Lecturer Evaluation on Teaching Process 

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, i.e. 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.

Lecturer Evaluation on Academic Counsellor

Evaluation on the performance of lecturers as academic counsellor 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 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, i.e. 1 is poor 2 is fair, 3 is good and 4 is excellent.

Evaluation on Student’s Learning Experiences 

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:

  1. 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 (e.g. time management), and personal development;

  2. the role of lecturers in the learning process (in general) including the ability of the lecturers in motivating their students to complete their study 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;

  3. resource supports in learning process such as library facilities, internet connections, learning media, as well as academic and financial services;

  4. 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, i.e. 1 is poor 2 is fair, 3 is good and 4 is excellent.

Lecturer Evaluation on Thesis Supervision 

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 ontime; (9) publishing the results of thesis into a reputable journal; and (10) assisting the thesis according to the lecturer’s expertise. Furthermore, this evaluation used 1 to 4 scale, i.e. 1 is poor 2 is fair, 3 is good and 4 is excellent.

Stakeholders’ Satisfaction Survey 

This survey is conducted annually to evaluate the performance of the graduates. There are six categories for this evaluation, i.e. 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, i.e discipline, honesty, work motivation and work ethic. Moreover, the aspects of professionalism and knowledge are aimed 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, i.e. 1 is poor 2 is fair, 3 is good and 4 is excellent.

Evaluation on the Head of Department 

The performance of the head of department is evaluated every semester. The evaluation was conducted using a scale of 1-4, with categories 1 less, 2 enough, 3 good, and 4 very good. 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 head.

Evaluation on Administrative Staffs 

Evaluation on the administrative staff of the department is carried out twice a year, at the end of the odd and even semesters. There are five sub-sections that are evaluated every semester, namely the academic sub-division, finance sub-division, student sub-division, infrastructure sub-division, and Information System Unit. The five sub-division require evaluation to maintain and improve service quality.