IMPLEMENTATION OF EDUCATIONAL PARTNERSHIPS FOR UNDERGRADUATE STUDENTS AT YOGYAKARTA STATE UNIVERSITY BROTOSENO Department of Educational Policy, Faculty of Education, Yogyakarta State University E-mail:
[email protected]
Abstract— This study aims to describe and examine more in the implementation of educational partnerships for undergraduate students at Yogyakarta State University (YSU), which is more focused on educational partnerships abroad. This study used descriptive qualitative approach. The results showed that the implementation of educational partnerships abroad for undergraduate students at YSU meet six of the nine indicators of the success strategic partnerships. Six indicators are long-term, strategic, mutual trust, sustainable competitive advantage, mutual benefit for all the partners, and the separate and positive impact. Indicators that have not been achieved is cooperative development, successful and world class/best practice. These results were obtained by the discussion of four formulation of the problem, namely: 1) Implementation and development of educational partnerships abroad has been running good enough, but not maximized. 2) Benefits of the implementation of educational partnerships abroad is providing learning experiences for students, institutions of experience in comparison to each faculty and improving the network of educational partnerships for YSU toward world class university. 3) The sustainability of educational partnerships abroad is pursuing a strategy of development through improved management of the partnership. 4) Supporting factors of educational partnerships abroad is the support of YSU, partners and society. Inhibiting factors of educational partnerships abroad is not running optimally management. Keywords— Education, Partnerships, YSU.
gap of time between the establishment of policies and implementation strategies (Sondang P.Siagian, 1986: 225). In terms of implementation of education, the study of the theory and practice of comparative education is a very interesting phenomenon to be studied by many countries from the past until now. Abd Rachman Assegaf (2003: 27-28) states that the comparison study is a comparison of theory and practice between countries by doing a review on some of the history that accompanies its development, for the purpose of development in their educational system. George ZF Bereday (1964: 4-7) in his book entitled Comparative Method in Education in general it can be said that the purpose of comparative education can be used as a form of helping each other among nations in creating world peace. In addition, comparative education does not just want to know about other countries, but must be guided by curiosity the more it becomes a necessity. The most important thing of this educational goal is to understand one another because that becomes two compositions comparative education is to understand your own country and understand more about other countries. Their mutual understanding is expected to lead to the habit of the comparative educators to be able to give two practical purposes, the study of achievement and the shortcomings of the educational system of other countries and assess education issues were more globalized than the issues that are ethnocentric or can be said to be a concern against other nations. Kandel (WD Halls, 1990: 22) says that: "The purpose of comparative education was to discover the differences in the forces and causes that produce differences in educational systems."
I. INTRODUCTION As a form of concern for meeting the needs of education, in 1990 the United Nations declared the Education for All (EFA) through the United Nations Educational Scientific and Cultural Organization (UNESCO) to address the issue of education worldwide. Education in Indonesia has been guaranteed in the Undang-Undang Dasar 1945 article 31 that '' every citizen have the right to education ". The problem faced today is precisely the Indonesian government less assertive in ensuring and implementing education. Yoyon Bahtiar Irianto (2011: 41) states that the measure of success of a policy lies in the implementation phase, where implementation is more directed at the more practical activities in which there is to execute and drive behavior. The success of the implementation process will be under the influence of the various elements supporting element and a resistor, and the element of the environment, both physical and socio-cultural. In the sense of the broadest, Solichin Abdul Wahab (2012: 133) states that the implementation is often regarded as a operational form or organizing activities in which it has been established by law, which in turn has become a common agreement among the stakeholders, an actor, an organization be it public or private, procedures and also synergistic driven techniques for cooperation in order to implement policies towards the desired direction. Implementation of a policy and strategy set is a real problem sincerely complex which would be faced by any organization, especially large organizations. This can be a problem because it will usually be found a
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Implementation of Educational Partnerships for Undergraduate Students at Yogyakarta State University
Studies in studying the science of comparative education generally involves two important things, namely, the study area and a thematic study. The study area is directed to a specific region are on the effort to learn about the education system that takes into account a variety of contexts while the thematic study more geared to assess on certain themes in education issues (Arif Rohman, 2010: 16-17). Partnership education is one trend in the world of education today, so that it becomes a very interesting discussion in the context of globalization. Some models can be inspired partnership of cooperation between organizations phenomenon that is subordinate union of partnership, linear union of partnership and linear union of a collaborative partnership (Ambar Teguh Sulistiyani, 2004: 131132). The principle of the most urgent in a partnership is the lack of trust between the parties working together. Values that are required in a partnership that is a characteristic or quality of human resources to achieve the vision and mission of the organization (Nana Rukmana, 2006: 60). Nine keywords as indicators of strategic success of a partnership that is cooperative development, successful, long-term, strategic, mutual trust, world class/best practice, suistainable competitive advantage, mutual benefit for all the partners, separate and positive impact Tony Lendrum (Nana Rukmana, 2006: 72-73). Nowadays, education institution partnership is very trend mainly led to the comparative study of higher education. Serian Wijatno (2009: 381) says that the strategic marketing strategies and imaging of the university one of which can be done via the externaloriented strategy, the university can do cooperation and strategic alliances with other universities such as the dual degree program. Yogyakarta State University (YSU) is one of the colleges that continue strive to provide quality education services for the community. It reinforced the image of Yogyakarta as student city. The amount of interest Indonesian students to study in Yogyakarta, makes it more multicultural and has a high educational mobility. The consequences faced by Special Region of Yogyakarta Government is to continue managing the quality of education services. In answering the needs of people who want quality education services in a globalized world that is getting stronger, YSU continues to widen its performance to become a World Class University (WCU). YSU become visible WCU seriousness of vision, namely in 2025 into a world class university education based on faith, self-reliance, and scholarly. Not only at this level, other things are also indicated by the theme of 46th anniversary in 2010 that "the role of YSU in the development of character education to the WCU’’. On the move to the world class university is a policy that should be taken by YSU since the competition to become a quality
college is not just to be in the national rankings but must immediately move to the international level. In the current era of globalization, expansion of the network of educational partnerships are needed, one educational partnerships abroad. In reaching ideals into WCU, international partnerships continue to be built by YSU. To support these partnerships YSU not just multiply partnerships with educational institutions abroad, but also seeks to increase the internationalization of services through the development of several partnership programs that can attract international students. Based on a review of researchers, the implementation of educational partnerships abroad at YSU still face several challenges. Obstacles encountered are related to the management of educational partnership abroad that is not maximized. Therefore, the researchers believe it is very interesting to be researched and studied more in depth. II. RESEARCH METHOD The approach used in this study is a qualitative descriptive with setting at Yogyakarta State University. The research was conducted in May until June, 2013. Subject of this research is vice rector of cooperation and partnership affair, two staff of the office of international affairs and partnerships, four vice dean of student affairs, nine undergraduate students of YSU that ever participated in educational partnerships abroad and three international student partnership program. The instrument of this study is the researcher. This research data collection techniques through indepth interviews on the subject of research and study of relevant documents. Analysis of the data used in this study followed the data analysis flow models introduced by Miles and Huberman, namely data reduction, data presentation, and conclusion (Miles and Huberman, 2007: 16-18) This study used validity of data triangulation technique. Triangulation is a technique for checking the validity of the research data that take advantage of something that exists outside of data for checking activities or as a comparison of data (Moleong, 2007: 330). III. RESULTS AND DISCUSSION 3.1. Implementation of Educational Partnerships Abroad Educational partnerships abroad for undergraduate students at YSU consists of degree and non degree program. Degree program only for international students in a particular program. Based on the research results, in terms of aspects of implementation shows that this is a preparation for internationalization. Rector is the major head for vice rector of cooperation and partnership affair, office of
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Implementation of Educational Partnerships for Undergraduate Students at Yogyakarta State University
international affairs and partnerships and also faculty. Office of international affairs and partnerships have a parallel position with faculty. Office of international affairs and partnerships function as an intermediary body of the faculty. YSU partnerships undertaken consists of two ways, through office of international affairs and partnerships as the agency that handles internationalization as well as directly contacting faculty of the target partner. Both ways are not much different, the difference lies only in the presence or absence of an intermediary. Stages that meeting, the percentage of prospective partners, discussion and approval of the preparation of the MoU. As for the management of international students are routinely held by YSU is a Darmasiswa Program, Credit Transfer and Partnership Developing Countries (Kemitraan Negara Berkembang/KNB). Darmasiswa is a program under the auspices of the Foreign Cooperation (Badan Kerja sama Luar Negeri/BKLN) where YSU is one of provider that is designated as the recipient of international students. Credit transfers aim to provide language training and culture of Indonesia. KNB is a degree progam organized by Higher Education (DIKTI) to provide scholarships for students from developing countries . Based on developmental aspects, YSU already making some changes, previously YSU have a Cooperation Office of Public Relations and Protocol (Kantor Kerjasama Humas dan Protokol/KKHP) which then split in 2010 into the International Office (Kantor Internasional/KI) and the Office of Public Relations, Promotion, and the Protocol. In 2012 carried out the changes back into Office of International Affairs and Partnerships. Basically the principle of educational partnerships abroad at YSU already refers to the Ministry of National Education No. 26 of 2007 that promotes the principles of equality, mutual respect, and mutual benefit; pay attention to both national law and international law; and does not interfere with the policy of nation building, defense and national security. It can be seen from the procedure of preparing the MoU. 1) phase assessment that takes into account the vision, mission and priorities. 2) drafting the MoU involving linguists and coordinating with law practitioners to legal issues. 3) finalization of the draft MoU to pay attention to things that are not appropriate to do editing the draft MoU. 4) the doubling script and initialed by the parties working together. 5) coordination of the preparation of the signing of the MOU, 6) signing MoU. 7) the preparation of the Cooperation Agreement (Surat Perjanjian Kerjasama/SPK). The survey results revealed that only a few students who know education partnerships abroad. Partners they know only from the ASEAN such as Malaysia and Thailand. YSU actually have a lot of partners such as the Asian region (Brunei Darussalam, China, India, Japan, Malaysia, South Korea, Thailand and
Vietnam). Europe region (France, Germany, and the Netherlands), while the last US from American region. The development partnership of Indonesian government and YSU not just be a concern for YSU students, but also international students. Besides having different partners, the type of educational partnerships abroad for undergraduate students is also quite a lot. These activities include the sit-in is intended for outstanding students YSU award. Study visit for student organizations that aims to explore the system of student organizations, and youth leadership. Student exchange is an activity that is more directed to explore art and culture, guest lecturer to teach students. Practice Field Experience (Praktek Pengalaman Lapangan/ PPL) student, but still do in some faculty that is only at faculty of languages and arts, faculty of mathematics and natural sciences, faculty of sport sciences. Based on research data regarding student mobility at faculty of education, faculty of languages and arts, faculty of mathematics and natural sciences, faculty of social sciences from 2011 to 2012 regarding education partnership activities abroad showed multiple diverse results. Student participation at faculty of education relatively small because there are only four students who follow the activities and events that followed by them tend to be similar. Interest educational institutions that have come from Japan, Malaysia and Thailand. Student participation at faculty of languages and arts from 2011 to 2012 is quite good. Number of students participating in the activities of the partnership were 16 students, but its activities are likely the same as in previous years. Interest educational institutions that have come from the area of Japan, Malaysia and Thailand. The most dominant educational institution as a joint educational partnership activity abroad comes from Malaysia and Thailand. In faculty of mathematics and natural sciences is quite good and the highest when compared to three other faculties. The number of students who participated from 2011 to 2012 were 33 students with more varied types of activities. Faculty activities in the sit-in is divided in two, namely the sit-in for the best students and sit in for a regular student who does have a desire to participate in the educational partnership activities. Interest educational institutions are from Japan, Malaysia, and Thailand where most dominant institutions from Malaysia and Thailand. Faculty of social sciences fairly low student participation in the educational partnership activities. From 2011 to 2012 the number of students participating is 5 students. The institutions that have come from the area of Japan, Malaysia and Thailand. Darmasiswa program in 2011 through 2012 has been welcoming international students as 35, in 2011 there were 16 students and in 2012 there were 19 students. Students come from Asia region, namely China, Iraq, Japan, Madagascar, the Philippines, South Korea, Thailand, and Vietnam. Europe region namely
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Germany, Hungary, Italy, Latvia, Moldova, Poland, Romania, Russia, Slovakia, and Ukraine. American region, namely Peru. Meanwhile, from 2011 until 2012, YSU already received the credit transfer program students from Guangdong University for Foreign Studies (GDUFS) as many as 27 students with details in 2011 there were 14 students and in 2012 there were 13 students. Number of international students studying in the program KNB in 2011 to 2012 there were 5 students with details of 3 students from class of 2011 and 2 students from class of 2012. The five students studying at faculty of education, faculty of languages and arts, faculty of engineering and faculty of economics.
each other because of Yogyakarta is very multicultural. Benefiting faculty consists of: 1) the way to reach world class university. Most faculty already has international class and pioneering international class. Therefore, at this time some faculty have started to develop the cooperation that led to the expansion of network so the path to WCU easier to implement. Today almost every faculty is focused on working with various educational institutions originating from ASEAN region because culturally it easier even though it is possible also to that of the outside ASEAN. 2) comparative benefits. Benefits of the institution is happening comparison of the education system although essentially an educational system in every institution has a different system. Through this comparison, each faculty is able to capture the positive values on what the strengths and shortcomings of other institutions which will then be compared to conditions prevailing in each faculty to be able to build benchmark. 3) increase the competence of human resources. Implementation of educational partnerships abroad in several faculties have been able to increase the motivation of the academic community to support the path of educational partnerships abroad. They realize that by refusing to support and get involved will increase their competence, which in turn will lead to progress on the faculty. YSU benefits gained by the institution consists of: 1) increased promotion which is one of the strategic marketing to build the image of YSU abroad. 2) the expansion of network as an accumulation of the expansion of network while still in domination of the ASEAN region. 3) improve the management system of partnerships. This is evident from the addition of a special vice-rector who handles relations of cooperation and partnership. The aim is to simplify and improve management performance through the unit of work.
3.2. Benefits of The Implementation of Educational Partnerships Abroad Based on the data obtained, the educational partnerships abroad implemented in accordance with one of the key points contained in article 4 Permendiknas No. 26 of 2007, namely the principle of mutual benefit. In terms of educational partnerships abroad has brought excellent benefits, in addition the partnerships also reached an indicator of mutual benefits for all the partners in accordance with what is disclosed by Tony Lendrum. Benefiting for undergraduate students consists of: 1) the benefits of science shows that students have been able to carry out a process of receiving knowledge from a new environment adaptively. Academic benefits that they get to have a great influence on the students themselves and will be a track record for students. An international achievement has a good sense and more prestigious. 2) the challenge of learning that can improve student confidence. They realize that the Indonesian students able to join in an international learning forum. 3) cultural experience for most students still have a new experience for going abroad. Educational institutions abroad visited by YSU certainly has a different culture. Students visiting institutions abroad will be involved directly with the existing culture. Benefits gained international student partnership program consists of: 1) the benefits of science that enhance the understanding of the education system in Indonesia. These benefits can provide an understanding of the concepts and practices followed directly in the education system in Indonesia. 2) the benefits of learning challenges are not only to comply with an academic regulations, but also a challenge to cope with the new conditions so their live survival must be maintained in society. 3) cultural experience because Yogyakarta as a miniature of Indonesia become an attractive option to be used as a study. This is reinforced by the image of Yogyakarta as a center of education and culture in Indonesia which always provides an interesting life experience. Benefits cultural experience gained international students among others learn to be polite, to behave, respect customs, upholding the friendship to tolerance
3.3. Sustainability of Educational Partnerships Abroad To ensure the sustainability of educational partnerships abroad required a development strategy with several new breakthrough. Here are some new breakthrough will be made by YSU, namely: 1) the association of vision with future predictions. Vision partnership of YSU actually refers to the vision of YSU in general, both have a strong relationship because it is associated with the ideals of the future, fueled over the possibility that will happen in the future development of education. It was set up early in order to adapt to the developments that will happen. 2) focusing the partners of ASEAN. The strengthening and expansion of the partnership is already on the agenda that will be done. This reinforcement can also be seen from the increasing commitment of each faculty to establish partnerships at institutions that have a common vision. YSU will
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expand partnerships with partners from across the region, but the main focus of the ASEAN region as culturally almost have the same and a preparation towards the ASEAN Community 2015. 3) improving the service of partnerships abroad. Currently YSU is pushing for international service in any faculty that although it is still an agenda. 4) renewing activities. Renewal of partnership activity is a form of flexibility in view of need. YSU will try to perform an activity combining in one time, means it will be established a relationship between the type of activity. 5) increasing socialization of education partnerships abroad. Increased socialization partnerships had to be done because there are many students who are less understanding the educational partnership. With the socialization is expected to provide information on educational partnership can be strengthened in order to increase student participation in the educational partnership activities. Socialization at YSU will involve faculty structure (dean, vice dean of academic, vice dean of student affairs, head of department and lecturers students).
students do not want to know the educational partnership activities. The information system partnerships should also get good treatment because sometimes the information about the activities of the partnership received its students suddenly. Socialization is not only done for the students, but also for the lecturers. 2) lack of enthusiasm resources. The lack of enthusiasm of resources caused by lack of knowledge about the concept and practice of educational partnerships. The enthusiasm of the resources will not be high if there is no improvement from stakeholders regarding socialization. 3) constraints administration system activity. The funding system prescribed educational partnership activities are sometimes not fully covered by the university. Students usually apply half the costs of the activities, but it also depends on the policies from office of international affairs partnerships and faculty to see the activities that they follow. Problems delay and collection services activity report only a small fraction. 4) constraints qualifying students. Mastery of English is the predominant obstacle for students, in addition to the requirement of making the essay, portfolio preparation, mastering the art of Indonesian culture should also be qualifications which they had prepared.
3.4. Supporting and Inhibiting Factors of Educational Partnerships Abroad Internal supporting factors consists of: 1) the strength of the institution's vision. YSU through every faculty has been committed to jointly realize its vision to be a WCU. 2) support of the academic community. Support came from the academic community stake holders. Rrector as the main leaders, the vice rector of cooperation and partnership affair, office of international affairs and partnerships, vice dean of each faculty through study program and students. 3) cooperation of implementing agencies. High commitment of the implementing agencies on the implementation of educational partnership abroad has strengthene the cooperation in carrying out their respective duties. 4) continuity of the partnership program. Continuity has made easier for YSU to further develop the partnership objectives that have been agreed. External supporting factors consists of: 1) cooperation of partners. The principle of partnership so far has been able to run. MoU agreed can be followed so that no finding of gross violations, even if there is just such a small misunderstanding which can then be addressed together. Cooperation was shown of mutual tolerance, understanding each other and good communication. 2) community participation. YSU limited amount of money has encouraged the public to participate. It is shown from funding assistance of student’s parents who participated in the activities of the partnership. Students who submit funding proposals to regional governments have recognized. Internal inhibiting factors consists of: 1) the lack of socialization partnerships. Partnership education today is not so much is clear to students both concept and practice. Lack of socialization causes YSU
External inhibiting factors consists of: 1) handling of the MoU. In some faculties MoU is quite problematic but not so big, it just takes a deal together to secure the educational partnership. 2) mis communication which is actually only a small part. To maintain communication only needs to improve mutual understanding, take and give more priority to the common good. 3) the barriers of cultural adaptation to the international students. Every international student program at YSU partnership will certainly experience the academic and cultural adaptation process. Several international student partnership program which had been experiencing shock culture due to cultural differences they encounter. Shock culture are diverse as they have to learn to be polite and friendly to others, to behave well, to be more inclusive, and not individualistic, uphold a sense of friendship, respect customs, tolerate each other and thus can comply with regulations set by the academic UNY. CONCLUSIONS Based on the results of research on the implementation of educational partnerships abroad for undergraduate students at YSU, it can be concluded that the implementation meets six of the nine indicators of the success of strategic partnerships. Six indicators are long-term, strategic, mutual trust, sustainable competitive advantage, mutual benefit for all the partners, and the separate and positive impact. The three indicators that have not been achieved by YSU is cooperative
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development, practice.
successful
and
world
[4]
class/best
[5]
The results were based on four formulation of the problem, namely: 1) Implementation and development of educational partnerships abroad has been running good enough, but not maximized. 2) Benefits of the implementation of educational partnerships abroad is providing learning experiences for students, institutions of experience in comparison to each faculty and improving the network of educational partnerships for YSU toward world class university. 3) The sustainability of educational partnerships abroad is pursuing a strategy of development through improved management of the partnership. 4) Supporting factors of educational partnerships abroad is the support of YSU, partners and society. Inhibiting factors of educational partnerships abroad is not running optimally management.
[6]
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[9]
[10]
[11]
[12]
ACKNOWLEDGMENTS
[13]
I would like to express my gratitude to my academic advisor (Dr. Mami Hajaroh, M.Pd. and I Made Suatera, M.Si) Educational Policy Study Program, Faculty of Education, Yogyakarta State University.
[14]
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