SEPUTAR WAWANCARA ASESOR DENGAN DOSEN SAAT VISITASI PRODI

Summary

This video provides valuable insights into the interview process between assessors and lecturers during accreditation visitations in higher education. It covers key areas such as understanding the program's vision, teaching load, research funding, community service activities, and academic evaluations. The script outlines common questions related to teaching, curriculum development, and research involvement, aiming to help academic institutions prepare effectively for external assessments and accreditation. The content is based on real experiences, making it a practical guide for program administrators and faculty members involved in accreditation processes.

Takeaways

• 😀 Dosen's understanding of the program's vision is confirmed during the interview to assess alignment with program criteria.
• 😀 Dosen's teaching load (credit points) is reviewed and aligned with data from human resources and workload criteria.
• 😀 Questions about the research funding process include transparency in proposal announcements, recruitment, and funding amounts.
• 😀 Activities related to community service (PKM) are assessed, including frequency and involvement of dosen in these activities.
• 😀 The core competency alignment between dosen's field of expertise and the program's focus is evaluated during the interview.
• 😀 Evaluation of dosen's teaching performance, including student feedback, is explored, often in the form of performance indices or academic evaluations.
• 😀 Curriculum evaluations are discussed, with dosen being involved in assessing the effectiveness and updating of the program's curriculum.
• 😀 Dosen's involvement in program development activities such as seminar committees or academic support roles is assessed.
• 😀 Dosen's participation in academic advising (DPA) and student career guidance is checked for frequency and effectiveness.
• 😀 The professional development of dosen is highlighted, including participation in training, workshops, and seminars to enhance academic and pedagogical skills.

Q & A

What is typically asked during interviews with lecturers during visitations?

During visitations, lecturers are asked about their understanding of the program’s vision, their teaching load, involvement in research, and community service activities, among other topics. The aim is to assess their engagement with the program and its standards.

How is the lecturer's understanding of the program's vision evaluated?

The lecturer’s understanding of the program’s vision is assessed by confirming whether they are aware of and can articulate the program’s mission and goals. This aligns with Criterion 1 of the accreditation process.

Why is the teaching load (SKS) important during the interview?

The teaching load, or SKS (credits), is important because it helps assess whether the lecturer’s workload aligns with the program’s standards. It is cross-referenced with data in Criterion 4, which evaluates faculty workload and resources.

What is expected regarding research funding during the interview?

Lecturers are asked about the sources of their research funding and whether the process for submitting proposals is transparent. This includes the announcement of calls for proposals, recruitment procedures, and whether these processes adhere to standards.

What questions are asked about community service (PKM) activities?

Lecturers are asked about the frequency and nature of their community service activities, such as whether they engage in these activities yearly, what types of projects they are involved in, and how these activities contribute to their role as educators.

How does the interview address the lecturer’s academic background?

Interviewers ask about the lecturer’s academic background to ensure it aligns with the program’s needs. This includes confirming the lecturer’s degrees (e.g., S1, S2, S3) and ensuring their field of expertise is relevant to the program they teach.

What is the significance of teaching evaluations during the interview?

Lecturers are often asked about how their teaching is evaluated by students. This could include formal evaluations or systems like the 'Edo' index, which measures academic performance. It ensures that the lecturer’s teaching effectiveness is assessed.

What role does the lecturer play in the development of the academic program?

Lecturers are asked whether they participate in the development of the academic program, including involvement in committees, seminars, or activities that contribute to the program’s growth and improvement.

How is the lecturer’s involvement in student advising assessed?

Lecturers are questioned about their roles as academic advisors, including how often they meet with students, the topics discussed during advising sessions, and how they support students in their academic and career development.

What is expected regarding the lecturer’s professional development?

Lecturers are asked about their professional development activities, such as attending workshops, seminars, or training sessions. This helps assess their commitment to ongoing learning and improving their academic and teaching competencies.