The University of Phoenix (UPX) is a private for-profit institution of higher learning. It is a wholly owned subsidiary of Apollo Group Inc. which is publicly traded on NASDAQ (APOL) a S&P 500 corporation based in Phoenix, Arizona.

As the university with the largest student body in North America, it has a current enrollment of 420,700 undergraduate students and 78,000 graduate students,^[2][3] or 224,880 full-time equivalent students.^[4]

The university has more than 200 campuses worldwide and confers degrees in over 100 degree programs at the associate's, bachelor's, master's and doctoral levels.^[3]

University of Phoenix has an open enrollment admission policy, which only requires proof of a high-school diploma, GED, or its equivalent.^[5] The school also provides associate's or bachelor's degree applicants opportunity for advanced placement through its Prior Learning Assessment, which, aside from previous coursework, college credit can come from experiential learning essays, corporate training, and certificates or Licenses.^[6]

History

In the early 1970s, at San José State University in California, John Sperling and several associates conducted field-based research in adult education. The focus of the research was to explore teaching/learning systems for the delivery of educational programs and services to working adult students who wished to complete or further their education in ways that took into consideration both their experience and current professional responsibilities. At that time, colleges and universities were organized primarily around serving the needs of the 18- to 22-year-old undergraduate student—given that the large majority of those enrolled were residential students of traditional college age, just out of high school. “According to Sperling, working adult students were often invisible on traditional campuses and treated as second-class citizens.”^[7] John Sperling once stated that the University of Phoenix was, "a corporation, not a social entity. Coming here is not a rite of passage. We are not trying to develop . . . [students'] value systems or go in for that 'expand their minds'."^[8]

The first class consisted of only eight students.^[9] Sperling founded the university in 1976 in Phoenix, Arizona.^[7] In 1980, the school expanded to San Jose, California. By 1989, the university was among the first providing an online program for students.^[10]

University of Phoenix is a wholly owned subsidiary of Apollo Group Inc., is publicly traded on NASDAQ: APOL, and is a S&P 500 corporation based in Phoenix, Arizona. The school was the top recipient of student financial aid funds for the 2008 fiscal year, receiving nearly $2.48 billion for students enrolled.^[11] In 2006, due largely to the efforts attributed to the Apollo group, the 50-percent rule (requiring colleges and universities to conduct at least half of its instruction in person in order to receive federal aid or collect federal student loans)^[12] was modified. It no longer classifies students receiving instruction through telecommunications methods as correspondence students. As such, these students now qualify for federal student aid. The Department of Education requires that this method must include a significant amount of interactivity to prevent correspondence programs from skirting the rule by using minor e-mails or just posting course materials such as syllabi on its Web sites.^[13]

In May 2008, the school announced the formation of the University of Phoenix National Research Center. It is designed to study which teaching methods work best for nontraditional students. The development of the research center is under advisement by a board composed of a former dean of education at the University of Virginia; a consultant on learning; and a former official with the College Board, president of the National Center for Public Policy and Higher Education.^[14]

The University of Phoenix Stadium in Glendale, Arizona, is a municipal sports arena, best known as the home of the NFL's Arizona Cardinals and the site of the NCAA's Tostitos Fiesta Bowl. The University paid $154.5 million for 20-year naming rights for advertising purposes, although does not itself participate in intercollegiate sports. Instead of heavy spending on a sports program to increase name recognition, it simply linked its name to sports by buying the naming rights of a football stadium.^[15] The University of Phoenix abbreviates its name as UOPX.

Campuses and online services

The university has campuses and learning centers in 40 states, the District of Columbia, Puerto Rico, Canada, Mexico, Chile, and the Netherlands.^[16] While the school specializes in online programs, the campuses offer additional programs and services.^[17] Online students are also able to utilize tutoring/social centers, which can also be used for social and student learning interactions. The first center opened in 2007 in Plano, Tex.^[18] Students have access to class-specific online resources, which include an electronic library, textbooks, and other ancillary material required for a course. The university says that the electronic textbooks include search features and hyperlinks to glossary terms that make the books easier to use when working on research papers and other documents.^[19]

Through its online portal, or eCampus, University of Phoenix students also have access to software required for coursework. Available, for example, are virtual companies created by the university to provide students with assignments, which Adam Honea, UOPX's dean and provost, claims are more realistic than those available with case studies.^[20]

In 2009, the University of Phoenix was ranked #28 in the world for online degree programs by OEDb.^[21]

Academic profile

The university offers several different programs of study, all administered through four colleges—the John Sperling School of Business and Technology, the Artemis School (administering art, education, and health fields), the School of Advanced Studies (overseeing doctoral programs), and Axia College (managing associate's degrees).^[22] In addition to its traditional education programs, the school offers continuing education courses for teachers and practitioners, professional development courses for companies, and specialized courses of study for military personnel.^[23]

Students spend 20 to 24 hours with an instructor during each course, compared with about 40 hours at a traditional university. The university also requires students to teach one another by working on projects for four or five hours per week in what it calls learning teams, wherein students engage classmates in course-material discussions. Some academicians and former students feel the abbreviated courses and the use of learning teams results in an inferior education.^[24][25][26] The course schedule may be more convenient for professionals who can log on anytime.^[27]

Rankings

2010 US News ranked the school as Unranked.^[28]

2009 Online Education Database ranked the school 28 out of 44 for best accredited Online Universities.^[29]

Accreditation

The University of Phoenix was regionally accredited in 1978 by The Higher Learning Commission (HLC) as a member of the North Central Association of Colleges and Schools (NCA).^[30] It also has accreditation for a variety of its specialty degree programs, including the following:

Nursing Accreditation—The B.S. in Nursing and the M.S. in Nursing degree programs are accredited by the Commission on Collegiate Nursing Education (CCNE).^[31] The CCNE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation.^[32]

Business Accreditation—All business programs from the Associate to the Doctoral levels have specialty accreditation through the Association of Collegiate Business Schools and Programs (ACBSP).^[33] Only the ACBSP and AACSB are recognized by the Council for Higher Education Accreditation (CHEA) for accreditation of business schools.^[32] Some companies (including the Intel Corporation, which eliminated tuition reimbursement for employees attending non-AACSB accredited schools) and academics have concerns that UOPX's business program is not accredited by the Association to Advance Collegiate Schools of Business (AACSB).^{[25][34][35][36]} John J. Fernandes, the AACSB's president, said the University of Phoenix has never applied for membership because he feels it knows its chances of accreditation through AACSB due to UOPX's come-and-go faculty.^[25][26] Only 42 percent of business schools in the United States possess external specialty accreditation. There are three principal accrediting agencies for business programs: AACSB, which is recognized by the CHEA and is a research and excellence in instruction oriented accreditation; ACBSP, which is also recognized by CHEA and is a more business-oriented accreditation; and IABSP. These three accreditations represent the majority of specialty business accreditation. A perception survey shows greater prestige associated with AACSB accreditation, which accredits less than 25% of all business schools in the United States, especially in academia,^[37] although research shows clear benefits from typical schools from each of the three accreditation standards.^[38] A May 2000 benchmarking study commissioned by the AACSB and the American Productivity and Quality Center (APQC) in Houston, Texas, identified the University of Phoenix, along with Duke University’s Fuqua School of Business, Ohio University’s MBA Without Boundaries Program, UCLA’s Anderson Graduate School of Management, and Wake Forest University as engaging in exemplary practices with regard to their Technology Mediated Learning (TML) programs. The programs were evaluated on the dimensions of organizational practices, learning practices, teaching practices, and approaches to assessment of TML outcomes.^[39]

Teacher Education Accreditation—The M.A. in Education degree program is pre-accredited by the Teacher Education Accreditation Council (TEAC) for a period of five years, from December 20, 2007, to December 20, 2012.^[40] The TEAC is recognized by the U.S. Department of Education and the CHEA.^[32]

Counseling Accreditation—The M.S. in Counseling degree program in Community Counseling and the M.S. in Counseling degree program in Mental Health Counseling are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).^[41] The CACREP is recognized by the CHEA.^[32]

The University of Phoenix was regionally accredited in 1978 by The Higher Learning Commission (HLC) as a member of the North Central Association of Colleges and Schools (NCA).^[30] It also has accreditation for a variety of its specialty degree programs, including the following:

Nursing Accreditation—The B.S. in Nursing and the M.S. in Nursing degree programs are accredited by the Commission on Collegiate Nursing Education (CCNE).^[31] The CCNE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation.^[32]

Business Accreditation—All business programs from the Associate to the Doctoral levels have specialty accreditation through the Association of Collegiate Business Schools and Programs (ACBSP).^[33] Only the ACBSP and AACSB are recognized by the Council for Higher Education Accreditation (CHEA) for accreditation of business schools.^[32] Some companies (including the Intel Corporation, which eliminated tuition reimbursement for employees attending non-AACSB accredited schools) and academics have concerns that UOPX's business program is not accredited by the Association to Advance Collegiate Schools of Business (AACSB).^{[25][34][35][36]} John J. Fernandes, the AACSB's president, said the University of Phoenix has never applied for membership because he feels it knows its chances of accreditation through AACSB due to UOPX's come-and-go faculty.^[25][26] Only 42 percent of business schools in the United States possess external specialty accreditation. There are three principal accrediting agencies for business programs: AACSB, which is recognized by the CHEA and is a research and excellence in instruction oriented accreditation; ACBSP, which is also recognized by CHEA and is a more business-oriented accreditation; and IABSP. These three accreditations represent the majority of specialty business accreditation. A perception survey shows greater prestige associated with AACSB accreditation, which accredits less than 25% of all business schools in the United States, especially in academia,^[37] although research shows clear benefits from typical schools from each of the three accreditation standards.^[38] A May 2000 benchmarking study commissioned by the AACSB and the American Productivity and Quality Center (APQC) in Houston, Texas, identified the University of Phoenix, along with Duke University’s Fuqua School of Business, Ohio University’s MBA Without Boundaries Program, UCLA’s Anderson Graduate School of Management, and Wake Forest University as engaging in exemplary practices with regard to their Technology Mediated Learning (TML) programs. The programs were evaluated on the dimensions of organizational practices, learning practices, teaching practices, and approaches to assessment of TML outcomes.^[39]

Teacher Education Accreditation—The M.A. in Education degree program is pre-accredited by the Teacher Education Accreditation Council (TEAC) for a period of five years, from December 20, 2007, to December 20, 2012.^[40] The TEAC is recognized by the U.S. Department of Education and the CHEA.^[32]

Counseling Accreditation—The M.S. in Counseling degree program in Community Counseling and the M.S. in Counseling degree program in Mental Health Counseling are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).^[41] The CACREP is recognized by the CHEA.^[32]

Diversity

The 2008 UPX Academic Report^[42] shows a diverse student and faculty makeup. According to demographic information in the report, on average, the student/faculty population is more diverse than the national average for higher education institutions. African-Americans make up more than 15% of the university's 22,000 faculty members, with about 6% as Latino. The national average in recent years showed about 5% as African-American with about 3% as Latino. The student population is approximately 25% African-American and almost 13% Latino. This is as compared to national statistics from recent years, showing 12% African-American populations and 10% Latino populations nationally.^[43] The university graduates a larger number of underrepresented students with Master's degrees in business, health care, and education than any other U.S. School. It is also ranked as the highest in graduating African American and Native American students with Master's degrees for all other disciplines. The underlying data for these conclusions was provided by the U.S. Department of Education's National Center for Education Statistics (NCES) for the 2005–2006 academic year.^[44][45] The University of Phoenix was recently named one of the nation's top 20 institutions of higher education favorable to military personnel according to the December 2008 issue of Military Advanced Education. Nearly 29,000 active-duty military, their spouses, and veterans were enrolled in University of Phoenix degree programs at that time with more than 7,200 military members or veterans graduated from the University during that year.^[46][47]

Students and graduation rates

The average age of a University of Phoenix student is between 33 (undergraduate) and 36 (graduate), and most students have work-related commitments.^[48] The University states that nearly two-thirds of its students are women and that plurality of students attending the school study business (undergraduate students representing 29.9% and graduate students 12.9%), followed closely by those enrolled in Axia College for Associate's degrees (28.1%).^[49]

When calculated by the federal standard used by the Department of Education, UOPX's overall graduation rate is 16%, which, when compared to the national average of 55%, is among the nation's lowest. The federal standard measures graduation rates as the percentage of first-time undergraduates who obtain a degree within six years. The number is significantly lower at its Southern California campus (6%) and its online programs (4%).^[25] University of Phoenix acknowledges the 16% graduation rate but takes exception to the Federal standard used to calculate the rate, noting that the rate is based upon criteria that includes only 7% of UOPX's student population.^[26] The institution publishes its own nonstandard graduation rate of 59% to account for its large population of non-traditional students.^[25]

Faculty

The University states that its faculty consists of approximately 1,500 core faculty and 20,000 associate faculty members and that all have Master's or Doctorate degrees.^[50] UOPX's reliance on part-time faculty—95 percent of Phoenix instructors teach part time, compared to an average of 47 percent nationwide—has been criticized by regulators and academic critics. UOPX's instructors describe themselves as delivering course material, since most of the classes are centrally crafted and standardized across teachers in order to ensure consistency and reduce costs for the school. Additionally, faculty members do not get tenure.^[24][25][26] According to a University of Phoenix officer, pre-screened instructional candidates participate in a training program in the discipline in which they teach, which he states has the effect of weeding out 40%–50% of the less committed or capable applicants.^[51]

Alumni

Alumni of UOPX include U.S. Navy Admiral Kirkland H. Donald,^[52] current White House cybersecurity coordinator Howard Schmidt,^[53] former U.S. Secretary of Transportation Mary Peters '94,^[54] four-time NBA Championship-winner Shaquille O’Neal '05,^[55] and three-time WNBA MVP Lisa Leslie.^[56][57]

Controversy

The University of Phoenix has been the subject of legal and regulatory controversies as a result of its student recruitment practices and accelerated academic schedule. There has also been concern expressed by former students, employees, and academics that in its quest for higher profits, the university has compromised academic quality.^{[24][25][26][58]}

“

Its reputation is fraying as prominent educators, students and some of its own former administrators say the relentless pressure for higher profits, at a university that gets more federal student financial aid than any other, has eroded academic quality.[59]

”

The student-led learning teams that abbreviate class schedules and substitute for direct instruction time, the use of part-time faculty, high-pressure sales techniques, coupled with minimal acceptance standards to degree programs and low graduation rates as measured by Department of Education standards are some of the sources of this perception.^[24][25][26]

There is concern that its quality of education is too basic is echoed by its collegiate peers.

“

'[Its] business degree is an M.B.A. Lite,' said Henry M. Levin, a professor of higher education at Teachers College at Columbia University. “I’ve looked at [its] course materials. It’s a very low level of instruction.”[59]

”

An instructor at the university explained that he could only cover a fraction of the syllabus because he said that the university required him to cram too much information into too few sessions.^[59]

Universitas Gadjah Mada takes this responsibility seriously, not forgetting that the role of a university is to benefit the nation and humanity. Through research and education programs that are dedicated to generating new knowledge, the university is committed to serving the needs of the society. Research is the foundation of all knowledge, both that which is taught and that which informs service, and as such, research is central to role of a world-class university. Universitas Gadjah Mada is dedicated to supporting research and teaching that can increase prosperity, security and human welfare. This commitment requires research that is relevant, faculty who are empowered, and administration that is efficient. These goals are not simple to achieve, and are never fully met. Instead, Universitas Gadjah Mada recognizes that this is an ongoing, continual process of improvement, one which requires an engagement with global networks, but which remains committed to uniquely Indonesian values. Strong administrative leadership is necessary to insure that faculties are able to generate knowledge that contributes to a sustainable society, and that citizens are able to access the equity in that knowledge. In the spirit of this commitment, it is vital that universities address pressing social issues such as poverty and social tension.

As the oldest and largest university in Indonesia, Universitas Gadjah Mada is especially charged with the responsibility to generate scholars and vision for the nation, through global interconnections that retaining cultural authenticity and a passion for social change. Universities cannot simply pursue knowledge without a purpose, but rather must uphold and integrate the best social values of a society in the process, never losing sight of the fact that universities exist for people, rather than the reverse. Universitas Gadjah Mada invites the world community and global industry to join this project of integrating research with pursuit of a better social good. The global connections of an international university can only be fully maximized when there is strong internal cooperation from within the university. In this way, Universitas Gadjah Mada has to be able to cope with the change we know will come, and those that we cannot anticipate in advance.

Universitas Gadjah Mada (UGM) is the oldest and the largest state university in Indonesia. It was founded on December 19, 1949 and currently has 18 faculties, 69 undergraduate programs, 24 diploma programs and a Graduate School. Since December 2000, the university has taken a new status as a state-owned legal entity. The University is located in The Special Region of Yogyakarta, one of the smallest provinces in the country, which has been widely known as the center of Javanese culture as well as the center of learning. It has 3,200,000 inhabitants, 511,000 of whom reside in the city of Yogyakarta. The Special Region of Yogyakarta focuses its development on three inseparable pillars: education, culture, and tourism.

Orientation

The Bandung Institute of Technology (Indonesian: Institut Teknologi Bandung, abbreviated as ITB) is a state, coeducational research university located in Bandung, Indonesia. Established in 1920, ITB is the oldest technology-oriented university in Indonesia.

The University prides itself on its reputation as one of the country's centers of excellence in science, technology, and art. ITB was considered the top choice among Indonesia's high school students in 2006 and has been credited as the most prestigious University in Indonesia.^[1][2]

Sukarno, the first president of the Republic of Indonesia, earned his engineering degree in civil engineering from ITB.

The university cultivates professional and social activities by supporting its students' unions, the student government councils that exist in every department. Each students' union has its own distinctly designed jacket that, among other traditions, serves as part of its member identity. There are also a number of student activity units/clubs supporting ITB student interests in rounding out their educational experience. It is not uncommon that the students and alumni are identified by the clubs to which they belong (or used to belong) at ITB, in addition to their class year and major.

The university is a member of LAOTSE, an international network of leading universities in Europe and Asia exchanging students and senior scholars.

ITB's march "Mars ITB" and hymn "Hymne ITB" were arranged by a former professor, Prof. Dr. Sudjoko Danoesoebrata.^[3]

Introduction

Institut Teknologi Bandung (ITB), was founded on March 2, 1959. The present ITB main campus is the site of earlier engineering schools in Indonesia. Although these institutions of higher learning had their own individual characteristics and missions, they left influence on developments leading to the establishment of ITB.

In 1920, Technische Hogeschool (TH) was established in Bandung, which for a short time, in the middle forties, became Kogyo Daigaku. Not long after the birth of the Republic of Indonesia in 1945, the campus housed the Technical Faculty (including a Fine Arts Department) of Universitas Indonesia, with the head office in Jakarta. In the early fifties, Faculty of Mathematics and Natural Sciences, also part of Universitas Indonesia, was established on the campus.

In 1959, the present lnstitut Teknologi Bandung was founded by the Indonesian government as an institution of higher learning of science, technology, and fine arts, with a mission of education, research, and service to the community.

Government Decree No. 155/2000 pertaining to The Decision on ITB as Legal Enterprise (Badan Hukum) has opened a new path for ITB to become autonomous. The status of autonomy implies a freedom for the institution to manage its own business in an effective and efficient way, and to be fully responsible for the planning and implementation of all program and activity, and the quality control for the attainment of its institutional objective. The institution has also freedom in deciding their measures and taking calculated risks in facing tight competition and intense pressures.

Bandung, with a population of approximately

one and a half million, lies in the mountainous area of West Java, at an altitude of 770 meters. The ITB main campus, to the north of the town centre, and its other campuses, cover a total area of 770,000 square meters.

Academics

Organization

Admission and Selectivity

Admission to ITB is conducted exclusively through (nationwide) entrance examination. Historically ITB has been the most selective University in the nation.^[4] In 2000, the last Asiaweek survey available, ITB ranked first in Asia in student selectivity.^[5] In the 2007 and 2008 national entrance examination, ITB has the highest average score as well as the highest passing grade in the nation.^[6][7] The aggregate admission rate in 2008 was around 4%.^[6]

Quality and Reputation

Several national, regional, and global surveys have been conducted to assess the quality of universities. ITB has been among the first choice of college applicants to enter higher education.^[1][2] In a 1991 study, the top 200 high school students in the national entrance examination indicated ITB as their first choice.^[4] In a 2006 national survey to general college applicants population conducted by Koran Tempo, ITB ranked 4th in high school students' preference list of public universities.^{[8][citation needed]}

In 2000 Asiaweek's Asia's Best Science and Technology Schools survey, ITB was placed in the 21st position (lower than the 1999's rank: 15th). It was, however, ranked 1st in terms of student selectivity.^[9]

In a global survey of the Times Higher Education Supplement-Quacquarelli Symonds (THES-QS), released at 5 October 2006, ITB was placed on the 258th among other universities around the globe. In terms of web publication quality, in July 2006, Webometrics placed ITB in the 43rd position of The 100 Top Asian Universities List.^[10]

Research

Student life

The typical student life in the Institut Teknologi Bandung (ITB) can be categorized into 4 general phases^[11]

At the first phase of the study, which occurred in the first year, the students will not yet pursue courses related to their specific majors. This so called "Tahap Pesiapan Bersama" (TPB) phase, includes general science and education courses such as calculus, physics, chemistry, languages, politics, moral studies, and other few courses that serve as an introduction to the students specific majors. To advance to the second phase, the student will need to obtain a CGPA>2, with all courses' grades of C or better.

In the second and third year, so called the "Sarjana Muda" phase, students pursue courses related to their specific major. Here, a few courses might be offered from other departments due to the needs in providing necessary foundations. For example, in the Chemical Engineering (Teknik Kimia) track, the students will be required to take the Organic Chemistry, Analytical Chemistry, and Physical Chemistry classes from the Chemistry Department.

The final phase (fourth year), so called the "sarjana" phase, is the final phase of which the students pursue a more advanced courses in their related fields, and also a few classes related to introductory management and economical sciences.

The typical daily life of an ITB student, other than taking classes, includes the choice of meals on several university cafeterias. On their free time, some students choose to study in the library, while some others chooses to meet friends whom are associated with similar interests, i.e. student organizations, etc.

Notable People and Alumni

• Sukarno, the first President of Indonesia (1945-1966)
• Jusuf Habibie, the third President of Indonesia (1999-2001)
• Djoko Santoso, Exploration geophysicist/geologist, current university rector
• Onno Purbo, Indonesian social entrepreneur, pioneer of low cost information and communication technologies in Indonesia
• Tjokorda Raka Sukawati, creator of Sosrobahu construction technique
• Taufik Akbar, Indonesian astronauts
• Hartono Rekso Dharsono, the first General Secretary of ASEAN
• Pantur Silaban, Indonesian physicist in theory of relativity
• Samaun Samadikun, Indonesian scientist dedicated to development of electronics]^[12]
• Mangunwijaya, Indonesian architect, writer, and Catholic religious leader
• Joko Anwar, Indonesian film director
• Hatta Rajasa, Minister for Research and Technology (2001-2004), Minister for Transportation (2004-2007), State Secretary (2007-2009), Coordinating Minister for Economics (2009-now)
• Josephus Ignatius Gerardus Maria Drost, Indonesian education figure
• Wimar Witoelar, Indonesian public speaker; mass media columnist
• Sujiwo Tejo, Indonesian writer, painter, musician
• Herman Johannes, Indonesian professor, scientist and politician
• Ramadhan K.H., Indonesian writer and novelist;
• Bambang Hidayat, Indonesian astronomer; former vice president of International Astronomical Union
• Winardi Sutantyo, Indonesian astrophysician Supernova Explosions in Close Binary System
• Karsani Aulia, Indonesian Senior Geologist (resource: Karsani's Profile; notable petroleum expert and representing Indonesia in the United Nations Fourteenth Session of the Commission on Sustainable Development (CSD-14), 1-12 May 2006 | United Nations Headquarters, New York. Resource: CSD-14
• Wiranto Arismunandar, former Indonesian minister of education in 1998, one of the first native Indonesian professor in Mechanical Engineering.
• Karno Barkah, Indonesian aviation pioneer, recipient of the French Légion d'honneur, former President Director of the Soekarno-Hatta International Airport.
• Purnomo Yusgiantoro, Minister of Energy and Mineral Resources (2004-2009), Minister of Defense (2009-now)
• Purwa Caraka, Indonesian famous music composer. He is one of the best Indonesian music composer.
• Kusmayanto Kadiman, current Minister of Research and Technology of Indonesia
• Betti Alisjahbana, Indonesian businesswoman, former CEO of IBM Indonesia.
• Helman Sitohang, Co-Head of Credit Suisse Asia Pacific Investment Banking Division
• Fadjroel Rachman, Indonesian activist.
• Harry Roesli, Indonesian artist and musician, best known for his uncommon lyrics and attitude.
• Arifin Panigoro, PDI-P politician, member of Majelis Permusyawaratan Rakyat (2002), MedcoEnergi pioneer.
• Fadel Muhammad, Governor of Gorontalo (2001-2009), Minister for Maritime and Fisheries (2009-now)

Website
http://www.itb.ac.id

References

The Institut Pertanian Bogor (IPB) or Bogor Agricultural University, which was established in 1963, is the only state university focusing on tropical agriculture and life sciences in a broad sense. IPB is located about 60 kilometers from the capital city of Jakarta.


Internationally IPB is well recognized. It has been in a long standing cooperation with foreign universities and related institutions. International partnerships involve student/ academic staff exchange, research collaboration, joint publication, and dual degree programs. Given excellent facilities and qualified human resources, IPB is capable of offering various innovative programs in education and research suited to the national as well as international development. The educational programs include vocational (Diploma), undergraduate (Strata 1), and postgraduate (Master and Doctoral) programs. Further, in an attempt in improving itself for excellence and realizing its motto "searching and serving the best" as well as vision and mission, IPB is now preparing to switch from a teaching-based to a research-based university.

Since December 2000, our university has become an autonomous university, and this autonomy is fully implemented at the end of this year, 2005. The status enables us to manage all the university's assets for academic excellence (including the three principal responsibilities of higher education: education, research, and community services/empowerment) and entrepreneurial purposes.

With the autonomy status, and our commitment to excellence, we have made two major changes: academic and administrative reorganizations. In the academic reorganization, we have just implemented the major-minor system for undergraduate programs. In this system, prospective students can have much more possibilities to choose their field of studies adjusted to their specific needs and employment opportunity. We have 36 Departments offering major-minor and supporting courses. In the major-minor system, it is possible for the undergraduate students to choose more than four hundred fields of studies. The major-minor system is also being considered for implementation in postgraduate programs. The administration system has also been improved and now is supported by a more effective and efficient system of information technology.

IPB currently consists of 9 Faculties, 36 Departments. IPB offers 13 Diploma, 34 S1, 37 S2, and 27 S3 study programs. Study programs offered by IPB cover a wide range of agricultural sciences, from social-economic sciences, to natural and environmental sciences, marine sciences, mathematics, computer science and information services. The study programs provide competence currently required in the development of agricultural industries, marine resources and sustainable development.

IPB owns land assets totaling 559.1 ha, including an Experimental Farm totaling 262.1 ha and campus grounds of 297 ha. IPB has also held an Education Forest for 140,300 ha since 1999. In addition IPB maintains 8 student dormitories for up to 5,109 students. There is a total of 58 activity units for students covering sports, professional activities, community services and other activities.

Website
http://www.ipb.ac.id

Universitas Indonesia (UI) is a modern, comprehensive, open-minded, multi-culture, and humanism campus that covers wide arrays of scientific disciplines. UI simultaneously strives to be one of the leading research universities and the most outstanding academic institution in the world. As a world class research university, UI seeks to achieve the highest level of distinction in the discovery, developing and diffusion of advance knowledge regionally and globally. In the meanwhile, UI is distinctive among research universities in its commitment to the academic invention and research activities through various scientific programs.

UI was founded in 1849 and represents the most experiencing educational institution in Asia. Additionally, Christiaan Eijkman (The Director of Javaneese Medical Doctor School-the earlier form of universitas indonesia) was awarded the Noble Prize in Physiology or Medicine in 1929. He was the first to point out a substance in the rice skin and later was to be known as vitamin B1. he was also awarded the Prize for his new of investigating and his method to control diseases caused by vitamin deficiency.

Recently, UI produces more than 400.000 alumni and continues its important role both nationally and internationally. Furthermore, it is our commitment to produce high quality of education system, global standard research activities and maintaining high standard of international academic research publications.

Being one of the top best universities in the world, UI is actively expanding international cooperation with other world class universities. Vivacious cooperation had been developed in the domain of education and joint-research with the finest universities. UI builds strong cooperation with top universities such as Washington University, Tokyo University, Melbourne University, Sydney University, Leiden University, Erasmus University, Kyoto University, Peking University, Tsinghua University, Australian National University, and National University of Singapore.
However, UI is actively contributes to strengthen and enlarge international network by actively participating to both regional as well as international education and research association. UI plays an active role on 7 higher learning associations in Asia Pacific, Europe, Southeast Asia, and worldwide associations such as APRU (Association of Pacific Rim Universities), AUN (ASEAN University Network), and ASAIHL (Association of South East Asia Institution of Higher Learning). The first association, UI becomes one of the board of Director of the Association of Pacific Rim Universities (APRU).

Furthermore, UI campus is one of the most magnificent green campuses in the world. UI has two campuses; one is in the central business in Jakarta (Salemba) and the second one is located in Depok areas (West Java). Depok campus is a green campus covering 320 hectares. UI maintains the ecology conservation by utilizing only 25 percent of area for academic, research and student activities; while up hold 75 percent for forestation. UI commitment for ecology is also shown by wonderful lakes (in total UI has 8 lakes) inside campus. UI is an astonishing campus that facilitates knowledge transfers and invention activities for all civitas-academica UI and humanity.