Transforming The Doctoral Program in Geological Engineering Toward Excellent Accreditation: An Integrative Model of Academic Quality, Research Output, and Internationalization

Abstract

The Doctoral Program in Geological Engineering at Universitas Pembangunan Nasional “Veteran” Yogyakarta is currently accredited “Very Good” by LAM Teknik. It faces increasing demands to achieve Excellent accreditation while strengthening its international competitiveness. This study aims to develop an integrative model and strategic roadmap to transform the program by improving academic quality, research performance, scholarly output, and internationalization. The study used a qualitative descriptive–analytical approach through document review, benchmarking with leading doctoral programs, gap analysis, SWOT analysis, stakeholder consultations, and conceptual modeling. The analysis identified six strategic priorities, including internationalization; leadership and networking; student recruitment and support; faculty capacity; research productivity; and scholarly publication. Key challenges include high faculty workloads, limited institutionalized international collaboration, low participation of doctoral students in international publications, and no international student enrollment. Based on these findings, the Academic–Research–Output–Internationalization (AROI) Model was developed as an integrative framework linking academic quality, research capacity, scholarly productivity, and global engagement. The model is supported by a five-year strategic roadmap comprising five phases: (1) assessment and strategic direction, (2) academic quality enhancement, (3) research and scholarly output strengthening, (4) international engagement expansion, and (5) consolidation and preparation for the next accreditation cycle. The study contributes an institutionally grounded framework for translating accreditation requirements and internationalization objectives into interconnected strategic priorities and phased institutional actions, offering a potentially adaptable approach for doctoral engineering programs seeking to strengthen academic and research performance.