2.9 - On-Going Monitoring and Periodic Review of Programs

Unmul maintains a structured and well-documented program monitoring and review system as part of its institutional commitment to continuous quality improvement in higher education. This system is designed to ensure that all academic programs remain current, effective, and aligned with both national regulations and international quality standards, including the European Standards and Guidelines (ESG). The monitoring system follows a cyclical process that includes planning, implementation, review, evaluation, and continuous enhancement. It is guided by the institution’s internal quality assurance framework under the coordination of LPMPP (Lembaga Penjaminan Mutu dan Pengembangan Pembelajaran), which plays a strategic role in establishing quality benchmarks and review procedures across all academic programs.

At the core of this system are clearly defined Key Performance Indicators (KPIs) that reflect the institution’s academic priorities, such as student learning outcomes, graduate employability, academic staff qualifications, research outputs, and stakeholder satisfaction. These KPIs are evaluated regularly through internal quality assessments and are adjusted as necessary to align with evolving educational goals and societal needs. For instance, program outcomes are reviewed against national education standards (SN-DIKTI) and global trends in higher education. The evaluation results, particularly those gathered from students and alumni over the past three years, are presented in Annex 15 – Evaluation Results of Students and Alumni of the Past 2–3 Years.

Stakeholder participation is embedded in the monitoring and review cycle to ensure the relevance and effectiveness of academic offerings. Faculty members, program heads, students, alumni, and industry representatives are all actively involved in discussions concerning curriculum development and program relevance. These stakeholders are engaged through surveys, tracer studies, academic forums, curriculum workshops, and review panels. This inclusive and collaborative approach supports informed decision-making and reflects the institution’s commitment to transparency and shared responsibility in academic governance.

1. Audit and Evaluation Determination
Audit and evaluation mechanisms at Universitas Mulawarman are structured to ensure that academic programs are periodically and systematically reviewed using both internal and external quality assurance procedures. Internally, LPMPP coordinates program evaluations based on institutional policy that outlines the frequency, scope, and methodology of assessments. Each academic program is expected to undergo a comprehensive review at least once every five years, with additional mid-cycle evaluations conducted to monitor specific indicators or address emerging concerns. These evaluations involve document reviews, teaching assessments, stakeholder surveys, and performance analytics, forming a holistic view of program effectiveness.
External evaluations complement the internal audit process and are conducted by national and international accreditation bodies such as BAN-PT, AQAS, or ACQUIN, depending on the program’s disciplinary orientation and international aspirations. These external audits are rigorous, involving self-assessment report submissions, peer review visits, and interviews with stakeholders. Evaluation findings are documented in detailed audit reports and are followed up with institutional action plans and progress tracking. These follow-up processes are critical to closing the quality assurance loop and ensuring that recommendations lead to measurable improvements in teaching, learning, and program management.
Quality assurance committees at the university, faculty, and program levels play a central role in overseeing both internal and external evaluations. These committees ensure that the audit process remains objective, evidence-based, and aligned with institutional values. Data collection and analysis procedures are standardized across units to promote consistency, reliability, and transparency in reporting. The outputs of these evaluations, including recommendations and responses, are integrated into strategic planning processes, academic program adjustments, and resource allocation strategies. Evaluation documentation and reports, including survey results from the past three years, are available in Annex 15.

2. Controlling and Development
The results of audits and program evaluations are not merely archived but serve as catalysts for academic and institutional development. Universitas Mulawarman uses these findings to control and refine academic programs in a structured and responsive manner. Curricular updates and program revisions are guided by systematic review cycles that involve curriculum teams, academic senates, and faculty-based quality assurance units. This ensures that any identified gaps—whether in learning outcomes, course design, or instructional methods—are addressed promptly and effectively through a formal process.

The university has established procedures for initiating, approving, and documenting curriculum changes. These include the use of benchmarking matrices, competency mapping, and alignment with national qualifications frameworks (KKNI) and international standards. Student feedback and tracer studies, documented in Annex 15, have often highlighted areas for curricular enhancement, including digital literacy, soft skills, and entrepreneurial competencies. Such feedback has led to the inclusion of interdisciplinary electives, updated course syllabi, and the incorporation of project-based learning and real-world problem solving in classroom practices.

In addition, the institution regularly monitors labor market trends and industry requirements to ensure that academic programs are producing graduates with the knowledge and skills required in the workforce. Collaboration with professional associations and private-sector stakeholders contributes to the relevance and agility of academic content. University-wide initiatives such as curriculum mapping workshops and academic retreats provide opportunities for faculty to reflect on, debate, and revise course offerings. These mechanisms ensure that program development is both evidence-based and forward-looking.

3. National and International Benchmarking
Benchmarking plays a crucial role in maintaining and enhancing the academic quality of programs at Universitas Mulawarman. The institution engages in systematic benchmarking activities to compare its curriculum structure, academic policies, and graduate outcomes with those of reputable national and international universities. These comparisons are used to identify gaps, set performance targets, and adopt best practices in curriculum design, teaching methodologies, and student assessment systems.

National benchmarking typically involves comparisons with top-tier Indonesian universities based on national rankings and program accreditation levels. Internationally, the institution references models from ASEAN universities, as well as globally recognized institutions within networks such as the ASEAN University Network (AUN), UMAP, and Erasmus+. Benchmarking activities include curriculum mapping, credit load comparison, graduate tracer studies, and publication output assessments. The results are discussed in benchmarking reports that inform academic reform efforts.
The use of benchmarking extends beyond academic content and includes organizational practices such as faculty recruitment, assessment design, and graduate supervision. In many cases, benchmarking results have led to tangible improvements, such as revisions in course structure to reflect global standards, alignment of credit hours with international equivalencies, and enhancement of learning outcomes to reflect 21st-century competencies. Collaboration agreements, joint research, and mobility programs with foreign institutions also provide benchmarks for curriculum relevance and global competitiveness.

4. International Accreditation Audit
Universitas Mulawarman actively participates in international accreditation processes to demonstrate its commitment to quality and global academic recognition. The institution has pursued accreditation from international bodies such as AQAS, ACQUIN, and ASIIN, particularly for its programs in education, engineering, and social sciences. These accreditations require a detailed self-assessment process followed by external peer reviews, during which programs are evaluated based on internationally accepted standards of academic quality, governance, student support, and learning outcomes.

The outcomes of these audits are used as tools for transformation, leading to measurable improvements in areas such as curriculum relevance, alignment with OBE (Outcome-Based Education), faculty development, and documentation of student achievement. Accreditation reports typically include commendations, recommendations, and conditions, all of which are systematically reviewed and acted upon. The institutional response to these reports is documented through quality improvement plans, timeline-based corrective actions, and regular progress updates submitted to the accrediting agencies.

In some programs, international accreditation has opened pathways for dual-degree offerings, joint research initiatives, and enhanced mobility opportunities for students and faculty. The experience also fosters a more global outlook within departments and reinforces the institution’s quality culture. Looking ahead, Universitas Mulawarman is expanding its efforts to include more programs under international accreditation frameworks and is currently preparing additional study programs for submission to international accrediting bodies.

5. Teaching and Learning Monitoring and Evaluation
Teaching and learning activities at Universitas Mulawarman are subject to ongoing evaluation through a combination of institutional instruments aimed at ensuring teaching effectiveness, relevance of content, and student engagement. These monitoring mechanisms include student evaluations at the end of each semester, classroom observations, peer reviews, and lecturer self-assessment reports. Students provide feedback on their learning experiences through online or paper-based questionnaires, which evaluate aspects such as instructional clarity, lecturer responsiveness, fairness of assessment, and the use of digital tools in learning. The data from these evaluations are compiled by the QA unit and reported to the program leadership.

Peer reviews are also conducted regularly as part of the professional development strategy, with faculty members observing one another’s teaching and providing constructive feedback. These reviews focus on pedagogical strategies, communication style, time management, and the ability to stimulate critical thinking and discussion in class. Combined with student evaluations, peer reviews provide a well-rounded picture of teaching quality. Results from both instruments inform faculty development initiatives, including workshops on student-centered learning, digital pedagogy, and curriculum internationalization.

Findings from teaching evaluations are systematically analyzed and used to inform institutional policy. For instance, student feedback collected in Annex 15 identified a need for greater consistency in grading criteria and clearer communication of assignment expectations. In response, several departments developed detailed assessment rubrics and conducted orientation sessions for faculty on grading standards. Additionally, teaching and learning innovation grants have been introduced to support lecturers in developing interactive and technology-enhanced learning modules, many of which have already been adopted across multiple programs.

6. Audit of Teaching and Learning Infrastructure
The institution recognizes that high-quality learning depends not only on curriculum and pedagogy but also on the availability and functionality of physical and digital infrastructure. As such, annual infrastructure audits are conducted to evaluate classrooms, laboratories, libraries, and campus-wide learning spaces. These audits assess the adequacy of equipment, accessibility, cleanliness, safety standards, and alignment with academic needs. Any deficiencies identified in the audits are addressed through strategic budgeting and renovation plans.

Digital learning infrastructure, especially in the post-pandemic era, has become a core component of the teaching environment. Universitas Mulawarman conducts periodic evaluations of its Learning Management System (LMS), bandwidth capacity, and support systems such as IT helpdesks and digital libraries. These audits are supported by user satisfaction surveys that gather input from both students and lecturers on system usability, accessibility, and responsiveness. Data from these evaluations are used to make decisions about system upgrades, software acquisitions, and user training.

Findings from the past two years have led to several key improvements, including the installation of smart boards in large lecture halls, procurement of new laboratory equipment for science and engineering programs, and enhanced integration of the LMS with academic records and communication systems. The annual infrastructure reports, along with user feedback summaries (see Annex 15), serve as critical input for planning and budgeting processes. The institution is also exploring hybrid classroom models and augmented reality (AR) tools to enhance future learning environments.

7. Audit of Leaders’ Key Performance Indicators (KPIs)
Academic leadership at Universitas Mulawarman is evaluated using a clearly defined set of Key Performance Indicators (KPIs) tailored to each leadership role. These KPIs measure performance in areas such as strategic planning, academic program improvement, quality assurance implementation, student outcomes, research productivity, and stakeholder engagement. The performance review process is managed by the Rectorate and coordinated by LPMPP, ensuring that evaluations are objective, evidence-based, and aligned with institutional goals.

Deans, heads of departments, and program coordinators undergo annual or mid-term reviews, where they report on their achievements, challenges, and plans for the upcoming cycle. These reviews are complemented by performance appraisals submitted by faculty and administrative staff within the unit. For example, if a program under a department’s leadership shows a consistent decline in graduate satisfaction or accreditation readiness, this would be highlighted in the review process. Conversely, significant achievements such as international partnerships or successful curriculum reforms are acknowledged and rewarded.

The results of leadership evaluations influence institutional decisions regarding promotions, assignments, and capacity-building programs. Leaders who demonstrate strong performance are often entrusted with managing cross-faculty initiatives or representing the university in national and international academic forums. Moreover, the KPIs for leaders are directly linked to the program review process, emphasizing the critical role that leadership plays in sustaining quality and driving academic innovation. All records of performance assessments and KPIs are centrally archived and referenced in strategic planning documents.

8. Satisfaction Survey (2021, 2022, 2023)
Satisfaction surveys are an essential feedback mechanism employed by Universitas Mulawarman to assess the quality of educational and support services from the perspectives of students and alumni. These surveys are administered annually by LPMPP, targeting current students across all study levels and recent graduates through tracer studies. The surveys cover various dimensions including course content, teaching effectiveness, administrative support, academic advising, campus facilities, and career services.

The analysis of survey data from 2021 to 2023, as presented in Annex 15, reveals a generally positive trend in student and alumni satisfaction, especially in areas such as faculty expertise, availability of learning materials, and the responsiveness of academic units. However, some recurring concerns have been identified, particularly regarding the reliability of the university's digital platforms, access to career counseling, and the flexibility of elective course offerings. These insights have led to concrete policy changes such as the enhancement of the university's LMS, the establishment of a dedicated career center, and the restructuring of elective course packages in several departments.

Survey findings are shared with faculty leadership and program teams through institutional reports and are discussed during semester evaluations and academic retreats. Action plans are developed and monitored to ensure that the necessary improvements are implemented. The institution also uses this feedback to inform its service charter and quality targets. Continuous refinement of survey instruments ensures they remain relevant and aligned with current educational trends and stakeholder expectations.

9. Future Directions for Program Review and Enhancement
Looking ahead, Universitas Mulawarman has outlined several strategic directions for enhancing its program review and quality assurance mechanisms. One of the primary goals is to integrate real-time data analytics into the monitoring process through the development of a centralized digital dashboard that tracks KPIs, stakeholder feedback, and program outcomes. This dashboard will provide faculty leaders and quality assurance teams with timely insights for making data-informed decisions and identifying areas that require immediate attention.

Another strategic focus is on strengthening the institution’s capacity to respond to global trends in higher education. Plans are underway to expand the integration of emerging technologies—such as artificial intelligence, simulation-based learning, and adaptive learning platforms—into academic programs. These innovations will not only modernize teaching practices but also improve learner engagement and personalized learning outcomes. Partnerships with industry will also be deepened to co-design curricula that reflect current labor market demands and support the employability of graduates.

Furthermore, the institution aims to increase the number of academic programs seeking international accreditation, thereby reinforcing its global competitiveness. International collaboration will continue to be a key pillar, with an emphasis on joint degree programs, academic mobility, and cross-border research. The future strategy also includes a stronger alignment of quality assurance processes with the Sustainable Development Goals (SDGs), ensuring that program development supports inclusive, equitable, and future-ready education. These forward-looking initiatives are designed to foster a resilient and globally responsive academic ecosystem.