Learning Outcomes (PLO)

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Learning Outcomes (PLO) of the Doctoral Program in Educational Management, Faculty of Education, Universitas Negeri Yogyakarta

This doctoral program has six graduate learning outcomes (PLO) that reflect academic and professional mastery in three concentrations: Educational Leadership, Educational Quality Assurance, and Educational Institutional Management. These outcomes are also aligned with the vision of the program, which focuses on the development of knowledge, policies, and educational practices based on the values of excellence, equity, and local-global wisdom within diversity.

No Description of Learning Outcomes (CPL)
a. Able to identify and embody ethical values, excellence, equity, and local-global wisdom within diversity.

Graduates are able to identify and apply ethical values and social justice derived from local and global wisdom in the development of educational knowledge, policy, and practice.

  • Educational Leadership Concentration: graduates integrate these values to build inclusive and responsive leadership aligned with societal needs and dynamics.
  • Educational Quality Assurance Concentration: graduates ensure that educational policies and practices are grounded in fairness and equality in both access and outcomes.
  • Educational Institutional Management Concentration: graduates manage educational organizations that reflect diversity and local wisdom in resource management and policy-making.
b. Master educational leadership theories and their developments, and utilize them for research and policymaking.

Graduates master both traditional and contemporary educational leadership theories and integrate them into the formulation of educational policies and learning strategies.

  • Educational Leadership: apply leadership theories to design innovative solutions that enhance education quality and diversity in global and local contexts.
  • Educational Quality Assurance: employ leadership theories to support data-driven and evaluation-based policies for quality improvement.
  • Educational Institutional Management: apply leadership theories to strengthen efficient and effective educational governance systems.
c. Able to critically analyze, evaluate, and adapt leadership and educational management theories for learning transformation and organizational change.

Graduates possess the ability to critique and evaluate leadership and management theories to transform educational practices and organizations.

  • Educational Leadership: design and lead changes that foster inclusive and relevant learning environments.
  • Educational Quality Assurance: adapt leadership and management theories to ensure that policies enhance educational quality sustainably.
  • Educational Institutional Management: manage organizational change effectively through result-based management principles and supportive institutional structures.
d. Master research methodologies and able to design and conduct original and rigorous scientific research.

Graduates master various research methodologies and are capable of designing original and relevant research that advances theory and practice in educational leadership and management.

  • Educational Leadership: design research that contributes to effective and inclusive educational leadership theories and practices.
  • Educational Quality Assurance: conduct studies on quality assurance systems applicable at different levels of education.
  • Educational Institutional Management: design research focused on improving management systems and educational governance.
e. Able to produce scientific research and publications independently or collaboratively.

Graduates can produce high-quality scientific research, independently or collaboratively, that enriches the body of theory and practice in education.

  • Educational Leadership: generate publications discussing the application of leadership theories in practical educational settings.
  • Educational Quality Assurance: conduct research focusing on the development of improved systems and policies for educational quality assurance.
  • Educational Institutional Management: contribute to the development of institutional management theories that are adaptive to current educational needs.
f. Able to provide professional consulting services to educational institutions.

Graduates are capable of providing consulting services to government and private educational institutions in developing strategic educational policies and programs, as well as managing organizational resources effectively.

  • Educational Leadership: offer consultations on leadership strategies that promote innovation and diversity within educational systems.
  • Educational Quality Assurance: provide consultations in designing and implementing quality assurance systems that enhance educational effectiveness.
  • Educational Institutional Management: deliver consulting services in institutional management to improve efficiency, accountability, and sustainability.
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