ui world bankpresentation1909131
TRANSCRIPT
GLOBAL DEVELOPMENT IN HIGHER EDUCATION AND CHALLENGES:
UNIVERSITY OF INDONESIA EXPERIENCE
* Directorate for Alumni Relations * University of Indonesia
Presented at The World Bank, Washington DC, 19 Sept 2013
Structure of Presentation
Higher Education Reform: UI Experience 1. Background 2. A Glance on Indonesia Higher Education Reforms
3. UI’s Reform Experience 4. Globalization and Internationalization 5. Indicators of internationalization: UI situation 6. Immediate future challenges 7. Conclusion
Brief Overview Tracer Study UI 2010-2012
Background
* Transforma)on is keyword in higher educa)on global
se7ng nowadays.
* Concept, structure, and management of higher
educa)on ins)tu)ons have been reviewed
modifica)ons have been experimented.
* In Indonesia, the transi)on period toward new management of universi)es seems to be prolonged
Background
* In 2004, there were approximately 2300 higher
educa)on ins)tu)ons in Indonesia, in which there
were only 81 public/state ins)tu)ons and the rest are
private ins)tu)ons.
Indonesia Higher Education Reforms
Complex dual stream of
academic and voca)onal
(binary system)
Indonesia Higher Education Reforms
• Changes of legisla)on: from PP 152/2000 (more autonomy); then annulled by PP 66/2010 (half-‐half financing);
• The Supreme Court then annulled this regula)on in April 2010 based on the asser)on that not all ins)tu)ons were equally able to raise fund;
• Then in 2013, Government launched PP 58/2013 on State Owned University – Public Service En)ty; this regula)on returned back government control mainly on financial aspect and expenditure, procurement and personnel administra)ve management.
UI’s Reform Experience
• Universitas Indonesia (UI) was originated from indigenous Medical School (Sekolah Dokter Djawa) established by Dutch colonialist in 1849, followed by the establishment of Medical School, Law School, Agricultural School (in Bogor), and engineering School (in Bandung).
• To date, UI consisted of 13 facul)es, 1 voca)onal program and 1 postgraduate program divided into three clusters, namely Health Sciences cluster, Science and Technology cluster, and Social and Humani)es cluster.
UI’s Reform Experience
• Board of Trustee (Majelis Wali Amanat/MWA) is the highest body in the university structure.
• Rectors and its vices, along with deans of facul)es, is the execu)ve of the university
• There are both internal and external auditors to evaluate performances in both academic and finance.
• Most of the lecturers are government officer and have to perform in all three areas of educa)on, research, and services.
• In term of financial management, a centralized “one door” policy has been applied and all financial transac)on is under the university approval.
UI’s Reform Experience
• The new governing bodies introduced as part of the BHMN status had been posi)vely accepted.
• High expecta)on toward autonomous status that would enable university to move quicker and in a more flexible manner.
• However, it should be noted: • Posi)on of faculty dean as the sub-‐execu)ve under rector.
• Financial management somehow had slowed progress and flexibility of academic performances.
• Hierarchical corporate style management needs )mes for adapta)on.
UI’s Reform Experience
• Major obstacle for UI reform process is the vacuum situa)on of legal aspect.
• One impact that has been felt due to these changes in regula)on was related to the quality of student intake. Previously UI was allowed to organized own entrance test from around 40% of its new students, but now it has changed and UI is allowed to organize own entrance for only 20% of its new students.
• Besides, this unclear situa)on of regula)on might reduce work mo)va)on among staff.
Globalization and Internationalization
• The rise of knowledge-‐economy and knowledge-‐society had been the main engine for the rapid changes in higher educa)on management (Cheung, 2003). • Globaliza)on had pushed forward the interna)onaliza)on of universi)es around the world. Therefore, interna)onaliza)on in higher educa)on se7ng is an outcome of globaliza)on (Albacht and Teichler, 2001).
Globalization and Internationalization
• Soejatminah (2009) observed variety of response of Indonesian universi)es on globaliza)on and interna)onaliza)on: • Par)cipa)ng in interna)onal ranking system • Collabora)ons with universi)es outside Indonesia • Some universi)es also perceived globaliza)on as a threatening
• Values and norms brought by overseas students and universi)es that might influence Indonesian students and na)onal culture.
• Soejatminah (2009) employed seven indicators to assess current interna)onaliza)on prac)ces of 50 top Indonesian universi)es.
• Indicators including English and Informa)on and Communica)on Technology (ICT), commitment toward interna)onaliza)on, and indicators related to common typology such as interna)onal staff and student as well as interna)onal research and or academic collabora)on.
• Indonesian universi)es should improve their capacity especially in English and ICT in the face of challenges by globaliza)on and interna)onaliza)on.
Globalization and Internationalization
Indicators of internationalization:
UI situation Website in English. UI’s website is bilingual, in Bahasa Indonesia and English. However, some links and pages are only in Bahasa Indonesia. The website serves different purposes and targets both internal (staff, student) and external users. Once logged in, internal users may access different types of university’s internal informa)on and networking system including webmail, administra)ve pages such as academic informa)on system, and staff informa)on system for both teaching and research. The website is very comprehensive and applies a “one-‐stop-‐shopping” approach.
ICT: digital library. UI built new 4 stores library in 2010 and claimed as the largest library in South East Asia region with book collec)on of around one and half million. The library is equipped with 190 PCs and UI subscribes to several web portals in health, natural, and social sciences. Beside this main library, almost all facul)es and departments have their own collec)ons. Not all of them are fully digi)zed, though. One problem in this digi)zed library is related to the bandwidth and speed of the internet connec)on which could be improved.
Indicators of internationalization:
UI situation
Acknowledgement of interna=onaliza=on. UI vision has a bold interna)onal acknowledgement as UI aspires to be a world-‐class research university. Number and amount of research grant in UI is ever increasing and is arguably the largest among other Indonesian universi)es, (in 2012, alloca)on for research was around 13 billion rupiah, an increase of 32% from the previous year). Encouragement for staff to do research is channeled through an array of policy and regula)on which aimed at providing incen)ves and strengthening the merit system based on research output and outcome.
Indicators of internationalization:
UI situation
Website for interna=onal collabora=on. UI has special website for interna)onal collabora)on in hlp://interna)onal.ui.ac.id. This website offers services for interna)onal students and visi)ng scholars. At the present )me, UI is par)cipa)ng in 11 interna)onal university networks, in which UI is a founding member in four of them, namely ASAIHL (Associa)on of Southeast Asian Ins)tu)ons in Higher Learning), AUN (ASEAN University Network), AUAP (Associa)on of Universi)es of Asia and Pacific), and APL (Asia Pacific Leader). In 2012, UI has 44 lelers of coopera)on with 17 countries.
Indicators of internationalization:
UI situation
Interna=onaliza=on of student body. This is an area where UI really needs to improve. The percentage of interna)onal student in UI in 2012 was a rather low 1.4%. Most of the interna)onal students came to UI to learn Bahasa Indonesia and Indonesian cultures. Due to its loca)on in megacity of capital Jakarta, UI was considered less alrac)ve for foreigners looking for an “exo)c” environment to learn about culture. This needs to be corrected though, because on the contrary, as the center of economic, business, and government ac)vi)es, all cultures from all around Indonesia could be found in Jakarta.
Indicators of internationalization:
UI situation
Interna=onal academic/staff collabora=on. In 2012, UI has accepted 11 researchers from 7 developed countries and 80 adjunct professors from different universi)es outside Indonesia.
Interna=onaliza=on of curriculum. In 2012, 17 foreign students came to UI under the Study Abroad program, which permit them to take credits in UI. On the other hand, 43 students from UI went abroad to five des)na)on countries (Korea, Japan, Singapore, Malaysia, and the Netherlands). Faculty of Engineering has moved on interna)onalizing their curriculum by observing AUN accredita)on process.
Indicators of internationalization:
UI situation
Immediate future challenges
Legal aspect • Na)onal forum to establish and to revise the rules and
regula)ons need actors from higher educa)on ins)tu)ons as well as execu)ves and legisla)ve members to sit down and collaborate on in-‐depth series of discussion.
• Possibility to separate higher educa)on from basic and middle educa)on might be exercised. Otherwise, strengthening of the Directorate of Higher Educa)on should be put on top of agenda.
Governance • Fine tuning is needed to obtain the right balance between old tradi)onal system of university and new force of knowledge-‐economy and knowledge society including but not limited to a more “corporate-‐style” governance and management.
• Evalua)on and reflec)on on experiences of Indonesia’s most advance universi)es in striving the changes and reforms should be studied and documented to provide valuable inputs for future references.
• Tension between the rigidity of financial accountability and flexibility of academic ac)vi)es should be relaxed and win-‐win solu)on is to be addressed.
Immediate future challenges
Interna1onaliza1on • Regarding interna)onaliza)on indicators, UI specifically faced problem in the number of interna)onal student.
• Specific content and curriculum to alract more interna)onal students should be developed.
• Promising situa)on regarding interna)onal collabora)on should be u)lized to enhance performances in other interna)onaliza)on indicators, without leaving aside na)onal issues and urgencies.
Immediate future challenges
Relevance assessment • Cri)cal evalua)on and assessment on higher educa)on ins)tu)ons’ relevance to the society is ge7ng more and more important. • Response on calling of equality of submission and challenges toward mass and universal higher educa)on should be based on valid scien)fic informa)on on learning outcome • Graduate survey as an outcome measurement should be implemented by all ins)tu)ons and na)onal graduate monitoring system should be developed.
Immediate future challenges
Immediate future challenges
Maintaining leading posi1on • UI should take bigger role in building a beler understanding of posi)on, func)on, and paradigm of higher educa)on in Indonesia. • Collabora)on with other universi)es in Indonesia is to be strengthened, also mul)lateral coopera)on with other stakeholders of higher educa)on including society, government, and industries.
Conclusion
• UI’s experience shows that higher educa)on reform is a slow and some)mes, painstaking process. Various experiments in governance and management aspects need to be learned and evaluated.
• Globaliza)on and interna)onaliza)on should be responded by a deeper understanding about the phenomenon and a quick-‐fix solu)on is unlikely to exist.
Conclusion
• University as the pillar of modern society will s)ll be relied upon to build a beler human living in the future. Embracing both na)onal and interna)onal challenges need solid fundamentals on higher educa)on ins)tu)on including legal aspect, rules and regula)ons, and con)nuous learning and adapta)on among higher educa)on actors as to manage successfully through the turbulence.
TRACER STUDY AT UNIVERSITY OF INDONESIA
2010-2012
Directorate for Alumni Relations Universitas Indonesia
Brief Overview
Methodology of TSUI(1)
* First Survey: - Emphasizing on first job seeking aspect and UI learning process evaluation - Within 2 years, subject is considered as has been exposed to work and job seeking aspects ** Second Survey: - Emphasizing on work dynamic aspect in relation to acquired competencies - Within 5 years, subject is considered as has been exposed to work dynamics
Study Design
29
TSUI 2010 • Censal • Online
• S1 regular • N=5276
TSUI 2011 • Censal • Online
• S1 regular • S1 extension
• N=5564
TSUI 2012 • Censal • Online
• S1 regular • S1 extension • S2/Specialist • S3 /Doctoral
• Second survey • N=14312
TSUI 2012 • Censal • Online
• S1 regular • S1 extension • S2/Specialist
• N=8476
Methodology of TSUI(2)
Population and Subject of Study
Result Dissemination at National Level and International Level
International Conference "Experiences with Link and Match in Higher Education. Results of Tracer Studies Worldwide." (EXLIMA)
Bali, 22-25 October 2012
Gender (female)
51.9
94.7
60.8
27.5
58.8 55.7
62.1
76.0
60.5
81.7
25.4
75.0
54.5 56.9
86.5
58.9
24.2
43.6
49.2
70.0
82.9
64.1
75.3
31.0
82.0
54.6
62.2
83.8
60.1
26.3
45.7
55.5
67.0
78.8
64.4
71.2
30.8
87.1
56.3
0
10
20
30
40
50
60
70
80
90
100
Med. Dent. Math.&Nat. Eng. Law Econ. Hum. Psy. Soc.Pol. P.Health Comp. Nurs. UI
perc
ent
Faculty
2010 2011 2012
n 2010 = 1753 n 2011 = 2155 n 2012 = 2544
31
Kind of Current Employer/Institution
31.9
65.0
3.1
33.5
61.1
5.4
28.2
67.9
3.9
0
10
20
30
40
50
60
70
Public employer Private employer Self-employed
perc
ent
2010 2011 2012
n 2010 = 1618 n 2011 = 1869 n 2012 = 2034
32
Length of Job Search for the First Job After Graduation (median)
1.0 1.0
2.0 2.0 2.0 2.0
3.0
3.0
3.0
2.0
1.0
3.0 3.0
1.0 1.0
3.0 3.0
2.0
2.0
3.0 3.0 3.0
4.0
1.0
2.5
3.0
1.0 1.0
3.0 3.0
2.0
3.0 3.0
2.0
3.0 3.0
1.0
3.0
3.0
0
1
2
3
4
5
6
Med. Dent. Math.&Nat Eng. Law Econ. Hum. Psy. Soc.Pol. P.Health Comp. Nurs. UI
mon
ths
2010 2011 2012 n 2010 = 1416 n 2011 = 1421 n 2012 = 1869
33
1 2 3 4 5
Field specific theoritical knowledge
Cross-disciplinary knowledge
Broad general knowledge
Internet skills
Computer skills
Communication skills
Working under pressure
Time management
To a very high extent Not at all
Perceived Competences at the Time of Graduation Work Requirement Competences
1 2 3 4 5
Graduates’ Competences at the Time of Graduation and Job Requirements 1
(all subjects 2010, 2011, 2012)
n = 4856
34
1 2 3 4 5 2010 2011
1 2 3 4 5 2012
n = 1496 n = 1515 n = 1845
1 2 3 4 5
Working independently
Working in team
Problem-solving ability
Negotiating
Analytical skills
Tolerance
Adaptability
Loyalty, integrity
To a very high extent Not at all
Perceived Competences at the Time of Graduation Work Requirement Competences
1 2 3 4 5
Graduates’ Competences at the Time of Graduation and Job Requirements 2
(all subjects 2010, 2011, 2012)
35
n = 4856
1 2 3 4 5 1 2 3 4 5
n = 4856
2010 2011 2012
n = 1496 n = 1515 n = 1845
1 2 3 4 5
Working in different culture & background
Leadership
Taking responsibilities
Initiative
Presenting ideas and information
Documenting ideas and information
Lifelong learning ability
To a very high extent Not at all
Perceived Competences at the Time of Graduation Work Requirement Competences
1 2 3 4 5
Graduates’ Competences at the Time of Graduation and Job Requirements 3
(all subjects 2010, 2011, 2012)
36
n = 4856
1 2 3 4 5 1 2 3 4 5 2010 2011 2012
n = 1496 n = 1515 n = 1845
6.0
7.4
4.6
20.2
1.0
4.2
4.7
6.6
6.0
8.5
.0
14.0
13.2
5.5
14.5
9.4
3.1
8.3
14.5
1.8
9.8
12.8
18.4
19.3
28.0
11.9
22.0
24.4
27.1
24.9
18.7
.0
3.6
21.3
12.8
39.5
29.3
23.8
42.2
17.3
35.5
27.1
34.1
29.5
24.0
19.6
28.9
61.7
39.5
31.3
27.7
35.8
26.0
29.6
38.5
27.9
30.7
72.0
73.2
33.9
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Nurs.
Comp.
P.Health
Soc.Pol.
Psy.
Hum.
Econ.
Law
Eng.
Math.&Nat.
Dent.
Med.
UI
percent
Facu
lty
1 Not at all 2 3 4 5 To a very high extent
Relationship Between Field of Study and Area of Work 2012 (Horizontal Matching)
n 2012 = 1851
37
20.4
79.6
15.9
84.1
15.8
84.2
0
10
20
30
40
50
60
70
80
90
100
Mismatch Match
perc
ent
2010 2011 2012
Relationship Between Field of Study and Area of Work (Horizontal Matching)
n 2010 = 1761 n 2011 = 1527 n 2012 = 1851
38
27.5
65.9
6.6
29.5
65.1
5.3
26.5
67.2
6.2
0
10
20
30
40
50
60
70
A level higher The same level A level lower
perc
ent
2010 2011 2012
Appropriateness of Employment and Work for Level of Education
(Vertical Matching)
n 2010 = 1759 n 2011 = 1537 n 2012 = 1858
39
