Indonesia Higher Education Institutions - ASPIKOM

INTERNATIONAL SEMINAR ASEAN COMMUNITY 2015: CHALLENGES FOR COMMUNICATION EDUCATION Yogyakarta, June 4, 2013

Promoting The Cross Border Education: an Experience from Indonesia Gregoria Arum Yudarwati, PhD Universitas Atma Jaya Yogyakarta

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Outline 1.  2.  3.  4.  5.  6. 

Pillars of ASEAN Community 2015 Indonesian perceptions towards ASEAN Community 2015 Overview: Indonesia Higher Education Institutions Efforts to face the ASEAN Community 2015 Proposed strategy and its challenges Specific challenges in Communications education – the case in Public Relations 7.  Closing remarks 2


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PILLARS OF ASEAN COMMUNITY 2015 ASEAN COMMUNITY 2015 AEC

APSC EDUCATION

ASCC

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Indonesian perceptions towards ASEAN Community 2015

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§  A research has been conducted in 2009 to explore the Indonesian perceptions and attitudes towards ASEAN Community. §  The survey involved 399 respondents from five major cities; Jakarta, Makassar, Medan, Pontianak and Surabaya. §  The survey shows that only 42 per cent of the Indonesian respondents claimed that they have heard of or read about the ASEAN Community idea. §  The study also found that despite their lack of knowledge on the ASEAN Community, Indonesian respondents were supportive of the idea.


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Indonesia Higher Education Institutions

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§  Provision of higher education in Indonesia is managed by the Ministry of National Education through the Directorate General of Higher Education There are five different kinds of Higher Education Institutions in Indonesia: Academy, Polytechnics, School of Higher Learning or college, Institute and University. §  More than 14 million students distributed in 3098 higher education institutions (Source: DGHE 2010). §  227 institutions have communications departments. Among them 32 departments are under public higher education institutions, and 195 are under private higher education institutions (Source: DGHE 2010). §  There are 17.526 students enrolled in Communications.


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Quality of the higher education institutions in Indonesia Internal quality assurance mechanism §  All institutions should establish a quality assurance (QA) unit. In 2008 all institutions were requested to submit a document describing its internal QA operation. §  A data in 2010 showed that there were still less than 100 institutions were implementing a good Quality Assurance system.

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Accreditation result §  In addition to internal QA, one of the parameters used for defining quality is the result of accreditation, which basically represents external QA. There are 186 communications program (DIII – S1 – S2) have been accredited.


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Teaching staff Although the education process is probably the most important aspect to provide a good quality education service, the qualification of teaching staff is also a very important aspect. The table presents the qualification of Communications teaching staff in public as well as private institutions in Indonesia. PROFILE OF COMMUNICATIONS TEACHING STAFF PUBLIC

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PRIVATE

TOTAL

S1

143 (6%)

1000 (41.6%)

1.143 (47.6%)

S2

262 (10.9%)

877 (36.5%)

1.139 (47.4%)

S3

41 (1.7%)

73 (3%)

114 (4.7%)

others

0

8

8 (0.3%)

TOTAL

446

1958

2.404 (100%) Source: DGHE 2010


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Efforts to face the ASEAN Community 2015 §  The establishment of ASEAN Studies Centers in five state-owned universities: University of Indonesia (UI) in Jakarta, Andalas University in Padang, Airlangga University in Surabaya, Hasanuddin University in Makassar, and Gadjah Mada University in Yogyakarta. The Center will support the government to produce quality human resource as well as research to help with the competition. §  The internationalization of higher education as part of the implementation of the Higher Education Long Term Strategic Plan 2005 – 2025. 8


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VISION SMART AND COMPETITIVE OF INDONESIAN PERIOD 2005-2009 2010 - 2014 2015 - 2019 2020 - 2024 THEME Capacity Strengthening Regional International building and services competitiveness competitiveness modernization

The internationalization of higher education is seen as a means to increase national competitiveness. In spite of this, internationalization in Indonesia is still in early stage.

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Internationalization of academic/staff collaboration §  This indicator refers to the international activity conducted by academic and management staff, both to enhance quality and global perspective including conference/seminar, exchange/ visiting, research and further study. §  Program Academic Recharging which then was modified into a program called Scheme for Academic Mobility and Exchange (since 2008). §  Sandwich and twinning programs for academics, both at public and private institutions, since 2008. §  A study conducted towards 28 public and 22 private institutions shows that more public institutions have international collaboration involving academic and management staff than private ones. In total about 70% of these 50 institutions has engaged in this form of collaboration. 10


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Internationalization of the curriculum §  Internationalization of the curriculum includes curriculum preparation in the light of international collaboration consisting for inbound and outbound student mobility. §  This initiative is heavily involved with curriculum arrangement for sending students abroad under various programs such as sandwich and double degrees. §  Internationalization of curriculum also refers to curriculum prepared for international students who come under various means such as scholarships, exchange or private. §  Data for this indicator reveal that many institutions have collaborated on curriculum arrangement with overseas institutions both to send and receive students. About 70% of 50 institutions studied have a curriculum arrangement with overseas partners. Further, the data suggest that public institutions have more collaborations than private institutions. Jl. Babarsari 44 Yogyakarta 55281

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As ASEAN members – What can we do ? 1.  2. 

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Cooperation on systemic reform of cross-border education Enhance cooperation among the ASEAN University Network (AUN) Member Universities to increase the regional mobility of students and faculty. Strengthen the research capabilities of each member state by promoting skills, collaborative research and information networks among ASEAN members. Prospects for regional higher education collaboration with external partners.

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Other challenges….

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§  Unpreparedness of ASEAN members in most areas of integration. §  Higher education systems diversity. Asian students involved in an intra-regional mobility program face adjustment problems with regards to instructional practices, cultural diversity and barriers to communication due to linguistic differences, as well as curriculum incomparability. §  The issue of harmonization versus standardization of higher education frameworks. The idea of standardization suggests adoption of a single set of framework. Meanwhile, harmonization requires the comparability of these diverse systems. §  The desire of each member to preserve its national identity and cultural diversity – as reflected in its education systems Jl. Babarsari 44 Yogyakarta 55281

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Specific challenges in Communications education – the case in Public Relations

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The vast growing of global public relations agencies §  In 2006, the global public relations agency business is estimated to have been worth US$ 7 billion and employs more than 50,000 people worldwide. The business keeps growing and has reached US$ 10 billion in 2011 and employs more than 66,000 people worldwide, with 107 countries has a representation of at least one of the top ten global agencies (The Holmes report 2012) §  The trend also shows a significant global PR development in Asia, with some countries such as China, India, Japan, South Korea, Indonesia, Malaysia, Thailand, Singapore, and Taiwan have at least eight offices belonging to different top ten major global public relations agencies. Jl. Babarsari 44 Yogyakarta 55281

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§  In spite of this growth, there is still a lack of strategy applied by global public relations agencies that suits local conditions. Most of them continue to replicate their global strategies. Questions: Within these rapid and unstoppable changes how should PR professionals develop understanding and skills that enable them to conduct PR practices across cultures, languages, time zones, and other complexities? Has PR scholarship provided adequate models and information about local practices of PR?

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Study on international public relations §  Content analysis towards 236 articles on international PR published from 1990 to 2005 shows that despite the number of publications describing PR within nations, little has been done to compare the practice between the countries (Molleda & laskin 2005). §  Two countries which are most represented in the selected literature are The United States and the United Kingdom §  PR has been criticized as not kept pace with the rapid globalization and the existing body of knowledge of PR is not multi-cultural (Sriramesh 2003). Without theories that arise from studies of the practice across cultures, PR practitioners cannot understand the nuances between the traditional domestic practices and the more complex international and multicultural operations. §  With its diversities, Asia is a challenging place to conduct PR studies as well as provide PR curricula that contribute to training multicultural PR practitioners Jl. Babarsari 44 Yogyakarta 55281

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Closing remarks

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§  Education is the heart of development. It helps people build better lives. This requires a strong university sector that has world class teaching, learning and research. It demands the education and training system that is responsive to the demands of the people and the economy. §  Education, the need of the labor, and scientific research are increasingly borderless. There is the need for cultivating a regional perspective on curriculum, teaching quality, and institutional standards. §  In sum, to remain viable in this globalized competitive arena, regional cooperation offers a way for us to deliver effective educational services in a borderless environment.


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