DAAD 3::;Tl1i5:*t,Tiff,#"lH*Dens'1

l-Jniversiry Staff Development Programme\Witzenhausen

I nternational UNISTAFF Forum

Emerging Transformation inHigher EducationConcepts - Projects - Nerworking

kasselurniversity

Ipress

E,dited br-

Constanze E,ngelMartina Pletsch-B etancourt

ITJNIKASSEL\/ERSITAT

ISOS Institute for Socio-cultural Studies

IJniversity of l{assel$Titzenhausen, March 2 - 5, 2009

ContentsForeword 7

Dr. Anet'te Pieper de Aaila

Introductory note 9

C o n s ta n 4e E nge / a ru d M axi n a P / e ts c h -B e tan c0 /./ t"t

UNISTAFF: Generating innovative competence in higher education 15

Michael Fremerel

A new spirit: The innovation of quality in teaching and learning 25

Matthias Wesseler

Looking forwards - looking backwards: UNISTAFF ProgrammeTracer Study 2008 39

.liawach Amini

The dialectics of innovation 63

Caro Lucas and E milia llercissians

The new role of universities: Societal and intellectual entrepreneurs 77

Abraham Simatupang

Bringing planning education to the local level: The extension program of theUniversity of the Philippines' School of Urban & Regional Planning,2007-2010 phase 81

Josi trdgardo A. Come7, Jr.

Quality education in Central American rural areas: A challenge undertakenby the Universidad Nacional, Costa Rica 93

Alicia DiaT

Reforming research ^tHa;t^rr'aya

University, Ethiopia: The role ofinstitutional linkage in technology transfer 101

Tadele Tefera

Dancing with change: A tango to a successful outcome 109

Tina Tallei and .litaresmi Ismangil

Capacity building: Nurturing practitioners - cultivating preceptors througha higher education institutions partnership 12L

Diana Lyawati

Transforming higher education practice for a sustainable future: Aparadigm shift ftom teaching to learning 13L

.[,lce A. Asiinwe

Quality assurance in higher education: Collaboration or competition amonginstitutions? L4'L

{,,1:n T. Crthaiga and Dauid k Taigong

Emerging transformarion in higher education - Intetnational t-INISTAFF Forum

Educational experiences of divefse leafnefs in higher education teachef

training institulions: Scenario in Northern Philippines 153

Leonila k Sito and Aurora 'lantiago-Cu1an

Higher education quality accreditation system of Central Amedca:

An institutional stakehold", ,r.,*ork for improvement and accountability 765

L'-rancisco A/arctin

Increasing the effectiveness of UNISTAFF proiect work implementation 175

Ahnad.\afq

Emerging tfansfofmation in Bogor Agricultural University - Indonesia:

From learn ing organization tow;fd quality organizational learning 183

Yonny Koesmaryono and Titik 'lunarti

Students' participation in higher education quality assurance 195

Hany Ynussef Hassan

Humanempowefmentthfoughacademicnetwofks:ThecaseofGUCAL XXI in Central America 209

Alicia E. Vargas-Pouas

UNISTAFF: Milestone for establishing and expanding the networks 227

lVaLtla 'faPartono

Gender, technology, and higher education revisited: Research and

networking for change 227

Lntiha Nercissians

Engaginganentiteacademiccommunitytowardssharedgovefnance:A balancing act among multiple stakeholders and multiple perspectives 237

Antulfu P. ATcaraga

Strengthening transformationthrough networks

.lejo Pertiwi' Singth Hawibowo and Damona

Repositioning of the African university:

pfocess towards an autonomous university 24g

K. Poespawardaja

The role of the UNISTAFF

pfogfammeGabnel Katana and Noah Khaeruba

Development of an Indonesian-German biodiversity network fof teaching'

training and tesearch collabotation.A multipliet effect of UNISTAFF program

.\titaresmi Isnangil, LTolJgangNelkn, Tina 7'a//ei and Apiliana L'aily Fiti

capacity building in higher education: The case of Masinde Muliro

Univetsity of Science and Technology, Kenya

E.lirybeth S. B. Abenga

4

257

265

277

Contents

Professional certifiication for lecturets: A new emef#ng tfansfofmationtowards better quality of higher education in Indonesia 287

Hendrawan Soetanto

Redesigning the professional development programme at MakerereUniversity for enhanced participation and effectivenes s 299

BetQ Aka/lu E,qati

Change and technological innovation in higher education: A challengingand transforming initiative for a young university 311

Asenath J. .figot

Innovative skills and strategies in teaching large undergraduate classes

at Egerton University 321

Helen Omondi Mondoh

Integrated approach for strengthening student competences and skillstowards improvement of relevance and competitiveness 335

Sego Pertiwi

Information systems, development and innovation in Guatemala 347

Carlos PereqBrito

Corresponding authors 363

ForewordDr. Anette PiePer de AuilaITead o;f Diuision Deuelopment' Cooperation and Alumni Prlgrdmmes'

Gemtan Academic Exchange .leruice (DAAD)

Looking back on 15 years of experience at the Institute for Socio-cultural Studies of

Kassel "U.riv.rsity the results and long lasting effects of the university Staff

Development Ptogtamme QTNISTAFF) ate striking: mofe than 300 academics mainly

ftom ,riiv.rsities in Cenffal America, East Africa, Southeast Asia and the Middle East

have gained hands-on experience through an intensive ten-weeks pfogramme in the

field Jf organisation d..r.iopment, teaching and learning, curriculum development and

research management. Aftei having completed the coutse, the participants were in the

position to rm"pl.me.rt theit knowledge and generate transfotmations at their home

,rniversities. UNISTAFF is funded by the Fedetal Ministry for Economic Cooperation

and Dcvelopment @,MZ) in the framev'otk of the DIES pfogfamme, which is jointly

coordinateJby the DAAD and the German Rectors'Confetence (HRK).

UNISTAFF offers to midclle and senior univetsity staff the opportunity to learn from

each other and to exchange views on challenges in higher education management

rcross bordets. Next to ih. ptovision of university management knorv-ho$- br

German expefts the concept of p... Iearning is an essentid' part of the didactical

:oproach. Furthermote, the execution of individual change projects is a ker- element

if-the course: under the guidance of the German course cootdinators, these proiects

:re designed and implemented by participants and manv have led to concfete results

. -rch as fhe redesign tf curicula on faculty level, the development of qualiqt assurance

r:tsiruments in research or the set up of a teachet training pfogfamme.

T::is unique combination of proiect ofientation, competency based learning and

,::iercoltuiai exchange in a multi-disciplinary and open atmosphere of dialogue in the

.:r-.:11 univetsity town of \ilitzenhausen constitutes the success of UNISTAFtr' The

--:':lng has not only influenced the participants'cafeefs in univetsity managemcnt,

,.. .plrit of UNISTAFF has also been kept alive through intensive follow-up

=.--.-.rr.. coordinated by the Universitl' of Kassel and tegional networking activities

'r:,c: derived from the own initiative of UNISTAFF alumni' Sttong tegional

-, r:"-; jrks u,ere formed in central Amedca and Mexico (GUCAI,), East Africa GI'AL)*: : S,,utheast Asia (INDOSTAFF) which in turn have become active in the training

: -ri e rsitv staff. Recently, these netwotks have been opened up fot alumni of othet

-l -:- S :rining coufses (such as the International Deans' Course or UNILEAD)'

l-,. -:-insttr of knowledge and long-tefm pefspective is exactly what the DAAD's

- -:t S :l'rgramme is aiming for.

--*-<tu

: Pieper de Avila

Introductory note

Constanry Eryel and Maftina Pletsch-Betdnczart

The Univetsity Staff Development Programme QNISTAFF), successfully conducted

bv the Instltu;e for Socio ..rltorul Stuclies (ISOS) of Kassel Univetsity from 1994 to

:bOg and supported by the Gcrman Academic Exchange Serwice (DAAD) from its

I en beginni.rg, bro,rgnt together more than 300 expericnced scholars and univetsity

tdministrator. f.o- ull oo.. the world: Latin America, Africa, the Middle East as wcll

'ls South-east Asia' The participants' jointll' enhancing their knowiedge ln issues of,,rqanisation .levelopment, curricuium development, teaching & learning and

,,a-J.r,ledge and research management, formed dynamic regional groups of alumni who

,...- u.ti.i.ly engaged in the development of theit universities and extcnd their

.,)n-tpetencc to other colieagues.

\:1er 15 years of ISOS stewardship and rctirement of the three facilitators Ptof' Dr'

l,Lchael Fremetelr, Dr. Siawuch Amini and Dr. N{atthias \(esseler, activities of the

'r \ISTAFF pfo€lfamme ^re

ln ^

process of decentralizanon. The focus rr''ill Lie on

: siering the^vatious activities in the alteady existing networks in Central Amerjca'

*-..i ,\iiica, South Ifast Asia and the Middle East. The co-otdination of the follou- up

,::-;iries rr,'ill lie in the hands of the International centre for Iligher Educadon

l.-...rrch of I{assel University. ISOS and DAAD as supporting organization there tole

. . : :hat the time was ripe to call the alumni to come togcthet to shafe thc re sr-rlts "i.- .,: $,ork and to .r.hur.g. their expedences in working togethef for higher education

.;,,:,L.rpmenr. A call for proposals was launched to all alumni to hand in contributions

' , ,.e International UN]STAFF l"orum with the title "EmcrgingTransformation in

..,._:.r Education: concepts - Projects - Networking". The teaction of alumni from

-. cr the .r,,odd, among which the overall majority is holding a leading position

:_:- lheir universities,.*ce"ded a1l expectations, so that clue to time and buclget

- .. : ::tis a stfict selection pfocess had to take place. Finally, mofe than 40 alumni

, -:: ::l\ited to the fotum providing space for presentations and discussion on.- , ,.:r\'e approaches of the alumni. The diversity of participants coming from-

-. ,.eio., and countties holding different positions - lecturets, heads of

, -.--..-"i.r, r.ice-cleans and deans ancl members of othet boards in the area of higher

__::, i. as for example a regional association of universitjes and from most

'- -1 -:--. scientific backgrounds as edttcation, language sciences' natural sciences or

- .-.: .rSSured a broad scope of contributions and discussions'

, - -::-ili volume reflects the great diversity of contributions considering local

.-'-- .1: u'cll as regionai needs. Th. to-n1t'n goal of UNISTAFF alumni to co-

- - - : : irieher edLrcation development has tesulted in very specific regional and

. . .-L's that actually make a difference'

Emergng tansformadon in higher educarion - Internationar UNISTAF.F Forum

Introductory articles by the three facilitators of the UNISTAFF programme MichaelFremerey, Matthias Wesseler and Siawuch Amini provide a resum6 of the UNISTAF'Fprogramme. By giving an insight to UNISTAFF from different points of view, theyprgvide an analysis of the importance and the assets of mutual sharing, .o-op.rutio.,and development of shared visions in higher education development.I inkages: University and.society, the first part of the volume, analyses the relationshipbetween universities and their environrnent. The articles show the importance ofrelating teaching and reseatch to societal needs to allow universities to fulfill theirresponsibility to contribute to a society's development. The first article of this chapter,"The dialectics of innovation", presented by prof. caro Lucas as keynote addresi onthe forum, set the frame fot the forum with an analysis of the pre-conditions rvithin asociety to develop and implement innovations. The further articles cover a broadrange of linkages befiveen higher education and society: from the exigence towardsuniversities to change and develop in order to fuifill their role as source of knowledgeand innovation, the integration of relevant stakehoiders, internarionai and national co-operation to contributing to local development and needs.The second part gives an insight into Quality assurance: Concepts and slategies. Thecontributors present innovative approaches to quality

"rro.un.^., integratingiifferent

stakeholders as well as local p.rrp.itirr., and needs.Passing over to the third part we are invited to have a look at Networking.Networking at local, regional and international level has become a successful andoften used measure of the UNISTAFF arumni to supporr each other, to spread thegained knowledge in higher education development as well as to form discipJinarynetworks' Beyond the local and regional focus, the networks link up with each otherand thus fotm an international learning community.Capacity Building is the common topic for the articles of the fourh part. Buildingcapacity for higher edlgation development and sustainable development is one of thekcv objectives of the UNISTAFtr piogtu-*. and the follow-up activities organisedbl the alumni.

The editors would like to express their gratitude towards all participants of the forumwho. have come together to shate their experiences. Furtheirmore, we would like tothank Dr. Siawuch Amini, prof. Dr. Michaer Fremerey and Dr. Matthias nilesseler -who for so many years were and sull are engaged in developing innovative cooperativelearning sttategies in the field of staff developm.nt for higher fd.rcuuon institutions.Special thanks, also in the name of the participants of the forum and all SNISTAFFaiumni, go to the German Academic Exchange Service DAAD and the section'International consultancy projects and Higher ido.ation Management @rES)'whonot only supported the tealisation of this conference but foruo Jrry years the annualimplementation of the uNrsrAtrF programme with now more than 300 alumni arlover the wodd. By supporting the alumni networks, DAAD fosters the iocai andinternational exchange of the alumni and the multipJication of their knowledge, skillsand visions. An exciting phase and further support of the networks wili be the

10

Introductory note

integration of the alumni of the 'Intetnational Deans' Course' (IDC) and the

'Univetsity Leadership Management Coutse' (IJNILEAD), t-o futher DAAD-supported training courses in higher education development, which ilready started inEast Africa and South-East Asia.

The editors wish the teader an exciting and inspiring time with this wide range ofardcles, sharing ideas and suggestio{rs to a common goal: netwotking fot institutionalchange to support sustainabie development.

UNISTAFF: Genetating innovativecompetence in higher education

,1'Ii;hae/ FremereJt

lle authors in this volume share a common background, and the innovatory.:proaches towards higher education deveiopment they describe are largely nurtured

ri the University Staff Development Program GfNISTAFF) conducted by the

Lnir-ersity of Kassel. For a better understanding of the context, the essentials of thisrrogram shall be briefly descdbed below.

-\s a training program for faculty from universities in developing countries,

L \ISTAF'F was initiated in 1994 by the Institute for Socio-cultutal Studies (ISOS) ofK;ssel Universitv in the rutal community of \flitzenhausen. UNISTAFF stands for the

L niversity's tradition of promoting academic futher education, while at the same

emphasizing its goal to achieve a special international profile.

\\'hat began in the summer semester of 1.994 with 6 participants in a pilot proiectJeveloped, over the next 15 years, into an internationally known program. Supported:r the German Foundation for International Development (DSE) and the German,\cademic Exchange Service (DAAD) - the latter having taken over sole responsibilin-i,rr the programme since 2004 - there are now ovet 300 alumni, mosdr- from:nirersities in Central Amedca, East Africa, South-East Asia and the Middle East, of-Ie annual one-semester courses. These alumni have formed regional network groups,-r-luch in turn have become active in the training of university staff and so help tonultiply the programme in their particular region.

The aims

Questions of quali4t and releuance in university teaching and research have dominatedrhe intetnational debate on higher education since the end of the 90s (cf. UNESCO1998). The UNISTAFF program tackled these questions dght at the start and has

been doing so increasingly over the years. The defects diagnosed in quality and

relevance are related to university systems per se, but have a special significance ineconomically underpdvileged countties in Asia, Afitca and Latin Amedca, whete thequaLiry of university teaching and reseatch is considetably behind that of internationalstandards. The critical debate on the contdbution of the expensive higher educations\-stem to overall deveiopment is largely nurtuted by this circumstance (cf., forerample, Gerth 2003; Gibbons 1998; Green 1997; Neave 2003; UNESCO 2003 and

2004; Fremerey 2007). In view of the diverse understanding of quality in highereducation perfotmance UNISTAFF puts emphasis on a situation- and process-oriented understanding of this concept. Quality, accotdingly, develops in a persistent

discourse that considers the specific conditiclns in which teaching and research take

Emerging transformation in higher education International UNISTAFF Forum

place, taking into account changing goals and objectives. Relevance, in the sense ofaligning the research and teaching with prevailing overall development problems, is

understood ftom this perspective as a component element of quality.

UNISTAFF is not providing speciaiized subiect training. Its programme is relatedmore to the growing insight that university development, under radically changingconditions (autonomy, competition, networking, intetnationaliz^tion) is alsodepending orr riew transdisciplinary competencies. Accordingly, the generation ofknowledge and research require targeted management in order to become optimallyeffective; learning processes have to be recognized, planned and evaluated in theircomplexity, transcending the cognitive dimension; innovation presupposesorganizational iearning and leadership capacity so that challenges can be recognizedand implemented in sustainable strategies of change. The fundamental importance ofspecialized subiect qualification for the development of higher education systems

remains undisputed, though it has more ancl mote to take account of the question ofrelevance. However, the focus of the UNISTAF'F program on trans-disciplinarycompetencies takes into account the fact that approaches and programmes for thedevelopment of such competencies are extremely tate * in contrast to the multiphcityof futher education programmes available to acquite in-depth specialized knowledge.Thus, UNISTAtrF' recognizes the changing profile requirements for university careets

as well as the need to tackle questions of academic quaJity and televance from a

systemic and transdisciplinary perspective.

In addition to providing competencies the UNISTAFF program wants to play its partin forming and stengthening an international group of univetsiry teachers, reseatchets

and managers who are prepared and qualified to set a process of change in motion inorder to raise qual-ity and relevance in their universities. To achieve as widespread an

impact as possible the programme alumni in autonomous regional networks are

themseh'es becoming active in the further training of univetsity staff.

The target groupL'\ISTAFF wishes to address univetsity staff in all faculties who are tesponsible forleadership and management functions at the middle levels (department, faculty,committees) andf or those interested in taking ovet such tasks and ate apptopriatelyqualified to do so. This general direction is based on the experience that initiativestowatds meaningful innovation are emerging particularly from this level. The strategicposition of the actors in vertical and horizontal information flow, together with theirlong-term career prospects at the university, make them patticulatly receptive toinnovation-odented ideas. At the same time, they have a cettilr potential of influenceand power that - at least to some extent - enables them to push through initiatives ofthis sort. This approach is supported by governance structures that ate changing inmany higher education systems to the advantage of btoader possibilities of activeparticipation on the part of middle ieadership levels.

In addition to occupying middie leadetship positions, the support from like-mindedcolleagues plays an important part in mobilizing innovation potential. Fot these

t6

UNISTAFF: Generating innovative compctence in higher cducation

-:.i aS. UNISTAFF follows the "critical mass't pfinciple, which envisages the

- ..:-nrration of scarce resources in a limited number of universities and higher

,-r-,:-ttion svstems. The result has been a focus on the re€lions of Central America,

, .,. \tiica (Kenya, Uganda, Tanzantz, Malar.vi, trthiopia), South-Hast Asia (lndonesia,

,r:---:pines) and lran. Other countries are also represented rndividually in the

\I-iT-\FF progtaml, br,rt no sustainable fotmation of alumni grouPs has resulted so

-'-: This also sheds Jight on the rypical recruiting pattefn of UNISTAFF: Many of the

- ,::,cipants afe motivated and proposed by formet participants, usually with the

i r11:ion of strengthening innovatir-e potential i.n theit own university. In this wav not

:.,- har-e groups a.rd networks emerged in individual universities, countries and

-:: ,rts rvith organizational potcntial, but the $rofk in the training coufses has also

::r le6- positively influenced by "hand-picked" participants. Other selection criteria,.-:l rrs a Jetarled letter of motivation or the proposal of a changc proiect, which the

:: :c,rnt r.vishes to work on dudng the course, suPPlement personal references.

The philosophy

,-:::ropriate and sustainable initiatives for change and development in highct

:r*c;ldon can be impaned onlv to a very limited extent, if at a1), ex cafhedra. Against-:'-: is not only the lnterculturally limited range of specific development and action

..::leqies, even if one has to assume that the phenomenon "universiff" is subject to an

r.:.-inational convergence process. Rathet more importantly a vertical (usualh nortl-r

. j:hr transfer modcl faiis to recognize the fact that university staff, e spccraLh- ste n-.:-.-are in responsible positions, have specific expericnce and televant knori-lcclgc

l:-; transfer of such pools of experience and knowledge thus der-e1ops its

.:--criveness cspecially in horizontal exchangc, i'e. in the dialogue benveen those

: rccrned. This is u'hete its special importance is locatcd: as a Process of sharinq

1;11rri1g peers, in which situations described, patterns of behaviour of events becomc

:--eaningful" fot the intedocutots.

-r-:ractice this means enabling learning pfocesses, in v-hich the exchange among thc

, ,r,. participants acquires an enhanced significance. Teamwork ancl the organization

: rndiyiclual teaching and study units by the participants themselves are the most

::rPortant methodological tools used' The tole of the universi$t teacher responsiblc

. I a patticulat module changes accordingly: he is no longer the oni,v source of

,...,..'1"dg., as envisaged in the traditional teaching-stud1' ptocess, but rather the

--:-.ttor of a context in which knowledge from various sources flows together and, as a

::>rlt, new knowledge and new competencies emetge' This includes also opening up

:..cit knowledge, which some patticipants have in large measufe' brt needs to be

. -rfacecl by mea.r, of dialogue. The interpretation of non-r'erbal communication and

:-rsonal address of individuals atc important methodological approaches in this

a' )r example: Argentina, Brazil, Venczucla, Ghana, Nigeria' Camerun, Eglpt' Vietnam, Camboclia,

i,nqoLia

I7

Emerging rransformadon in higher educarion - Internarional UNISTAFF Forum

context' In practice, the adherence to such andragogical principles presents itself asanything but simple, because of course the teacher hr. knowiedge worthcommunicating, which the participants also demand. The aim for balance oi,,vertical,,and "horizontal" transfer and the common acquisition of new knowledge in teamwork can counteracr the one-sided teaching process. Incidentally, an important partof the teachers' knowledge comes from the participants of the many previous courses.The teachets thus ultimately become a faciltiator ii a hotizontal process of knowiedgetransfer.

Context

The otgantzation of the context as an important task of the teacher and the coursemanagement gains a special significance in processes of horizontal knowledge lansfet.Discourse and dialogue require u frame*ork, which creates familtatity and offerspossibil-ities of identification, gives a group of initial strangers ample opportunity tol::1 and develop commori bonds, anJuitimatery meets the"requirements for work indiffering personal consteilations. The uNISTAirtr program plu.., gr.nt varue on anapptopriate context creation dght from the start. This does ,rot ,.f.. solely to theavailability of suitably equipped rooms or apptoptiate accommodation for the courseparticipants; it impJies also intensiv. .o.i^r ,.rpport that incrudes the help withindividual problems, the organization of *.ek..rd activities or cultural ..r.rrirrgr.Numerous evaluations2 and feedbacks demonstrate how essential such efforts arc fotthe success of the course. Special emphasis is placed here on the impotance of thefourth dimension of learning, as formulated by uNESCo in 199g: learning to riuelogr/ber.

AathenticiflLeatning processes that build on fictional situations and that have not beenexperienced petsonally by the teacher usually lack conviction and sustainability.Especially in contexts where it is not simpiy ^ m^ttet of absorbing theoreticalknowledge, but whete in the background of the discourse there is alwayslhe questionof the conctete implementability,,a learning climate marked by authenticity is of gteatimportance. In short, change and innovati,on in univers iry otganzation, teachiniandresearch should have been experienced personally and inducld by those actors whoare ptopagating them. only in this way the requirements and strategies for change canbe communicated convincingly. Against this background it is important that thoseresponsible for the modules in the uNISTAFF prlgr"- ate abl,e to rook back on awealth of personal experience with processes of innovation in "Third wo4d,'universities and in Kassel University. This experience does not on_ly generate anabundance of iliustrative case studies, but it may also be assumed tirri in this way abasis for authenticity has been created that has a positive effect on the learningprocess of the course participants. Authenticity however also plays an important ro[at another level Throughout the entire course there is , .o--ln ihr.ud in the subject

2 cf. the extetnal cvaluations: King & \wernz-Hotnbe ryet 1999;w,eiland et ar.2009

l8

UNISTAFF: Genetating innovative competence in higher education

"\\-orking in the Team". The importance of the team in tetms of synetgies developingout of diversity is not only a prominent subject in the otgarizattonal developmentmodule, but also appears in the daily practice of wotk groups with changing

composition, dealing with specific tasks that come out of the course content. At the

same time, the entire ISOS staff itself tries to deploy the principles of teamwork,l-hich also includes an open discussion about diverging opinions, in ordet toauthentically demonstate its functions and effects.

Core elements of the course

f Iodules

-\t the heart of the 16 UNISTAFF courses held so fat ate three intetconnectedmodules, each one of which lasts fot 2-3 weeks: (1) Organzational DeveloPment, (2)

Teaching, Learning and Curriculum Development, and (3) Research and I{nowledge\Ianagement.

Organisational Deuelopmen^ The module is aimed essentially at the development ofcompetencies in planning, initiation and management of innovation processes at

different otganizaional levels. It deals, among other things, witho the perception of the university as a "learning organizaion"

' fundamentals and practice of working in a team

' mariagement of conflicts and leadership in force fields.

Traching Learning and Curicwlum Deaelopmenl: This module focuses on questions ofenhancement and assurance of quality in the teaching/leaming process, in particular:

' the fundamentals of teaching and learning in the university context

' cutriculum development and implementation

' evaluation and accreditation as insttuments of quality assurance.

Rtsearch and Knowledge Managemenh This module is dedicated to developing and

evaluating research concepts, including approaches to tesearch-based learning. Some

oi the important working areas in this field are:

o the assessmerit of quaJity and relevance in research

. the development of iflternal and external relationships to optimize the design

and advancement of tesearch. the advancement of student tesearch in the sense oftesearch-based learning.

Praject work

The modules described above serye as the foundation fot wotk on individual projects.

\\'ith a very few exceptions, the articles in this volume race back to this core area ofthe UNISTAFF program. The proiects are reiated to the concrete workiflg atea of the

individual course participant in his/her specific univetsity envitonment and, in thiscontext, are meant to target concrete change. The coutse participants have alteadv, at

ihe application stagc, been requested to specify a project and bring televant data and

t9

Emerging transformadon in higher educarion International UNISTAFF Forum

documents with them. It is emphas ized, that the proiects should be conceptu alized in away that optimizes chances of implementation. At the end of the course eachparticipant presents his/her developed project design and allows it to be submitted toa.fin1l assessment process bv the whole group. projects of special relevance andsignificance for a larger citcle of interested parties have been iublished in a sedesspecially created for the purpose (Amini, Fremerey, \wesseler 19ii,1999,2002,2005,2010).

EffectsAs Siawuch Amini shows in more detail in his conffibution to this volume, a recentlyconducted tracer study manifests a substantial positive effect of the training o., th.personal and career deue/opment among the UNISTAFF alumni. Apart from such overallpositive effects, thete have also been setbacks or stagnation in individual cases, whichmay possibly be ascribed to paricipation in the UNISTAFF program. For example,two participants from the Philippines have reportedly soffered^ temporary constrainrsin their cateet' because they have been perceived as "troublemakersi by ti-r. universityauthorities. As serious as such teactions may be for the individuals concerned, they infact illustrate the impact that UNISTAFF hur, ..r.., if it may be associated in somecases with considerable frictional loss and petsonal sactifice.Another field of manifest effects are the projects of the participants, which set out toachieve concrete changes in their universities. Individual feedbacks and pubJishedpapers of UNISTAFF alumni (cf. Fremerey, Amini, wesseler 2006; Fremerey,Pletsch-Betancourt 2006) point to numerous examples of success in the realzation ofthe proiects in the intended way. other projects .rnderwent modifications in thecourse of a discussion and decision-making process in the home university. If such aprocess adds additional information and expetise and thus serves to adjust theplanned intervention to concrete tealities and to ensure sustainabiiity of change,modifications of project designs should be welcomed. In a smaller number or .u.I.,horvever, change initiatives have been turned down or procrastinated by colleaguesand superiors. This indicates that the uNisrAFtr -progrr-,

with its .*pi.itorientation towards innovation in universities, is operating it difn..rlt terrain that stiilshows detectable reactions of defence and resisiance ugainst change. This is trueespecialiy of established pegple in leading positions who regard the new generation ofleaders as a threat to the stabiliqr of the .yrt.-, because thele htter bas. th.ir claim tolegitimation on academic competence and wilJingness to innovate and flot on havingbeen co-opted, often in a rather ..non-academic', process.

NetworksA particular success story of the UNISTAFF program has been the emergence ofregional alumni networks. Here, initiatives are onfolding, that aim at a vride, spreadeffect of UNISTAFF, and for which the aiumni in the various countries urd ,.giomassume soie tesponsibility. The following is a brief account of the individual networksand their activiries so far.

20

UNISTAFF: Generating innovarive competence in highet educaticin

Under the name INDOSTAFF alumni from Indonesia, the largest single group in theUNISTAFF program, formed a network in 2005. ISoS invited 15 of them to atraining af trainers, customized to their concrete requirements and plans: the training ofstaff from tegional univetsities in East and \West Indonesia. A series of local trainingprogrammes of the sort have also since taken place with the support of Mirustry ofEducation. In addition, INDOSTAFF members ate acttve in planning and executingtraining events for top university leaders. The appteciation shown to INDoSTAFF\\'as recently disclosed by officially contracting this network to design a developmentprogram for university staff in Timor Leste.

rn 2006 the UNISTAFF participants from East Aftica (LJganda, Kenya, Malawi)iounded the DAAD alumni network REAL (Regional Eastern Africa UNISTAFF,\lumni Network) which, since 2008, has been extended to Tanzania. Ethiopia andSudan. It is sub-divi<led into national chapters, each with its own programme. Theor-erlapping co-ordination is done through a regionai office at the I{enyatta Universi6'in Kenya. In 2006 and 2007, REAL otganized international symposia cum workshopson questions of quality and televance in teaching and research3. Rcpresentatives of theUNISTAFF alumni netwotks in Indonesia, Central Amedca and Iran were invited toparticipate. This indicates the endeavour to use regional alumni events for acontinuous exchange also between the regions. After a trainingof trainers in late 2008,REAL is now moving towards launching a regional training scheme.

GUCAL (Grupo Univetsitario para Ia Calidad en Am6rica Laina: University Grouptbr Quality in Latin America) was founded in 2007 as a DAAD-supported network ofthe cental American alumni from the UNISTAFF und Unicambio XXIa programs.It stattecl its activities in July 2007 with an international conference in Costa Rica,u-hich dealt in particular with questions of relevance of university teaching andresearch for socio-economic developments. Since then a series of national chaptersu-ith the support of the tegional co-ordination office in Costa Rica have carried out 3-dav training events for university staff membcrs6. It has its own newsletterT to inform:r-icmbers and those interested about nefivotk programmes and initiatives.\ special situation we find in lran: The collaboration with karian university staff::lembers was motivated from the start by the desire to maintain and stimulate the:rer-iously ftuitful academic co-operation between Iran and Germany, also and:arricularly in times of setious poJittcal restrictions. Thus, in 1998 a follow-up contactrrogramme was initiated in Iran8, even before the "Getman hantanAlumni Network"

lr rri6 "Quality Assutance in lligher Education", Kenya; 2007: "Education Re form and Innovation in" -hcr ttlucau, rn'', Malawi.

!,"!rarna Internaci0nal de Ge$i6n de la Calidad1 del Canbio en la Edacariin.lapeinr. Cf. ncxt scction.' \lianza universidacl sociedad como dinamizadora del desarrollo rcgional - En cl marco de la calidad, el--,:i:.iirio v la relevancia de la Educaci6n Superior"lle lbcus themes includerl, among others, compctence,oriented teaching, quality managcment in

:.-'.ching, evaluation and acctcditation, curriculum dcvelopmcnt, unir crsitv socieq'rclationship.il,::tin Injornatiuo de las Rede.r G\ICAL Centroameicanas

' l-onfcrences and wotkshops on the subject "lmproving Teaching and Lcarning in Highet Education" in-.::cran (1998) and Isfahan (1999).

)1

Emerging transformation in higher education lnternadonal UNISTAFF Forum

(GIAN) was founded in 2002 as an alumni network linked to a consortium of theUniversities of Gottingen, I{assel and Marburg. It is basicallv addressed to al1 Iraniangtaduates of these three (and othet German) universities and is widely open in termsof its contents. However, the strong emphasis and patticular commitment of formerUNISTAFF participants have created a situation where problems of universitydevelopment have become prominent in alumni meetings. So far fout symposia cumworkshops in Irane and a "wintet school" in Germanylo have been organized.Moreover, three "Mini-\forkshops" have been staged in Iranil.

EpilogueDue to retirement of the three maior persons in charge, the series of UNISTAFFcourses were brought to an end after a sustained term of 16 years in 2009. The seeds,however, have evidendy spread to the native regions of the UNISTAFF participants,and there stroke root particularly in the mentioned alumni networks. In addition tothe training events and conferences which serve to adapt "classic" UNISTAFF issuesto the respective country or region, these networks stand for a new and importantdevelopment in their tespective university systems: Thelt 61s21g relationships ofcollaboration between individual univcrsities that so far, trapped in a "zero-sumsyndrome'12 , have decidedly cut themselves off from each other, often in mutuallydisparaging fashion. In many countdes, the developmenr of the whole highereducation system has been very badly damaged by this laaget mentality. TheUNISTAFF alumni from the various universities are counteracting this with an openinterpetsonal and institutional relationship marked by a specific identity that has

€fown v-ithin the UNISTAFF course and its follow-up programs. There is a newdvnamic in u'hich co operative planning and action is practised and experienced interms of synergies and reciprocal benefit.

Tl're fact that the DAAD fostets the process of multiplication and dccentalization byPromotin€l alumni networks must be seen as contributing to a sustainable impact ofthe UNISTAFF program. This impact is even Jrkely to grow in rhe coutse ofintegrating alumni from two other DAAD-sponsored training programs,"International Deans' Course" (IDC) and "University I-eadership ManagementCourse" GfNILEAD)13, into the existing nefiMorks. This lntegration process hasstarted recently in East Africa and Southeast Asia.

e (1) ,,Sustainability of Resource Utilization: Globalization and Local Sttucturcs", Teheran 2003; Q)Towatds Sustainable lntetnational Co-operation in the Fields of Environment, Human ResourcesDcvelopment and I Iighct Education in the Era of (]lobalization", Isfahan 200a; Q) "EnvironmentalPollution: Regional and Global Co-operation on Monitoring, Management and Abatcrnent Strategies",Rasht 2005; (4) "Highct Eclucation and Devclopment in Knowledge Basccl Socictics: Towards Enhancing

Qualitv and Relevancc in Medical and Profcssional Education", Tehetan 2007.to "(]ualiq- Assurance in Higher Education: Preconditions for an Effective Co,opctation andCollaboration betrvecn Iranian and German Universities".11 (1) rf Entrcpreneutship and Entrepreneurial Univetsity", Tchctan 200a; Q) "Inlormation Technology",Teheran 2005; (3) "Entrcprcncurial lJniversity", Tehetan 2006.12 The advantagc ot benefit ofthe other is mv disadvantage or loss and vice-vetsa.13 Fot detailed information: www.daad.de (developmcnt co operation)

22

UNISTAFtr: Generating innovative competence in higher education

BibliographyAmirri, S., Fremerey, M. and N7esseler, M. (eds.): Towards a Shared vision for Higher

Education. Cross cultutal Insights & Projects, Vol. I , II, III and IV.Witzenhausen: ISOS 1997, 1999, 2002, 2005, 2010.

Fremerey, M., Amini, S. and wesseler, M. (eds.): Promoting Relevance & Quality inInternational Higher Education. Contributions to an International Conferenceat the University of Kassel, July 11-1,4,2004.Witzenhausen: ISOS 2006.

Fremerey, M. and Pletsch-Betancourt, M. (eds.): Prospects of Change in HigherEducation. Towards New Qualities & Relevance. Festschrift for Matthias'Wesseler. Frankfurt: IKO 2006.

Fmerey, M.: Hochschule und Entwicklung. Einige neue Gedanken zu einem altenThema. In: Molt, P. und Dickow, H. (Hrsg.): I{ulturen und Konflikte imVetgleich. Festschrift frir Theodor Hanf. Baden-Baden: Nomos 2007, S. 905-923.

Gerth, D. R.: Relevance in Higher Education. In: UNESCO 2003.

fGlibbons, M.: Higher Education Relevance in the 21"t century. washington: woddBank 1998.

C't€eo, M. (ed.): Transfotming Higher Education. Views from Leaders around theWodd. Phoenlx. Ar. 1997.

Kne K. and \X/ernz-Hornberger, M.: Leatning about Staff Development - AnEvaluation of ,,University Staff Development". rJ7itzenhausen: ISOS 1999.

Neave, G.: Relevance in Higher Education. In: UNESCO 2003.

IINESCo: wodd Declaration on Higher Education fot the Twenty-first century.Paris 1998.

,ItrNESCo: Final UNESCo E-Forum Report on the Relevance of Higher Education.Paris 2003.

IINESCo: Synthesis Repot on the Trends and Developments in Higher EducationSince the N7odd Conference on Higher Education (1998-2003).Pais 2004.

,lneiland, H., Roxin, H., Nuraida , L., Alfaro, G.: Evaluation of the University StaffDevelopment Programme. Freibutg (Atnold Bergstraesser Institute) 2009.

23

The new role of universities: Socie tal andintellectual entrepreneuf s

Abrahan Sinatupang

Abstract"Change or perish" is a well known idiom which also has a certain resunance in uniuersities, the so

;a//ed knowledge prouider, although it is not wide! recogniTed or implemented. Consideing themselues

:he gaardians of snence and knowledge, wniuersities haue acqwired a new title as "diploma mi//s".Tbis phenonenon is trwe in deueloping counties for seaeral reasons. First, since education should be

iccessible fzr euerybod1, not onljt for the elites, so the gouemment facilitates anlone who wishes to:arsue higher education, or an1 institation that is willing to hep gouerwment in prouiding education to:he sociefl. Thus, mass education is recogniryd. Second!, quati4t bas notlet been prioritiryd and:onsidered unimportant althoagh Indonesian gouernment introduced an acreditation Estem aroundl})ears ago. Tbird!, more peop/e - euenJrom the rural areas - want t0 g0 to turtiary educatian to get; uniuersiQ degree. ThereJor4 the number of higher education institutions (IJEI) has grown::yrfcantfi t0 meet the demand. The socie4t is now uerl demanding nof on! because thel demand:trt gradaates achieue good gradet and ski//s, but also (com) passion to solue the societal problens. Inidition to that' the Indonesian Departnent of National E,ducation has promoted and challenged top

";qk aniuersities to increase their capabilities to be woild class aniaersities. To achieue these ambilious; r';;rtiuu, aniaersities haae fo equip theaselues with (new) mindsets and capabilities. [Jniuersitiesa:i;b stand for their "classical" tradition and keep tlteir distance fron nrie[t should trantfonzt::tntselues conpktefi into intellectual entreprenewrs and social entrereneurs. In this networked and;v;:rdEendent world, the transformation prlcess of the wniuersities can be accelerated bjt incorporating'.:"ttag0nists". A protagonist is a person that will bring a "wind of change." Not necessaril1 a:;*''rtrra/ /eader cf the institwtion, he or she can be someonefrom outside the aniuersi{t, a new percln:::';: till help the instztution cope with the rapid change owtside. Exanples ( liue1t interactions raised:,n :",:irersities which changed their uirtues are also discussed in the pd?er.

iiwords: Good gouemance, change management, collaboration, intemationaliqation, h.igher edwcation

@ne type of education for all purposes?f:-u::'er education ot teriary education is a continuum of education that people shouldr'*:sie as much as they possibly can. However, according to the history of higherr,; c;tion either in the westetn or eastern hemisphere, higher education institutionsil-r,-l \-ere established in the beginning of 14m century were only for the benefit of:rllT* :-rrr- or privileges, which, at the end, also produced a class of elites. The purpose of"rir'l :riversities was firstly to inquire, distribute and preserve the "truth". The longma:::on of HE institutions as "truth seekers and preservers" is confirmed by the rigidrm'::::izations of sciences and knowledge. A "myopic" *uy of seeing of allrhc::,mena has been the traditiona), apptoach of HEIs to serve the community,rFnlr-:. unfortunately, is a web of complex systems. This, of course is an extrapolation

Emetging transformation in higher education Internationar UNISTAFF Forum

of reductionism instiiled by Russel. Possibly, this has been the key factor of shovingHEIs into the ivory tower, and HEIs become busy for themselves but uttedy isolatejfrom the environment. However, this model of education has been changed due tothe high demand of the society for a new role of the university (Hildebrand 2005:30-31).

Wind of changeUnlike any other (business and industrial) instituuons, which are very open and readyto adapt to continuing change of their surroundings, higher education institutionsseems to be rigid in their position as the oniy knowledgJ gathering and preserving.Hrgher education institutions teceived soch a privilegelo,,.rr, bJcause they *.r".established for the benefit of the elites. But, .o.i.ty tra, it, own course. Societies atechanging with enormous development of scierrce and knowledge. InformationTechnology (IT) i... internet and }Todd wide \fleb have made thelhange becomefuller in speed. The wodd has become a grobal vilage and everybody is in"some wayinterconnected (Buchanan: 2002,30-33). until the rast decade, the ability ,o ,-,r.technology to enable people to be connected was very Jimited. Nowadays, p.ople nreno longer hampered by space, time, even language through the herp of iT, when theywant to communicate. Many types of software which are embeddei in the .omp,..terifor example, c^rt simultaneousry translate any language we receive from ourcounterparts' And this kind of change has been nrrtty u.rd significantly influenced thebusiness-alike spheres than HEIs.As discussed above, the main obiective of the HEIs is to inquire, explore, disseminate,and pteserve the knowledge, "the truth" with their rigorou, -.tfrodotogies of whichthe under- and graduate students have to pass all these ..hurdles". when-they go intosociet\' afterwards, they assume that they are prepared for theit professional lives ot tosen-e the community.. But, unfortunately, most of them .rr.o.rnter very differentrealities than that they imagined as students.

Intellectual entrepreneurshipThe term Intellectual Entrepreneurship shows that intellectual is a tetm not limited tothe academy as entrepreneurship to the business. As we see inside or outside of theuniversity, intellectual enttePreneurs have some characteristics such as taking risks andgtasping opportunities, and they discover and cteate knowledge, utilize innovativeapptoaches, and solve problems in diverse social and cdtu;al realms, includingcorporate' not for profit, government, and education (Cherwitz & Sullivan: 2002, 231?7\

The hearts of IF arc aision and tliscouery, ownership and accountabili4t, integratiue tbinking andaction, and collaboration (Cherwitz & Sullivan: 2002,23_27)

Vision and discoaery

Developing a vision is a basic step in IE. They have to visualize through reflection therealms of their academic and professional lives. Individuals .ontinrruly and regulady

72

The new role ofurriversities: Societal and intellectuai enffepreneurs

trrerrn and relearn, invent and reinvent themselves and their areas of expertise. Torchieve this, IE needs individuals to do more than simply perfom their tasksexamples: heading corpotation, conducting research, perfotms community service,

teking care patients). It is advised also that individuals contemplate who they are,whatrnttters most to them, and what possibilities are available to them. In the class, thisan be brought to students by giving them cases which lead them to reflect vzhat islmportant to them both professionally and personally. This leatned and internalizedesperience brings them into another stage, which, at the end, develops newperspectives and insights. Fot example , a teacher can begin by asking students to thinkrbout what matters most to them and then use their answers to create research

lxograms, while concurrendy exploring possibilities for using that knowledge.

Otn ers hzp an d acco u n ta bi li fitIn the old patadigm of knowledge acquisition, knowledge is handed over to students,a spoon-feeding method. The more facts and data you throw at them, the more*knowledgeable" the students seem to be. However, by developing the vision anddiscover about themselves and their discipJines, the intellectual entrepreneurs takeresponsibility for acquiring the knowledge and tools needed to bring their vision intoreality. Thetefore, the genuine ownership and accountability of discovering neu/epproaches ate developed in the visualization and by exploting the possibiJiti.s. Ifhenr student graduates ftom an IE-based program, jobs are no longer predetetminedoutcomes ot entitlements acquired after completing an education or ^ certiltr degree,but iobs are seen as "possibiJities" that challenge them to be explored and to b.discovered regarding theit own virtues. controlling one's future ii a major pat ofownership and, therefore, has enormous impJications for professional success. Thelinl between ownetship and accountability is impottant. Once individual gain controlorer their own destinies, it follows logically that they will assume greater tesponsibilitytbr decisions and their outcomes.

Integratiue thinking and action

ln IE, one should acknowledge that there is no single answer for all questiorrs, or oneshould know the boundades of partial knowledge and particular petspectives.Therefore, synergy is more than a catchphrase in the context of IE. Thii meanssomething greater than the sum of the parts can be generated when people employ inintegrative thinking. People have to move beyond the conventional notion of discreteacademic disciplines in search of the truth. In the IE class, students from multi-discipJined backgrounds are challenged to give inputs actively and solve the problemsfiat reflect an integration of thinking and perspectives. For example, a medicalgraduate exposed to IE has to learn that the research questions she/he selects are ofcritical importance since they have direct impJications for real setring and people.

Co llaboration and teamwork

Individual professionals, even though they have achieved their maximumachievement, cannot even try without substantial support from other people. It is

a

I

I

I

i

73

Emetging *ansformation in hrgher educalion International UNISTAFF Forum

really very important to bring up students with a capabiliq, of building and nurturingrelationships' People and reiationships are intellec-tual iapital that makes possibleintegtative thinking and synergy. Ideas are the commodity of academic institutionsand, therefore, have been the traditional focus of the delivery of graduate education;intellectuai entrepreneurs understand that creativity and ideas u.. g...rnr.d whenpeople and networks ate viewed as the primary resources. In IE class, students learnto work collaboratively in undertaking siholady projects and deal with complex tasks.obstacles that are ptonounced in every probrem-solving wilt be touchedcomptehensively by the synergetic effects that emerge from the froup (Rodri guez andSolomon 2007 3-13).

For short, IE descdbes the new form of union between the academy and the woddand between the academy and its own deepest traditions.

Figure 1 ' Delineating tbe notions of intellectual entrepreneursbip (nottrfed fron J ohannisson et a/., / 997)

t4

ri

The new role of universities: Societai and intellectual entrepreneurs

:" cial entfepreneufs

--:,,n"ing number of non governmental organtzations Q.JGOs) and for-profit'-,:-izations ate implementing new apptoach to international dcvelopment iointly- -,.:ng cntrepreneurship and technology. The main objective of such an approach is

,-:. technology for the benefit of the community. Ashoka, an example of a non"' :: organizatton which incorporates the approach was established rn 1981. Since"-:.,\shoka has elected nearly 2,000 feilows working in over 70 countries. These

-;'s are important social entrepreneurs who have initiatcd inventive solutions to..:::l challenges. As agents of change, these individuals have been as inspiring as

r:rle been useful. As Ashoka has grown, it has faced a ne$'challenge: to lcverage- : rllective knowledgc of Ashoka fellows and gall'anize members of the broader:::unity in order to identify, envision, and rcaltze the many untapped possibiLities.::ect positive social change through social enttepreneurship @rown, 2007: 125

' \nother living example is Rodrigo Baggio from Rio de Janeiro, tsrazll He is a

--.ruter consultant with a passion for givrng the young people in Jauelas an'. :tunity to access the digital wodd. Rodrigo provides computer, softu'are and

- - ..-nq. The community does the organizing, finding space, recruiting the studenrs- ' , -culw, and affording ongoing administration. Consider the impact Rodrigo has- ,:. community when hc introduces his ptograms. Muhammad Yunus, a professor in

: :.rmics from Bangladesh, inffoduced a micro-credit svstem to women in ther-st areas of Bangladesh, which enabled them to incteasc their socioeconomic

. .,::tries.

-995 Institute for Socio-cultural Studies (ISOS) - University of Kassel, Germany.-:-cl.red a training offered fot academic staff from developing counties such as

,.:ern Africa, Central America, Iran, Iraq, Asian countries like Indoncsia and the

' :ppines. The contents of the training are otganrzational clevelopment, curriculum- -.::ning, teaching and lcarning, and research management; however, the training.:-:hasizes self-discovery, creativity, teamwork in a multi-cultural and interdisciplinary: .1q. Now, there ate more than 100 acadcmic staff members from those respective

-,jr,lns that plav key roles in their own context as agents of change. Thanks to the-:..- ISOS' "protagonists": Michael Fremerey, Matthias \flesselcr and Siawuch Amini. : , instiiled this inva]uable ttaining.

l5

Emerging transformation in higher educarion International uNISTAtrF Forum

Tabk / . The Mouemenls Jujitsa: Faar Leuels oJ'I zuerage (Drayton, 2006)

Actions Impact

In any school, community or countryeach yeat,1/z of 1 percent of the youngpeople have a dream and create a lasting\-entufe.

By leading, these young venturers becomeJifelong leaders. They have masrered theessential skills of empathy, teamwork andleadership-and irrefutable know it.

Each venture engages a te m (typically3-5 in the core g{oup plus 20 who tutor,coach, broadcast, etc.).*

Everyone leatns what teamwork, that theycan lead, and how to do so. This furthermuitiplies the next generation'sproportion of " natutal" leaders.

1,oh of a school or yourh communityIaunches ventures with on avenge 25participants. Over two years: 200/o to25o/o of the whole institution ateengaged, likely "tipping" its youthculture.

As venturer peer groups recruit and selltheir work, they can both tip their schoolor neighborhood youth culture and alsowill wear down old attitudes and logisticbarriers (e.g., space, insurance).

Society questions the currentdisempowering patrern, builds a

women's/disabitity movemerit foryoung people. Youth Ventureparticipants provide role modeis andchampions. The press joins in.

Youth Venture's experience in the U.S.

That is how (sociai) entrepreneurs work. Having decided that the world mustchange in some important way, they simpty find and build highways that ieadinexorably to that result. Nfhete others see barriers, they deJight in finding solutionsand in turning them into society's new and coricrete patterns @rayton, zooe: so-lo;.Tlris nreans that the entreprenellr is to a latger or lesser extent the co .creator of thevertr' context u'hich mal<es herlhis envjsionecl proiect enactable. llntreprener-us van-ll'ith tespect to capahiLity of grasping and con*olling the conrext which makes thispartiall1' self fulfilling enactnlent process happen $ohannisson, 1998). As it is alsoshown in a study on academic entrepreneurship in Duke University andJohn HopkinsUnivetsity by Betcovitz and Feldmand Q004:1-34), therc are three important factorsthat fostet academic entrepreneurship. These are training, leadership, peer or cohortsupport. Loscalzo Q007: 1504-i507) also showed that the medical profession,engendered as a "noble" ptofession based on trust between doctors and their patients,was offeted lately lucrative incentives by moving towards commetciali zaaot of(health) tesearch discoveries. Those afore mentioned examples of intellectuaf'entrepreneurship and societal enrrepreneurship are indeed a challenge for anyuniversity which has been asked by stakeholders to take a new role for the communityby producing graduates q'ho have the capabilitv as intellcctual enrepreneur anclcotrrptssiorr io hc a socjctr entreprcnLur.

76

Everyone tedefines the youth years andlives them as a time of expected initiative,competency, and contribution.

I

I

i

The new role of universities: Societal and intellectual entrepreneurs

Indonesian context-: 'he Indonesian context, the higher education institutions were established and::'nded metelv for the benefit of the Dutch colonial government. The institutions::'^ruited students from the local upper-class, namely, th! ,ons of regents or the local--:: ranking officets, and at the end this education system also ptoduced elites. Aftet:-- Independence, the HEIs carried the role of educated iabour providers for the new:::ergng country' Thetefore, education was no longer elite but was intended for mass'i:cation. Private sectors were also urged to get involved in education sector. Later::. not only did they establish primary and seconclary schools, but also tetiary

':;cation institutions. A great numbers of colleges ancl universities are mushrooming: o\-er the country. To date, there are 2865 private and g2 state higher .d.r.utroi'::sritutions. Although government has laicl quality norms in terms of accreditation,-:--re are still great numbers of universities and colleagues that do not pursue it.F'-gatdless of the quality of the education offered by these colleges and universities,::: demand of people pursuing higher educarion - oniy to get a ririversity degree * is::creasing' The people still believe that a university degree ii a passport to get a better

,D.

'' high unemployment rate is one of the major ptoblems in Indonesia. According toBPS-Statistics Indonesia, thc total number of Lnemployed artainecl by educatrJnal:-:ckground was 9,394,515 in August 200g of which 961,001 had academl, and-rir ersity degree @PS Sraristics Indonesia 200g). Accorcling ro rhe recenr ;r;;;::ported by Kompas (2008: 5), a ieading Indonesian ..-.p"p.r, more than 60oto of:lversity graduates are unemployed. Those who are ..rrploy.i, however, work in the'leas far from their specialization/field. Customers and employers' clissatisfaction rate';so increase. It shows clearly that the qualification o. .o*p.,.nces of the graduatesjo not meet the societal demand. In spite of thrs .orrdi,io.r, some universities,irtunately, strive to ex11l by in*oducing and implementing change managementSimatupang & Sitepu, 2005: 183-195; Msiska, zoos: zzl-23"g). Institutions should

:ddress this by bridging the gap. \flhat universitas Kristen Indonesia (uKr), Bogor-\gricultural university @AU), Institut 10 Nopember, Surabaya (10 Novem6erInstitute of rechnology, Surabaya) do, are exampres in creating IE-tased graduates.Since 1999, the management study program of the Faculty of Economics-universitasKristen Indonesia, inffoduced and add entrepreneurshrp to the curriculum. Students-rre challenged to set up or wdte down a "business pioposal,, which suits to theirr-ision and discovery (Ganda l{utapea, 2009: personal communication). Inviting:.lumni to meet students and to share their experiences of setting up their owienterprise or building up their professional careers is also one of th. i*portunt stepsrn IE class.

The maiority of the graduates repotted back to the Department that they have theirown smail/medium scaie enterprises like event organizet,.at.ring, printing shop, etc.They acknowledge that after leaving the school, thly did not ioof,'ft. job"b.rt...ut.aone' Intellectual enffepteneurship is also flourishing among universities in Indonesia.'\t the Faculty of Medicine - Universitas l{risten Indonesia, competence-based

77

Emergng transformation in higher education - Internationai uNISTAFF Forum

curriculum based on student-centered iearning and adult-iearning is implemented. Theobjectives are producing medical doctots with certain .*p.t.rr..., such as,

llqlorative and integrative thinking, coliaboration and team work (l4axwell, 199g and2002; Clatk, 1996: 106-107). The development of the curiculum vras made possiblewith the coopetation with the Faculty of Medicine of Gadjah Mada University,Yogyakarta. At the moment we are seeking colraboration with the n".,rrty oiMedicine in Maastricht, the Nethedands to further develop the curticulum.Institut Teknologi Sepuluh 10 November, Surabaya, a technologicai institute in EastJava, has recendy launched a techno-socio-entepieneurship pto!r"- which stronglyemphasizes the building of the students' entrepreneurint

-.nplUifry by blendi"ng

technological and sociological aspects as well as arts into the curricuia and fielclpractices' The progtam is also supported by the local government and locai industriessupervised by the tegionar chamber of commerce etama, 2009; personaicommunication).

In Bogot Agricultutal Universiqr, students are encouraged to take an elective programof entrepreneurship. The program is directed by the Directorate of carcerDevelopment and Alumni of Bogot Agticultural University. The students have tofollow three consecutive phases: firstry, a preparaao., phase in which students arerecruited and selected; secondly training (2-3 months) on principles ofentrepreneurship, writing a business plan and field work in designaied smail andmedium scale industries. In the thitd phase, a student or group of students are readyto start their own business accotding to their business ptanls; with a seed money startfjST Rp

9'000,000 per person to Rp 40,000,000 per g-op iiro- around 750 USD to3'700 usD). Besides, they are aiso supported, moniior.d urd evaluated by mentorstrom the university and the small and medium scale industries (Directorate for careerdevelopment and alumni ,2009: 1-24)

\\rid-vagama universitv in Malang, Bina Nusantara Universiq in Jakarta, Gajah Madauniversity in Yogyakarta and Bogor Agricultural Institute i. Bogo., to name a fe:w, aresuccessful in implemenung IE-based cuniculum and.f or progruir.

Conclusionln this networked societv, universities have to involve themselves in thetransformad*n of the sociery by, am.ng others, producing gradu:rtes u.ith IFIcompetencies. Universities become ffiore contextual. Not only.'rhat thev proeiucescience ancl knov.'ledge br-rt also graduate s v'ho can utilize their k*orviedgecontextualhr and llrrther create their o$,n networking for their orvn virtues" Successfulalumni returning to their alma mater is a proof ihot ,..t*".king does take place.Besides sharing knorvletlge and experiences, thev create net$iork rvith their juniois ancJr icc vc'rs,r.

18

The new role ofuniversities: Societal and intellectual entrepreneurs

,{c[,nowledgement:"'*: j.-:hor wishes to thank Ms. Ied V. Sitepu, MA for the inputs that have enriched,:r': ::ler and also for proof-reading the manuscript. The author is also fully indebted

.r,:dra Utama, Ph.D (Institut Teknologi 10 Nopember, Surabaya), Ms. Inah Sailah,J. @ogor Agricultural universiry) and Ms. Ganda Hutapea, MBM (Faculty of

: : :-,,ntics - Universitas I{risten Indonesia) for sharing their valuable expedences onl':" :-'rcing entfepfeneufship in the university context.

R.eferences

]':::,'ritz J. and Feldman M. (2004): Academic Entrepreneurs: Social Learning anclParticipation in University Technology Tnnsler 1-34.

:lS-Sratisucs Indonesia. Unemploymenr by Educationai Attaintment 2004, 2005,2006, 2007*) and 2008. Retdeved 2g Apdl 2009 fromhtqp : / /www.bps.go.id/ sector/employ/ table4. shtml.

: '.r'n c. Q007): open sourcing social solution. Innovations Summer 2007:125 136.

-.:f,nan M. Q002): Nexus. V/ \(/ & Norton Comp. Inc. New york: 30-33.

, :.nr-itz RA, Sullivan CA. Q002): Intellectual entrepreneurship. A vision for graduateeducation. Change November/December: 23-27.

--:.:< F. (1996): l-eadershipfor qaali4t. McGraw Hill. London.l:rectorate of Career Development and Alumni - Bogor agdcultural Universin,

(2009): Program Pengembangan l{ewirausahzan Mahasiswa. $Tahana Betkarirsebagai Entrepreneur (students' entrepreneurship development program: Amethod of being entrepreneur). Bogor: 1-25.

):ar-ton W. (2006): Everyone a change maker. Social entrepreneurship's ultimate goal.Innovations \Winter 2006: 80-96.

-{-ldebrand D.L. (2005): Academics Are Intellectual Entepreneurs. Association ofAmedcan Colleges and Universities. Spring 2005:30-31.

i-rannisson B, I(wiatkowski S, Dandridge T.C.(1998): Intellectualemerging identity in a learning perspective.

enffepreneurship-

rompas (2008): Pengangguran Lulusan Perguruan Tinggi (tlnemployment of collegesand universities graduates. 15 April 2008: 5.

Iiouzes J.M. and Posner BZ. (1988) The kadership challenge. How to get extraordinary thingsdo n e i n ttrgan i qati o ns. Jossey-Bas s Publishers. San Francisco.

I-oscalzo J. Q007): Enttepreneurship in the Medical Academy:Challenges in Commercralj.zatton of Research Discoveries.1504-1507. Retieved 25 Aprilhttp : / / citc. aha j ou rnals. o rg / cgi / c o ntent / fd) / 1 1 5 / 1 2 / I 5 0 4.

\IaxwellJ.C. (1998): The 2/ iffefatdbk laws af kadership. Thomas Nelson Publ. Nashville.\Iaxwell J.C. (2002): The 17 indi$atdbk laws of teamwor,€. (Indonesian version translated

by Saputra, A. & Saputra L., Interaksan,Jakana).

Possibilities andCitculation 1 15;

2008 from

t9

-Emerging transformation in higher education - Internationai UNISTAFF Fotum

Msiska I G w Q005): Challenges and prospects of quality education in the Universityof Malawi: The case of Chanceilor college in Towmds a sharetl uision in hrghereducation. cross caltural iryights drprEects. vor. IV. Editors: S Amini, M trremieyand M' sTesseler. Institute fot Socio-..rltural Studies - University of Kassel.\il/itzenhause n. 227 -23g.

Rodriguez D. and Solomon D. e007). Leadership and innovation in a networkedworld. Innovations Summer 2007 : 3_13.

Simatupang A., Sitepu I. (2005): change management - A ..tricky,, task in universitycontext: an experience

_of a mid-size ptwate university in Indonesia. Jurnal Ilmu

Pendidikan; 12: 183-195.\X/arner D' and Leonard C- (1992): The income generation bandbook. A praxical guitle foredacatianal insfinilons. The society for research into higher education a? op'..,

Univetsity. Buckingham.

80