AbstractUniversities around the world increasingly engage in redefining their role as leaders of change, innovation and education. Critical aspects of this process of “renewal” involve, inter alia, the provision of quality learning experiences for their students. As universities in Indonesia begin to implement policies designed to enhance their quality standards to make sure they are comparable with those all around the world, the new policies tend to challenge the status quo in many ways as they bring with them expectations and values that are not yet present in the system which they seek to impact. While the policies are in place, it is not clear what kinds of skills Indonesian scholars need to draw on in order to embrace what they may not yet know or understand.
The study focused on the teaching of research in the final years of the English Language Teacher Education (ELTE) degree programs in Indonesia. These years are especially important as students learn to become independent researchers, able to engage critical and investigative methods for examining their own contexts of practice. The aim of the study was to examine the kinds of challenges that Indonesian academics experience as they grapple with the new policy demands.
Qualitative research methods were adopted in order to obtain perspectives on the successes and struggles that the ELTE lecturers undergo when grappling with change. The findings showed that their challenges were largely conceptual, and that ELTE academics have little knowledge, if any, of the global and local developments that led to the push for standardisation, the values that these new policies encapsulate and the processes for their implementation. The final chapters of the study propose ways forward provided that the urgency to deliver “outputs” does not outweigh the concern for quality and impact.
|Date of Award||Aug 2020|
|Supervisor||Ania Lian (Supervisor), Andrew Lian (Supervisor) & Yazid Basthomi (Supervisor)|