Chapter III B.1. REVISED SELF-EVALUATION REPORT
	  Strengthening the Existing Study Program:
	  ELECTRICAL ENGINEERING STUDY PROGRAM
      	  
Conclusion
 The Electrical Engineering Study Program of Hasanuddin University is one of the oldest Electrical Engineering Study Programs in Indonesia, and for more than a quarter of a century after its establishment in 1963 had been the only Electrical Engineering Study Program in the eastern part of the country. It used to have a high quality education system in the past, especially after it was enhanced by the 10-year-long project called the Engineering Acceleration Project (Proyek Percepatan Insinyur, PPI). After the project ended in 1996, its long history, the perseverance of the staff and its high quality have helped maintaining the performance of the Study Program up to a certain level. However, pressures from the central and local government and also the surrounding community to keep increasing the new student enrollment and opening a new study area or sub-study program beyond the Study Program's capacity have gradually degraded the quality it used to have in the past. 
During the last five years or so, the Study Program has received no major funding to upgrade the obsolete equipment of its 15 (fifteen) years old laboratories. The recruitment of new staff (especially teaching staff, teaching assistants and laboratory technicians) in the last 10 (ten) years has been going on very slowly so that it cannot keep up with the increasing student population and the enlargement of the Study Program's size. Some of incumbent and experienced faculty members are retiring so the rest are having very heavy teaching loads. This has made no room for two other important academic activities, i.e. high quality research and services to the community (except teaching at other universities). 
This Self-Evaluation Report will clearly indicate that the Study Program desperately needs a major help to prevent it from further degradation of its quality. On one hand, there are obviously 2 (two) roots of the problems, i.e. large population of students and varieties of programs. On the other hand, inadequate and obsolete laboratory equipment and laboratory course materials and lacking of sufficient number of qualified staff are major obstacles for the Study Programs to get around the problems. Therefore, laboratory renovation and staff development are necessary to improve the relevance, academic atmosphere, and efficiency and productivity aspects of the RAISE++.  However; it is realized that those alone are not sufficient. Both internal and external activities should be carefully planned to prepare the solid ground for taking-off. These activities are formulated in an inception plan and discussed further in Chapter III B.2. Revised Inception Plan, as a part of this TPSDP Sub Project Proposal.
Summary of SWOT Analysis
Figure III.B.1.-1 shows the summary of the SWOT analysis in terms of various Sections of this Chapter III.B.1. The 2 (two) roots of the problems are concluded and derived from the evaluation, analysis and data interpretation in the Sections.

Strengths
•	The Study Program (established in 1963) has a long history. It had been the only Electrical Engineering Study Program of a public university in the Eastern Region of Indonesia for about 27 years after its establishment. This is elaborated in Section 1 and Section 2.
•	High motivation among the staffs to improve efficiency and effectiveness. Supporting data are analyzed in Section 7. Section 6 presents how this high motivation is translated into the management and organization of the Study Program.
•	The quality of students is relatively high, only the best 9.3% of the 1882 applicants were admitted. This results in high average of the High School NEM as described in Section 5.
•	Sufficient space for classrooms. This is elaborated in Section 8.
•	Adequate curriculum to accommodate future needs of the engineering world's job-market. This is elaborated in Section 11. 

EVALUATION
ANALYSIS
INTERPRETATION

THREATS
Section 1
Section 2
Section 5

OPPORTUNITIES
Section 3
Section 5

STRENGTHS
Section 1
Section 2
Section 5
Section 6
Section 7
Section 8
Section 11

WEAKNESSES
Section 4
Section 6
Section 7
Section 8
Section 9
Section 10
Section 12

Roots of the problems:
•	Large population of STUDENTS
•	Varieties of PROGRAMS
Major obstacles:
•	INADEQUATE  and
OBSOLETE LAB. EQUIPMENT & COURSE -MATERIALS
•	INADEQUATE STAFF COMPOSITION  

Figure III.B.1-1. The Summary of  SWOT Analysis

Weaknesses
•	32.61% of the Study Program’s teaching staff are above 50 years old, 84.78% are alumni, only 4 (four) Ph.D.’s and only 2 (two) of those four Ph.D.'s are Professors. Teaching loads are very high due to the student-to-teacher ratio, which is about 36.7. Supporting data are analyzed in Section 7.
•	Lack of laboratory equipment maintenance and replacement plan, inadequate teaching facilities and insufficient books and journals, supporting data are analyzed in Section 4, Section 9 and Section 10. Insufficient office-rooms for the staff, supporting data is in Section 8.
•	No established mechanism for staff evaluation, described in Section 6. 
•	Very limited collaboration with local companies and industries yielding no solid linkage with the surrounding environment. There were only small contributions from the industrial world and alumni as presented in Section 9.
•	Inadequate routine budget allocation generated from the student tuition as discussed in Section 12.

Opportunities
•	Competitive funding from the Directorate General of Higher Education. Obviously, this TPSDP is the only chance right now.
•	The admission to applicant ratio is less than 10%, showing that the demand is very high in the area. Further analysis is in Section 5.   
•	Electrical Engineering job-market is quite promising, especially in the Eastern Indonesia Region. Supporting data are analyzed in Section 3 and Section 5.

Threats
•	Competition in global era as described in Section 2.
•	Pressure to keep the high student enrollment as analyzed in Section 5.
•	Pressure to open new study area or programs such as D-3, Extension, Graduate School and Computer Engineering as described in Section 1.
•	The establishment of private universities and higher education institutions, especially STMIK and AMIK (Colleges and Academies of Informatics Management and Computer Science) as shown in Section 1.

Force-Field Analysis

Large Student Population

Varieties of Programs

Inadequate Staff Composition

Obsolete Lab. Equipment & Lab. Course Materials

Inadequate Quantity of the Lab. Equipment and Lab. Course Materials

Other Internal and External Problems

Long History and Experience

Staff High Motivation

Strong Curriculum Design

Student Quality

Promising Job Market

Global Competition

Competing Universities and Academies

Figure III.B.1.-2  Force Field Analysis

Summarizing the SWOT analysis above, a Force-Field Analysis is made to present the problem of preventing the quality degradation as shown in Figure III.B.1.-2. Three major factors are believed as having kept the quality of the Study Program high, i.e.:

•	The Study Program's long history and experience
•	The quality of the incoming students
•	Promising job-market

Unfortunately all of those three driving factors above are uncontrollable factors. Two other factors, i.e. the high motivation of the staff and the strong curriculum design, which are fully controllable, have helped maintaining the quality of the Study Program at a certain level. These two factors, unfortunately, are not dominant compared to the other three major factors previously mentioned. Therefore, it is conceivable that to improve the quality of the Study Program, the alleviation of obstacles is more feasible to do than strengthening the driving factors.
	 Degradation of the quality is apparent, because there are more obstacles than driving factors. The policies to determine the number of admitted students and to open new programs are not made by the Study Program alone, so the problems of the large population of students and the varieties of programs are rather uncontrollable. The problems of global competition and the competition of other (mostly private) universities and academies are also away beyond control. 
Developing potentials based on the regular own resources can reduce other obstacles. These obstacles include the university budget allocation, lack of incentive for teaching overloads, unequal load-distribution among staff and no maintenance and repair plan of laboratory equipment and laboratory course materials. Some obstacles can be reduced by developing potentials based on external factors, including collaboration with the industry the government in research activities, curriculum development, practical training for students, apprenticeship programs for students and staff, and the like. On the other hand, to relieve the three major obstacles, 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 qualification,
the Study Program needs a major investment in terms of full internal efforts and utilization of external resources (including funding) just to keep it from further degradation of the quality of its educational process.   

Section 1.  Background 
The Electrical Engineering Study Program was established in 1963 as a department in the Faculty of Engineering, Hasanuddin University, Makassar.  The earliest mission of the founding of this Study Program was to give the local students a chance to pursue a higher education in Electrical Engineering and to catch the opportunity to fill up the Electrical Engineering positions, that became open due to the industrial growth in the Eastern Region of Indonesia, especially in the South and South-East Sulawesi area. 
The first Study Program teaching staffs were recruited from Bandung Institute of Technology (ITB) and Gajah Mada University (UGM). Most of those Study Program teaching staffs were among the first students of the Study Program who were given teaching positions and sent to ITB and UGM to complete their degrees. After completing their degrees in early 1970s, they went back to the Study Program and served as dedicated teaching staffs until now. The Study Program continued to grow and produced high quality graduates; even though the number was not significant to fill the job market both locally and nationally. Most graduates found jobs in the area of Electrical Power Engineering and Energy. 
In 1980, there was an increasing demand of Telecommunication and Electronic Engineers in the job market. To anticipate this, the Study Program decided to split its curriculum into two Sub-Study Programs, i.e. the Electrical Power Engineering (TTL) and the Telecommunication and Electronic Engineering (TTE). The TTE Sub-Study Program started with only 6 (six) teaching staffs serving around 60 (sixty) students. The top 25 % of those first TTE students were sent to ITB to complete their Laboratory courses and "skripsi" (undergraduate final projects). A half of those who were sent to ITB was recruited as new faculty members to join the other six mentioned previously. 
As the Faculty of Engineering moved to the Hasanuddin University's new campus in 1985, the Study Program was housed in a new home with new laboratories and teaching facilities planned to accommodate around 100 enrolled students per year. With a new place and new facilities, Electrical Engineering Study Program proclaimed its new vision and mission.

The Study Program’s VISION is to be the Center of Development and Implementation of the Electrical Engineering Technology and to become a leading engineering education institution in the country. Its MISSION is to graduate professionals who are able to advance their own technical skills and knowledge, and to adopt the development of technology.

The Electrical Engineering Study Program aims to produce future leaders of the electrical engineering profession, with a program characterized by curricular flexibility, and the student active involvement in learning process through a balanced and integrated electrical engineering curriculum. The educational process is designed to provide both strong fundamentals and state-of-the-art knowledge sufficient for immediate professional practice as well as graduate study and lifelong learning. Such an education also prepares students with the broad insight of their professional and personal lives to provide the basis for an effective leadership and a well-informed citizenship.

Table III.B.1.-1. The Main Events in the History of Electrical Engineering Study Program
Year	Events	
1963	The establishment of  Electrical Engineering Study Program	
1980	The curriculum split into TTL and TTE Sub-Study Programs	
1985	Moved to the new Campus, major procurement of laboratory equipment	
1986	The beginning of the "Engineering Acceleration Project" (PPI)	
1995	The curriculum split into TE, TT and TK Sub-Study Programs	
1996	The end of the "Engineering Acceleration Project" (PPI)	
	The Extension Programs and D3 programs were founded	
1997	The Graduate School of Engineering was founded	
1998	Accredited by BAN with grade C	
2000	Accredited by BAN with grade B	
2000	The Announcement of TPSDP by the DGHE - SE Report Batch 1	
2001	The submission of the TPSDP Sub-Project-Proposal Batch 1 (not accepted)	
2001	Invitation to participate in the TPSDP Batch 2 - SE Report Batch 2 and Sub-Project-Proposal	

At that time, to support this mission, Hasanuddin University made a major procurement of brand new sets of laboratory equipment and installed them in the Study Program's 12 (twelve) laboratories (see Appendix III.32 on page III-Ap-17 and 18 for details). Those sets of laboratory equipment have never since been upgraded not renovated. 
A project based on the national policy to enhance the Engineering Education system was launched in 1986. This project called the "Engineering Acceleration Project" (Proyek Percepatan Insinyur, PPI) was aimed mainly to accelerate the growth of the Electrical Engineering Study Program and the Mechanical Engineering Study Program.  It lasted 10 (ten) years until 1996 and had indeed accelerated the growth of the student population without corrupted the quality of the graduates. When the funding of the project decreased and ended in 1996, the Study Program has grown so large so that the university regular budget could not keep up with the operational cost. Apparently sustainability of the project was not carefully thought. 
With the new 1995 curriculum, the Study Program now has 3 (three) Sub-Study Programs, namely: the Electrical Power Engineering (TE), the Telecommunication Engineering (TT) and the Computer, Control and Electronic Engineering (TK) (see Appendix III.39 on page III-Ap-21). Unlike the situation in the early 1980s when the curriculum split into two Sub-Study Programs, now the Study Program should rely on the routine university budget. The condition became worse when the Study Program was forced to establish a Diploma-3 (D-3) Program (1996), an Extension S-1 Program (1996), and a Strata-2 (S-2) Graduate School (1997). Despite the fact that these new programs have made additional revenues for the Study Program and extra income for the staff, they did not help to lift up the quality of the educational process in the Study Program. In some cases, they even become additional burdens. In addition to those, most Study Program teaching staff should also help the establishment and the operation of several private universities (as a part of their "community services" obligation) and other higher education institutions in Makassar that found the tremendously growing market in the area. These higher education institutions included Electrical Engineering Study Program of private universities as well as private STMIK/AMIK (Colleges and Academies of Informatics Management and Computer Science).

1990

1996

1986

1985

1980

2000

1963

OLD CAMPUS

NEW CAMPUS

The CAPACITY

The SIZE

10 years of PPI

The QUALITY

Figure III.B.1-3. The simplified histogram of the Electrical Engineering Study Program

In 1998, when the National Board of Accreditation (BAN) made an evaluation, the Study Program was graded C. Only after some revisions of the report, the Study Program has been graded B recently.  
Figure III.B.1-3 shows the milestones of the Department's long history.  The most critical point was the year of 1996.  At that time, it was perceived that the size ("the size" means the cumulative effect of the student population, the new curriculum with three Sub-Study Programs and the opening of new programs such as the D-3, Extension and Graduate School of Engineering) had outgrown the capacity (measured mainly by the quality and the quantity of the staff and laboratories), so when the PPI was terminated in 1996, consequently the quality of educational process started to degrade.
The Study Program obviously needs help to revitalize itself. A committee consisted of a chairperson, a secretary and the chairpersons of the three Sub-Study Programs was formed by the Study Program to seek up any opportunity to get a re-capitalization program. When the TPSDP was announced by the DGHE, then a Dean’s Decree enlarged this committee to involve several other faculty members. A Self-Evaluation Report written based on the committee's lengthy discussions, data collecting, and analysis was submitted to participate in the TPSDP Batch 1. The reviewers considered the Self-Evaluation Report was "quite good" and the SWOT analysis was "perfectly done".  Another committee was formed to prepare the Sub-Project Proposal, which was finally submitted along with the revised version of the Self-Evaluation Report. Unfortunately, the Sub-Project Proposal was turned down due to various reasons. Later in the year of 2001 the Study Program was invited to participate in the TPSDP Batch 2 by preparing this renewed Self-Evaluation Report. The Study Program - for the second time - has been invited to submit this Sub Project Proposal. 

Section 2.  Environmental Setting
In the era of global competition or open market, overseas industrial factories as well as laboratories will be given permission to open branches in Indonesia. Consequently, a door is open for Indonesian engineers to work in industrial factories or laboratories owned by foreigners. On the other hand, overseas engineers will also be able to work in Indonesia. Hence, competition with overseas engineers is unavoidable. The Indonesian engineers will have to compete not only with the local engineers but also with engineers from overseas. It is understandable that the quality of most Indonesian graduates (Engineers) now is still far below the international standards. This is due to, among others, inefficient and ineffective educational process. The rest of this Chapter III.B.1. will discuss this matter in details. In the past, many efforts (e.g. PPI) were mostly done only to boost the numbers of engineers produced by the Study Program, but these were not followed up by any effort to enhance the quality. 
 The Electrical Engineering Study Program has got every pressure to grow its student population, not only by keeping its high enrollment, but also by opening new programs such as the D-3, Extension and Graduate programs and by splitting its curriculum into new Sub-Study Programs. These pressures were coming from the surrounding environment, including the community of High School students' parents, local and central government. The current situation shows that with only 46 faculty members – 32.61% of them are older than 50 years and 32.61% are still continuing their studies (see Appendix III.3 on page III-Ap-4) - and 15 years old laboratory equipment, the Study Program has to serve more than 1600 students directly (within the structure of Hasanuddin University, i.e. S-1, D-3, Extension and Graduate Programs) and more than few thousands others indirectly (through private higher institutions in the metropolitan area). The demand of graduates itself was never determined, either in the domestic, regional, or national level. The target job market condition is unknown. In the surrounding area, the industrial development and economic growth are rather irrelevant to the Study Program. Most graduates moved to other more industrialized regions of the country.  It is observed that the Study Program does not really serve the industrial needs in the region. It does try to serve only the social needs of the people to get a better education so that they can get better jobs somewhere else. Culturally, the people in the surrounding area are very well known as people who traditionally moved to other places to find their living. This phenomenon is clearly shown by the turnout of a polling conducted recently (see Appendix III.10 on page III-Ap-9 and 10). Out of 333 students (218 male + 115 female) participating in the polling, only 81 students (24.32%) wanted to stay and find their jobs in the city of Makassar and only 22 students (6.61%) wanted to go home to their places of origin in the South Sulawesi region after the graduation. Majority of them wanted to leave to the other part of the country, or even to some foreign countries (59 students or 17.72%). Most of them were originated from the province of South Sulawesi (187 students or 57.19%) and the city of Makassar (81 students or 24.77%), but only 35 students (10.54%) wanted to go home and develop their own hometown. The reason why they would like to leave is mostly to find better job opportunities (133 students or 40.06%) and a new experience away from home (90 students or 27.11%). But, unfortunately, only 29 students (8.71%) are planning to open their own enterprise and only 9 students (2.70%) are courageous enough to pursue a career as free-lance workers. Most others were planning to find jobs as employees, either employees of private companies (115 students or 34.53%), state-owned (BUMN) companies (67 students or 20.12%), educators (15 students or 4.50%) or civil servants (13 students or 3.90%), which made a total of 210 students or 63.06% who wanted to work for somebody else.
In spite the fact that the industrial development progress in the surrounding area is rather irrelevant to the intention of the majority of students, the Study Program still considers the collaboration with the industrial world as an important factor to enhance the educational process. As a matter of fact, several Memorandum of Understandings (MOUs) have been signed at the university level and at the Faculty of Engineering level in the past as "umbrellas" of such a collaboration (see for example Appendix III.6 on page III-Ap-5 , an MOU with PT. PLN (PERSERO) WILAYAH VIII, a state-owned regional electrical power company in the area, and Appendix III.7 on page III-Ap-6 an MOU with PT. Telekomunikasi Indonesia, Tbk., a state-owned telephone company). These kinds of collaboration have produced joint activities such as joint-research, co-op, practical trainings, apprenticeship programs, etc., (see Appendix III.33 on page III-Ap-18) and also contributions to the laboratories (see Section 9 on page III-B.1-14 for details). Considering the participation of external factors as an important part of the success of the TPSDP especially in terms of the sustainability of the project, the Study Program has recently called upon industrial world in the surrounding area to co-operate (for example: an MOU for this purpose has been signed with PT. Semen Tonasa, a major cement industry just 35 km away from campus). Two major professional associations, i.e.: the Indonesian Association of Electrical Contractors (AKLI) and the Indonesian Association of Electrical Professionals (APEI) have agreed to support the Study Program to execute the TPSDP when it is granted (see Appendix III.8 and III.9 on pages III-Ap-7 and III-Ap-8).   

Section 3. Graduates
 In the last five years, the average length of study has gradually shortened from 6.1 years in 1996 to 5.4 years in 2001 (see Appendix III-5 on page III-Ap-4). This indicates that there have been significant students' attempts to shorten their length of study - perhaps in order to make savings by paying less tuition and/or to enter job market as soon as possible. A polling that was conducted recently has indicated that the students spend in a range from Rp. 100.000,- to Rp. 3 millions per month (in average of Rp. 407.809,- or US$ 47.98, see Appendix III-10 on page III-Ap-10 for details) for their education, which is a considerably large amount of money. 
The graduates’ waiting time before they got their first jobs is 11 (eleven) months in average (see Appendix III.11 on page III-Ap-11). The ones who had waiting time longer than 12 (twelve) months graduated in 1998-1999 when the economic crises occurred in Indonesia. From the samples taken, their salary in the first month is Rp. 712.400, - in average (see Appendix III.12 on page III-Ap-11). There is a group of 42,4 % graduates whose first salary was less than Rp. 600.000, - and another group of 7,2 % graduates who received more than Rp. 1.200.000, -. (Assuming that the exchange rate of US$ 1.00 is Rp. 8500, -, the annual salary is - roughly speaking - US$ 1000.00 in average, which is still way above the GNP per capita of the country). However; the polling has shown that the students are actually expecting much more first job salary than that. The average of the students' expectation on the first job salary is Rp. 2.806.007,- or US$ 330.00 a month which makes it US$ 3,960.00 a year (see Appendix III.10 on page III-Ap-10 for details).  
To create better communication among the alumni, they founded the IATEL-UNHAS ("Ikatan Alumni Teknik Elektro UNHAS" or Hasanuddin University Electrical Engineering Alumni Association) in 1995. Reunions were held in 1997, 1998, 1999 and 2001 annual gatherings. The alumni are actively communicating to each other almost on daily basis through a mailing-list in the Internet (http://groups.yahoo.com/iatel-unhas/group/). Through this communication, the Study Program makes a direct link to the industrial world and uses the link to seek for information, laboratory equipment supports and even funds for scholarships (in average of 4.25 % per year of the financial aids was granted by the alumni, see Appendix III.13 on page III-Ap-11).
 
Section 4. Educational Process 
The educational process at the Study Program looks "normal" or perhaps could be considered excellent. The average GPA of the graduates grows gradually from 2.89 in 1996 to 2.97 in 2001 (see Appendix III.15 on page III-Ap-12). The length of study is shortened from 6.1 years in 1996 to 5.4 years in 2001 (see Appendix III.5 on page III-Ap-4) and the percentage of drop-out students rate declines each year (2.10% in 1994 to 1.50% in 2000, Appendix III.16 on page III-Ap-12). This performance can be achieved only by the staff’s very hard work especially in their classes (the average of class attendance is generally above 85%, Appendix III.17 on page III-Ap-12) and in supervising undergraduate final projects, considering that students to teaching staff ratio is about 36.7 (see Appendix III.18 on page III-Ap-13). This rather large number of students to teaching staff ratio makes the communication between lecturers and students very limited. Intensive interaction usually only occurs between supervisors and students who are working on the skripsi (undergraduate final projects). This fact, of course, has made a serious effect on the quality of classroom teaching and learning activities. 
The teaching staffs have prepared no less than 60 titles of lecture-notes and hand-outs (see Appendix III.19 on page III-Ap-13) to support the teaching-learning process. But, the classroom facilities are inadequate because there are only 4 (four) sets of Overhead Projectors (OHP) and one Sound System (see Appendix III.20 on page III-Ap-13) to serve more than a thousand of students (S-1 and D-3 Programs) taking more than a hundred classroom-courses in a semester. 
Most of the laboratory equipment and instruments are obsolete and the local library has inadequate references.  Very limited laboratory workspace makes the atmosphere not suitable for the learning process. There have been some minor activities carried on to improve the students' competency and professionalism, and also their English proficiency.  Most of them are extra-curricular activities. 61 (18.37%) out of 333 students who participated in a polling admitted that they took the Study Program as their choice because they thought that the Study Program has a good educational process (see Appendix III.10 on page III-Ap-9 and 10 for details). However; there was still a considerable number of students who regretted their choices (14 students or 4.22%) or did not know whether they should regret their choice or not (93 students or 28.01%). The majority of students (225 students or 67.77%) were actually pleased of their choice.

Section 5.  Students
As the only Electrical Engineering Study Program of a public university in the Eastern Region of Indonesia  (UNSRAT Manado and UNM Makassar established the same study program in 1980s and 1990s respectively) for more than 25 years, most of the students came from the surrounding area of South Sulawesi (see Appendix III.21 on page III-Ap-13). Only about in average 13.27% came from outside South Sulawesi (Java, Kalimantan, NTT, Maluku, Irja, etc.) every year, indicating that the Study Program is less accessible by students from remote areas. In 1998, for the first time in the history of the Study Program, a foreign student from Jordan was admitted as a student. 
In the last five years, there were in average 1882 applicants every year but only 9.3% of those were admitted (see Appendix III.24 on page III-Ap-14).  The High School NEM’s of most admitted students are distributed in the range of 40 to 49  (the maximum score is 70). Every year, in average of 217 students received grants and scholarships from the government or other sources because of their relatively good performance (see Appendix III.13 on page III-Ap-11). 
In terms of gender equity, in the last five years, there is a steady increase of percentages of female students  (20.34 % in 1996 to 31.41 % in 2000, see Appendix III.43 on page III-Ap-25) - indicating that the Study Program is getting more accessible to women. However; it is suspected that due to various reasons, most female graduates do not carry on with their career after graduation. The polling has shown that there were 2 (1.74%) out of 115 female students (see Appendix III.10. on page III-Ap-9 and 10 for details) have intended to stay at home after the graduation to raise their families. The actual number may be significantly greater than that. 
The TOEFL Practice Test participated by the final year students showed that the majority (56.4 %) of these students got the scores of 400 or below. The average score is 403 (see Appendix III.23 on page III-Ap-14). Activities to improve English proficiency are initiated by students through English discussion groups and other extra-curricular activities. From the polling recently conducted (see Appendix III.10. on page III-Ap-9 and 10), a significant number of students, 59 students or 17.72% out of 333 students participating in the polling, intended to go abroad after graduation.    

Section 6. Management and Organization
The organization of the Electrical Engineering Study Program (which is called the Department of Electrical Engineering or Jurusan Teknik Elektro) is shown in Figure III.B.1-4. The Chairperson of the Study Program (named the Department Chairperson) was elected by popular votes of all faculty members. The Department Chairperson is responsible for the management and the daily operation of the Study Program. He is assisted by an administration staff consisting of 7 (seven) non-academic personnel and 2 (two) Secretaries, namely the First Secretary for General Affairs and the Second Secretary for Student Affairs (see Appendix III.32. on page III-Ap-17).
The Department Chairperson is coordinating 3 (three) Chairpersons of the Sub-Study Program - namely the Electrical Power Engineering (TE), the Telecommunication Engineering (TT) and the Computer, Control and Electronic Engineering (TK) - in dealing with academic affairs and curriculum matters. Within this structure, the Department Chairperson is also managing the activities of the Study Program's 12 (twelve) laboratories through their Heads and Secretaries of Laboratories, and the library. 
	The Diploma-3 or D-3 Program, which is a non-degree program, is also under the Department Chairperson's coordination within this structure. Outside the Study Program's internal management control, but within the structure of the Faculty of Engineering, the Department Chairperson is taking care of the Extension Program, and within the structure of the university through the Director of the Graduate Programs, he is coordinating the Electrical Engineering Graduate Program. Outside the university - through the coordination of the Associate Dean of Engineering for Academic Affairs - the Department Chairperson is in close contacts with all private universities, colleges and academies in the city of Makassar where the faculty members of the Study Program are hired to hold teaching and administrative positions.  
The internal management of the Study Program is mainly focused on learning process activity and monitoring. These routine activities include the monitoring of the teaching-learning processes, which rely upon “student present cards” distributed and collected daily by the lecturers themselves. There is almost no reward for performers, but it is an administrative obligation of the Department Chairperson to issue a warrant to the non-performers. The copy of the warrant is submitted to the Dean of Engineering, and - theoretically - in the worst case it should be reported to the University Rector for the issuance of sanctions and penalties if necessary. As a matter of fact, there is almost no serious staff performance evaluation. The only administrative evaluation is the what so called "DP3 form". This form is handed or issued annually with almost no supporting data. 

Chairperson
First Secretary
Second Secretary

Program/
Sub-Study Program
(D3,TE,TT,TK)

Chairperson
Teaching Staff

Head
Administ. Staff

Library

Head
Administ.Staff

Laboratory
(12)

Head
Secretary
Teaching Staff
Technician

S           T         U           D        E         N         T      S

Administration

DEPARTMENT

Figure III.B.1-4 The Organizational Structure of the Electrical Engineering Study Program

   

Autonomy is fully granted to the Study Program only on academic affairs and curriculum matters. The University central management takes care of the budgeting policy and the financial management, while the procurement of materials necessary for the day-to-day operation of the educational process is under tight supervision by the Faculty of Engineering. The Study Program never deals with actual money; the operational budget is approved and granted by the University and/or by the Faculty of Engineering. The Study Program will allocate this budget (in terms of material requirement) further down to the laboratory and course level in a general faculty meeting. Then the Faculty or the University will procure the materials on requests. The mechanism is not fully transparent, however; in the last two or three semesters the University and the Faculty have tried to become more “open” in informing the budget allocation to the faculty members. Even though the budget allocation is still far from sufficiently proportional and balanced, but at least there were opportunities to make a better plan for the Study Program’s revenue and expenditure.
Regular meetings involving all faculty members are mostly arranged to discuss routine academic affairs, especially for distribution of courses and laboratory workloads. Once in five years usually the Department holds a faculty meeting to evaluate and to refine the curriculum.  
To summarize the various aspects of management and organization of the Study Program, several points can be stated as follows:
a)	There is no mechanism for staff performance evaluation. Due to the heavy teaching loads, all staff are asked to do their best, without any incentive system for providing reward to performers and penalty to non-performers.
b)	The only media used  for ensuring a good communication between staff, students, and administrators are the regular meetings. There is very limited use of the Internet for communication among staff and students, i.e. only in the inter-individual basis not in the institutional basis.
c)	There is no system for distributing workload among staff in teaching, research, community service, and administration. Who volunteers to do the job will get most of the job, and vice versa. No reward for the first, and no penalty for the latter.
d)	There is no special recruitment policy and mechanism, only standard procedures are used because there have been not so many applicants to the teaching positions.  The central government's "zero-growth" policy on the civil-servant employment is also a significant factor of the slow recruitment process. 
e)	There is no effort in providing transition period to recent staff development program returnees, they are usually given teaching assignment right away.
f)	There used to be very limited involvement of the civitas-academica in decision-making processes. The preparation of the Self-Evaluation Report and the Sub Project Proposal of TPSDP has involved all civitas-academica, so that the related events really gave a special experience to the Study Program.   
g)	The transparency in the allocation and management of funds and other resources is fully applied internally within the Department. But, since the Department is only given limited authority to manage the budget allocation (mostly are taken care of by the Rectorate and the Dean's Office), then it is very difficult to maintain the transparency in a broader perspective. 
h)	Linkages and collaboration with external agencies such as industry, state-owned enterprises and government are not established in continuous and sustainable basis. Scattered joint-research activities, student-coops and apprenticeship programs, practical trainings, field-trips, etc. are some examples of linkages and collaboration that have been made (see Appendix III-6 to III-9 on pages III-Ap-5 to 8, also Appendix III-33 on page III-Ap-18).
The heavy burden of the Study Program's management and administration on routine academic and student affairs has made no room for managing research, community services, industrial relations and other scientific activities necessary for progress and new development. Many years have passed by without any important academic events such as seminars, conferences and symposiums held by the Study Program. The Study Program's reputation as a highly respected academic institution has long gone. 

Section 7. Staff:  Academic And Supporting
The Electrical Engineering Study Program has a list of 46 teaching staff, 3 (three) have recently retired, 6 (six) are continuing their study out of town and overseas, so only the remaining 37 are actively teaching in the academic year of 2001-2002. 32.61% of the Study Program’s teaching staff are above 50 years old, 84.78% are alumni, only 4 (four) Ph.D.’s and only 2 (two) of those are Professors (see Appendix III.3. on page III-Ap-4). Two out of three faculty members are expected to complete their Ph.D. programs in 2002.  The other 12 (twelve) are Masters candidates, 5 (five) of them are part-time students at Hasanuddin University Graduate Program, 2 (two) are out of the country, 1 (one) is at ITS Surabaya, 3 (three) at UGM Jogyakarta and 1 (one) is about to leave to Australia.  
Since the central government has the "zero-growth" policy on the civil-servant employment, the recruitment of new teaching staffs has been very low since a couple of years ago.  Eventually, teaching loads become very high, the ratio of students to teaching staff is increasing from 26.5 students per teaching staff in the year of 1997 up to 36.7 students per teaching staff in the year of 2000 (see Appendix III.18 on page III-Ap-13). This is not to mention the large student population of private higher institutions in the area where the Study Program's teaching staffs are also hired in a part-time basis. The workload of the teaching staff is also high. The average sks ("satuan kredit semester" or semester credit unit) load of the teaching staff is 17.3 sks during odd semester and 20.9 sks (see Appendix III.26. on page III-Ap-15) during even semester in 2000-2001 academic year. As we know that normally the total sks load for a teaching staff is only 12 sks which is supposed to include also the research and the community service activities (the Tridharma Perguruan Tinggi). Apparently, for years after the PPI ended, these overloads have not made any additional income for the teaching staff. This is to show how dedicated and motivated the teaching staffs are, which is one of the strengths the Study Program has.
	Despite much effort the management has made to balance the loads in every staff meeting, the teaching loads are not distributed equally among the staff. Not all lecturers are able to run any kind of courses listed in the curriculum. They mostly like to run the courses that they usually serve. Again, the large student population has caused imbalances of load in teaching, research and community service among the staff (most of the loads are shifted to the course delivery).  Inevitably, this has made a significant effect on the teaching staff's career. The data shows that 28.26% (see Appendix III.3. on page III-Ap-4) of the senior lecturers (40 years-old or older) has low academic ranks that will make them retired early according to the regulation. Their promotions have been hampered by their lack of opportunity to do serious research and community service activities, which are necessary for the accumulation of credit-points . 
The Study Program used to have an ideal alumni and non-alumni composition with even combination of lecturers graduated from ITB, UGM and UNHAS. Nevertheless, in the last 17 years no non-alumnus was recruited. The tendency of recruiting alumni only has made a serious in-breeding problem very likely to occur. It should be admitted that the Study Program has never had a serious staff recruitment program. Vacancy information was only spread internally among graduates.
The burden of heavy teaching loads has made the Study Program had only very little collaboration with external agencies in research and community service activities. In the last 5 years The Study Program had only 2 (two) joint research-projects with the regional telecommunication company and the other 2 (two) with the local electrical power company. Only one was with the local government (the District of Takalar). The total number of research activities keeps on decreasing from 10 (ten) in the year of 1996 to only 2 (two) in 2001 (see Appendix III.22. on page III-Ap-13)
All lecturers are teaching without any help from teaching assistants because there is no recruitment mechanism for teaching assistants and no budget is allocated to pay them. Students are recruited to be laboratory assistants only, and the Department has a very little involvement in the process. It has been years since the last laboratory technician was recruited. The Department has 12 (twelve) laboratories with only 7 (seven) technicians (see Appendix III.32. on page III-Ap-17).
  
Section 8. Physical Facilities
When the Electrical Engineering Study Program moved to the new campus in 1985, the physical facilities (including laboratories and classrooms) there were planned to serve not more than 100 new enrollment a year. Now, the Study Program should accommodate over 250 S-1 and D-3 new enrollment a year (see Appendix III.24. on page III-Ap-14). The Extension and S-2 (Graduate) Programs have separate administration and classrooms, but the Study Program has also to serve them with laboratory facilities.
Understandably, the Faculty of Engineering has spent extra budget to build new classrooms for S1 and D3 Programs that the Study Program can share with other Study Programs However, there are no change in laboratory working space since the Study Program moved to the new campus. It means that laboratories with a capacity of a hundred students have to serve more than three hundred students. It is impossible to keep “the real product quality” of the teaching-learning process in an over-crowded laboratory atmosphere.
About 60% of teaching staffs have no office-room or even proper working-space. They only come to campus to teach in class-hours and to attend staff meetings. Most teaching staff open office hours for students at their homes or at their other offices somewhere.
  
Section 9. Laboratories
Among others, the condition of the Study Program's 12 (twelve) laboratories is the most important issue. Very large population of students and varieties of Sub-Study Programs that have to be served are the main constraints, while the obsolescence of the 15 years-old sets of equipment, experiment modules and instrument is another. These three constraints have gradually degraded the learning process that is supposed to be carried out in the laboratories up to a very low level. Due to the limited number of the experiment modules, instrument and other equipment, the participants of the Laboratory course-works should be grouped in 3 (three) to 6 (six) students. The Laboratory should be able to open 4 (four) to 6 (six) days a week and for each day there should be up to 3 (three) working-periods.
The Laboratory course-works have to follow certain sequences, e.g. during odd semesters Laboratory III has to come after Laboratory I and during even semesters, Laboratory IV has to come after Laboratory II.  Consequently, some of the experiment modules, instrument and other equipment have to be operated continuously all year long.
Most of the experiment modules, instrument and other equipment were procured in 1985 when the Study Program moved to the new campus. After 15 years, most of them, even the more than US$ 5,000 worth of equipment, become worthless due to lack of budget for operation and maintenance. 
To help the situation - at least temporarily - with a lot of struggles and difficulties, several actions have been taken. Firstly, distributing a portion of the routine university budget (Rp. 93,155,000, - from the fiscal year of 2000) to the 12 (twelve) laboratories for their routine maintenance activities. Secondly, assigning students to develop laboratory experiment modules as their final projects. And thirdly, seeking help and contribution from alumni and industries. Inevitably, the alumni and the industries were quite helpful, by the end of last year 4 (four) contributions have been made:
•	A set of Programmable Logic Controller PLC-5 was donated by PT. INCO to the Control Systems and  Instrumentation Laboratory
•	A set of Digital Exchange PBX NEAX 2400 - to substitute the out of date Crossbar Exchange - was donated by PT.TELEKOMUNIKASI INDONESIA,Tbk. to the Telematics Laboratory
•	A set of on-board Programmable Logic Controller was donated by PT. AKI (owned by an alumnus) to the Control Systems and Instrumentation Laboratory
•	A 5 MVA Transformer was donated by PT. INCO to the Electrical Machines Laboratory
Obviously all laboratories need new investment because they cannot rely on contributions. At least 2 (two) laboratories, i.e. the Electronics and Devices Laboratory and the Computer Software Laboratory need more workspace.
The fact that the condition of all 12 (twelve) laboratories is almost "unbearable", the Department was forced to hold a one day workshop at the end of academic year 2000-2001. The workshop took place in a hotel away from the campus and was attended by almost all laboratory staff, laboratory technicians and assistants. The workshop was considered successful because it really came up with several recommendations and agreement to give a new start to the laboratories). The most important thing is the consensus to distribute the loads of 4 (four) laboratory courses (Laboratory I, II, III and IV) to the 12 (twelve) laboratories according to the curriculum design (see Appendix III.37 on page III-Ap-20). It was agreed that basic laboratory courses Laboratory I and II are handled by 4 (four) laboratories and taken by all students at the third and forth semester respectively. It was also agreed to separate the advanced laboratory course Laboratory III (fifth semester) into 2 (two) parts, one is handled by 5 (five) laboratories and taken only by Sub-Study Program TE students and the other one is handled by 6 (six) laboratories and taken both by all Sub-Study Programs TT and TK students. The other laboratory course Laboratory IV (sixth semester) is separated into 3 (three) parts: for Sub-Study Program TE students (5 laboratories), for Sub-Study Program TT (2 laboratories) and for Sub-Study Program TK (3 laboratories). 

Section 10. Library
 The Electrical Engineering Study Program has a local library that is a more specific library compared to the university central library. The Department appointed a faculty member assisted by an administrative staff to take care of the library. There is a good tradition in the Department to require every graduate to contribute a book to the library collection. This is the main source of the library's collection, besides the student's reports of their Final Projects (skripsi).  Monthly transactions have been improving in the past few years, in average of 220 transactions per month or more than 7 transactions per day has been recorded this year (see Appendix III.36 on page III-Ap-19). This can be considered very low compared to the student population and the size of the Study Program. This is due to the insufficient collection of books as measured up to the number of students and the growing topics in engineering area. The library has only 1924 copies of 1224 titles of books, class-notes, skripsi, magazines, etc., 45.9% are old books published 10 years ago or even older (see Appendix III.35 on page III-Ap-19). The library physical condition is also inadequate, its room size is rather small (only 80 sq.m.), no proper air conditioning and no audio-visual. The Department has almost no special budget allocated for the development of the library. 

Section 11. Curriculum
 Beginning in 1995 the Electrical Engineering Study Program has 3 (three) Sub-Study Programs i.e.: the Electrical Power Engineering (TE), the Telecommunication Engineering (TT) and the Computer, Control and Electronic Engineering (TK), see Appendix III.38 and III.39 on page III-Ap-21. All Sub-Study Programs have a common structure in the first 3 (three) semesters of the Study Program, then at the fourth semester students who are interested in the TE Sub-Study Program will take different courses from the other who are not. The curriculum fully splits into three Sub-Study Programs at the fifth semester. No student has ever been reported as changing his/her mind after picking up a Sub-Study Program.
When the Study Program was founded in 1963, the Electrical (Power) Engineering was the only field of study. Its job-markets were mainly the heavy industries and the electrical power company (Perum Listrik Negara, PLN).  Seventeen years later, there was a growing market for telecommunication and electronic engineers, so in 1980 the Study Program split into 2 (two) Sub-Study Programs, i.e. the Electrical Power Engineering (TTL) and the Telecommunication and Electronic Engineering (TTE). The latter served the national job-markets in the telecommunication industries - especially the national telephone company (PT. TELKOM) -, the electronic industries and research centers. Most alumni of this Syb-Study Program were recruited by many prominent electronic business actors in the country, or started their own electronic business ventures). This "dichotomy" structure of Study Program lasted for fifteen years until 1995 when it split into three Sub-Study Programs (TE, TT and TK) as mentioned previously. 
The simplest way to describe the role of each Sub-Study Program is by saying that the TE and TT Sub-Study Programs continue to serve job-markets in electrical power engineering area and telecommunication area (including data-communication, information and cellular technology) respectively. The TK Sub-Study Program, on the other hand,  takes care of the rest in electrical engineering job-market, which makes it rather "unique" by creating a balanced combination of courses in computer, control and electronic engineering area (including control systems in industry, instrumentation, computer hardware, signal processing, control theory and computer network).  The latest revision of the curriculum was made in mid-2000. Appendix III.38 on page III-Ap-21 shows the numerical sks composition in terms of categories of courses in each Sub-Study Programs. The structure of the curriculum was developed based mainly on the 1995 National Curriculum with slight modification and following a certain logic.  33 to 37% of all courses are the core courses of each Sub-Study Programs (required and elective), supported by 44 to 47% basic courses in Electrical Engineering, Mathematics, Natural & Environmental Sciences and General Engineering courses. 12 to 13% are non-classroom Engineering-related courses, including 5 to 6% Laboratory, 3% Seminar and Final Project, and 4% courses which are served off-campus. The General and Non-Engineering Courses only composes 7% of the whole curriculum.
The composition of all courses is designed to provide students with knowledge and skills in electrical engineering problem solving, modeling and simulation, system design and analysis, and optimization methods necessary to develop their readiness to work soon after the graduation
  
Section 12. Funding
The total revenue collected from the S-1 regular student tuition in the fiscal year of 2000-2001 is Rp. 462.780.000,- (see Appendix III.40 [1/2] on page III-Ap-21) but only 39.37% or Rp. 182.174.000,- (see Appendix III.41 on page III-Ap-22) out of it has been allocated to the Study Program budget. The remainder, as much as Rp. 280.606.000,– or 60.63%, has been allocated by the university somewhere else. Even though the student enrollment in the year of 2001 has been reduced down to 125 students (from usually around 180 students), the projected total revenue from the student tuition only in the fiscal year of 2001-2002 is Rp. 477.720.000,- (see Appendix III.40 [2/2] on page III-Ap-22).  If with a new budgetary policy, the university agrees to allocate at least the larger portion of this revenue to the Study Program, then the funding situation will be very supportive to the TPSDP. Supposed that only 50% or around Rp. 250.000.000,- out of the projected revenue is allocated as the Study Program's self generated fund to support the TPSDP, then a Rp. 2.5 billion or US$ 300,000.- project a year (or US$ 1.2 millions in 4 years) can be proposed by the Study Program. 
The expenditure of the routine Operation, Maintenance and Consumables of the Study Program can be expressed in Rp./student per year. When the central government was running the PPI, the expenditure was set to be Rp. 650.000,-/student from the year of 1985 to 1991 and Rp. 350.000,-/student from the year of 1992 to 1996. The exchange rate was fixed at US$ 1.00 = Rp. 2.400,- at that time. The expenditure was partly funded by the revenue of student tuition and the remainder was subsidized by the project. The quality of the educational process was quite high, the enrollment of the Study Program was only 100 students per year and the student population did not exceed 600 students.
After the PPI ended in 1996, the expenditure dropped to only Rp. 148.000,-/student in the fiscal year of 1997/1998, then increased gradually up to Rp. 279.000,-/students in the fiscal year of 2000 (see Appendix III.41 on page III-Ap-22, Total Revenue (1+2+5+6b)/student). Consequently, there is no budget for the renovation of the 15 years old laboratory equipment, no budget for staff and library development, etc.. The Study Program should even let most of its teaching staff be hired by the private higher institution outside the structure of the university.  
It is perceived that with the current monetary situation, the analysis shows that in order to make the Study Program resuming a normal operation, the most reasonable amount of expenditure for each student is Rp 800.000/year after a certain amount of capital is invested in the beginning.

Section 13. Performance Indicators
Figures in Table III.B.1-2 and III.B.1-3 indicate the current performance of the Study Program. Relatively high graduates' average GPA (2.94) indicates that the educational process has preserved the quality of the student, because the admitted students' High School NEM scores are also high (40 to 49). Obviously, this can only be possible, due to the great efforts of the management and the teaching staff in maintaining the quality of the teaching and learning process. Considering the condition of the Study Program, especially on the issues of laboratories and the teaching staff quality, it is actually a "mission impossible". 
All other figures in Table III.B.1-2 and III.B.1-3 are used as the baseline data of the project. If the proposed project is granted, the Study Program is planning to achieve a higher active student average GPA, lessen the drop out percentage, shorten the duration of skripsi completion, higher graduates GPA and shorten length of study by fulfilling several conditions, e.g , improved quality of the teaching staffs, lessened student to teacher ratio, improved teachers attendance, improved teaching facilities, adequate laboratory equipment and library

Table III.B.1-2 Baseline Performance Indicators
No	Indicator	Baseline	References	
1	NEM Score	40 – 49	Appendix III.24	
2	Graduates’ average  GPA	2.94	Appendix III.15	
3	Graduates’ average length of study	5.67 years	Appendix III.5	
4	Graduates’ waiting time before getting first job	11 months	Appendix III.11	

Table III.B.1-3 Additional Indicators
No	Indicator	Baseline	References	
1	Ratio between applicants and admissions 	9.3%	Appendix III.24	
2	Average duration of completing skripsi	9 months	Appendix III.31	
3	Average active students with GPA less than 2.5  	4.8%	Appendix III.29	
4	Average drop out students  	1.66%	Appendix III.16	
5	Productivity (Graduates/Population) 	11.08%	Appendix III.16	
6	Average first job salary earned by graduates 	Rp. 712,400	Appendix III.12	
7	Average teachers attendance at classroom	85%	Appendix III.17