Had Accreditation System Covered Safety and Health for Lecturer?

2011

HAD ACCREDITATION SYSTEM COVERED SAFETY AND HEALTH FOR LECTURER?

By: Gurdani Yogisutanti, S.K,.M.Sc1
gurdani@yahoo.com ; Phone: 0857232009120

ABSTRACT
Accreditation process in every study program started with self evaluation of the department itself then followed by executive summary. There are 7 standards should be fulfill and completed in order to reach the best mark from National Accreditation Board for Higher Education (NABHE), however none of the standards related to the safety and health of the lecturer. Lecturer is an important component on educating students, and they should be given more attention especially for their occupational safety and health (OHS). Indonesian law number 14, year 2005 stated that government and private school must aware and undergo the Occupational Safety and Health for their lecturer. Purpose of the study is to propose an additional to Indonesian standard Accreditation System with Occupational Safety and Health for Lecturer in order to improve the quality of the institutional output becomes more competence. The methodology used in this study is literature study and qualitative approach by using focus group discussion technique to some lecturers and observation the accreditation process in the university. The result observed that there is no standard to value the safety and health of the lecturers. Management of the university does not give any attention to the lecturer health and safety at work. From the interview, interviewee told that actually they had no assurance to their health and safety at work. There is no waste water treatment and waste installation for the laboratory. The standards of accreditation system should be completed with Occupational Safety and Health at work, so that the quality of life level of the lecturer raised, and they will do their job in educating the students on their best condition well. The more the lecturer felt safe and health the better result will be produced by their students. The implication of it is the improvement of the institution and it will support the lecturer to reach their best performance. Keywords: accreditation; occupational safety and health; lecturer.

INTRODUCTION Occupational safety and health is an important concern in the educational system especially for the lecturers. Lecturer is a person who has responsibilities in
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Lecturer of Public Health Department - Immanuel School of Health Science Bandung

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Gurdani Yogisutanti, Lecturer of Immanuel School of Health Science

educating or teaching students in order to change their potencies to become competencies required. Educational industry is one of the most important global industries, creating many competent workers, high skilled person, scientists, researchers and so many kinds of workers from different universities (NABHE, 2010) Every study program of universities in Indonesia should be accredited by National Accreditation Board for Higher Education. Accreditation is a licensed to the study program or higher education that they have shown their institution do an educational program resulted a high qualify graduated student that matches or exceeds National Accreditation Board for Higher Educations standard. Accreditation is a process to evaluate the process and performance of the institution, and also the correlation between goal, input, process and output from the higher education or study program which are their responsibility (NABHE, 2010) National Accreditation Board of Higher Education (BAN-PT) is the only accrediting agency recognized by the government of the Republic of Indonesia (in this case by the Ministry of National Education). The main task of this agency are: (1) improve the quality of high education, (2) introduce and disseminate the "New Paradigm in the Management of Higher Education", and (3) improve the relevance, academic atmosphere, institutional management, efficiency and sustainability of higher education (Tadjudin, 2000). The experience in undergoing the accreditation program shows that the instruments used is needed to be evaluated and rearranged as the consumers expectation and the development of practical demand international level for international best practices. Recently, National Accreditation Board for Higher Education has improved some instruments. These accreditation instruments are academic manuscript, standard and procedure form, study program form, study program managers unit form, guidelines for completing accreditation form; Guidelines for accreditation instruments assessment, Matrix of accreditation assessment instruments field assessment guidelines and self evaluation guidelines for study program accreditation and higher education institutions. To maintain the credibility of the accreditation process has been developed an ethical code book of 2 Promoting Health Through Interprofessional Education

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accreditation. It is hoped the instruments of accreditation of study program courses will be beneficial for improving the quality of study programs throughout Indonesia. Study program accreditation is a process of comprehensive evaluation and assessment for institutions commitment to the capacity and quality in a-threedharma execution of higher education institution to determine the feasibility of academic programs. Evaluation and assessment in the framework of study program accreditation conducted by a team of assessors consisting of the expert peers and or other experts who understand the academic programs of study well. The quality decision based on the evaluation and assessment of the evidence related to the standards established and based on the reason and consideration of peer experts. The evidence required includes a written report prepared by an accredited program of study, verified and validated through field visits or assessment team of assessors to the location of the study program (NABHE, 2010) The accreditation standard is a benchmark that must be met by a study program. It consists of several parameters (key indicators) that can be used as the basis of (1) presentation of data and information regarding the performance and the educational device of a study program or courses as outlined in the accreditation instruments; (2) The evaluation and assessment of the performance quality, circumstances and infrastructures (3) The determination of the eligibility for a course organized its programs; and (4) To formulate the recommendation for improvement and development a study program (NABHE, 2010) A study program performance assessment is based on meeting the demands of accreditation standards. The accreditation document that can be processed must have met the initial requirements (eligibility) are characterized by the existence of the operating licensed by authorized officials. The Accreditation standard includes a commitment to provide the excellent service and the effectiveness of education consisting of seven standards as follows. Standard 1 is about vision, mission, goals and objectives, strategies and achievements; standard 2 consists of the civil administration, leadership, management systems
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and quality assurance; standard 3 is students and graduates; standard 4 is concerning human resources; standard 5 is regarding curriculum, learning, and academic atmosphere; standard 6 is about financing, infrastructure, and information systems; Standard 7 is pertaining to research, service/ community service, and cooperation. Accreditation process in every study program started with self evaluation with executive summary of the department itself then followed by seven standards above that should be fulfilled and completed as the indicator of the institutional performance. Every standard is different from each other (NABHE, 2010) Concerning about human resources especially lecturer as one of the important component on educating students it is very necessary to pay more attention on their work life. Furthermore, a study programs must utilize the human resources includes faculty or lecturer and educational staff who are decent, competent, relevant and reliable. Lecturer is amajor human resources in the educational process and the added value of student quality. To ensure the quality of lecturer and educational staff in high quality, the study program must select and recruit the qualified worker to become a high qualified lecturer. Monitoring and evaluation to ensure quality management of academic programs must be done by management or structural level (NABHE, 2009) The Elements of Assessment consist of some rule, they are: 1) recruitment system, job placement, career development, retention, and dismissal of lecturer and educational staff to ensure the quality of education process; 2) monitoring and evaluation systems, as well as the track record of lecturer performance and educational staff; 3) academic qualifications, competency (pedagogical, personal, social, and professional), and the amount of (student - lecturer ratio, and functional academic level) of lecturers (lecturer, guest lecturers, outstanding faculty and/or experts, as needed) to guarantee the quality of academic programs; 4) The number, qualifications, and the execution of guest lecturers; 5) the effort to improve the human resource (HR) in the last three years; 6) number, ratio, academic qualifications and of educational staff competency (librarians, laboratory assistant, analysts, technician, operators, programmers, administrative staff, and/or other

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supporting staff) to ensure the quality implementation of educational process in study program level (NABHE, 2010) Indonesian law number 14-year 2005 stated that the government and all of private colleges must aware and undergo the occupational safety and health program for their lecturers. However, the accreditation system seems does not cover it, the standard four of accreditation assessment instrument about human resources does not mention it too. Teacher, in this article is Maslach et al. (2001) reported that educational staff or teachers have the highest level of emotional exhaustion, cynicism or depersonalization, and reduced efficacy or reduced personal accomplishment. Studies show that improvement in teacher motivation has benefits for students as well as teachers. For example, researchers have had varying results when examining whether teacher motivation leads to increase levels of academic achievement. Steven and White (1987) studied the records of students in 15 schools districts, with 191 teachers as subjects. An examination of the achievement levels of students prior to their involvement with the teachers participating in the study. The results of another study involving teachers in a small independent school districts demonstrate that high levels of interaction within faculty group, as determined by responses to question on the Halpin and Croft Observation Climate Description Questionnaire, correlated significantly with higher pupil reading scores on the California Achievement Test (Jordan, 1986). It is likely that high levels of teacher social interaction on the job are linked to high motivation levels; thus, the possibility that enhanced levels of teacher motivation will lead to superior student achievement cannot be dismissed (Bishay, 1996). Teachers with strong positive attitudes about teaching had students whose self-esteem was high. Students seem to recognize the effectiveness of teachers who are satisfied with their teaching performance (Rothman, 1981 on Bishay, 1996). The studies suggest that the association exist because teachers and pupils points to the importance of studying how teachers feel about work.
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Teachers work today is multifaceted as they undertake not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie (1999), These are tough times to be a teacher. Emerging issues of concern in the teaching profession are attrition rates and burnout levels. Ewing and Smith (2003) reported that between 25% and 40% of beginning teachers in countries in the Western World are leaving teaching or they are burned out. Lecturer and other educational profession mostly have a specific workplace and type of working. Workplace is a place where a worker doing his or her routine job for about 8 hours per day or approximately 40 hours per month. Work environment is a place where employees often spend their workdays in specific location. Therefore, the workplace environment and workstation design are critical to workers productivity, safety, and health. Workplace variables contribute to worker health and safety may include lighting, air quality, temperature, size and maneuverability of space, and work station design, including furniture layout (Fisher, 2008). Purpose of the study is to propose an Occupational Safety and Health for Lecturer as an additional item instrument of National Accreditation Board for Higher Education. Lecturer has an important roles in educated the students and creates anew high quality graduated students.

METHODOLOGY
The methodology used in this study is a literature study and qualitative approach by using a focus group discussion technique to some lecturers and observation of accreditation process in the university. There are 10 lecturers who have involved in the focus group discussion about the obstacles, expectancies and how to cope with their problems. Focus group discussion took time more than a half an hour, and the discussion was held on a classroom of a government university in Yogyakarta, on 27th April 2011.

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Data collected from the discussion was being analyzed into information needed using qualitative method. Data transcript was arranged based on the conversation and discussion from participants. The equipments were used to help recording the process is video camera. Every person involved the discussion Observation was done to the execution of visitation by National Accreditation Board for Higher Education, on Diploma III Hospital Service Management, Midwifery and Nursing, also under graduate nursing program of a health science school in Bandung city. Observation preferred in the term of occupational safety and health for lecturers to promote the health of workers in the workplace.

RESULT
Focus Group Discussion involved 10 persons consists of two persons called assessors who have visited and clarified data by using the accreditation instruments. Interview to the students, lecturers and managements in every study program, asking about the consistency data which has been written on the accreditation forms compared with the results of visitation activity to the study program. Although there is no significant difference between accreditation forms for Diploma III and Bachelor Degree, every assessor has different perception and emphasized on preferred standards. Two persons called assessor have visited and clarified data from the accreditation instruments by doing interview to the students, lecturers and managements in every study program. Although there is no significant difference between accreditation forms for Diploma III and Bachelor Degree, every assessor has different perception and emphasized on the standards. There are 4 female and 6 male lecturers joined the focus group discussion, and the age ranged from 29-45 years old. More than a half of the respondents have finished their master degree, and none of them had got certificate of professional educator. They had teaching experiences from 5 to 16 years and they teach different
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subject in different university. Result of the discussion indicates that mostly lecturer suffered from burnout. Burnout is defined as a negative psychological experience that is a reaction of the lecturer, related to job-related stress (Beemsterboer and Baum 1984: Maslach, 1982; Ratliff, (1988). Burnout refers to a cluster of physical, emotional, and interactional symptoms, including emotional exhaustion, a sense of lacking personal accomplishment and depersonalization of students (Gursel et al., 2001). Talking about working hours, almost all of the lecturers have no exact time to work. One of lecturers who followed discussion had ever been working until night at 9 pm because she has to teach an executive class, because they have to work in the morning. Moreover, lecturer is a profession with no specific working hour. Therefore, educators, lecturers have unique working characteristics of work. They not only work in the office but also at home due to the subject and materials that have to be read and presented in the next morning class. They used rest time to work at home, however it was not included shift work. No regulation mentioned about the overtime work at home. Frequently, they slept and rested in a short time so that their stamina declined, concentration becomes lower and may become fatigue and only used a short time in the class because of the sleepiness.

DISCUSSION The result observed that there is no standard to value the safety and health of the lecturers. Management of the university does not give any attention to the lecturer health and safety at work. From the interview, interviewee told that actually they had no assurance to their health and safety at work. There is no waste water treatment and waste installation for the laboratory. The standards of accreditation system should be completed with Occupational Safety and Health at work, so that the quality of life level of the lecturer raised, and they will do their job in educating the students on their best condition well. The more the lecturer had better knowledge, skill and competency, the better graduate students will be produced. The implication

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is the improvement of lecturer managements and high quality of graduated students will be produced. Effective management of worker safety and health protection is a decisive factor in reducing the extent and severity of work-related injuries and illnesses and their related costs. To assist employers and employees in developing effective safety and health programs, OSHA published recommended Safety and Health Program Management Guidelines (54 Federal Register 3904-3916, January 26, 1989). Based on this rule, it is better to place the human resources as an important people, as key people to create. The extensive survey of occupational health services in the 32 countries in the European Region carried out in 1985 by the WHO Regional Office for Europe (Rantanen, 1990) identified the following principles as objectives of occupational health practice: 1) protecting workers health against hazards at work (the protection and prevention principle); 2) adapting work and the work environment to the capabilities of workers (the adaptation principle); 3) enhancing the physical, mental and social well-being of workers (the health promotion principle) minimizing the consequences of occupational hazards, accidents and injuries, and occupational and work-related diseases (the cure and rehabilitation principle); providing general health care services for workers and their families, both curative and preventive, at the workplace or from nearby facilities (the general primary health care principle). Some limitation of this study should be noted. First, the study is only based on the results from focus group discussion. However, it is not a qualitative method, the discussion is used to find the information from participants then we arranged it into information for this article. Second, the other way to collect data and information is literature study. Journals and books related to accreditation system in Indonesia which has responsibility for the assessment of the higher education institution are used in this study. The wide-range of information is depended on the skill and ability of the researcher. Third, the participants are different from institution and individual

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characteristics, so that the different of the opinion and behavior of lecturers are influenced by their characteristics is not discussed in this article. The result observed that there is no standard to value the safety and health of the lecturers. Management of the university does not give any attention to the lecturers health and safety at work. From the interview, interviewee told that actually they had no assurance to their health and safety at work. There is no waste water treatment and waste installation for the laboratory. The standards of accreditation system should be completed with Occupational Safety and Health at work, so that the quality of life level of the lecturer raised, and they will do their job in educating the students on their best condition well. The more the lecturer felt safe and health the better result will be produced by their students. The implication of it is the improvement of the institution and it will support the lecturer to reach their best performance. Since lecturer safety and health may have a significant impact on the development of the organization and the students, it is important to extend the instruments of accreditation system of National Accreditation for Higher Education with the effort of the management to promote the health and safety program for lecturers which become a problem recently. Such an additional instrument about safety and health could be a meaningful part of the accreditation form for the quality improvement of the human resources as well as the students achievements to promote the professional development and the development of the institution so that they could survive and resulted in more qualified graduate students.

ACKNOWLEDGEMENT The author would like to thank Suhat, S.KM.,M.Kes for financial supporting of this study, and also all of participants who have given important information for the development of lecturer profession.

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REFFERENCES: Bishay, Andre. (1996). Teacher Motivation and Job Satisfaction: A Study Employing the Experience Sampling Method, J. Undergrad. Scl. 3: 147-154. Jordan, D. (1986). A Correlational Analysis of School Leadership and Organizational Climate with Students Classroom Achievement, Beaumont, TX: Lamar University Press. Stevens, R., and W. White. (1987). Impact of Teachers Morale on the Classroom. Perceptual and Motor Skills, 65: 787-900. Maslach, C., Schaufeli, W. B., & Leiter, M. (2001). Burnout Syndrome and Coping Strategies: A Structural Relations Model. Psychology in Spain, 7(1), 46-55. Fisher, Thomas., Gibson, Troy. (2008). A Measure of University Employees Exposure to Risk Factors for Work-Related Musculoskeletal Disorders, AAOHN Journal, March, 56: 3. Rantanen, Jorma., Fedotov, Igor, A. Standards, Principles And Approaches In Occupational Health Services. Gursel, Musa., Sunbul, Ali Murat.,Sari, Hakan. (2001). An Analysis of Burnout and Job Satisfication between Turkish Headteachers and Teachers. European Journal of Psychology of Education, 17(1), 35-46. OSHA published recommended Safety and Health Program Management Guidelines (54 Federal Register 3904-3916, January 26, 1989) National Accreditation Board for Higher Education Indonesia. (2011). Book 1-7. Dirjen Dikti, Jakarta. Indonesia. Regulation of National Education Ministry. Number 28 Year 2005 about the National Accreditation Board for Higher Education Indonesia, Jakarta Regulation of National Education Ministry. Number 6 Year 2010 about the Changed of National Accreditation Board for Higher Education Indonesia, about the National Accreditation Board for Higher Education Indonesia, Jakarta Tadjudin. M.K. (2000). Asesmen Institusi untuk Penentuan Kelayakan Perolehan Status Lembaga yang Mengakreditasi Diri bagi Perguruan Tinggi: Dari Akreditasi program Studi ke Akreditasi Lembaga Perguruan Tinggi. BANPT. Jakarta.

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