Maintaining Educational Quality on the Global Stage: Prof. Erwin Akib Unpacks IAPSK 3.0 Accreditation Strategies at the 2026 ABM
JAKARTA – Amidst the global enthusiasm characterizing the 2026 APSPBI International Conference & Annual Business Meeting, the issue of higher education quality assurance and accreditation emerged as a crucial agenda capturing the delegates’ attention. To address these systemic challenges, the conference featured a dedicated session led by a higher education quality assurance expert, Muhammadiyah Universities developer, and Assessor for the Independent Accreditation Agency for Education (LAMDIK), Prof. Erwin Akib, Ph.D.
Prof. Erwin Akib’s involvement, representing the vanguard of quality assurance from one of Indonesia’s largest educational networks, lent distinct prestige to the international event. His extensive experience in aligning national educational standards with the demands of global competitiveness demonstrates that Indonesian educational institutions—particularly English language education study programs—possess robust, widely recognized governance and quality evaluation systems. His presence successfully fostered an international consensus that Indonesian higher education is fully prepared to collaborate on an equal footing within the global academic ecosystem.
During his presentation, Prof. Erwin Akib comprehensively dissected the core components of the Education Study Program Accreditation Instrument (IAPSK) 3.0, specifically focusing on the preparation of the Self-Evaluation Report (LED) and the completion of the Study Program Performance Data (DKPS). He emphasized that these guidelines are designed to ensure study programs produce documents that go beyond merely describing conditions; they must be inherently analytical, evaluative, and quality-oriented to serve as a solid foundation for achieving the “Unggul” (Excellent) accreditation status. He stressed that responses within the LED must holistically encompass a description of current conditions, an evaluation against established standards, supporting reasons or empirical evidence, and a measurable follow-up plan.
Furthermore, Prof. Erwin Akib outlined the anatomy of the 9 Criteria within the LED, which collectively encompass 65 assessment elements. These criteria range comprehensively from Scientific Vision, Governance and Management, Students, Human Resources (Lecturers and Educational Staff), Finance and Infrastructure, to the implementation of the Higher Education Tridharma (Education, Research, and Community Service), as well as Quality Assurance. He specifically highlighted that the Education criterion holds the most substantial evaluation portion with 21 elements, assessing the entire academic cycle from initial curriculum development to graduate user satisfaction. Each of these elements requires study programs to engage in profound institutional reflection to formulate sustainable, data-driven improvements.
In addition to qualitative analysis, the session underscored the urgency of quantitative data accuracy through the meticulous completion of the DKPS. The DKPS contains 33 data tables drawn from the Higher Education Database (PD-Dikti) and other official sources, which must be completed utilizing standardized spreadsheet formats. Through this strategic exposition, university and study program leaders gained tactical insights into the importance of synergizing the cycle of Establishment, Implementation, Evaluation, Control, and Improvement (PPEPP) within their internal quality assurance systems. The session led by Prof. Erwin Akib successfully equipped delegates with a robust blueprint for guiding their study programs toward globally recognized standards of academic excellence.