Evaluation on the administrative staff of the economics department is carried out twice a year, at the end of the odd and even semesters. There are five services that are evaluated every semester, namely the academic services, financial support services, student services, facility services, and student information system unit services. The five services require evaluation to maintain and improve service quality.
The performance of administrative staff has continued to improve every semester. It is considered good with an average of more than 3 per semester. From all of the services, the academic services and academic services are the services that are considered to increase every semester. Performance of the administrative staff is assessed based on the ease, speed, and proficiency in services related to the students' needs.
The performance of the head of department is evaluated every semester. The evaluation was carried out using a scale of 1-4, with categories 1 poor, 2 fair, 3 good, and 4 excellent. It is useful for maintaining the performance of the head of department in managing and developing the department. This evaluation uses several indicators, with 7 main indicators. The following are the performance indicators of the department heads.
In general, the performance of the department head is good, the average is above 3. The points on the performance of the department head (strategy and vision, leadership in research, leadership in community service, collaborative transformational leadership, leadership in teaching processes, interpersonal skills, fair and efficient management) seen from each semester, the graph shows that there is an increase in the next period. Leadership in community service becomes the performance with the highest score every semester.
This survey is conducted annually to evaluate the performance of the graduates. There are six categories for this evaluation, ie integrity, professionalism, knowledge, leadership, team working, and foreign language including English. Evaluation of integrity aspects includes an assessment of the graduate's identities in their job. The assessment is illustrated from several aspects that are asked to stakeholders, ie discipline, honesty, work motivation and work ethics. Moreover, the aspects of professionalism and knowledge are at the time to identify the readiness of graduates to work. Specifically, the questions include some components such as the ability to implement their skills or science in work, work productivity, innovation, the ability to solve problems at work, the ability to adapt to the work environment and regarding responses to market needs. Furthermore, this evaluation used 1 to 4 scale, ie 1 is poor 2 is fair, 3 is good and 4 is excellent.
Bachelor Degree of Economics Program
The bachelor's degree in economics program is rated as good-excellent (scale above 3.00) in terms of integrity (ethics and morals), professionalism (skills in the field of science), knowledge, leadership, team working, and English language skills. Seen from each semester has a positive trend, which is constantly increasing even though it is not significant.
Master of Economics Program
The graph above presents the types of abilities of alumni of the Master of economics program that stakeholders have assessed as good and very excellent-indicated by an average score that is continually increasing (above 3.00). It means that the quality of graduates of the economics degree program each semester is improving.
Doctoral of Economics Program
There is a tendency to increase stakeholder satisfaction for Doctoral graduates in economics programs, as seen in the graph above. The evaluation of stakeholder satisfaction with graduates has been achieved following the expected results, with an average yearly score above 3.00.
Evaluation on the lecturer's performance in supervising the student's thesis is carried out every semester regularly. This evaluation is very useful in understanding the perceptions of the students during their study. Students as respondents provide an assessment through a questionnaire in the online cybercampus system. There are ten questions for this evaluation including the supervisor's roles in: (1) formulating the title of the thesis; (2) directing students on how to trace scientific information (printed and electronic); (3) directing students to write a thesis in good and correct language; (4) directing students to write a thesis according to applicable guidelines; (5) directing students to carry out research according to the proposal; (6) solving problems in the implementation of thesis research; (7) accessing the thesis research facilities; (8) finishing the thesis on time; (9) publishing the results of theses into a reputable journal; and (10) assisting the thesis according to the lecturer's expertise. Furthermore, this evaluation used 1 to 4 scale, ie 1 is poor 2 is fair, 3 is good and 4 is excellent.
Bachelor Degree of Economics Program
In general, the evaluation of the final thesis supervision of the bachelor of development economics program shows good results because it has an average score of above 3. Although in the odd semester 2020/2021 it has decreased. This is based on the role of the lecturer in guiding the thesis in good condition.
Master of Economics Program
In general, the evaluation of the final thesis supervision of the master of economics program shows good results because it has an average score of above 3. This is based on the role of the lecturer in guiding the thesis in good condition. In the odd semester 2020/2021 it has decreased, but there is an increase in the next period.
Doctoral Degree of Economics Program
In general, the evaluation of the final thesis supervision of the doctoral degree of economics program shows good results because it has an average score of above 3. This is based on the role of the lecturer in guiding the thesis in good condition. Seen from each semester, the graph shows that there is an increase in the next period.
Evaluation on the student's learning experiences is carried out every semester regularly. This evaluation is very useful in understanding the perceptions of the students during their study. Students as respondents provide an assessment through a questionnaire in the online cybercampus system. There are four components for this evaluation:
student's attributes including the role of curriculum and learning programs in improving student's skills such as the abilities of analysis, submission of opinions in writing and oral, information technology, team working, self-management (eg time management), and personal development;
the role of lecturers in the learning process (in general) including the ability of the lecturers in motivating their students to complete their studies well, transferring the knowledge, encouraging students to be active in the class, guiding the students to finish their thesis, and assisting the students as a lecturer guardian;
resource supports in learning processes such as library facilities, internet connections, learning media, as well as academic and financial services;
student affairs and others including the facilities provided by the university to improve their talents, interests, and critical thinking.
This evaluation used 1 to 4 scale, ie 1 is poor 2 is fair, 3 is good and 4 is excellent.
Bachelor Degree of Economics Program
The chart illustrates that students of the Bachelor of Economics Program have had a good learning experience during their studies, although there was a decline in Graduation I 2020/2021. The decline was due to the unprepared infrastructure to support learning in the pandemic era and is still in the adjustment phase. However, in the next period, it experienced an increase again, supported by learning facilities and infrastructure readiness.
Master of Economics Program
The chart illustrates that the students of the Master of Economics Program had a good experience during their study for all those criteria. This was because the average score of each category was more than 3.00 indicating a good-excellent perception. The graph shows that there is an increase in the next period.
Doctoral of Economics Program
The learning experience of the Doctoral of Economics program presented in the graph above shows that each category has an excellent average score, more than 3.00. Overall, there is no significant decrease from each semester. Each of these categories' average value is on a scale of 3, namely good. It means that the four components, which are student attributes, the role of lecturers in the learning process, student affairs, and others, are beneficial for Doctoral program students.
Evaluation on the performance of lecturers in guardianship (as guardian lecturers) is carried out every semester regularly. This evaluation is very useful in maintaining the quality of guardianship activities that supports teaching and learning activities. Students as respondents provide an assessment through a questionnaire in the online cybercampus system. The components included in the assessment are whether the guardianship and guidance carried out by the lecturer is beneficial in: (1) academic planning and the courses selection, (2) solving student's academic problems, (3) solving student's non-academic problems, ( 4) giving motivation to students, and (4) monitoring thesis or final assignments. This evaluation used 1 to 4 scale, ie 1 is poor 2 is fair, 3 is good and 4 is excellent.
Bachelor of Development Economics Program
The results of the evaluation given by bachelor degree students in economics program showed that the role of the lecturer in these various components is between good-excellent, with an average value of each component is above 3. The highest score was reached by the indicator stating that the lecturer guardianship is useful in student's academic planning, solving their academic problems, and giving the motivations respectively.
Master of Economics Program
Overall, the master of economics students gave a good/excellent mark to their lecturer as a guardianship since the scores were more than 3.00. They claimed that the guardianship was useful in student's academic planning, giving motivation to the students, and solving student's academic problems respectively.
Doctoral of Economics Program
The role of lecturers in guardianships to the doctoral students in economics was very good. This was because the average of all those criteria got a high score, ie more than 3.00 meaning that was good or excellent. The students appreciated them because they were very helpful in student's academic planning, solving the student's academic problems, and giving motivations to students respectively.
Evaluation of lecturer performance in the process of teaching and learning activities is carried out every semester regularly. This evaluation is very useful in maintaining the quality of teaching and learning activities in the academic stage. Students as respondents provide an assessment through a questionnaire in the online cyber campus system. The performance of the lecturers is evaluated by three categories, ie lecturer a planner, an executor, and an evaluator in teaching and learning activities using scale 1-4; 1 is poor, 2 is fair, 3 is good and 4 is excellent.
Bachelor of Development Economics Program
In general, the performance of bachelor of development economics program lecturers during that period was included in the good category because they had an average score of 3. The figure shows an increasing trend. This means that the bachelor of development economics program lecturers have more capabilities in executing, planning, and evaluating lecture activities. During the transition period of the 2019/2020 odd semester to the next semester, the performance of lecturers tends to have good performance in the pandemic era. The infrastructure is ready to facilitate students and lecturers, for example, with the “HEBAT UNAIR” e-learning web as a forum to implement online learning. Furthermore, the result indicates that the online learning used by the department effectively supports the teaching process in the pandemic era.
Master of Economics Program
In general, the performance of lecturers in the Master of Development Economics program shows that a trend continued to increase during that period, with the average for each component being above 3. Based on the figure, it can be said that the lecturers were outstanding in implementing, evaluating, and planning courses respectively. During the transition period in the pandemic era, lecturers' performance was still good, supported by the "HEBAT UNAIR" e-learning web. Furthermore, these results indicate that online learning with the web is used by majors effectively in the teaching process in the pandemic era.
Doctoral of Economics Program
The overall performance of lecturers in the Doctoral Program in Development Economics can be seen as the trend during that period always increases with the average for each component being above 3. The graph shows that there was an increase in the next period. The lecturers are very good at implementing, planning, and evaluating. Supported by ready infrastructure, namely “HEBAT UNAIR” e-learning, students and lecturers can easily do online learning in the pandemic era. Furthermore, these results indicate that online learning used by majors effectively supports the teaching process in the pandemic era.