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This chapter examines the tensions in the dynamics between public good purposes and provisions in the context of Indonesian national universities in the era of globalization. The focus is on how universities can represent and contribute to a diverse society while also aiming to be world-class institutions. I approach the concept of public good in terms of ultimate aspirations for the future, such as the development of citizenry and leadership in support of social improvement across the nation. I go on to relate public good to tangible means in the present, including educational legislative mandates, university regulations, coursework content, pedagogical strategies, and campus life. From a disciplinary standpoint this study is relevant in that it illuminates how universities in multicultural societies can respond to globalization by being hybrid institutions, with local,

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This chapter examines recent developments in Indonesian higher education. It focuses on the efforts to establish and maintain equity and quality as they intersect with the dynamics of massification, internationalization, and governance. The chapter also contextualizes Indonesia within South-East Asia, with comparative attention given to middle-income ASEAN countries. Each predicament is analyzed through relevant policies and datasets from both national and international agencies. Indonesia has managed to expand tertiary education with limited governmental funding, but forgoing equity and quality. Despite its extraordinary growth, Indonesian universities remain out of reach for most youth. Internationalization, pressures for remote learning during the COVID-19 pandemic, and the overrepresentation of students from Java, urban centers, and higher social classes pose some complications in the realm of equity. In addition, students who succeed in entering college often find questionable quality in teaching and research. The Indonesian higher educational system remains financially underfunded and bureaucratically centralized.

This article focuses on the Indonesian film Cin(T)a, which features the interfaith and multiethnic love between two college students. I apply intergroup contact theory, critical pedagogy and grounded cosmopolitanism to the reading of the movie in order to demonstrate two key points. First, higher education is a contact zone, where grounded (i.e. ethnic, religious, and national) and cosmopolitan (i.e. humanist and global) allegiances converge. Second, cultural studies are significant to the field of education, especially when they expand beyond the Anglo-American axis. They complicate 'given' notions of culture and demonstrate how cultural artefacts, like films, are pedagogical instruments. My methodology relies on film analysis, campus observations and interviews with the film-maker as well as with 65 college students, faculty and administrators.