\chapter{\bf PROGRAM EDUCATIONAL OBJECTIVES}
\label{CHAP:PROGRAM EDUCATIONAL OBJECTIVES}


\section{Mission Statement}
\label{SEC:Mission Statement}
\textbf{\underline{Not yet submitted}} for Readiness Review.


\section{Program Educational Objectives}
\label{SEC:Program Educational Objectives}
The program educational objectives of the EESP are as follows:
\begin{enumerate}
\item
The EESP graduates have a mastery in basic sciences and mathematics relevant to the basic competency in the field of electrical engineering (Basic Science Skills).
\item
The EESP graduates have an ability to anticipate, to formulate and to solve problems related to the field of electrical engineering (Professional Skills).
\item
The EESP graduates have the spirit of leadership and entrepreneurship, the academic attitude, and have an ability to compete to work in various sectors all over the world, especially in Indonesia and Asia-Pacific region (Entrepreneur Skills).
\item
The EESP graduates have capability to continue their study to higher degree of education all over the world (Research Skills).
\end{enumerate}

These Program Educational Objectives are posted in the official website of the Department and also shown to visitors on standing banners in front of the Department's administrative office.


\section{Consistency of the Program Educational Objectives with the Mission of the Institution}
\label{SEC:Consistency of the Program Educational Objectives with the Mission of the Institution}
\textbf{\underline{Not yet submitted}} for Readiness Review.


\section{Program Constituencies}
\label{SEC:Program Constituencies}
At the time of what so called the era of ``disruption'', the era of the emergence of entirely new kinds of business like Uber and Airbnb, it is almost impossible to predict, who or what will be the EESP's main constituencies in the future when the graduates start to enter the job market. Therefore, it is important to strengthen the basics, especially mathematics, basic sciences and basic electrical engineering, and the spirit of entrepreneurship that will give the graduates a strong self-confidence to face the new challenging world, and then successfully create jobs at least for themselves, and also for others.

Relying merely on the traditional constituencies such as the state-owned enterprises in electrical power systems and electricity, telecommunication, general contractors and consultants, etc., has a potential to leave the graduates irrelevant in the future which is more dangerous than becoming out of job. The issue of relevance is the most important factor to be considered when stating the Program Educational Objectives above.

\section{Process for Review of the Program Educational Objectives}
\label{SEC:Process for Review of the Program Educational Objectives}
The EESP curriculum is subject to be reviewed periodically every five years since 1995. The process for review usually begins with a tracer study by surveying the alumnus's well-being and their views on the curriculum after they leave campus all that long. The alumnus's points of view are the most important consideration in the development of new curriculum. In the last tracer study in 2013, the alumni were asked what courses that they still remember after graduation. The alumnus's strong memory on specific courses indicates how important the courses are for them now, or how good the courses were delivered during their tenure as students in previous years.