Strengthening the quality of higher education depends not only on a university's ability to meet accreditation standards but also on the consistency and objectivity of the assessment process. That spirit underlies the Perception Alignment session on Study Program Accreditation Instrument (IAPS) 2.0 for assessors of the Independent Accreditation Agency for Social Sciences, Politics, Administration, and Communication (LAMSPAK) in the field of Communication Studies, scheduled to take place in Yogyakarta on Thursday, November 12, 2026. The event is part of an effort to build a shared understanding of the latest accreditation instrument and to promote study program quality assessments that are more credible, transparent, and accountable.

The involvement of the Faculty of Social Sciences and Humanities (FISHUM) at UIN Sunan Kalijaga Yogyakarta, together with LAMSPAK and the Indonesian Association of Communication Higher Education (ASPIKOM), shows the importance of synergy among universities, accreditation bodies, and scholarly associations in building a higher education quality assurance system. The meeting is intended to bring assessors' understanding of the criteria, indicators, and assessment mechanisms in IAPS 2.0 into closer alignment, so that assessments can proceed consistently without overlooking the distinctive characteristics of each study program.

The event brings together figures with strategic roles in developing the quality of communication higher education in Indonesia: the Chair of the LAMSPAK Executive Board, Prof. Dr. M.R. Khairul Muluk; the General Chair of ASPIKOM, Prof. Anang Sujoko, S.Sos., M.Si., D.Comm.; and the Dean of FISHUM at UIN Sunan Kalijaga Yogyakarta, Prof. Dr. Erika Setyanti Kusumaputri, S.Psi., M.Si. The participation of an accreditation body, a professional scholarly association, and faculty leadership is an important part of building an understanding of quality standards that are relevant to developments in higher education.

Universities with assessors at LAMSPAK were in attendance, including Universitas Indonesia, Universitas Gadjah Mada, Universitas Hasanuddin, Universitas Padjadjaran, Universitas Diponegoro, Universitas Andalas, Universitas Sebelas Maret, Universitas Jenderal Soedirman, Universitas Kristen Satya Wacana, Universitas Budi Luhur, Telkom University, and UIN Sunan Kalijaga Yogyakarta. The variety of institutions reflects the breadth of the academic network with a stake in strengthening the quality of communication studies education in Indonesia.

Aligning perceptions has become even more relevant with the rollout of IAPS 2.0, which LAMSPAK prepared as an adjustment to the latest higher education quality assurance policy. The instrument was developed with reference to Regulation of the Minister of Higher Education, Science, and Technology Number 39 of 2025 on Higher Education Quality Assurance. This change requires readiness from everyone involved in accreditation, including assessors, who are responsible for conducting professional evaluations based on evidence and applicable criteria.

In the accreditation process, assessors are expected not only to understand administrative requirements but also to read data carefully, evaluate performance evidence, and grasp the context in which each study program delivers education. A shared understanding of the instrument is important for reducing unwarranted differences in interpretation and for strengthening the basis for assessment decisions.

For this reason, the perception alignment forum is strategically important for strengthening the integrity of the accreditation process. Assessments grounded in frameworks and indicators that are understood in the same way will help ensure that a study program's quality is judged on relevant performance evidence. At the same time, assessors still need to consider an institution's distinctive features, scholarly orientation, and educational context objectively. For communication studies, strengthening quality is all the more important as the communication landscape changes rapidly. Digital technology, artificial intelligence, the transformation of the media industry, and changing communication practices in society require study programs to keep adapting their curricula, teaching, research, and community service. In this context, accreditation should be understood as an evaluation tool that supports continuous quality improvement, not merely a process for obtaining a particular status or ranking.

ASPIKOM's involvement is also relevant to the need to strengthen the link between the development of communication studies as a discipline and the higher education quality assurance system. As an association serving the communication studies academic community, ASPIKOM is part of a scholarly network that can support the exchange of experience, the identification of challenges, and the development of academic perspectives in delivering communication education. For FISHUM at UIN Sunan Kalijaga, meanwhile, taking part in the perception alignment effort is part of strengthening its academic networks and its attention to quality higher education governance. Developing education in the social sciences and humanities requires a quality assurance system that not only meets institutional requirements but also drives improvements in teaching quality, research productivity, and scholarly contributions to society.

This orientation is in line with UIN Sunan Kalijaga's approach to scholarship, which emphasizes the integration and interconnection of disciplines. In communication studies, this approach leaves room for scholarship that links communication with social, cultural, and technological issues and with humanitarian values. Quality assurance is an important mechanism for ensuring that this scholarly development is supported by academic governance and educational processes that can be held accountable. Furthermore, aligning assessors' perceptions is expected to strengthen the confidence of universities and the public in the accreditation process. When assessments are carried out on clear standards, consistent understanding, and professional judgment, accreditation results can become a more meaningful reference for universities as they plan improvements in the quality of their education.

Through this meeting, Yogyakarta is expected once again to serve as a space for exchanging ideas among academics and higher education quality assurance practitioners. The innovative, progressive, and collaborative spirit behind the event provides a foundation for strengthening assessors' professionalism while building a communication studies higher education ecosystem that is increasingly adaptive to change. Strengthening accreditation quality does not stop at a shared understanding of the assessment instrument. More than that, the effort is expected to contribute to improving study program quality, producing competent graduates, and strengthening the role of communication studies education in responding to the developments and needs of Indonesian society. (humassk)