A "Hidden" Higher Education

In the new Cabinet, the term “Higher Education” is missing from both the Research and Technology Ministry and the Education and Culture Ministry.

An “add and stir” approach toward higher education makes it “hidden” or seem “unimportant”. This is despite progress in science and technology being almost impossible without the involvement of university-trained researchers. There are massive and chronic challenges in our higher education. Regulations and administrative issues hinder the progress of our science and higher education management.

Furthermore, we do not have any clear and long-term national grand design for research in science-technology and humanities. What studies are needed for the future of Indonesia? Is this what obscures our higher education?

President Joko “Jokowi” Widodo in his speech questions why it is so difficult for universities to reform. Those who win in today’s competitions are the fastest in innovation, including universities. Indeed, disruptions have hit not only giant companies but also universities that refuse to change and are slow in responding to social and industrial needs. Meanwhile, knowledge and information overflows in the cyberspace, including online classes from world-renowned professors. Today’s giant digital industry recruits people based on their creativity and innovation instead of formal certificates.

However, organizing higher education requires attention. Universities have a specialized function, namely in the production of science instead of merely implementing science (by rote learning) like primary and secondary education. The essential goal is to produce graduates who are not only skilled but also knowledgeable and with integrity. It is highly important to ensure these graduates have digital skills and awareness on big data, artificial intelligence and robotics.

However, it is also important to make them thinkers and producers of frontier research in social sciences and humanities with the capability to predict social cultures in the era of technology with its various problems. Similarly, it is also important for them to be able to unravel history of past violent wars so that mankind will not repeat the same mistakes (Limpach, 2015). Such knowledge and research cannot be quantified. Both science-technology and humanities should be given equal attention and are integrated in an interdisciplinary collaboration.

Structural problems

Building higher education must begin with identifying structural problems and finding the right solutions. Incoherent and overlapping regulations as well as complicated administrative procedures have a huge impact on the slow development of science, the lack of creativity among lecturers and poor management of universities.

First, the standardization of achievement and accreditation for universities, schools, study programs, laboratories and research centers are measured with disempowering administrative parameters. For instance, each unit is required to have its own staff members (study programs) or equipment (labs). It is difficult for study programs in one university to share skills and laboratories.

Procurement by researchers is not allowed based on state finance laws, making it difficult for researchers to move speedily.

It is difficult for national-scale research centers and laboratories to be used collaboratively as they “belong” to the researchers in the institutions where the units reside. This is despite establishing labs and purchasing equipment that are expensive and prone to getting outdated quickly. Procurement by researchers is not allowed based on state finance laws, making it difficult for researchers to move speedily.

University ranking based on administrative measures is also fragile as it is not based on the nurturing of an academic culture. Germany, for instance, bases its university ranking and appreciation on competitions of projects of science, technology and humanities research, with frontier concepts and visions that benefit mankind. Research is integrated with teaching so that students can always gain new materials.

Research projects are proposed by universities (or collaborations between faculties and universities). Universities automatically gain prestige without the government having to set any ranking. Researchers’ academic achievements is integrated in the academic culture, not merely due to administrative requirements.

Second, paradigm changes have not been in line with outdated regulations and accreditation. In other countries, interdisciplinary sciences have emerged between science-technology, health and social sciences-humanities, without any of the burden of bureaucracy. Mono-disciplinary and linear mindset have been fossilized by the established system. It is difficult for scientists to get out of their comfort zone.

It is time that these conventional methods are left behind and lecturers hold off-class sessions for their students, where they can meet with people and reality, both empirically and digitally.

They are worried about losing their paradigmatic science identity or ability to “move up in the ranks” without linear knowledge. The unidirectional way of teaching and the “lecturers are never wrong” mindset remain rampant. It is time that these conventional methods are left behind and lecturers hold off-class sessions for their students, where they can meet with people and reality, both empirically and digitally.

University-industry disconnect

Third, the lack of connectedness between universities and industries occur because none of our industries actually produce anything on their own. They merely assemble. All huge companies have their research centers in their respective headquarters in foreign countries. Even if there are corporates or industries in Indonesia that require skills, they establish their own universities instead of collaborating with existing universities. There is a lack of corporate social responsibility (CSR) toward universities. There is also a lack of cooperation between universities and industries that downstream science and technology findings into products enjoyed by the people.

Fourth, there has been neglect on post-graduate education, which is an important part of the university with the potential and capacity to create quality products. Prominent universities in advanced countries are more focused on developing their post-graduate programs. Professors and doctoral students enjoyed a wide opportunity to produce quality research.

Consequently, universities are forced to turn post-graduate education into a commodity for financially able students.

The production of knowledge (through reputed journals and patent rights) are in the hands of the post-graduate community. Post-graduate research funding comes from the state and industries with interest to gain the best findings from universities. Here lies neglect and the lack of subsidy for post-graduate community, leading to post-graduate education having to fund itself. Consequently, universities are forced to turn post-graduate education into a commodity for financially able students.

Fifth, due to the absence of a national grand design, funding for research (and community service) is often spread thinly and sporadically among small researches that lack interconnectivity. Evaluations on research are more administrative in nature rather than focus on academic excellence. Demands of publishing research results in reputed journals are not without its problems, including the potential of a “cobra effect” (self-plagiarism).

Sixth, the consequence of academic autonomy — especially for incorporated state universities — is the need of a transparent and accountable university management. However, state finance laws see universities as equal to government offices. The procurement and maintenance of lab equipment and library books and even the organizing of scientific conferences are seen as equal to the procurement of goods. Consequently, transparency and accountability are often simplified to the presence of receipts.

These various problems may explain our slow development of sciences. We lag behind compared to other countries in reaching higher education independence. Though Indonesia has plenty of smart people, its scientific achievement is poor globally.

KOMPAS/RADITYA HELABUMI

Sulistyowati Irianto

The brain drain phenomenon, namely the emigration of smart Indonesians to other countries — be it due to a lack of lab support or adequate facilities, accessibility and incentives — must not continue,. The future of our country highly requires young scientists to create a center of excellence. Happy working, new ministers involved in higher education.

Sulistyowati Irianto, Professor, School of Law, University of Indonesia