Higher Education and the Public Good: Creating Inclusive and Diverse National Universities in Indonesia in the Era of Globalization

Abstract

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,

Religious schema and tolerance towards alienated groups in Indonesia

“…religion-based universities wherein the majority practice only the mainstream religions). Logli (2015) also reported the homogeneity of demographic attributes in some Indonesian universities, pertaining particularly to religion, race, and socioeconomic strata. Hence, it is likely that the study participants only interacted with familiar groups.…”

“…Demographic diversity (such as whether a university is religion-based and whether it is located in a big city) determines the homogeneity or heterogeneity of the opinions of members of a university. Campus life grants students opportunities to build social associations with people from different backgrounds, thus facilitating the shaping of hybrid identities (Logli, 2015). Nevertheless, the predominant discourses of some educational institutions could promote primordial, nationalist, or universal principles (Logli, 2015).…”

“…Campus life grants students opportunities to build social associations with people from different backgrounds, thus facilitating the shaping of hybrid identities (Logli, 2015). Nevertheless, the predominant discourses of some educational institutions could promote primordial, nationalist, or universal principles (Logli, 2015). The education system in Indonesia is governed by the administration of two different departments: the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) and the Ministry of Religious Affairs (Kemenag).…”

The THE OPERATIONAL ASPECTS OF OPEN AND DISTANCE LEARNING AND ITS QUALITY ASSURANCE SYSTEM IN UNIVERSITAS TERBUKA

“…The higher education system in Indonesia has continuously expanded and evolved to meet the changing needs of the society and the world of work. Originating from religious teachings in the past, the formal higher education institutions of Indonesia started during the end of the 18 th century as an elitist higher education system established by the Dutch colonial ruler for the Dutch interests (Logli, 2015, Logli 2016Pannen, 2018). The post-independence higher education system of Indonesia has since continued to flourish and transform themselves adapting to the needs of the society and new technology.…”