Open access peer-reviewed chapter
Abstract
This study intends to shed light on the issues with Indonesian institutions’ foreign class programs. This study was conducted utilizing qualitative techniques and a phenomenological framework. Participatory observation and document analysis were used to collect data over the academic years 2019–2020–2021. Additionally, 42 informants (leaders in higher education, instructors, international students, and foreign students) who were chosen using the purposive sample approach were the subject of in-depth interviews. Using NVIVO 12.0 Software and the Milles & Huberman interactive model analysis approach, all observational data, documents, and interviews were thematically evaluated. The study’s findings revealed four factual issues with the international class program at Indonesian tertiary institutions, including the following: (i) some of these institutions do not have a permanent international standard curriculum; (ii) students’ English proficiency is low; (iii) international standard lecturer competence is not yet complete; and (iv) inadequate infrastructure and learning support services. These results provide tertiary institutions running international class programs with information and assessment materials to address these four issues. However, it is important for colleges hosting courses with students from other countries to be able to correctly prepare the four instruments mentioned above, preventing similar issues from occurring in the future.
Keywords
- phenomenology international class program
- Indonesian higher education
- World Class University
- learning support facilities
- higher education
1. Introduction
The education sector must be prioritized in order to generate a superior generation capable of global competitiveness if Indonesia is to become a golden nation in 2045 [1]. To accomplish this aim, the government must adopt strategic policies that will allow Indonesia’s educational system to compete with those of industrialized nations worldwide [2]. Four strategic policies have been prepared by the Ministry of Education and Culture of the Republic of Indonesia as a basis for future national education direction and policies. (i) The availability of educational scholarship programs at the undergraduate, master’s, and doctorate levels domestically and abroad for students, scholars, instructors, lecturers, practitioners, researchers, and members of the public with specialized knowledge is one of the four techniques. (ii) Development of better educational infrastructure, including the construction of schools, representational study spaces, full laboratory setups, digital libraries, student reading gardens, and other educational amenities. (iii) “Freedom of learning” curriculum adjustments from elementary school to tertiary level; and (iv) annual increases in the education budget of twenty percent (20%) of the entire state budget [3].
The four strategic policies mentioned above demonstrate how seriously the Indonesian government takes its management of the education sector as both an investment in the future and a national resource. Indonesia’s dreams and desires to join the industrialized nations of the globe may undoubtedly be realized in the coming years if the education sector is managed efficiently [4]. If it is carried out with a collaborative idea between the government, the community, institutions, or NGOs active in education [5], this dream will undoubtedly come true. Additionally, consistency is required as a shared commitment so that the planned program does not end in the middle of its course even when the goal has not been adequately attained [6]. Additionally, a tool is required to assess how successful the performance accomplishments have been and where they still need to be improved in order to accurately evaluate the outcomes of their implementation [7, 8]. Last but not least, if a program is not continued throughout time, it will not yield good and genuine outcomes [9].
Speaking about progressive education, it goes without saying that you should look to and take lessons from nations with exceptional and cutting-edge educational systems. I’ll use the top 10 educational systems in the world now as an example: Finland, England, the United States, Canada, Australia, the Netherlands, Germany, Japan, Ireland, and Denmark [10, 11, 12, 13, 14, 15]. According to study findings, development in the nation’s educational system is attained via hard effort, transparency, teamwork, sustainability, and a system of assessment that measures progress in an academic and scientific manner [16, 17, 18, 19]. Even the educational systems in these 10 nations were developed after a variety of extensive research projects before being implemented at the technical level in the field [20, 21]. In order to ensure that the anticipated educational achievements are successfully attained, the Indonesian Ministry of Education and Culture must specifically refer to and learn from the system employed by the developed nations mentioned above.
Regarding the issue of this study, which is the implementation of international class programs in Indonesian tertiary institutions. Many of Indonesia’s top universities, including Gadjah Mada University, University of Indonesia, Bandung Institute of Technology, IPB University, Airlangga University, Sepuluh Nopember Institute of Technology, University of North Sumatra, Andalas University, Brawijaya University, Padjadjaran University, Diponegoro University, Hasanuddin University, have international class programs in place for 10 years. Islamic postsecondary schools, such Syarif Hidayatullah State Islamic University Jakarta, Raden Intan Lampung State Islamic University, and Imam Bonjol Padang State Islamic University, among others, also provide lessons in other countries. Each higher institution gives the international class a different name, such as accelerated, superior, intense, or bilingual classes.
Despite the fact that the international class program has been running for 10 years. Based on research and evaluations by educational professionals, the international class program has generally been operating well in a number of tertiary institutions. However, in a number of these institutions, the program has not produced the desired results, and new issues frequently arise that affect both the organizing university and the students who participated [22]. The authors will perform study on this phenomenon specifically for 3 years (2019–2021).
2. Literature review
The international class program is one way for universities to achieve world-class status. In addition, this program is one of the tools used by global higher education ranking organizations like QS World University Rankings, Webometrics, Unirank, and Times Higher Education to evaluate universities [23, 24]. Every year, these organizations will publish world university rankings following an evaluation of a tertiary institution’s reputation among academics, employers, faculty student ratio, citations per faculty, international faculty, international students, and international programs [25, 26, 27, 28]. This implies that one of the ranking criteria includes the international class program.
According to a study the author did based on the QS World University Rankings list from 2017 to 2021, which relates to the growth of the ranking of Indonesian universities at the global level, the ranking of Indonesian institutions has shown good improvement every year. Ten universities, including the University of Indonesia, Bandung Institute of Technology, Gadjah Mada University, Airlangga University, IPB University, November 10 Institute of Technology, Diponegoro University, Brawijaya University, Padjadjaran University, Bina Nusantara University, and Muhammadiyah University Surakarta, are among those with rankings between 300 and 1000 among all universities worldwide, according to the data. Naturally, this accomplishment demonstrates the international competitiveness of Indonesian colleges. The information is displayed in Figure 1 below.
Figure 1.
Ranking of Indonesian universities in
According to the statistics above, a number of university administrators (chancellors) claimed that the international class program is the reason why their institution is included among the top universities in the world. A postsecondary university’s international class program has led to a rise in the number of foreign students, professors, and researchers working with the local tertiary institution as in the extracts from interviews with other university presidents below:
If the interview excerpt from above is examined, it becomes evident that one strategy to boost a university’s standing to the international level is to create an international class program there. However, for a program to be successful, everyone involved must share a commitment to see the goals stated through to completion.
3. Methodology
This study was conducted utilizing qualitative techniques and a phenomenological framework. Participatory observation and document analysis were used to collect data over the academic years 2019–2020–2021. Additionally, 42 informants (leaders in higher education, instructors, international students, and foreign students) who were chosen using the purposive sample approach were the subject of in-depth interviews. The Milles & Huberman technical analysis interactive model was used to evaluate all observational data, documents, and interviews thematically with the use of NVIVO 12.0 Software.
4. Findings and discussion
There are four issues or phenomena that arise in the international class learning process, according to the analysis of the author’s interviews with 45 lecturers and students, which is then supported by observational data and analysis of various documents of student study results in each semester after participating in the international class program. There are four issues: (i) no permanent international standard curriculum in some tertiary institutions; (ii) low English proficiency among students; (iii) incomplete international standard lecturer competence; and (iv) insufficient learning support resources and infrastructure, as seen in Figure 2 below.
Figure 2.
Problems of international class in Indonesian universities.
According to the issues covered, the four concerns identified in this study will be examined using theory, professional perspectives, and interview excerpts.
4.1 Lacks an ongoing curriculum that adheres to international standards
Generally speaking, the curriculum consists of a set of rules that must be followed in order for the learning process to be successful [29, 30]. When an international class program is established, the usage of a global standard curriculum must be developed as the first tool. This curriculum is unquestionably quite different from regular courses. This difference can be observed in several ways, including the following: (i) using English as a primary language of instruction; (ii) encouraging students to think critically and openly; (iii) having strong soft and hard skills in the scientific field of their choice; (iv) being at the forefront of technology mastery; (v) being able to conduct research; and (vi) being aware of environmental concerns and current issues in a variety of scientific disciplines and (vii) being able to compete in the national and global world of work.
The seven international curriculum requirements mentioned above have not been well satisfied, according to the authors’ study of many curriculum materials used by foreign classes in Indonesian tertiary institutions. Even delivering lecture assignments to students at home rather than having them practice in a lab or do field research is prioritized by the curriculum, which still tends to limit students to thinking at the cognitive level and memorization of subject matter knowledge. As a consequence, students who take part in the international class program lack the opportunity to develop their critical thinking abilities and other needed soft and hard skills since the curriculum is still teacher-centered, turning the educational process into a platform for lecturers.
Some of the students interviewed by the authors also stated that, the international class program curriculum should be oriented towards assignment curriculum development, but in fact it is still more oriented towards curriculum assignment. In fact, one of the international class foreign students at a tertiary institution stated that the university where he was studying was called an assignment university, even though according to him it should have gone to a research university. As the following interview excerpt:
,…
The above-mentioned facts make it obvious that the curriculum for foreign class programs has to be rebuilt. The in issues curriculum is capable of meeting the seven previously mentioned worldwide curriculum criteria. However, in the author’s opinion, a thorough investigation is required before a curriculum is created in order for the curriculum design to be evaluated academically and scientifically.
4.2 Low English proficiency among students
As is common knowledge, English is used as the primary language of instruction in international classrooms. Because the fundamental prerequisite is the mastery of the aspects of competency in speaking, reading, listening, and writing English, not all students who have the desire and interest to pursue this program may enroll. However, prior studies revealed that overseas students’ English language proficiency was only at a low and moderate level at a number of Indonesian universities [31, 32, 33]. Even now, pupils still have a poor level of proficiency in the English language. After administering an English competence exam to students enrolled in foreign classes, the author discovered this phenomenon. In fact, there are still students who stammer and are not fluent in speaking English, it is not appropriate to read English text sentences, they do not understand enough when listening to English conversations or videos and have very low abilities when writing in English.
The aforementioned phenomenon is indeed quite astounding since it begs the question of how a student in an international class can attend lectures when their English language proficiency is subpar. Despite the fact that English is the primary language of instruction in international classes. Due to the fact that the learning objectives were not met and students tended to remain inactive throughout the learning process, it is only logical that some of the lecturers the authors questioned claimed that the international class program appeared to be unsuccessful. If the learning environment is as stated above, it is evident that the international class program’s accomplishments are much below what is anticipated.
Of course, in response to the issues raised above, it is vital to determine whether the issue’s root causes exist. After conducting interviews with students, the authors identified a number of factors that contributed to the students’ poor English proficiency, including the following: (i) there were no specialized intensive English classes from the tertiary institution before students joined the international class program; (ii) they lacked sufficient preparation and proficiency in English before entering college high; (iii) English is still seen as challenging and even less desirable; (iv) is not supported by an environment that can practice English as a daily language or academic language during lectures.
Precisely according to the author’s analysis there are several solutions in solving this problem; first, universities must conduct a more stringent selection of students who will take part in international classes, meaning that this program may be attended by students with above average (advanced) English skills in the aspects of speaking, listening, reading and writing skills; second, holding intensive English special classes for international class students on an ongoing basis; third, there are rules and obligations on the part of universities to make English the daily and academic language for international class students, so that students are accustomed to and can hone their English skills in campus life and academic classrooms; fourth, holding mandatory days of communication using English for the entire academic community, at least 3 days a week to support the internationalization of language in the campus environment.
4.3 International standard instructors’ levels of expertise are not all-encompassing
The position of the lecturer plays a strategic role in the success of various tertiary programs as a member of the professional teaching staff in postsecondary institutions, particularly in terms of aspects of effective classroom learning. A person can join the teaching faculty at a tertiary institution in Indonesia provided they meet four competency requirements, namely pedagogical, professional, personal, and social competence. Additionally, instructors must satisfy the minimal educational prerequisites for a master’s degree in the subject area they are most interested in. According to the author’s research, lecturers who teach in foreign classes in Indonesian tertiary institutions have generally complied with the rules and regulations established by the government.
The four lecturer competency criteria set out by Indonesian ministries are, of course, still national in scope and are not acknowledged worldwide. According to the author, universities should define unique competency requirements for lecturers who will teach in foreign classrooms. The required criteria must be met in order for the standards to be accepted by internationally renowned educators. English, French, Arabic, Russian, Spanish, and Mandarin are the six official languages of the world. International standard lecturers also have the following categories and abilities: (i) minimum education level qualifications of doctoral graduates; (ii) command of one of these languages; (iii) proficiency with technology; and (iv) high soft and hard skills in the subjects taught, (v) have research experience and have publications that are internationally recognized, (vi) have academic networks with the international world, (vii) be open minded to current changes, (viii) be sensitive to issues that occurs in the midst of society [34, 35, 36, 37, 38].
According to the author’s data analysis, if the competency standards of lecturers instructing international classes at Indonesian tertiary institutions are evaluated using the aforementioned standard scale for international lecturers, it becomes clear that they still do not meet the categories and conditions that they should. The educational background, publications, teamwork and familiarity with cutting-edge technologies all attest to this reality. The qualifications of lecturers who teach in other countries are still master degrees, according to records on lecturer statistics from many academic institutions. Furthermore, the number of research projects that result in the publishing of globally renowned scientific articles is still relatively low; some professors even lack any foreign publications. The same is true of lecturers’ lack of expertise working with researchers and global networks. Another problem, even one that is frequently mentioned among students, is one that is connected to the limited skill of lecturers utilizing modern technologies [39, 40].
However, the lecturer’s ability to speak one of the official languages of the globe, particularly English, as well as his or her openness to modern change and sensitivity to social concerns have enabled him or her to fall within the desired category. However, the leadership of higher education as well as the concerned lecturer must be worried about the low level of lecturers in meeting other requirements. Because lecturers should always strive to increase their own competency in a variety of abilities, they can meet requirements for professionals that are acknowledged globally [41, 42].
4.4 Learning support facilities and infrastructure are not sufficient
One of the tools to ensure a program’s success in higher institutions is the provision of suitable facilities and infrastructure [43, 44]. According to the findings of the author’s interviews with students and lecturers, some of the issues encountered include the following: (i) the lack of a smart classroom, despite the fact that this facility is crucial to support learning, even the study rooms that are currently available are still regular classes; (ii) the lack of fully functional practical tools and materials required for study in the laboratory room, limiting students’ access and mobility to conduct research because of the number of such tools and materials (iii) does not yet have a library with complete collections related to the field of science being taken, while international class students require a high level of literacy to enrich their reading, literature, insights and the latest information in various fields of science.
Students who enroll in the international class program must be well qualified in both their chosen field of expertise’s hard and soft skills [45]. Students must put in substantial effort in order to achieve these goals and satisfy their ambitions so that they can graduate as professionals [46, 47]. Students who complete international class programs are also anticipated to be capable of competing in the global job market. On the other hand, higher education as an organization that plans international class programs, of course, needs to assess as well as improve in modernizing different facilities connected to the international class programs that have been put into place. In other words, the problem of limited learning facilities and infrastructure will certainly become an obstacle to the good implementation of this program if it is not immediately addressed.
5. Conclusion
One of the tools for creating a tertiary institution of the highest caliber is an international class curriculum. English is utilized for instruction, there are comprehensive learning facilities available, there are a large number of foreign lecturers from different countries, and the curriculum is of an international quality. The Ministry of Education and Culture of the Indonesian Government has demonstrated a genuine commitment to raising the caliber of Indonesian institutions to that of World Class Universities (WCU). The fact that lessons are held in other countries at several of Indonesia’s top institutions serves as a glaring example of this mentality. The program, however, requires development in a number of areas, including the following: first, undertake a screening process for students who participate in the program and lecturers who specifically teach English skills, to ensure that there are no barriers to learning in the classroom. Fourth, increasing collaboration between universities, lecturers, and students with various foreign universities so that collaboration is established to add insight and experience, fifth, producing graduates who have multi-skills so that they can be used in the local and international workforce, and sixth, improving learning facilities such as laboratories, access to adequate electronic reading, and libraries.
Acknowledgments
The author would like to extend their gratitude to all parties, particularly the participants in the research collaboration, university administrators, informants who took the time to participate in the interviews, respondents who completed the questionnaire, and education professionals who offered feedback on, suggestions for improvement on, and criticisms of this paper. We want to carry out similar study in more situations and on additional topics in the future.
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