UNIVERSITAS AIRLANGGA

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1 UNIVERSITAS AIRLANGGA SELF-EVALUATION REPORT VETERINARY MEDICINE UNDERGRADUATE PROGRAM AND EDUCATION PROGRAM FOR DOCTOR OF VETERINARY MEDICINE FACULTY OF VETERINARY MEDICINE UNIVERSITAS AIRLANGGA SEPTEMBER 09, 2016

2 PREFACE All praises belong to Allah SWT for all of his blessings so that we could accomplish the organization of self-evaluation report of Veterinary Medicine Undergraduate Program and Doctor of Veterinary Medicine Program, Faculty of Veterinary Medicine, Universitas Airlangga. The report has been revised based on the format established by the Planning and Development Board of Universitas Airlangga. The report aims at displaying the achievements made by the study program and to maintain their sustainability. It also serves as reference in preparing development plans of the study program in the future. The organization of self-evaluation report consists of Introduction, Human Resources, Education (graduates, academic administration, curriculum, and students), Research (Research Outputs and Collaborations), Community Services (Outputs and Collaboration), Competitor Analysis, Performance Indicators of the Study Programs, Performance Achievement Analysis, Development Plans (Strategy Diamond), and Risk Management. In this occasion, we would also like to express our greatest appreciation and gratitude to the writers and all parties who have helped the organization of this selfevaluation report by providing the data required. Surabaya, September Dean, Prof. Dr. Pudji Srianto, drh., M.Kes. NIP ii

3 STATEMENT The undersigned: Name : Prof. Dr. Pudji Srianto, drh., M.Kes NIP : Position : Dean of Faculty of Veterinary Medicine Universitas Airlangga states that the contents of Self-Evaluation Report of Veterinary Medicine Undergraduate Program and Doctor of Veterinary Medicine Program Faculty of Veterinary Medicine Year 2016 has been reviewed, and he is fully responsible for the validity of the contents of this report. Surabaya, September 9, 2016 Dean, Prof. Dr. Pudji Srianto, drh., M.Kes NIP iii

4 SUMMARY Among the performance indicators achieved by Veterinary Medicine Undergraduate Program and Doctor of Veterinary Medicine Program of Universitas Airlangga Faculty of Veterinary Medicine are the increase of professor proportion, the increase of student GPA above 3.0 for 60% of total student population, and the lecturer performance satisfaction index above 3.3 indicating that teaching and learning processes have been conducted well. Among the performance indicators that have not been achieved are the number of international publications that is still low due to a tough competition in passing reputed international journals and the low number of patented intellectual property rights since the procedure of intellectual property right patents takes a relatively long time and the requirements are complicated. The result of total mapping of weighed IFE and EFE scores on IE Matrix shows that Veterinary Medicine Undergraduate Program of Faculty of Veterinary Medicine is located at area 1 that includes in grow and built level, requiring more expansive developmental plans. The development is focused on excellence in national and international level. A five-year developmental plan is designed based on strategy diamond integrating 5 elements, namely arenas, vehicles, staging and pacing, and economic logic. Arenas: improving the internal quality continuously conducted through cooperation with highly reputed international universities. Vehicles: improving the quality of human resources conducted through international courses and seminars, improving the quality of existing collaborations with international universities, and building new collaborations in all aspects. Differentiation: building the brand image of the study programs with specifications following the development of science, needs of stakeholders/industry and promoting the excellence of study programs to public (including stakeholders). Staging and pacing: improving the internal qualities continuously by considering the development of science and market needs, including the improvement of the quality of human resources, teaching and learning, and infrastructure and supporting facilities. In 2018, it is expected that the quality of human resources and infrastructure is ready for collaborations with highly reputed international universities. International promotions will be held in Economic logic: maintaining the excellent quality continuously to create a brand image that is widely known nationally and internationally. The more excellent a study is, the more competitive the student admission process and the better the quality of the graduates will be. The competitors of Veterinary Medicine Bachelor Degree Program Faculty of Veterinary Medicine Universitas Airlangga are the similar study programs, namely the ones at Universitas Udayana, Universitas Gajah Mada, Universitas Syiah Kuala, Institut Pertanian Bogor (IPB), Universitas Hasanuddin, Universitas Brawijaya, and Universitas Nusa Cendana. The number of applicants in Veterinary Medicine Undergraduate Program of Universitas Airlangga is the second to the one of Universitas Gajah Mada. However the number of students admitted at Faculty of Veterinary Medicine Universitas Airlangga iv

5 is the highest with approximately 284 students and 45 students of Outside Domicile Education in Banyuwangi. Hence, the competitiveness level of Faculty of Veterinary Medicine Universitas Airlangga is at the 6 th of 8 veterinary medicine faculties in Indonesia. Faculty of Veterinary Medicine Universitas Airlangga attempts to attract more students by promoting the profile of the faculty to high schools/islamic high schools 1) through the alumni admitted as students of Faculty of Veterinary Medicine Universitas Airlangga and 2) through the website accessible for public. v

6 TABLE OF CONTENTS TITLE PAGE... PREFACE... STATEMENT PAGE... SUMMARY... TABLE OF CONTENTS... i ii iii iv v I Introduction... 1 II. Human Resources... 3 III. Academics a. Graduates... b. Academic Administration... c. Curriculum... d. Students IV. Research V. Community Service VI. Competitor Analysis VII. Study Program Performance Indicators VIII. Achievement Analysis IX. Development Plans X. Risk Management vi

7 I. INTRODUCTION The procedure of self-evaluation report s drafting of the Undergraduate Veterinary and Professional Veterinary Education Program of the Faculty of Veterinary Medicine of Airlangga University began with the establishment of a self-evaluation drafting team based on the Decree of Dean of the Faculty of Veterinary Medicine of Airlangga University Number: 150 / UN3.1.6 / 2016, dated August 25, 2016 regarding the self-evaluation drafting team for the Undergraduate Veterinary Education and Veterinary Professional Education Program of the Faculty of Veterinary Medicine of Airlangga University year The selfevaluation report s drafting of the Undergraduate Veterinary Education and Veterinary Professional Education Program involves all academic comunities (lecturers, education staffs, students and input from alumni/stakeholders). The schedule of self-evaluation report s drafting is as follows: Nr. Date Activities July 2016 Forming self-evaluation report drafting team of Faculty of Veterinary Medicine July 15 August 2016 Collecting data for self-evaluation report August 2016 Compiling data for self-evaluation report August 2015 Analysing self-evaluation report August 02 September 2016 Checking self-evaluation report by chairpersons (Dean, Vice Dean 1, Vice Dean 2, Vice Dean 3) September 2016 Collecting self-evaluation report of S1, S2 and S3 study programs Duplicating self-evaluation report September WIB. Submitting self-evaluation report to BPP UA (2 copies, max 20 pages, single space, Times New Roman font 12, yellow cover (S1), pink cover (S2), light blue cover (S3), softcopy on CD Decree of Self Evaluation Report Drafting Team of Undergraduate Veterinary and Professional Veterinary Program Faculty of Veterinary Medicine UNAIR Patron : Prof. Dr. Pudji Srianto, drh., M.Kes. (Dean of Faculty of Veterinary Medicine) Sources : Prof.Dr. Fedik Abdul Rantam, drh. (Vice Dean I of Faculty of Veterinary Medicine) Dr. Mufasirin, drh., M.Si. (Vice Dean II of Faculty of Veterinary Medicine) Person in Charge : Prof. Dr. Suwarno, drh., M.Si. (Vice Dean III of Faculty of Veterinary Medicine) Coordinator : Dr. Lilik Maslachah, drh., M.Kes. Members : Dr. Erma Safitri, drh., M.Si. Dr. Rochmah Kurnijasanti, drh., M.Si. Dr. Tutik Juniastuti, drh., M.Kes. Dr. M. Anam Al-Arif, drh., MP. Ratna Damayanti, drh., M.Kes. Ira Sari Yudaniayanti, drh., MP. Oky Setyo Widodo, drh., M.Si. Tri Bhawono Dadi, drh., M.Vet. Romy M.Dary Mufa (President of Student Council) Drh. Heri Setiawan (Stakeholder) 1 P a g e

8 Fajar Haidar, A.Md. Undergraduate Veterinary Program has the following plannings or strategic goals: 1. The realization of education that produces high-quality, dignified graduates who can integrate, apply and develop veterinary husbandry to compete at national and international levels. 2. Improving the quality of the management and management system in continue. 3. Improving the quality and quantity of institutional cooperation between Faculty of Veterinary Medicine and national or international institutions. 4. Improving stakeholders satisfaction with graduates of the Faculty of Veterinary Medicine 5. Faculty governance based on Good University Governance To achieve these strategic objectives, steps are taken through the achievement strategy, namely Strategic Goals as mentioned in Goals of the Faculty of Veterinary Medicine in , and each Strategic Goal is assigned to Key Performance Indicators (KPIs) which measure the success of achieving the goals which have been set. The strategic program is a work program which must be carried out to support the achievement of the targets of each KPI which has been assigned. 2 P a g e

9 II. HUMAN RESOURCE Lecturers Profile of Faculty of Veterinary Medicine Airlangga University In 2016 there were 118 staffs on Faculty of Veterinary Medicine, Airlangga University (Appendix 2 table 2.1), this composition was far less than in 2015, which was 123 people, due to 8 people who had retired. The profile of lecturers based on functional positions in 2016 is as follows: for professors there are an additional 4 people, namely 2 people in the field of Veterinary Reproduction and Midwifery, 1 person in the field of Veterinary Physiology and 1 person in the field of Internal Medicine and Veterinary Surgery. Thus, the percentage of professors' positions increased by 16.2% in 2014, 18.8% in 2015 and % in With the increase in the proportion of professors' positions, the position of Lecturer and Chief Lecturer decreased in 2016, this is because not only there were those who were promoted as Professors but also those who had retired, namely 6 people with position as Chief Lecturer and 3 people with position of Lector. The composition of the number of lecturer staff based on their functional position and the competence of each lecturer (Table 2.2) is relatively ideal, so the strength of human resources in the education and teaching process is strong enough to improve the quality of education. However, it requires attention, considering that there are 7 lecturers entering retirement in 2017, so lecturer recruitment needs to be held for the next 5 years so that the ratio of lecturers and students remains ideal and the regeneration of lecturer staff continues. Workload In Table 2.3.a and 2.3.b the average workload of lecturers in the semester of 2016 is 13.88, this result is slightly higher than in However, the average workload of lecturers is quite ideal, this is due to changes in learning methods in almost all study programs and the application of parallel classes to reduce the number of students per class and the decrease of number of lecturers which will increase the workload of lecturers. In addition, the factors that play a role in increasing the lecturer workload are sufficient to support both the number of study programs administered, the number of students, the amount of research and community service and their involvement in management. The biggest lecturer s workload is in S1 lecturers (39%) while the smallest is lecturer s workload on other study programs (1%). Staff Lecturer s Potential The potential of academic staffs as human resources for education and teaching at the Faculty of Veterinary Medicine shows an indicator that this faculty has staffs who are ready and able to improve the quality and quality of education in this faculty and are quite competent in their fields. This is indicated by the presence of several lecturer staffs who are asked to become experts, consultants, expert staffs or resource in accordance with their fields at the local, national and international levels (Table 2.4.a). In addition, lecturers are also active members of scientific organizations or professional associations both at the national and international level (Table 2.4.b.) 3 P a g e

10 III. EDUCATION A. Alumni The Faculty of Veterinary Medicine Airlangga University, not only producing Undergraduate of Veterinary Medicine (SKH) which takes 8 semesters, but also graduated Veterinarians after going through the Veterinary Professional Education Program (PPDH) which takes 2 semesters. Nearly 99% of graduates of the Veterinary continue the Veterinary Professional Education program (PPDH) to become Veterinarians. Therefore, graduates of Faculty of Veterinary Medicine who work generally are not Undergraduate of Veterinary but Veterinarians. Graduates of undergraduate program at Faculty of Veterinary Medicine for the past 3 years, namely the 2013/2014, 2014/2015 and 2015/2016 periods are described in the form of graduates' profiles based on the Grade Point Average (GPA), waiting time to get first job, field of first job, the distribution of graduates based on the place of work, the first salary, the period of study, the duration of completion of the thesis, the value of the English Proficiency Test (ELPT), the responses of users graduating from postgraduate programs. Based on the analysis of these points it is expected to be able to describe the quality of graduates of undergraduate and professional programs in Faculty of Veterinary Medicine. This competency will be achieved if students have undergone a series of learning processes and mastery of lecture material and research for thesis writing. Analysis of graduates can be seen based on Table 3.1, namely the total number of undergraduate and professional graduates of Faculty of Veterinary Medicinein the last three years. The total undergraduate program graduates in Faculty of Veterinary Medicinein the past three years were 689 people divided based on the graduation year period, namely 2013/2014 were 214 people, period were 232 people and 2015/2016 were 243 people. Table 3.1.a shows the average GPA of 3 years which indicate the fluctuating average of the GPA. The average GPA for 2013/2014 was 3.08, the 2014/2015 period experienced a significant increase to 3.30 and in 2015/2016 at The average for the last three years shows the largest percentage in the average GPA between 3 and 3.5. The average GPA for the period of 2015/2016 despite a slight decline compared to the period of 2014/2015 but the average GPA above 3.00 in the period of 2015/2016 increased to 63%. This shows that the quality of graduates based on the grades during their undergraduate program in Faculty of Veterinary Medicineis mostly very good, although fluctuating, but still above 3.00 which is a very satisfying limit for the GPA. The quality of students based on the average GPA with Cumlaude predicate in the 2015/2016 period also increased to 11.6%. Theundergraduate program of Faculty of Veterinary Medicinewill strive to improve and or maintain the average graduation GPA in the following year, namely by improving facilities and infrastructure, intensity of guidance with teaching lecturers, guardian lecturers and thesis supervisors with students to motivate students to improve their academic achievement. Table 3.1.b shows the average GPA for 3 years which indicates that the average GPA of professional program graduates shows a positive trend or increases over the last three years. The average GPA for 2013/2014 was 3.58, the 2014/2015 period experienced a slight increase to 3.60 and in 2015/2016 it also increased to The average for the last three years shows the largest percentage in the average GPA is above 3.5. This shows the quality of graduates of the veterinary profession of Faculty of Veterinary Medicine based on their GPA are mostly very good. The quality of students based on the average GPA with Cumlaude predicate in the 2015/2016 period also increased to 82.95%. The Faculty of Veterinary Medicine professional education program will strive to improve and maintain the average GPA of graduation in the following years, namely by seeking improved facilities and 4 P a g e

11 infrastructure in the laboratory, the intensity of guidance with PPDH lecturers so that students can be more motivated in improving their academic achievement. Table 3.2.a shows the waiting time to get the first job. The data in Table 3.2.a shows the waiting time to get the first job for 3 years shows a fluctuating waiting time, but the average for the last three years by average is no more than 3 months. Average waiting time for 2013/2014 is 2.5 months, 2014/2015 is 3 months and 2015/2016 is 2.53 months. This shows that graduates of the veterinary profession are classified as graduates who easily get their first job. The Faculty of Veterinary Medicine professional program will strive to improve the quality of graduates in the following year, namely by striving and encouraging graduates to more quickly obtain their first job or after graduating they can get their first job by providing students with various information including optimizing the role of Information from PPKK or stakeholders. Many stakeholders carry out the recruitment of veterinarians in Faculty of Veterinary MedicineUniversitas Airlangga with the time of recruitment usually carried out before the inauguration and oathing of new veterinarians or immediately after the inauguration of veterinarians, so that more than 50% of new veterinarians have got jobs before being inaugurated. In addition, there are many stakeholders who provide scholarships for the PPDH program and after graduating, they work directly for the company that provides scholarships. Table 3.3b shows the profile of Unair FKH graduates based on the first field of work and the level in the institutions they work for, it appears that the first field of work chosen by graduates in the 2013/2014, 2014/2015 and 2015/2016 periods shows that the industrial sector at national level was choosen the most, in 2013/2014 by 56 people (33.73%) and in 2014/2015 by 45 people (40.11%) and in 2015/2016 by 51 people (57.95%). The second largest field of work is in the services sector, namely in 2013/2014 with 29 people (17.47%), 2014/2015 with 27 people (24.11%) and in 2015/2015with 16 people (18.18%). Other fields of work that are chosen by graduates are in the fields of government, education, research, banking and entrepreneurship. Table 3.3.c shows the profile of graduates based on workplace distribution. Distribution of workplaces from graduates in the 3-year period, 2013/2014, 2014/2015, 2015/2016 shows that graduates are still concentrated in the East Java region. Workplace in East Java in 2013/2014 was 67.85%, 2014/2015 was 57.14% and 2015/2016 was 44.78%. This shows that the East Java workplace is decreasing, but it is still the highest concentration of workplace. The second area to become the destination of graduates is West Java, followed by Central Java, DKI Jakarta, Yogyakarta and areas outside Java. The profile of Faculty of Veterinary Medicine graduates who received salaries above 2 million rupiah declined in the last three years (2013/2014, 2014/2015 to 2015/2016), while the profile of graduates who received salaries above 3 million rupiah increased (Table 3.4) Overall there was an increase in the first salary obtained for graduates of Faculty of Veterinary Medicine. Thus, it can be concluded that the academic quality of Faculty of Veterinary Medicine is increasing as indicated by many graduates who work for companies in various bona fide veterinary fields and have been highly regarded in the workforce because their competencies are needed in all fronts. The first salary for graduates of Faculty of Veterinary Medicine is still relatively low based on the standardsalary of civil servants. However, the first salary for graduates of who work in private companies or entrepreneurship is quite high. For the future, hopefully the role of alumni and leaders of Faculty of Veterinary Medicine is very important to increase the "selling value" of graduates so that it will be attractive for prospective students who will choose the Faculty of Veterinary Medicine as their chosen faculty. Table 3.5a shows the average study period of graduates in the academic year of 2013/2014 up to the academic year of 2015/2016 is 3.96 years. Graduates with a study period 5 P a g e

12 of less than 4 years for the past 3 years (academic year graduating from 2013/2014 to 2015/2016) fluctuated, there was a significant increase in 2015/2016 with 234 people compared to 2 previous academic year with 53 people (academic year 2014/2015 graduated) and with 171 people (academic year 2015/2016). Graduates with a study period of more than 5 years still exist, this is due to the presence of old students (years 2007 to 2009) which affects the completion of thesis writing. The presence of students from 2007 to 2009 with study period of more than 4 years is due to students working while studying, students who are already married so the lecture process is hampered, or because of illness which requires a long break. The profile of veterinarian graduates in terms of the year of graduation and the period of study for the professional program can be seen in Table 3.5b. The profile of graduates of veterinarians based on the year of graduation and the period of study shows that graduating on time for 2 semesters is as much as 100% in the academic year of 2013/2014, 2014/2015 and 2015/2016. Veterinarian graduates can be on time for two semesters due to the support of all academic staffs and laboratory personnels in the department that oversees the Veterinary Education Program who can implement the PPDH curriculum well, besides coassistance activities in the field conducted at KUD, Taman Safari Indonesia II, Batu Secret Zoo and Maharani Zoo as well as poultry farms which are strongly supported by the local Animal Husbandry Service and field veterinarians which impacts on on-time graduation of veterinarians. The profile of Faculty of Veterinary Medicine graduates based on their graduating years and the duration to complete thesis for regular programs can be seen in table 3.6a. The number of graduates with duration to complete thesis of less than 6 months in the last three years (the academic year of 2013/ /2016) has fluctuated with 171 people in 2013/2014 and slightly decreased to 161 people in 2014/2015 and increased again to 176 people in 2015/2016. This shows that with the implementation of the thesis seminar guidelines that schedule the assignment of supervisors in the fifth semester, students are increasingly encouraged to complete their thesis. In addition, structured assignments from the Research Methodology course which require students to make research proposals will trigger students to complete research and thesis. Besides, the scheduling of the thesis exam as soon as the students take the seminar exam makes the students immediately make improvements to the thesis exam. This is what causes the length of thesis writing to be shorter. Table 3.7.a shows the profile of graduates based on the English Proficiency Test score (ELPT) for the 2013/2014, 2014/2015, 2015/2016 periods. When compared to the last three periods, the achievement of the English Proficiency Test in the 2014/2015 period was the highest with an average of 485. The average ELPT score for the 2015/2016 period decreased slightly by , but there were 1.64% of graduates with ELPT score above 550 and 12.34% of graduates with an ELPT score between It is expected that the coming period of graduates' ELPT score can increase. To improve the ELPT score, it can be implementedby introducing English culture in the international class, this all greatly supports the milestone of Universitas Airlanggatowards Go-international, where English become an important and inseparable part in producing high quality and international-standard graduates in the future. To increase the TOEFL score of students, the faculty each year also facilitates training and the TOEFL exam at RKAT cost in collaboration with English course institutions. Besides that, it also utilizes and encourages active students to take part in English language training conducted by the Directorate of Education in collaboration with the Language Center Faculty of Cultural Sciences. Table 3.8 shows the profile of graduate employers towards integrity (ethics and morals), expertise based on the fields of science (professionalism), English, use of information technology, communication, teamwork, self-development, personality and 6 P a g e

13 leadership. Based on the data of tracer results show that in general the response from graduate employers has a very good response with a mean score of 66.11%. This can be seen from the existence of job vacancies for veterinarian graduates from Universitas Airlangga from various companies, either directly to Faculty of Veterinary Medicineor through the Career and Entrepreneurship Development Center of Universitas Airlangga. In addition, up to now, there were no complaints directly or indirectly rejecting the existence of graduates from Faculty of Veterinary Medicine. Based on this evidence, it shows that there is satisfaction and willingness of companies or institutions that employ graduates of the Faculty of Veterinary Medicine. Even the feedback questionnaire given to stakeholders showed a very good response, which was indicated by the input given to develop professional competence of veterinarians, and some courses which needed more practical activities such as courses in poultry disease. B. Academic Implementation The implementation of academic programs is in accordance with the academic calendar issued by the University, which is divided into odd semesters (September-February) and even semester (March-August). Based on self-evaluation data about the profile of active students per year based on the academic status of 2007/2008 to 2015/2016 for undergraduate programs can be seen in Table 3.9.a. Active students of the 2007/2008 academic year to 2015/2016 was fluctuated in the year 20014/2015 there were still students who dropped out (DO) and resigned but in 20015/2016 there were no students who dropped out (DO). Reasons for the resignation included: moving to other study programs, work, study periods that exceeded the available time limit, GPA that did not meet the requirements or personal reasons. Students proposed DO have passed the summoning procedure in writing by the Chairperson in this case the Vice Dean I, if the study evaluation for the first 2 years (4 semesters) or study evaluation of 4 years (8 semesters) gets GPA <2, the student will be given the opportunity to improve the score and both GPS and GPA for 1 semester, but if students do not respond to the summons from the chairperson, the second and third summons will be reinstated and if there is still no response, it will be proposed to the directorate of education to be invited to resign. FKH Unair enrolls foreign students in international classes starting in the year of 2007/2008, namely 1 person from Malaysia, then the following year vacuum and in the year 2011/2012 enrolled 1 student from Malaysia from a total of 245 active students, then in 2012/2013 enrolled 1 person from Malaysia from a total of 280 active students, and in the year of 2013/2014 the number of foreign students increased by 4 from 277 active students and in 2015/2016 the number of foreign students increased by 5 from the total of 331 students. Student profiles per year based on 2015/2016 academic status for professional programs can be observed in Table 3.9.b. Veterinary professional education students (PPDH) from a total of 213 peoplefor the year 2014/2015, almost 100% were active following lectures and good coassistence in the laboratory and in the field (fieldwork activities in KUD and Poultry farms), but in the year of 2015/2016 there were 1 PPDH student who resigned from a total of 248 students. The profile of GPA for Active Students in the 2015/2016 Academic Year for the Undergraduate Program can be seen in Table 3.10.a. Profile of students with GPA below 2 from the year of 2009/2010 until 2013/2014 still exists, the most students with GPA below 2 was in the year of 2014/2015 with 19 people but it has been decreased on 2015/2016 with 3 people. However,the number of students who had a GPA of 3<GPA<3.5 were quite high in the year of 2014/2015 with 101 students and the number of students with GPA> 3.5 had increased to 111 people (40.22%). In 2015/2016 the number of students with GPA 7 P a g e

14 3<GPA<3.5 increased to 120 people. This shows that the efforts carried out such as the innovation of learning methods and the existence of parallel classes, a considerable variation on scoring criteriacan increase the students score which will further increase both the GPS and the GPAand increase the quality of education. The profile of GPA for active students in the 2014/2015 academic year for professional programs can be observed in Table 3.10.b.The profile of number of students with GPA>3 in the 2014/2015 academic year is 57 people and students with GPA>3.5 is 156 people. The high GPA of PPDH students is a comprehensive effort and an innovative learning process in the form of a focus group discussion to facilitate students in understanding the material/cases that exist in each PPDH management department. In the 2015/2016 the number of student with 3.0 GPA <3.5 showed a significant increase, while the the number of student with GPA>3.5 declined however the GPA obtained by students if averaged is still in the range of very satisfactory namely around 3.4. This is because the quality of students who enter Faculty of Veterinary Medicine is getting better. Table 3.11.a shows the profile of English Proficiency Test (ELPT) from new regular undergraduate program students which shows the average ELPT<450 in the 2013/2014 academic year is 238 people (86.86%) and in the 2014/2015 academic year decreased to 194 people (71.06%) and in the 2015/2016 academic year it was increased to 261 people (80.8%). Furthermore, the number of student with average ELPT of 450<ELP<500 for academic year 2013/2014 is 32 people (11.68%) and in the academic year 2014/2015 it increased to 57 people (20.88%) and in the 2015/2016 academic year is 45 people (13.93%). The number of student with average ELPT>500 in the 2013/2014 academic year is 4 people (1.46%) and it increased in the 2014/2015 academic year to 22 people (8.06%) and in the 2015/2016 academic year decreased to 17 people (5.26 %). To improve the value of ELPT, it can be implemented by the introducing English language culture in the international class (Small class), this will greatly support the milestone of Universitas Airlanggatowards Gointernational, where English language skills become an important and inseparable part in producing high quality and international standard graduates in future. The following is a graph of the description of ELPT test scores for new students (regular undergraduate programs). The profile of the implementation of the education process if reviewed from the percentage of the presence of academic staff in the class for each subject show that academic staffs have high motivation and commitment in performing learning tasks. Each subject is always supported by textbooks and reference books, so students can easily browse scientific information related to the expansion or development of lectures. Likewise, when reviewed from the number of course participants and the number of remedial participants in each subject, it can be concluded that students can complete their courses on time. Based on this fact, it is expected that there will always be an increase in the quality of the learning process and graduates. For smooth learning process, monitoring and evaluation has been carried out continuously by the Monevin Team of Faculty of Veterinary Medicine. The main things that are audited include RPS (student learning plan), teaching materials, practical instructions, structured tasks, attendance lists for both students and lecturers, satisfaction indexes for the learning process, evaluation of learning results, and monitoring of seminar and thesis assignments. While the educational guideline is always updated every new school year and shared with new students at the beginning of the lecture. Filling out the lecturer performance questionnaire can be done through cybercampus. Students must fill out the questionnaire for each lecturer who teaches the course taken by the student. If until the end of the semester, students have not fully filled out the questionnaire in, 8 P a g e

15 the student cannot print the Study Card. While the graduates need to fill in the graduate questionnaires when they are about to take their diploma. Since 2008, the internal audit of study programs has been carried out online by the Faculty Auditor Team, which is very helpful for SPM to improve management quality, check the suitability of quality elements with predetermined standards and identify problems, especially the suitability of the implementation of standards. The results of the Internal Audit in the Veterinary study program are "Excellent". The findings of internal and external audit of the study programs, PTPP forms and complaints from students through student hearings were used as a basis for improvement for the upcoming semester. With the existence of AIMS, the Faculty of Veterinary Medicine Medicine has a Quality Plan and Quality Goals that are always evaluated every year. The Quality Plan means that efforts and various breakthroughs will always be carried out so that each year the faculty can achieve Quality Goals. In general, the Quality Goals of the Faculty of Veterinary Medicine have been achieved, although there are still some aspects that cannot be achieved. The faculty is responsible for the learning process and continuously studies the development of effective learning methods. The process of refining the curriculum is based on the development of rules and the need to increase the competence of graduates, while also considering input from various stakeholders. Other information considered in making improvements is the development that has been done by other institutions. This information is availableas benchmark ofnational veterinary institutions member of the Association of the Indonesian Faculty of Veterinary Medicine (AFKHI) and to international veterinary education institutions member of the South East Asean Veterinary School Association (SEAVSA) and the Asian Association of Veterinarinary Schools (AAVS). The Faculty of Veterinary Medicine Medicine has been an active member of SEAVSA, AAVS and the Association Institute of Tropical Veterinary Medicine (AITVM) since The Faculty of Veterinary Medicine of Universitas Airlanggahas also received an award (accreditation) by the Malaysia Veterinary Council in In this regard Faculty of Veterinary Medicine receives foreign students annually from Malaysia. The Faculty of Veterinary Medicine currently has 8 Study Programs, namely Veterinary Education (S1), Veterinary Professional Education (Profession), Animal Health (D3), Reproductive Biology (S2), Veterinerary Disease and Public Health (S2), Veterinary Agribusiness (S2), Vaccine and Immunotherapeutics (S2) and Veterinary Science (S3). All study programs currently have study program specifications that are used as the basis for every promotion to several stakeholders, government agencies, the private sector and the community. To support learning activities, teaching materials or reference books are needed in accordance with their respective fields or subjects. Therefore, every lecturer from all departments in the Faculty of Veterinary MedicineofUniversitas Airlangga plays an active role in making a list of practicum instructions, dictates, modules, and teaching materials. It can be seen in Table 3.13 that in all departments already existed or produced both practical books and preliminary guidebooks, almost all lecturers in each department also played active roles as author of the book. From Table 3.14.a, it can be seen that the average A-score distribution in lectures and practicum for undergraduate programs using the assessment of seven grades with good PAP in both odd and even semester has the highest percentage of 25.86%, average AB-score of 19.02%, average B-score is 23.09%, average BC-scoreis 17.05%, and the average D-score and E-score is quite low, which is 3.83% and 2.54%, respectively. Seeing the average value, in general new students accepted at Faculty of Veterinary Medicinehave high academic abilities which are proven to be enrolled in Faculty of Veterinary Medicine as the first choice whether enrolled through the SNMPTN, SBMPTN or independent route and has a good entrance examination score. 9 P a g e

16 The distribution of scores can tend to the right with an increase in the number of A- scoreand therefore strategy pattern has been implemented both directly such as using parallel classes, focus discussion groups, supplementing teaching books, and learning methods innovations and indirectly such as completing and revising academic forms guidelines for procedures and work instructions which are controlled by SPM (Quality Assurance Unit) and SP3 (Educational Improvement and Development Unit). The profile of the score distribution of both lectures and and practices per academic year for professional programs can be seen in Table 3.14.b. It can be observed that the average score distribution in the last three years (2013/2014 academic year up to 2015/2016 academic year) is 37.19% for A-score, 39.89% for AB-score, 23.31% for B-score and still there are 0.75% of students who get BC-score and 0.09% get C-score. The profile of the score distribution of lectures and practices for professional programs in the 2016 Self Evaluation is generally not too different from the results of the previous year. From the data above, it is necessary to get attention for chairpersons of Faculty of Veterinary Medicineand high commitment for all lecturers to inspire students to learn and improve the quality of the learning process (in the form of case and practice discussions). Improving the quality of PPDH graduates by implementing the PPDH curriculum also require support from relevant agencies (Animal Husbandry Department, Agricultural Quarantine Center, KUD and Poultry Farm) as field work practices (PKL) for PPDH participants and provide knowledge and field experience for students which will be useful after graduating as a veterinarian. The increase in the graduates' GPA is related to Education Efficiency Numbers (AEE) which fluctuated in the last three years (2013/2014 to 2015/2016), in the 2013/2014 academic year it was 21.54% but decreased in the 2014/2015 academic year to 19.56% and in the 2015/2016 academic year it increased to 19.64%. Educational Efficiency Numbers (AEE) show a positive trend in the last 2 years. This is because many students are involved in lecturer research projects, and scheduled thesis seminar management systems that shorten the study period and can increase the efficiency of education rates. Educational Efficiency Numbers (AEE) in professional programs in the last three years (2013/2014 to 2015/2016) showed a positive trend, in the 2013/2014 academic year it was 63.40% and increased in 2014/2015 academic year to % and in 2015/2016 academic year again increased to 99.53%. Educational Efficiency Numbers (AEE) show a positive trend in the last three years. This is because the learning system in professional programs has been established which shortens study period and can increase the Educational Efficiency Number. Recapitulation of evaluation of student satisfaction in the learning process services (Table 3.16.a), which includes student satisfaction with the role of lecturers in learning activities in the 2013/2014 academic was 3.08 in the 2014/2015 academic year increased to and in the 2015/2016 academic year again increased to Improvement of the student satisfaction index on the learning process is closely related to the faculty effort to complete all teaching material in each subject and helps each year in writing of teaching book, expanding the lecture hall and practicum room facilities. This can be seen from the increase in the number of teaching books so that student satisfaction in learning process also increased. The effort to create parallel classes by adding several small classes made the learning process more effective, which will further increase student satisfaction. From Tables 3.17.a and 3.18.a, the number of students who involved in lecturer research was 358 from a total of 691 students or 51.8% of the total number of students. In 2015/2016 it was very noticeable that there was an increase in the number of students involved in lecturer research. One of the reasons behind this is the regulation of the Faculty of Veterinary Medicinethat requires every lecturer who gets research funding from the Faculty s RKAT to invite a minimum of 2 students to take part in his research. Similar 10 P a g e

17 programs may need to be further improved to be able to accommodate the completion of student thesis that is related to lecturer research. Hopefully every year the number or percentage of students who take part in lecturer research can continue to increase until ideally all students can take part in the research of each lecturer at the Faculty of Veterinary Medicine. C. Curriculum The Faculty of Veterinary Medicine since its establishment until now has made 5 changes to the curriculum. Since its establishment in 1972 using the 1972 curriculum, 1984 curriculum, 1995 curriculum, 2000 curriculum, 2005 curriculum and what is now being used are the results of the 2005 curriculum evaluation on April 26, 2008 and the 2010 redesign curriculum. The efforts of Airlangga University to develop the curriculum at the study program level have been carried out at competency-based curriculum workshops in August The preparation of this competency-based curriculum refers to Ministerial Decrees: 232/U/2000 and Ministerial Decrees: 045/U/2002. Broadly speaking, the Decree stipulates that the curriculum of a study program must support the achievement of 3 graduate competencies, namely I. Main competencies, II. Supporting competencies and III. Specific competencies. To achieve these competencies, curriculum content is divided into 5 competency elements which are grouped into subjects namely MKK, MKB, MPB, MBB, and MPK. Main Competencies for graduates of study programs are based on the 2010 Curriculum currently implemented by the Faculty of Veterinary Medicine, Airlangga University based on Rector's Decree No / H3 / KR / In 2013, simultaneously throughout all faculties in the Airlangga University a Curriculum Improvement was held for all Study Programs so that they were in accordance with the Indonesian National Qualifications Framework (KKNI). In this 2013 Curriculum Improvement, the main competencies of Bachelor and Veterinary Professionals are made separate. The Main Competence of the Bachelor of Veterinary Medicine at the Faculty of Veterinary Medicine, Airlangga University is based on the 2013 curriculum improvement which was prepared based on the recommendations of the 2009 OIE Board and the 2010 PDHI Congress and adjusted to the 2010 KKNI. The Compulsory University Course (MKWU) aims to make Airlangga University alumni become excellent graduates with morality in accordance with the vision and mission of Universitas Airlangga and the Faculty of Veterinary Medicine so that it can become a distinctive feature of Airlangga University s alumni. On June 24-25, 2010 the Redesign of International Standard Curriculum was held due to the 2005 curriculum evaluation by adjusting stakeholder needs. The International Standard Curriculum Design results are determined by the Rector's Decree on the Establishment of Study Program Curriculum with No SK 1496 / H3 / KR / 2010 dated November 15, Results of curriculum design are 2010 curriculum of 148 credits with 144 compulsory subjects and elective course of 4 credits. Curriculum changes can be found in Statistics (2 credits), Experimental Design (2 credits) and Research Methodology (2 credits) to compress the number of credits to be combined into the Integrated Research Methodology I and II courses of 4 credits. The Poultry course is transformed into Poultry Health Management so that the scope becomes wider, and Radiology Course are a prerequisite for Special Surgery course. Immunology course which were originally in the fourth semester were changed to sixth semester. The elective courses in sixth semester were added to the courses in Management of Horses, Dogs and Cats to develop entrepreneurial spirit and apply veterinary technology. Likewise, in seventh semester, elective courses are added with Veterinary Forensics course and Bioproduct, Biosafety and Biosecurity courses. The proposals for the 11 P a g e

18 new elective courses came from stakeholders, alumni and community needs obtained at alumni gathering, meetings of the Indonesian Veterinary Association (PDHI), SEAVSA congress and social networking. In 2013, Faculty of Veterinary Medicinealso attended several meetings held by the Association of the Indonesian Faculty of Veterinary Medicine (AFKHI) and PDHI to compile the curriculum in the Veterinary Medicine program based on the 2010 KKNI. The Veterinary Professional Education Program (PPDH) of the Faculty of Veterinary Medicine, Airlangga University is a continuation of the Bachelor of Veterinary Medicine Education Program, according to the Decree of the Minister of Education and Culture of the Republic of Indonesia Number and Government Regulation No and result of National Workshop Veterinary Professional Education Program held in Bogor on April 26-28, Bachelor of Veterinary who has passed the Veterinary Medicine Program from the Faculty of Veterinary Medicine Airlangga University will automatically become a student of Veterinary Professional Program (PPDH) after registering and obtaining a New Student Registration Number. The Veterinary Professional Education Program start at the beginning of the semester, in February and August. The program is in accordance with the academic calendar of Faculty of Veterinary Medicine, which lasts 2 semesters (12 months) with a study load of 37 credits, consisting of 8 credits compulsory courses and 29 credits of compulsory professional courses. The Public Compulsory Course is held for 2 weeks consisting of 4 courses, namely: Veterinary and Aquatic Business Management (2 credits), Veterinary Therapeutics (2 credits), Veterinary Ethics and Animal Welfare (2 credits), and the Health System (One Health) and Animal Care (2 credits), while the Professional Course is held for 15 weeks, namely co-existence in the field of Veterinary Pathology (3 weeks), Microbiology (3 weeks), Parasitology (3 weeks) with study load of 3 credits each, while co-existence in the field of Veterinary Public Health (6 weeks) with a study load of 4 credits. Coordination in the field of Veterinary Public Health is divided into 3 weeks in the laboratory and 3 weeks in the field (RPU, RPH, Livestock Service and Land/Sea/Air Quarantine). In the second semester, co-operation is carried out for 28 weeks, namely co-existence in reproduction for 6 weeks with a study load of 4 credits, co-existence in the clinical field for 10 weeks (6 credits) divided into several activities namely deepening practical material, wild animal medical practice in the Safari Park, Zoo, Batu Secret Zoo and Maharani Zoo, small animal medical practices at Animal Hospital of Faculty of Veterinary Medicine. Field Work Practice (PKL) for 12 weeks with a study load of 6 credits is a mandatory program for students of professional education program. Field Work Practice itself is divided into several activities, namely large animal fieldwork (KUD Dairy Cattle), Breeding Farm fieldwork and fieldwork at the Educational Livestock Park owned by Faculty of Veterinary Medicine. Based on the Decree of the Minister of National Education of the Republic of Indonesia No. 232/U/2002 concerning Guidelines for Preparing Higher Education Curriculum and Outcomes Assessment of Student Learning and Constitution no. 12 of 2012 concerning Higher Education which states that all Higher Education must include 4 National Mandatory Courses namely Religion, Indonesian Language, Pancasila and Citizenship Education, then starting on odd semester of 2014/2015 semester it was implemented. In the previous curriculum for University Compulsory Courses (MKWU) there were Philosophy Sciences (2 credits), ISBD (2 credits), English (2 credits), Religion, namely Religion I (2 credits) and Religion II (2 credits) and the Pancasila and Citizenship Education course (2 credits) which is combined between Pancasila and Citizenship Education, while there is no Indonesian Language course. Based on the above, the faculty decided to add Pancasila (2 credits) and Indonesian Language (2 credits) courses in the first semester and removing 2 courses in the first semester, namely ISBD (2 credits) and English (2 credits), considering 12 P a g e

19 that the two courses can be integrated in other subjects, so that the total study load in the first semester is still 19 credits and the total study load is still 148 credits. In this period many changes have been made both in the learning process and the learning outcomes achieved by students, this can be seen from the performance indicators and the results of self-evaluation. Student learning assessment was applied with composition: Quiz (16.67%), Task (16.67%), Soft skill (11.11%), Mid-term (22.22%) and Exam (33.33%) which gives satisfying result. Significant changes can be seen in the percentage of students with GPA>3 in undergraduate students from 2007/2008 to 2015/2016 which is at 42.84% which have exceeded the predetermined target (40%) lower than the previous year, but the percentage of students with GPA > 3.5 decreased slightly to 19.20%. For the PPDH program the percentage of students with GPA > 3 was 37.03%, lower than the previous year and the percentage of students with GPA > 3.5 showed an increase to 62.75%.Thus, it can be concluded that the teaching and learning process that had been running well. D. Student Affairs The new student admission system at the Faculty of Veterinary Medicine is centrally coordinated by the New Student Admission Center (PPMB). There are two systems of, recruitment and selection being implemented, namely the selection system held by the central committee through the National Selection for Public University Admission (SNMPTN) andjoint Selection for Public University Admission (SBMPTN); and the Jalur Mandiri (formerly known as PMDK) independently carried out by Airlangga University. The selection of students usingsnmptn is conducted once a year as scheduled in the calendar set by KEMENRISTEK-DIKTI. In 2014/2015 there were two types of selection held by the central committee namely SNMPTN and SBMPTN. The number of students accepted using this method is 60% both for SNMPTN and SBMPTN from the specified capacity. Meanwhile, new student admissions through Jalur Mandiri were held in two periods, before and after the SNMPTN. The total accepted from this method is the remaining 40%. Table 3.22.a-e shows that in the 2013/2014, 2014/2015 and 2015/2016 academic years, the competitiveness percentage between applicants and students admitted from SNMPTN or SBMPTN shows a positive or increasingly more competitive, while the otheroneshows a fluctuating trend. This indicates the relatively successful strategy by promoting and socializing the study programs conducted over the past three years. In this strategy, the socialization outreachesnot onlyareas with a lot of farms but also some favorite schools by involving its alumni, present students of Faculty of Veterinary Medicine Airlangga University. The profile of new students choosing Faculty of Veterinary Medicine Airlangga University as their first option from 2013/2014 was 50.83%, 2014/2015 of 50.16%, and 2015/2016 of50.02%. After completing undergraduate educationat the Veterinary Medicine Study Program, graduates can proceed to Profession Program for Doctor of Veterinary Medicine (PPDH) to be entitled DVM. The recruitment of PPDH is organized by the faculty itself. Most of the students taking PPDH at the Faculty of Veterinary Medicine, Airlangga University are students graduating from the Study Program of Airlangga University itself. The number of students taking PPDH in 2013/2014 was 236 students and in 2014/2015 of 213 students and in 2015/2016 of 243 students. The percentage of competitiveness in PPDH program is 100%, meaning that all applicants enrolling for the Profession Program are all accepted. 13 P a g e

20 IV. RESEARCH Research and Publication The amount of research done by lecturers of Faculty of Veterinary Medicine for the last three years ( ) is more or less the same, but in 2016 there was a slight increase. In 2014 and 2015 the number of research titles by lecturers of Faculty of Veterinary Medicine was 51 titles, while in 2016 it increased slightly to 53 titles. Variations in funding were also increased. In 2014, the majority of funding was from PUPT with 38 titles, and STRANAS with 3 titles, while in 2015 besides PUPT there were also RD and RT and KLN (International Cooperation Research and International Publication). In 2016 there were more variations in funding, in addition to PUPT, other funding sources came from Competence, National Strategy, MP3EI, and International Collaboration and Publication Research. Research from the funding of Universitas Airlangga in the form of RKAT and BOPTN is generally stable, adjusting the availability of funds in Faculty of Veterinary Medicine. In 2015 there was an increase (15 titles), compared to 2014, but in 2016 it was back to 10 research titles. The amount of funds obtained in 2015 decreased compared to 2014, but in 2016 it rose again. The last three consecutive years were: IDR , down to IDR , then rose again to IDR It is expected that in the coming year more funds will be obtained with more and more choices of sources of accessible funds. Publication of research results has increased compared to the previous year. In 2014 there were no international publications, in 2015 there were 8 titles involving 13 lecturers, then in 2016 it increased to 12 titles from 31 lecturers. It might be possible that in the coming years it will increase, in line with the increasing number of research titles received, as well as stimuli from DIKTI to provide rewards for researchers whose results of the study are published in Scopus indexed International Journal. Publications of the results on accredited national journal relatively remain the same, but generally the numbers are small, which is in line with the decreasing National Journal accreditation status, in addition to the longer time needed for the article to be published. Publications in the unaccredited national journal in the 3 years period, namely 2013/2014, 2014/2015 and 2015/2016 were 120, in the national accredited journal was 14 while in international journals was 30 titles, but the number does not include publication data that is still not recorded. The number of publications of research results uploaded in the international level Scientific Seminar from 2014 to 2016 was 24 publications. The number of publications at the national level was 12 while publications at the international level were also 12. The books written by lecturers, in the form of Practicum Instructions, Textbooks and Reference books are generally stable. In 2014 there were 7 titles, in 2015 there were 3 titles, while in 2016 there were 6 titles. There is a possibility that in the coming year more book titles will be published in line with stimuli from DIKTI and Airlangga University to provide rewards for lecturers who have successfully published their books. The number of patents (HAKI) is increasing, until now there have been 22 (twentytwo) patents, the majority of which are branded. A total of 4 patents are still in process. Patent brands include: FKH, NEW TRIERN, SWNJOL-007 (rabies vaccine seed), BRUCEEMAL (Brucella vaccine seed), AISEED VIRO (AI vaccine seed), Mix Meal (complete feed), Primate Chip (macaca feed), Formula Rimpang Kencur, Toxo Diagnostic Kit, Antitoxo Prod IgY Process, Antitoxo Prod IgY Process, AINFLU (AI diagnostic kit), ELIVETUA rabies (rabies diagnostic kit), ELIBRUCELAB (Brucella diagnostic kit), 14 P a g e

21 ONRAWIB (IB diagnostic kit), Igy (anti AI serum ), ANTIHA (anti-ai serum), Feline (Cat Feed), Roden (rodent feed), OmniVory (carnivore feed), LARAS (artificial insemination device) and SAG-1 Toxoplasma recombinant clone. V. COMMUNITY SERVICE (Pengmas) A. Profile of Community Service The community service activities at the Faculty of Veterinary Medicine in the last three years from showed fluctuating data, in 2016 there was an increasecompared to 2015, but when compared to 2014 it decreased. Community service at national level obtained by the Faculty of Veterinary Medicine lecturers in the last three years were with the funding from DP2M (IbM, IbIKK) and Iptekda LIPI, while community service funded by DIPA (UNAIR) was managed by their respective faculties. Faculty of Veterinary Medicineeach year only funds 10 titles, so the competitiveness level is relatively strict. The title of community service is tabulated in Table 5.3. The number of community services from academic staff which is reasonably high is very necessary to improve one of the higher educations of Tridarma namely Education, Research and Community Service. In addition, this community service also increases the involvement of S1 students in thesis research so that they can accelerate their study period. In 2016, 19 community services from lecturers were able to involve 57 students (Table 5.2). The total number of Community Services funded by Airlangga University in was 30 titles, 26 funded by the government with total funding in 2014 of IDR , in 2015 was IDR and in 2016 was increased toidr B. Community Service Collaboration Community Service at the Faculty of Veterinary Medicine is quite encouraging though until recently tends to have individual nature. It is expected to continue to be developed in a more coordinated way such as more joint projects from several faculties. In 2014 and 2015 community service was carried out as a combination from several faculties in Airlangga University organized by the collaboration of the Institute for Research and Community Service Airlangga Community with Batu and Mojokerto Regency regarding animal reproductive health checks, human health and improving the socio-economic conditions of local communities. VI. COMPETITOR ANALYSIS The number of applicants in Faculty of Veterinary Medicine Airlangga University in 2016 is ranked second belowfaculty of Veterinary Medicine Gajah Mada University, but the number of prospective students admitted by Faculty of Veterinary Medicine Airlangga University was in the highest rank, namely 284 people and 45 students admitted in Education Outside Domicile (PDD) of Faculty of Veterinary Medicine in Banyuwangi. To recruit prospective students,the faculty has put some efforts in several ways, namely 1). by promotion about the profile of Faculty of Veterinary Medicine Airlangga University to high schools through their alumni who have been admitted as students at Unair, 2). with the website accessible by all prospective students. Meanwhile, the number of prospective students wasin the first place, this is in accordance with the 2016 quota as much as 300 persons. This will be divided into five parallel classes consisting of 4 regular parallel classes 15 P a g e

22 and 1 international class.thus, the increasing workload for lecturers in Faculty of Veterinary Medicine Airlangga University is the impact. 16 P a g e

23 VII. PERFORMANCE INDICATOR STUDY PROGRAM Baseline 2016 Target Target Target Target Indicators (2015) Measurement Methods Reference Target Achieve ment (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) HUMAN RESOURCES Proportion of Professors (%) Proportion of professors (including interfaculty professors) compared BAN-PT, to total number of full time lecturers of last year RenstraKetenagaa n UNAIR Number of Foreign Professors (persons) Number of foreign professors designated with Rector s decree QS Proportion of lecturers with S3 qualification Proportion of number of full time lecturers with S3 qualification (%) (excluding Sp2) compared to total number of part time lecturers of Real workload of lecturers per semester (sks) last year Average workload of lecturers per semester counted from real workload of Tridarma activities and management. This considers all study programs on all levels (not only bachelor s degree program) GRADUATES Proportion of on-time graduates (%) Average proportion of graduates with study time < 4 years during the last three years 17 P a g e BAN-PT, RenstraKetenagaa n UNAIR Proportion of graduates with GPA 3.5 (%) , Average proportion of graduates with GPA 3 during the last three BAN-PT years Proportion of graduates with GPA 3 (%) Average proportion of graduates with GPA 3 during the last three BAN-PT years Proportion of on-time thesis completion (%) Average time to complete thesis 1 semester during the last three BAN-PT years Proportion of graduates with waiting period Average proportion of graduates with waiting period 6 months BAN-PT of 6 months (%) during the last three years Proportion of graduates with waiting period Average proportion of graduates with waiting period 3months BAN-PT of 3months (%) during the last three years Proportion of graduates with ELPT 450 (%) Average proportion of graduates with ELPT 450 during the last three years BAN-PT Average first salary of graduates (IDR) 2900k 3000k 2900k 3000k 3500k 4000k 4500k Average first salary of graduates during the last three years BAN-PT Proportion of graduates working in multinational enterprises (%) Average proportion of graduates working in multinational enterprises QS during the last three years Proportion of graduates becoming entrepreneurs Average proportion of graduates becoming entrepreneurs during the last three years BAN-PT ACADEMIC MANAGEMENT Accreditation of Study Program A A A A A A A Accreditation of study program according to SK BAN-PT of last year IKU Dikti BAN-PT BAN-PT

24 Proportion of drop out students (%) Number of drop-out students compared to student body of last year BAN-PT Satisfaction index on lecturers performance Average of student satisfaction index toward lecturers performance (both courses and practicums) measured with standard instrument from BPM during the last three years BAN-PT Satisfaction index on academic service performance Average student satisfaction index toward academic servicemeasured BAN-PT with standard instrument from BPM during the last three years Satisfaction index from first-year students Average student satisfaction index of first-year students measured BAN-PT with standard instrument from BPM during the last three years Number of staff exchange abroad (persons) Number of lecturers of Universitas Airlanggadoing internship or QS, IKU Dikti training, sandwich, research at university abroad on the last year Number of staff exchange to Universitas Number of lecturers from university abroad doing internship or QS Airlangga(persons) training, sandwich, research at Universitas Airlangga on the last year Number of student exchange abroad Number of students of Universitas Airlanggadoing internship or QS, IKU Dikti (persons) training, sandwich, research at university abroad on the last year Number of student exchange to Universitas Number of students from university abroad doing internship or QS Airlangga(persons) training, sandwich, research at Universitas Airlangga on the last year AEE (%) Average number of students graduates compared to number of student body during the last three years BAN-PT STUDENT AFFAIRS Competitiveness of new student (%) Average number of enrolled students compared to those applied BAN-PT during the last three years Proportion of new students from outside East Java Average number of new students from outside East Java compared to those enrolled during the last three years UNAIR Proportion of foreign students (%) Number of foreign students taking double degree program compared QS, BAN-PT, IKU to those of student body during the last three years Dikti Proportion of economically poor students Average proportion of active students with parents having less than IKU Dikti (%) IDR 2 million income per month during the last three years Proportion of students granted scholarship Average proportion of active students receiving scholarship during IKU Dikti the last three years Number of students published research Number of students research (excluding thesis) which is published UNAIR (excluding thesis) 6 on both scientific journal or national/international seminar RESEARCH, PUBLICATIONS, COMMUNITY SERVICE, AWARDS AND COOPERATIONS Research/lecturer/year with national funding (title/lecturer/year) Average number of research per active lecturers with national funding during the last three years QS, BAN-PT, IKU Dikti Research/lecturer/year with international funding (title/lecturer/year) Average number of research per active lecturers with international funding during the last three years QS, BAN-PT, IKU Dikti Publication/lecturer/year on national journal (title/lecturer/year) Average number of publications per active lecturers on national journal during the last three years QS, BAN-PT, IKU Dikti Publication/lecturer/year on international Average number of publications per active lecturers on international QS, BAN-PT, IKU journal (title/lecturer/year) journal during the last three years Dikti 18 P a g e

25 Publication/lecturer/year on national proceeding (title/lecturer/year) Average number of publications/active lecturers on national proceeding seminar during the last three years UNAIR Publication/lecturer/year on international proceeding (title/lecturer/year) Average number of publications/ active lecturers on international proceeding seminar during the last three years Community service/lecturer/year Average number of community services/ active lecturer during the (title/lecturer/year) last three years Number of students involved in lecturers Average number of students involved in lecturers community community service (students/year) services during the last three years Number of students thesis integrated with Average number of thesis integrated with lecturers research during lecturers research (title/year) the last three years Registered patents/copyrights (number) Number of cumulative patents/copyrights registered during the last three years National award received by Cumulative number of awards/recognition of achievements received lecturers(number) by lecturers from Tridarma activitiesproven with legal documents International award received by lecturers (number) Number of lecturers as reviewer of national journal (persons) Number of lecturers as reviewer of international journal (persons) Number of patents/copyrights from lecturers research (number) from national institutions during the last three years Cumulative number of awards/recognition of achievements received by lecturers from Tridarma activities proven with legal documents from international institutions during the last three years IKU Dikti, UNAIR BAN-PT BAN-PT BAN-PT Number of lecturers as reviewer of national journal on the last year UNAIR Number of lecturers as reviewer of international journal on the last year Cumulative number of patents/copyrights from lecturers research achieved during the last three years QS, BAN-PT, IKU Dikti UNAIR QS QS QS Number of research-based community service (title/year) Number of community services from lecturers research performed during the last three years UNAIR 19 P a g e

26 VIII. ANALYSIS OF PERFORMANCE ACHIEVEMENT The targets of the performance indicators of the study program (S1) of Veterinary Medicine are implementing a competency-based curriculum, improving the quality of learning and developing students soft skills. Therefore, Performance Achievement Indicators are made with regard to the targeted indicators. In 2016 several indicators have been achieved, for example the increased proportion on professors and increased students GPA above 3 exceeding60%, the lecturer performance satisfaction index is above 3.3 indicating that the learning process runs well. Indicators unsuccessfully achieved are the low contribution amonglecturers in international publications, due to the intense competitionmaking it difficult to penetrate reputable international journals. The number of patents and copyrights has not reached the target due to the patents registration process involving a relatively long time and alsoquite complicated requirements. The efforts from FVM at Universitas Airlangga in achieving accredited national publications and the international onesare allocating a budget at RKAT to fund scientific articles and the submission of patent process and brand patents from the results of research by lecturers. 20 P a g e

27 IX. DEVELOPMENT PLAN No Table 9.1. IFE Matrix Key Internal Factor Weight (%) Rating (1, 2, 3, or 4) Weighted Score Rating Guideline Accreditation of excellent study programs (national and international) : National accreditation A and internationally accredited 3: National accreditation A 2: National accreditation B 2. Student Diversity (geographical distribution of students origin) 3. Students achievements (their highest achievement) 4. Publication and positive exposure of study program on media (except social media) 5. Student competitiveness (number of applicants divided by students admitted in the last three years) 6. AEE of study program (last 3 years) 7. Length of study (years) 8. Lecturer s research integrated with student s thesis 9. International journal publication from lecturers of study program 10. National journal publication from lecturers of study program 1: National accreditation C or not accredited : students from outside East Java 30% 3: 25% students from outside East Java <30% 2: 20% students from outside East Java <25% 1: students from outside East Java < 20% : Achievement at international level 3: Achievement at national level 2: Achievement at province level 1: Achievement at university level : international media 3: national media 2: local media 1: warta UNAIR : Competitiveness 5 3: 4 Competitiveness< 5 2: 3 Competitiveness< 4 1: Competitiveness< : 20% AEE 25% 3: AEE > 25% or 15% AEE < 20% 2: 10% AEE < 15% 1: AEE < 10% : X 4 3: 4 < X 4,5 2: 4,5 < X 5,0 1: X > 5, : more than 5 students 3: 4 5 students 2: 3 4 students 1: less than 3 students : > 6 International publications 3: 4 <International publications<6 2: 2 <International publications<4 1: < 2 International publications :> 6 National publications 3: 4 <National publications<6 2: 2 <National publications<4 1:< 2 National publications TOTAL P a g e

28 Table 9.2. EFE Matrix No Key External Factor Weight (%) Rating (1, 2, 3, or 4) Weighted Score Rating Guideline International Cooperation (MoU) : International cooperation> 4 3: 3 International cooperation 4 2: International cooperation< 2 2 National Cooperation (MoU) 3 Potential funding from external parties 4. Ability to adapt to national/regiona l/ global situations 5. The only study program with graduates able to immediately continue their veterinary master's degree studies simultaneously with coassistant time (profession) 6. The study programwith curriculum controlled by veterinary associations at national and international levels 7. The study program whose curriculum is a combination of the veterinary medical field and animal husbandry 1: No international cooperation : National cooperation> 5 3: 4 National cooperation 5 2: 3 National cooperation 4 1: No National cooperation : academic, business and government (ABG) 3: two of academic, business or government 2: one of academic, business or government 1: none : Able to adapt to national/regional/global situations 3: Able to adapt to national/regional situations 2: Able to adapt to national situations 1: Unable to adapt : The study program graduates bachelor s degree and profession simultaneously continuing master program at the same university 3: The study program graduates bachelor s degree and also graduating profession education at the same university 2: The study program graduates bachelor s degree but graduating profession education on other university 1: The study program graduates bachelor s degree without graduating professioneducation : the study program with curriculum controlled by veterinary associations at international and national level 3: the study program with curriculum controlled by veterinary associations at Asian and national level 2: the study program with curriculum controlled by veterinary associations at South East Asia and national level 1: the study program with curriculum controlled by veterinary associations at national level : the study program with curriculum on veterinary medical field and animal husbandry with completefacilities 3: the study program with curriculum on veterinary medical field with complete facilities 2: the study program with curriculum on veterinary medical field with incomplete facilities 1: the study program with curriculum on veterinary medical field with very incomplete facilities TOTAL P a g e

29 The mapping the total weighted IFE score (Table 9.1) and EFE (Table 9.2) in the IE Matrix shows that study programs (S1) of FVM is in area I (Figure 9.1) considered to be in the grow and built level, so expanded development programs need to be planned, with focusing on excellence at national and international levels. EFE total weighted scores IFE total weighted scores I II III IV V VI VII VIII IX Figure 9.1 Internal and External Matrix for Development Plan of Study Program (S1) FVM = level grow and built = level hold and maintain = = level harvest or divest The 5-year development program plan is organized using the diamond strategy including 5 elements, namely arenas, vehicles, differentiators, staging and pacing, and economic logic. Arenas: improving internal quality continuously and through collaboration with reputable universities in other countries Vehicles: improving the quality of human resources and the teaching and learning process through excursions and international seminars, improving the quality of collaboration with universities from other available countries, also adding similar collaborations in all fields. Differentiators: building a brand image of study programs with distinctiveness adjusted to the progress of science, stakeholder/industry needs and promoting the brand image to the general public, including stakeholders. Staging and pacing: improving internal quality to be carried out continuouslyadjusted to the progress of science and market needs. This includes improving the quality of human resources, the quality of the learning process, as well as the quality of infrastructure. In 2018 it is expected that the quality of human resources and infrastructure will be better prepared for increased collaboration with reputable universities from other countries. In 2019 international promotions can get started. Economiclogic: excellent quality that can be continuously maintained to create a brand image known nationally and internationally. The more excellent the study program, the higher the competitiveness of student admission and the more qualified the graduates. 23 P a g e

30 Roadmap Development in the Grow and Built Area Undergraduate Study Program Faculty of Veterinary Medicine 24 P a g e