An Outcome-Based Bachelor-Master Fast-Track Framework for Mining Engineering

Abstract

Bachelor-master fast-track programs can improve progression efficiency, but acceleration can also create workload, credit-recognition, research-continuity, and quality-assurance risks. This study develops an Outcome-Based Education (OBE)-oriented academic and governance framework for a Mining Engineering fast-track pathway. The study uses institutional research based on policy and standards review, benchmarking of comparable Indonesian fast-track schemes, structured analysis of institutional documents, gap analysis, and design synthesis. The proposed model selects students at the end of semester six and introduces a controlled transition in semesters seven and eight, while participants retain undergraduate status until undergraduate graduation. The framework integrates undergraduate and master's learning outcomes, approved master-level courses, research continuity, equivalent assessment standards, mentoring, formal credit recognition, staged monitoring, and auditable evidence. Institutional analysis identified conflicting provisions in earlier communication materials and the 2026 guide, particularly concerning GPA, study duration, credits, and the timing of undergraduate graduation. The main contribution is an integrated framework that treats fast-track education not merely as accelerated course-taking, but as an OBE-based quality-assurance system linking admission, curriculum, research, governance, and continuous improvement. The framework should be validated through a limited pilot cohort before wider implementation.