Akademi Komunitas is a policy borrowing or policy transfer in Indonesian higher education system from the U.S. community college system. This policy officially started in 2012 under the Indonesian Law No.12/2012 on Higher Education with the objectives to expand access to higher education and to provide vocational education that will equip the students with skills and knowledge required by the global market demand. As a new higher education institution, what Akademi Komunitas is about and how it should be managed was not fully understood by the administrators. Fortunately, the U.S Department of State offered a Community College Administrators Program (CCAP) in 2014 and in 2015 to the Akademi Komunitas administrators to observe and learn about the American community college in the United States for the development of Akademi Komunitas in Indonesia. The purpose of this study was then to examine the perceptions of key Indonesian Akademi Komunitas administrators regarding the transferability or applicability of the features in the American community college model to the Indonesian context and to understand the likely challenges to transferring or applying those features of the US model for the development of the Akademi Komunitas. The subjects of this study were the Akademi Komunitas administrators joining the Community College Administrator Program (CCAP) in 2014 and 2015. The data were primarily collected through semi-structured interviews which were done in the U.S. at the end of the CCAP in 2015 and in Indonesia during the site-visit to Akademi Komunitas in 2016. Focus group discussion was also utilized for additional information on certain topics where the participants might have had different opinions or perceptions. The findings suggest that based on the perceptions of the Akademi Komunitas administrators, features like open access, articulation agreements, curriculum development, student support services, online learning, and partnerships were the transferable features of the American community college model, while dual enrollment and boards of trustees were the non-transferable features. However, the transferable features of the American community colleges as perceived by the administrators should be interpreted as the desirable features as they were not yet transferred or implemented by the administrators in their own Akademi Komunitas. It was because Akademi Komunitas did not start as an autonomous or independent institution and therefore had no authority to make a change to a policy or program. In addition, the centralization system in higher education institution suggested a top-down process or a bureaucracy which does not allow the people at Akademi Komunitas to do things without consent from the people at the Directorate of Higher Education. The transfer or the implementation of those features was not up to the administrators of Akademi Komunitas but they had to wait for instructions from the top management for what can or cannot be done. The administrators’ perception of constraints in the implementation of the transferable features in their own Akademi Komunitas were things such as the unautonomous status of Akademi Komunitas at early stage, the limited infrastructure of Akademi Komunitas, the very limited number of permanent teaching staff in Akademi Komunitas, the unequal resources of districts where Akademi Komunitas was established, and the centralization of higher education system. The results of this study confirmed the literature on policy borrowing or policy transfer on the importance of context for policy adoption and adaptation (Phillips and Ochs, 2004; Steiner- Khamsi, 2014). The “yes . . . but . . .” phenomenon as found in the participants’ responses (Akademi Komunitas administrators) to the questions about the transferable features of the U.S. community colleges to Akademi Komunitas suggested that those transferable features in the administrators’ perception were actually desirable features which were not yet transferred or implemented in their own Akademi Komunitas because of the constraints in the political and economic contexts. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 16, 2018. / Akademi Komunitas, Community college, Equity and equality, Higher education access, Policy borrowing, Vocational education / Includes bibliographical references. / Jeffrey Ayala Milligan, Professor Directing Dissertation; Aubteen Darabi, University Representative; Robert Schwartz, Committee Member; Helen Boyle, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_650280 |
| Contributors | Hidayat, Marzul (author), Milligan, Jeffrey Ayala (professor directing dissertation), Darabi, Aubteen (university representative), Schwartz, Robert A. (committee member), Boyle, Helen N. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (176 pages), computer, application/pdf |
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