Strategi menghadapi perubahan global melalui analisis tata kelola program pascasarjana di National University of Singapore
DOI:
https://doi.org/10.17509/jpp.v21i3.40369Keywords:
penelitian, perubahan global, program pascasarjana, strategi, tata kelolaAbstract
Semua universitas memiliki strategi unggulan dalam menghadapi perubahan global yang datangnya sangat cepat dan memengaruhi seluruh aspek kehidupan. Pendidikan menjadi senjata ampuh andalan yang diharapkan dengan pendidikan yang berkualitas akan membuat negara mampu menghadapi perubahan global bahkan mampu menjadikan perubahan tersebut menjadi peluang untuk mengembangkan negaranya. Sehingga diperlukan analisis tata kelola dari universitas ternama dari negara lain sebagai brainstorming program pascasarjana. National University of Singapore menjadi lokasi strategis untuk dianalisis untuk mendapatkan data tentang (1) sifat program pascasarjana dari universitas yang dipilih; (2) kecenderungan umum tata kelola program pascasarjana; (3) dampak perubahan global terhadap program pascasarjana; (4) strategi dan inovasi tata kelola dalam menyikapi dampak peningkatan kualitas program pascasarjana; (5) implikasi penelitian terhadap tata kelola program pascasarjana khususnya di Universitas Pendidikan Indonesia. Hasil penelitian menunjukkan bahwa ada 4 strategi NUS dalam menghadapi perubahan yaitu (1) otonomi universitas; (2) rekrutmen tenaga akademisi kelas 1 dan menyiapkan lingkungan, infrastruktur untuk kolaborasi penelitian dengan para sarjana dalam mengembangkan yang terbaru dan terunggul; (3) NUS selalu mengkondisikan lembaganya dalam constructive dissatisfaction; dan (4) kolaborasi global. Sehingga dapat disimpulkan bahwa strategi NUS dalam menghadapi perubahan global sangat menitikberatkan pada kualitas sumber daya dan pengembangan penelitian yang inovatif.
References
Avis, J. (2018). Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: A literature review. Journal of Vocational Education and Training, 70(3), 337–363.
Choi, I., & Hori, S. (2016). A comparative study on the governance of education for older people in Japan and Korea. Educational Gerontology, 42(10), 717–728.
d’Aguiar, S., & Harrison, N. (2016). Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity. Journal of Education and Work, 29(5), 584–613.
Dean, M., & Spoehr, J. (2018). The fourth industrial revolution and the future of manufacturing work in Australia: Challenges and opportunities. Labour & Industry: A Journal of the Social and Economic Relations of Work, 28(3), 166–181.
Donosepoetro, M. (1983). Emergence of new structures of governance and administration in tertiary education in Indonesia. Journal of Tertiary Education Administration, 5(1), 79–83.
Fatokun, S., & Ojo, G. (2004). Attitude of graduating accounting students in Nigerian universities to postgraduate studies in accountancy: A career expository study. Journal of Social Sciences, 9(1), 19–22.
Heisbourg, F. (2020). NATO 4.0: The Atlantic Alliance and the rise of China. Survival, 62(2), 83–102.
Jeevan, J., Mohd Salleh, N. H., Mohd Zaideen, I. M., Othman, M. R., Menhat, M. N. S., & Divine Caesar, L. (2020). Application of geoeconomics in seaport operations: A theoretical proposal for post Covid-19 recovery strategy. Australian Journal of Maritime and Ocean Affairs, 12(4), 217–242.
Jin, M. H. (2020). Public administration education beyond borders: Having an open mind to “unique governance.” Journal of Public Affairs Education, 26(2), 123–126.
Milward, H. B. (2015). The state and public administration: Have instruments of governance outrun governments? Introductory perspectives. Asia Pacific Journal of Public Administration, 37(4), 217–223.
Mourato, J., Patrício, M. T., Loures, L., & Morgado, H. (2021). Strategic priorities of Portuguese higher education institutions. Studies in Higher Education, 46(2), 215–227.
Parmar, H., Khan, T., Tucci, F., Umer, R., & Carlone, P. (2021). Advanced robotics and additive manufacturing of composites: Towards a new era in Industry 4.0. Materials and Manufacturing Processes, 36(8), 1–35. https://doi.org/10.1080/10426914.2020.1866195
Peixoto, M. R., de Alcantara, M. S., & Ferreira da Silva, J. (2021). Strategic groups and performance in higher education in Brazil. Latin American Business Review, 22(3), 1–38. https://doi.org/10.1080/10978526.2021.1928516
Roslan, M. H. H., Hamid, S., Ijab, M. T., Yusop, F. D., & Norman, A. A. (2020). Social entrepreneurship in higher education: Challenges and opportunities. Asia Pacific Journal of Education, 42(1), 1–17. https://doi.org/10.1080/02188791.2020.1859354
Roxå, T., & Mårtensson, K. (2008). Strategic educational development: A national Swedish initiative to support change in higher education. Higher Education Research and Development, 27(2), 155–168.
Samnakay, N. (2021). A framework for analysing and informing Australia’s national strategic natural resource management policies. Australasian Journal of Environmental Management, 28(3), 267–286.
Sataøen, H. L., & Wæraas, A. (2016). Building a sector reputation: The strategic communication of national higher education. International Journal of Strategic Communication, 10(3), 165–176.
Schneider, J., Wilkerson, D., Solomon, B., Perlman, C., Duval Tsioles, D., Shelby, D., … Sadow, L. (2014). Psychoanalytic training experience and postgraduate professional development: A survey of six decades of graduate analysts. International Journal of Psychoanalysis, 95(6), 1211–1233.
Schneider, J., Wilkerson, D., Solomon, B., Perlman, C., Duval, D., Shelby, D., & Witten, M. (2017). Psychoanalytic training experience and postgraduate professional development – Part II. International Journal of Psychoanalysis, 98(5), 1385–1410.
Schröder, T. (2019). A regional approach for the development of TVET systems in the light of the 4th industrial revolution: The regional association of vocational and technical education in Asia. International Journal of Training Research, 17(sup1), 83–95.
Sethi, A., Schofield, S., Ajjawi, R., & McAleer, S. (2016). How do postgraduate qualifications in medical education impact on health professionals? Medical Teacher, 38(2), 162–167.
Sifakakis, P., Tsatsaroni, A., Sarakinoti, A., & Kourou, M. (2016). Governance and knowledge transformations in educational administration: Greek responses to global policies. Journal of Educational Administration and History, 48(1), 35–67.
Yan, T., Deng, M., & Ma, Y. (2021). Chinese regular education teachers’ perceptions of the holistic development of students with special educational needs in inclusive schools. International Journal of Inclusive Education, 25(6), 686–704.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Eka Prihatin, Muhammad Fakry Gaffar, Said Hamid Hasan, Yudi Wahyudi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
