Suitmedia's onboarding and training content was scattered across departments with no central roadmap and substantial risk of duplication. I led a four-person team to audit existing material, break it into manageable learning units, build non-overlapping courses, secure manager approval, load the finalized curriculum into Rocketversity, and assign trainers from the teams that owned the content.

The roadmap was designed as a three-year progression from content collection to internal onboarding and ultimately external paid training. Within 1.5 years, 80 courses were live, around 100 employees had been onboarded through the new structure, and onboarding time had been reduced by 30%. Rocketversity remained in operation after I left the role.

The project migrated standardized clinical intake forms used by Bidan and community health workers from paper into a mobile data-capture workflow. As Program Manager, I directed four developers and six field data collectors across 16 districts, addressing both interrater inconsistency and severe XLSForm latency through interviews, a standardization protocol with the Lombok health department, form digitization, and a structured field timing study.

Baseline load times ranged from 20 seconds to 20 minutes, with some forms failing entirely. I compiled the evidence for consortium review and deployed an interim form-decomposition solution that reduced most forms to under 10 seconds and a subset to under 5 seconds, while preserving the approved clinical content and supporting the case for a longer-term rendering-technology change.

The ASTRA Lean Production System Lab was established to teach lean manufacturing through hands-on practice grounded in Toyota Production System principles, including 5S, waste elimination (Muda), Build in Quality, and pull systems. As part of the founding development team, I helped translate those concepts into practicum modules for students.

I also coordinated lab setup logistics, including budget planning, equipment procurement, and the MOU launch with Astra, connecting academic learning design with the physical learning environment required for experiential production-systems education.

I built and ran the Engineering Management internship program as a structured bridge between classroom theory and industry practice, with placements at companies including PT Pertamina, PT Astra Otoparts, GMF AeroAsia, and PT Petrokimia Gresik. The model combined a year-long preparation phase, a dedicated handbook and CV workshops, a two-month industry placement, and a final technical report and seminar.

The placement phase encouraged students to use methods such as Statistical Process Control and Value Stream Mapping in real industrial contexts. I managed the program for seven years, steered it through the COVID-19 period, expanded it to cover the EM IT Program, and the project record reports 93% of the 2017 cohort receiving an A grade.

The Engineering Management Academic Manual was designed as a comprehensive reference for students, faculty, and administrative staff throughout the academic journey. It consolidates the study program's vision, mission, strategic objectives, graduate competency expectations, faculty information, facilities, and behavioral standards within the residential academic environment.

The manual also documents the 144-SKS curriculum architecture and its alignment with ABET criteria, giving the program a single shared reference point for academic expectations, progression, and program governance.

The course was designed as a practical startup simulation rather than a theory-heavy entrepreneurship class. Student teams moved through Lean Startup cycles, rapid customer discovery, Business Model Canvas development, prototyping with tools such as Figma and Canva, and AARRR funnel metrics to test market hypotheses through Build-Measure-Learn iteration.

Project tracks were tailored to the disciplines represented across campus, connecting mobile and web product initiatives for software students with specialized technical innovation in other engineering programs.

The evaluation served as the diagnostic foundation for the next Engineering Management curriculum. It combined domain-expert consultation, market-trend analysis, graduate tracer data, alumni feedback, technology-development tracking, and review against accreditation expectations including ABET criteria.

Operating under the Rector's mandate, the evaluation culminated in a formal Academic Senate presentation used to establish transition rules and secure institutional approval for the strategic updates that followed.

The curriculum-development framework began with a diagnostic phase: expert consultation on cognitive taxonomies and Industry 4.0, market-needs assessment across automotive, FMCG, and technology organizations, graduate tracer studies, benchmarking against ASEM and ABET criteria, and an internal SWOT analysis of the existing course structure.

The synthesis phase converted those inputs into eight knowledge blocks forming a 144-credit, eight-semester sequence. After peer review and Academic Senate approval, course-equivalency matrices protected student progress, while the curriculum was automated in the Campus Information System and deployed through bilingual diploma supplements.

The partnership created a unified progression path preparing undergraduate engineering students from North Sumatra for European MSc study through a 15-credit (30 ECTS) sequence. Local faculty delivered foundational business and research topics, while advanced core modules were co-taught through intensive on-campus sessions with visiting UvA professors.

As Lead Faculty Lecturer for Strategy and Organization, I co-managed curriculum design, integrated Sumatran commercial cases into global strategy frameworks, facilitated seminars, served on the joint candidate-selection committee, and supported visiting-faculty logistics and budget allocation. Modules used a double-pass model requiring at least 5.5 in both individual exams and group project components.

The project developed an integrated blueprint for restructuring higher-education logistics programs around AI-enabled supply-chain networks. The strategy treats competitive advantage as a network problem, requiring coordinated movement of physical goods, capital, and data rather than isolated optimization of individual enterprises.

The framework bridges higher-education regulation with KKNI and SKKNI standards, distinguishes logistics-engineering and logistics-management pathways, and integrates emerging technologies such as causal reinforcement learning, machine learning, and systems-driven risk management into future-facing academic preparation.

Global UGRAD offers emerging student leaders a fully funded semester of non-degree undergraduate study in the United States. My faculty-support role focused on strengthening student readiness for the competitive selection process and coordinating the institutional steps required to back candidates.

The support model included endorsement meetings with university leadership, intensive mock interviews, targeted English-proficiency preparation materials, and formal recommendation letters documenting candidates' academic performance and community leadership potential.

Under the Dean's decree, I directed multi-departmental accreditation work across preparation, visitation, and post-evaluation. Responsibilities included coordinating and validating Buku IIIA, Buku IIIB, and the self-evaluation book; authoring Standard 2 on governance and quality assurance; co-authoring Standard 5 on the 144-credit curriculum map; drafting the strategic plan; and serving as the operational liaison during field assessment.

After the audit, I coordinated refinement across 16 campus entities, embedded Plan-Do-Check-Action monitoring into academic and support workflows, and worked with IT, library, maintenance, and learning-infrastructure teams on continuous quality improvement. The process advanced the program through the SAPTO accreditation pipeline from desk assessment into field assessment.

As a co-author of the 2018 capstone handbook, I helped develop a structured 17-week framework integrating technical engineering design with business feasibility and strategic planning. As an instructor, I led Idea Generation through market research, benchmarking, and ideation challenges, and taught functional and quality-attribute design.

As a group advisor, I supervised student teams across the end-to-end development workflow from early blueprinting and prototyping through techno-economic evaluation and Business Model Canvas formulation, connecting engineering decisions with commercial viability.