced three different stages of governance typologies. First, Unhas governance simply became an extended arm of the central authority of higher education. At this stage good governance was measured by its obedience to all programs that was formulated by the central authority. Second, Unhas entered a system which required to develop its own strategic plan. Nonetheless, such plan did not work independently due to restrictions in budgeting system under the tight control from the central authority. Third is the stage when central authority applies competitive based-funding (CBF). The

The discussion in this chapter is emphasized on discovering organization and management of Unhas in managing its own capacity as elaborated on Chapter 5. University identity, which is in line with the spirit of epoch and regulation, control and quality assurance, and revenue generating, are also elaborated in this section.

6.1 University Identity

1. 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.

2. Mission

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

This mission is implemented in the form of curriculum design dedicated to produce graduates with are not only in accordance with the objective/goal of national education, but also equipped with an excellent personality character (religious and Pancasilais), professional skills (competence in their disciplines), interdisciplinary skills (high intellectual-competence to perform problem solving faced by society), and adaptability skills (having a commitment to the development of maritime culture and adaptability to maintain and develop interconnectivity with their dynamic environment).

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

Unhas gives a high priority to the research designated to improve the value added and market segments of commodities and services produced by society in the region of South Sulawesi and Eastern Indonesia besides consistently open an opportunity to develop research for the development of sciences, technology and arts themselves.

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


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The mission of community development is carried out by continuously performed actualization and revitalization of maritime culture that are further promoted and induced to the society to enrich the cultural discourse in accordance with the epoch spirit.

3. Values

The values as stated in the strategic plan 2004 – 2008 are as follows; Unhas fully commits to assure the freedom of thinking that is adaptive and creative towards holism (in Bahasa: keserbautuhan wawasan), beneficial role (in bahasa: kebermanfaatan peran), and existence sharing (in Bahasa: keberbagian keberadaan). These values are a set of foundation that should be reflected by Unhas community in developing the quality culture. The quality culture means a strong desire of Unhas community to continuously improve the implementation of Unhas missions. The implementation of education mission towards the holistic conviction, in addressing social and natural phenomena as well as in developing and disseminating sciences, technology and arts, requires a high commitment of quality culture as follows;

Having a holistic conviction in addressing every problem; Prioritizing accuracy (adherence to the rules, critical thinking, never give-up)

and honesty (objective, systemic and responsible); and Highly holding 4 (four) dimensions of human comparative advantages i.e.,

truth, goodness, majesty, and integral/completeness.The development of sciences, technology and arts is designated to enlarge the benefit of advanced role of human civilization towards quality culture. For this reason, it needs development actions as follows:

Appreciating diversity and assortment; Apprehending complexity; Upholding creativity as initial stage of innovation;

The advancement of sciences, technology and arts as well as quality culture is continually applied to improve the quality life of society and to enrich the society cultures. Therefore, it is necessary to develop and grow sharing behavior in achieving the following objectives:

Living in harmony; Working together in partnership; Responsive and participative in the process of renewal;

4. Objectives

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

1. Being the center of conservation and development of advanced sciences, technology and arts;

2. Establishing Unhas campus as an advanced academic society supported by scientific culture in accordance with Unhas values;

3. Developing and applying sciences, technology and arts related to regional and national development needs through the academic implementation of study programs, research, community services, institutional capacity building, and human resources development;

4. Developing Unhas as research university;


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5. Improving the quality of infrastructures, facilities and technology as well as providing conducive and healthy academic atmosphere that are benefits to the society in supporting and achieving the Unhas missions;

6. Improving productivity and graduate quality, related to the needs of national development and business sectors in particular;

7. Developing partnership cooperation with external sectors especially government, business and industrial societies, as well as higher education institutions and other research institutions either domestic or overseas.

6.2 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 Kepmediknas No. 192/O/2003, December 16th, 2003. The organization structure of Unhas according to the new statute 2003 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, the rector, however, made an adjustment, 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.


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e. Just recently (early 2006), Unhas has establish an Internal Audit Unit to assist the university management and assure that the financial management is implemented properly.

In the Unhas’ new STATUTA (2003), it introduces a new institution named as LP3 [Lembaga Pengkajian dan Pembinaan Pendidikan]. Nonetheless, due to financial consideration as well as the ability of other units to handle the duties supposed to be the responsibility of this unit, the establishment of LP3 was just launched in the early of 2006. 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. The LP3 is designed to have the following centers:

Center for Instructional Activities Research and Development. Center for Human Resource Development Center for Media and Learning Sources Development Center for Quality Assurance

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


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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. In that case, it is doubtful 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, 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.

6.3 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 not perfectly matched with 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


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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 has 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 determining 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 discussed 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. On June 22–23, 2005 another workshop was conducted to fine-tune such profiles. Finally, the University Senate approved the graduate’s profiles as shown on Table 6.1 on July 18, 2005. All study programs under the Unhas management should therefore take this profile into account in carrying out their academic activities.

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

6.4 Capacity Management

Leadership

In general, the commitment of Unhas top management for Unhas development is just good. This is proved from high remark given by most of the reviewers of competitive


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based funding program (CBF) 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 enhanced. The commitment of the top university management for seriously handling the education process in Unhas has not been optimum. This can be seen from the proportion of Unhas spending in education process which is still much lower compared to that in other purpose like administrative activities.

Coordination

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 meetings are 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 discuss and create policy for university, faculty, or department development without contradicting to the main policy or strategic planning previously defined.

Planning and Development

To place the planning and development under one coordinator, Unhas Rector has introduced the vice rector who is responsible for planning and development. The Vice Rector IV is the vice rector appointed to coordinate the planning and development issues of university. Since the establishment of this unit, performance of university in general is getting better. Among other, this can be seen from the number of competitive-based funding programs won by Unhas during the last 4 years. However, on the other hand, overlapping-functions, delegation of authority, and lack of coordination still exist that have resulted in inefficiency and ineffectiveness. This is due to that creation of PR IV actually has a contradictive effect. In one hand establishment of this unit has contribute significantly on the development and planning of Unhas in general. On the other hand 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.

6.5 Quality Assurance, Control and Accountability

Quality Assurance

Although all units in this university have been provided a guideline for their own functions and responsibilities, some shortcomings does still exist. Among others, overlapping-functions, delegation of authority, and coordination are the dominant factors that have resulted in inefficiency and ineffectiveness. This situation is believed due to the unavailability of a strong internal auditor specifically assigned to monitor and evaluate the university organization performance. Until recently, this function is fully relied on the Inspektorat and BPKP auditors.


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Up until the year of 2003, it should be admitted that institutionally the responsibility of Quality Assurance (QA) in Unhas was distributed among the executives such as academic, administrations, and student affairs. This is the reason why QA is not visible as the exclusive subordinate in the university organization. However, it should also be noticed that since 2000, Unhas has been aware of the importance of this QA unit. At least four academic staff has been assigned to attend a QA training conducted by the British Council in 2000 and 2001. Following of such training, Unhas conducted a workshop to disseminate the importance of the QA towards the university future performance. Although no specific unit established as a QA unit, since the year of 2001, the university management has performed activities, which are very much relevant to a QA practices. Several activities worth to mention is:

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 at the lower level in order to sharpen QA action at department level

At the department level, although no regular monthly meeting, staff performance is actively monitored and evaluated on the visual basis data such as attendance list in class room, daily activities, and participation in various department scientific meetings particularly those closely related to staff’s laboratory works. Any information that requires corrective actions is immediately processed by department in terms of letter of information and reminding them for an improvement. Actually, QA practice is executed at this level. Unfortunately only mechanism, not unit, is available and consequently punish and reward system could not be imposed satisfactorily.

Since 2001, several ad-hoc teams under the Vice Rector I have been established specifically assigned to evaluate: 1) the revised curriculum offered by study programs; and 2) the establishment of a new study program or department.

An Internal Monitoring and Evaluation Team was established on July 2004. Its mission is focused to monitor and evaluate the TPSDP, DUE-Like, SP4, PHK A1 and A2, and Semi-QUE grantees. The next focus will include the study programs non-grantees. This team will become the embryo of the QA unit in this university.

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. Other aspects such finance, human resource and assets should also be included in the future QA development.

Although Unhas has tried to established 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


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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


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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 the faculty of a department or program actively seeks student views of instruction out.


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Control and Accountability

a. Finance

Some efforts have been introduced to guarantee the effective use of all budgets, such as establishment of internal audit. This internal auditor has randomly audited several units and recommended some improvement in this financial matter. However, it is still in the preliminary stage and has not been supported with adequate and permanent organization structure rather as an ad hoc team. This team is responsible to the rector through vice rector.

Up until now, Unhas fully relies on the Inspektorat and BPKP in proving that there is no misconduct on its budgeting process and expenditure. However, this does not always mean that the expenditure fulfills the intended targets reflecting the achievement of the university mission.

Ideally, the accounting system applied should not merely be based on formal financial transaction accounting but more importantly on the achievement resulted from each activity funded.

In terms of accountability, Unhas has a system to guarantee a good accountability system. All university budgeting and expenditure are based on the university budget plan that has been approved by the university senate. Regardless of the quality of budget plan as mentioned above, the involvement of university or faculty senate is so far limited, primarily due to insufficient administrative supports. Recently, the involvement of the university senate has been improved by establishing a new commission specifically assigned to formulate annual budget plan with the university management. The effectiveness of this commission is now under evaluation stage.

b. Academic Activity

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.

The mechanism of prevailing regulation review or developing new regulation is usually initiated by establishing a special task force to review the existing regulations or develop and formulate a new regulation. The draft of the review or new regulation document is then disseminated to all academic faculty members to obtain constructive inputs for the draft improvements. Task force then improves and finalizes the regulation document before being submitted to university academic senate for approval. The reviewed or new regulation will be effective as soon as


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being signed by the Rector. Afterward, the regulation is then used as the basis of university’s accountability and control system in monitoring the progress of academic matters.

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.

The university management to monitor and evaluate the implementation of academic activities uses this structural cycle. 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.

c. Administrative Activity

Control and accountability mechanism for students’ academic activities is very much in place and standardized. With this mechanism, students and administrative staff will know exactly what should be done to have the students enrolled in the courses required.


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In term of the administrative performance, the university closely monitors their attendances during the daily work using a digital checklist. Although this is considered as superficial but at least an effort has been made to improve the accountability. Controlling on the aspect of work performance has not been widely available. Although job descriptions at all levels have been designed, there is no unit specifically undertaking evaluation and monitoring activities to guarantee the consistency of such job descriptions.


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Chapter 7

Summary of Self-Evaluation Report

The academic program performance (educational process, researches, and services) has been thoroughly described in the report. All vital components affecting such performance have been comprehensively elaborated in that document consisting of university governance, financial management, human resources and its management, facilities and assets, as well as the information system. The overall conclusion towards these components’ performances is summarized as follows:

7.1. Educational Process

Unhas has conducted educational process to the best level that can be achieved given its existing conditions. Indicators of this claim are the graduate GPA is mostly greater than 3.00 and tends to increase from year to year. Recent survey on about 600 fresh graduates, graduated in March 2005, shows high satisfactory level towards students’ supervision performance and positive impression on overall educational process.

Such improvement is a direct impact of competitive based funding which has been awarded to about 90% of study program/departments in the last 5 years. This has been reflected by increased academic performances of departments and study programs. For example, the GPA average increased from 3.00 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 years 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.

In terms of academic management, 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 monitor and evaluate the academic performance has been considered insufficient, particularly to achieve the academic performance targets as stated in the university strategic planning. Until 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 monthly 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 control 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 administration 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.


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7.2 Research and Services

Although numbers of research have been performed at Unhas under the coordination Research Institute through various research funding schemes, several problems associated with research management and coordination exist. First, the exact number of research conducted by the units outside the LP is unknown. Second, the quality of research delivered by those units is 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 unit 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.

Similar phenomenon occurs on community service activities managed by LPM. At some instances, the research and community service institutions carried out an overlapping activity. Such overlapping may even create unhealthy competition specifically when dealing with external collaborations. This fact justifies that these two institutions could be more efficient if they are just combined under one institution. Another crucial issue faced by this institution is how to transform its capacity from individual based-capacity to institutional capacity.

7.3 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.

As has been mention earlier, the management of learning process within the study program awarded CBF grant have done well. 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 such that institutional level of control in academic management is not possible. A simple integration of academic data management among study program can easily facilitate the quality assurance and accreditation at university level.

Several activities are worth to mention as a form of internal quality assurance system to meet standard required are: a monthly coordinated meeting at university and faculty level to monitor educational practice; monitoring of staff performance including attendance in class room, participation scientific meetings; staff meeting at the beginning of each semester at department level to arrange teaching team, lecture materials, and frequency and time of teaching; several ad-hoc teams under the Vice Rector I have been established specifically assigned to evaluate revision of curriculum offered by study programs.

There are several factors, which could be considered as a weaknesses to achieve the objectives of QA system, i.e.: (1) The leadership of the quality assurance effort, (2) The graduate and undergraduate degree quality assurance process, (3) A tradition of "privatization" in teaching in certain faculties, (4) The approach to QA may be needlessly


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complex and in some cases encouraging a "culture of compliance" rather than improvements in student learning, (5) The Unhas strategy for improving education may place too great an emphasis on teaching and an insufficient emphasis on enhancing student learning, (6) Lack of coordination in academic support services at the Unhas, (7) The goal of student participation in the improvement of academic quality and education may become dysfunctional if pursued in too rigid a fashion.

7.4 University Governance

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.

Although all units in this university have been provided a guideline for their own functions and responsibilities, some shortcomings does still exist. Among others, overlapping-functions, delegation of authority, and coordination are the dominant factors that have resulted in inefficiency and ineffectiveness. This situation is believed due to the unavailability of a strong internal auditor specifically assigned to monitor and evaluate the university organization performance. Until recently, this function is fully relied on the “inspektorat” and BPKP auditors.

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 support toward a high quality and respected university.

7.5 Financial Management

Up to this point time, the university annual budget heavily relies on government budget. Self- income generating [DIKS] is just around 30% from the total income. Although the nominal value of this DIKS increases by years, it still mostly depends on students’ tuition fees. Additional income from other sources has not been optimized. Revenue from research collaborations is very minor. Just recently, the university establishes regulations specifically to rule the use of the university staff by other institutions.

The university budgeting policy that allocated 25-70% of DIKS to faculties and the rest 30% - 75% (depending on the type of the program) along with the DIP and DIK to university, does not facilitate a way to measure the efficiency and effectiveness of allocated budget. In another word, the system cannot reflect whether the budget allocated has resulted in the achievement of the university mission. Along with this policy, performance based costing has not been applied though this new system has been raised recently.

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.


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7.6. Human Resources

In terms of the number staff with Ph.D. and Masters’ degrees, this university has exceeded the DGHE target. Data per December 2004, about 75% of the total staff holds Ph.D. & Masters’ Degree. This number may increase significantly to a higher level in the next four years since about 338 staff is now pursuing higher degree. Although the university management encourages every staff to pursue a higher degree at a more advanced university, about 50% of this number is pursuing higher degrees in Unhas.

The practice of Human Resource Management for both academic staff and administrative personnel at Unhas is characterized by the nonappearance of internal operational guidance and regulation. It is obvious that HRM functions from planning through performance appraisal comply with all government regulations, which stipulate only general operational management. This means that the internal HR strategic policy and systematic operative function, from planning through development and pension is nonexistent. Human resource planning as the first and most significant personnel function in HR management. HRM has not fully integrated with the strategy and the strategic needs of the over all organization. Human resource policies are not coherent both across policy areas and across hierarchies, for either academic staffs or administrative personnel. Although Unhas’ human resource department had stored some quantitative data on personnel profile, the real data base required for practicing HR operative function and decision-making is not available. In addition, at the current time, HRM does not utilize computerized information technology and information system in support to policy formulation and HR operative function, from procurement through career development and retirement. Meanwhile, Strategic Human Resource Management, Human Resource Decision Support System and Total Quality Management characterize the modern and advanced HRM in modern organization.

These phenomena may be related to the level of skills of HR Manager and associated officials. The manager is not a human resource specialist, in terms of educational attainment and career experience. The majority of staff within HR department is not properly prepared to fill required positions. Human resource information system as means of fulfilling job roles more professionally for human resource manager is nonexistent. At the meantime, Unhas does not pay much attention on the professionalism in managing personnel. Professionalism is associated with having a high degree of intelligence that is proved through relevant qualifications and training.

7.7. Facilities and Assets

Unhas possesses a wide variety of infrastructures and facilities to support its activities. In terms of its utilization, it is almost no problem, however, due to increase number of student, development of infrastructures does not follow the existing master plan. 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.

So far, Unhas does not have an 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.


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Investment policy is still focusing on budgeting. Due to limited funding from the central government, Unhas has tried to conduct some fund raising activities. Moreover, priority scale for investment has not been clearly set up.

Due to lack of the system and procedure, infrastructure and facility information system are not integrated. Both become a barrier on infrastructure and facility management in Unhas.

7.8. Information System

One out of many Unhas weaknesses is the information supplied to the management sometimes incomplete, inconsistent, irrelevant, and not on time. To change this weakness into strength, a well-organized information system management should be established.

In a big campus like Unhas, data and information flow across the campus is sometimes slow due to manual and off-line data communication. To cope with this, the University needs an online information source, a campus e-mail server, a file server, and a database server, to distribute information across the campus fast, accurate, and safe. PIU as information center certainly needs to establish an Intranet system for online information retrieval and for interactions among staffs and students.

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. In addition to the connection system, the other existing infrastructures are four servers (email, data, web servers), one UPS, one storage of 400 Gigabits capacity.

Apart from the WAN system, for Internet access Unhas has 256 Kbps bandwidth symmetrically for down and up stream leased from Indosat. In addition to this, 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.

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.

Looking at the entire system available own by PIU (University Information Centre), except its internet bandwidth, the university has the capacity to run its activities including university management system with an ICT based system. However some improvement on hardware especially those related to server and connections are required along the advancement made in computer technology. Application software for management system needs to be developed, such as that for finance management, human resource management, asset management, and academic management.


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Chapter 8

Conclusions

Conclusions are developed based on the messages gathered from the environmental scan and instrumental input presented in chapters 2 and 3. The main fundamental message is the need for higher education to sharpen its current missions or roles. It is strongly indicated that the future roles of the university will become a knowledge server and a communiversity. Knowledge server is defined as an institution which has a responsibility to keep, produce, conserve, transform, develop and apply the knowledge for the benefit of human kind, while communiversity is a higher education that integrates/unifies with its society and playing a strategic role in enriching the cultural discourses by actualizing and revitalizing its values in accordance with the epoch spirit.

The followings summarize the message incepted from the environmental scan and instrumental input portrait. There are at least two main messages, namely shifting of the university roles and values. It is also described the current state of the Unhas achievement based on facts presented on chapters 4, 5, and 6 in comparison with these message. Finally, this section presents the necessary agenda to cope with the gaps observed between the incepted messages and Unhas current state.

8.1 Message from Environmental Scan and Instrumental Input

1. Shifting University Roles

Knowledge Server

It is realized that the rapid development has caused the current science and technology becoming out of date easily. While at the same time, specific and narrow competencies without being supported by a wide range of knowledge interface become ineffective since the tendencies in knowledge development have been shifting onto holism. These phenomena have a significant implication to the pattern of human life in general, and to the education system in particular. Institution will become under-pressure unless its capacity to manage knowledge is improved to guarantee the existence of knowledge interface across subject fields. Such capacity will differentiate higher education institution from other institutions.

The development of science and technology has also shifted from the resource-based economy to knowledge-based economy. This phenomenon should be caught as a great challenge for higher education institutions to improve their roles in increasing the quality of economic lives of their society. Again, this is a great indication that the knowledge contents are required for every aspect of human life. It is indeed the university roles in managing and enhancing knowledge are a must. This means that higher education should become a reliable knowledge server to maintain its sustainability. Otherwise higher education institutions will be trapped in the process of marginalization. (paragraph ini pindahkan ke communiversity)

Communiversity

The tendency of society to be knowledge-based society as described in the previous chapters has been triggering the learning enthusiasm become 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


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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.

Another impact of rapid development in science and technology is the attainment of knowledge-based society characterized by the continuous learning of each society member. The 3-D learning (life-long, life-deep and life-width learning) will become the basic need of each society member to maintain and improve his or her position in his or her job environment or even to create a job market sector. To respond this issue, it is necessary for institution to continuously improve its capacity to contribute in science and technology development and to the society at large which in turn it will make the university becoming more respectful.

As explained above, the shifting of the economic paradigm from the resource-based economy to knowledge-based economy is undeniable as well. Its message is clear that higher education institution should play tangible roles in advancing knowledge contents to bring economic advantages. This message along with other phenomena described previously strongly suggests that the university should redefine its roles to become a real communiversity, a university that its activities are well connected with the needs of its society. To gain a communiveristy status, it is apparently necessary for the university to become a living example in all aspects and should be able to position itself as a DNA of its society.

2. Value shifting in HE

Corporate vs Education for All

Globalization has shifted the fundamental conception of higher education system. A debate between education for all and university as corporate has been becoming a hot topic until the next couple of decades though both concepts are designated to improve graduate quality. In most cases, the democratization of education, which is intended to improve access and equity to higher education institutions, cannot be implemented due to insufficient funding from the government. Nevertheless, corporate-like higher education is a sensitive issue that will shift and influence the quality and integrity of traditional values and idealism of higher education.

Learning vs. teaching

Rapid development of science and technology as mentioned before has brought consequences where conventional education system that based on teaching approach is no longer effective. This is primarily because the conventional approach will not be effective to produce graduates equipped with high adaptability skills to respond the development. In that case, higher education institution has to be fully aware of considering to gradually substitute the teaching approach into learning approach since under this new approach students will be experiencing not only learning materials but also the techniques or methods of learning, unlearning and relearning. Institution will be challenged to complement the prevailing maintenance learning method that has been traditionally used as the basic foundation of teaching approach with evolutionary learning method that equip students with adaptability skills and self transformation capabilities.

With the above facts, the only way to make a higher education institution to have a better future sustainability is by maintaining and improving its capacity to produce output that meets stakeholders’ dynamic-needs. The achievement of this will be attributed by the following features:


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Knowledge being offered should follow holistic approach

Having good capacity to contribute to knowledge advancement and society capacity development

Learning approach should be sifted from content based to capacity based or in other word from competence to learning capacity, to articulate the rapid change of science and technology.

Rapid environmental changes can only be responded with learning organization style, which is more flexible, more autonomous, more efficient and effective, more productive, accountable and responsive to change.

ICT implementation to support both learning and management activities is a must.

High demand on 3-D learning implicates the necessity of the institution to become a communiversity.

8.2 Unhas Baseline Condition versus Future-University Features

Analysis towards the baseline condition of Unhas on each feature of the future university format is presented as follows:

oKnowledge being offered should follow holistic principles: Although some faculties such as Law Faculty and Public Health have already introduced inter-, trans-, multi-disciplinary approach, in most cases this practice has not been widely implemented. Even at these two faculties, the knowledge interface across faculties has not been considered as a priority. In general, knowledge development and teaching with a proper interface across departments and faculties at this university has not been carried out.

oCapacity to contribute to knowledge advancement and society capacity development: Looking at the number of research publications and community services during the last five years, it is clear that the Unhas contribution towards knowledge and society development is still far from the ideal condition to gain respect nationally and internationally.

oLearning approach should be shifted from content based to capacity based to provide a capacity to respond the rapid change of science and technology: Up to this time, only Medicine Faculty has been able to consistently implement learning approach since the commencement of its DUE-Like program in 2002. Selected study programs specifically those receiving CBF (Competitive Based Funding from DGHE) have used the same approach but limited only for courses supported with teaching grants. Nonetheless, this approach is disputable as a true learning approach that will enhance students’ capacity in recognizing, formulating, and resolving a more complex problem, especially the future ones.

oRapid environmental changes can only be managed under learning organization style which is more flexible and responsive to change: The current Unhas organization style has not been in this format rather a more bureaucratic style according to PP.60/1999.

o ICT implementation to support both learning and management activities is a must: In term of the hardware capacity, the current system has been in place. Nonetheless, human resource capacity to support the implementation of the ICT based campus is inadequate. With this capacity, the utilization of the ICT both in learning and management system is very limited.


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oHigh demand on 3-D learning implicates the necessity of the institution to become a ‘communiversity’: To support the development of ‘communiversity”, Unhas has established some units specifically assigned for providing services related to continuing education. Among others, the most significant units are PSKMP, PSL, PSDAL, and Management Training Unit under LPM. Nonetheless, the presence of these units is not widely involving a great number of academic staff. At some instances, there is no linkage or affiliation between research and services activities.

Despite of the above facts and other existing drawbacks, it has been proven as shown on Chapter 4 that from year to year there has been a significant improvement towards the quality of education process, research, and services activities. This is a clear indication that Unhas with the student body of about 33.000 and its existing capacity has been able to carry out its missions properly. Better management and sharpening its mission actualization will even boost its capacity to generate better quality services and outputs for its better attractiveness.

8.3 Solution Approach

The description on the previous sections (Sections 7.1 and 7.2) clearly shows the discrepancies between the expected university future format and the current condition of Unhas. By maintaining Unhas scale at the level of student body of about 33.000 (a combination of S1, S2 and S3) and academic staff of around 1.700, it is necessary for Unhas to redesign its development strategy. Such development strategy will be elaborated under chapter “Development Strategy” of Book II (Strategic Plan).


Table of Contents

Chapter 1 Introduction 11.1 Brief History of Hasanuddin University 11.2 University Profile 31.3 Approach 4

Chapter 2 Environmental Scan 62.1 Spatial Environment 62.2 Strategic Environment 9

Chapter 3 Instrumental Input 163.1 National Education Policy 163.2 Higher Education Policy

Chapter 4 Academic Performance 194.1 Education 194.2 Research 324.3 Sevices 40

Chapter 5 Institutional Capacity 46

5.1 Human Resource 46

5.2 Asset and Facilities 545.3 Financial Management 69

Chapter 6 University Governance 76

6.1 University Identity 76

6.2 Organization Structure 77

6.3 Regulation 80

6.4 Capacity Management 81

6.5 Quality Assurance, Control and Accountability 82

Chapter 7 Conclusions 88

7.1 Message from Environmental Scan and Instrumental Input 88

7.2 Unhas Baseline Condition versus Future-University Features 90

7.3 Solutions 91

SELF EVALUATION SUMMARY

The substantive point of this revised self evaluation report is to justify that after transforming into a legal entity (BHP), Unhas will be able to sustain and even to improve its existing quality. In other word, as a BHP, Unhas will be able to implement its mission with a better quality under BHP principles, such as autonomy, accountability, excellent services, non profit, etc. The sustainability of Unhas BHP is justified based on two aspects, i.e. from the impact of Unhas’ strategic environment and from internal condition of Unhas itself. The former is analyzed qualitatively by paying attention to tendencies that will affect directly or indirectly the internal aspects related to sustainability of Unhas BHP. From the internal side, it is 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/3-D learning (life-long, life-deep and life-width 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, ability of Unhas-BHP in sustaining and improving quality and quantity of its learning capacity; and Forth, quality of organization and management. This aspect is principally important because it will directly affect the other three aspects.The main fundamental message gathered from the environmental scan and instrumental input is the need for higher education to sharpen its missions to match the future roles. The expected future roles of the university will only be divided into two categories, as a knowledge server and a communiversity. Knowledge server is defined as an institution which has a responsibility to keep, produce, conserve, transform, develop and apply the knowledge for the benefit of human kind, while communiversity is a higher education that integrates/unifies with its society and playing a strategic role in enriching the cultural discourses by actualizing and revitalizing its values in accordance with the epoch spirit. The features of the university capable of performing the stated roles are: (a) knowledge being offered should follow holistic principles; (b) having good capacity to contribute to knowledge advancement and society capacity development; (c) learning approach should be sifted from content based to capacity based or in other word from competence to learning capacity, to articulate the rapid change of science and technology; (d) rapid environmental changes can only be responded with learning organization style which is more flexible, more autonomous, more efficient and effective, more productive, accountable and responsive to change; (e) ICT implementation to support both learning and management activities is a must; and (f) high demand on 3-D learning implicates the necessity of the institution to become a communiversity. Assessment towards the Unhas internal conditions on each feature above clearly indicates that a significant gap still exists. Nonetheless, it is also proven that despite of the existing limitations, Unhas indeed has consistently made a significant improvement on its quality of education process, research, and services activities from year to year. This is a clear indication that Unhas with the student body of about 33.000 and its existing capacity has been able to carry out its missions properly. Better management and sharpening its mission actualization will even boost its capacity to generate better quality services and outputs for its better attractiveness. It is identified that the following three agenda are suitable to sift this university to match this goal, namely: (1) actualization of the university mission implementation (learning, 3-D, and community DNA); (2) adjustment of the university governance; and (3) adjustment and enhancement of institutional capacity (HRD, asset, and finance). These agenda will then become the basis of the Unhas transitional plan when it is declared as BHP institution.

Summary of Responses to Unhas-BHP Reviewer’s Comments

The revised Unhas-BHP documents have been conducted in responding the reviewer’s comments on both desk evaluation and discussion during the meeting with the reviewers. Unhas is highly appreciative to the comments and considers that they are invaluable information to improve the comprehensiveness of the Unhas-BHP documents. Such comprehensiveness is very important for Unhas to minimize all possible risks particularly during transition period when Unhas is approved by DGHE to transform into BHP status. The following paragraphs summarize the Unhas’ responses toward the reviewer’s comments.

1. In general, the self evaluation document (Book I) has considerably been improved. Insufficient in-depth analysis as claimed by the reviewers has been further thoroughly analyzed to identify the root of the problem faced by Unhas in transforming into a BHP status. Instead of photographing the current condition as self evaluation report is usually made, the current approach taken by Unhas in preparing the revised self evaluation report is on how Unhas will be sustained or even improved its existence quality after being given BHP status. Comprehensive internal assessment and analysis of future external trends have been carried out to identify the prominent issues faced by Unhas. Such prominent issues are then used as the basis foundation in re-sharpening the university strategic plan (Book III) and developing the proposed programs presented in the transition plan (Book II).

2. Some major revisions are included, although they are not part of the written reviewer’s comments. These revisions are mostly inspired from the discussion with reviewers during BHP presentation on August 23rd, 2005. Among others are the new approach used during self evaluation process.

3. In responding the reviewer’s comment regarding the description of proposed programs illustrated in the transition plan that is mostly wishes list, the Book II of Transition Plan has been improved.. The description of the proposed programs has been further elaborated into detail such that they are more feasible to be implemented. The plan is presented in three main sections i.e., (1) university mission implementation, (2) university governance, and (3) institutional capacity management.

4. Most of relevant inputs from the reviewer’s comments have been accommodated either in the self evaluation or plan documents. For example, the external environment assessment has been extended to the region of eastern Indonesia, the Unhas track record in implementing maritime culture has been further elaborated, research management has also been comprehensively described, the description of financial analysis and plan have been adjusted to be more precise and understandable, the university constitution draft has been revised in accordance with the most recent draft of BHP law, etc.

5. As a consequence of the new approach in preparing the revised self evaluation, the university strategic plan has been reshaped. Both moral and academic values as the philosophy of academic life have been emphasized and formulated in this plan. With this emphases, this plan is more convincing to serve as a guidance to all Unhas academic society in performing the academic activities such that Unhas will have a strong identity at the end of the transition period. This strategic plan is then designated to provide strategic directions in formulating the proposed programs described in the transition plan.

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