HIGHER EDUCATION:
EMPOWERING GEN Z IN THE MIDDLE OF DIGITAL TRANSFORMATION AND THE VUCA ERA
Strong commitment and consistency in carrying out Digital Transformation is a necessity in responding to Industry 4.0. In this regard, building strong human resources through increasing knowledge, skills and character is very important so that their competencies remain relevant and agile in facing the challenges of the VUCA era (Volatility, Uncertainty, Complexity and Ambiguity). VUCA is a picture of the current global situation, which is triggered by the rapid advances in information technology.
Higher education is one of the levels of education and learning in preparing quality and resilient human resources. Therefore, the urgency to evaluate and adapt the higher education system through the development of a curriculum that is appropriate to the world of business and industry is a demand. This condition coincides with Generation Z / Gen Z with its own character who is currently entering higher education.
In the context of education, understanding the characteristics of each generation becomes important to determine how effective educational strategies are given to students. The goal is not only academic and pedagogical achievements, but also how the educational process is able to grow the character and love of students towards learning activities, as well as develop adequate competencies. Currently, most of Gen Z is in higher education. This means, the adjustment of the learning system in higher education spaces must consider the characteristics of Gen Z to suit their needs, as well as the business and industry world without compromising their interests and habituation as a generational group.
At the same time, Indonesia is in the period of the Demographic Bonus. The 2020 census shows that the composition of the Indonesian population mostly comes from Generation Z/Gen Z (generations born between 1997 and 2012) as much as 27.94% or 74.93 million. Meanwhile, the Millennial Generation which is expected to be the motor of the movement of society is currently less, which is 25.87% or 69.38 million of the total population of Indonesia.
This means that the existence of Gen Z plays an important role and influences the development of Indonesia today and in the future. This is certainly a challenge in the midst of uncertainty for higher education and universities which are the final terminal of education in building competitive human resources with competencies as needed. Today’s students are Gen Z with different characters from the previous generation. How universities respond to the growth and development of Gen Z and the VUCA era. Universities need to reflect on the character of Gen Z, as well as the phenomenon of shifting competence of college graduates in meeting the current and future world of work. Higher education is required to find itself, between the old paradigm and the new paradigm which is uncertain. However, it is certain that higher education requires reforms in the dimensions: pedagogy (Improved Basic Skills of Instructional Techniques and Applied Approach), curriculum, teaching, schools and learning in catalyzing a new paradigm of higher education which is required to contain research and innovation, solidarity, cooperation, character building, and entrepreneurship, so that higher education empowered to equip and strengthen the competence of graduates. So the new paradigm of higher education and teaching becomes important to be a point of attention.
We met two figures of higher education who have been struggling in the world of higher education for decades who have understood, interpreted, implemented, felt, and lived up to how to organize, manage higher education and educate generation after generation to emerge a superior and characterized generation figure. The last generation until now is Gen Z which coincides with the presence of this VUCA era.
CHANGING HIGHER EDUCATION PARADIGM
Prof. Dr. B. S. Kusbiantoro
Chair of the Central ABP PTSI Expert Council and Parahyangan Catholic University Foundation Management
Pak Kus we call is a teacher who is patient, steadfast, humble, and trustworthy, that is the first impression on him. Our introduction to Prof. B.S. Kusbiantoro, Ph. D. It has been a long time since he started to be active in the Association of Indonesian Private Higher Education Organizing Bodies. We are very interested in his thoughts as the ABP PTSI Expert Board regarding higher education and university administration. We always listen to his thoughts and understand them. The climax was at the ABP PTSI National Working Meeting in Serang on 19 – 20 November 2021, we were moved by his presentation related to Competence, Collaboration, and Higher Education Innovation.
We contacted him asking for time to talk about Generation Z and Higher Education. He is very openly and humbly willing to share his views and thoughts on the topic, even though he is still in unstable health. Thank you Prof. B.S. Kusbiantoro, Ph.D. Here’s our conversation with him.
Komunita: What is your perspective on Industry – 4.0, as well as Generation Z who is currently pursuing higher education?
Prof. B.S. Kusbiantoro, Ph. D.: Industry 4.0 is synonymous with “competence” (in a broad sense) which is needed by the Business World and the Industrial World (DUDI) which is increasingly diverse and increasingly dynamic, including the existence of several new “competencies” that currently do not exist. For example, in 2030, in Indonesia there will be 10 million jobs that do not currently exist (McKinsey & Co, 2019), 60% of future jobs that do not exist now, 40% of children will have to be able to work independently – self-employed (WEF Future of Jobs Report, Krisnan, 2020).
These dynamics drive DUDI. First, DUDI is increasingly inclined to immediately accept graduates who are ready to work rather than ready to train (DUDI must be fast in producing/producing, time is increasingly limited/no time to train new workers); DUDI began to tend to give more weight to competencies (ready to work) than academic degrees (ready to train). Second, DUDI must be agile – it is impossible to continuously “expand its human resources” (beside the high cost), for this DUDI outsources to meet the increasingly large and high dynamics of changing competencies required. On the other hand, with the development of digital technology, it is possible for workers to work anywhere and anytime (spatially and temporally ‘free’), workers start working as part-time workers – multi-jobs etc. These two things give rise to the “Gig Economy”, namely DUDI tends to outsource workers, and workers also tend to be part-time/freelance/multi-jobs.
With the greater and higher dynamics of the above changes, students are required to learn continuously to prepare themselves with competencies and/or degrees accompanied by the required competencies, which will enable them to be ready to work (including as freelance workers) and/or work independently.
Komunita: What are the problems of higher education related to Industry 4.0 and Generation Z?
Prof. B.S. Kusbiantoro, Ph. D.: The world of higher education is characterized by increasingly large and high dynamics of changes in the “demand side” and “supply side” due to the greater and high turbulence of various disruptions (industry 4.0, pandemics, etc.),
The demand side as I mentioned above. On the supply side, there is the explosive development of Massive Open Online Courses (MOOC), the emergence of certification/non-degree higher education programs from several large corporations in the world that make it possible for students to be ready to work and more affordable (financially, time, etc.). With the bigger and faster changes mentioned above, the biggest problems of Higher Education are: first, the competence of graduates is not in accordance with the competencies needed by DUDI in the future; second, the study period, fees and so on are not competitive compared to the emergence of various higher education programs in other forms (MOOC, certification, etc.). As a note: higher education is generally developed based on the Industrial revolution, (especially industry 1.0 and industry 2.0), a.l. to service factories – mass production, efficiency, product standards, certain professions/specialties, etc. In turn, the competence of graduates does not match the growing and high dynamics of the need for DUDI in the current era of disruptive turbulence.
The above problems are compounded by various other problems, including: The low quality of many universities. The increasing national economic growth in the 1980s demanded the need for higher education graduates which could not be met by Public universities. This has led to the explosive growth of private universities, without strict supervision, which eventually led to various problems with the low quality of many universities. Next, “Rank”, accreditation and the like without quality. There is a mistake in determining rankings, accreditation and the like as the main goals that are prone to “engineering” for their achievement, and at the same time vulnerable to conflict with the noble goals of higher education. Ranking and the like should be a means in order to achieve the ultimate goal of higher education (related to the vision and mission of each university). Also, “Degree” without competition. The emergence of a kind of “new feudalism”, namely the pursuit of a title rather than “competence”, even Professor as a “position” is treated as the highest title.
Komunita: In the context of Industry – 4.0, and Generation Z, how do we interpret the 3 functions of higher education – (a. develop capabilities and shape the character and civilization of a dignified nation; b. develops innovative, responsive, creative, skilled, competitive, and academic academics. cooperative; c. develops science and technology by paying attention to and applying humanities values)?
Prof. B.S. Kusbiantoro, Ph. D.: In the VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) era, it is increasingly crucial how to prepare students to be able to face the bigger and higher dynamics of change. Namely how the teaching-learning process (learning to know, learning to do, learning to live together, learning to be) that allows students, among others: First,continuous learning – ready to adapt continuously; Second, related to learning to know & learning to do (which are vulnerable to being displaced) – learning is not only limited to its “scientific field” (T-shape learning); Third, related to learning to live together & learning to be – learning is not only limited to curricular activities, including cross-scientific fields, but also combines with co/extra-curricular activities (study at other universities, internships at DUDI, humanities – discipline aspects, ethics, morals etc. – through dance, music, sports, etc.); Fourth, learn up to level 6 Bloom’s Taxonomy (so as not to be run over by intelligent machines); Fifth, learn about the diversity of superior human resources from various universities (student exchanges, etc.) – proud – love the homeland and so on; Sixth, how to involve students in integrated tridharma activities across scientific fields – including the harmony of science – faith – morals.
Through the teaching and learning process above, it is hoped that the 3 functions of higher education above can be achieved. Preferably with a few notes. First, the teaching and learning process of higher education for each university is expected to bring out the superior colors of higher education with related regional natural resources, to enable students to “learn” about the wealth/diversity of natural resources and human resources from various regions (don’t know – so don’t care, for increase pride/love for the homeland, etc.); at the same time as a real contribution of universities that are relevant to the community based on the problems/potential of the related regional natural resources. Second, we are in the Demographic Bonus era, so that the role of universities is very crucial in how the competence of graduates is in accordance with the competencies needed by the upcoming DUDI, among others, in order to prevent the Demographic Bonus from becoming a demographic curse. Third, but the role of Universities with their tridharma is not only to produce graduates who can have an impact on DUDI, but also to the scientific community (eg undergraduates prepared for masters-doctoral degrees), and also to the general public (eg to work in social institutions, heritage, environment, etc.).
Komunita: Does the orientation of higher education need to be changed or does it need a new vision? Where is the focus of orientation? Is it in tune with “Merdeka Learning – Independent Campus”?
Prof. B.S. Kusbiantoro, Ph. D.: In the VUCA era – instead of being stuck chasing rankings/accreditation etc. – susceptible to change/shift etc. – should – back to basics – what is the vision – the real contribution of higher education with its tridharma (education and teaching, research and community service) for the community. Namely for; a) contemporary society (DUDI, scientific community, general public); b) future society (the natural environment which is entrusted to future generations, etc.); c) past communities (artificial environment with historical value which is the heritage of ancestors, etc.) both at local, national, global levels. While the direction/spirit of MBKM is “right” (soul with the teaching and learning process above), with notes that the implementation should not be too detailed/rigid with too many administrative burdens etc.
Komunita: The factual and concrete efforts of Higher Education as higher education institutions, as well as lecturers as educators to realize the three functions of higher education in the midst of digital disruption, as well as equip Generation Z to meet their future?
Prof. B.S. Kusbiantoro, Ph. D.: Duties, responsibilities, authority of the Foundation as the organizing body (together with the Higher Education as the managing body) to establish a vision – a real contribution to the community, etc. Duties, responsibilities, and authority of higher education institutions to produce the quantity and quality of students who are able to have that impact; prepare funds or carry out related teaching and learning processes (the required processes), and the Foundation (with Universities) prepares what is needed for all of them (the needed inputs). For example: a) for the teaching and learning process, lecturers with certain “competencies” are needed, how this is prepared and so on. – in related capacity building programs and their budgets and so on. b) for the teaching and learning process, what kind of supporting infrastructure is needed, and so on. c) etc. Based on the above, a Strategic Plan and so on are drawn up.
Komunita: How is the development related to major’s/study programs, competencies, curriculum, models & learning substances and others in equipping Gen Z so that they are able to be independent or match the world of work?
Prof. B.S. Kusbiantoro, Ph. D.: On the one hand, the study program demands the fulfillment of related scientific competencies. On the other hand, in the VUCA era, students must be equipped with various “other” competencies (T-shape learning, etc.), including co/extra-curricular activities (in order for students to be ready to anticipate the greater and higher dynamics of change, including the possibility of shifting competence of related study programs).
This is of course a homework for each university to harmonize the above. In addition, the regulatory system should also be clear enough to allow each university to make the alignment.
Komunita: Expectations and messages to the government, leaders of PTS Private Universities, lecturers and students, as well as parents in order to provide the right learning for Gen Z?
Prof. B.S. Kusbiantoro, Ph. D.: Indeed, we need to observe and interpret the dynamics of this change with the following points.
• Parents’ questions for students and/or questions for students themselves are: what kind of contribution do you want to contribute to society (eg, in the field of renewable energy, environmental conservation, etc.), and don’t want to be in the top 10, or want to become a “profession” certain, etc. Because rankings, professions, etc., are vulnerable to being displaced by new competencies that don’t exist yet, but will exist.
• For Foundations/Universities – what kind of contribution do you want to contribute to society (and don’t want a top 200 ranking/international accreditation etc. Ranking etc. is a means to achieve goals etc.). Furthermore, how does the Foundation/University prepare what kind of learning process and various inputs are needed; including how lecturers prepare themselves for the teaching and learning process.
• For the government, how to enable universities to “to be themselves, but better, better, and better” and so on. with the notes as described in the previous points. (lili_irahali – November 23, 2021)
CREATE HIGHER EDUCATION EXCELLENT CHARACTER
Prof. Dr. Endang Komara, M.Si.
Chair of the LLDIKTI Region IV Professors Association
Professor of Civil Servant LLDIKTI Region IV Dpk – STKIP Pasundan, and Chair of the Senate of the University of Nurtanio Bandung.
Prof. Endang – professor of Sociology of Education is an enlightening figure who encourages students to always achieve education as a necessity. “Life Long Education”, lifelong education, education regardless of age is what is always echoed to students and anyone else. We became acquainted with him when he was in the ABP PTSI West Java organization, as well as our teacher.
We contacted him asking for time to talk about Generation Z and Higher Education. He was spontaneously willing to provide views and perspectives related to the topic. Here’s our talk.
Kami menghubungi beliau mohon waktu berbincang tentang Generasi Z dan Pendidikan Tinggi. Beliau dengan spontan bersedia memberikan pandangan dan perspektif terkait topik tersebut. Berikut bincang-bincang kami.
Komunita: How is the perspective of Prof. Endang as an educator responds to Industry 4.0 related to Generation Z?
Prof. Endang Komara: I tried to formulate two concepts to equip generation Z/Gen Z in the midst of industry 4.0. First, based on the results of the 2020 census, there are 6 (six) generations in Indonesia, namely: the veteran generation (those born in 1925-1946), then the second generation – baby boomers (born in 1946-1960 around 21.88% of Indonesia’s 272 million population). , third – generation X (born in 1960-1980 there were about 21.88%), fourth – Generation Y or millennial generation (born in 1980-1995 aged 24-39 years, around 28.87% or 69.39 million people), and fifth – Generation Z (born in 1995-2010 aged 8-23 years, there are 27.94% or 75.49 million people and is the largest generation today), and finally the sixth – Generation Alpha (born in 2010- and above). Generation Z is also known as the Net Generation or Internet Generation. They have similarities with generation Y, but they are able to apply all activities at one time such as tweeting, using a cellphone, browsing with a PC, and listening to music using a headset, whatever they do is mostly related to cyberspace since childhood, they already know advanced gadget technology. which indirectly affects the human personality.
The characteristics of the first Generation Z are fluent in technology/kids safe/web safe or Friendly generation. They are a digital generation who are proficient and passionate about information technology and various computer applications. They can access the information they need easily and quickly, both for educational purposes and for other daily life purposes. Second, their social aspect is very intense in interacting through social media with all groups, especially peers, through various networking sites such as Facebook, Instagram, Twitter, SMS. Through this media they can express what they feel and think spontaneously. Third, Expressive, they tend to be tolerant of cultural differences and are very concerned about the environment. Fourth, multitasking, they are used to various activities (watching, reading, talking, or listening to music) at the same time. Fifth, quickly switch from one thought/work to another thought/work or fast Switcher. Sixth, happy to share.
The industrial revolution 4.0 is a phenomenon that collaborates cyber technology and robotic technology, the concept of applying technology automation without the need for human labor in the process of applying it to add value to efficiency in a work environment where time management is considered as something vital and much needed for industrial players. The industrial revolution 4.0 utilizing technology in the industrial sector is a bookkeeping and production process that can now be easily accessed by anyone and anytime.
The industrial revolution 4.0 contains nine main pillars of technology that develop an industry towards a digital-ready industry. First, the Internet of Things (IoT) which is a tool that is connected to the internet and is integrated with each other; second, Big Data, which is a term that describes a large volume of data, both structured and unstructured; third, Argumented reality, which is a technology that combines 2Dimensional or 3Dimensional virtual objects into a real 3D environment and then projects these virtual objects in real time; fourth, Cyber Security, namely efforts to protect information from cyber attacks; fifth, Artificial Intelligence, namely several technological products that interact directly with humans; sixth, Addictive Manufacturing is a new breakthrough in the manufacturing industry which is often known by using 3D principles; seventh, Simulation represents its operation from time to time such as technology simulation for work optimization, techniques such as safety simulation, testing, education, training, video games; eighth, System Integration; ninth, Cloud Computing, namely cloud computing that makes the internet a center for data processing and applications.
Then the results of a survey by the Indonesian Information Service Providers Association (APJII) in 2017 showed that around 143.26 million Indonesians use the internet. Law No. 11 of 2008 concerning Information and Electronic Transactions (ITE), and Law No. 40 of 2008 concerning the elimination of racial and ethnic discrimination and actions when hate speech has resulted in social conflict. A person’s motives for causing Hoaxes can vary due to money, politics, ideology, hatred, or just for fun.
Therefore, Gen Z needs to know the ethics of using social media. First, don’t get personal. Second, avoid dirty words, coachman debate, incitement, lies, and negative opinions. Third, don’t spread pornographic content and SARA (I heard on national radio this morning, you can’t show pornographic images on Facebook or other internet platforms, you will be penalized). Fourth, sharing (before sharing it must be in accordance with the ITE Law). Fifth, do not plagiarize (Copyright Law). Sixth, Understand the comprehensive content. Seventh, Opinion with facts and data. Eighth, it is not allowed to use pseudonyms (UU KUHP Article 378).
Komunita: The world of education is experiencing problems in dealing with Industry 4.0 and the presence of Generation Z. Where is the most crucial thing?
Prof. Endang Komara: In my opinion, there are 3 issues with education at the Elementary, Middle, or Higher Education level, there are: 1) equity; 2) quality improvement; 3) Competitiveness. In this regard, Industry 4.0 and equipping Gen Z is how to create superior characters in higher education with six key words.
First, freedom in learning. At the Higher Education on the Merdeka Campus – Merdeka Learning which has three measures, namely: through Blended learning/hybrid learning, PJJ, and the implementation of Permendikbud No. 3 of 2020, where students are given the right to study outside their study program for 3 semesters, 1 semester in their Higher Education and 2 semesters outside their Higher Education.
Second, leadership development. Need coaching and conveying an understanding of leadership. Because Gen Z who were born from 1995 – 2010 means that they are now almost 21 years old and entering College. So leadership must be introduced to them. Especially when it comes to ideal leadership. Whoever gives a rating, Rasulullah Muhammad will definitely be given the first rank because he is Rahmatan lil alamin and has the character and character of shiddiq, tabligh, amanah, fathonah. That’s what I think was introduced to them in the hope that in the future they can become such leaders.
Third, Lecturer Assistance or Lecturer Motivator. In Indonesia, there are no less than 4,300 universities, 200 of which are state universities. It means that PTS is so big. There are even around 1,650 private universities that are indicated to be “unhealthy”. If you look at China, the number of universities is around 2,300 (half of Indonesia). In my opinion, the mentoring of lecturers is one of those efforts, so that universities, especially in West Java and Banten, can improve their quality. To date, only five institutions already have Excellent Accreditation (UNPAS, UNISBA, UNPAR, U-Tel, President University). Hopefully, Widyatama University and ITENAS will have the opportunity to get Excellent Accreditation in the future. That is related to Lecturer Assistance or Lecturer Motivator.
Fourth, General Education, where students are given national insight. It includes Pancasila, the 1945 Constitution, Bhineka Tunggal Ika, and the Unitary State of the Republic of Indonesia. And I think this General Education should be given in the first semester. When they have an introduction transition between high school and college, that’s where the event is. So state defense education, including national insight, must be delivered. With the hope that they become the younger generation who have four national paradigms.
Fifth, the government encourages an entrepreneurial mindset for higher education. So it is not wrong if in higher education every study program between 2-4 credits has an understanding of the entrepreneurial mindset, so that after graduation their life demands will not only be civil servants. The mindset of understanding entrepreneurs is built. When compared to neighboring countries, Indonesian entrepreneurs are still low at around 0.2%, compared to Malaysia, Singapore, Korea (already above 5% of the total population).
Sixth, lifelong learning. In accordance with the demands of the hadith and philosophy of education that the search for knowledge has no age limit, as long as he can still carry out his activities, he must always improve his professionalism. There are three main keys to improving professionalism, there are: First, following further education (participating in workshops (training); second, being able to create various written works; third, there is innovative work.
In my opinion, the three things above are to be able to create superior characters. Next, character strengthening in Higher Education, Primary Education, and Secondary Education, which includes six things.
• Computing thinking, how students can think quickly. If in the taxonomy there are high order thinking skills (HOTS), there are low order thinking skills (LOTS). LOTS from knowledge, understanding, application. Meanwhile, high order thinking skills (HOTS) start from analysis, synthesis, assessment. The hope is that through computing thinking, students can think quickly and make decisions quickly.
• Creative, it is very impossible to be creative if he does not have intellectual intelligence, creativity at the same time to be able to support something new.
• Critical Thinking, must be able to think critically. If you think critically, the dimensions will certainly affect the length of school people in Indonesia (to this day, the length of schooling for Indonesians is 8 years and 3 months), junior high school has not yet been completed. West Java is still under the National.
• Collaboration, now there are no boundaries or barriers between one continent, one country. So that means you can use it to collaborate.
• Communications.
• Compassion (Character), according to Ki Hajar Dewantara the ending of Education is Character. This character always has to color the pattern of education in Indonesia, both for Elementary, Secondary and Higher Education.
Komunita: There are around 4,300 Universities, can Private University implement them? How to deal with it?
Prof. Endang Komara: I take the clustering or ranking of Higher Education by looking at 4 indicators. First, HR (in Higher Education the size is Head Lector, Professor, Doctor). When a university doesn’t have many head lecturers or professors, then don’t expect too much “from very good to excellent”. Likewise, with institutional accreditation. West Java Banten has 27,000 lecturers. Half of them do not have a lecturer certification, nor do they have a lecturer academic position. Even though the submission of academic positions for lecturers can now be online (Higher Education is given time from the 1st to the 15th, from the 15th onwards the LLDIKTI assessment process is usually done). This is something we should always pay attention to. Currently, the measure of the brand image is indeed the Head Lecturer and Professor.
Second, scientific publications, in 2021 Indonesia can beat Singapore and Malaysia. The ones that publish the most international journals are India, China, South Korea, Japan, Indonesia (ranked 5th, but ASEAN is ranked first). Now Indonesia’s position is in the 50,000’s, while Singapore and Malaysia’s 30,000’s). Well, in my opinion, scientific publications should always be the main reference. This means, the Chancellor, Director, or Chair, must always be able to encourage Lecturers, whether they publish SINTA accredited national journals, or reputable international journals.
Third, how much Lecturer can be utilized outside of the Tertiary Education Institution, either internally within the Ministry of Education and Technology or outside it (to be the center of assessment now). Like me, it has been almost a year with some of the Professor’s friends being the expert staff of the Deputy Governor. At least we can give various thoughts for the progress of West Java, especially in the education aspect.
Fourth, the quality of student achievement. In the past, it was possible in various aspects, now you have to report to Belmawa – DIKTI all activities must be uploaded it.
Clustering and ranking are always the main references, so in my opinion these four things should be improved. According to Imam Ali, if today is the same as yesterday, it is a loss, the lucky person today must be better than yesterday, and the day that will come.
Komunita: How about the orientation of the university itself in responding to the above. Is it necessary to change the new vision of Higher Education in general?
Prof. Endang Komara: In my opinion, there are three classifications of Universities in any part of the world: Learning University, Research University, World Class University. If I mapped the College there are 4,300 in Indonesia (in West Java there are about 387 universities) and we are still 89% at the Learning University level, meaning that we think from Tridarma higher education, the teaching aspect is more dominant.
If we at Lecturer Colleges who have passed accreditation (Serdos) there are BKD LKD, so they should not be less able to implement 12-16 credits. If the distribution of 12 credits should be 6 credits for teaching education, 3 credits for research, the rest for community service and social support. Lecturers should not think only of teaching education, but also carry out research. Currently there are at least 3 research grants: basic research, applied research, and development. If basic research is usually the output of a journal, applied research is required to produce a book, and develop intellectual property rights/patent rights. So if the Higher Education is in the position of Learning University, the lecturer should carry out the above.
How to increase ranking from Learning University to Research University? If ITB and UNPAD now have classes there, many of the lecturers are involved in research grants (both from the government and other agencies).
Then, World Class University is even more ideal. So the point of the Merdeka Campus is that when students graduate from university they will no longer stutter, either towards technology or the share of work (the world of work). They’re already transmitting. Their size is good graduates between 3 – 6 months after graduation (for S1 and D3). If for S2, the average is advanced studies, so they don’t have that size.
Utilization of independent learning for higher education national curriculum standards there are 8 standards: process standards, lecturers, infrastructure, financing, etc. That’s always something to watch out for. I am a former Chancellor in 2014-2018, so I really understand how to manage a university so that more transparency and accountability. I think that’s what our universities must always maintain.
Komunita: More specifically, the factual efforts of Higher Education, for the three classifications of Higher Education, earlier. What should university leaders prepare?
Prof. Endang Komara: Higher Education has a Strategic Plan, Statute, Renop, Annual Budget, always it must be a measure in the progress and assessment of the Higher Education assessment. Let’s say that when I became Chancellor I had around 200 lecturers. Almost every year, around 30-50 people send lecturers to school (whether scholarship or not). It is not easy, we open cooperation with various universities that open doctoral degrees, both state universities and private universities. If they participate in scholarships for Doctorate, usually below 40, if for Masters below 35. If they don’t get a scholarship from the government, we will help and try to the best of our ability even though it is not totally assisted, but it must be mapped.
Later in the next year or so, the orientation will have to be Doctoral, one of which mandates Teachers and Lecturers to achieve Education Strata is Law No. 14 of 2005 concerning Teachers and Lecturers. Teaching S1 must be a Master (S2), Postgraduate must be a Doctor or Professor. After 15 years, it is certain that in the future there will be more changes. I encourage Lecturers to become Doctors in the next few years.
In addition to human resources are considered, as well as publications. Because what can boost the ranking and clustering of universities is Lecturer scientific publications. I appreciate what Widyatama University is doing. Students do not have to have a thesis, a final project can also be published in a reputable journal, so that in this way it can boost the ranking and clustering of universities.
Komunita: Industry 4.0 linkages that allow new jobs to emerge. How Universities should develop new study programs, new curriculum, and links with it. While the public’s interest in study programs has not changed, is it different from the industry that is required to adapt quickly?
Prof. Endang Komara: I think that in this academic year the Independent Campus has been implemented, where students have the right to study for 3 semesters of lectures (Universit alone or outside the College This is an opportunity).
The analogy goes like this: so far, students are good at swimming in their own pools, when they were on campus they would have understood. But when the pass is released in the ocean/ocean, you will no longer remember how to swim in which style. This means that skills are required, so there are 8 choices at the Merdeka Campus, which must always have cooperation from both universities and industry. If cooperation has been opened, let’s say they were given theory at the beginning, then in semester 3 & 4 they must be released (there is an opportunity to be able to study outside of Higher Education) with the assumption that they will not be surprised again.
Sometimes it’s like this, if the equipment in the campus laboratory is still old school, when he enters the industry the equipment is more sophisticated/modern, so if he works there must be more training, well that’s one of the obstacles. At least if there is freedom to learn, at least you can use the concept of link and match. Do not until now there is a gap between industry and universities. That way, there will be something new.
Students may not be released, there must still be a accompanying lecturer/supervisor so that their progress can be seen. It is hoped that in the next few years our students’ skills will be able to be better competitive, including the lecturers. Incidentally, I am a Senate at Nurtanio University, we have 3-4 universities, one of which is Stikes, uniquely for example a student taking D3 or D4, say he has a problem with the SPP aspect then he stagnates, then sent to Japan in collaboration with industry in Japan and then can get wages in over 10 million for 5-6 months. But still don’t let go, there must be a supervisor for the supervisor, but not the same lecturer all the time. In this way, there is minimal input from industry to universities.
The curriculum needs a review of 2-5 years. Now in primary and secondary education, the curriculum for driving schools is known. That’s only in 2,500 schools (both teachers and principals have already conducted teacher training for movers). In the 2021/2022 school year, the driving school curriculum has been implemented, the point is that it must adapt to the world of education and industry. For universities, the name is a bit strange, it’s called a collaborative curriculum because it will have to cooperate with the industrial world. Now it is still a competency-based curriculum that has the character of KKNI.
Komunita: From the aspect of curriculum development, we have not seen any initiatives from universities to anticipate industry 4.0. Only a few universities create new study programs oriented to meet the needs of the industrial world.
Prof. Endang Komara: Actually, the policy of the Ministry of Education and Culture for the last 5 years that can be opened is STEM (Science, Technology, Engineering, Mathematics) outside of that it is not allowed, except to open a Faculty of Medicine in the deepest/underdeveloped areas. Apart from STEM, there is still a moratorium. Moreover, in January 2022, Kemendikbudristek will not pass a new university or new study program.
In order not to be abandoned by the community, there must be a curriculum review of at least 2 years. Because the industrial world is already ahead, the curriculum is still lagging behind, that’s why adaptation is needed. When he graduated, for example, when X entered the industry, he met Y, now that would be weird. In reviewing the curriculum there are 4 components that must be involved: stakeholders, alumni, lecturers, students (4 these components must be involved, so as not to be left behind). If left behind usually people are not interesting anymore. That’s why the existing study programs make an update, there needs to be imaging and benchmarking both regarding students, infrastructure, and lecturers. Usually people’s perceptions are stronger than other assessments/information. In my opinion, reviewing the curriculum in higher education should become a routine that is carried out so as not to be abandoned by the university user community.
Komunita: Regarding higher education governance, there are 2 important things: governance itself and the element of leadership. One message Prof. for educational institutions, students, Organizing Body, and leadership.
Prof. Endang Komara: That’s right, don’t auto pilot (run alone), don’t be in your comfort zone. A leader must have creativity and innovation. From very good to superior, it must be above the 8 standards, both from the managerial side, the lecturer. Especially now that the pandemic has been going on for 3 years, testing lecturers online (limited offline), virtual lectures, also virtual tutoring. It must be done because the lecturer functions as a facilitator and motivator. Never hinder our students, because I firmly believe that when students write/do assignments, they definitely need to ask questions and as a Lecturer, they really need to direct them.
Education is not only the responsibility of the government. There is an Organizing Body, Implementing Lecturers, students. This trilogy must become a single unit so that there is cohesiveness and clustering of higher education institutions. So, first, Universities need to be strengthened both internally and externally; second, the increase in human resources cannot be delayed because it already exists in the global realm, moreover, technology is getting faster, communication is getting more global. if we do not prepare Qualified Resources we cannot play in the global realm. A person for success who relies on soft skills is only 30% (good campus interactions, good GPA, good campus achievements, campus organizational interactions), the remaining 70% is hard skills (responsibility, honesty, he increases faith in God, synergizes with the surrounding environment, cares about against others). Between soft skills and hard skills, it is unavoidable to pay attention to, they have always been an important reference in higher education. That’s why in Universities now there is such a thing as IKU, namely the Main Competency Indicators, which must always be implemented.
According to John Naisbith, globalization means “Think globally, act locally”. It means to think globally universally but must have the character of Indonesian people with eastern customs, religion, responsibility, honesty, discipline. It always has to be introduced and implemented in our Universities. This is so that they have pride in their lives, families, nations and countries. We have faced an election of 120 million consisting of generations Z and Y. They must be equipped, not transactional. Because they are future leaders. As long as honesty is put aside and prosperity is still lacking, don’t expect this nation to be better than today. Soft skills and hard skills should still be the main reference. Soft skills are academic, and hard skills (non-academic). One of the concepts of learning in 2021 is collaborative, you cannot live in a global world but live alone.
(lili_irahali – October 25, 2021)
(Rewrite & Interview: Lili Irahali – Audio to transcript: Intan Liswandini)
