Jakarta, July 14, 2026 – The Quality Assurance Bureau (LPM) of Dian Nusantara University (Undira) conducted an Internal Quality Audit (AMI) Auditor Briefing for the 2025/2026 Academic Year on Thursday, July 9, 2026, at the Tanjung Duren Campus in West Jakarta. Attended by 21 internal auditors, the program served as a refresher ahead of the upcoming field audit while also supporting the implementation of Minister of Higher Education, Science, and Technology Regulation (Permendiktisaintek) No. 39 of 2025 on Higher Education Quality Assurance.

Opening remarks were delivered by Sri Hesti, S.I.Kom., M.I.Kom., Head of LPM Undira, while the event was officially opened by Ir. Margono Sugeng, M.Sc., Vice Rector for Academic Affairs. To strengthen participants' competencies, LPM Undira invited Dr. Ir. Desiana Vidayanti, M.T., National Facilitator for Higher Education Quality Assurance, as the keynote speaker.

Compliance with and fulfillment of quality standards play a critical role in determining the relevance, competitiveness, and long-term sustainability of higher education institutions. Amid rapid digital transformation and industrial disruption, universities can no longer rely solely on conventional approaches. Instead, they are expected to make meaningful advances in quality. Achieving substantive quality is therefore not merely the responsibility of the quality assurance unit, but a shared institutional commitment embraced by university leaders and every member of the academic community to foster a living culture of quality rather than one that exists only on paper.

This transformation aligns with the enactment of Minister of Higher Education, Science, and Technology Regulation No. 39 of 2025 on Higher Education Quality Assurance, which emphasizes that quality governance must be implemented in an accountable, transparent, and fully integrated manner throughout the PPEPP cycle (Establishment, Implementation, Evaluation, Control, and Improvement).

As part of implementing the PPEPP cycle, LPM Undira places particular emphasis on evaluating compliance with higher education quality standards. As stipulated in Article 68, Paragraph 2 of the regulation, one of the recognized evaluation mechanisms is the Internal Quality Audit (AMI), which plays a crucial role in assessing the alignment between established standards and their implementation while driving continuous improvement across the university.

In his remarks, Ir. Margono Sugeng, M.Sc., stated that the implementation of the audit represents a concrete follow-up to Ministerial Regulation No. 39 of 2025. More importantly, he emphasized that auditing should not be viewed merely as a regulatory obligation, but as a culture that must be continuously cultivated and practiced.

“Auditors are not here to find faults but to become partners in improvement. The success of an audit is measured not by the number of findings, but by the positive changes that emerge after the audit is completed. Quality is not a destination that is achieved once; it is a continuous journey of improvement. An audit is not the end of a process but the beginning of a collective effort to become better,” said Margono.

Dr. Ir. Desiana Vidayanti, M.T., explained how the PPEPP cycle should be strengthened in accordance with the practical needs of field audits. She stressed that objective Internal Quality Audits require auditors to possess adequate competencies while maintaining complete independence and remaining free from conflicts of interest to produce an accurate and meaningful assessment of institutional quality.

“The implementation of an Internal Quality Audit must follow valid stages, beginning with document reviews and continuing through the triangulation of evidence in the field. Audit checklists should not simply rely on rigid generic templates but must be tailored to the audit scope to help auditors systematically gather information. An Internal Quality Auditor is a professional who captures reality. Therefore, sufficient competence and an independent attitude—remaining impartial and refraining from auditing one's own unit—are non-negotiable requirements for maintaining audit objectivity,” Dr. Desiana emphasized.

She further explained that the findings generated from field assessments would be classified clearly, ranging from positive achievements to areas requiring improvement. Findings may include 'Compliance' with standards as well as 'Good Practices' that exceed established standards and can serve as benchmarks for other organizational units.

“However, when nonconformities are identified, they are categorized proportionally as Observations (OB), Minor, or Major findings. Their impacts are also classified into high, medium, and low categories as indicators of institutional risk,” she explained. According to her, these findings form the basis for Corrective Action Requests (PTK), which are subsequently presented during the Management Review Meeting (RTM) as strategic input for institutional risk management.

At the end of the session, Dr. Desiana emphasized that the results of an Internal Quality Audit should never be viewed as a verdict but rather as a valuable opportunity to improve institutional quality based on factual findings in the field. She expressed hope that the audit results would encourage unit leaders to make concrete decisions to fulfill and continuously enhance the quality standards implemented at Undira.

The briefing reflects Undira's strong commitment to advancing the transformation of higher education quality. Looking ahead, the growing preparedness of its auditors is expected to become a key driving force in fostering a sustainable culture of quality that delivers meaningful benefits for the entire academic community.