Page 3 - KLIPINGBELMAWA06072019PAGI

To create a conducive academic environment, and to ensure accountability and healthy checks and balances to run the university’s tri- dharma (three obligations)of teaching, research and community services, the university senate would have to be empowered to possess equal authority to the rectorate. The following are a few key areas that universities could address.
First, like at other reputable universities, the university senate has to clarify its mandate. Generally, in the EU or United States, the university senate’s role includes: directing, regulating and promoting the teaching and research of the university; discussing strategic issues on learning, teaching and research development; setting the regulatory frame work and strategy, etc.

[...] since its inception in 1968, Indonesia has hosted the Southeast Asian Regional Center for Tropical Biology in Bogor [...]

Similar to the state, separation of power and checks and balances would help avoid autocracy and promote transparency and accountability in the university’s management.
Second, to transform Indonesia’s thousands of higher education institutions into reputable universities, the university senate at all public universities could replicate the EU Bologna Process. This includes cooperation in facilitating students’ mobility through their qualifications and a credit transfer system. Indonesian universities could adopt such modality for their quality assurance. Papua students for example, could access quality studies at other top state universities through a credit transfer system to other state universities.
Third, similar to the model of the Southeast Asian Ministers of Education Organization (SEAMEO) in developing its centers of excellence, university senates across public universities could also develop their respective centers of excellence to unleash their potential.
Today, SEAMEO has 21 specialist centers of excellence that undertake training and research programs in various fields of education, science and culture to serve all ASEAN member states.
For example, since its inception in 1968, Indonesia has hosted the Southeast Asian Regional Center for Tropical Biology in Bogor, West Java, with expertise including studies on forestry, pests and aquatic biology.
Similarly, Brunei Darussalam hosts the Center for Vocational and Technical Education and Training, established in 1990. Indonesian universities could develop such centers that meet resource availability, expertise and willingness to be a model institution to serve and facilitate other universities or higher education institutions within relevant economic corridors.