Utilising AQAS 2021 Suggestions to Improve Postgraduate Primary Education Doctoral Programme Curriculum: Reflections from the Field

Mohamad Syarif Sumantri; Nur Latifah

doi:10.18535/ijsrm/v10i10.sh01

Abstract

This study seeks to analyse the doctoral programme curriculum in basic education, Jakarta State University, and follow up on the recommendations of the AQAS international accreditation agency as a standard curriculum requirement. The programme was evaluated by collecting, analysing and following up on information regarding the challenges and confidence on the ability to meet the curriculum requirements. Responses to indicators are presented with comparisons based on the characteristics of the components of the AQAS/EQF accreditation review. The findings focused on the documentation and assessment process. The most frequently reported challenges were lack of enthusiasm or support from staff and students; need for common understanding regarding the curriculum; and time constraints faced by teaching staff. Overall, the programme evoked a moderate level of confidence from the alumni and graduate community. However, the characterisation of the basic education curriculum could not be determined. The findings show that the basic education doctoral study programme requires support from teaching staff to reduce the burden of curriculum, especially courses that are adapted to Outcome-Based Education OBE. Likewise, students' perceptions of the lecture process using a student-active learning approach may influence some programmes, as well as the implementation of the 6Cs, especially foreign language communication competence, which is a challenge for faculty and teaching staff. Further research is imperative to determine how the programme addresses this issue, and explore whether study programmes may report differently on EQF indicators after completing an accreditation review. The findings may help the postgraduate education association evaluate the joint curriculum.

Keywords

curriculumEQFAQASbasic educationassessmentaccreditationA

References

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[refR-2] Bruce, S. and Bruce, W.; (2012); IS 2010 and ABET Accreditation: An Analysis of ABET. Accredited Information Systems Programs; J. Inf. Syst. Educ; Vol. 22(4)Google Scholar ↗

[refR-3] Carsten, B. & Jens, C. J.; (2020); Accreditation of higher education in Denmark and European Union: from system to substance? Qual. High. Educ; Vol. 26(1); 66–79Google Scholar ↗

[refR-4] https://doi.org/10.1080/13538322.2020.1729310DOI ↗Google Scholar ↗

[refR-5] European Association for Quality Assurance in Higher Education (ENQA). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015). Brussels: EURASHE, on behalf of the authors. Brussels, Belgium. 2015Google Scholar ↗

[refR-6] Eisner W, Elliot; (2001); The Educational Imagination: On the Design and Evaluation of School Programs; 3rd Revised ed. Edition. New York: PearsonGoogle Scholar ↗

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[refR-8] Hasan Al-Nashash et al.; (2014); Improving electrical engineering education at the American University of Sharjah through continuous assessment. This article was downloaded by: [Texas A&M University Libraries]. Publisher: Taylor & FrancisGoogle Scholar ↗

[refR-9] Jaime L. Maerten-Rivera, et al.; (2021); Challenges to Implementation of the Co-Curriculum in Accredited Pharmacy Programs; Am. J. Pharm. Educ. ; 85(5); 8301.Google Scholar ↗

[refR-10] Koehn, Enno Ed; (1997); Engineering perceptions of ABET accreditation criteria; J PROF ISS ENG ED PR. I; Vol. 123(2); 66. 5p. 6 Charts. DOI: 10.1061/(ASCE)1052-3928(1997)123:2(66).DOI ↗Google Scholar ↗

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[refR-13] Martino, A., Daniel, R., Silvia, S., Matteo, T.; (2019); Shadows over accreditation in higher education: some quantitative evidence; High. Educ. 79; 691–709 https://doi.org/10.1007/s10734-019-00432-1 Published online: Springer Nature B.V.DOI ↗Google Scholar ↗

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