Preparation and implementation of quality assurance system based on accreditation of study programs in higher education

Abstract

This is a qualitative approach with the design of multi-case study using constant comparative  method of analysis. Theis study was aimed at describing  (1) preparation and implementation of quality assurance system of accreditation in higher education; (2) efforts to maintain and improve the predicate of accreditation in higher education; and (3) the impact of the quality assurance system of accreditation in higher education. This research was conducted in three universities in Poso and Palu, Central Sulawesi, Indonesia, which were  English Department at the Faculty of Education and Teacher Training,  Tadulako University,  Management  Department of the Faculty of Economics, Sintunuwu University, and  Panca Bhakti Higher School of Economics. The data was collected  by  documents, observations and interviews. The results of this study were: first,  The process of  quality assurance system of accreditation  was conducted  by: (1) preparing the accreditation process covering forming Time Task Force accreditation, disseminating sustainable, training preparation of the accreditation forms, composing manuscripts accreditation and the accreditation forms sent to the National Accreditation Board of Higher Education (BAN-PT), (2) applying the BAN-PT accreditation standards, according to the seven's BAN-PT standards accreditation, (3)  doing visitation, the study program with the preparation and implementation of accreditation visitation. Second, The efforts to maintain and improve the predicate of accreditation in higher education were: (1) comiting to quality institutional leaders. (2) changing the mindset of the implementation of accreditation. (3) establishing Internal Quality Assurance System (SPMI) study, and (4) maintaining  the accreditation  performance standards using  BAN-PT criteria. Third, the impact of the quality assurance system turned out to be: (1)  image enhancement  of the departments, better instructional document, and enhanced customer services, (2) full learning participation,  better the learning process, and  credible assessments. (3) better cultural values of the academia, better leadership, and  and better commitment to service improvement.