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Annual Report Fiscal Year 2016

October 31, 2016

Indonesia HELM is a five-year project awarded to Chemonics International Inc., with support from

subcontract partners the Indiana University Alliance, JBS International Inc. Aguirre Division, and

the University of Kentucky. This publication was produced for review by the United States Agency

for International Development. It was prepared by Chemonics International Inc.

Higher Education Leadership and Management (HELM)

Higher

Education

Leadership &

Management Project

Annual Report Fiscal Year 2016

Contract No. AID-497-C-12-00001

The author’s view expressed in this publication do not necessarily reflect the views of the United

States Agency for International Development or the United States Government.

Contents I. EXECUTIVE SUMMARY ...........................................................................................7

Overview of FY2016 .......................................................................................................... 7

II. BUILDING SUSTAINABILITY AND CROSS-CUTTING ACTIVITIES ......................9

IIa. INTERNAL PROFESSIONAL DEVELOPMENT/TOT ........................................... 10

i) Facilitation skills ........................................................................................................... 11ii) General Administration and Leadership (GAL) TOT ......................................................... 11iii) Quality Assurance (QA) TOT…………………….…………………………………………...13iv) Collaboration with External Stakeholders (CES) TOT ...................................................... 14v) Financial Management (FM) TOT for Public HEIs ............................................................. 15vi) Financial Management (FM) TOT for Private HEIs ........................................................... 16vii) Action Research Program (ARP) TOT ........................................................................... 17

IIb. ACTION RESEARCH PROGRAM ......................................................................... 17

Overview of FY2016 Quarters 1-3 ...................................................................................... 17 Overview of FY2016 Quarter 4 .......................................................................................... 18

IIc. Leadership Education in Engineering Accreditation Program (LEEAP) .................... 18


IId. Women’s Leadership in Higher Education ............................................................... 22

Overview of FY2016 Quarters 1-3 ...................................................................................... 22

Overview of FY2016 Quarter 4 ..................................................................................... 24 IIe. Strengthening Career Development Centers ............................................................. 24


III. CORE AREA 1: GENERAL ADMINISTRATION AND LEADERSHIP (GAL) ........ 27


IIIa. GAL SUB-CORE AREA: POST-GRADUATE STRENGTHENING IN HIGHER

EDUCATION LEADERSHIP AND MANAGEMENT .................................................... 34


IV. CORE AREA 2: FINANCIAL MANAGEMENT ...................................................... 38

V. CORE AREA 3: QUALITY ASSURANCE .................................................................. 41


VI. CORE AREA 4: COLLABORATION WITH EXTERNAL STAKEHOLDERS (EC) 42


VII. COMMUNICATIONS ........................................................................................... 43

Overview of FY2016 Quarters 1-3 ......................................................................................... 43 Overview of FY2016 Quarter 4 .......................................................................................... 43

VIII. MONITORING AND EVALUATION ...................................................................... 50

Overview: ....................................................................................................................... 50

Table 2: Results for Indicators Reported for FY2016 ............................................................. 51 Indicator 1 ....................................................................................................................... 54 Indicator 3 ....................................................................................................................... 55 Indicator 5 ....................................................................................................................... 57 Indicator 7 ....................................................................................................................... 58 Indicator 8 ....................................................................................................................... 59 Indicator 11.2 ................................................................................................................... 59 Indicator 12.1 ................................................................................................................... 60 Indicator 13.1 ................................................................................................................... 62 Indicator 13.2 ................................................................................................................... 63 Indicator 14 ......................................................................................................................... 64 Indicator 15 ......................................................................................................................... 65

ANNEXES ................................................................................................................... 67

Annex 1: Indicator 3, Percentage Increased Female Self-Efficacy in FY2016 by HEI ................ 67 Annex 2: Indicator 5, Number of Organizational Improvements in FY2016 by HEI .................. 70 Annex 3: Indicator 8, Areas Strengthened by HEI ................................................................. 71 Annex 4: Indicator 11.2, Number of Successfully Implemented Batch 2 Action Research Projects

by HEI ............................................................................................................................ 73 Annex 5: Indicator 12.1, Number of SOPs by HEI and Fiscal Year ......................................... 75 Annex 6: Indicator 13.1, Institutional Accreditation (AIPT) of HEIs by Fiscal Year .................. 78 Annex 7: Indicator 13.2, Number of Study Programs Accredited by HEI, Ranking, and Fiscal

Year ............................................................................................................................... 79 Annex 8: Indicator 14, Number of New Partnerships and Percent Change of New Partnerships by

Cohort and HEI in FY2016 ................................................................................................ 81 Annex 9: Indicator 15, Number of Participants in Interactive Webinar Sessions in FY2016

(Unique Individuals) ......................................................................................................... 82

5

HELM Project Abbreviations, Acronyms, and Glossary

ABET Accreditation Board for Engineering and Technology AIPT Akreditasi Institusi Perguruan Tinggi (Higher Education Accreditation

Institute)

AK Akademi Komunitas (see CC- Community College)

APS Akreditas Program Studi (Study Program Accreditation)

ARP Action Research Program

ASU Arizona State University

AUN ASEAN University Network

AusAid Australian Agency for International Development

BAN-PT Badan Akreditasi Nasional Perguruan Tinggi (National Accreditation Board

for Higher Education)

BLU Badan Layanan Umum (public service institution, semi-autonomous) BHMN Badan Hukum Milik Negara (State-owned Legal Institution, autonomous

institutions prior to new HE law)

BH-PT Badan Hukum Pendidikan Tinggi (educational legal institution, autonomous

institution under new law)

BINUS Universitas Bina Nusantara (Bina Nusantara University)

BPK Badan Pemeriksa Keuangan (Supreme Audit Board)

CC Community Colleges (see AK-Akademi Komunitas)

CDC Career Development Center

COIN Collaboration and Innovation Network

COP Chief of Party

DGHE Directorate General of Higher Education (see DIKTI)

DIKBUD Kementerian Pendidikan dan Kebudayaan (Ministry of Education and

Culture – see MoEC, formerly MONE)

DIKTI Direktorat Jenderal Pendidikan Tinggi (Directorate General of Higher

Education – see DGHE)

EC External Stakeholder Collaboration

FDG Focus Group Discussion

FM Financial Management FORKOM BMPT Forum Komunikasi Kepemimpinan dan Manajemen Perguruan Tinggi

(Forum for Leadership and Management)

GAL General Management and Leadership

GOI Government of Indonesia

HE Higher Education

HEI Higher Education Institution

HELM Higher Education Leadership and Management

IDR Indonesian Rupiah

IPB Institut Pertanian Bogor (Bogor Agricultural Institute)

ISSLA Indonesian Survey of Student Learning Activities

ITB Institut Teknologi Bandung (Bandung Technology Institute)

JKP2TI Jaringan Kepemimpinan Perempuan pada Perguruan Tinggi (Women’s

Higher Education Leadership Group)

LEEAP: Leadership Education in Engineering Accreditation Program LPPM Lembaga Penelitian dan Pengabdian kepada Masyarakat (Research and

Community Service Office)

MoEC Ministry of Education and Culture (see KEMENDIKBUD)

MoU Memorandum of Understanding

NSSE National Survey of Student Engagement PAG Project Advisory Group

6

PMP Project Management Plan

POLMED Politeknik Medan (Medan State Polytechnic)

POLNES Politeknik Samarinda (Samarinda State Polytechnic)

PT Perguruan Tinggi (Higher Education Institution)

PTN Perguruan Tinggi Negeri (Public Higher Education Institution)

PTS Perguruan Tinggi Swasta (Private Higher Education Institution)

QA Quality Assurance RISTEK Riset dan Teknologi Republik Indonesia (Ministry of Research and

Technology)

RISTEKDIKTI Riset dan Teknologi Pendidikan dan Kebudayaan (Ministry of Research,

Technology and Higher Education)

RUP Rencana Umum Pengadaan (Procurement Plan)

SIM Sistim Informasi Manajemen (Management Information System)

SOP Standard Operating Procedures STAKPN Sekolah Tinggi Agama Kristen Negeri (Protestant Christian State Religious

High School)

STEM Science Technology Engineering and Math

ToR Terms of Reference

TOT Training of Trainers UBINUS Universitas Bina Nusantara (Bina Nusantara University)

UGM Universitas Gadjah Mada (Gadjah Mada University)

UI Universitas Indonesia (University of Indonesia)

UIN Universitas Islam Negeri (Islamic State University) UIN-SUKA Universitas Islam Negeri Sunan Kalijaga (Sunan Kalijaga Islamic State

University)

UKSW Univeristas Kristen Satya Wacana (Kristen Satya Wacana University) UKY University of Kentucky

UNDANA Universitas Nusa Cendana (Nusa Cendana University)

UNHAS Universitas Hasanuddin (Hasanuddin University)

UNLAM Universitas Lambung Mangkurat (Lambung Mangkurat University) UMM Universitas Muhammadiyah Malang (Malang Muhammadiyah University)

UMS Universitas Muhammadiyah Surakarta (Surakarta Muhammadiyah

University)

UNM Universitas Negeri Makassar (Makassar State University)

UNMUL Universitas Mulawarman (Mulawarman University)

UNP Universitas Negeri Padang (Padang State University) UNPAD Universitas Padjajajaran (Padjajajaran University)

UNPATTI Universitas Pattimura (Pattimura University)

UNS Universitas Negeri Sebelas Maret (Sebelas Maret State University)

UPI Universitas Pendidikan Indonesia (Indonesia University of Education)

UNTAD Universitas Tadulako (Tadulako University)

USAID U.S. Agency for International Development

HELM Annual Performance Report Fiscal Year 2016 7

I. EXECUTIVE SUMMARY The five-year USAID/Indonesia Higher Education Leadership and Management project (HELM) aims

to strengthen the performance of Indonesia’s higher education system, particularly to increase higher

education’s quality and relevance to the country’s social and economic growth. By focusing on key

management areas dedicated to (1) leadership and administration, (2) financial management, (3)

quality assurance, and (4) external stakeholder collaboration, HELM’s assistance will improve the

quality of teaching, research, and community service (tri-dharma), while supporting USAID’s

assistance objective of preparing students for success in learning and work.

This report combines the annual report for fiscal year 2016 and the quarterly report for Quarter 4 of

FY 2016. The narratives for each core area include an overview of the strategy and accomplishments

for the year, activity discussions for the first three quarters, a greater level of detail for activities

during Quarter 4. In addition to progress in the core management areas, this report also discusses the

cross-cutting areas of communications, operations, and monitoring and evaluation, and includes data

on HELM project performance. As a complement to this annual report USAID HELM is producing

the USAID HELM final report which will summarize the results and influences of the project over

the five years.

Overview of FY2016 FY2016 was the final year of HELM

and reflected the project’s focus on

learning and institutionalization for

sustainability. HELM in its final year

focused heavily on preparing local

entities, including RISTEKDIKTI

and newly established networks of

HEIs, to pick up HELM’s work and

carry it forward within Indonesia’s

higher education system.

In the final year, HELM finalized and developed an in-depth Training of Trainers (TOT) across the

four core area priority topics and Special Initiative Action Research Project, and a series of products

that either presented research undertaken through HELM or captured processes and methods and their

outcomes. These TOT materials were provided to our programmatic counterpart RISTEKDIKTI and

institutionalized within their training center and made available to all higher education institutions

(HEIs) in Indonesia through a combination of their website as well as hard and soft copies of

materials. The amount of training material and guidance spanned seven TOT modules designed for

either public or private institutions (or both), two comprehensive case studies and guidance on quality

assurance and career development centers and success stories, one academic case book for professors

of graduate school classes in higher education, two academic research papers on women’s leadership

and entrepreneurship at community colleges, and six visual case studies. Given the focus of this year’s

activities, we have aligned our report to reflect our priorities, with cross-cutting activities and special

initiatives upfront, followed by activities under our four core management areas. HELM’s results for

the year are below.

HELM Five Year Plan

Years 1-2: Analysis, Intensive technical support to HEIs

Years 3-4: Intensive technical support, Transformative

Special Initiatives, support to DIKTI during transition

Year 5: Meta-analysis, information sharing, broad

institutionalization


During FY2016, HELM achieved the following progress against project indicators:

Indicator Achievement

1 In FY2016, HELM carried out seven training of trainers, 26 technical workshops,

forums, and meetings, 11 Advisor-on-the-Go workshops, one symposium, 16

webinar-based courses, including one course series on collaboration between AK

Aceh Tamiang and Politeknik Aceh for a total of 1,620 individuals trained. 38 percent

of the individuals were women, which represents an increase of two percent.

3 Out of 694 female HELM program participants surveyed over the life of project, 50

percent reported an increased perception of self-efficacy after a single HELM

activity.

5 Out of 30 HELM partner HEIs, 200 organizational improvements were reported and

verified in FY2016.

7 HELM continued to support partner HEIs to develop partnerships with U.S.

institutions. To date, 13 MOUs between one of HELM’s partner institutions and a

U.S. institution have been signed.

8 All four of the post-graduate programs that HELM assists were strengthened this

year, as they together conducted one promotional activity, developed three case

studies for teaching materials, graduated 78 students at the master’s and doctoral

level, held one symposium, and conducted 49 new research projects in the area of

higher education administration.

11.2 14 out of 15 Action Research teams, or 93 percent, completed a new change

management initiative based on their ARP proposal as of FY2016. To date, 92

percent of all ARP teams have successfully implemented their project as delineated

in their proposals.

12.1 Five HEIs in Cohort 1 and six HEIs in Cohort 2 have developed new SOPs in

financial management this fiscal year. Cumulatively, 76 percent of the HEIs in Cohort

1 and 60 percent of the HEIs in Cohort 2 have established new or improved SOPs in

finance to date.

13.1 In FY2016, three of HELM’s partner HEIs were newly accredited. All HEIs received a

ranking of “B” for this fiscal year. To date, 91 percent of the HEIs tracked by Indicator

13.1 have been accredited.

13.2 385 study programs from HELM’s partner HEIs were newly accredited by BAN-

PT with a ranking of “A” or “B.”

14 Out of the 22 HEIs sampled for Indicator 14, Cohort 1 had a 40.47 percent increase

(383 new partnerships) and Cohort 2 had a 35.25 percent increase (122 partnerships)

in FY2016, which represents a significant jump in partnerships.

15 In FY2016, 209 webinar participants, consisting of 133 unique individuals, joined at

least one of HELM’s webinar sessions through one of the webinar sessions

conducted by HELM. 23 percent of the individual participants were women.

The HELM project facilitated the launch of HEI networks to help partner HEIs and others carry on

defining the agenda and working on key topics together across the country. The networks launched

through the HELM project and managed by the HELM partners include the Forum Komunikasi

Kepemimpinan dan Manajemen Perguruan Tinggi (FORKOM-KMPT) for leadership and

management, the Collaboration and Innovation Network (COIN) for collaboration with external

stakeholders, the women’s leadership network (JKP2TI), the Aliansi Program Kepemimpinan dan

Manajemen Pendidikan Tinggi (Alliance of Higher Education Leadership and Management graduate

programs), and the Action Research Network of certified trainers. In the final quarter of the project,

the JKP2TI officially gained legal status, enabling it to continue operations in collaboration with the

Ministry of Women’s Empowerment in the future. Further, the annual work plan proposed by

JKP2TI to the Ministry of Women’s Empowerment was approved and its budget has been allocated


to support the activities in 2017.

The HELM team and external consultants were engaged in assessing the impact of HELM’s work and preparing recommendations for USAID and higher education users on successes, lessons learned,

and ongoing gaps in the Indonesian higher education system. During this time, HELM also continued

to respond to requests for assistance from across our 50 HEI partners and worked to strengthen

collaboration across HELM’s four core implementation areas.

HELM, in alignment with the Higher Education Reform Act and the priorities of RISTEKDIKTI,

continued to support institutions to improve overall management and quality through the following

initiatives:

Action Research Program (ARP)

Labor Demand and Career Development Centers (CDCs)

Support for International Accreditation in STEM programs: Leadership Education in

Engineering Accreditation Program (LEEAP)

Women’s Leadership in Higher Education Special Initiative

RISTEKDIKTI remained a key partner to HELM this year,

and HELM was fortunate to see the consistent leadership by

Dr. Patdono Suwignyo Director General of Institutional

Development and a champion of the HELM project since its

beginning in his previous position with DIKTI, following

the merger of RISTEK and DIKTI in the previous fiscal

year. Our training of trainers program, discussed in section

II below, relies on RISTEKDIKTI incorporating the HELM

modules and making use of trained master trainers, and

HELM has held meetings with RISTEKDIKTI introducing

our training program, particularly within RISTEKDIKTI’s

new training center, to set the groundwork for these

developments.

II. BUILDING SUSTAINABILITY AND CROSS-CUTTING ACTIVITIES

While the first three and a half years of HELM focused on building capacity across the board in

prioritized areas of higher education management, the final year and a half of the project concentrated

on developing the means to leverage and sustain these systems and practices. The effort began with an

analysis of identifying champions and successful systems, and how we could capture these successes

and institutionalize them so that they could be sustained and dramatically expanded. This analysis sat

alongside a continued assessment of the gaps in the system of higher education management that

continued to plague the system: top down teaching methods, poor technology and management

infrastructure across the board, entrenched leadership cultures that cast out women and first-

generation students from minority backgrounds, poor research communities with few partnerships

with industry or other areas of growth, and tendencies towards financial mismanagement. Within the

majority of HEIs, management units worked in an isolated fashion and did not include the

professional development systems that pulled up the capacity of entire systems, teams, and

institutions. While the HELM team could meet its project indicators, the major push during the last

year was to find ways to integrate change management and professional development systems into

standard practice so that incremental changes in quality could continue long after the project.

The first of those methods – an effort that occupied an enormous amount of energy from the HELM

team and resource people in year five – was the development of the internal and external professional

development program for HEI professionals across the activity’s four core areas and change

management through action research. The HELM TOT included 20 modules and 84 submodules of

“I hope that following the end of

HELM project, all programs that have

been initiated and assisted by HELM

could continue to run and grow...We

are thankful for the great work of

USAID along with many partners.”

- Dr. Patdono Suwignyo, Director

General of Institutional Development

IPTEK DIKTI of RISTEKDIKTI


hands-on training with over approximately 225 hours of training material. Almost 250 HEI trainers

were invited to seven individual TOT workshops to learn how to lead these sessions and utilize the

resources and tools to increase management capacity at their own institution and across institutions.

The content of the training workshop was tested and illustrious cases, financial software, videos and

other tools were provided to make the learning practical and effective. All of this material was

integrated into RISTEKDIKTI’s Training Center and the 248 certified trainers’ names were provided

to be able to move around to different HEIs or provide training at the Training Center outside of

Jakarta.

In addition to the TOT professional development program, HELM also worked to break down barriers

and sustain good practice in other ways. Many of these activities became operational through

HELM’s crossing cutting and special initiatives. For example, HELM helped women researchers and

leaders across the partner HEIs conduct their first collaborative research in women’s leadership in

higher education and legalize an entity that could continue to produce research and promote change.

Through Action Research projects, new systems to support first-generation students were developed

that provided scholarships, academic support and/or better instruction. HELM conducted research in

two areas where additional support was requested by RISTEKDIKTI and USAID: Career

Development Centers and Community Colleges. In both cases, HELM investigated what worked,

tested out a new method, and wrote up a study that could guide RISTEKDIKTI and HEIs.

Additionally, HELM continued to work on issues of quality and accreditation, and included active

learning and technology based systems. The Leadership in Engineering Education Accreditation

Program (LEEAP) paved a road in how a study program might go for international accreditation and

how internet and technology can improve resources. To help institutionalize these initiatives, HELM

produced case studies and conducted research that could guide the higher education community in

Indonesia longer term.

IIa. INTERNAL PROFESSIONAL DEVELOPMENT/TOT The goals of HELM’s TOT/internal professional program were threefold: First, HELM developed the

backbone to a higher education professional development system with detailed interactive training

materials in the program areas of general administration and leadership (GAL), financial management

(FM), quality assurance (QA), collaboration with external stakeholders (CES), and the action research

program (ARP). Second, HELM supplied RISTEKDIKTI with the systems, products, and roster of

master trainers so that they too can customize the training and adjust it to their needs. This made it

easier for RISTEKDIKTI to sustain this HELM contribution in a very practical way. Third, HELM

helped the training units and upper management understand how to customize the training so that

HEI’s can further produce individualized HEI internal training programs in priority areas, such as

financial management for public and private HEIs, quality assurance, general administration and

leadership, collaboration with external stakeholders, and action research, and can mentor or train other

HEIs that are not as far along. In this way, the professional development system also becomes an

external professional development system where experts from one HEI can provide training to another

HEI or trainers commissioned by RISTEKDIKTI can provide workshops through the new Training

Center. HELM and RISTEKDIKTI agreed to disseminate all of these materials through both hard

copies to all HELM partners and electronic copies to all HEIs in Indonesia through the

RISTEKDIKTI website.

The training delivery also evolved over time and with consultation from HEIs and others. While the

original plan was deliver all the content twice – once in each region, we have adjusted the plan to

allow a more thorough treatment for each core area. Therefore, HELM delivered four workshops

(one per core + teaching methods). The outline for each TOT module is included in the appropriate

subsection below.


Table 1: TOT Schedule and Number of Trainers Trained and Certified

Core Batch Date Number of Trainers Trained

Male Female Total

GAL 1 March 14-18, 2016 17 6 23

2 April 11-15, 2016 24 3 27

QA 1 March 28-31, 2016 35 17 52

CES 1 May 16-20, 2016 34 14 48

FM Public May 30-June 3, 2016 34 9 43

Private August 1-5, 2016 20 23 43

ARP 1 April 11-13, 2016 8 4 12

TOTAL 248

i) Facilitation skills In order to equip master trainers with the appropriate skills to facilitate training in HELM’s core areas,

the TOT team developed a training methods module that was delivered with each TOT and

demonstrated how to conduct hands- on, group-oriented adult training workshops. Specifically, this

session taught active learning skills, the use of technology and multimedia, and other skills designed to

make the participants into more effective facilitators. As you will see below, many of these skills were

new to our master trainers. The detailed structure of the module on Facilitation Skill is below:

SHARED-MODULE: BECOMING AN EFFECTIVE HIGHER EDUCATION

FACILITATOR

MODULE SUBMODULES

Becoming an Effective

Higher Education Facilitator

1 Introduction

2 Getting to Know the HELM Modules

3 Managing Effective Trainings

4 Active Learning Strategies

5 Using Media Training

6 Effective Facilitation

ii) General Administration and Leadership (GAL) TOT The first of two GAL TOTs was conducted from March 14-18, 2016 with 23 HELM alumni joining

the five-day training. The second GAL TOT took place April 11-15, 2016. The first day of the

training focused on “Becoming an Effective Facilitator,” when participants were introduced to

principles of adult learning, active learning strategies, games/icebreakers in training, and key

techniques in facilitation. Sessions for the following four days covered selected GAL sub-modules

through a “case approach” to training that requires that HEI professionals analyze and experiment

with different implementation strategies. HELM worked with resource partner Gadjah Mada

University (UGM) to ensure the highest quality.

In order to give participants the opportunity to practice active training approaches, each participant co-facilitated their own session. Participants attended an additional briefing session the evening before

their respective sessions where they reviewed the content and training methodologies of their sub-


module with the TOT trainers. After they completed their sessions, they received verbal and written

feedback from a HELM Specialist.

The GAL TOT modules focused on how to be a more supportive leader and facilitate capacity

building and teamwork in topics previously introduced in HELM’s activities; therefore, the

evaluation of the TOT focused more on implementing the process than content. Cases of higher

education issues were analyzed through a specific process to uncover different approaches that could

solve a problem. Participants demonstrated an interest in using the new techniques they learned, as

shown in the chart below, which describes the percentage of participants who will now use these

methods in their follow up training.

HELM formative

evaluation concluded the

following:

1. Only a few of the

participants had previous

knowledge of how to

build a shared problem

solving process and to

solve problems through

these management

methods. They were

enthusiastic to practice

the methodology.

2. The leadership topics,

which were presented

practically and used

specific analytical tools,

were attractive to

them, and demonstrated how to implement supportive leadership in their daily life.

3. Many participants implemented the methodology with their own students and colleagues

shortly after returning to their campuses, and reported improved results in utilizing the

interactive methodology.

CORE: GENERAL ADMINISTRATION & LEADERSHIP MANAGEMENT

MODULES SUBMODULES

1. Implementing Supportive

Leadership in Higher

Education

1.1 Opening

1.2 Overview of Leadership

1.3 Creating a Vision for Higher Education

1.4 Concept of Supportive Leadership

1.5 Managing Human Resources-Based Supportive

Leadership

1.6 Roles of Deans, Heads of Departments, Heads of

Faculties & Heads of Study Programs in Making

Visions, Missions, SWOT/Master Plans/Strategic

Plans/Operations Plans

1.7 Roles of Dean, Heads of Department, Heads of

Faculties & Heads of Study Programs in Quality

Assurance

Photo 1. A Working group from GAL TOT Batch I


1.8 Roles of Deans, Heads of Departments, Heads of

Faculties & Heads of Study Programs on Publications

and Promotions

1.9 Action Plan

2. Implementing Effective

Communications in Higher

Education

2.1. Communication and Leadership

2.2. Effective Listening

2.3. Listening with Empathy

2.4 Communication in Organizations

2.5 Action Plan

3. Implementing Change

Management in Higher

Education

3.1 Opening

3.2 Challenges Faced by Indonesian Universities

3.3 Creating Urgency and a Vision for Change, and

Communicating the Vision

3.4 Establishing Strong Coalitions

3.5 Eliminating Barriers

3.6 Designing Short-Term Victories

3.7 Developing and Fostering Change and Linking

Cultural Change in Higher Education

4. Implementing Infrastructure

Management in Higher

Education

4.1 Opening

4.2 Infrastructural Needs in Higher Education

4.3 Planning and Prioritizing Infrastructure in Higher

Education

4.4 Guidelines of Infrastructure Utilization

4.5 Maintenance and Care Infrastructure

4.6 Closing

5. Learning with Case Studies 5.1 Opening

5.2 Case Studies for Learning

5.3 Learning with Case Studies

5.4 Planning Case Study Manuscripts

5.5 Writing Case Studies

5.6 Closing

iii) Quality Assurance (QA) TOT

The four day QA TOT was conducted from March 28 – April 1 in Bogor, with 52 participants from 47

HEIs. RISTEKDIKTI participated in the TOT, demonstrating their engagement and commitment to

quality assurance. Prof. Aris Junaidi, Director of Quality Assurance from RISTEKDIKTI presented

the current policies and programs for strengthening quality assurance in every higher education

institution and program. He specifically emphasized the need for quality coaches to run internal and

external quality assurance. He committed to working with the QA TOT participants at their

institutions to support quality assurance mentoring in the future and to helping them serve other HEIs.

The HELM facilitator team offered active learning strategies and tools to use alongside a ‘coaching’

approach. Some findings from the event were:

1. Prior to the event, participants had “very low” self-professed abilities in using the types of

methods and tools introduced for facilitation. At the end of the training the average ability for

all methods and tools increased to 5 out of 5.

2. Following the training, 90 percent or more of participants felt more capable in each of the

methods of self-video recording, metaplan, icebreaker or energizer, and graphic recording.


CORE: QUALITY ASSURANCE

MODULES SUBMODULES

1. Continues Quality

Improvement

2. Theory and Practices of

Coaching

1. 1 Training Overview

1.2 Challenges of Quality Assurance System

Implementation

1.3 Institutionalization of Quality Improvement

1.4 Diagnosis based Quality Achievement Standards

1.5 Case Study (UNSRI) Palembang

1.6 Case Study (UNS) Solo

2.1 Theory of Coaching

2.2 Practice of Coaching

iv) Collaboration with External Stakeholders (CES) TOT The CES TOT was conducted from May 16-20, 2016. HELM trained 48 participants from 45 HEI

partners. Before the training, HELM conducted a small survey to understand how many times

participants had joined professional development trainings that were non-teaching (i.e., academically)

focused, and how many times they had led trainings for other staff and lecturers at their HEIs. More

than 60 percent of total participants had never or rarely used the TOT’s tools before the training and

were planning to employ them for the first time.

The comfort level of participants in using the tools and method before the training was rated as

average. After the HELM CES TOT, the comfort level and skills increased significantly, as was

consistent with other TOT sessions.

Some of the observations from the CES TOT were:

1. Many of the experiences of CES participants were similar to other TOTs, including the

enthusiasm to practice training facilitation.

2. Some participants (Didiek of Polytechnic Aceh, Irsyadunnas of IAIN Antasari) quickly tested

the new methodology with their own students, and that helped them to obtain much better

results with utilizing the interactive methodology.

3. Feedback sessions with participants also showed very high appreciation of the collaboration

methodologies in the training.

CORE: COLLABORATIONS WITH EXTERNAL STAKEHOLDERS

MODULES SUBMODULES

1. Establish Collaboration and

Partnership with External

Stakeholders

1. 1 Principles of Collaboration and Partnership

1.2 Benefits of Collaboration and Partnership

1.3 Collaboration and Partnership with External

Stakeholder

2. Collaboration Proposal 2.1 Mapping Partnership Opportunities and Resources

2.2 Logical Framework Analysis

2.3 Proposal Writing

2.4 Presentation

3. Build Collaborative

Environment in Higher

Education

3.1 Culture of Collaboration

3.2 Implementation of Collaboration

3.3 Sustainability of Collaboration


v) Financial Management (FM) TOT for Public HEIs

Photo 2. HELM Deputy Chief of Party, Dr. Parapat Gultom during FM TOT for Public Higher Education Institutions, May 30 to June 3, 2016

In order to provide hands-on support and build finance and accounting skills and knowledge of

HELM HEI partners, the FM team conducted the FM TOT Workshop for Public HEIs in Tangerang

on May 30-June 3, 2016. The objective of the workshop was to provide skills to participants from

public HEIs to deliver training in overall financial management. Forty-three participants from 42 HEI

partners, as detailed above, attended the FM TOT workshop for Public HEIs.

Participants’ understanding on facilitation skills and delivering training for FM for Public HEIs

improved quite dramatically after the implementation of each sub module, particularly in sub-module

1, which was financial planning. Feedback from the participants was also encouraging and most

remarked they were planning to apply this training to others in their HEI upon to their institution. The

following conclusions were noted:

1. By using active learning methods, participants were much more active than in average

financial workshops and gave positive feedback about the TOT methods.

2. The methodology and learning strategies introduced in the training were flexible and

could be implemented/modified to the level of staff, as well as to newer students of

finance.

Like the TOT workshops before FM, the results in comfort levels were quite positive. Due to the

nature of the FM core management area, where participants came from different work units

throughout the HEIs, the TOT team decided to gather feedback on the effect of the modules by

examining to what extent participants were able to train in the various areas of financial management.

Overall, participants said they felt more confident about training others to complete the various

financial management tasks after HELM’s training. “Preparing the implementation and procurement

package of goods and services” saw the biggest increase in comfort level before and after the training.


CORE: FINANCIAL SYSTEM MANAGEMENT FOR PUBLIC HIGHER

EDUCATION INSTITUTIONS

MODULES SUBMODULES

1. Preparation of

Planning and

Budgeting in (Public)

Higher Education

2. Improved Procurement

(goods & services)

Management

3. Preparation of

(Public HE)

Financial Report

with Information

Systems Based

4. Financial Audit and

Good Corporate

Governance

1.1 Program Planning and Performance

1.2 Performance Based Budgeting

1.3 Development of ToT and Budget Plans

2.1 Organization of Governance Goods/Services by

Government

2.2 Preparation of Procurement

2.3 Method of Procurement

2.4 Implementation Mechanism and Employment

3.1 Making Financial Reports

3.2 Financial Management Information Systems

3.3 Development of Government Performance

Accountability Reports

4.1 Internal Controls

4.2 Financial Audits

vi) Financial Management (FM) TOT for Private HEIs HELM held the final TOT workshop on Financial Management for Private HEIs from August 1-5, 2016

at the UMM campus in Malang. Seven of the participants represented HELM partner HEIs that are

private institutions. Eleven other private HEIs had been invited to join for the first time.

CORE: FINANICAL SYSTEM MANAGEMENT FOR PRIVATE HIGHER

EDUCATION INSTITUTIONS

MODULES SUBMODULES

1. Preparation of Planning and

Budgeting in (Private) Higher

Education

1.1 Program Planning and Budgeting

1.2 Budgeting and Revenue

2. Procurement Management

(goods & services)

2.1 Organizing and Procuring Goods and Services

2.2 Preparation of Procurement

2.3 Method of Procurement

2.4 Work mechanism of Procurement

3. Preparation of (Private HE)

Financial Report

3.1 Making Financial Report

3.2 Analysis of Financial Report for Decision Making

4. Financial Audit (Private HE 4.1 Internal Control

4.3 Financial Audit

4.3 Evaluation of Accountability and follow-up of Audit

Findings


vii) Action Research Program (ARP) TOT The TOT for ARP was designed to be an intensive workshop on how to train new individuals in

running an ARP process and was much smaller than the core area TOTs. The ARP TOT was held

from April 11-13, 2016, attended by 12 participants from 10 HELM partners (UNIPA; UNPATTI;

UNSYIAH; Pol. Aceh; UMM; UNTAD; UHO; UNMUL; POLNES; UNHAS). These twelve

participants were chosen based on their leadership with their ARP project, their geographical location

and gender balance.

The small group dynamic allowed the trainer, Dr. Beth Goldstein, and participants to interact closely

and work specifically on developing the yearlong process of change management through action

research. Further, because participants came from both ARP batches and had dramatically different

challenges, discussions were rich. The training improved the participants’ ability to help others in

training in ARP activities across a broad spectrum of skillsets, and participant understanding and

comfort level using the method/tools with this content improved significantly.

The TOT event also gave participants the chance to follow up on the ARP network initiated during the

ARP Forum in Yogyakarta in September 2015. The 12 participants decided to call the network the

ARP Trainer Forum and have chosen Dr. Rohny S. Maail (UNPATTI), S.Hut., M. Si and Alwathan,

ST., MT. (POLNES) to serve as co-leaders of the steering committee. The committee prepared a brief

concept note about the network for Dr. Paristiyanti Nurwardani, the Director of Learning at

RISTEKDIKTI. The members of ARP Trainer Forum are ready to work hand in hand with

RISTEKDIKTI to help other higher education institutions use the ARP approach to affect change in

institutional management.

CORE: ACTION RESEARCH PROGRAM

MODULE SUBMODULES

1. Action Research 1.1 Leadership for Change Management

1.2 Action Research Process, Formulating a Project & Team Building

1.3 Research and Data Use

1.4 A Cycle of Action Research

IIb. ACTION RESEARCH PROGRAM

Outside of the TOT activities, the ARP Special Initiative focused on sustainability and scale up of

specific ARP activities and on capturing the lessons learned to share with other HEIs. In year five,

HELM trained 39 participants as part of its action research program. Fifty-one percent of participants

were men and 49 percent were women.

Overview of FY2016 Quarters 1-3

In quarters 1-3, the ARP team identified and trained trainers to share the experiences and successes of

the 25 ARP teams with other institutions in Indonesia. Four HELM visual case studies were also

developed on HEIs that had a dramatic success on their ARP project (out of a total of six visual case

studies). These projects were:

1. Universitas Muhammadiyah Malang (UMM)’s development of hands on experiential learning

on site (e.g., the University Farm) that increased on-time graduation and better teaching

methods.

2. UNIPA’s development of a nine course Mastering Basic Skills training program to help


indigenous students in Papua catch up and succeed at university.

3. UNSYIAH’s complete revamping of the process of analyzing, improving and applying for

accreditation, which led to dramatic improvements in systems and an A accreditation score.

4. UNPATTI’s partnership efforts with industry and local government to change the laws and

improve the practices related to sustainable non-wood forestry products in the Maluku

islands.

HELM’s publication on the ARP program was finalized and printed this quarter with both languages

in one publication. The book is entitled “Navigating Change through Action Research: Cases from 25

Higher Education Institutions across Indonesia” and emphasizes that action research is about process

that starts with a small step. Each ARP team experience is summarized for the reader and describes

briefly how the action research approach was used to address particular challenges in higher

education. This book was a collaboration between ARP advisors, Dr. Beth Goldstein and Dr. Susan

Carvalho, the HELM team, and all ARP members.

IIc. Leadership Education in Engineering Accreditation Program (LEEAP) The bulk of LEEAP’s activities took place during Year 5, following the start of the special initiative

in mid-2015. In Year five, HELM trained 320 participants, consisting of 194 unique individuals as

part of the LEEAP special initiative. Seventy-one percent of participants were men and 29 percent

were women. Further, the mock visit by Accreditation Board for Engineering and Technology

(ABET) assessors in early October concluded that two of the study programs that went through the

LEEAP program at UNAND (environmental and industrial engineering) were ready to apply for

ABET accreditation in January, considerably earlier than we expected. This success was observed by

other study programs at UNAND and across other HEI HELM partners, making it clearer how to go

about improving engineering programs to reach international standards.

Overview of FY2016 Quarters 1-3 The goal of the special initiative was to introduce a method for Indonesian HEIs with engineering

schools to upgrade their quality through applying for ABET or ASEAN University Network (AUN)

accreditation. It was both intensive and instructive and focused primarily on developing and

implementing a series of workshops and interventions at Andalas University (UNAND) that could be

observed and replicated if the technical assistance could be picked up through another mechanism.

Photo 3. ARP Case Study Books


Two outcomes were planned: good results on a ‘mock’ trial of the ABET accreditation process by an

international assessor, and expanded interest in building alliances such as the one through Arizona

State University and UNAND to increase the quality and competency of engineering programs at

Indonesian universities.

During this special initiative, UNAND served as a pilot to achieve strategic planning to organize for

change and capacity in quality by rectors and vice rectors and to champion innovative curriculum

change and faculty development with an emphasis on active learning, project-based curricula, soft

skills, and critical thinking using approaches developed for Science Technology Engineering and

Math (STEM) programs around the world. The special initiative necessarily engaged all levels of the

UNAND academic community as illustrated below. This initiative was designed to demonstrate and

document best practices and methodologies in STEM by:

Supporting Indonesian university level engineering programs to become more globally

competitive programs,

Developing Indonesian university level programs that meet regional and/or international

standards; and,

Cultivating Indonesian leaders and experts that mentor others.

Figure 1: Academic Community Involvement

Five academic programs from the Engineering faculties at UNAND participated in the special

initiative with the goal of preparing for eventual ABET Accreditation: 1) Mechanical Engineering, 2)

Civil Engineering, 3) Electrical Engineering, 4) Environmental Engineering, and 5) Industrial

Engineering. Additional participants included university academic leadership, quality assurance,

educational technology and information management units, as well as observers from other academic

disciplines. Participants engaged in the special initiative as illustrated in the below training model.


Figure 2: LEEAP Training Model

Following the training model in Figure 2, each academic program team, comprised of unit leadership

(chair or head of study program), quality assurance representation either from trained faculty or

quality assurance office, and key lead lecturers committed to 1) attending a series of workshops

covering four main areas of continuous program improvement essential for successful accreditation,

2) developing and leading the continuous improvement process and making needed changes for their

academic area, 3) preparing the self-study, and ultimately, 4) seeking international accreditation.

Concurrently, team members, as well as additional faculty, participated in a fifth area - faculty

development workshops focused on course-level pedagogy and classroom assessment, designed to

strengthen the teaching and coursework, as well as the classroom assessment supporting the program

outcomes and objectives. Sessions on engaging in collaborative partnership development as well as

educational technology, and data driven decision making structures were provided, targeting

university leadership teams.

On-going coaching and mentoring were provided by the ASU team in the form of coaching calls and

focused work sessions held between the formal workshops and conducted through voice and video

conference. Team progress presentations during the workshops and submission of written components

of the self-study at appropriate intervals allowed the instructional team to gauge progress and

also provided a mechanism for peer learning and feedback. An instructor developed rubric was used

at various intervals to assess and provide formative feedback on the key criteria and development of

the self-study.

Overview of FY2016 Quarter 4 In the final stages of the project, the ASU technical team provided an introductory workshop on

Accreditation Fundamentals for Hasanuddin University (UNHAS) in Makassar to faculty from a wide

range of disciplines. A number of representatives from UNHAS had been observers in prior UNAND

workshops. Leadership has indicated an institutional commitment to pursue program accreditation

(ABET/AUN as appropriate).


Photo 4. HELM QA Specialist Abdul Rahman with UNAND participants at a ABET Mock Prepration visit, August 2016

As mentioned, the LEEAP program culminated in September 2016 with a mini-mock accreditation

visit for two of the UNAND teams who had made significant progress in their assessment and

evaluation efforts and in drafting their self-study reports. Two members of the ASU technical team

visited the UNAND campus and led the Environmental and Industrial Engineering program teams

through the continuous improvement elements that are common in an accreditation visit, providing

the university with valuable practical experience and feedback and guidance as they prepare for the

next steps in their accreditation. While the work was intensive and we faced our share of challenges,

both were achieved and the mock assessors who visited two engineering study programs at UNAND

in September said the programs were ready for actual submission of their accreditation applications in

January, well before the anticipated date. Similarly, at least six universities are establishing their own

connections to international engineering schools (e.g, ASU) to replicate the process, starting with

UNHAS, UNSYIAH and UNS, all of whom would like to achieve similar goals.


Photo 5. Dr. Kathy Wigal and UNAND Faculty of Engineering during ABET Mock Visit September 19-20, 2016

As the HELM project comes to a close, it is clear that Indonesian universities in the HELM program

are prepared to make a commitment to move to the next level of quality – represented by international

accreditation and recognition. There is a keen interest in not only developing the quality systems, but

also in developing the faculty pedagogical capabilities, necessary industry partnerships to support

applied curriculum, and strategic policy and planning to realize the goal. We have received a number

of requests for continued support and engagement with UNAND and UNHAS as well as general

inquiries regarding support from a number of the symposium attendees.

IId. Women’s Leadership in Higher Education The activity and community building inherent in the women’s leadership special initiative culminated

in Year Five with collaborative research on women in higher education in Indonesia and the

confirmation that the Women’s Leadership group Jaringan Kepemimpinan Perempuan pada

Perguruan Tinggi (JKPT2TI) became a legal entity and the Ministry of Women’s Empowerment and

Child Protection provided them with a small operating budget for the first year. The research paper

was entitled An Analysis of Women’s Leadership in Six Indonesian Universities on Four Islands:

Confronting the Reality. Six different universities were analyzed across the country and patterns were

investigated to understand women’s participation in leadership positions.

In Year five, 50 women participated in the Women’s Leadership Forum in March as part of the

women’s leadership activity. Participants represented 43 HEIs from across Indonesia.

Overview of FY2016 Quarters 1-3 HELM’s primary goal under the women’s leadership special initiative was to support leaders across

the country to work together to increase awareness and research on topics that influence the success

of women professionals in higher education through a Women’s Leadership Network, inaugurated by

the Minister of Women Empowerment and Child Protection, Dr. Yohana Yembise in June 2015. This

network has representation across the HELM partner HEIs and a smaller secretariat that is taking the

lead for the group.


Currently, the network has four priority areas. They are:

1. Register the entity so that it has full legal status and can continue beyond the life of the

project (completed);

2. Conduct research on mapping women’s current roles in higher education entities across the

country and analyze particularly salient issues that emerge in a subset of HEIs across the

country (completed);

3. Conduct collaborate research on a second priority topic focusing on violence against

women in Indonesia using consistent methods in order to present a national paper (in

planning stages);

4. Organize skills based training for women in higher education, based on the request of the Ministry of Women’s Empowerment (in planning stages).

The JKP2TI network established a strong base with participation from 50 HEIs of HELM partners

and a board of nine women leaders representing the larger group.

Designed to function independently when the project ends, HELM supported JKP2TI in the early

stages to the leaders get the network off the ground and prepare for the legal status.

Women’s Participation in Higher Education mapping. The JKP2TI researchers agreed upon the

framework for research on mapping women’s participation in higher education in a sample of HELM

HEIs as a baseline for collaborative research on women in higher education in Indonesia. Six selected

HEIs: Universitas Negeri Medan, Universitas Negeri Sriwijaya, Universitas Tadulako, Universitas

Pattimura, Universitas Muhammadyah Malang, and Universitas Cenderawasih were targeted for

researchers to learn about existing campus resources for women, key statistics on women leadership,

and capture narratives about personal experiences, using the following methodology.

Research Area Research Questions Instrument Source of Data

Existing Campus

Resources and

Climate for Women

To what extent have

the six HEIs selected

for this study

committed themselves

to promoting and

supporting women’s

leadership?

What resources and

policies already exist

for women on these

campuses?

Questionnaire Upper leadership

including heads of

Women’s Center,

relevant rectors/vice

rectors.


Research Area Research Questions Instrument Source of Data

Statistics on

Women’s

Leadership

How many/what

percentage of women

hold leadership

positions at this HEI?

Form to be filled by the

researcher (with

accompanying evidence)

Relevant administrative

staff, up to date data on

institution’s website.

Data could also be

collected with the

questionnaire

respondents, if they are

fit to provide

quantitative data.

Personal

Experiences and/or

Individual

Perceptions

What are the barriers

that women face in

reaching higher

positions at HEIs?

Recorded interviews Women on campus,

both high, middle, and

low levels

Women’s Leadership Forum. A second Women’s Leadership Forum was hosted on March 21-22,

2016, bringing participants from the first forum in June 2015 back to Tangerang to update them on

the progress of the network and to officially inaugurate the network. The forum ran well and was

attended by key officials of USAID HELM HEI partners, four representatives from the ASWGI

(Association of Women's Studies / Gender Studies Center at HEI in Indonesia) and 42 participants.

Overview of FY2016 Quarter 4 The final quarter of FY 2016 saw the culmination of the special initiative’s activities for the past

year. In the final quarter of the project, the JKP2TI officially gained legal status, enabling it to

continue operations in collaboration with the Ministry of Women’s Empowerment in the future.

Further, the annual work plan proposed by JKP2TI to the Ministry of Women’s Empowerment was

approved and its budget has been allocated to support the activities in 2017.

The research paper was also completed and presented to the Ministry of Women’s Empowerment for

feedback and dissemination as well as to RISTEKDIKTI. The academic paper presents quantitative

data from HELM’s 34 partner institutions and qualitative data from the five institutions the women

leaders represent, as well as UNSRI in Palembang, South Sumatera. More specifically, the paper

presents proportional figures on the number of female students, lecturers, and HEI leaders, then

explores in more depth specific issues that relate to women leadership in understanding the roles that

women currently play at institutions and the challenges they face.

IIe. Strengthening Career Development Centers The HELM team, through this special initiative, focused on building skills in setting up and

implementing career development centers tailored to institutions that either both did or did not have

operating centers. In year five, HELM trained 326 unique individuals as part of the strengthening

career development centers activity. Of the total unique individuals trained, 274 were students, or

approximately 84 percent. The remaining participants included rectors, heads of departments,

coordinators, lecturers, among others. Fifty-five percent of participants were men and 45 percent were

women.


Overview of FY2016 Quarters 1-3 RISTEKDIKTI is in the process of determining if every public HEI should be required to include a

CDC in their operational plan and management strategy. The establishment and improvement of a

CDC unit contributes directly to competitiveness and the quality of graduates. At the HEI level,

preparing students and graduates for the job market not only helps students and graduates plan for

their futures, but it also increases demand for enrollment in the institution itself. However, while

CDCs are extremely important, there is a general lack of knowledge of what works both at

RISTEKDIKTI and among most HEIs. HELM launched the CDC special initiative in response to

RISTEKDIKTI’s objective to learn more and enable CDCs to be set up and function better at HEIs so

students and graduates are more competent, skillful and ready to compete in the job market.

In preparation for the CDC special initiative, in the first quarter of this year HELM conducted field

assessments in the eastern region at select HEIs to gather information about the challenges they faced

and the areas of greatest need. The HELM team put a special emphasis on Flores given the very

difficult economic situation and poor agricultural options. HELM’s assessment visit shed light on the

importance of establishing CDCs in this area that built relationships with industry and also helped

students develop other relationships that could lead to income generation (e.g., new enterprises).

Some of the institutions – Universitas Katolik Widya Mandira, Universitas Cendana, Politeknik

Pertanian Kupang – requested technical assistance to develop tracer studies and to learn from other

HEIs that had created successful CDCs. They wanted to learn creative ways to collaborate with

industry, given the many local constraints.

The following chart shows the number of HEI partners that currently have CDC units:

HEIs With CDC Has No CDC Total

East Region 16 11 27

West Region 20 3 23

Total 36 14 50

HELM provided direct support to HEI partners through capacity building activities with a focus on:

1. Supporting the establishment of a new CDC unit when (regulations and basic design)

2. Strengthening the role of an existing CDC unit to better address the needs of students

and industry (analysis and upgrading)

3. Preparing students and graduates with knowledge and life skill and prepare them to

compete in job market

HELM workshops in two regions (Medan and Makassar) were designed to strengthen existing CDC

units and assist those HEIs that don’t have a CDC in establishing one. These workshops also

provided direct support for students to learn how to be competitive in the job market.


Advisors on the Go Supporting CDCs. Following up on the CDC forums held in Medan for West

Region and in Makassar for East Region, the DCOP conducted an Advisor on the Go workshop to

Politeknik Negeri Medan and Universitas Negeri Medan to obtain information regarding (1)

programs and activities of CDC, and (2) challenges of CDC and to begin to compile models to

inform RISTEKDIKTI. Both HEIs have active CDCs, but face budget limitations that only allow

them to reach a small percentage of the student body.

Photo 7. Dr. Ir. Hj. Paristiyanti Nurwardani, MP at a CDC Forum, held at Grand Clarion Makassar, on March 15-17, 2016

HELM invited all HEI partners and non-HELM partners to join a national level network called the

Indonesia Career Center Network (ICCN). To date 246 members have actively participated in regular

discussions via WhatsApp, led by the leaders of the CDC at Institute Technology Bandung.

Photo 6. Students attended a CDC session


Overview of FY2016 Quarter 4 In the final quarter of this year, the HELM CDC team, in close collaboration with Indonesian Career

Center Network (ICCN), drafted and published the case study entitled “Praktik Terbaik Pusat

Pengembangan Karir Perguruan Tinggi di Indonesia” or “Best Practices of Career Development

Centers at Higher Education Institutions in Indonesia.” The study featured five best practices of CDC

management at ITB, ITS, UGM, UNSRI, and Binus University and is available in Bahasa Indonesia.

The publication was shared with RISTEKDIKTI and other interested HEIs during the HELM final

event in September 2016.

III) CORE AREA 1: GENERAL ADMINISTRATION AND

LEADERSHIP (GAL) During the first three quarters of FY16, HELM’s General Administration and Leadership (GAL) core

area team primarily focused on activities that would maximize sustainability and strengthen local

leadership. In Year five, HELM trained 246 participants, consisting of 211 unique individuals as part

of the GAL core area. Approximately 13 percent of participants came from upper management, 30

percent from middle management, and 30 percent from lower management.75 percent of participants

were men and 25 percent were women.

Overview of FY2016 Quarters 1-3 In the first three quarters of this year, HELM supported the GAL Leadership Forum (e.g., a rotating

series of HEI-moderated teleconferences and an e-magazine focused on higher education), and the

development of TOT modules that would become part of a permanent professional development

system. The HELM GAL team also continued to support specific HEIs to build their capacity in key

areas based on traction that had been established and demand, including support to two partner

polytechnics in their efforts to upgrade their status to Badan Layanan Umum (BLU) and become more

autonomous: Politeknik Negeri Pangkep (POLNEP) and Politeknik Negeri Medan (POLMED). The

team also continued to support the three partner Akademi Komunitas institutions (AKs Kolaka, Buru

and Aceh Tamiang) to develop and implement an entrepreneurial community college model. For both

areas of technical support, HELM is capturing the methods used so they can be shared and used more

broadly.

The GAL Komunikasi Kepemimpinan dan Manajemen Perguruan Tinggi (FORKOM-KMPT)

Leadership Forum has been bringing HEI leaders together through a combination of face-to-face

meetings and webinars and has established an agenda and set of goals for its long term functioning.

Preparing leadership capacity among HEI leaders to moderate sustainable professional networks

through a webinar system has presented some implementation challenges in the short term,

particularly as many of the HEIs are just setting up viable internet systems and phone access is still

inconsistent in many places. The second teleconference and plans for the e-journal, for example, met

technical difficulties and communication was slow. Assessment results showed that members of

FORKOM-KMPT still relied upon HELM’s guidance to conduct a proper teleconference and to

troubleshoot through ways to make the interaction effective. Pak Iskandar, HELM Core Specialist,

committed to continuing his support for the team in whatever way possible after the life of the project

and linking support from RISTEKDIKTI or leading HEIs with more advanced technology systems.

The other primary focus for the GAL team this year has been the development of the TOT modules

and revisions based on the recommendations from the first TOT session (March 14-18, 2016) and

the implementation of the second TOT and presentation to RISTEKDIKTI.


Support for polytechnics to become semi-autonomous. Assistance to partner polytechnics to be

granted their BLU status and become financially and programmatically more autonomous has been a

key activity for HELM this year. Gaining BLU status requires institutional leaders and staff to

develop new mechanisms for income generation beyond student tuition fees and to demonstrate that

they can manage their programs and financial accounting systematically. The HELM partner

polytechnics are well positioned in some areas to adapt their processes, however planning for and

managing an income stream has proven to be difficult for many. Three HELM core specialists have

been working together to provide assistance to the HEIs that are furthest, the most diligent, and

ready to develop a model that can be shared more broadly. Institutions must first prepare an

extensive BLU proposal showing their preparedness to become semi-autonomous, followed by

several rounds of external reviews by representatives from RISTEKDIKTI and the Ministry of

Finance. Over the last two quarters, HELM has been working with POLMED and POLNEP and

documenting the process. HELM experts believe that the institutions are in a good position to

convert to BLU status within the next few years and will have much stronger workforce

development capacity as a result. This process will also be documented and shared.

Training of Trainers in GAL. In the second and third quarters, the GAL core management team

focused predominately on the development and

delivery of the TOT modules. The first TOT

workshop took place from March 14 – 18 and a

number of areas that the modules could be

improved were gathered. The GAL core area

experts implemented the TOT for the second

batch of partner HEI representatives in the third

quarter on April 11-15. The feedback on the

workshop was extremely positive and

participants reported 14 trainers immediately

began to provide the trainings to others in their

institutions. HELM’s TOT program is discussed

in greater detail in Section II, including the

breakdown of participants by each core area.

FORKOM-KMPT teleconferences. The GAL

team moderated teleconferences with the Forum

Komunikasi Kepemimpinan dan Manajemen

Perguruan Tinggi (Forkom-KMPT) on June 15,

2016 and is working with the group to

determine how future teleconferences and e-

magazines will be managed. The forum is well

established and the leadership is committed, so

the opportunity for sustainability exists.

Overview of FY2016 Quarter 4 During quarter 4, the GAL program continued the focus on sustainability and finalizing the GAL

TOT modules. GAL also held a final teleconference for FORKOM-KMPT on August 15, 2016, to

launch its e-magazine (http://emagazine-kmpt.net/ ). The first edition of the e-magazine featured 10

articles from the HELM project to establish a broader audience among all Indonesian HEIs for these

stories and good practices. This quarter also included continued support for entrepreneurial

community college development.

http://emagazine-kmpt.net/


GAL Workshops and Forums

Finalizing the TOT GAL Modules. After an intense effort by many people across HEI partner

institutions, the GAL TOT modules were produced and 363 pages across five submodules were

finalized and printed in the last quarter of FY2016. The GAL Specialist drafted the first three chapters

and Prof. Singgih of UGM, long time expert working with HELM, drafted one chapter. The remaining

chapter (Chapter 4) was a collaborative work of the two. Reviewers across HEIs and the HELM team

reviewed and provided inputs along the way, and the activities were pretested in the HELM offices

for peer feedback. A team of graphic artists, layout people, and leadership and training experts helped

pull the product together. It is available in hard and soft copies.

The GAL TOT module is specifically composed for GAL master trainers to learn through a training

environment. The GAL TOT module emphasizes an interactive training methodology for adult

learners, and equips master trainers with leadership knowledge and skills tailored from earlier HELM

workshops and webinar courses.

Forkom-KMPT Teleconference 5: Strengthening the Leadership to Manage Partnerships. The

fifth teleconference was held in close collaboration with members of Forkom-KMPT. The

teleconference was conducted on August 15, 2016 and was hosted by UIN SUSKA from Pekanbaru.

While most of the Research and Community Service Units (LPPM) of the HELM HEI partners need to

strengthen their capacity, some partners are functioning at a high level through good leadership. In

order to promote knowledge sharing among LPPM units with strong leadership capacity, the Forkom-

KMPT held a teleconference with the theme “Membangun Kepemimpinan LPPM di Perguruan

Tinggi” (Leadership Strengthening within the Research and Community Service Unit), and the topics

of the conference were (English translations after the titles):

1. “Meningkatkan Kinerja LPPM Melalui Reorganisasi LPPM di PTN” (Improving the Performance

of Research and Community Services Unit in Public Universities through Re-organization, part

1), presented by Prof. Dr. Ir. H. Sudirman, MPi. – Director of Innovation Research and

Development) of Universitas Hasanuddin (UNHAS).

2. “Meningkatkan Kinerja DPPM/LPPM di PT Swasta Melalui Berbagai Upaya” (Improving the

Performance of Research and Community Services Units in Private University) presented by Dr.

Vina Salviana – First Vice Director of Research and Community Service Unit of Universitas

Muhammadiyah Malang (UMM).

3. “Meningkatkan Kinerja LPPM Melalui Reorganisasi LPPM di PTN” (Improving the Performance

of Research and Community Services Unit in Public Universities through Re-organization, part

2), presented by Prof. Sulistyo Saputro M.Si., PhD – Director of Research and Community

Service of Universitas Sebelas Maret –Surakarta (UNS).

All resource persons are experts in LPPM strengthening and improvement.


E-M agazine Launch. After hard work by the HELM team and Forkom-KMPT e-magazine team (Dr

Gunawan of UMS, Dr Harto Malik of UNG and Dr. Deddy Suryadi of UPI), the first edition of the

Forkom-KMPT e-magazine launched on July 28, 2016. As a start-up, many articles featured on this

edition were articles from HELM newsletters or websites. The e-magazine can be accessed at http://emagazine-kmpt.net/

Photo 9. Display of e-magazine Forkom-KMPT launched on July 28, 2016 and supported by UMS server and IT technicians. The official launch of the e-magazine was through a teleconference between USAID HELM, UMS, UNS, UNHAS, the appointed research forum leaders.

The website has six main features and it designed to accommodate 30 pages or approximately 10

individual papers. The second edition will be issued in November 2016 by Forkom-KMPT with more

papers from the members of Forkom-KMPT.

Photo 8. Prof. Sulistya Saputro M. Si., PhD during Forkom-KMPT Teleconference, August 15, 2016

http://emagazine-kmpt.net/


The group expressed high appreciation to Prof. Bambang Setiaji (Rector) and Dr. Gunawan Ariyanto

(Head of Science Publication Unit) of Universitas Muhammadiyah Surakarta (UMS) for their

continuous support that enabled HELM and Forkom-KMPT to launch the e-magazine. Their support

made the launch and e-magazine successful.

Enterpreneurial Community College Development. HELM’s work on strengthening community

colleges/AKs is based upon a request from DIKTI to analyze and recommend an AK model that better

addresses local conditions and resources. HELM’s partner AKs all exist in remote areas far from

industry and business areas, which means fewer job opportunities for AK graduates. Based on an

analysis of the economic environment and interviews with industry and AK leadership, the proposed

AK model in the area was determined to be entrepreneurial in nature. A case study was written and

published on the findings of this experience and will be available on USAID’s Development

Experience Clearinghouse.

During this quarter HELM held two activities: first, a monitoring and strengthening visit to AK

Kolaka to determine how well the program was functioning and its potential (August 18-19, 2016);

and second the Benchmarking activity in Cianjur, Tasikmalaya and Cikarang (August 29- September

2, 2016).

1. Monitoring and Strengthening of AK Kolaka (August 18-19, 2016) The objective of this activity was: (i) to evaluate and to strengthen the implementation of the

entrepreneurship curriculum and business incubator, and (ii) to review AK Kolaka’s legal status

and ability to operate. The activity was conducted in two days. The morning session of the first

day was attended by 33 AK lecturers/student/alumni, and for the evaluation purpose the afternoon

session was attended only by students & alumni. Twenty AK lecturers and management attended

the morning session of the second day while the afternoon session of the 2nd day was attended

by 22 AK managers/coordinators, local government officers, Universitas Sembilanbelas

November (USN) leadership, a USAID officer, and a consultant of RISTEKDIKTI.

Findings. (i) The new entrepreneurship curriculum had not yet been fully implemented because

the supervisory HEI (PN Pangkep) decided to initiate the new curriculum starting in the coming

academic year (September 2016); however some trained lecturers had already begun to implement

the interactive teaching methodology in their own classes. (ii) The business incubator had not been

established for the same reason; however some students had moved forward and started their own

business. (iii) Based on these two findings, the student and alumni had engaged with the new

entrepreneurship-based curriculum at this point. The team did find almost all of the students and

alumni stated that they wanted to continue their studies (D-1) and practice business at the same

time. (iv) All parties (local government, supervisory HEI/PN Pangkep, AK Coordinator, DIKTI’s

consultant and USN) came to an agreement that the AK Kolaka should be integrated into USN in

the form of a Diploma Program outside the main campus. This development means the AK will

have the autonomy to implement the new curriculum and to establish its business incubator. For

more details on the method and application, please see the case study “Towards an

Entrepreneurial Model for Akademi Komunitas: The Case of AK Aceh Tamiang.”


Photo 10. Dr. Yani Narayana, AK Kolaka Coordinator, explains the AK status to thestakeholders in Kolaka (mostly industry and business people).

Recommendation. The HELM project will close in November 2016, so the team will not be able

to observe and to strengthen the implementation of the new curriculum, business incubator, and

the merging of AK Kolaka into USN. In this case, the GAL specialist has volunteered to observe

personally and serve as a

resource to ensure everything

runs as planned.

Highlights. (i) Although the new

curriculum is not yet operational,

the lecturers have strong

motivation and demand to

implement the entrepreneurial

courses, based on their personal

initiatives to integrate interactive

teaching and new materials into

their classes. (ii) The integration

of AK Kolaka into USN is the

best way to save AK education

in these remote areas.

2. Benchmarking Advisors on the Go Activity (August 29-September 2, 2016)

HELM organized Advisors on the Go (A2G) benchmarking activities with five attendees to

strengthen the institutional capacity of AK Aceh Tamiang, AK Kolaka, and AK Buru, so that they

would be able to increase their quality of education by introducing the entrepreneurial tactics and

prepare graduates to make an income. Representatives from the three AKs visited leaders in

running small businesses to strengthen their own programs. The HELM approach included: (i) to

introduce a curriculum of entrepreneurship, (ii) to increase the number of entrepreneurial subject

credit units, and (iii) to establish the entrepreneurship training and a business incubation unit for

hands-on learning and to build connections to industry partners.

Findings and Lessons Learned. The group visited the P4TK (VEDCA = Vocational Education

Development Centre for Agriculture) in Cianjur, a government supported entity. VEDCA trains

teachers from vocational schools in agriculture and runs a business-like institution. The trainees

were trained to produce quality products that can be sold in the nearest market. VEDCA has

assistance (through JICA) from a Japanese expert in the Food Technology section. The AK

participants learned three things from this visit necessary for business incubator establishment: (i)

the process of quality product; (ii) expertise recognition; (iii) how to establish a partnership with a

private company or institution.

The group also visited Inopak Institution in Tasikmalaya, an NGO that aims to improve the

packaging of small enterprise products. To learn first-hand how to package using simple tools and

materials, the participants visited a small-scale company under Inopak supervision. This small

company produces six types of cake powder, and was able to expand its market after improving its

packaging. Participants learned: (i) the importance of product packaging to expand markets and

allow for better pricing, and (ii) good packaging can be made by simple tools and materials such

as waxed paper, aluminium foil, iron, sealer, and use of an application such as Photoshop for

editing.

Finally, a team visited the MOC (Media On-line Centre), a company that supports Toko-online

(web-based marketing for small enterprises) in Tasikmalaya. Participants learned the importance

of an online presence and web-based marketing to reach customers anywhere directly. All those

findings and lesson learned above are important aspects of the business incubator establishment.


Finally, the team visited the Multistrada Community College (MCC), the best community college

established by industry (Akademi Komunitas Industri). The MCC was established by a tire

company, MULTISTRADA. At MCC, and all students work in different sections of the company

with different working hours (the factory runs three shifts of working hours). Class time is

adjusted to the free hours of working students and conducted onsite at the factory in their own

work stations. The participants learned: (i) to compose an industrial-based curriculum; (ii) to

manage theory teaching and practice in industrial environment and facility, and (iii) to build work

ethics demanded by industry. These lessons are necessary when AKs produce graduates to work

in industry.

Follow up Recommendations:

1. Developing the parameters and linkages of the business incubator is a shared

responsibility. The three AKs should collaborate to formulate organizational

structures, the required infrastructure, programs, networking activities, and external

collaboration programs within the business incubator establishment. Replicating

successful models leverages advantages.

2. Immediately investigate and follow-up on external collaboration opportunities with

local private sector in order to gain support and to develop the business incubators of

the three AKs.

3. Immediately investigate and follow-up the external collaboration with local private

sector in order to run training for industrial work to boost competencies needed by

the private sectors.

4. The three AKs should immediately investigate the possibility to have legal status

(collaboration mode with private sector) for the establishment of AKs’ business

incubator.

Highlights. The benchmarking A2G activity provided participants with the opportunity to

improve the AKs’ curriculum and business incubator program: (i) external collaboration with

private sectors, (ii) proper packaging and online markets improve marketing of products produced

by graduates, and (iii) find the possibility to integrate industry demands into curricula.

Photo 11. At Inopak Institute participants learned how to package products using simple tools that are affordable to small scale industry.


IIIa. GAL SUB-CORE AREA: POST-GRADUATE STRENGTHENING

IN HIGHER EDUCATION LEADERSHIP AND MANAGEMENT During year five, the post-grad team primarily focused on:

Support for online operations and a final transfer of knowledge and ownership of the Survey of

Student Learning Activities (ISSLA) to Universitas Gadjah Madah (UGM) and

RISTEKDIKTI,

Improving post-graduate online course offerings and teaching at the four partner post- graduate

institutions through the support of Dr. Chiara Logli,

Developing a case book teaching guide, and finally,

Launching an alliance for HE leadership and management post-graduate programs designed to

continue after the HELM project.

In Year five, HELM trained 215 participants, consisting of 177 unique individuals as part of the post-

grad area. Participants represented 38 HEIs, including nine non-partner HEIs. Approximately 25

percent of participants were lecturers, 10 percent were students, and the remaining participants

included upper management, faculty, and staff. Aliansi Program Kepemimpinan dan Manajemen

Pendidikan (Indonesian Alliance of Study Programs of Higher Education Leadership and

Management) was announced, and endorsed by RISTEKDIKTI.

Overview of FY2016 Quarters 1-3 While details are presented in previous quarterly reports, a summary of post-grad activities for

quarters 1-3 are below:

Dr. David Stein from Ohio State University collaborated with five partner post-graduate

faculty members as they took an online course and prepared and presented workshops to

prepare for online teaching and learning methods in HE leadership and management.

UGM designated Dr. Insap Santosa, Section Head of Information and Support Systems of the Quality Assurance Office, as the point person to adapt the ISSLA for online use, building on the

pilot paper-and-pencil ISSLA developed with assistance from HELM.

To develop better teaching materials on HE leadership and management, sixteen faculty members

who developed eight case studies on Indonesian HE met to discuss the results of the case studies,

and finalized their plans for the publication of the case studies.

Two STTAs joined HELM to pursue the second quarter’s work. Dr. Thomas Nelson Laird,

Director of the Center for Post-Secondary Research at the National Survey of Student

Engagement (NSSE) consulted with UGM on ISSLA production, design, and dissemination of

results. Dr. Chiara Logli worked with the faculty members at UPI to teach courses in HE

Leadership and Management. HELM hosted a post-grad event at their offices in Jakarta in the

second quarter, attended by 15 representatives from HELM’s post-grad program, to discuss and

formulate the post-grad program alliance by drafting by-laws and electing boards of founders,

executives, and advisers.

In the third quarter, STTA Dr. Chiara Logli continued to work with the faculty members at

UGM to teach courses in HE Leadership and Management.

RISTEKDIKTI supported HELM post-graduate program by providing recommendations for

seventeen HELM non-partners universities to join ISSLA.

Overview of FY2016 Quarter 4 Post-graduate program activities of the fourth quarter of FY2016 were directed toward the following

areas of focus:


Final assessment and the sustainability of the programs within the post-graduate strengthening

component of the HELM project, and

International symposium on Higher Education Leadership and Management and Indonesian

Survey of Student Learning Activities (ISSLA) Forum.

During the fourth quarter, Dr. Margaret Sutton visited the four post-graduate partner HEIs to review

current program status and develop action plans for ongoing development. Dr. Alex McCormick, Dr.

Judith Ouimet, and Dr. Thomas Nelson Laird served as resource persons in the second International

Symposium on Higher Education Leadership and Management, the ISSLA Forum. Indiana Alliance

drafted a sustainability document to give recommendations on long term development of graduate

schools in higher education in Indonesia.

Post-Grad Activities

Dr. Sutton together with Jetty Manurung, Post-graduate Program Manager, visited postgraduate

partners in July to assess and report on the sustainability of the programs within the Graduate

Strengthening component of the HELM project. Through visits to, and meetings with, active faculty

and administrators at UPI, IPB, UNP, and UGM Dr. Sutton reviewed current program status, provided

important feedback for future activity, and collaboratively developed action plans for ongoing

development.

Sustainability plans. Each of the four institutions is now offering or planning to offer post-graduate

programs in the field of higher education. The two existing Masters in Higher Education

Management (MM-PT) programs at UGM and IPB continue to attract students and to engage

excellent faculty in their delivery. UPI will be opening the first doctoral program in Higher Education

Leadership and Management, potentially as soon as 2017. Study Programs have human and financial

resources attached to them, providing inbuilt sustainability.

There are some significant challenges to meeting the overall objective of developing a scientific

research base on Indonesian Higher Education. The regulations that govern Study Program

development and approval serve as barriers to the establishment of new fields in post-graduate study

and research. The overarching notion of “strict linearity,” i.e., higher level degrees must be in the same

field as prior degrees in order to be eligible for government fellowships, makes it a challenge for

aspiring scholars of higher education who have no prior formal education in the field. Similarly,

faculty members who currently teach in these programs, and who are leading the way for their further

development, receive no official recognition or reward for publishing in the field of higher education,

since it is outside their specified discipline. Despite these constraints, and the short two years of

postgraduate program activities, there is forward momentum for the continuing development of the

field of postgraduate higher education. Three of the activities and outcomes of postgraduate promise to

contribute to ongoing development beyond the project period:

MOUs: All four postgraduate institutions have signed MOUs with each of the three Indiana

Alliance (IA) universities. These MOUs provide a foundation for ongoing collaboration

between the Indonesian and US HEIs.

Continuing development of future faculty: As noted above, two young professionals from

UPI (Defta Oktafiga and Taufik Mulyadin) and one from IPB (Puji Mudiana) are currently

enrolled in doctoral programs in IA universities, all with funding. Other candidates continue

to work towards fulfilling the requirements for admission to doctoral programs. With

institutional experience gained on both sides, we anticipate that each of the four postgraduate

institutions will have faculty qualified to teach post-graduate courses in the field of higher

education.

Establishment of Aliansi Program Kepemimpinan dan Manajemen Pendidikan Tinggi

(Alliance of Higher Education Leadership and Management Program): The establishment of

this legally registered association provides a framework for ongoing collaboration among the


four post-graduate institutions in the development of study programs and research agendas

and potentially for the pursuit of further funding for these activities.

Both IA and post-graduate institutions are pursuing funding options, especially in the following areas:

Desire for future visiting international faculty: All four post-graduate institutions expressed a

desire to receive future visiting faculty from IA institutions, to enrich course offerings, further

develop curriculum, and lay the groundwork for research collaboration.

Efforts to establish joint research: The collegial interaction between IA and HELM post-

graduate faculty and the admission of doctoral students to IA institutions provides a

foundation for the development of collaborative research between Indonesian and American

scholars in the field of higher education. The development of ISSLA is a particularly strong

basis for collaborative research.

Higher Education Leadership and Management Symposium and Forum

UGM held the Second Symposium on the field of Higher Education Leadership and Management in

Yogyakarta in July 26 with a theme "Strengthening Harmonization and Synergism of Higher

Education in ASEAN Economic Community (AEC)." Indonesian and international experts in HE

change management and leaders of over 50 Indonesian HE institutions discussed challenges and

policies for Indonesian HE in the context of the ASEAN Economic Community (AEC) and held

discussion groups to brainstorm, frame, and synthesize proposals for policies and instruments. Prof. dr.

Iwan Dwiprahasto, M.Med.Sc., Ph.D, Vice Rector for Academic and Student Affairs, UGM, stated

that higher education institutions need to identify the challenges and key among them are curriculum

design, dealing with new technologies, increasing the quality of the lectures, ensuring the quality of

HEIs, and realigning programs to meet global changes.

Ir. Hari Purwanto of RISTEKDIKTI presented "Strengthening the Global Competitiveness through

ASEAN Collaboration." According to him, to improve competitiveness and national social welfare,

RISTEKDIKTI promotes four pillars: escaping from middle income economy trap, improving

competitiveness, fulfilling people’s expectation, and improving research competitiveness.

Dr. Alexander McCormick and Dr. Thomas Nelson Laird of Indiana University presented on uses of

the NSSE/ISSLA in the AEC context.


Photo 12. The Second Symposium on "Strengthening Harmonization and Synergism of Higher Education in ASEAN Economic Community (AEC)," July 26, 2016 at UGM

The ISSLA Forum followed the symposium on July 27-28, where NSSE and ISSLA leaders

provided information on effective practices for evidence-based research and follow-on activities to

strengthen HE student engagement. This forum was attended by 44 males and 10 females. The

welcoming speech was addressed by Prof. Sahid Susanto from UGM and Dr. Andrea Bosch from

HELM.

Photo 13. ISSLA Forum held on July 27-28, 2016

Dr. Insap Santosa presented on the development of the online ISSLA. He explained how the UGM

team developed the system to administer the online survey. They started by identifying the

requirements (questionnaires, targeted respondents, respondents' privacy, and secure system), users


(students and administrators at UGM as well as nationwide university) and designing the user interface

by considering content organization, visual organization/appearance, and navigation design.

The 6th International Conference on Educational, Management, Administration and Leadership

(6th ICEMAL 2016) was organized by UPI and held on August 28 in Bandung. Dr. Tom Nelson Laird

was a distance keynote speaker in this conference. It was attended by about 437 participants, and aimed

to provide a platform for educators, administrators, managers, leaders, policy makers, researchers,

scholars, principals, supervisors, graduate students, practitioners, academicians, professionals and

teachers from different discipline backgrounds to present and discuss research, developments and

innovations in the fields of educational administration:

http://icemal.conference.upi.edu/pages/home.php.

Publication of case study materials on HE Leadership. Editing of the Publication on HE Leadership

and Management were completed by the HELM team and Dr. Peter Kuchinke, Professor of University of

Illinois. USAID HELM printed and published 400 copies of the Case Studies Collection on Higher

Education Leadership and Management: Teaching Materials for Postgraduate Program in both

Indonesian and English version in September to serve as materials for teaching of HE leadership and

management at the postgraduate level. USAID HELM distributed those books to all case studies

researchers/writers, relevant postgraduate faculty members, study program lecturers, deans, and

department heads at each post-grad partner university and library, 52 HELM partners HEIs including

UGM and IPB as HELM postgraduate partner universities, and Universitas Negeri Manado as a

research site. The book’s cover is below:

Photo 14. Covers of Case Studies Collection on HELM: Teaching Materials for Postgraduate Program

IV. CORE AREA 2: FINANCIAL MANAGEMENT In this year, the HELM Financial Management (FM) core area continued to focus on activities that

would improve the long term financial functioning of HELM partner HEIs. Like the other core areas,

in this final year of the project, FM concentrated on priority issues requested by RISTEKDIKTI and

the HEIs themselves. In this year, HELM trained 282 unique participants from public and private

http://icemal.conference.upi.edu/pages/home.php


HEIs in financial management in an effort to improve the financial performance of partner HEIs. 61

percent of participants were male and 39 percent were female.


As part of the FM sustainability strategy, FM trainings focused on training of trainers and risk

management in quarters 1-3. FM’s TOT strategy was different than other core areas in that there were

two separate workshops and manuals developed: one specific to public HEIs and another for private

HEIs. (The FM TOT is discussed as a cross-cutting activity in Section II.) Risk management trainings

and preparation were a priority for RISTEKDIKTI and focused on enabling participants to: 1)

analyze financial cases to identify the cause, timeline, and impact of the risk to HEI operations; 2)

review risk analysis through a lens of existing internal control policies, a risk level protocol, and the

relative rating of different types of risks; and, 3) do an exercise on risk mitigation and

recommendations.

. The objectives for participants of HELM’s FM training and consultation activities are to better

understand how to develop comprehensive action plans to shift from PTN Satker to PTN BLU (semi-

autonomous) status in order to have flexibility in correctly managing funds and to gather hands-on

experience related to calculating and managing financial risk.

A2G to Polytechnics to Support BLU Status. The A2G to support polytechnics to apply for BLU

status was an activity shared by the GAL, CES, and FM core teams. The FM Specialist and team

contributed co-conducted two A2Gs aimed to help Politeknik Negeri Medan and Politeknik Negeri

Pontianak become semi-autonomous, or BLU.

A2G at Universitas Tanjungpura (UNTAN). UNTAN has been an active and results oriented

partner to HELM. They requested HELM’s assistance in two activities: the preparation of LAKIP

2015 (Institutional Performance Report) and support in program and budget planning for 2017. The

key objectives of the activities were: (1) to outline measurable performance and continuous

improvement strategies; (2) to train in how to implement performance-based budgeting; (3) to budget

to achieve the goals outlined in their strategic plan; and (4) to develop and track non-tax revenues in

the 2017 budget using RKA-KL software.

The LAKIP training took place on December 7-8, 2015 and the 2017 budget preparation workshop

was held on December 11-12, 2015. HELM supported the activities by providing a resource person

who contributed inputs throughout the trainings. Some findings from the training were that while

leadership has good knowledge and skills about the program and budgeting, at the implementation

level they are less knowledge related to the new regulations; and that UNTAN needs to develop

complete and structured budgeting so that it can be used as technical guidance for implementation of

planning and budgeting.

FM TOT Workshop for Public HEIs. In collaboration with UGM, the FM team conducted the FM

TOT Workshop for 42 participants from Public HEIs in Tangerang on May 30–June 3, 2016. The

objective of the workshop was to provide skills to deliver training in overall financial management.

The HELM TOT methodology focused on effective training through active learning. Participants

were expected to be actively engaged in each training session by using learning tools to support the

learning process, and facilitators are taught to guide instruction. FM tools developed included power

point, pre-post assessment, working papers, a “gallery walk” activity, role play, case studies, videos

and energizers to keep the participants motivated and on task.

FM Mentoring. On June 22-24, 2016, a HELM FM team visited UNAND, UNP and PNP. The

objective of this visit was to gather hands-on experience related to financial risk and best practices for

risk and how to manage it. The team gathered information about specific financial cases, identified the

impact, studied risk mitigation and risk allocation, and worked to assess various financial risk

management strategies especially in the areas of procurement and budget planning.


Overview of FY2016 Quarter 4

During the last quarter, the Financial Management Specialist of HELM focused on mentoring,

delivery of the TOT for private HEIs, and TOT module finalization.

FM TOT Workshop for Private HEIs

In collaboration with UMM, the FM team conducted its FM TOT Workshop for Private HEIs in Malang

on August 1–5, 2016. The objective of the workshop was to provide the skills to deliver training in

overall financial management for private HEIs. This TOT incorporated lessons learned from the TOT for

public HEIs delivered in June. Forty-three participants from 18 private HEIs (7 partners and 11 non-

partners) attended the FM TOT workshop for Public HEIs. Participants included Vice Rector/Directors of

finance and administration, Heads of the Internal Audit, Heads of the Bureau of Finance, Heads of Bureau

of Program and Budget, Heads of the Procurement Unit, and other senior staff.

Photo 15. Participants at the FM TOT workshop for private HEIs during an icebreaking session.

Risk Management Forum – August 30-31, 2016

In collaboration with UGM, the FM team conducted its Risk Management Forum on August 30-31, 2016

in Yogyakarta. Forty-one participants from 39 HEIs (33 partners and 6 non-partners) attended the

forum, alongside resource people from Inspectorate General of Ministry of Education and Culture,

USAID, and Gadjah Mada University. The objective of the forum was: 1) to prepare HEI partners,

especially those responsible for the HEI asset management unit, budget and finance unit,

procurement unit, and internal auditing unit to increase their knowledge and understanding in

identifying, evaluating, mitigating and managing possible risk (highest to lowest); 2) to enable

participants to use methods used by HEI leader UGM and apply and adapt them to analyzing

financial risk value in their institution; 3) to enable participants to provide recommendations on how

to better mitigate financial risk in the operations of the HEI; and, 4) to establish a FM Network which

can continue the learning process after the HELM project.

Participants engaged with HELM team and resource persons to: 1) analyze financial cases to identify

the cause, timeline, and impact of the risk to HEI operations; 2) review risk analysis through a lens of

existing internal control policies, a risk level protocol, and the relative rating of different types of


risks; 3) perform an exercise on risk mitigation and recommendations including: options to mitigate

risk, decision-making criteria, mapping of the chosen option, and developing implementation

schedules and recommendations.

Photo 16. Dr. Maralus Panggabean, SE, SH, M.Sc of Ministry of National Education presented a session in front of participants of Risk Management, August 2016.

V. CORE AREA 3: QUALITY ASSURANCE Throughout FY2016, the QA core area focused on its LEEAP special initiative, development and

delivery of its TOT, and researching and drafting a case study to ensure that the lessons learned from

the QA core area were captured. The LEEAP special initiative and TOT are discussed in detail in

Section II. In Year five, HELM trained 199 unique individuals for the quality assurance core area

from 48 HEIs from both the eastern and western regions of Indonesia. Sixty-three percent of

participants were men and 37 percent were women.

Overview of FY2016 Quarters 1-3 QA case studies. Christine Alison, Senior Research Associate & Senior Principal from JBS

International specializing in QA; Conception Pijano, Executive Director, Philippine Accrediting

Association of Schools, Colleges, and Universities from Manila; and the HELM quality assurance

specialist were the researchers for the case studies. The main objective of the case studies is to

provide success stories of model quality improvements done by selected HEIs: University of

Cendrawasih Papua; State Politeknik of Manado, North Sulawesi; University of Hasanudin Makassar,

South Sulawesi; State University of Semarang Semarang Central Java; University of

Andalas Padang West Sumatera; and Syiah Kuala University, Banda Aceh Nangro Aceh Darussalam.

Quality Assurance Training of Trainers. In the first and second quarters, the QA core management

team focused heavily on the development and delivery of the TOT modules. The QA team developed


TOT modules covering two major topics: Continuing Quality Improvement and Coaching Theory and

Practices. HELM supported each participant to use two cases studies developed by Prof. Siti

Herlinda, UNSRI, and Dr. Sutanto Reksaredja, UNS, during the TOT for practice in module delivery.

The first TOT workshop took place from March 28–April 2, 2016. The feedback on the workshop

was extremely positive, with participants growing much more comfortable with the techniques and

technologies presented in the TOT and remaining engaged throughout the TOT.

Advisor on the Go. HELM provided a one-day mentoring session to review the first AIPT

application package prepared by State Polytechnic Palembang on January 19–20, 2016. Supported

by accreditation special task force, the polytechnic’s head of Quality Assurance was able to submit

the AIPT proposal to BANPT later in the year, resulting in a successful “B” accreditation for State

Polytechnic Palembang.

Overview of FY2016 Quarter 4 QA case study. Following completion of visits to the HEIs included in HELM’s quality assurance

case studies, the researchers worked on drafts of the case studies and shared amongst each other for

internal review before finalizing. The finalized case studies were edited and packaged for

dissemination to HELM’s HEI partners.

LEEAP. This quarter, the LEEAP special initiative concluded with its final workshops and mock

ABET assessment of UNAND. See Section II for additional detail.

TOT module finalization. Ahead of HELM’s final event, the project team finalized the layout and

editing for the QA TOT module. See Section II for additional detail.

VI. CORE AREA 4: COLLABORATION WITH EXTERNAL

STAKEHOLDERS (EC) During the last year of the project the CES core area worked to build relationships across institutions

interested in continuing to develop external partnerships after the end of the project. In Year five,

HELM trained 342 participants, consisting of 261 unique individuals for the quality assurance core

area. Approximately 8 percent of participants came from upper management, 23 percent from middle

management, and 14 percent from lower management. Seventy-one percent of participants were men

and 29 percent were women.

Overview of FY2016 Quarters 1-3 In the first quarter of this year, HELM launched the Collaboration and Innovation Network (COIN)

which was established in September 2015. Through the first three quarters of the year, HELM

supported COIN in holding a series of six webinars for members to learn about key opportunities for

partnerships, such as partnering with Erasmus+. The HELM team also held two regional forums for

COIN members in the East and West regions of Indonesia respectively, allowing for maximum

participation. During each forum the regional networks evaluated progress on its action plan to date

and planned activities for the coming months. HELM also provided regular demand-driven assistance

through advisors on the go (A2G) activities in collaboration with other core areas, as is reported

above.

As with the other core areas, the CES spent much of late 2015 and early 2016 preparing for the TOT.

The CES TOT was conducted from May 16-20, 2016, and is discussed further in Section II.



With the exception of the AK/community college activities reported under GAL, there were no new

activities for CES in Quarter 4. See Section II for activities supporting community colleges,

representing collaboration between the GAL and CES core areas.

VII. COMMUNICATIONS


Throughout 2016, the communications team continued its work towards developing visual case

studies, increasing media exposure, developing training of trainers’ materials, providing support as

needed to the program and technical team, as well as conducting other relevant communications

activities. The team also updated website news, developed testimonies, and produced event

documentation and seminar kits.

Throughout the first three quarters of FY2016, the communications team completed a number of

communications products and technical materials in support of HELM’s project objectives. Of note,

the communications team worked closely with the technical team to develop training of trainers

presentation materials, videos, and modules; case study books for both ARP and post graduate

program; and produced visual case studies that aim to capture the success stories of HELM partners.

Additionally, the team published the fourth quarterly newsletter (December 2015 Edition) in both

Bahasa Indonesia and English and completed two success stories. The stories covered Universitas

Cendrawasih’s first institutional accreditation and UNIKA De La Salle’s success in improving its

action plan for financial governance.

The communications team also worked with the ICT team to improve HELM’s website by adding a

number of features and updated content: the event calendar, the newly developed “Photo and Video

Gallery” featuring HELM activities, added snapshots of 25 ARP program in both Bahasa Indonesia

and English version, incorporated the media monitoring report and links to press clips that featured

HELM accomplishments, and updated the list of employee along with roles and latest photos. Also,

the team added 11 video testimonials and other videos to the website this quarter on such topics as

UNCEN's accreditation, ARP Forum, COIN National Forum, Audit Workshop, ISSLA, JKP2TI, and

Politeknik Aceh's accreditation as well as adding 15 updated ARP reports. This provides much more

information to website users and helps to increase awareness and interest in HELM’s activities.

Overall, there were 127 media clips covering various HELM activities over the course of the three

quarters. The media clips cover HELM activities every month, with the highest being in February

2016 with 32 media clips from 22 separate media outlets. HELM activities reported by the media

include LEEAP, CDC forums (both West and East), COIN forum (both East and West), ARP

workshops, ARP forum, national COIN forum, and AK strengthening sessions.


During the fourth quarter of FY2016, the team continued supporting the program team in finalizing all

technical materials. Activities to highlight from this year include the finalization of visual case studies,

the completion of the training of trainers’ materials, case studies books, and preparation for

HELM’s closing event.

Visual Case Studies

HELM produced six visual case studies to capture different ways that HELM influenced people’s

lives through its activities. The visual case studies present the perspective of the beneficiaries, faculty


and other relevant people in the community. HELM brought in a skilled filmmaker, Theo Smith, and

paired him with a local filmmaker, Ujo Hunter to film and produce the videos. The visual case studies

will be shown at @America and on the website of RISTEKDIKTI and are available with either

English or Bahasa Indonesia subtitles (all speaking is in Bahasa). They help to ground the activities in

the voices and stories of the people who were most affected.

Six higher education institutions participated in this communication activity with the following

stories:

1. Politeknik Aceh (April 2016) -- Polytechnic Aceh Improves Student Employability

through Strong Partnership with Industry and Government (Politeknik Aceh

Meningkatkan Kecakapan Kerja Mahasiswa Melalui Kerjasama dengan Industri dan

Pemerintah).

2. Akademi Komunitas Aceh Tamiang (April 2016) -- Community Academy in Aceh

Tamiang Builds Stronger Local Entrepreneurs (Akademi Komunitas Aceh Tamiang

Mengembangkan Pengusaha-Pengusaha Handal).

3. Universitas Syiah Kuala (May-June 2016) -- USAID HELM Helps Syiah Kuala

University Use Action Research to Achieve an "A" Level Accreditation (Universitas

Syiah Kuala Memanfaatkan Riset Aksi untuk Memperoleh Akreditasi "A").

4. Universitas Muhammadiyah Malang (June 2016) -- USAID HELM and University

Muhammadiyah Malang Increase Student-Centered Learning and Improve

Educational Quality (USAID HELM dan Universitas Muhammadiyah Malang

Meningkatkan Pembelajaran Berpusat Kepada Mahasiswa dan Mengembangkan

Kualitas Pendidikan).

5. Universitas Papua (July-August 2016) -- Addressing the Struggles of First Year Students

in Papua through Academic Skills Classes (Mengatasi Tantangan yang Dihadapi

Mahasiswa Baru di Papua Melalui Kelas Kemampuan Akademik).

6. Universitas Pattimura (August 2016) -- Strengthening Research Collaboration with

Community, Private Sector, and Local Government in Maluku (Penguatan Kolaborasi

Riset dengan Masyarakat, Sektor Swasta, dan Pemerintah Lokal).

The case studies were showcased during the USAID HELM closing event on September 21, 2016 and

were distributed to all HEI partners and guests of the closing event through flash drives. They can also

be seen on YouTube at https://www.youtube.com/user/helmindonesia.

Training of Trainers and Case Studies Development and Publication

In the fourth quarter of FY2016, the communications team contributed the graphics, artwork, and

layout of the seven training of trainers’ guidebooks and six case studies books or papers.

Training of trainers modules. All modules are available in Bahasa Indonesia only and are

accompanied by flash drives that contain soft copies of the training modules, accompanying

worksheets, relevant videos, and additional reading materials.

http://www.youtube.com/user/helmindonesia


Case studies and books. The ARP, women’s leadership, AK, and post-graduate books and papers

are available in both Bahasa Indonesia and English versions. The CDC book is available in Bahasa

Indonesia only, while the QA case study is available in English. The below list includes all titles of

the books and papers produced and is followed by the associated covers.


1. Quality Assurance: On Progress 2012-20162. Best Practices on Career Development Centers for Indonesian Universities (Praktik

Terbaik Pusat Pengembangan Karir Perguruan Tinggi di Indonesia)

3. Towards An Entrepreneurial Model for Akademi Komunitas: The Case4. of AK Aceh Tamiang (Menuju Model Kewirausahaan untuk Akademi Komunitas: Studi

Kasus di AK Aceh Tamiang)

5. Navigating Change Through Action Research: Cases From 25 Higher Education

Institutions Across Indonesia (Mengelola Perubahan Melalui Riset: Pengalaman 25

Perguruan Tinggi di Indonesia)

6. Case Studies Collection On Higher Education Leadership and Management: Teaching

Materials For Postgraduate Programs (Kumpulan Studi Kasus dalam Bidang

Kepemimpinan dan Manajemen Pendidikan Tinggi)

7. Collaborative Research: An Analysis Of Women’s Leadership in Six Indonesian

Universities on Four Islands: Confronting The Reality (Riset Kolaborasi: Sebuah Analisa

Kepemimpinan Perempuan pada Enam Universitas Indonesia dari Empat Pulau Berbeda:

Menghadapi Realita)

Media Engagement

This quarter, there were 50 media clips covering various HELM activities, including 11 media clips

from eight media outlets in July; 17 media clips from 13 media in August; and 22 media clips from 21

media in September.


One media clip from unand.ac.id reported the final event of LEEAP workshop series held at

UNAND campus on July 25, 2016.

Eleven media clips from eight media covered HELM Post Graduate Symposium event in

Yogyakarta, July 26, 2016. All media reported the remark made during the event by Ir. Hari

Purwanto, M.Sc., DIC, expert from Research and Technology Ministry of Higher Education

Infrastructure on the Government of Indonesia’s strategy to encourage and direct universities

in Indonesia to become world-class universities. Ten clips were featured on online media,

and one was reported by a newspaper.

Sixteen media clips featured the activities of USAID HELM training of trainers in financial

management for private HEIs held in close collaboration with UMM on August 1-5, 2016.

Among all the media clips on the event, 13 media clips were reported online, two were from

two local TV stations, one was from a national radio station, and one clip was reported by a

local newspaper.

One news piece from http://www.unikadelasalle.ac.id/ featured a story on USAID HELM

visits to UNIKA De La Salle in Manado on September 9, 2016.

Twenty-one media clips covered the story of USAID HELM final event held on September

22, 2016. Fourteen clips were featured on online media, among five of them were in

English. National newspapers reported the other seven media clips.

USAID HELM Closing/ Final Event

In preparation of the USAID HELM closing/ final event, entitled “The Five Year Journey of USAID

HELM: Connecting, Strengthening, and Inspiring Higher Education Institutions in Indonesia” (Lima

Tahun Perjalanan USAID HELM: Menghubungkan, Memperkuat, dan Menginspirasi Perguruan

Tinggi di Indonesia) held on September 21, 2016 at the Auditorium of RISTEKDIKTI.

Six booths were built to showcase USAID HELM products and activities from 12 core areas and

special initiatives. The booths were:

1. General Administration and Leadership – Strengthening Akademi Komunitas

2. Quality Assurance – Leadership for Engineering Education Accreditation Program

3. Financial Management Public – Financial Management Private

4. Collaboration with External Stakeholders – Strengthening Career Development Center

5. Action Research Project – Strengthening Postgraduate Program6. Women’s Leadership – Blended Learning

Each booth highlighted achievement and showcased activities of previous HELM events in the form

of video activities, video testimonies, and photos. Each booth also displayed the training of trainers’

modules, case study books, and infographics of related core area/initiative.

http://www.unikadelasalle.ac.id/


During the final event, the communications team also supervised the production of HELM

promotional materials, such as the map of HELM HEI partners, the poster showcasing past HELM

animated products, HELM standing banners, and partners’ logo banners.

Photo 18. Map of USAID HELM HEI Partners

As a token of appreciation towards partners, the communications team supervised the production of

plaque/ certificates, which were distributed at the closing event to key-partners from RISTEKDIKTI,

KEMEN PPPA, KEMENKO PMK, and all HELM HEI partners.

In close collaboration with USAID Communications and Outreach Specialists, the team developed a

media briefing to highlight the closing event and HELM’s achievements during a five year

implementation. Moreover, working together with the Public Relations Team of RISTEKDIKTI, the

communications team invited media partners to attend the event. A press conference session was held

Photo 17. The Quality Assurance - LEEAP Booth and Hanging Banners of HELM HEI Partners


with Dr. Patdono Suwignjo (Director General of Institutional IPTEK DIKTI), Mr. Brian McFeeters

(Charge d’Affairs of US Embassy in Indonesia), and Ms. Erin McKee (Mission Director of USAID

Indonesia).

Other Products and Activities

During this quarter, the communications team continued to support all HELM programs and

activities including designing PowerPoint presentation templates, designing events communications

materials (i.e. backdrops, certificates, event sheets), documenting activities through photography and

video, and providing communications related support to program activities.

The last two HELM newsletters were canceled due to the amount and comprehensiveness of the

material being generated by the HELM project. These other products were delivered to the partner

HEIs and RISTEKDIKTI with explanatory information instead. The cancellation of the newsletter

was approved by USAID.


VIII. MONITORING AND EVALUATION

Overview:

In FY2016, HELM met or exceeded its fiscal year and life of project targets, as demonstrated in the

indicator table on the next page. In sum, HELM trained 3,872 unique individuals, exceeding the life of

project target by 1,597. Additionally, HELM supported 528 organizational improvements across all

core areas and special initiatives since the beginning of the project, exceeding the life of project target

by 468. All partner HEIs evaluated under indicator 13.1 have either been accredited, are in process, or

about to start the process of submitting their application to obtain accreditation through BAN-PT.

Overall, FY2016 was a successful year for the project. The below analysis provides greater detail


Table 2: Results for Indicators Reported for FY2016 No. Indicator Disaggregation Data source Freque

ncy

FY2016

Target

LOP

Target Result for

Q4

Result for

FY2016

LOP to date

results 1 Number of host-

country individuals

trained in Indonesia

as a result of USG

investments

involving higher

education

institutions.

(Standard)

Sex; HEI; Core

management

area; training

activity; training

method

(direct/indirect)

HELM program and

partner HEI records

collected via the

standard registration

form and the standard

attendance form

Quarterly 750 individuals

trained

2,275 individuals

trained

(unique for

all years)

Total: 293

individuals

trained

Men: 204

individuals

(70%)

Women: 89

individuals

(30%)

Total: 1,620

individuals

trained

Men: 1,010

individuals

(62%)

Women: 610

individuals

(38%)

Total: 3,872 Men: 2,503

individuals

(65%)

Women: 1,369

(35%)

3 Proportion of

females who report

increased self-

efficacy at the

conclusion of USG

supported

training/programmin

g. (Standard)

Core

management

area; HEI;

training activity

Pre- and post-tests

collected at relevant

HELM training events

and retroactive post-

test for long-term

activities where pre-

tests were not

collected

Quarterly 50% of female

respondents

n/a 63% of

female

respondent

s

50% of female

respondents

n/a

5 Number of USG-

supported

organizational

improvements that

strengthen the

institutional capacity

of host country

higher education

institutions.

(Standard)

HEI; core management area

SOPs, policy manuals,

policy decrees from

upper leadership,

organizational charts,

etc.

Annually 60 organizational

improvements

60 organization

al

improvemen

ts

n/a 200 organizational

improvements

528 organizational

improvements

7 Number of USG-

assisted higher

education

partnerships between

US and host country

institutions that

Indonesian HEI MOUs/partnership

agreements signed

between an Indonesian

higher education

institution and an

Annually 13 partnerships

13 partnerships

n/a 13 partnerships

13 partnerships


No. Indicator Disaggregation Data source Freque

ncy

FY2016

Target

LOP

Target Result for

Q4

Result for

FY2016

LOP to date

results address regional,

national, and local

development needs.

(Standard)

American partner

higher education

8 Number of graduate

programs in HE

administration

developed or

strengthened.

(Custom)

HEI HEI records; study

program

documentation;

curricula/teaching

modules; annual

reports of students

enrolled and

(eventually) graduated

from the programs;

symposium

invitations; journal

publications; websites;

brochures; press

releases

Annually 4 programs

developed or

strengthened

n/a (results

are by fiscal

year)

n/a 4 programs

developed or

strengthened

4 programs

developed or

strengthened

11.2 % of HEIs

participating in

Action Research

which have

completed a new

change management

initiative based on

their ARP proposal.

(Custom)

HEI; type of

HEI; status of

HEI; core

management area

Approval from ARP

advisors based on

confirmation of

proposal, final report,

and proceedings

Annually Batch 1: 90% Batch 2: 60%

Batch 1: 90%

Batch 2:

60%

n/a Batch 1: 90% Batch 2: 93%

Batch 1: 90% Batch 2: 93%

Overall,

92% of all AR

projects

successfully

completed

12.1 % of HELM- supported HEIs in

each cohort that have

new or improved

standard operating

procedures in

finance including

budgeting,

procurement

HEI; type of

HEI; status of

HEI

SOPs at the

institutional,

department, or

working unit level

Annually Cohort 1: 64% Cohort 2: 48%

56% of HEIs

exhibiting

new or

improved

SOPs in

financial

management

in both

cohorts

n/a 76% of Cohort 1 (19/25

HEIs)

60% of Cohort

2 (15/25

HEIs)

68% of HEIs

exhibition new

or improved

SOPs


No. Indicator Disaggregation Data source Freque

ncy

FY2016

Target

LOP

Target Result for

Q4

Result for

FY2016

LOP to date

results financial reporting,

and auditing.

(Custom)

(Results are

cumulative).

13.1 % of HELM- supported HEIs

reviewed by BAN-

PT that are newly

accredited. (Custom)

HEI, type of

HEI, status of

HEI

HEI partner records;

BAN-PT

Annually 95% 95%, or 42 out of 44

HEIs

n/a 91%, or 40 out of 44 HEIs

91%, or 40 out of 44 HEIs

13.2 Number of study

programs at HELM-

supported HEIs

reviewed by BAN-

PT that receive an

accreditation ranking

of A or B. (Custom)

HEI, cohort, HEI

location, HEI

type, HEI status

HEI partner records;

BAN-PT

Annually 450 study

programs at

HELM-

supported

HEIs

accredited

with rankings

of A or B.

1,555 study

programs at

HELM-

supported

HEIs

accredited

with

rankings of

A or B

n/a 385 study

programs at

HELM

supported

HEIs

accredited

with rankings

of A or B

1,741 study

programs at

HELM

supported HEIs

accredited with

rankings of A

or B

14 Percent change in

new partnerships

since project

inception, reported

by a sample of

HELM-supported

HEIs. (Custom)

Type of

partnership, type

of HEI, status of

HEI

HEI collaborative

documents or a

summary sheet of new

partnerships pursued

or actively pursued as

signed by the Vice

Rector or Rector

Annually Cohort 1: 20%

increase

Cohort 2: 15%

increase

n/a n/a Cohort 1:

40.47%

increase

Cohort 2:

35.25%

increase

n/a

15 Number of higher

education

professionals who

participate in an

interactive webinar

session facilitated by

HELM. (Custom)

HEI; type of

HEI; Status of

HEI

(public/private);

Sex; Core

management

area; Individual

vs. group

learning

connection;

Frequency of

participation

UGM-provided

attendance/registration

form and HEI-

provided attendance

lists for group learning

participants

HELM-collected

attendance/registration

form for webinar

sessions conducted by

HELM.

Quarterly n/a n/a Total: 18

unique

individuals

with 18

attendances

Men: 14

(78%)

Women: 4

(22%)

Total: 133

unique

individuals

with 209

attendances

Men: 103

(77%)

Women: 30

(23%)

Total: 658

unique

individuals

with 1,826

attendances

Men: 448

(68%)

Women: 210

(32%)


Indicator 1

HELM has steadily increased the number of individuals trained each year from 108 in FY2012 to 1887 in

FY2015, and finally reached 1,620 in FY2016. The proportion of women trained has improved overall

since the start of the project, with women representing 38 percent of training participants in FY2016. In

the fourth quarter, 293 individuals were trained, of which 89 or 30 percent were women. Part of the

increase in women trained is due to the Special Initiative on women’s leadership, which focused much

more attention on getting women leaders to the table.

Graph 1: Number of Individuals Trained by Gender and Fiscal Year

HELM continues to include an additional level of analysis to capture the number of individuals trained

within each core management area and training method in this annual report. Whereas the analyses in the

above chart presents unique individuals for each fiscal year across core area, the disaggregation on core

management area below present unique individuals within a core management area. In other words, a

HELM participant may be counted more than once within a given fiscal year if he/she attended HELM

trainings or programming in more than one core area and/or other support area that year, which happened

across some of the overlapping core areas.

Number of Individuals Trained by Core Management Area throughout the Life of Project

Core Management Area Individuals Trained throughout LOP

GAL 671

FM 869

QA 1,041

CES 638

ARP 301

PG 404

SI 790

2000

1800

1600

1400

1200

1000

1887

1620

1200

1010 880

800 617 641 687

610 600

400

438

239

12 96 108

179

FY2012 FY2013 FY2014 FY2015 FY2016

Total


Indicator 3

In Quarter 4, questionnaires were distributed at two HELM activities to measure improvements in the

perception of self-efficacy among female participants. The instrument used is designed to measure self-

efficacy as a dramatic and holistic change. The activities included the financial management (private)

training of trainers and risk management workshop. Additionally, four retroactive surveys were

distributed to LEEAP participants in order to capture increased self-efficacy among female participants

using a post-test instrument, for activities that had no baseline. Out of the 35 female respondents who

attended one of HELM’s programs this quarter and/or completed a retroactive survey, 63 percent reported

an increased self-efficacy.

Adding this quarter’s results to previous quarters this year, in FY2016 50 percent of female participants

(or 217 out of 434 female participants) reported an increased sense of self-efficacy.

Percentage of Women with Increased Self-Efficacy in FY2016, by Training Activity

Activity Quarter Percentage of Increased

Female Self-Efficacy

Workshop on Akademi Komunitas

Entrepreneurship Curricula Development based on

Best Practices from Community College in

Thailand and Local Industry (AK Aceh Tamiang)

Q1

10%




Thailand and Local Industry (AK Buru)

40%

A2G Borang (accreditation plan) Review and

Quality Improvement Coaching for Universitas

Negeri Gorontalo

42%

A2G Workshop in Winning Partnership and Grant

Proposal Development by HELM COIN Network

and Case Study Development

76%

A2G to Universitas Cendrawasih

Q2

40%

Strengthening and Establishing of Career

Development Center For HEIs, West Region

50%


Development Center For Students, West Region

37%

Collaboration and Innovation Network (COIN)

Regional Forum, East Region

0% (one response)

General Administration and Leadership Training of

Trainers, Batch 1

67%


Development Center For HEI, East Region

45%


Development Center For Student, East Region

44%

Women’s Leadership Forum 42%

Quality Assurance Training of Trainers 44%


Trainers, Batch 2 Q3

50%

Action Research Project Training of Trainers 75%

Collaboration with External Stakeholders Training 79%


Activity Quarter Percentage of Increased

Female Self-Efficacy




Thailand and Local Industry (AK Aceh Tamiang)

Q1

10%




Thailand and Local Industry (AK Buru)

40%

A2G Borang (accreditation plan) Review and

Quality Improvement Coaching for Universitas

Negeri Gorontalo

42%

A2G Workshop in Winning Partnership and Grant

Proposal Development by HELM COIN Network

and Case Study Development

76%

A2G to Universitas Cendrawasih

Q2

40%


Development Center For HEIs, West Region

50%


Development Center For Students, West Region

37%

Collaboration and Innovation Network (COIN)

Regional Forum, East Region

0% (one response)


Trainers, Batch 1

67%


Development Center For HEI, East Region

45%


Development Center For Student, East Region

44%

Women’s Leadership Forum 42%

Quality Assurance Training of Trainers 44%

of Trainers

LEEAP International Symposium 67%

Financial Management (Private) Training of

Trainers

60%

Financial Management (Public) Training of

Trainers Q4

77%

Risk Management Workshop 36%

LEEAP (retroactive survey) 100%

TOTAL FY2016 RESULT: 50 %


Percentage of Increased Female Self-Efficacy by Core Management Area

The table below shows the percentage of increased female self-efficacy in FY2016 by core management

area. More information on increased female self-efficacy in FY2016 can be found in Annex 2.

Core Management Area Percentage of Increased

Self-Efficacy

General Administration and Leadership 35%

Financial Management 59%

Quality Assurance 45%

Collaboration and External Stakeholders 66%

Action Research Project 88%

Women’s Leadership 42%

LEEAP 80%

Career Development Centers 41%

Indicator 5

This year, HELM’s partner HEIs cumulatively developed 200 organizational improvements at their

respective institutions. These organizational improvements were self-reported by selected HELM alumni,

and went through a stringent verification process to determine if the change qualified as an organizational

improvement that was attributable (either entirely or partially) to HELM interventions and if there were

evidence to substantiate the claim. The key criteria for including the organizational improvements was

their relevance to HELM activities and/or their inclusion of a statement on HELM’s contribution. The

organizational improvements were based on survey responses received from HELM alumni and M&E

field visits carried out to select HEIs. Information on the number of organization improvements in

FY2016 by HEI can be found in Annex 3.

Number of Organizational Improvements by Core Management Area

The distribution of organization improvements by core management area is shown below. Although 68 out

of the 200 organizational improvements in FM are the same FY2016 SOPs in finance that are reported in

Indicator 12.1, FM still has the highest number of organizational improvements of any other core

management area. Graph 2: Organizational Improvements

12 31 39

22

123

FM CES SI


GAL Common organizational improvements in the area of GAL included training to staff members that

significantly changed functioning at the HEI, the development of mechanisms to better manage human

resources, and the development of standard operating procedures (SOPs) at the study program and/or

faculty levels.

FM Fifty-seven of the 68 organizational improvements reported in the area of FM included the development

or improvement of SOPs. The remaining eleven organizational improvements included improved

budgeting practices, integration of financial systems, and the development of key procedures for areas

such as inventory management, procurement, and budget implementation.

QA The most common organizational improvements in the area of QA included key changes to how quality

assurance units functioned. Other organizational improvements included the introduction of internal

quality assurance auditing, SPMI cycles, as well as changes the quality award system with an

improvement in the number of study programs receiving a grade of “A.”

CES One quarter of the organizational improvements in the area of CES in FY2016 were related to scholarship

system management. The remaining 75 percent of organizational improvements were related to the

introduction of competency assessment to better position the HEI for partnerships, the establishment of

new units such as a collaboration team and specific offices supporting external collaboration and

partnerships, inclusion of entrepreneurship into the curriculum, and the development of an information

system.

ARP The three organizational improvements reported under ARP included the creation of an online auditing

system, the usage of the academic database to support analyses of key policies by the head of the study

program, and an improvement in the information and management system related to students’ academic

essays.

PG

There were no organizational improvements reported under the PG program for FY2016.

Other (includes Women’s Leadership and LEEAP) Within Women Leadership, twelve survey respondents reported increases in women participation in

leadership positions at their institutions. The other survey respondent reported an improvement in

teaching methodology as a result of LEEAP workshops.

Indicator 7

As of the end of FY2016, 13 higher education partnerships had been established between HELM’s partner

institutions and U.S. HEIs. Under HELM’s Post-Graduate (PG) programs, 11 MOUs were signed between

one of the four PG HEIs in Indonesia and one of the Indiana Alliance universities in the U.S. In addition

to the 11 PG-related partnerships, a MOU was signed between Universitas Mulawarman

(UNMUL) and University of Kentucky as a result of HELM’s ARP special initiative. One MOU was

signed between Universitas Tadulako and Arizona State University under the LEEAP special initiative.


Many other institutional agreements were put in place, but were not signed officially and were, therefore,

not included here.

No. Indonesian HEI U.S. HEI HELM Activity

1. Institut Pertanian Bogor Indiana University PG

2. The Ohio State University PG

3. University of Illinois PG

4. Universitas Gadjah Mada Indiana University PG



7. Universitas Negeri Padang Indiana University PG



10. Universitas Pendidikan Indonesia Indiana University PG


12. Universitas Mulawarman University of Kentucky ARP

13. Universitas Tadulako Arizona State University LEEAP

Indicator 8

In FY2016, all four of the graduate programs in Higher Education administration that HELM works with

were strengthened, as they each met at least two of the following six criteria:

1. Conducted promotional activities

2. Drafted a case study for teaching materials

3. Students in the field of higher education administration graduate from HELM-assisted institution

4. Symposium held

5. New research in the area of higher education carried out6. Distance learning executive course syllabi developed (expected at the end of FY2016)

In FY2016, there was one promotional activity conducted, three case studies drafted for teaching

materials, one symposium held, and 61 research projects conducted in the area of higher education.

Overall in FY2016, 78 students graduated in the area of higher education administration. All 78 students

who graduated from one of the post-graduate programs also conducted student research in higher

education as part of their studies in the form of a master’s thesis project or a dissertation project. For more

information by graduate program, please see Annex 4.

Indicator 11.2

Number of Successfully Implemented Batch 2 Action Research Projects by HEI

In FY2016, the Action Research Program concluded its programming with 14 out of 15 of its batch 2

research teams, or 93 percent, completing a new change management initiative based on their ARP

proposal. To date, 92 percent of all ARP teams have successfully implemented their project based on what

they had proposed at the start of the ARP. More information by HEI is provided in Annex 5.


Number and Percent of Successfully Implemented Batch 2 Action Research Projects by Type of

HEI

Out of the 14 HEIs in Batch 2 that successfully implemented their AR projects, 12 were universities and

two were polytechnics. All universities completed their projects and two of three of the polytechnic teams

completed their projects.

Number of Approved Percent of Approved Universities 12 100% (12 out of 12 teams)

Polytechnics 2 67% (2 out of 3 teams)

Number and Percent of Successfully Implemented Batch 2 Action Research Projects by Status of

HEI

Out of the 14 HEIs in Batch 2 that successfully implemented their AR projects, 12 were from public HEIs

while two were from private HEIs.

Number of Approved Percent of Approved Public 12 86% (12 out of 14 teams)

Private 2 14% (2 out of 14 teams)

Number and Percent of Successfully Implemented Batch 2 Action Research Projects by Focus Area

Rather than disaggregating the ARP projects by HELM’s core management areas, the project determined

that it would be more relevant to present the data according to the three focus areas of the ARP program:

1) accreditation and quality assurance; 2) student access, equity and/or success; and 3) collaboration with

external stakeholders. Five AR projects in Batch 2 fell under each of the project focus areas. The

breakdown of the number and percent of successfully implemented action research projects by focus area

is as follows:

Project Focus Area Number of Successfully

Implemented Projects

Percent of Successfully

Implemented Projects Accreditation and Quality

Assurance 5 100%

Student Access, Equity, and/or Success

4 80%

Collaboration with External

Stakeholders for Research

Productivity

5 100%

Indicator 12.1

Since the establishment of Indicator 12.1’s baseline data, 19 HEIs in Cohort 1 and 15 HEIs in Cohort 2

have either developed new standard operating procedures (SOPs) in finance where no previous SOP

existed or upgraded their SOPs in one or more areas. In FY2016, four HEIs in Cohort 1 and five HEIs in

Cohort 2 developed new SOPs in finance. Cumulatively, 76 percent of the HEIs in Cohort 1 and 60

percent of the HEIs in Cohort 2 have established new or improved SOPs in finance to date. Additional

information on number of SOPs by HEI and fiscal year is in Annex 6.


Out of the 35 HEIs that make up Indicator 12.1’s results to date, 26 are universities (including the

universities included in the baseline), six are polytechnics, and one is a community college. Of the total

number of HEIs that reported new or improved SOPs, 73 percent are universities (excluding the eight

baseline universities), 23 percent are polytechnics, and 4 percent are community colleges.

Graph 3: Number of HEIs with New or Improved SOPs in Finance by HEI Type and Fiscal Year

Additionally, when totaling the number of SOPs that have been developed by each type of HEI, 180 SOPs

have been developed at universities, while 16 SOPs and five SOPs have been developed at polytechnics

and the community college, respectively.

Number of HEIs with New or Improved SOPs in Finance by HEI Status and Fiscal Year

Of the HEIs with new or improved SOPs in finance by HEI status and fiscal year, 28 HEIs were public

HEIs, eight of which developed new or improved SOPs in finance during FY2016. Four of the total

number of HEIs that have achieved this indicator’s criterion were private HEIs, all of which developed

new or improved SOPs in finance during FY2016.

Overall, public HEIs cumulatively developed 113 SOPs in finance, while private HEIs cumulatively

developed 79 SOPs in finance. This represents 38 percent of HELM’s public partners and 17 percent of

HELM’s private partners that met the requirements of FY2016.

10 9

8 8 7

6

4 3

2 2 2 2 1 1

0

Baseline FY2013 FY2014 FY2015 FY2016

AK


Graph 4: Number of SOPs by Area of Financial Management

The highest number of SOPs developed was in the area of Financial Reporting.

Indicator 13.1

In FY2016, 3 of HELM’s partner HEIs were newly accredited. All HEIs received a ranking of “B” in

FY2016. To date, 91 percent of the HEIs that are tracked by Indicator 13.1, or 40 out of the 44, have been

accredited. Seven of the HEIs are ranked “A,” 31 of the HEIs are ranked “B,” and two of the HEIs are

ranked “C.” The outstanding HEIs who have not been accredited have either submitted all of their

application documents to BAN-PT or intend to submit by the end the calendar year. More information on

institution accreditation of HEIs by fiscal year is in Annex 7.

Institutional Accreditation of HEIs by Ranking and Fiscal Year

FY2012 (baseline)

FY2013 FY2014 FY2015 FY2016 Total per

Ranking

to date

Ranking of

A

0 2 4 1 0 7

Ranking of

B

2 3 8 15 (including UHO’s reaccreditation)

3 31

Ranking of

C

1 1 (UHO’s first

accreditation)

1 0 0 2 (excluding UHO’s 2013

accreditation)

Number of Accredited HEIs by Type of HEI and Accreditation Ranking

Of the 40 partner HEIs that have been accredited, 78 percent are universities and 22 percent are

polytechnics. Of the 50 HEI partners that HELM works with, 34 were universities from the first cohort.

Number of Accredited HEIs by Status of HEI and Accreditation Ranking

Of the 40 partner HEIs that were accredited since FY2012, 90 percent are public HEIs and 10 percent are

private HEIs. Similar to the disaggregation by HEI type in the previous section, the accreditation

70 63

60

50

38

25

18

12

10

0

Internal Audit Other (i.e. Administration)


achievement by HEI status is somewhat proportionate to sample size, as 86 percent of the HELM partner

HEIs are public.

Indicator 13.2 This year, 385 study programs at HELM-supported HEIs reviewed by BAN-PT received an accreditation

ranking of A or B. 185, or 48 percent, of the programs accredited were ranked “A,” while 200, or 52

percent, programs accredited received a “B.” This data also include programs that have been re-

accredited during HELM’s life of project, including programs at Universitas Andalas, Universitas

Haluoleo, Universitas Pendidikan Indonesia, Universitas Syiah Kuala, and Universitas Tanjungpura.

More information on the number of study programs accredited by HEI, ranking, and fiscal year is in

Annex 8.

Study Programs Newly Accredited by HEI Location and Fiscal Year

The graph below shows the numbers of study programs accredited by HEI location and fiscal year. Both

FY2014 and FY2016, Western Indonesian HEIs have slightly more study programs accredited per year

than Eastern Indonesian HEIs. Important to note about this gap is that out of the 50 HELM partners, there

are four more Eastern Indonesian HEIs than Western Indonesian HEIs. The higher number of study

programs newly accredited seen among Eastern Indonesian HEIs in FY2012, FY2013, and FY2015 is

thus negligible.

Graph 5: Number of Study Programs Accredited by HEI Location and Fiscal Year

Study Programs Accredited by HEI Type and Ranking in FY2016

Although most of the study programs accredited have consistently been within universities and institutes,

the number of study programs accredited at polytechnics has seen a 310 percent increase from FY2012 to

FY2016. Furthermore, as discussed in some of the other indicator analyses, polytechnics consist of only

13 of the 50 HEIs that HELM works, with 11 of them in Cohort 2. To date, none of HELM’s community

college partners have received accreditations for any of their study programs. They are thus excluded

from this disaggregation.

450

400

350

300

250

405

367 385

316

268 247

208 201 204

50

0

152 157 159 159

116 138

FY2016

Total


Graph 6: Number of Study Programs Accredited by HEI type and Ranking in FY2016

Study Programs Accredited by HEI Status and Ranking in FY2016

The majority of study programs that were newly accredited were public HEIs.

Graph 7: Number of Study Programs Accredited by HEI Status and Ranking in FY2016

Indicator 14 Based on data on partnerships from 22 HEIs sampled for Indicator 14 each year, Cohort 1 had a 40.47

percent increase (383 new partnerships), while Cohort 2 experienced a 30.25 percent increase (122

partnerships) in FY2016. More information on the number of new partnerships and percent increases is in

Annex 9.

355 353

299 300

250

200

150

100

258

50

0

10 17 12 28 32

Polytechnic

400 373

350 341

316 297

300 248

250

200

150

100 51 44

50 20 19 32

0

FY2012 FY2013 FY2014 FY2015 FY2016


Number of New Partnerships by Type of Partner and Cohort

In FY2016, HEIs within this indicator’s sample established more partnerships with government entities

than any other type of organization. In total, 45 percent of the new partnerships established this year were

in collaboration with governmental partners. International HEIs and the private sector each accounted for

30 percent of the total partnership types, followed by Indonesian HEI partners that accounted for 16.8

percent of the total partnership types. Research center partnerships account for 1.2 percent of

partnerships.

Percent Change in New Partnerships by Status of HEI and Cohort

Within the sample of 22 HEIs, only three HEIs were private. Two of them came from the first cohort, and

the third was from the second cohort. Only one private HEI had a positive percent change with seven new

partnerships in Cohort 1. The remaining two private HEIs decreased by one MOU.

Indicator 15 Unlike Indicator 1, Indicator 15 presents participation in blended learning interactive sessions where

individuals are counted more than once if they join more than one session.

Since completing the Blended Learning Special Initiative with Universitas Gadjah Mada, HELM has

continued to conduct webinar sessions from its office in Jakarta through the Collaborative Talk Webinar

(CES) and the Leadership Network Teleconference, which rotates different core topics each quarter. In

Q4, 18 participants, of which all were unique individuals, joined one of HELM’s webinar sessions. In

total, 134 unique individuals participated in HELM webinars with 209 total attendances in FY 2016.

More information on the number of participants in the blended learning courses is in Annex 10.

Graph 8: Webinar Participants by Type of HEI in FY2016 (Unique Individuals)

9

6

14

75

Community Colleges Other (Non-HEI partners)


Webinar Participants by Sex in FY2016 (Unique Individuals)

The gender composite of the webinars in FY2016 is 77 percent male participants and 23 percent female

participants. The percentage of women who participated in webinars in FY2016 is lower than the overall

percentage of women participating in trainings in Indicator 1. This is likely due to the lower levels of

overall participation in webinars as a whole in FY2016.

Webinar Participants by Core Management Area in FY2016 (Total Attendance)

During FY2016, webinars in the core management area of general administration and leadership (GAL)

had the highest attendance rate, with 72 attendances for multiple teleconferences through the FORKOM-

KMPT network on trainings in cooperation between HEIs and a discussion between members of the

FORKOM-KMPT to launch the e-magazine. Fifty-eight percent of participants for GAL connected

through the group learning format.

Webinar Participants by Individual vs. Group Learning Connection in FY2016

In FY2016, group learning connections made up 75 percent of the total webinar participation. Given the

challenges that many of HELM’s partner HEIs face when it comes to internet access, group learning

connection continues to help reach a bigger audience than individual learning does.

21

83

Female


ANNEXES

Annex 1: Indicator 3, Percentage Increased Female Self-Efficacy in FY2016 by HEI

Name of HEI

Total

Improved

Total

Respondents

Percentage of

Increased Female

Self-Efficacy

Akademi Komunitas Aceh Tamiang 1 12 8%

Akademi Komunitas Buru 3 6 50%

Akademi Komunitas Negergi Kolaka 2 2 100%

IAIN Antasari 2 4 50%

IKIP PGRI PTK 1 1 100%

Institut Teknologi Nasional 1 2 50%

Politeknik Aceh 0 1 0%

Politeknik Negeri Lhokseumawe 1 3 33%

Politeknik Negeri Manado 4 10 40%

Politeknik Negeri Medan 2 7 29%

Politeknik Negeri Padang 1 2 50%

Politeknik Negeri Pontianak 4 6 67%

Politeknik Negeri Samarinda 2 3 67%

Politeknik Negeri Sambas 0 2 0%

Politeknik Negeri Sriwijaya 1 1 100%

Politeknik Negeri Ujung Pandang 5 10 50%

Politeknik Pertanian Negeri Kupang 6 8 75%

Politeknik Pertanian Negeri Pangkep 1 5 20%

STAKPN Ambon 1 2 50%

STIA LAN 0 2 0%

STIE Malangkucecwara 2 3 67%

STIE STMIK IBBI 1 4 25%

STIM SUKMA Medan 3 6 50%

STKIP YPUP 2 3 67%

STMIK Dipanegara 2 2 100%

UIN Alauddin Makassar 1 2 50%

UIN Sumatera Utara 2 4 50%

UIN Sunan Kalijaga 1 2 50%

UIN Sutan Syarif Kasim 1 1 100%

Universitas Airlangga 0 1 0%

Universitas Andalas 5 5 100%

Universitas Atma Jaya 1 2 50%

Universitas Bengkulu 2 3 67%


Name of HEI

Total

Improved

Total

Respondents

Percentage of

Increased Female

Self-Efficacy

Universitas Bosowa 0 1 0%

Universitas Cendrawasih 9 14 64%

Universitas Cokroaminoto 2 3 67%

Universitas Darma Agung 0 2 0%

Universitas Dharmawangsa 2 5 40%

Universitas Fajar Makassar 1 1 100%

Universitas Gajayana 2 2 100%

Universitas Gajayana Malang 1 1 100%

Universitas Halu Oleo 2 3 67%

Universitas Hasanuddin 3 9 33%

Universitas HKBP Nommensen 1 3 33%

Universitas Islam Malang 2 2 100%

Universitas Katolik De La Salle 4 10 40%

Universitas Katolik St. Thomas 1 1 100%

Universitas Katolik Widya Karya 1 2 50%

Universitas Katolik Widya Mandira 0 1 0%

Universitas Kristen Satya Wacana 2 6 33%

Universitas Lambung Mangkurat 0 1 0%

Universitas Ma Chung 3 4 75%

Universitas Malikussaleh 2 3 67%

Universitas Medan Area 0 3 0%

Universitas Merdeka Malang 1 3 33%

Universitas Methodist Indonesia 0 1 0%

Universitas Muhammadiyah Kendari 2 2 100%

Universitas Muhammadiyah Makassar 1 2 50%

Universitas Muhammadiyah Malang 5 6 83%

Universitas Muhammadiyah Surakarta 2 2 100%

Universitas Mulawarman 1 3 33%

Universitas Neegri Semarang 1 1 100%

Universitas Negeri Gorontalo 8 15 53%

Universitas Negeri Makassar 2 8 25%

Universitas Negeri Malang 0 1 0%

Universitas Negeri Medan 1 3 33%

Universitas Negeri Padang 0 2 0%

Universitas Negeri Papua 5 5 100%

Universitas Negeri Semarang 1 1 100%

Universitas Nusa Cendana 0 2 0%

Universitas Pattimura 1 6 17%


Name of HEI

Total

Improved

Total

Respondents

Percentage of

Increased Female

Self-Efficacy

Universitas Pejuang R.I. 0 3 0%

Universitas Pembangunan Panca Budi 0 2 0%

Universitas Pendidikan Indonesia 2 4 50%

Universitas Prima Indonesia 2 3 67%

Universitas Sari Mutiara Indonesia 1 2 50%

Universitas Sriwijaya 1 3 33%

Universitas Sumatera Utara 5 11 45%

Universitas Syiah Kuala 1 1 100%

Universitas Tadulako 1 3 33%

Universitas Tanjungpura 10 15 67%

Universitas Tribhuwana Tunggadewi 1 1 100%

Universitas Udayana 0 3 0%

Universitas Widyagama 1 1 100%


Annex 2: Indicator 5, Number of Organizational Improvements in FY2016 by HEI

In FY2016, organizational improvements were developed at 28 of HELM’s partner HEIs.

No. HEI Number of Organizational

Improvements Reported

1 Akademi Komunita Buru 2

2 Akademi Komunitas Kolaka 1

3 Politeknik Aceh 4

4 Politeknik Negeri Lhokseumawe 23

5 Politeknik Negeri Manado 4

6 Politeknik Negeri Pontianak 15

7 Politeknik Negeri Samarinda 2

8 Politeknik Negeri Sriwijaya 1

9 Politeknik Negeri Ujung Pandang 19

10 UIN Sunan Kalijaga 7

11 UIN Sutan Syarif Kasim 5

12 Universitas Andalas 1

13 Universitas Haluoleo 1

14 Universitas Hasanuddin 11

15 Universitas Katolik De La Salle 14

16 Universitas Katolik Widya Mandira 14

17 Universitas Kristen Satya Wacana 12

18 Universitas Lambung Mangkurat 8

19 Universitas Malikussaleh 1

20 Universitas Muhammadiyah Surakarta 2

21 Universitas Mulawarman 26

22 Universitas Negeri Gorontalo 21

23 Universitas Negeri Malang 2

24 Universitas Negeri Semarang 2

25 Universitas Nusa Cendana 6

26 Universitas Sriwijaya 7

27 Universitas Tadulako 5

28 Universitas Udayana 6

TOTAL 222


Annex 3: Indicator 8, Areas Strengthened by HEI

Conducted

promotional

activities

Drafted a

case study

for teaching

materials

Students in

the field of HE

administration

graduate from

the HELM-

assisted

institution

Symposium

held

New

research in

the area of

HE carried

out

Institut Pertanian

Bogor

1

promotional

activity

conducted

through the

HEI’s website for

the higher

education

administration

program

19 MMPT

students

graduated from

IPB in the 2015-

2016 academic

year

12 research

projects

carried out on

such topics as

academic

management

strategy based

on internal

audits,

performance

indicator

achievement

for academic

affairs, and

sustainable

quality

improvement

strategy

Universitas Gadjah

Mada

9 MMPT

students graduated from

UGM in the 2015-2016

academic year

1

symposium held in Q4 FY2016

Universitas Negeri

Padang

42 MMPT

students

graduated from

UNP in the

2015-2016

academic year

42 research

projects

carried out on

such topics as

managerial

and leadership

capabilities of

faculty

leaders, the

development

model of

entrepreneurial

learning, and

socio-effective

learning

models.

Universitas

Pendidikan Indonesia

3 case studies

drafted including: 1).

8 MMPT

students

graduated from

7 research

projects carried out on


Conducted

promotional

activities

Drafted a

case study

for teaching

materials

Students in

the field of HE

administration

graduate from

the HELM-

assisted

institution

Symposium

held

New

research in

the area of

HE carried

out

Determination

unit costs at

Bandung

Institute of

Technology,

Bogor

Agricultural

University, and

Indonesia

University of

Education; 2).

Implementation

of Knowledge

Management in

Higher

Education; and

3). The

Effectiveness

of the Quality

Improvement

Program

UPI in the 2015-

2016 academic

year

such topics as

learning

management

strategies,

effective

leadership in

quality

assurance, and

employer

services in

higher

education

Grand Total

1

promotional

activities

conducted.

3 case studies

drafted for

teaching

materials

78 graduates in

the area of

higher

education

administration,

with 68 at the

master’s level

and 11 at the

doctoral level.

1

symposium

held

49 new

research

projects

conducted in

the area of

higher

education


Annex 4: Indicator 11.2, Number of Successfully Implemented Batch 2 Action

Research Projects by HEI

No.

HEI

Project Title

Focus Area

Successfully

Implemented

their ARP

Project

1

Politeknik Aceh Improving Study Program

Accreditation by Management of Accreditation Data

Accreditation and

Quality Assurance

Yes

2

Politeknik Negeri Medan

Strategy for Improving Research

Culture based on Collaboration

with Private Sector

Collaboration with

External

Stakeholders for

Research

Productivity

No

3

Politeknik Negeri Samarinda

Improving Dynamic Research

Culture through Cooperation

Mechanism with CSR of Industrial

and Business World

Collaboration with

External

Stakeholders for

Research

Productivity

Yes

4

UIN Sultan Syarif Kasim Increasing Effectiveness of

Academic Information System

(SIMAK) at UIN SUSKA Riau

Accreditation and

Quality Assurance

Yes

5

Universitas Mulawarman

The Enhancement of University

Researchers’ Strategies and

comprehension of Industry-

Collaboration through Network-

Building Capacity

Collaboration with

External

Stakeholders for

Research

Productivity

Yes

6

Universitas Cendrawasih

Entrepreneurship Development

Model for Students in the

University of Cendrawasih

Collaboration with

External

Stakeholders for

Research

Productivity

Yes

7

Universitas Haluoelo

Improved Access to Bidik Misi

Scholarship for the Underserved

Students in Konawe Utara

Regency Southeast Sulawesi

Student Access,

Equity and/or

Success

Yes

8

Universitas Hasanuddin

Internalizing Learning

Management System (LMS) to

Improve Learning Quality at

Selected Study Programs at

Hasanuddin University

Accreditation and

Quality Assurance

Yes

9 Universitas Lambung

Mangkurat

Increasing Teaching Skills for

Prospective Teachers through

School Internship Program

Accreditation and

Quality Assurance

Yes

10

Universitas Negeri Makassar Entrepreneurship Training for

Disadvantaged Students

Student Access,

Equity and/or

Success

Yes

11

Universitas Papua

Improving Freshmen Students’

Performance by Mastering

Learning Skills: A case of agrotech

study program

Student Access,

Equity and/or

Success

Yes

12

Universitas Pattimura

Enhancement of Dynamic

Research Collaboration with

Private-Industrial Sectors and

Local Government

Collaboration with

External

Stakeholders for

Research

Productivity

Yes

13 Universitas Syiah Kuala The Strategy to Enhance the

Quality of Accreditation in Study

Accreditation and

Quality Assurance Yes


No.

HEI

Project Title

Focus Area

Successfully

Implemented

their ARP

Project

Program toward Continuous

Quality Improvement

14

Universitas Tadulako Empowering Underserved Students

of Tadulako University to Improve

the Academic Achievement

Student Access,

Equity and/or

Success

Yes

15

Universitas Tanjungpura

Institutionalization of Community

Development & Outreaching into

the Structure of Tanjungpura

University

Student Access,

Equity and/or

Success

Yes


Annex 5: Indicator 12.1, Number of SOPs by HEI and Fiscal Year

HELM

Cohort No. HEI FY2012 FY2013 FY2014 FY2015 FY2016

TOTAL

PER HEI

Cohort

1

1 Universitas Andalas Baseline

2 Universitas Sriwijaya Baseline 5 5

3 Universitas Pendidikan Indonesia Baseline

4 Universitas Negeri Semarang Baseline

5 Universitas Sebelas Maret Surakarta Baseline

6 Universitas Hasanuddin Baseline

7 Universitas Tanjungpura 1 8 9

8 Politeknik Negeri Medan 5 5

9 UIN Sunan Kalijaga 3 1 4

10 Politeknik Aceh 1 1

11 UIN Sutan Syarif Kasim 9 9

12 Universitas Muhammadiyah Surakarta 10 10

13 Universitas Muhammadiyah Malang 3 3

14 Universitas Negeri Malang 3 1 4

15 Universitas Syiah Kuala 24 24

16 Politeknik Negeri Samarinda

17 Universitas Cendrawasih

18 Universitas Halu Oleo

19 Universitas Kristen Satya Wancana 3 3

20 Universitas Lambung Mangkurat 3 3

21 Universitas Mulawarman 20 20

22 Universitas Negeri Makassar

23 Universitas Papua

24 Universitas Pattimura

25 Universitas Tadulako 1 1


HELM


TOTAL

PER HEI

Cohort

2

1 Universitas Bengkulu Baseline

2 Universitas Udayana Baseline

3 Politeknik Pertanian Negeri Pangkep 3 3

4 Universitas Muhammadiyah Kendari 3 3

5 AK Buru 6 6

6 IAIN Antasari 28 28

7 Politeknik Negeri Manado 11 11

8 STAKP Negeri Ambon 10 10

9 Universitas Negeri Padang 5 5

10 UNIKA De La Salle 1 9 10

11 AK Aceh Tamiang

12 AK Kolaka

13 Politeknik Negeri Lhokseumawe 16 16

14 Politeknik Negeri Padang 1 1

15 Politeknik Negeri Pontianak 9 9

16 Politeknik Negeri Sambas

17 Politeknik Negeri Sriwijaya

18 Politeknik Negeri Ujung Pandang

19 Politeknik Perikanan Negeri Tual

20 Politeknik Pertanian Negeri Kupang


HELM


TOTAL

PER HEI

21 Universitas Katolik Widya Mandira

22 Universitas Malikussaleh

23 Universitas Negeri Gorontalo 3 3

24 Universitas Negeri Medan

25 Universitas Nusa Cendana 1 1

TOTAL PER FISCAL YEAR 1 22 112 72 207


Annex 6: Indicator 13.1, Institutional Accreditation (AIPT) of HEIs by Fiscal Year

Name of HEI FY2012 (baseline)

FY2013 FY2014 FY2015 FY2016

1 Politeknik Negeri Lhokseumawe C 2 Universitas Negeri Makassar B 3 Universitas Pendidikan Indonesia B 4 Universitas Haluoleo C B

(re-

accredited)

5 Universitas Hasanuddin A 6 Universitas Kristen Satya Wacana B 7 Universitas Muhammadiyah Malang A 8 Universitas Muhammadiyah Surakarta B 9 Universitas Negeri Semarang B 10 UIN Sultan Syarif Kasim B 11 UIN Sunan Kalijaga A 12 Universitas Andalas A 13 Universitas Bengkulu B 14 Universitas Lambung Mangkurat B 15 Universitas Muhammadiyah Kendari C 16 Universitas Mulawarman B 17 Universitas Negeri Malang A 18 Universitas Negeri Medan B 19 Universitas Negeri Padang B 20 Universitas Sebelas Maret Surakarta A 21 Universitas Nusa Cendana B 22 Universitas Sriwijaya B 23 Universitas Udayana B 24 IAIN Antasari B 25 Politeknik Aceh B 26 Politeknik Negeri Medan B 27 Politeknik Negeri Padang B 28 Politeknik Negeri Samarinda B 29 Politeknik Negeri Sriwijaya B 30 Politeknik Pertanian Negeri Kupang B 31 Politeknik Pertanian Negeri Pangkep B 32 Universitas Cendrawasih B 33 Universitas Negeri Gorontalo B 34 Universitas Pattimura B 35 Universitas Syiah Kuala A 36 Universitas Tadulako B 37 Universitas Tanjungpura B 38 Politeknik Negeri Ujung Pandang B

39 STAKPN Ambon B

40 Universitas Malikussaleh B

Total 3 6 13 15 3


Annex 7: Indicator 13.2, Number of Study Programs Accredited by HEI, Ranking,

and Fiscal Year

FY2016

No. HEI FY2012 FY2013 FY2014 FY2015 FY2016

A B A B A B A B A B

1 AK Aceh Tamiang 0 0 0 0 0 0 0 0 0 0

2 AK Buru 0 0 0 0 0 0 0 0 0 0

3 AK Kolaka 0 0 0 0 0 0 0 0 0 0

4 IAIN Antasari 0 1 0 0 0 4 0 13 1 3

5 Politeknik Aceh 0 0 0 0 0 0 0 0 0 3

6 Politeknik Negeri Lhokseumawe 0 0 0 0 0 0 0 1 0 6

7 Politeknik Negeri Manado 0 2 0 0 0 3 0 2 0 2

8 Politeknik Negeri Medan 0 1 0 1 0 3 0 0 1 5

9 Politeknik Negeri Padang 0 1 0 2 0 1 0 2 0 3

10 Politeknik Negeri Pontianak 0 2 0 5 0 0 0 2 0 2

11 Politeknik Negeri Samarinda 0 3 0 3 0 2 0 7 0 1

12 Politeknik Negeri Sambas 0 0 0 0 0 0 0 0 0 0

13 Politeknik Negeri Sriwijaya 0 1 0 0 0 1 1 7 1 1

14 Politeknik Negeri Ujung

Pandang

0 0 0 0 0 2 0 1 1 6

15 Politeknik Perikanan Negeri

Tual

0 0 0 0 0 0 0 3 0 0

16 Politeknik Pertanian Negeri

Kupang

0 1 0 0 0 0 0 0 0 0

17 Politeknik Pertanian Negeri

Pangkep

0 0 0 0 0 0 0 0 0 0

18 STAKPN Ambon 0 0 0 0 0 0 0 1 0 3

19 UIN Sultan Syarif Kasim 1 2 1 2 1 2 3 19 2 5

20 UIN Sunan Kalijaga 0 0 2 6 3 6 7 7 13 1

21 Universitas Andalas 4 8 3 11 5 14 0 7 6 4

22 Universitas Bengkulu 1 0 1 13 1 1 1 11 4 10

23 Universitas Cendrawasih 0 0 0 7 0 6 0 8 0 6

24 Universitas Halu Oleo 0 1 1 8 0 16 1 23 3 2

25 Universitas Hasanuddin 12 14 11 19 5 10 8 14 8 1

26 Universitas Katolik De La Salle 0 0 0 0 0 1 0 2 0 1

27 Universitas Katolik Widya

Mandira

0 0 0 0 0 5 0 5 0 2

28 Universitas Kristen Satya

Wacana

2 2 2 9 3 7 2

4 9 8

29 Universitas Lambung

Mangkurat

1 21 0 13 1 5 4 8 2 8

30 Universitas Malikussaleh 0 1 0 4 0 2 0 5 0 2

31 Universitas Muhammadiyah

Kendari

0 0 0 1 0 2 0 4 0 2


Malang

3 5 3 2 8 7 0 3 2 9


Surakarta

2 6 0 2 7 9 3 10 4 4

34 Universitas Mulawarman 0 2 0 19 0 12 0 7 0 2

35 Universitas Negeri Gorontalo 0 2 0 5 0 2 0 7 4 9

43 Universitas Nusa Cendana 0 2 0 9 0 2 0 13 0 3

44 Universitas Pattimura 0 6 3 14 0 3 0 3 1 5

45 Universitas Pendidikan Indonesia 19 10 6 20 8 12 4 5 11 6

46 Universitas Sriwijaya 0 0 3 9 9 25 1 8 3 11

47 Universitas Syiah Kuala 3 10 1 6 2 23 2 10 10 8


No. HEI FY2012 FY2013 FY2014 FY2015 FY2016

A B A B A B A B A B

35 Universitas Negeri Gorontalo 0 2 0 5 0 2 0 7 4 9

36 Universitas Negeri Makassar 2 30 1 1 0 12 5 7 1 10

37 Universitas Negeri Malang 1 7 4 10 4 10 15 15 14 7

38 Universitas Negeri Medan 0 6 1 0 0 5 1 18 20 2

39 Universitas Negeri Padang 0 5 2 5 1 9 0 11 15 7

40 Universitas Papua 0 0 0 0 0 5 0 8 0 0

41 Universitas Sebelas Maret Surakarta 2 9 3 18 9 14 9 17 20 8

42 Universitas Negeri Semarang 2 11 5 5 3 10 6 10 14 5

43 Universitas Nusa Cendana 0 2 0 9 0 2 0 13 0 3

44 Universitas Pattimura 0 6 3 14 0 3 0 3 1 5

45 Universitas Pendidikan Indonesia 19 10 6 20 8 12 4 5 11 6

46 Universitas Sriwijaya 0 0 3 9 9 25 1 8 3 11

47 Universitas Syiah Kuala 3 10 1 6 2 23 2 10 10 8

48 Universitas Tadulako 0 8 1 11 0 5 0 7 1 10

49 Universitas Tanjungpura 0 2 1 9 0 5 0 6 2 11

50 Universitas Udayana 9 18 1 4 4 22 3 8 5 3

TOTAL 64 200 56 253 74 285 76 329 185 200

264 309 359 405 385


Annex 8: Indicator 14, Number of New Partnerships and Percent Change of New

Partnerships by Cohort and HEI in FY2016

HELM

Cohort

No.

HEI

Number of

New

Partnership

s in FY2016

Percent

Change of

New

Partnerships

in FY2016

Cohort 1

1 Politeknik Negeri Medan 14 +21.43%

2 Politeknik Negeri Samarinda 19 +15.79%

3 UIN Sultan Syarif Kasim 52 +82.69%

4 Universitas Andalas 32 +28.13%

5 Universitas Hasanuddin 6 -933.33%

6 Universitas Kristen Satya Wacana 28 +28.57%

7 Universitas Muhammadiyah Surakarta 13 -7.69%

8 Universitas Mulawarman 124 +85.48%

9 Universitas Pendidikan Indonesia 16 -18.75%

10 Universitas Sriwijaya 79 +56.96%

TOTAL NEW PARTNERSHIPS IN

COHORT 1

383 40.47%

Cohort 2

11 AK Aceh Tamiang 5 +80%

12 AK Buru 3 -100%

13 AK Kolaka 8 +87.5%

14 IAIN Antasari 24 +70.83%

15 Politeknik Negeri Manado 10 +50%

16 Politeknik Negeri Ujung Pandang 25 +60%

17 Politeknik Pertanian Negeri Kupang 9 +66.67%

18 Politeknik Pertanian Negeri Pangkep 6 +33.33%

19 Politeknik Sriwijaya 8 -25%

20 Universitas Katolik De La Salle Manado 4 0%

21 Universitas Negeri Gorontalo 18 +11.11%

22 Universitas Nusa Cendana 2 -500%

TOTAL NEW PARTNERSHIPS IN

COHORT 2

122 35.25%

GRAND TOTAL NEW PARTNERSHIPS IN

FY2016

505


Annex 9: Indicator 15, Number of Participants in Interactive Webinar Sessions in

FY2016 (Unique Individuals) All blended learning courses with UGM completed in FY2015. However, HELM continued to use the

interactive webinar platform for webinar series, workshops, teleconferences, coaching calls, and

meetings.

HEI Code Institution # of Individuals

0 STKIP Bina Bangsa 1

1 Akademi Komunitas Aceh Tamiang 23

2 Akademi Komunitas Buru 4

4 IAIN Antasari 6

5 Politeknik Aceh 22

6 Politeknik Negeri Lhokseumawe 3

8 Politeknik Negeri Medan 1

9 Politeknik Negeri Padang 6

10 Politeknik Negeri Pontianak 1

13 Politeknik Negeri Sriwijaya 4

16 Politeknik Pertanian Negeri Kupang 1

18 STAKPN Ambon 2

19 UIN Sutan Syarif Kasim 8

21 Universitas Andalas 55

24 Universitas Halu Oleo 1

26 Universitas Katolik De La Salle 3

28 Universitas Kristen Satya Wacana 3

29 Universitas Lambung Mangkurat 1

30 universitas Malikussaleh 1

31 Universitas Muhammadiyah Kendari 22

32 Universitas Muhammadiyah Malang 1

33 Universitas Muhammadiyah Surakarta 1

35 Universitas Negeri Gorontalo 3

36 Universitas Negeri Makassar 3

37 Universitas Negeri Malang 1

39 Universitas Negeri Padang 5

41 Universitas Sebelas Maret Surakarta 4

42 Universitas Negeri Semarang 1

45 Universitas Pendidikan Indonesia 5

46 Universitas Sriwijaya 1

49 Universitas Tanjungpura 5

51 Institut Pertanian Bogor 7

52 Universitas Gajah Mada 4

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