The implementation of academic responsibility in higher education: a case study

The implementation of academic responsibility in higher education: a case study

Автор: Rokhmani T., Sujanto B., Luddin M.R.

Журнал: Интеграция образования @edumag-mrsu

Рубрика: Международный опыт интеграции образования

Статья в выпуске: 3 (96), 2019 года.

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Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and changes. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.

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Academic responsibility, higher education, university teaching, university research, community service

Короткий адрес: https://sciup.org/147221993

IDR: 147221993   |   DOI: 10.15507/1991-9468.096.023.201903.336-349

Текст научной статьи The implementation of academic responsibility in higher education: a case study

In an era characterised by globalisation and the Fourth Industrial Revolution, the role and function of higher education institutions should be based on an understanding that the competitive resources of countries have shifted. The competition of economic products in the world market is no longer primarily based on natural resources, cheap labour and other relative goods, but rather on technological innovation and creativity in the field of science and technology [1]. In order to carry out their roles and functions, universities have certain academic duties. Kennedy defines academic duty as the necessary counterpart to academic freedom, albeit much more rarely cited. According to Kennedy, academic responsibilities that must be un- dertaken by universities include teaching, mentoring, serving the university institution, discovering, publishing, truth-telling, reaching beyond the institutional walls and managing change [2]. Gillespie et al. and Seidel define the scope of higher education as comprising research, teaching and service [3–5].

In responding to current trends in campus development, it is necessary that the university’s mission of providing higher education be redirected and expanded. The campus not only forms the centre of the development of science and technology but also the development of moral and cultural change in the spirit of innovation [6]. The fundamental changes required on the part of an education institution in order to improve its university quality rankings require a di-

rected strategy. To realise this, a comprehensive and complex programme of institutional change is needed that transcends organic organisational development. What makes higher education institutions different from other socioeconomic institutions is their status, as established by the academic community, having with a collegial character and upholding academic values in order to improve the education of the nation’s youth.

The key to changing an education institution lies in implementing fundamental changes in order to produce academic, economic and social values. Institutional changes include redesigning or aligning systems, structures, strategies, staff and stakeholder relationships, skills, leadership styles and shared values. The institutional change efforts carried out are aimed at restoring the role and function of higher education institutions in order to optimally play a role in creating academic excellence for education, contributing to science, supporting industrial relations and conducing to community empowerment. The notion of faculty work has broadened to involve additional roles including grant writing, fundraising, public relations, global perspective, civility and developing inclusive communities.

Purpose of the Study . The purpose of the study was to discover and analyse the implementation of: (1) teaching; (2) mentoring; (3) service to the university; (4) research; (5) publication; (6) community service; and (7) change leadership at the State University of Jakarta (Indonesian: Universitas Negeri Jakarta, commonly abbreviated as UNJ).

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