Chapter III.B.2  REVISED INCEPTION PLAN
	  Strengthening the Existing Study Program:
	  ELECTRICAL ENGINEERING STUDY PROGRAM
      	  
As quoted from the Guidelines, this Chapter III.B.2 will describe briefly regarding the strategic issues, identified roots of the problems, alternative solutions, development of potentials, and targeted plans for quality improvement and problem alleviation as the final step of the self-evaluation process. The primary feature of this inception plan is the programmed activities that are remedies for the weaknesses and problems identified in the self-evaluation report. Each activity proposed will clearly indicate its relevance to the problems identified. Another important feature is that the activities are aimed to capitalize upon the potentials and opportunities identified and improvement of the performance and quality of the academic activities. All these activities should be derived from the identified strategic issues. Efforts to acquire additional resources, such as procurement of equipment, staff development, etc., will not be considered in this sense. Therefore the plan will only show the difference between the path of the development based on the regular own resources (b1) and the path of the development based on additional specific cooperation (b2) without loan.
Strategic issues
	As has been concluded from the SWOT and Force-Field Analysis in the previous Chapter III.B.1. (see page III.B.1-1 to III.B.1-4), there are 3 (three) major obstacles - among others - that are supposed to be controllable factors of  improving the quality of the Study Program, i.e.: 
•	The obsolescence of the laboratory equipment and laboratory course materials for advance laboratory courses,
•	Inadequate quantity of the laboratory equipment and laboratory course materials for basic laboratory courses, and 
•	The problem of teaching staff composition and qualifications,
In order to alleviate those obstacles as an effort for quality improvement, several strategic issues have been identified (including the background and rationale for each ) as follows:

•	Improving Relevance:
Since the last major procurement of laboratory equipment in 1985 when the Study Program moved from the old campus to the new campus, the laboratory courses - especially the advance Laboratory III and IV - have never been seriously updated. A plan should be proposed to improve, update and renew the quality of the modules, materials and delivery of these two advance laboratory courses, otherwise the graduates will not keep up with the progress of electrical engineering technology that is well known as accelerated very rapidly. The structure of the Study Program's curriculum requires 2 (two) different varieties of Laboratory III course depending on the Sub-Study Program chosen by the students, i.e. Laboratory III for TE students and Laboratory III for TT and TK students. Laboratory IV has 3 (three) varieties, each of which is provided for the TE, TT and TK students (see Section 11 Curriculum on page III.B.1-16 and Appendix III.39 on page III-Ap-21 for details). All of those 5 (five) different varieties of Laboratory III and IV are served by all laboratories except the Basic Circuit Laboratory (see Appendix III.37 on page III-Ap-20). 
The updating activity of the advance laboratory courses above should be backed-up by another activity that will deal with the development of new teaching materials for both the classroom and laboratory, such as the digital and cellular telephony, computer network, etc. Regarding the delivery method of these new teaching and laboratory teaching materials, a plan should be proposed to introduce new and sophisticated ways of teaching-learning process, such as the distance learning, Internet-based system.
Closely related to the updating plan above, a plan to enhance the students' additional skills and competencies should be proposed to improve the students' English competency, computer and Internet skills. The establishment of student workshop facilities is also a part of this plan. From the polling (see the analysis at the end of Section 2 Environmental Setting, page III.B.1-8 and Appendix III.10, page III-Ap-9) only about a little bit more than 10% of the students intended to work as entrepreneurs (8.71%) or free-lance workers (2.70%) after they graduate. Training programs should be proposed to enhance the students' personality and entrepreneurship as another part of the plan.
Another obstacle in terms of improving the relevance that should be relieved is the limited participation of external factors, especially the industrial world in the Study Program's educational process. An activity should be proposed to enhance the industrial relation in the area to include the development of industrial apprenticeship programs, the involvement of industries in the curriculum development and the development of industrial training and studies programs. 

•	Improving Academic Atmosphere:
One of many important aspects of improving the academic atmosphere is to create healthy relationship between staff-student, among staffs and among students. This relationship is perceived to be getting worse in the recent years because of the tight schedule of classes and laboratories. Regular academic meetings could alleviate this problem. The academic meetings are proposed to include the faculty and the teaching-assistants meetings, "academic dialogue" meetings between staff and students, and laboratory meetings.
The improvement of academic atmosphere should also involve students. There should be proposed activities to enhance students' learning skills and reading habits, for instance. This activity can be proposed as a replacement of the "traditional" orientation program for new students. It is a well-known fact that most Indonesian universities still have serious problems in controlling the bad side effects of the "traditional" orientation program for new students.

•	Improving Efficiency and Productivity:
The quality of the classroom teaching and learning process are believed to be an important factor to improve the efficiency and productivity of the Study Program. Proposed activities related to the improvement of the classroom teaching and learning process include developing effective follow-up programs based on a class monitoring and evaluation system, teaching improvement workshops, repairing and maintaining classroom facilities, developing a competitive system to award teaching grants to performers, building a strong corps of teaching assistant through a tight mechanism of recruitment and training, etc. 
Basic laboratory courses - Laboratory I and Laboratory II - are served by 4 (four) laboratories out of existing 12 (twelve) laboratories. These four laboratories are Basic Circuit Laboratory, Radio Telecommunication and Microwave Laboratory, Electrical Machines Laboratory and Computer Software Laboratory (see Appendix III.37 on page III-Ap-20). The capacity of these laboratories needs to be expanded in order to accommodate the large population of students who take these two basic laboratory courses at the beginning stage of the education process. The curriculum structure of the Study Program requires all students to take these two basic laboratory courses (see Section 11 Curriculum on page III.B.1-16 and Appendix III.39 on page III-Ap-21 for details).
The composition and the qualifications of the active teaching staff and administrative staff are major obstacles the Study Program has to face in the situation where the pressure - both from the government and the surrounding community - to keep increasing the number of the enrolled students and opening new variety of study program is very high (see Section 7 Staff: Academic and Supporting on page III.B.1-13). A proposed activity should be carefully planned in order to alleviate this problem. This activity will include both degree training and non-degree training programs, both domestic and overseas, for the teaching staff as well as for the administrative staff. One of the features of this proposed activity is the "sitting-in" program that will allow a number of teaching staff to actually participate in other universities' (in the country or abroad) similar classes. This program is expected to improve their own classes back home.

•	Improving Access and Equity:
The increasing enrollment of female students year after year has shown that the Study Program has no problem of access and equity in terms of gender issues (see Section 5 Students on page III.B.1-10). However; as clearly described in Section 2 Environmental Settings on page III.B.1-8 and Section 9 Students on page III.B.1-10, the access of potential students from remote areas and less economically advantageous families is rather questionable. The polling recently conducted has shown that only 13.76% of students came from the eastern region of Indonesia outside the province of South Sulawesi (see Appendix III.10 on page III-Ap-9). This fact has supported the data on the student composition based on the places of origin described in the Appendix III.21 on page III-Ap-13. 
In order to make a better distribution of students based on the their places of origin, an aggressive recruitment program should be proposed. This program will be focused on recruiting students from remote areas in the eastern regions of Indonesia and the surrounding rural areas in the province of South Sulawesi. It is believed that this "reach-out" program will improve the access and the equity of the Study Program in terms of places of origin of the students. At the same time, this will also improve the access and equity of potential students with a less economically advantageous background.

•	Improving Internal Management and Organization:
As has been discussed in Section 6 Internal Management and Organization on page III.B.1-10, the Study Program has been very difficult to manage mainly because of its overgrown size. Developing an integrated computer-based management information system is believed to be a way-out to ease the difficulty. This program development activity is proposed as an effort to improve the internal management of the Study Program.
Another proposed activity in order to improve the internal management system of the Study Program is to develop an effective monitoring and evaluation system of the classroom and laboratory teaching-learning process to support the activities to improve the relevance, the efficiency and the productivity of the Study Program as described previously in the preceding sections.

Roots of the Problems
It is conceived in Chapter III.B.1 (see Conclusion on page III.B.1-1 to III.B.1-4), the size of the Study Program has far outgrown its capacity so that the degradation of quality is inevitable. The size means the cumulative effect of the student population, the new curriculum with three Sub Study Programs and the opening of non-regular programs such as the D-3, the Extension and the Graduate School of Engineering, and the capacity is measured mainly by the quality and the quantity of the staff and laboratories. The main cause of this problem was the previous project, i.e. the Engineering Acceleration Project (Proyek Percepatan Insinyur), which was not designed to be sustainable.

Alternative Solutions
	The obvious alternative solutions to the roots of the problem above are either reducing the size or increasing the capacity or both at the same time. It should be realized that the size of the Study Program could not be reduced in one night. Regarding the student population, for instance, the Study Program has appealed to cut the number of new student enrollment for many years, but the central authority has never granted permission to do so. Only recently, in the guidelines of UMPTN 2001 it is stated that the capacity of this Program Study is only 120, which is down 60% out of usual given number, i.e. around 200. But, even if they keep the number steady for four years in a row, the real effect of this size reduction program will occur five years from now.  Closing-down varieties of non-regular programs - especially D3 Program - also needs time. Down-sizing of the curriculum needs careful study and planning. The Study Program just recently made slight changes of its 1995 curriculum that will be effective from 2001 until 2006.
	The simplest way of increasing the capacity is a re-capitalization program by investing a considerable amount of money for laboratory renovation and staff development, but this will not be considered at this point. There should be some other way around this problem, firstly, developing the inner-potentials and secondly looking around any available resources in the environment

Development of Potentials 
	The greatest potential of the Study Program is the student body. They have been selected by 1 to 10 competition (Section 5 Students on page III.B.1-10 and Appendix III.24 on page III-Ap-14), which will be even tougher if the number of new-student enrollment in the UMPTN is reduced starting this year. The most important thing is to know the students' basic motivation in entering the electrical engineering education world. For instance, in terms of place of their works in the future, do they prefer to work in the surrounding area, or to leave to find their living somewhere else. This motivation will determine the linkages with industry the Study Program has to build, in order to improve relevance. A survey for this purpose has been conducted recently (see Appendix III.10 on page III-Ap-9), and the results are very useful in supporting the proposed plan.

Development based on Regular Own Resources:
1.	Increasing the allocated budget of students’ tuition from 39.37% (see Section 12 Funding on page III.B.1-17) to around 60% to 70%. This incremental income could be used as an additional resource for the routine operating cost and the laboratory facilities maintenance.
2.	Creating laboratory oriented Skripsi topics and Student Practical Training programs to develop internal capability for building laboratory modules.
3.	Developing internal competence in implementing laboratory equipment’ maintenance and repair work.
4.	Creating study groups of lecturers and students to develop software, which could be used by other institutions. 

Development based on External Resources:
1.	Supporting Governments’ Certification body, in certifying the local Construction and Engineering companies.
2.	Serving the industrial technicians with professional short-courses as an effort to improve their knowledge and capability. 
3.	Developing collaboration in joint-research programs with state-owned enterprises and government institutions such as the Electric Power Company PLN, telecommunication companies (TELKOM, INDOSAT, etc.), industrial companies like Tonasa Cement Industry, BAPPEDA (local government planning agencies) and private companies such as INCO, Bosowa Cement, BSU Flour Mills, especially in the electrical energy, telecommunication and computer hardware and software fields.
4.	Developing linkages with surrounding industries in order to make use of their facilities and or donation of their equipment as laboratory equipment.
5.	Developing curriculum with the participation of the industrial world.

(c)

(b2)

(b1)

(a)

With SE+Additional SC (b2)

With SE+Regular Own Resources (b1)

2005

2004

2003

2002

2006

2001

Without SE Report (a)

The CAPACITY

The QUALITY

The SIZE

Inception Plan

(c)

Figure III.B.2-1. The statement of purpose of the proposed plan
a.	Without SE Report
b1. SE with regular own resources
b2. SE with additional specific cooperation
c.	SE with TPSDP

Targeted Plans for Quality Improvement and Problem Alleviation
	The targeted plans for quality improvement can be illustrated as shown in Figure  III.B.2-1. The 2 (two) major actions believed to be essential in assuring the quality improvement are reducing the size and increasing the capacity. Those are necessary, while at the same time, potential are developed as previously, to give the sufficient condition to the improvement process.
	The size reduction plan consists of 2 (two) major actions, i.e. the down-sizing of the student population up to 60% in 4 (four) years by reducing the new-student enrollment up to 40% starting the academic year of 2001-2002, and the phasing-out of D3-Program in 3 (three) years after the approval (maybe next year). The remainder of the D3 students (if any) will be recommended to transfer to the Extension Program. The size reduction can be done also by trimming the curriculum, but this will be planned by the active participation from the industry and the other stakeholders.
	The increment of the capacity throughout the years will follow the 2(two) paths of development, i.e. with own regular resources only (curve b1) and with additional special cooperation with the external parties (curve b2).

The targeted plan as plotted at figure III.B.2-1 can be achieved by the following explanation :

•	The targeted plan to fulfill curve b1, can be achieved by :
1.	The new enrolled students will be reduced by 40% within 4 years.(around 10% per year)
2.	Phasing out certain study programs, such as D3 programs at least in 3 years and the left over will be dropped out or shifted to Electrical Engineering Extension programs.
3.	To recruit new post graduates lecturers through regular recruitment system, proportional to the rate of retired of lectures.
4.	To optimize the laboratory activity by rearranges the time schedule, starting at the year of 2002.
 
•	The targeted plan to fulfill curve b2, can be achieved by:
1.	To make use of non-university electrical engineers as Skripsi supervisor, starting at the year 2002.
2.	MOU with certification body, to be signed  at least by early 2003
3.	Serial short courses to be implemented twice a year starting 2003, make use the midterm vacation. 
4.	To create linkages with government and industry at the latest by end of 2002.