Table 5.2
Program Learning Outcomes/PLO
|
ATTITUDE (S) |
DESCRIPTION |
|
PLO-1 (S-1) |
Capable of internalizing the character traits of
"intelligent, innovative, noble, self-sufficient, caring, academically
ethical, and committed to the development of new ideas" in accordance
with the roles and functions performed inside and outside the work
environment, as well as in the context of society, nation, and state. |
|
KNOWLEDGE |
DESCRIPTION |
|
PLO-2 (P-1) |
Demonstrate
advanced knowledge of the fundamentals and applications of educational
management, educational organization, educational leadership and
decision-making, educational supervision, and educational policy in order to
provide innovative, original, and tested work. |
|
PLO-3 (P-2) |
Capable
of resolving scientific and technological difficulties in the field of
education management science through interdisciplinary, multidisciplinary,
and transdisciplinary approaches. |
|
GENERAL KNOWLEDGE (KU) |
DESCRIPTION |
|
PLO-4 (KU-1) |
Capable of
compiling scientific concepts and study results in the form of scientific
research articles published in renowned national and international scientific
journals and dissertations based on scientific principles, procedures, and
ethics.
|
|
PLO-5 (KU-2) |
Capable of generating
novel ideas in the development of education management, educational
organization, educational leadership, and educational decision-making for
education supervision and policy through the development of research roadmaps
that incorporate interdisciplinary, multidisciplinary, or transdisciplinary
approaches. |
|
SPECIFIC SKILL (KK) |
DESCRIPTION |
|
PLO-6 (KK-1) |
Capable of solving
challenges in educational leadership through the development of educational
units/institutions and other organizations at various levels through the use
of logical, critical, methodical, creative, and innovative thinking. |
|
PLO-7 (KK-2) |
Capable of advocating for the community using
ideas and technical arguments in a responsible and academically ethical
manner in the areas of policy, leadership, and adaptive education management. |
|
PLO-8 (KK-3) |
Capable of carrying out educational supervisory
duties and responsibilities as a result of developing concepts, approaches,
methods/techniques, and educational supervision instruments in accordance
with educators' and education staff's professional development needs, as well
as the context of other supervision needs. |
|
PLO-9 (KK-4) |
Capable of developing programs and strategies for
educational organization transformation through strategic planning that is
contemporary, visible, adaptable, and responsive to educational development
dynamics, context, and community needs. |
|
PLO-10 (KK-5) |
Capable of developing
high-quality collaborations with institutional stakeholders and promoting
educational institutions and/or other organizations by focusing on critical
areas of the community environment through data-driven identification and interpretation
procedures (MIS). |
|
PLO-11 (KK-6) |
Capable of designing
blueprints, implementing, and evaluating learning in the role of education
administrators by describing learning concepts (pedagogic, andragogic,
paragogic, and heutagogic) and effectively carrying out academic validation
in the field of education management |
Learning Objectives Graduates of the Doctoral
Education Management program have been included into the European
Qualifications Framework at the level (EQF). The doctoral education level is
associated to EQF level 8, as detailed in table 5.3.
|
Aspect |
Description |
|
Knowledge (EQF 1) |
Knowledge at the most advanced frontier of a
field of work or study, and at the interface between fields |
|
Skill (EQF 2) |
The most advanced and specialized skills and
techniques, including synthesis and evaluation, required to solve critical
problems in research and/or innovation, and to extend and redefine existing
knowledge or professional practice |
|
Responsibility and Autonomy (EQF 3) |
Demonstrate substantial authority, innovation,
autonomy, scholarly and professional integrity and sustained commitment to
the development of new ideas or processes at the forefront of work or study
contexts, including research |
In addition, the learning achievement of graduates
of Education Management doctoral program, has also been integrated with the
goals and objectives of one of the associations majoring in Education
Management at the international level, namely the International Council of
Professors of Educational Leadership (ICPEL). There are 8 ICPEL goals and
objectives, which are described in Table 5.4
|
Aspect |
Code |
Description |
|
Goal and Objective |
ICPEL 1 |
Ensure the high-quality professional development
of professors of educational administration |
|
|
ICPEL 2 |
Refine the knowledge bases for preparing
practicing administrators and professors of educational administration |
|
|
ICPEL 3 |
Promote the application of theory and research in
the field to the practice of educational administration |
|
|
ICPEL 4 |
Establish and promote a Code of Ethics for
professors of educational administration |
|
|
ICPEL 5 |
Ensure access and inclusion of underrepresented
groups into the professorship and administration and promote social justice
in education |
|
|
ICPEL 6 |
Serve as an advocate for professors of
educational administration and as an authority on critical issues |
|
|
ICPEL 7 |
Develop the administrative application of
technology in the preparation and renewal of educational leaders |
|
|
ICPEL 8 |
Establish standards by which educational
administration programs become certified, accredited, and approved |
Table 7.1 Curriculum
Structure
|
Course Code |
Courses |
SKS |
Semester |
||||||
|
1 |
2 |
3 |
4 |
5 |
6-10 |
||||
|
A.
Institutional
Courses |
8 |
|
|
|
|
|
|
||
|
|
Philosophy of Science |
2 |
2 |
|
|
|
|
|
|
|
|
Quantitative
Research |
3 |
3 |
|
|
|
|
|
|
|
3 |
|
Qualitative
Research |
3 |
3 |
|
|
|
|
|
|
B.
Compulsory
Courses |
15 |
|
|
|
|
|
|
||
|
4 |
|
Educational
Management Diffusion and Innovation |
3 |
3 |
|
|
|
|
|
|
5 |
|
Educational
Organizational Leadership and Behavior |
3 |
3 |
|
|
|
|
|
|
6 |
|
Education
Policy Development and Analysis |
2 |
|
2 |
|
|
|
|
|
7 |
|
Management
System Analysis of Early Childhood, Primary and Secondary Education |
3 |
|
3 |
|
|
|
|
|
8 |
|
Higher
Education Management System Analysis |
2 |
|
2 |
|
|
|
|
|
9 |
|
Development
of Theory and Practice of Educational Supervision |
2 |
|
2 |
|
|
|
|
|
C.
Elective
Courses* |
6 |
|
|
|
|
|
|
||
|
10 |
|
Education
Strategic Planning and Development* |
2 |
|
2 |
|
|
|
|
|
11 |
|
Educational
Marketing Management Development* |
2 |
|
|
2 |
|
|
|
|
12 |
|
Development
of Learning Design and Systems in Education Management* |
2 |
|
|
2 |
|
|
|
|
D.
Final Project
|
22 |
|
|
|
|
|
|
||
|
13 |
|
Research Proposal
|
3 |
|
|
3 |
|
|
|
|
14 |
|
Research
Seminar |
5 |
|
|
|
5 |
|
|
|
15 |
|
Publication |
5 |
|
|
|
|
5 |
|
|
16 |
|
Dissertation |
9 |
|
|
|
|
9 |
9 |
|
Total |
51 |
14 |
11 |
7 |
5 |
14 |
9 |
||
|
*
Students choose a minimum
of 2 Elective Courses: the TOTAL credits taken are 49 credits
|
|||||||||
