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<meta name="description" content="Learning & Development portfolio of Devis Saputra, including enterprise learning systems, curriculum design, academic program development, digital health learning workflows, accreditation, and international student programs.">
<title>Devis Saputra — Learning & Development Portfolio</title>
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</head>
<body class="portfolio-detail">
<div class="page">
<aside class="sidebar">
<div class="sidebar-top">
<h1>Devis Saputra</h1>
<p class="tagline">Learning designer working toward doctoral research on AI adoption in organizations.</p>
<nav class="toc" aria-label="Learning and development page navigation">
<a href="index.html">← Main Portfolio</a>
<a href="#overview">Overview</a>
<a href="#lnd-research-bundles">Empirical Studies <i class="fa-brands fa-github" aria-hidden="true"></i></a>
<a href="#rocketversity">Projects</a>
<a href="#contact">Contact</a>
</nav>
</div>
<div class="sidebar-bottom" aria-label="Contact links">
<div class="contact-label">Links</div>
<a href="mailto:devis.saputra@gmail.com"><i class="fa-solid fa-envelope" aria-hidden="true"></i><span>Email</span></a>
<a href="https://linkedin.com/in/devissaputra" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-linkedin" aria-hidden="true"></i><span>LinkedIn</span></a>
<a href="https://www.xing.com/profile/Devis_Saputra" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-xing" aria-hidden="true"></i><span>Xing</span></a>
<a href="https://github.com/devissaputra/" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i><span>GitHub</span></a>
<a href="https://orcid.org/0000-0002-7133-9410" target="_blank" rel="noopener noreferrer"><i class="ai ai-orcid" aria-hidden="true"></i><span>ORCID</span></a>
<a href="https://arxiv.org/" target="_blank" rel="noopener noreferrer"><i class="ai ai-arxiv" aria-hidden="true"></i><span>arXiv</span></a>
<a class="scholar" href="https://scholar.google.com/citations?user=EB5_ZRMAAAAJ&hl=en&oi=ao" target="_blank" rel="noopener noreferrer"><i class="ai ai-google-scholar" aria-hidden="true"></i><span>Google Scholar</span></a>
</div>
</aside>
<main class="content">
<a class="back-link" href="index.html"><i class="fa-solid fa-arrow-left" aria-hidden="true"></i> Back to main portfolio</a>
<div class="portfolio-nav" aria-label="Portfolio areas">
<a href="research.html">Research</a>
<a class="active" href="learningdevelopment.html" aria-current="page">Learning & Development</a>
<a href="aiengineering.html">AI Engineering</a>
<a href="aieducation.html">AI in Education</a>
</div>
<section class="hero" id="overview">
<div class="hero-main">
<div class="hero-copy">
<h2>Portfolio in Learning & Development</h2>
</div>
<p class="lede">This portfolio covers enterprise learning systems, instructional and curriculum design, academic program development, workplace learning, digital workflow improvement, and quality assurance. The projects emphasize the full learning-system lifecycle: diagnosing needs, designing interventions, implementing platforms and processes, and evaluating evidence for continuous improvement.</p>
</div>
<div class="project-index" aria-label="Project index">
<a href="#lnd-research-bundles">Empirical Studies</a>
<a href="#rocketversity">Rocketversity</a><a href="#thrive">THRIVE</a><a href="#astra">ASTRA LPS</a>
<a href="#internship">Internship</a><a href="#em-manual">EM Manual</a><a href="#entrepreneurship">Entrepreneurship</a>
<a href="#curriculum-evaluation">Curriculum Evaluation</a><a href="#new-curriculum">New Curriculum</a>
<a href="#premaster">Pre-Master</a><a href="#logistics">Logistics</a><a href="#ugrad">UGRAD</a>
<a href="#accreditation">Accreditation</a><a href="#capstone">Capstone</a>
</div>
</section>
<!-- LND EMPIRICAL STUDIES START -->
<section class="repo-section" id="lnd-research-bundles">
<div class="eyebrow-rule bundle-heading"><h2>Empirical Studies <i class="fa-brands fa-github section-title-icon" aria-hidden="true"></i></h2></div>
<p class="repo-section-intro">These four empirical repositories lead the L&D page. They extend the practitioner case studies below with reproducible research on organizational knowledge resilience, employer training capacity, technology-skill renewal, and the decision value of training evidence.</p>
<article class="repo-project research-bundle" id="organizational_network_resilience">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Studies. Learning & Development.</div>
<h3>Organizational Communication Resilience Under Key-Actor Loss</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<svg role="img" aria-label="Colorful scientific resilience chart comparing targeted actor loss with deterministic comparator draws" viewBox="0 0 1200 675" style="display:block;width:100%;aspect-ratio:16/9;background:#f8fbff">
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<text x="52" y="43" fill="#ffffff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="29" font-weight="700">Communication Resilience Stress Test</text>
<text x="52" y="72" fill="#dbeafe" font-family="IBM Plex Sans,Arial,sans-serif" font-size="15">Targeted loss vs 200 deterministic same-count comparator draws</text>
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<text x="1054" y="49" text-anchor="middle" fill="#ffffff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">EMPIRICAL RESULT</text>
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<text x="383" y="418" text-anchor="middle" fill="#334155" font-family="IBM Plex Sans,Arial,sans-serif" font-size="14" font-weight="600">Actors removed</text>
<text transform="translate(18,210) rotate(-90)" text-anchor="middle" fill="#334155" font-family="IBM Plex Sans,Arial,sans-serif" font-size="14" font-weight="600">Retained global efficiency</text>
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<text x="22" y="34" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="17" font-weight="700">What changes?</text>
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<text x="76" y="73" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">Targeted loss</text>
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<text x="76" y="110" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">Comparator mean</text>
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<text x="76" y="149" fill="#172033" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">Comparator p05–p95</text>
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<text x="22" y="238" fill="#9a3412" font-family="IBM Plex Sans,Arial,sans-serif" font-size="17" font-weight="700">At 30 removals</text>
<text x="22" y="273" fill="#475569" font-family="IBM Plex Sans,Arial,sans-serif" font-size="12">20.3% of network actors</text>
<text x="22" y="309" fill="#dc2626" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">TARGETED</text>
<text x="22" y="341" fill="#dc2626" font-family="IBM Plex Sans,Arial,sans-serif" font-size="28" font-weight="700">0.8608</text>
<text x="137" y="309" fill="#2563eb" font-family="IBM Plex Sans,Arial,sans-serif" font-size="13" font-weight="700">COMPARATOR</text>
<text x="137" y="341" fill="#2563eb" font-family="IBM Plex Sans,Arial,sans-serif" font-size="28" font-weight="700">0.9917</text>
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<text x="22" y="397" fill="#9a3412" font-family="IBM Plex Sans,Arial,sans-serif" font-size="14" font-weight="700">Gap = 0.1309</text>
<text x="22" y="420" fill="#7c2d12" font-family="IBM Plex Sans,Arial,sans-serif" font-size="11">Targeted result is below comparator p05</text>
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<text x="52" y="637" fill="#475569" font-family="IBM Plex Sans,Arial,sans-serif" font-size="12">Structural communication access is more sensitive to key-actor loss than to same-count comparator loss under this operationalization.</text>
</svg>
<figcaption>Targeted versus random resilience stress test</figcaption>
</figure>
<figure class="repo-visual">
<svg role="img" aria-label="Colorful scientific workflow for organizational communication resilience analysis" viewBox="0 0 1200 675" style="display:block;width:100%;aspect-ratio:16/9;background:#ffffff">
<defs>
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<text x="52" y="43" fill="#ffffff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="29" font-weight="700">From Enron Email Events to L&D Resilience Evidence</text>
<text x="52" y="72" fill="#e0e7ff" font-family="IBM Plex Sans,Arial,sans-serif" font-size="15">A reproducible structural stress-test pipeline with explicit claim boundaries</text>
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<text x="64" y="172" fill="#1d4ed8" font-size="16" font-weight="700">1 · ENRON HYPERGRAPH</text>
<text x="64" y="205" fill="#334155" font-size="13">148 actors</text>
<text x="64" y="228" fill="#334155" font-size="13">10,885 email events</text>
<text x="64" y="251" fill="#334155" font-size="13">26,914 incidences</text>
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<text x="356" y="172" fill="#0e7490" font-size="16" font-weight="700">2 · PROJECT NETWORK</text>
<text x="356" y="205" fill="#334155" font-size="13">Undirected co-participation</text>
<text x="356" y="228" fill="#334155" font-size="13">Deduplicate event members</text>
<text x="356" y="251" fill="#334155" font-size="13">2,583 simple edges</text>
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<text x="648" y="172" fill="#15803d" font-size="16" font-weight="700">3 · BASELINE ACCESS</text>
<text x="648" y="205" fill="#334155" font-size="13">Global efficiency</text>
<text x="648" y="232" fill="#15803d" font-size="24" font-weight="700">0.5601</text>
<text x="648" y="254" fill="#334155" font-size="12">Shortest-path accessibility</text>
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<text x="940" y="172" fill="#6d28d9" font-size="16" font-weight="700">4 · RANK ACTORS</text>
<text x="940" y="205" fill="#334155" font-size="13">Intact-network degree</text>
<text x="940" y="228" fill="#334155" font-size="13">Static ranking</text>
<text x="940" y="251" fill="#334155" font-size="13">No adaptive re-ranking</text>
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<text x="812" y="372" fill="#991b1b" font-size="16" font-weight="700">5 · TARGETED STRESS</text>
<text x="812" y="405" fill="#334155" font-size="13">Remove top 5 / 10 / 15 / 20 / 30 actors</text>
<text x="812" y="430" fill="#334155" font-size="13">Recompute retained efficiency</text>
<text x="812" y="454" fill="#dc2626" font-size="13" font-weight="700">0.9735 → 0.8608</text>
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<text x="448" y="372" fill="#1d4ed8" font-size="16" font-weight="700">6 · COMPARATOR</text>
<text x="448" y="405" fill="#334155" font-size="13">200 SHA-256-ranked draws</text>
<text x="448" y="430" fill="#334155" font-size="13">Same actor count at each k</text>
<text x="448" y="454" fill="#2563eb" font-size="13" font-weight="700">Mean + p05 / p95</text>
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<text x="84" y="372" fill="#92400e" font-size="16" font-weight="700">7 · RESILIENCE EVIDENCE</text>
<text x="84" y="405" fill="#334155" font-size="13">Compare targeted vs comparator</text>
<text x="84" y="430" fill="#334155" font-size="13">Track widening gap</text>
<text x="84" y="454" fill="#92400e" font-size="13" font-weight="700">0.0243 → 0.1309</text>
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<text x="87" y="559" fill="#172033" font-size="16" font-weight="700">8 · L&D INTERPRETATION</text>
<text x="87" y="587" fill="#334155" font-size="13">Use the structural signal to investigate succession, cross-training, mentoring, documentation and communities of practice.</text>
<text x="87" y="610" fill="#991b1b" font-size="12" font-weight="700">Do not infer tacit knowledge, employee value, learning effectiveness or causal business impact from network position alone.</text>
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</svg>
<figcaption>Communication-resilience analysis workflow</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>This study stress-tests organizational communication resilience using 148 actors and 10,885 timestamped email events from the Enron hypergraph. It compares the loss of highly connected communication actors with the same number of randomly removed actors, asking whether potential information access depends disproportionately on a small set of network positions.</p>
<p>The targeted-versus-random gap widens steadily as more actors are removed, reaching 0.1309 at 30 removals, while the targeted result remains below the random 5th-percentile diagnostic at every tested stress level. For Learning and Development, the result is best used to identify where succession, cross-training, mentoring, documentation, or community-of-practice investigation may be valuable, not to treat email connectivity as a direct measure of employee knowledge.</p>
</div>
<div class="repo-data-note"><strong>Data source:</strong> Enron temporal email hypergraph, XGI/Zenodo v0.1, DOI 10.5281/zenodo.21909507.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/organizational_network_resilience" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/organizational_network_resilience/blob/main/REPORT.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report MD</a>
<a href="https://github.com/devissaputra/organizational_network_resilience/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper</a>
<a href="https://github.com/devissaputra/organizational_network_resilience/blob/main/data/README.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> Data source</a>
</div>
</div>
</div>
</article>
<article class="repo-project research-bundle" id="training_investment_capacity">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Studies. Learning & Development.</div>
<h3>Employer Training Investment Capacity: A Longitudinal UK Study</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<a class="figure-link" href="assets/training_investment_capacity_reach_intensity_v2.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/training_investment_capacity_reach_intensity_v2.svg" alt="UK employer training investment chart showing real spend per employee and derived training reach across comparable survey waves"></a>
<figcaption>Real training investment intensity and workforce reach</figcaption>
</figure>
<figure class="repo-visual">
<a class="figure-link" href="assets/training_investment_capacity_method_v2.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/training_investment_capacity_method_v2.svg" alt="Reproducible Employer Skills Survey training-investment analysis workflow"></a>
<figcaption>Official-data processing and L&D evidence workflow</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>This study separates how widely training reaches the workforce from how much real training resource employers invest per person. Using comparable UK Employer Skills Survey waves from 2011 to 2024, real spend per employee falls from £2,410 to £1,700, a 29.46% decline, while real spend per trainee falls by 38.69%.</p>
<p>The strongest L&D signal appears between 2022 and 2024: the derived trainees-to-employees ratio rises from 60.22% to 62.85% while real spend per employee falls 13.27%. Sector investment is also uneven, ranging from £920 to £2,630 per employee in 2024. The study does not treat wider reach under lower spending as evidence of greater efficiency; it shows why reach, resource intensity, and learning outcomes should be evaluated separately.</p>
</div>
<div class="repo-data-note"><strong>Data source:</strong> UK Department for Education / Skills England, Employer Skills Survey 2024 — Investment in Training official statistics.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/training_investment_capacity" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/training_investment_capacity/blob/main/REPORT.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report MD</a>
<a href="https://github.com/devissaputra/training_investment_capacity/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper</a>
<a href="https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/a07479d1-e26d-4b66-9ec9-e683917c1388" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> Data source</a>
</div>
</div>
</div>
</article>
<article class="repo-project research-bundle" id="technology_skill_renewal_pressure">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Study · Learning & Development</div>
<h3>Technology Skill Renewal Pressure: O*NET 2020–2026 on Learning and Development</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/technology_skill_renewal_pressure/research_design.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/technology_skill_renewal_pressure/research_design.svg" alt="Scientific summary of O*NET technology skill renewal pressure across 902 occupations, including Jaccard overlap and category sensitivity"></a>
<figcaption>Empirical finding: persistence, heterogeneity, and category sensitivity</figcaption>
</figure>
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/technology_skill_renewal_pressure/method.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/technology_skill_renewal_pressure/method.svg" alt="Scientific workflow from O*NET 2020 and 2026 source files through source verification, normalization, Jaccard analysis, and sensitivity testing"></a>
<figcaption>Data processing: verified O*NET releases to bounded L&D evidence</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>Technology requirements do not refresh at the same pace in every occupation. This study compares O*NET 25.1 from November 2020 with the O*NET 31.0 database snapshot from August 2026 to measure how much of each occupation's software-skill portfolio persisted, changed, or expanded. After normalizing software names and restricting the longitudinal comparison to 902 occupation codes present in both skill files, the common-code pair Jaccard is <strong>0.7016</strong>. At the occupation level, the median is <strong>0.6923</strong>: 13.97% of occupations fall below 0.50, while 36.03% are at or above 0.75. The result is therefore not one universal “rate of obsolescence”; renewal pressure varies materially across occupations.</p>
<p>The study then repeats the comparison using broader O*NET software categories rather than exact product names. Category-level overlap rises to <strong>0.8169</strong>, showing that part of the apparent turnover happens inside categories that remain comparatively stable. For L&D, that distinction matters: the evidence can help identify where curriculum, reskilling, or workforce-planning attention may be more urgent, but it does not claim that workers' skills depreciated at the same rate as the database changed. Source files are pinned by row count and SHA-256, all 902 occupations are retained in the evidence table, and the complete release can be regenerated and checked through CI.</p>
</div>
<div class="metrics" aria-label="Technology skill renewal study headline metrics">
<span>902 occupations</span>
<span>Jaccard 0.7016</span>
<span>Median 0.6923</span>
<span>Category sensitivity 0.8169</span>
</div>
<div class="repo-data-note"><strong>Data source:</strong> O*NET 25.1 Technology Skills and O*NET 31.0 Software Skills, with matching Occupation Data used to verify common-code titles. O*NET documents the Technology Skills → Software Skills schema transition.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/EMPIRICAL_STUDY.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Study Protocol</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper Blueprint</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/data/derived/primary_results.csv" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-table" aria-hidden="true"></i> 902-row Evidence</a>
<a href="https://github.com/devissaputra/technology_skill_renewal_pressure/blob/main/data/source_manifest.json" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-fingerprint" aria-hidden="true"></i> Source Manifest</a>
<a href="https://www.onetcenter.org/db_releases.html" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> O*NET Releases</a>
</div>
</div>
</div>
</article>
<article class="repo-project research-bundle" id="training_evidence_decision_value">
<header class="repo-project-heading"><div class="repo-kicker">Empirical Study · Learning & Development</div>
<h3>Decision Value of Training Evidence: Reanalysis of the National Supported Work Experiment</h3></header>
<div class="repo-project-grid">
<div class="repo-visuals">
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/training_evidence_decision_value/research_design.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/training_evidence_decision_value/research_design.svg" alt="Scientific summary of National Supported Work randomized training evidence showing the treated-control earnings effect, uncertainty intervals, and bootstrap threshold frontier"></a>
<figcaption>Empirical finding: randomized effect, uncertainty, and threshold frontier</figcaption>
</figure>
<figure class="repo-visual">
<a class="figure-link" href="assets/ld/research/training_evidence_decision_value/method.svg" target="_blank" rel="noopener noreferrer" aria-label="Open figure at full size in a new tab"><img loading="lazy" src="assets/ld/research/training_evidence_decision_value/method.svg" alt="Scientific workflow from pinned National Supported Work experimental records through validation, treatment-effect estimation, resampling, and decision-threshold sensitivity analysis"></a>
<figcaption>Data processing: pinned experiment to bounded L&D decision evidence</figcaption>
</figure>
</div>
<div>
<div class="repo-copy">
<p>Training evaluation can show that an intervention had a positive effect without answering a harder management question: how large would the benefit need to be before the evidence is strong enough for a decision? This study reanalyzes the Dehejia–Wahba RE74 subset of the randomized National Supported Work experiment, with <strong>185 treated participants</strong> and <strong>260 randomized controls</strong>. Mean RE78 is 6,349.14 for the treated group and 4,554.80 for controls, producing a treated-minus-control difference of <strong>1,794.34 historical 1982 U.S. dollars</strong>. The large-sample 95% interval is 479.19–3,109.50 and the seeded bootstrap interval is 519.04–3,117.80, while a treatment-label permutation diagnostic gives <strong>p = 0.005899</strong>.</p>
<p>The project then separates statistical evidence from the decision rule by evaluating a 41-point illustrative minimum-benefit frontier from $0 to $4,000. At least 95% of bootstrap resamples clear thresholds through $700, at least 50% clear through $1,700, and <strong>38.18%</strong> clear a $2,000 threshold. That decline is the central L&D lesson: a positive historical experimental effect is not the same thing as evidence that clears every business requirement. The frontier is therefore a sensitivity tool, not a modern ROI estimate, current-dollar valuation, or universal training-investment rule.</p>
</div>
<div class="metrics" aria-label="Training evidence decision-value study headline metrics">
<span>445 participants</span>
<span>Effect +$1,794.34</span>
<span>Bootstrap 95% $519–$3,118</span>
<span>$2,000 exceedance 38.18%</span>
</div>
<div class="repo-data-note"><strong>Data source:</strong> Dehejia–Wahba RE74 subset of the randomized National Supported Work experiment. RE78 is documented as real 1978 earnings expressed in 1982 U.S. dollars; raw participant files are not redistributed and are pinned by source fingerprint for reproducibility.</div>
<div class="repo-links">
<a href="https://github.com/devissaputra/training_evidence_decision_value" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github" aria-hidden="true"></i> Repository</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/EMPIRICAL_STUDY.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Study Protocol</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/docs/paper_blueprint.md" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pen" aria-hidden="true"></i> Paper Blueprint</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/data/derived/primary_results.csv" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-table" aria-hidden="true"></i> 41-point Frontier</a>
<a href="https://github.com/devissaputra/training_evidence_decision_value/blob/main/data/source_manifest.json" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-fingerprint" aria-hidden="true"></i> Source Manifest</a>
<a href="https://users.nber.org/~rdehejia/nswdata2.html" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-database" aria-hidden="true"></i> NSW Source</a>
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</div>
</div>
</article>
</section>
<!-- LND EMPIRICAL STUDIES END -->
<!-- 01 -->
<article class="project" id="rocketversity">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X01.jpg" alt="Rocketversity Learning Management System project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X02.jpg" alt="Rocketversity Learning Management System project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X03.jpg" alt="Rocketversity Learning Management System project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Rocketversity_X04.png" alt="Rocketversity Learning Management System project visual 5"></figure>
</div>
<div>
<div class="project-number">Project 01 · Enterprise Learning System</div>
<h3>Rocketversity Learning Management System</h3>
<div class="meta">Suitmedia · Internal LMS · Program lead</div>
<div class="project-copy">
<p>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.</p>
<p>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.</p>
</div>
<div class="metrics"><span>80 courses live</span><span>~100 employees onboarded</span><span>30% faster onboarding</span><span>4-person build team</span></div>
<div class="resource-box" aria-label="Rocketversity Learning Management System resources"><a href="assets/report/1_Devis_Rocketversity%20Project%20Overview.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/1_Devis_Rocketversity_LMS_Case_Study.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pdf" aria-hidden="true"></i> Case Study</a></div>
</div>
</div>
</article>
<!-- 02 -->
<article class="project" id="thrive">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/02_THRIVE.jpg" alt="THRIVE OpenSRP project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X00.jpeg" alt="THRIVE OpenSRP project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X02.jpg" alt="THRIVE OpenSRP project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X03.jpg" alt="THRIVE OpenSRP project visual 5"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X05.jpg" alt="THRIVE OpenSRP project visual 7"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Thrive_X06.jpg" alt="THRIVE OpenSRP project visual 8"></figure>
</div>
<div>
<div class="project-number">Project 02 · Digital Health Learning Workflow</div>
<h3>THRIVE OpenSRP</h3>
<div class="meta">Program Manager · OpenSRP consortium collaboration · 2015</div>
<div class="project-copy">
<p>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.</p>
<p>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.</p>
</div>
<div class="metrics"><span>4 developers</span><span>6 field data collectors</span><span>16 districts</span><span><10 sec after mitigation</span></div>
<div class="resource-box" aria-label="THRIVE OpenSRP resources"><a href="assets/report/2_Devis_Program_Implementation_Report_Thrive_Indonesia.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/2_Devis_THRIVE_OpenSRP_Case_Study.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-pdf" aria-hidden="true"></i> Case Study</a></div>
</div>
</div>
</article>
<!-- 03 -->
<article class="project" id="astra">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/03_Astra.jpg" alt="ASTRA Lean Production System Lab project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X01.jpg" alt="ASTRA Lean Production System Lab project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X02.jpg" alt="ASTRA Lean Production System Lab project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X03.jpg" alt="ASTRA Lean Production System Lab project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Astra_X04.jpg" alt="ASTRA Lean Production System Lab project visual 5"></figure>
</div>
<div>
<div class="project-number">Project 03 · Practice-Based Learning</div>
<h3>ASTRA Lean Production System Lab</h3>
<div class="meta">Institut Teknologi Del · Partnership with PT Astra</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>Lean manufacturing</span><span>5S</span><span>Muda</span><span>Pull systems</span></div>
<div class="resource-box" aria-label="ASTRA Lean Production System Lab resources"><a href="assets/report/3_Devis_Astra_LPSL_Establishment_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 04 -->
<article class="project" id="internship">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Internship_X01.jpg" alt="Internship Program project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Internship_X02.jpg" alt="Internship Program project visual 3"></figure>
</div>
<div>
<div class="project-number">Project 04 · Work-Integrated Learning</div>
<h3>Internship Manual for Engineering Management</h3>
<div class="meta">Institut Teknologi Del · Program Coordinator & Principal Lecturer</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>7 years</span><span>2-month placement</span><span>93% A grade, 2017 cohort</span></div>
<div class="resource-box" aria-label="Internship Program resources"><a href="assets/report/4_Devis_Internship_Program_Impact_Report_DWS.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 05 -->
<article class="project" id="em-manual">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/05_EMManual.jpg" alt="Engineering Management Manual project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/EM_X02.jpeg" alt="Engineering Management Manual project visual 3"></figure>
</div>
<div>
<div class="project-number">Project 05 · Academic Learning Architecture</div>
<h3>Engineering Management Manual</h3>
<div class="meta">Institut Teknologi Del · Academic reference system</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>144 SKS curriculum</span><span>ABET-aligned</span><span>Students + faculty + staff</span></div>
<div class="resource-box" aria-label="Engineering Management Manual resources"><a href="assets/report/5_Devis_EM_Campus_Handbook_Snippet.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-book-open" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
</article>
<!-- 06 -->
<article class="project" id="entrepreneurship">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_XO1.jpg" alt="Technopreneurship / Entrepreneurship project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_X02.jpg" alt="Technopreneurship / Entrepreneurship project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_X03.jpg" alt="Technopreneurship / Entrepreneurship project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Entre_X04.jpg" alt="Technopreneurship / Entrepreneurship project visual 5"></figure>
</div>
<div>
<div class="project-number">Project 06 · Experiential Course Design</div>
<h3>Entrepreneurship Course</h3>
<div class="meta">Technopreneurship (TIS3001) · Institut Teknologi Del</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>Lean Startup</span><span>BMC</span><span>AARRR funnel</span><span>Build-Measure-Learn</span></div>
<div class="resource-box" aria-label="Technopreneurship / Entrepreneurship resources"><a href="assets/report/6_Devis_Technopreneurship_Course_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 07 -->
<article class="project" id="curriculum-evaluation">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/EMEVAL_01.jpg" alt="Engineering Management Curriculum Evaluation project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/EMEVAL_02.jpeg" alt="Engineering Management Curriculum Evaluation project visual 3"></figure>
</div>
<div>
<div class="project-number">Project 07 · Curriculum Evaluation</div>
<h3>Engineering Management Curriculum 2014–2019 Evaluation</h3>
<div class="meta">Institut Teknologi Del · Rector-mandated diagnostic review</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>Expert input</span><span>Tracer data</span><span>ABET criteria</span><span>Academic Senate</span></div>
<div class="resource-box" aria-label="Engineering Management Curriculum Evaluation resources"><a href="assets/report/7_Devis_Curriculum_Evaluation_Report_MR.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/7_Devis_EM_Curriculum_Handbook_and_System_Mapping.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-diagram-project" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
</article>
<!-- 08 -->
<article class="project" id="new-curriculum">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/NEWEM_X00.jpg" alt="New Engineering Management Curriculum project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/NEWEM_X01.jpg" alt="New Engineering Management Curriculum project visual 3"></figure>
</div>
<div>
<div class="project-number">Project 08 · Curriculum Architecture</div>
<h3>New Engineering Management Curriculum 2019–2024</h3>
<div class="meta">Institut Teknologi Del · Ten-step institutional framework</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>10-step framework</span><span>8 knowledge blocks</span><span>144 credits</span><span>8 semesters</span></div>
<div class="resource-box" aria-label="New Engineering Management Curriculum resources"><a href="assets/report/8_Devis_EM_Curriculum_Handbook_and_System_Mapping.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-diagram-project" aria-hidden="true"></i> Curriculum Mapping</a></div>
</div>
</div>
</article>
<!-- 09 -->
<article class="project" id="premaster">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Premaster_X01.jpg" alt="Pre-Master Program with University of Amsterdam project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Premaster_X02.jpg" alt="Pre-Master Program with University of Amsterdam project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Premaster_X03.jpg" alt="Pre-Master Program with University of Amsterdam project visual 4"></figure>
</div>
<div>
<div class="project-number">Project 09 · International Academic Pathway</div>
<h3>Pre-Master Program with University of Amsterdam</h3>
<div class="meta">IT Del – UvA partnership · Lead Faculty Lecturer, Strategy & Organization</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>15 credits / 30 ECTS</span><span>UvA partnership</span><span>Double-pass assessment</span><span>5.5 minimum</span></div>
<div class="resource-box" aria-label="Pre-Master Program with University of Amsterdam resources"><a href="assets/report/9_Devis_Premaster_Program_Draft_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 10 -->
<article class="project" id="logistics">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X00.jpeg" alt="Logistics Competency Workshop project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X01.jpg" alt="Logistics Competency Workshop project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X02.jpg" alt="Logistics Competency Workshop project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Logistics_X03.jpeg" alt="Logistics Competency Workshop project visual 4"></figure>
</div>
<div>
<div class="project-number">Project 10 · Competency Strategy</div>
<h3>Workshop on the Role of Logistic Competencies</h3>
<div class="meta">Curriculum strategy · Logistics education</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>KKNI / SKKNI</span><span>AI-enabled supply chains</span><span>ML</span><span>Systems risk</span></div>
<div class="resource-box" aria-label="Logistics Competency Workshop resources"><a href="assets/report/10_Devis_Logistics_Competency_and_Curriculum_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 11 -->
<article class="project" id="ugrad">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X00.jpg" alt="UGRAD Exchange Program project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X01.jpg" alt="UGRAD Exchange Program project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X03.jpeg" alt="UGRAD Exchange Program project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/UGRAD_X04.jpg" alt="UGRAD Exchange Program project visual 4"></figure>
</div>
<div>
<div class="project-number">Project 11 · Student Development</div>
<h3>UGRAD Exchange Program to USA</h3>
<div class="meta">Global UGRAD · Student mentoring & institutional support</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>Mock interviews</span><span>English preparation</span><span>Leadership endorsement</span><span>Recommendation letters</span></div>
<div class="resource-box" aria-label="UGRAD Exchange Program resources"><a href="assets/report/11_Devis_Global_UGRAD_Mentorship_Report.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a><a href="assets/report/11_Devis_My%20Story%20on%20UGRAD.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
</article>
<!-- 12 -->
<article class="project" id="accreditation">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Accreditation_X01.jpg" alt="Engineering Management Accreditation project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Accreditation_X02.jpg" alt="Engineering Management Accreditation project visual 2"></figure>
</div>
<div>
<div class="project-number">Project 12 · Quality Assurance</div>
<h3>Accreditation of Engineering Management</h3>
<div class="meta">BAN-PT · Secretary of Study Program & Accreditation Task Force Chair</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>3 core accreditation books</span><span>16 campus entities</span><span>PDCA / CQI</span><span>144-credit map</span></div>
<div class="resource-box" aria-label="Engineering Management Accreditation resources"><a href="assets/report/12_Devis_BAN-PT_Accreditation_Report_MR.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-file-lines" aria-hidden="true"></i> Report</a></div>
</div>
</div>
</article>
<!-- 13 -->
<article class="project" id="capstone">
<div class="project-grid">
<div class="visuals">
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X01.jpg" alt="Capstone Project project visual 1"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X02.jpg" alt="Capstone Project project visual 2"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X03.jpg" alt="Capstone Project project visual 3"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X04.jpg" alt="Capstone Project project visual 4"></figure>
<figure class="visual-frame"><img loading="lazy" src="assets/ld/Capstone_X05.jpg" alt="Capstone Project project visual 5"></figure>
</div>
<div>
<div class="project-number">Project 13 · Capstone Learning Design</div>
<h3>Capstone: Engineering Project Design & Business Feasibility</h3>
<div class="meta">Institut Teknologi Del · Co-author, lecturer & group advisor</div>
<div class="project-copy"><p>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.</p><p>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.</p></div>
<div class="metrics"><span>17-week framework</span><span>Idea generation</span><span>Prototyping</span><span>Techno-economic evaluation</span></div>
<div class="resource-box" aria-label="Capstone Project resources"><a href="assets/report/13_Devis_Framework_Capstone_Project.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-diagram-project" aria-hidden="true"></i> Framework</a><a href="assets/report/13_Devis_Buku_Pedoman_Capstone_FS.pdf" target="_blank" rel="noopener noreferrer"><i class="fa-solid fa-book-open" aria-hidden="true"></i> Supporting File</a></div>
</div>
</div>
</article>
<section id="contact">
<div class="eyebrow-rule"><h2>Contact</h2></div>
<p>For Learning & Development, learning systems, curriculum strategy, instructional design, or research collaboration.</p>
<div class="contact-row"><a href="mailto:devis.saputra@gmail.com"><i class="fa-solid fa-envelope"></i> Email</a><a href="https://linkedin.com/in/devissaputra" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-linkedin"></i> LinkedIn</a><a href="https://github.com/devissaputra" target="_blank" rel="noopener noreferrer"><i class="fa-brands fa-github"></i> GitHub</a></div>
</section>
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