Online Seminar: paradoxes of Higher Education
Through the Center for the Study mailing list Eastern Indonesia ( PSKTI ), Neil Rupidara, lecturer FEB SWCU and PhD Candidate at Macquarie University, threw an interesting discussion about the paradoxes of Higher Education to include an article from Steven Schwartz, Vice-Chancellor of Macquarie University, Australia. Neil Rupidara also invited to make this discussion as an online seminar.
Here's an invitation Neil Rupidara as written in the email sent on May 7, 2010.
This paper is interesting. For us, pulling it may not be because the argument that the university was important as one of the engines of economic progress and society (though ignored by politicians and the general public), but because this argument does not apply to us. In our university merely doing routine tugas2, mainly produce graduates, who either want to be what ya biarin. If you care about the future of the graduates, yes glasses worn pragmatism horses, made them artisans. Still we are far from thinking that the university is penelor the creative class (a term used to pack Willi, the university as a producer of knowledge producers) that the quality of thought and intellectual capabilities (not just ketrampilan2 carpentry), will continue to work throwing new gagasan2 in a community context that is constantly changing, so the changes society is characterized by innovations and leap of thought. Because of the narrowness of pragmatism, the university community, including distinguished professors always resistant to research and research-based approach to teaching in the university.
To Bang Herbin, referring to the opinion Margison, under Schwartz reminds us that the university turned out to be also a den of robbers. Rigidity of the university organization can be "great" of bureaucratic government agency. I was so full of smart people on campus, the campus bureaucracy like throw-throw characterized by responsibility and then becomes do not care and it is unclear who should be responsible for any problems, such as the case of professional ethics. If the government or the military should be clear where the responsibility lies, even though it was so adored face saving culture and paternalist-hierarchical, yes boss as always true, although now the culture of "street protests" even more coloring organizational practices in Indonesia.
Then how the university could establish himself as SWCU become better and win the notion that what is done at the university is really important investment for the future of the nation? Any ideas? Let discussed.
@ Kawan2 PSKTI, this could be our Online Seminar during this month? How Jubhar om, om Ferry, om Ten, Theo bung, bung Julius, et al all? If I may, I invite urun each member's opinion. Ideas can be directed to the accumulated knowledge of riset2 in eastern, for policy recommendations and program development. So, we talked spill-over of knowledge from the university to the public domain. Sumonggo.
Below is the article Steven Schwartz, who was taken from the Vice-Chancellor's blog .
Written by Steven Schwartz on May 5th, 2010
Three unrelated reports caught my attention this week, two emanating from Australia, the other from the UK. Unrelated they may be, yet there is a connecting theme: the purpose of universities.
Report number one was commissioned by Universities Australia , the body that Represents the country's 39 universities. Economic Modelling of Improved Funding and Reform Arrangements for Universities was drawn up by consulting firm KPMG Econtech .
The report, in UA's words , finds an overall 14.1% rate of return on higher education funding, "which means it is an investment, not a budget haemorrhage".
"The report Suggests that full and ongoing implementation of the increase of in public funding and structural reform will into the future increase of productivity by 5.6%, labor force by 0.8% and living standards (household consumption) by 5.8% by 2040.
"Universities can help to restore a budget surplus of university graduates expand quickly intervening since the work-force, pay high taxes and begin repaying their HECS after graduation. Many also work and pay tax during their studies. "
You can read my previous post querying the logic of the KPMG report here .
Professor Smith finds it strange that the three major parties contesting the UK General Election have made little mention "on some of the most important issues facing one of the UK's greatest assets - our universities".
"Since all the parties are talking about 'getting the economy moving again', it is disappointing not to see more detail on how they will support one of the instruments for the UK's long-term economic strength."
"Our universities are uniquely well placed to help Ensure we all grow and prosper in an uncertain world ... in difficult economic times spending on higher education is not a cost to the nation but a vital investment in our ability to meet the challenges of the future. "
If Universities Australia and Universities UK are correct, why is it that the economic benefit of universities has rarely been Mentioned in the UK election debate, especially since the UK economy is in such a parlous state?
Does it mean that Politicians do not believe the economic benefit argument?
Politicians do believe that no one outside of universities Believes it, Thus it is not worth spending too much time on?
Is it such a self-evident, universally acknowledged truth that it does not need to be Mentioned?
I suspect that Politicians and the wider public believe the economic value argument may be true to an extent, but that it fails to tell the whole story about what universities are for.
And here I come to the third article, this one by Professor Simon Marginson, of the Centre for the Study of Higher Education at the University of Melbourne , and the which I think shows why the economic benefit argument, though by no means spurious, has little traction outside of the higher education sector.
Marginson contends that universities are riddled with paradoxes. They are Neither one thing nor the other; they are many (sometimes contradictory) things.
The university, he argues, is at once "the high temple of modernity", thriving as the cauldron of innovation while simultaneously being steeped "in an older style of bureaucracy and a mediaeval-clerical culture".
Universities may be business-like, he says, but they are not businesses: they belong to the "gift economy" not the market economy in that their 'goods' - knowledge - are "given to society, in the main, without an explicit promise in return of immediate, or future events, reward ".
Marginson for the various paradoxes make it certain universities can never be reduced to a singularity with one primary aim: for example, making the country wealthy.
And to attempt to "resolve these paradoxes would be to start to Unravel the university":
"Any such 'resolution' is bound to reduce what the university does and is for to the creation of value, Thus narrowing its social and political base in each ... paradox, one side of the paradox provides the conditions of possibility for the other. To chop off one side is to leave the other swinging free, without any visible means of support. "
Marginson's report is worth reading in full, the which you can do here .
Why is it that the economic benefit argument has little traction among the wider public and many Politicians? Marginson is right: universities are too complex to be reduced to a singularity?
- Steven Schwartz
One response came from Ferry Karwur PhD on the same day. He agreed to discuss a topic that is thrown by Neil Rupidara. The following fragment of an email written by Ferry Karwur.
I agreed to discuss this as an online seminar. Of course, with the proviso that each person is expected to make an argumentative response. Of course, with a scientific language that can be justified. The references, which are raw, just in the writing they will be, later edited. My suggestion Neil who took the position of leader in this topic.
Above the response above, Neil Rupidara responded five days later, or the date of May 12, 2010. Following email reply content written by Neil Rupidara.
Hello om Fer ..
Thank you for the sole response he he he ... Maybe on a busy .. I also apologize new reply because the time consumed to finish my papers to England and Portugal, in June-July, plus urusan2 preparation journey, and some related matters.
Problem proposals om Fer, my principle agreed to prepare a short paper to be a material we discuss. However, I am just worried because this list is silent burst of ideas to discuss a topic that only gets a response om Ferry. It would be a question mark over the online seminar program. However, I overdo it had to be run substantially, talking about, even if the other person does not respond, so I'll be posting soon so I prepared a short paper. I need to prepare first.
OK, the first, regards ..
Read the reply Neil Rupidara above, Ferry Karwur then responded with the permanent support online seminars.
LHA it, we're more powerful when political affairs. if scientific affairs, with little scientific restriction've cried. That is our scientific permissiveness. So first we should not dream too beyond the borders.
Ok, I agree, then we are talking about two or three people sajakan road. Originally seriously.
Apparently, the discussion between Neil Rupidara and Ferry Karwur above also tickle Marthen Ndoen PhD. Lecturer at the Faculty of Economics and Business SWCU this too berurun deliberation on the writings of Steven Schwartz.
I think this article is interesting to study by all ranks of the unit leaders institution. Actually, in college we split between those in favor and those creative thinker bureucracy clerical-type culture, and loan term prof. Schwartz. Creative thinker usually mole in the center of the center of the study but they were there in the palace bureaucrats and progdi faculty. The number of the group's creative thinker a bit, but they are the type of pragmatic opportunist bureaucrats enough. These are the always block any changes that occur. Therefore, the provosts have started disseminating these thoughts in order to break the flow of fossil pragmatic in faculty and progdi.
Responses Marthen Ndoen also followed by Petrarca Karetji. He expressed support for this online seminar also provides an attachment preliminary report knowledge sector revitalization programs in Indonesia. The report can be downloaded by following the following link | Revitalising Indonesia's Knowledge Sector for Development Policy |
Ouch .... sorry dude ... Neil and Bung Ferry busy reason it should not be a problem for this important and interesting topic.Anyway ... with this I send my initial report related to the knowledge sector revitalization programs in Indonesia, I will also send the synthesis of the 5 countries that also includes comparative information is quite interesting when we compare Indonesia with other negara2 exact same problems faced by Indonesia but more willing to invest in the knowledge sector ...There's another one on his paper lipi as biodiversity Papua scientific scales we should be able to develop for EI, but due to large file and maybe I should ask my permission LIPI will distribute only limited for those interested.Yours sincerely,
Tit for tat. Not only Marthen Ndoen and Petra are responding. Theo Litaay was intrigued to comment on the discussion on the paradoxes of Higher Education. Following are comments from Theo Litaay.
Sorry kak Ferry, it is not contributing but again busy with some of the paper as well.
I think creative thinker should also be supported by a good system. It is not enough just by itself, especially since the performance of institutions (institutional virtue) was also formed by the creative thinker's individual performance (individual virtue).Therefore, the management of research projects individually or institutionally become very important. But this is precisely the one of the biggest weaknesses in many universities in Indonesia. In many universities there are research institutes (Lemlit or LPPM) but instead become a new hotbed mere bureaucracy or administration site only, not a university research manager.I think this needs to be studied also by the managers of our university to best practices abroad. If not, then it will be difficult to be a producer of information producers as we've learned from Prof.. Willi Toisuta.regards,Theo
Responses Ferry Karwur (12 September, 2010)
I am very stimulated by the writings of Steven Schwartz, who talked about the paradox-the paradox of the university, which indicates that there is a party (UK and Australia) who see the presence and therefore investment in universities as crucial for economic growth. The party also questioned why the campaigns of political parties in the UK are not interested in the university raised the issue of their campaign. Though the position of the university in the history of UK and do not tersangsikan welfare. Schwartz conjures up thoughts of Professor Simon Marginson of the Centre for the Study of Higher Education at the University of Melbourne , to give a reason why political parties are not interested in the issue.
Schwarz as he wheel of Prof.. Marginson, said that the university is not anything but a lot of things, sometimes the contrary, and therefore in many respects in which it appears paradox-a paradox. He said (in my language) that was once the torch modernity university where he became a large container for emerging and developing innovation (the cauldron of innovation), which at the same time caught up and fell into the old-style bureaucratic and clerical culture of the middle ages (organizational culture / ecclesiastical administration, the time that the state and religion menyatuh, before the days of the Renaissance, Century 15/16, mediaeval-clerical culture).
Here Marthen Ndoen give his notes, that according Marthen, in SWCU there are also two cultures which he described as a two-culture split. M Ndoen said: "Actually, in our campus (SWCU) split between those in favor and those creative thinker bureucracy clerical-type culture, and loan term prof. Schwartz. Creative thinker usually mole in the center of the center of the study but they were there in the palace bureaucrats and progdi faculty. The number of the group's creative thinker a bit, but they are the type of pragmatic opportunist bureaucrats enough. These are the always block any changes that occur. Therefore, the provosts have started disseminating these thoughts in order to break the flow of fossil pragmatic in faculty and progdi ".
My note is that the university is creating a paradox-the paradox of history. He created a gap-of-information, which the society changed. Information gap can only be relevant to society that society apabilah be counter-parts both in terms of the problems encountered and ethical boundaries. However, not all people can create a gap in university-of-infornation for the community. He can also just act as a replicator. Here, the role of creative thinkers at the university, which creates centripetal forces within the campus system.
He may be on him as a creative thinker, outside the mainstream of campus and off-campus. He may be like "John the Baptist in the wilderness berterik". However, it is not wrong to be in the front-line changes as Jesus of Nazareth play. In this case, I do not see the relevance of the dichotomy creative thinker in the study Centers Faculty / Progdi. There is no relationship at all if they are at the Center for the Study of more can play paradoxical roles or vice versa. They are in fact a creative medium in organizational settings mencenghkram, but not then reduce the role that can be played. In this case Neil Rupidara mencandaranya certainly much more scientifically. Because this area of expertise. I strongly Note Neil Rupidara menghartapkan this matter.
I see that what we are talking about is a matter of leadership at the university, not in the sense of a formal leader, but that leadership role to be played by a scientist in his field. The leadership role should go beyond the boundaries organisasasi, because it is through the ability penetrasinyalah he creates paradoxes.
To give you a note to M. Ndoen, in relation to whether or not an opportunist opportunist, so depending on the consistency he brings the values that he championed the change.
There are a number of things I still need to please register, and I will point out in the next session.
Ferry F Karwur
Faculty of Health Sciences
Center for Eastern Indonesia
Dear kak Ferry, om Ten, Petra om, om Theo, and other teman2Sorry om Fer yes, must take steps to get started, even though I said I was ready to prepare the materials. I have not finished materials, still a little read again about "the idea of the university" and write, but there are good I would respond directly from Fer om what has been started. My response is attached, the above files om Fer post. I'll add more later, including re-enter some thoughts that I pour it on my blog.Regards
Petrarca Karetji back to comment after Neil Rupidara send feedback. The following is a response Karetji Petrarca.
Ngomong2 discussion of this paradox college where ya been up to?
I personally agree with what was written bung Prof. Neil when introducing writing. Schwartz is developing a common theme of the three posts that are not related seolah2, namely the goal of establishing a university (the purpose of universities). Bung Neil has asked opinions about what should be the role of universities in Indonesia. Interesting also what is said and Bung Bung Ferry Marthen, the aktor2 at the university and what it should be against what is actually played as creative thinkers, Replicators, and even lead to the clerical bureaucracy cultured (recorder?? Wonder what the translation hehehe) ... Interesting because still struggling internally about what people think "the university" as the role of the university, instead of glasses outside parties who may have (or may not!) harapan2 particular on the role of the university.
Anyone who actually considered stakeholders for university in Indonesia? Back to the questions and expectations about the man Neil Schwartz in response to the article, from the perspective of who we assess and think about what should be the role of universities in Indonesia, at least SWCU? If the university is supposed to produce a variety of paradoxes ... and let's say there SWCU new paradoxes, how paradoks2 are communicated so as to give color to the other parties who need it? For example, workshops Maluku ... hasil2 further exposure would be what? Do SWCU itself has focused on the field of marine or at least social issues surrounding coastal communities?
Maybe we could expand the responses of other teman2 in this mailing list, and that the input of the non-university teman2 precisely is needed ... Or?
Post Petrarca Karetji respond, Theo Litaay then give his opinion as well. The following is the opinion of Theo Litaay.
As a university course are required to meet the needs of the community in the form of information that can be utilized by the public. In addition, people also expect there are new innovations that provide solutions to the problems of society. Another type of information that is expected of course is inspirational ideas that can be developed by the community itself.
Universities must realize that the problems faced by the community is a very complex problem. Therefore, the only solution that one would not be able to answer the needs of the people above. Thus interdisciplinary approach is one of its own needs. Nevertheless, it is where lies the problem because it does not find that a bit of experience working habits in the box itself is still going on.
Problem "box" there are two types: boxes and boxes of scientific institutions. Need an interdisciplinary and inter-institutional approach.
In SWCU interdisciplinary-research process is going through some of the activities that had been going on long enough. Particularly through research, community-based management of biosecurity. In this research biosecurity becomes a problem which is the entry-point for discussion of development are quite complex. With the signing of a new partnership on May 17, 2010, then this activity will continue until 2019, with a growing number of researchers who will be involved.
Cooperation has now continued with the formation of the Pacific Institute for Sustainable Development in North Sulawesi. Meanwhile this year will also continue the development of this research program to the Moluccas in collaboration with the provincial government. In August 2010 will be also implemented an international seminar in Ambon.
The direction where? that according to the government's biggest problem now is food security. When this article was written, I was listening to a presentation in the Deputy Minister of Agriculture and Food Security Biosecurity Seminar in Manado. Indonesia is a very big challenge. Demographic pressure and land use leads to reduced agricultural land. In connection with the need to be answered by the intensification in order to improve agricultural productivity.
What I worry about, the issue of food security is then answered by the government through the opening in the Merauke food estate project. Merauke population only 148 thousand people, whereas if the food estate is opened there (1.6 million hectares) it takes workers to 1.2 million people. This could lead to what Dr. Ferry Karwur as genetic or ethnic displacement displacement, so that from an anthropological angle could be a tragedy. That is why now in the research that we conducted also gave attention to this region, including mengeksposenya internationally. So it was not research for the sake of research but also an element of advocacy.
So first record I may enrich our discussion.
Discussion of the more interesting when the originator of the idea of online seminars, Neil Rupidara, again gave a long response entitled University: Wisdom Keeper Agent, Agent Updates. The file can be downloaded at the following link | University Garda Policy Update Agent |
University: Wisdom Keeper Agent, Agent Updates
PSKTI colleagues whom I respect,
This is our first online seminar in the scientific community. We've often discussed many things, based on material or stimulation of ideas posted by one of us. The idea of this seminar online myself I do not know how the stems, but suddenly appeared in one meeting PSKTI decision some time ago. Without questions the responsibility of the background, I think this idea needs to be welcomed. Therefore, when the opportunity is in Salatiga early April and requested by the Chair pack Centre, De Heer Mangimbulude, I gladly accept the challenge of the task to start this valuable forum.
Materials of our discussion, the essence of a university or higher education, for my hard materials. Maybe not all of our members attention on this issue, even though most of our lives very close or touching a part of the life of this institution. I started to use the term institution here, not to mention something of institutional entities, such as SWCU, PSKTI, but one entity ideas, norms, rules that have formed in such a way, a way to grow until finally arranged and re-organize, lead, limiting the movement of life of its citizens. I talk to university or higher education institution in the abstract level beyond the boundaries of institutional bodies, even as an idea, he can surpass a lot of physical boundaries, such as the place and time. We must understand that the university is an idea and then become institutional models that have been so complex, so many variants of it. That's one reason I call this material difficult to talk about, because it might reach our cognitive model of university is around us or refer to only a limited amount of literature. In fact, ideas and models of air-aged university already centuries and come from a variety of locational context, socio-cultural, legal, and so on. However, as an institution, the university has been tied up by basically ideas, which we also need to dive into them better. For what? Simply put, that the university is not seen as a commercial research institute, for example, or a skills training institute, or just an arm of the government project, or even sesame educational institution, the university also did not fall at the elementary or secondary school institution, the university as an institution or profession, where intellectuals gathered and worked, is still able to distinguish itself from other professional bodies. Put for example, FE comrades who want to work in the realm of business consulting, they do not fall together with the business community consulting profession. Likewise FE comrades, they are not just lawyers community. Residents university has retained its identity as intellectuals, academics, which is guided by the mission and values of the university as a parent. Borrowing the term om Ferry lately, grounding the idea of this seminar, the idea of the university's efforts grounding is certainly not an easy job, as our conception of the university already disituasikan in the context of university life in our time, in our place, here and now. There is the issue of identity aspirations of the university there. Tensions can arise because different references about "what do we mean by the university this?"
However, as a forum for exchanging ideas, especially among intellectuals, I guess all the hard work out ideas that ultimately have a place for clarification, deepening, and perhaps developing a stimulation of our conceptual discourse of the university, due to the diversity grounds us in understanding the university as an entity This historical.
To further facilitate this discussion, I describe the first few thoughts as a stimulant discussion.
The basic idea beruniversitas
Let me start this discussion with invited first refers to thinking about the nature beruniversitas. Maybe there will be Questioning, for what else we already know anyway, at least from the norm we all know what the university. Yes, but I think a commitment to nature beruniversitas need to be strengthened continuously. I say so because even in the top universities of its leaders do not grow weary while talking about their commitment to the basic idea of the university there. Precisely in our universities are not clear as to dikemanakan want this university to move people feel no longer need to talk about the basic things. However, we must remember not SWCU jemunya pack Noto speech around it. Mr. Willi was often working out of this idea and share it, at least not for us as a student at that time.
As said above, the idea of the university has experienced such growth over time. For example, in Ancient Greek times we had Plato with Aristotle's model of academia and with his Lyceum mode, or Cicero who started using the term uniuersitas for the first time (Bazan, 1998). Note, before that "higher education" is strongly associated with the regeneration of the religious community. Then jump to the 11-12 century, we had Abelard (Univ. Paris) and Irnerius and Pepo (Univ. of Bologna) which gives foundation to the university model of excellent teaching, in which especially refers to Abelard teaching model, teachers are skilful orator figure . Then later in the 19th century, we had von Humbolt (Univ. Berlin) with his idea of a research university. Post Humbolt, research began to take a central position in a university activity, with the intention of creating harmony between teaching and research. However, that actually occurred is the tension between the two, teaching at research universities are not few who are sacrificed. Many people who might try to "reconcile" re both, but reconceptualization of the meaning of scholarship in university life conducted by Boyer (1992) became an important foothold for example research universities in America to establish research-teaching nexus better. Of course there are many more names that we should be able to refer to the process of transformation mapping memurnakan beruniversitas idea from the beginning to the present day, which should be seen as the process of refinement from time to time, and respond to significant changes in the environment around the university.
Apart from all that, I think we should hold some basic ideas about the university. Bazan (1998, p. 7) noted, "From their birth, the universities relied on a tradition of excellence, and the game has not changed since then." Scientific superiority is the main orientations that exist among thinkers who believe that the idea beruniversitas if knowledge is the primary goal. For example, Meyerson and Massy (1995) says that the fundamental roles of the university are creating, preserving, integrating, transmitting, and applying knowledge.
Focus solely to if this knowledge could potentially be a problem when the university closes itself from the surrounding environment, do not care about the needs of the community, even though history shows that the progress of knowledge in universities occurs significantly even when he interacts with external phenomena. So, I looked at that university will inevitably face significant pressure when it is too focused on himself. However, at the same time, according to the basic idea of the university is excellent exercise science, I also see that the contribution of universities to the outside will only be significant if the focus on science if placed on the pursuit of academic excellence ambitions.
Academic excellence can only be achieved through the activity of truth-seeking "highs" and therefore research is the main vehicle reaches the highest scientific truth, teaching is his mode of delivery for the creation of new intellectual generation, and devotion is the mode of delivery for the public benefit others, even through graduate-university graduates also diffusing knowledge indirectly entered into society. Apart from the self-reinforcing mechanism of the third side of the university scientific (pack Willi Seringa call meaningful scientific triangles), I emphasize research as a bike. Without it, the university may just be retailers knowledge.
University public policy therefore is a keeper. Measures of quality and ethical knowledge available to him, determined and refined continuously, through the interaction of knowledge in communities that did his work intellectual exercise science.
University and its contribution to societal change
The main argument in writing like Schwartz is the university must continue to play a central role in changing society. I guess this is also the main arguments underlying the establishment and development of the institution.
However, the problem is that reality does not always indicate so. And, I suspect it is particularly associated with the university's commitment to the scientific tradition. I mean, just look at his job as a university is to educate a pragmatic set of people to fill employment needs in the community, the fact that the bundle is already widely available scientific knowledge, then what will happen is simply the adoption of knowledge that has been established, then transfer to the students as the target ungrouped, then assess whether a student is ready to be released to the public by the quality control of knowledge. I think we are the dominant face. Or, if services for the community to be part of the scientific activities in the university, the established model of adoption and transfer of knowledge was the one who suffered the expansion. There is no innovation in knowledge by the university and if there are no significant innovation in the university contributes to the advancement of society. Progress of society will only be determined by the dynamics of adoption of knowledge (theoretical or standard model) external, rapid digestion by the intellectual community within the university, and "vomit" out those who need it. This process is almost without critical reflection on the local context. Scientific dialectic space between the established knowledge from outside the local reality almost nothing. This is a problem for the university's role and contribution to the advancement of the quality of the community.
Another problem may be the opposite, weak university in the theoretical or conceptual abstraction, including building a dialogue with existing knowledge, because it is too deep to localize scientific activity through interactions in cedar "technical" to the problems in society. Model ballpark yes only university project either doang. My guess that may occur in this context is also the replication of the model above, but based on local knowledge built. So the solution, local to local, from one context to another. Universities have forgotten that the available maps around him pengetahuah local knowledge that can built a dialogue to address gaps both at the level of theoretical and operational knowledge of the local models. Extending the academic field of the university, it may be things that should be done.
These things show weakness of university scientific reflect openly and critically. If it were our faces, then how do we want to talk universities as engines of progress of society? Without proper repositioning, I actually think that the strategic role of the university will be replaced by other institutions. And, hence "gaze" of politicians at the university will be less and less.
Back to how universities contribute to the advancement of society, let us look at the following data. Top universities and medical centers in the U.S. spent 24.4 billion dollars per year (data 1997) for research and development activities. From there, they produce 11 784 new inventions and 3,224 patents (1998). So there are about 200 new technologies generated every week. Such an outcome is possible because the strut research grants from the U.S. government about $ 12 million per year (1999) (Gross, Reischl, and Abercrombie, 2000). Well, we just talked the findings of the "hard". We have not talked the findings of "soft" are distributed through social interaction inside and outside the university campus through community delivers results if knowledge.
How we see it in reality and memerbandingkan us? Simply put, how committed the university business, be it time, energy and thoughts of the intellectual and physical resources adequate support, for the production of new knowledge back to the community?
Problems governansi university
In the discussion that I ask inducement first time, then welcome further questions by bung Petra, implicit in it is the complexity in the governance of various scientific activities and his supporters in the university. Dude Theo also argued about the importance of structuring beruniversitas system. Om Ferry Questioning leadership issues and with bung Ten Questioning and human resources as well implicit in it a matter of organizational culture or climate in the university. I think we all have the same concern that we need to discuss further in these matters, how university governance enables scientific activities generate scientific ideas and practical innovations that sustained and continuous terdeliver to the target groups that need it. This is where we can answer or point to prove that the university really is the engine of progress: he produces knowledge, mendelivernya, and led to changes in society.
One interesting thing about the leadership of the university, the idea of a book called Socrates in the boardroom is the idea that the supreme leader in an academic university should know best which is really what challenges and targets into a university's best universities. "If an organization is playing at the highest level," says Amanda Goodall, "it needs to be led by someone who understands the business at the highest level." It's interesting to be discussed, especially the problems associated with building a professional university management.
Related to the issue about governansi, I want to respond to hurl questions that man asks Petra response comrades just about scientific activity on campus SWCU, related to the management of community development characterized by islands, such as Maluku. Well, my response is to relate to our discussion 2 years ago about intellectual capital and the part that I leave empty of my paper is on resource-based strategy of an organization. If we look at the models of intellectual capital, including the bung Petra developed to be applied in Indonesia Knowledge Sector Revitalization project, we will tap upon the capabilities of the organization and its network, to encourage a more significant outcomes. Well, there needs to be held and developed is the capability of the organization, including the competence of human resources. It requires the proper way to download anchor-right competencies in specific areas of expertise particular, although capitalization can cross sectoral boundaries, for example. Problema us with resource-based strategy we yes no strategy, resources and university lecturer in the university leaders do not think about positioning delivers competencies for specific expertise in answering kebutuhan2, both internal scientific activities in the university, and external community issues . Because not positioned for it, then we are tempted to be able to respond to all the issues, unfortunately with limited capabilities. If it happens then shifting competencies that built a new pool of competence, it is good. But if the strategy of hit and run, I think we ignore the tradition of excellence that characterize the university's main stand from the beginning.
Well, it might be interesting to be discussed, is also related to other aspects of the university governansi, because on the one hand the challenges that come from within the community too much, otherwise it limited the ability of the university. How do we menatakelolai interaction conditioned like that? The answer can be expected is a matter of our choices, but choices are what? What are the main mekanisme2 in university institutions should be constructed (eg in SWCU) to be a continuous motion of the university foundation?
Further invitations to discussion
I may not have finished constructing the points of our discussion, as requested kak Ferry. However, as an "early" (not early because discussions are already under way), so let's first. I just tried to get us to look back on the basic idea beruniversitas, trying to look at the issues in governansi universities, to be able to answer the main demands of the university, as well SWCU ideals, into a scientific garba, radar and the motor changes in society. I'm sure a lot of issues will be developed later.
OK, let's continue our discussion.
To be continued with subsequent responses
Compiled by Winarto
Scientia est Lux Lucis