Islamic Higher-Education in Globalization-Era:
Academicians’ Openness-Mindset to Change towards
World-Class University (WCU)

Hanifah Latif Muslimah1,3, Erika Setyanti Kusumaputri2

1 Administrative Officer, Yayasan Pusat Pengembangan Islam Mataram (YPPIM)/ Mataram Islamic Centre Yogyakarta
2 Associate Professor/Lecturer, Faculty of Social Science and Humanity, State Islamic University of Sunan Kalijaga
3 Junior Staff, Center for the Study of Islam and Social Transformation, State Islamic University of Sunan Kalijaga

否応なくグローバル化が進む今の時代、アジア各国の大学は研究・教育体制を国際レベルに引き上げるために知恵を絞っている。本稿ではインドネシアのイスラム系大学のなかでも先進的なMM大学を例に、その到達点と課題を探った。

Abstract

Currently, the urgency to meet global-university standard or World-Class University (WCU) has happened in all over
the world and WCU-standard’s achievement becomes important issue since education can be one aspect of national
strength in globalization era. The consequences of WCU-declaration also resulted in Islamic University to adapt withthe changes which certainly inseparable from challenges and obstacles faced. This study used qualitative methodby case-study technique that was held at Indonesian Islamic Higher Institution (IHEI) through deep-interviews with
key-people of academicians related with university management, and collecting secondary-data through observations, photos, official-website, along with academic-documents analysis. The result showed the continuous efforts
applied by IHEI in order to improve the academic management, knowledge and expertise of human-resources,
implementing the international-curriculum standardization and running academic-cooperation with overseas educational institutions. Program-based innovations have been done by the academicians although in the mid of limited
funding. This progress needs to be addressed by university’s management and needs attention from government todeal with the declaration for the higher-education institution toward WCU. The implementation of WCU for the higher-education management mainly for State IHEI that has resulted the movement of people, ideas and information,
also characteristic to be innovative and open-minded implemented in actions of responding the globalization.
Keywords

Islamic higher education in Indonesia, educational globalization, openness mindset to change

Introduction

In this globalization era, university rankings become
one of the international recognitions for the quality ofcountry’s management education process using global
standard. World class university (WCU), according to
Altbach and Salmi (2011), is oriented to the developmentof capacity to compete in global education market
through increase of incomes, adaptation, and knowledge improvement. If all universities are oriented to
WCU, students would like to pursue the best three institutes in their own countries, or even cross countries.
Furthermore, the government will maximize the benefits of their investments in many state universities. Thiscondition will encourage education policies in all countries become global oriented.
Salmi and Altbach (2020) reported that the highest-ranked universities are the ones that make significant contributions to the advancement of knowledge
through research, teaching with the most innovative
curricula and pedagogical methods, and produce graduates who stand out because of their success in intenselycompetitive arenas during their education and importantly after graduation.
The urgency to meet WCU standard or global university standard has happened almost equally became
urgent in Asian countries and also in Europe. As well as089

Hanifah Latif Muslimah, et al.

in Japan, China, and South-Korea for examples: theJapanese government prioritized the internationalization of higher-education to pursue the WCU-status, targeted 30 public and private universities at both national
and local levels. “Global 30” initiative aimed at inviting
300,000 international students by 2020 (Yonezawa,
2011). Higher education has been set as an integral partof national development project, it becomes significant
element in China’s strategical initiative policy to build
national strength through science and education, called
projects 211 and 985 (Zhou, 2017), making their bestchosen-universities as national investments, the purpose
is to make those universities give more contributions inscientific researches aimed to improve China’s development in the future decades. Related with the context ofProject 211, China has a plan to create 100 world classuniversities that can meet the challenges of the 21st century. Currently, there are 114 universities (about six percent of the total number of universities in the country)
which participated in the 211 project (Choi, 2010). In
Korea, the Ministry of Education and Human Resource
Development (MoE), launched the Brain Korea 21
Program (BK21) in response to globalization and particularly to nurture globally competitive research
universities and graduate programs to develop futurehigh-quality manpower for their country (Seong et al.,2008). Furthermore, list of the best places to study in
Asia to be considered based on their prestigious universities edition of Asia-ranking was written in QS Top
Universities, the list included China, South-Korea,
Japan, Malaysia, Taiwan, Singapore, Hong-Kong, andIndonesia. From all of them, China, South-Korea, andJapan are all in the top (Collier, 2018).
Indonesia has the largest Muslim population in theworld. Muslims make up 87.2% of Indonesia’s morethan 240 million people (Indonesia.go.id, 2020). Whatabout Islamic Higher Education in Indonesia, where infact the population is the majority of Muslims? Islamic
higher-education institution in Indonesia has a long history. A study by Nakamura and Setsuo (1993) found thatIndonesia has a traditional Islamic scholarship institution originating from the Middle-East that exists at present in the form of Islamic boarding schools.

090

Modern reformism since the turn of the century has
created a new Islamic education institution called themadrasah (Arabic for school), where religion and secular subjects are combined. Institut Agama Islam Negeri(IAIN)/the State Islamic Religious Institute is also a
product of this reformism. For some time now, theefforts to improve the quality of the IAIN faculty haveincluded sending them to western universities for abachelors’ degree. This has already introduced a new
climate among Muslim intellectuals. Inevitably,
Moslems in the world should adjust to the territory
where they live, as a majority or minority (so that it
appears the terms Majority Fiqh and Minority Fiqh),
and still doing efforts to adhere to Islamic fiqh (Abdullah,2017.p. 400 – 401).
In the last decade, more IAINs have changed to
become universities, i.e., UINs. Consequently, each university is required to combine Islamic studies with atleast two non-religious studies (faculty). Thus, the effectof the transformation from an IAIN to a UIN is not only
on the university’s structure but also in their philosophical foundation about how Islamic universities integrate
the Islamic and secular disciplines. Some efforts havebeen done by each of these universities to build relationships between the religious and secular disciplines(Ridwan, 2017). In response to the global challenge,
Islamic higher-education in Indonesia has to demonstrate evolution and development (Abdullah, 2017).
On the news page of the Ministry of Religion(MORA), the program towards WCU was launched in2013 which was spearheaded by MM-University and
SH-University. It is also said that the only Islamic university that has emerged on the international level is
Al-Azhar University in Cairo, Egypt. So it is expectedthat by encouraging those both State Islamic Universities(in Indonesia) as a pilot project towards WCU, it canraise the image of Islamic universities to be able to compete internationally.
Each rating institution has its own methods andassessment. For example, in the world ranking according to Webometrics (2022), Indonesian State Islamic
Higher Education Institutes (IHEIs) or Universitas
Islam Negeri (UINs) are ranked at 2561 and more below

6th AFC Best Papers (2022)of the world-ranking scale. IHEIs are not yet found in
the rating-list of other web-rankings like QS Top
Universities (2021), Times Higher Education (THE)(2021), and Academic Ranking of World Universities(ARWU) (2021). In contrast with Indonesian State
Higher Education Institutes (SHEIs) those ranked insome web-rating systems, one of them is ranked as the801th from top 1000 World University Rankings 2021
(THE, 2021), 657th of world-ranking scale in
Webometrics (2021), and 254th as QS World University
Rankings by QS Top Universities (2021), although bothIndonesian SHEIs and State IHEIs are not yet listed as
the top 1000 of ARWU (2021).
This could be assumed that Indonesian State IHEIs
have not yet could globally compete with State Higher
Education Institutes (SHEIs), seen from the absence of
their data in the list of web-ranking systems. However,the spirit of universities to become WCU, also exist in
Islamic-universities (namely State IHEIs) under the
Ministry of Religion (MORA) Indonesia.
Islamic Religious Higher Education Institutions inIndonesia face challenges that are not easy to compete at
the global level mainly due to inadequate budgets, arigid bureaucratic system, limited human resources andthe still far higher ranking of Islamic universities inIndonesia under the auspices of MORA with otherpublic universities under the Ministry of Research andTechnology (based on interview at pre-liminary study
and data analysis).
To face this increasingly advanced era change, anIslamic institution needs a new concept and the ability
to bring their academics to be local and think globally(Abdullah, 2017.p. 395–396), therefore globalization
also influence the education aspect. Direktorat
Pendidikan Tinggi Islam (DIKTIS) Kementerian Agama(Kemenag/ MORA) (2014) wrote in their official-website that at the end of 2014 Badan Akreditasi Nasional
Perguruan Tinggi (BAN-PT) or the National
Accreditation Board for Higher Education collaborated
with SH-University and MM-University held anInternational Conference named “Towards World Class
Islamic Higher Education institutions. Study by
Abdullah (2017) revealed that higher education inIndonesia tried to elaborate how the Islamic education
system modified their teaching methods and research tobetter suit the development and achievement of science,
especially in humanities social sciences that fit the context of the present era. The transformation from IAIN
(State Islamic Institute) becomes UIN (Universitas
Islam Negeri / State Islamic University) in 2000 becamea stepping stone for Indonesian IHEI to be more open ininternational and academic forums in the global community. With the new paradigm, revisionist Islamicstudies have been introduced and have important roles
throughout the country (Abdullah, 2017).
The added value of this research in practical and theoretical benefits, namely the result of this study can beused by the educational institutions under MORA toformulate the university’s management policies whichoriented to the innovation culture needed to be WCU.
The design of organizational cultural values based on
innovations emphasized on the individual aspect that is
the Openness to change. This research also hoped tocontribute in the management of higher education oriented at micro level namely an individual aspect who
also important in organizational change (Kusumaputri
et al., 2014).
These consequences need to be addressed by the
management of Islamic colleges and universities under
the auspices of MORA, this situation obviously need ajoint of introspection that declaration toward WCU is
not easy since IHEI (PTKI)’s ranking is still below theuniversities under the Ministry of RISTEKDIKTI(Research, Technology and Higher Education). By considering the formulation of the problems, the questions
explored are as follows, (1) What are the efforts made by
the academicians in Islamic university to develop theorganization in order to reach WCU? (2) How is the attitude towards change related to dynamics between university as a system and its human resources? (3) Why
and how the openness to change towards globalization
in IHEI?
This study aims to identify how the Indonesian State
Islamic Higher-Education Institution seeks to overcome
challenges in order to adapt with the change in order tocompete in globalization era and also to be more open in091

Hanifah Latif Muslimah, et al.

international and academic forums in the world/ global
community.

Openness mindset to change towards
globalization

Tierney (2014) has explained that slowing of creativity hinders innovation, whereas personal autonomy,
goal setting, and teamwork exist in innovative organizations. The role of people in the implementation of organizational culture design based on innovation is very
important to success the university’s goal in global competition and needed in knowing the obstacles to the creation of an innovation-based organizational culture.
Previous study conducted by Kusumaputri et al.
(2014) found that organization members also need theability to adapt with changes, in other words, Openness
to change. Organization members who are open tochange tend to show flexibility when dealing with newchallenges. Openness-to-change is a strong predictor of
the willingness of individuals to participate in worktransitions. Goodson (2001) found that in organizationalchange, education, personality, personal development,
and individual attitudes toward change is one of themost important determinants of successful and sustainable reform.
Still related to changes in educational organizations,
before proposing a change in school, the schools’ policy
makers should know the behavior of the people whochange. The principals who are very open to changes ineach dimension regardless of demographic characteristics. Therefore, the principals’ perception or belief aboutchange becomes very important when the school faces achange (Aslan, Beycioglu, & Konan, 2008). Furthermore,
Kusumaputri et al. (2014) also wrote that the process ofchange at university, experienced certain unique process not found in other organizations because of the differences in their human resources.
Department of Housing and Urban Development(HUD) public housing program, according to Miller,
Johnson, and Grau (1994) have conceptualized Openness
towards organizational-change as an attitude thatinvolves the willingness to support change and positive
feelings about the potential consequences of change.

092

The three variables in this context are information
received about change, self-efficacy to face changes,
and participation in the process of making decision tochange (Wanberg & Banas, 2000). Understanding thereaction of organization members toward change is an
important component in managing the whole changing
process (Wanberg & Banas, 2000).
According to previous studies, the content of change
which involves the members’ participation is the main
determinant in creating commitment to change(Kusumaputri et al., 2014). There are differences on theindividuals’ responds toward change (Kusumaputri etal., 2014). Van Dam (2005) found that the Openness-tochange becomes strong predictor of individual willingness to participate in working transitions. Members who
are typically open to change in personal working situations are expected to be more open to organizationalchange than those who are not open to occur workchanges. The situation that leads universities to meet theinternational standard requires the academic community to manage the change and make some innovations(Tierney, 2012).
Openness-to-change is related with the members’
dispositional ability which refers to individual differences, including reactive and proactive orientation to beable to adapt according to the environment’s demands
and to be continuously ready to change. Since individuals who open-minded regards change as challenge rather
than obstacle, they are open to access new technologies
and occurred processes, also able to adapt as requirement for dynamic working situation with better skills(Fugate & Kinicki, 2008).
Furthermore, situation that supports organization to
optimize innovation and eliminate barriers for innovation developed a culture of risk-taking and motivation ofwilling to change. The will to change in individualinternal condition is the Openness mindset to change(Tierny, 2012). Openness-to-change according to van
Dam (2005) and Bouckenooghe (2010) is the organization members’ willingness to be involved in the organization’s job change situations, which indicated byadaptability.

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Design/methodology/approachThis qualitative research using the case-study method
was conducted at MM-University (State Islamic
University of Maulana Malik Ibrahim Malang) by interviewing key people in departments related to the implementation of higher education management according
to global standards or WCU, observation, documentation with photos and videos, and studies through theuniversity’s official website and related academic documents, with the launch of the World Class University
program.
Interviews were conducted at the interviewees’
office. In this method, which used semi-structured question techniques by group or individual interviews using
the open semi-structured interview, it allows new ideas
to be brought-up during the interview as result of what
the interviewee says. Data analysis was started withdata recording and then organizing the data by selecting
data-reduction method. The data reduction stage
includes open coding, selective coding, and axial
coding. Researcher(s) and informants interacted face toface to obtain information verbally in order to get significant data that can explain the research’s focus.
The location selected for this research was carriedout at MM-University with the consideration that
MM-University and SH-University (as mentioned abovein the introduction) both have been appointed by theIndonesian Minister of Religion to prepare themselves
to become world-class PTAINs (world class university)
among all State Islamic Universities in Indonesia. This
is inseparable from the ranking of the two universities
which are superior among other UINs or other IAINs in2013, when the WCU program was being launched in2014.

Research findings and discussion

As discussed earlier, the Islamic universities inIndonesia are now experiencing a hard time competingin the globalization era. The efforts of MM-Universitythat resulted in the openness to change that helped it
achieve the WCU status will be discussed here.
MM-University is located in Malang city on the eastside of Indonesia’s Java Island. It was founded in 1961

from the Faculty of Tarbiyah of IAIN-SA, Surabaya,
and then changed to the College of Islamic Studies until
it became a university in 2014 (Rahardjo, 2016).
MM-University has experienced the impact of the WCU
declaration that resulted in it undergoing necessaryorganizational transformations to adapt to the change.
According to MORA, it had announced in 2013 the programs that were headed to attain the WCU status which
would be pioneered by MM-University and
SH-University, (Direktorat Pendidikan Tinggi Islam[DIKTIS] or the Islamic Higher-education Ministry,
2015; Badan Akreditasi Nasional Perguruan Tinggi[BAN-PT], 2014). This is inseparable from the rankingof those two universities that excelled among the other
UINs or IAINs in that year. After the declaration, in2015 MM-University started the regional revision stage
for being a WCU. In 2016, it was ranked 14th out of 21
universities which obtained the accreditation A according to the Ministry of RISTEKDIKTI (Rahardjo, 2016).
In pursuing the international standard, MMUniversity did not eliminate its Islamic characteristics
and values (Wahidmurni et al., 2016). This principle isbased on the knowledge that recognition of international-standards for an institution is measured by the parameters of progress and achievements possessed by theinstitution. The knowledge developed in MM-University
is following the theo-anthropocentric paradigm thatpays attention to universal human values and is based on
the Al-Qur’an and As-Sunnah. The principle is to maintain a good tradition and take up a new better practice(al-muhafadat ala ‘I-Qadim as-Salih wa ‘I-akhzu bi‘i-jadid al-Aslah) (Rahardjo, 2016). Recently, MMUniversity attracted more international students. Over
three academic-years, there were 232 students from 30
countries. (Rahardjo, 2016).
Before becoming a pilot project appointed by the
MORA, MM-University had the initiative to create an
ICP, namely it was run at Islamic Education department,
Tarbiyah faculty (Tarbiyah is Arabic term for education). When receiving the mandate to prepare for WCU,
academicians in MM-University re-evaluated the ICP
that had been implemented previously and adjusted it to
WCU standards. Study of international standards, in093

Hanifah Latif Muslimah, et al.

this case MM-University examined the standards fordetermining university ratings used by government
agencies. Showing openness mindset to change towards
globalization, namely the willingness to learn and discuss from the university academic community for the
progress of the institution.
Results of the study show that there are many obstacles faced in the effort to compete at global level, but at
the same time there are efforts that indicate openness tochange which helps universities in dealing with theseobstacles. Not only at the institutional level, the spirit toachieve WCU standard also owned by university’s
human-resources (academicians). In this case, one ofsome actions is that the academicians showed the spiritof bilingualism (English and Arabic) as an openness
towards change. This is related to the action of providing the main facilities in the field of community service
through training and re-education for workers in agencies, institutions and industry mainly for Englishcourse. After the declaration of MM-University’s
development-roadmap which was divided into several
phases (explained more in Table 1), the outcome (Impact)of the development and upgradation of the STAINMM’s project showed several improvements in various
aspects of the university namely from Sekolah Tinggi
Agama Islam Negeri (STAIN)/ State Islamic Higher
School into Universitas Islam Negeri (UIN)/ State
Islamic University (Rahardjo, 2016), from STAIN-MM
stepping into MM-University.
Openness-to-change presented and implemented
within organization is an initial condition that is necessary to be successful in achieving the planned changes(Miller et al., 1994). The aspects of openness-to-change
include affective, cognitive, and behavioral aspects, inthis case related to the declaration of WCU in the StateIHEI namely the cognitive aspect, the affective aspect,
and the conative aspect (Kusumaputri et al., 2014).
Responding to the system change in the university
related with the declaration of WCU in 2013,
MM-University shows the open mindset towards changethat are implemented in the attitude of: (1) acceptancewith the change; (2) adjustment to the change, bothhuman resources and organization’s system; point094

number two is in accordance with the previous researcher’s opinion who found out that academic community’s
ability to adjust themselves could be seen from theirinvolvement in changing work situations within organization (Bouckenooghe, 2010; van Dam, 2005), and (3)creating innovations to be survive and go ahead.
The previous rector (university leader) had alreadyincluded WCU in one of his policies, one of them isabout the international of look. Academicians in
MM-University showed responsive attitude and enthusiasm towards the change to be open in global. Some of
MM-University’s responsive attitude can be seen when
there was a mandate to welcome WCU from MORA,
MM-University quickly prepare to implement the mandate, for instance by improvement in the International
Class Program (ICP) according to WCU standard.
Previously MM-University has already made ICP by
their own initiative, therefore when there was a mandate
for WCU, MM-University quickly adapt the ICP according to the standards implemented in WCU, one of whichis the attentive audit and the issue of diplomas in threelanguages (Indonesian, Arabic, and English).

Fig. 1. one of examples of Theses Report in Arabic

Strengthening foreign languages is also encouraged
in MM-University related with the ICP declaration,
therefore lecturers and academic-staffs should be able tobecome proficient in English. Through the improvement
and empowerment of human resources program,
MM-University establish an external cooperation with

6th AFC Best Papers (2022)

international English-course to organize training for
MM’s academicians. In this case, lecturers show enthusiasm in giving lectures in English. Moreover, the spiritof bilingual program (Arabic and English implementation in Program Khusus Perkuliahan Bahasa Inggris(PKPBA) and Program Khusus Perkuliahan Bahasa
Inggris (PKPBI); there is PKPBI after passing the
PKPBA) also becomes an affective aspect of the openness mindset to change.
A special test for students who pass the ICP, after
students enter the first semester, there is another test:
language skills and science. The input mapping is carried out at the beginning of selecting students who are
eligible to participate in this program, of the 300 students will be selected the best 15 students to follow thisprogram by taking three kinds of exams, namely academic potency test, written exam, and oral exam.
Students will follow the international class pilot designusing three cycles, namely the incubation cycle, the initiation cycle, and the maturity cycle; The incubation
cycle is designed at the initial stage of students entering
the second to third semesters; The initiation cycle isdesigned for the fourth to fifth semester stages; Thematurity cycle is designed in the sixth to seventhsemester stages. Students also learn the ulul-albab(humans who have strong theology and spiritual depth,
nobility of character, breadth of knowledge, andprofessional maturity, based from Quranic verses)

values during International Class Program (ICP).
Lecturers are obliged to open this lecture in international language (Arabic or English) and must open with
“Bismillahirrohmanirrohim” reading as an internalization of ulul-albab values. Lecturers are required to lecture (mainly material impressions) in international
language. The assignment process will be determinedby the lecturer in question using Arabic and English;
The incubation period for example, this phase is the
pre-international class stage. This stage is more likely toadapt to the atmosphere of the international class, both
adaptation of vocabularies and the attitudes of students
in the class. The target that must be achieved in thislearning process is the internalization and habituation ofcommunication with international language.
The process of change can be seen from the participation process towards ongoing changes, namely communication pattern between members of the organizationand direct support from superiors. Related with this,communication is important to determine success(Kusumaputri et al., 2014). In order to compete in the
global world, MM-University just started its pilot-project, one of them is the ICP. Along with the existence of
ICP, MM-University declared the international language ability improvement to communicate in internal
university.
Furthermore, the following table one (1) and two (2)summarized the openness towards change and related

Table 1. Program based innovations done by MM-University in moving towards globalization:
empowering psychological aspect (that appears in theme category of data analysis)
A. Planning and Target
Actions
Strategic Planning (Development
roadmap of MM-University)

Annual planning

Information/the points of the implemented programs
1. Short term (2006-2010): Institutional establishment and academic reinforcement
2. Medium term (2011-2020): Regional Recognition and Reputation
3. Long term (2021-2030): International Recognition and Reputation. This stage isdivided into three annual fifth phases.
1. Preparation of annual operational targets that must be accomplished

B. Management of Educational System
Integrated Curriculum
1. Ulul-Albab curriculum (KKNI while continue maintaining the MM-University’s(by: “Tim Pengembang
curriculum with integrated paradigm)
Kurikulum”/ Curriculum
2. Curriculum evaluation in each study program
Development Team, 2016)
3. Learning process with Integrated Learning Model of Ulul-albab (ILMU)
Initiative to run the international 1. ICP curriculum and standardization, MM-university invited several lecturers fromclass program (ICP)
Australia, England, and America to review the study of MM-University’s
international curriculum standards how to be universally accepted.
2. Special and particular training for ICP lecturers095
3. ICP students/ Students Recruitment system and ICP cycle
4. ICP graduates’ special diploma and degree in three languages
5. Monitoring and supervising the ICP (pointing two lecturers, Arabic and English
experts, as coordinators)

Actions
Strategic Planning (Development
roadmap of MM-University)

Annual planning

Information/the points of the implemented programs
1. Short term (2006-2010): Institutional establishment and academic reinforcement
2. Medium term (2011-2020): Regional Recognition and Reputation
3. Long term (2021-2030): International Recognition and Reputation. This stage isdivided into three annual fifth phases.
1. Preparation of annual operational targets that must be accomplished

B. Management of Educational System
Hanifah Latif Muslimah, et al.
Integrated Curriculum
1. Ulul-Albab curriculum (KKNI while continue maintaining the MM-University’s(by: “Tim Pengembang
curriculum with integrated paradigm)
Kurikulum”/ Curriculum
2. Curriculum evaluation in each study program
Development Team, 2016)
3. Learning process with Integrated Learning Model of Ulul-albab (ILMU)
Initiative to run the international 1. ICP curriculum and standardization, MM-university invited several lecturers fromclass program (ICP)
Australia, England, and America to review the study of MM-University’s
international curriculum standards how to be universally accepted.
2. Special and particular training for ICP lecturers
3. ICP students/ Students Recruitment system and ICP cycle
4. ICP graduates’ special diploma and degree in three languages
5. Monitoring and supervising the ICP (pointing two lecturers, Arabic and English
experts, as coordinators)
6. ICP graduates’ competence standard
7. Arrangement of quality standard performance for international test-book Project;
The formation and development of the ICP students’ personality and attitude with
Islamic values.
International Cognition (IC)
1. IC that has been done: ICP and AUN-QA (ASEAN University Network-Quality
Assurance) with the online visitation has been carried out (at 2020) by AUN-QA
due to the impact of the Covid-19 pandemic
Internal and external audit
1. Faculty audit team (internal audit done as an instrument to make sure the quality
standard) and accepting external audit
International-standard studies
1. Studying the standards that determine the universities’ ratings used by government’s
institutions
Process of completing the 1. Acceleration process of completing the production of lecturers’ scientific works that
production of scientific work
included in doctoral acceleration program
Repositoryofresearch
1. Articles can be accessed earlier and communicated to the academic community
development
before being discussed.
2. Repository research platform to register the research’s input and output.
Journal management in faculty
1. Journal projection (Scientific journals mostly regarded as excellent, therefore
projected as international journals with à reputation, e.g. Journal of Islamic
Architecture)
2. Journal coaching (writing to publication) and journal publication stages
C. Human Resources Improvement and Empowerment with international standard
Improvement of foreign language 1. Mapping strategy to improve global-language (English) competencecompetence
2. Trainings for staffs and lecturers; Lecturers and educators’ assignments to takeLecturers’ scientific work
activeness in conference

andLecturers’ scientific development096

trainings (in cooperation with English training centre institutes with international
reputation).
1. Scientific works by lecturers (assignments for research)
2. Presentation of the scientific works in conferences (Funding for international
conference and journal publication)
3. Habituation of lecturers for journal publications
1. Acceleration of professors for doctoral degree (including class management
assistance in fulfilling teaching hours)
2. Micro teaching trainings (pedagogic) (teaching with action-action model, coping
dis-learning, project dis-learning, and online learning)
3. Trainings in research competition strategy
4. Islamic trainings through integrated programs
5. Reinforcement for journal writers (training / workshop) with national &international expert researchers
6. Further education and improving competence of lecturers, laboratory staffs,
technicians, and librarians

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Table 2. Program based innovations done by MM-University in moving towards globalization:
empowering cooperation and infrastructure (that appears in theme category of data analysis)
D. Internal – external cooperation
Actions
Memorandum of Understanding(MoU) with overseas institutions

Information/the points of the implemented programs
1. MoU with IDI Medical Faculty, Monash Universities, and Universities in America
2. Presenting expert lecturers from overseas countries
3. Participation of MM-University lecturers to teach in University in Cairo, Egypt
Language training cooperation
1. Cooperation with English training institutions in Bali and Malaysia to provide English(external)
tests for the university’s human resources.
Cooperation with World-Class
1. International of look is cooperation in the form of joint activities with several
Universities (external)
universities at international level.
Overseas experts
1. Bring experts to improve lecturers’ capability
Industrial and external institutions
1. Organizing cooperation with industries and relevant institutions for capacity building
cooperationin science and technology
Cooperation inter-faculties
1. Cooperation between faculties in some activities such as joint events and collaborative(internal university) and Interexhibitions.
individuals (academicians)
2. Conducting research and initiation to make rumah jurnal (journal-home), writing andcooperation
publishing journals
3. Making moves to revitalize the (academics) shared awareness (attitude toward change)of the academic communities in MM-University to prepare WCU
E. Provision of facilities and infrastructure with international standard which still maintaining Islamic Values
Multilingual information in the
1. Upgrading MM-University’s website in 4 languages (Indonesian, English, Arabic, andwebsite and website evaluation
Mandarin)
2. Evaluation for each study program’s information system
1. Supporting facilities and funding for lecturers’ activities (who pass the selection) to be
International scale activities
sent as delegates in international forums
2. Organizing collaborative activities involving several universities at international level.
Online report system
1. Online measurement system on the students’ satisfaction to the lecturers’. performance/ IKD (Indeks Kepuasan Dosen) and IKM (Indeks Kepuasan Mahasiswa)
done online every time programmed
2. Lecturers’ performance report
Students’ radio
1. In program for Islamic universities with legal status, one of them students’ radio
Good facilities for research and 1. Increased research for mastering basic science and technology
publication
2. Increased research collaboration with higher education institutions, research
institutions, and advanced industries
3. Increase in research contributions to learning and community service activities
4. Increased dissemination of research results through scientific communication media
5. Improving the quality and quantity of scientific book publishing
1. Improving the quality and quantity of scientific journals; including (a) journals in eachstudy programs, (b) journals of international reputation, (c) publication journal: journals
dedicated to the result of the research, (d) community service journals
Main facilities for community
1. Increased collaboration between university and industry and institutions to support
service by lecturers and universitybusiness development
students (academicians)
2. Trainings and re-education for workers in institutional and industrial agencies
3. Dissemination of the application of science and technology for the benefit of thecommunity, to study and develop integrative fieldwork practices/ Praktik kerja
Lapangan Integratif (PKLI)
Main Students’ Facilities
1. Al-Quran and classical Islamic manuscripts education
2. Religious education and trainings for students; boarding house for students to learn
and practice more of Islamic values implemented at boarding-house.
3. Development of the mechanism for new students’ admission to the alumni
097
organization and networks
4. Fostering student talents and interests
5. Data and information service system

4. Increased dissemination of research results through scientific communication media
5. Improving the quality and quantity of scientific book publishing
1. Improving the quality and quantity of scientific journals; including (a) journals in eachstudy programs, (b) journals of international reputation, (c) publication journal: journals
dedicated to the result of the research, (d) community service journals
Main facilities for community
1. Increased collaboration between university and industry and institutions to support
service by lecturers and universitybusinessdevelopment
Hanifah
Latif Muslimah, et al.
students (academicians)
2. Trainings and re-education for workers in institutional and industrial agencies
3. Dissemination of the application of science and technology for the benefit of thecommunity, to study and develop integrative fieldwork practices/ Praktik kerja
Lapangan Integratif (PKLI)
Main Students’ Facilities
1. Al-Quran and classical Islamic manuscripts education
2. Religious education and trainings for students; boarding house for students to learn
and practice more of Islamic values implemented at boarding-house.
3. Development of the mechanism for new students’ admission to the alumniorganization and networks
4. Fostering student talents and interests
5. Data and information service system
F. Infrastructure and Amenity in MM-University
The main facilities in education and 1. Curriculum design for continuous quality improvement,teaching
2. Curriculum enhancements to strengthen specialty skills and relevance,

Building infrastructure facilities
based on integrative knowledge
between secular science andIslamic science

3. Structuring and improving learning functions,
4. Structuring and fulfillment of the undergraduate education program standard tomeet the requirement of the workforce,
5. Development and improvement of selected undergraduate and diploma programs’
quality to welcome globalization,
6. Fostering academic atmosphere
1. Civil-Works/Building: Administration, Library, Multipurpose/Campus Hall,
Language Faculty and Laboratory, Micro Teaching, Green house, Faculty
Apartment, Faculty Housing, mechanical and Electrical Facility, Student Center,
Information Center, Science Technology Faculty & Engineering Lab., Social
Science Department and Lecture, Graduate Studies, Masjid (prayer room), andDormitory that implements the religious values or Ma’had (Arabic term forboarding-house with rules applied).
2. Equipment: laboratories (Lab.): Language Lab., Micro Teaching Lab., Resource
Learning Center, Arabic, Language Center, Statistics Lab., Computer Technology
Lab., Advance Computation Lab, Architecture Lab, Information Tech. & Image
Proc. Lab., Chemistry Lab., Physic Lab., Internet Self access Center & Resource
Learning, Biology Lab, Bio-technology Lab.

efforts done by the academicians and university as awhole system.
From the table above, it is mentioned some attitudes
towards organizational change into globalization.
Science developed in MM-University follows thetheo-anthropocentric that pays attention to universal
human values and based on the Al-Qur’an and
As-Sunnah. The principle is to maintain good tradition(turas) of the past and take new tradition which is better(al-muhafadat ala ‘I-Qadim as-Salih wa ‘I-akhzu bi‘i-jadid al-Aslah) (Wahidmurni, 2016). Therefore, theprograms made and developed by the university are
activities that cannot be separated from Islamic religion.
It showed that the innovations done not only stop on
cooperation initiative with external institutions, the academic communities also create products (being productive) as the result of their studies which manifested in098

the ulul-albab curriculum that later created the ulul-albab subject. The Ulul-Albab curriculum then implemented as the core values of MM-University.
MM-University named it as “mu’asyirotul husna” which
consists of 99 indicators (the 99 Allah names philosophy). Ulul-Albab curriculum has been developed in di
MM-University since the founding of LPM (before iscalled KJM 2005), named “Akumutu ulul-albab”, later
these indicators are developed into a standard. The purpose of Ulul-albab curriculum as: (1) guideline reference for faculties and study programs to develop theircurriculum, (2) guideline for the implementation of thecurriculum in UIN environment, (3) evaluation of thecurriculum development in MM-University.
The curriculum tends to values, so that the management of the Ulul-Albab values are carried out in thema’had (Islamic boarding school). Academic document

6th AFC Best Papers (2022)

related to the Ulul-Albab curriculum (curriculum standard based on Kerangka Kualifikasi Nasional Indonesia(KKNI)/ Indonesian National Qualifications Framework:
written on PERMENRISTEK/ Peraturan Menteri Riset
Teknologi) compiled in June 21 2016, Number: 44/2015
SNPT article 12 (compiled by the curriculum developer
team of MM-University) and the result of interview
with the rector’s secretary and ICP lecturer. This makingof the curriculum according to Islamic teachings is also
target and process (goal-setting) of MM-University
which also included in the development-roadmap of
MM-University program 2016–2018, namely the stabilization of Integration of Islam and Science Program.

Fig. 2. Ulul-Albab Education Explanation in MM-University
Published in Arabic Language.

Kusumaputri et al. (2014) related with the model ofthe commitment to change in higher education wrotethat organization member who owned the typicalOpenness-to-change quality will be more open minded
and able to adapt with organizational change comparedwith those who have less quality in this matter. The academic community’s agreement in MM-University that
require them to take foreign language class in the midstof their busy work at the university also become one of
the indicators about their quality in responding thechange, these academics have opened their minds tochange. Miller et al. (1994) suggested that the highopenness level toward organizational change brings
suggestions to improve cooperation to avoid resistancebehavior, such as quarrels and hostility, intentionallyunproductive, and less cooperation with management.
The curriculum tends to values, so that the management of the Ulul-Albab values are carried out in thema’had or Islamic boarding school (Ulul-albab curriculum standard based on KKNI PERMENRISTEK issued
2016). This making of the curriculum according toIslamic teachings is also target and process (goal setting) of MM-University which also included in thedevelopment-roadmap of MM-University program
2016–2018, namely the stabilization of integrating
Islamic and Science.
Individual efforts to understand change, especiallythe characteristics of change, can be influenced by theirsocial environment, especially subordinate colleagues
and superiors in the individual work environment canalso influence how the individual interprets thesechanges (Kusumaputri et al., 2014). To reach WCU
target, the university held doctoral program for its academic community. Openness to change which also
manifested affectionately is the spirit of acceleration of
the doctoral degree. Every faculty gives contribution todelegate academicians to reach the target determined byuniversity leader.
Support from the organizational university and thegovernment for doctoral program acceleration, both infunding and the lecturers’ teaching schedules management was reduced so that the lecturers who take part in
the doctoral program can be more focused on completing their scientific works. Lembaga Penelitian dan
Pengabdian Masyarakat (LPPM) / the ResearchInstitutions and Community Services of MM-University
gives contribution for consultation by faculties to regulate the workload of the lecturers. Zhou (2017) suggested, in accordance with the result of his study, more
attention should also be given to the university’s cultural cultivation including critical thinking, leadershipand vision, ethics and values, social responsibility, in
addition to the development of science and skills for professional work.
One of the several targets is organizing collaborative
activities involving several universities at the international level. The international office staffs and the099

Hanifah Latif Muslimah, et al.

MM-University lecturers cooperate with international
higher education institutions such as having MoU with
University in Australia and America with the help oflecturers who graduated from the universities in bothcountries, presenting expert lecturers for lecturing in
MM-University, and giving lectures at Al-Azhar Cairo
Egypt. This showed the openness of the attitude taken
by MM-University towards change by establishingexternal cooperation manifested in activities with international universities.
Related to the scientific work publication whichbecame an important issue in WCU, mutual awarenessfor publications as per individual or team have made alot of activities to mobilize journal publications andother academicians begin to join in. The appreciation
towards research, also shown by the shared awarenessto publish individually, the willingness to take part inmany activities to encourage journal publications, andto drive their colleagues to publish journals in
MM-University. The collaboration to publish journals(from individuals into team) at MM-University currently has reputed international journal’s reviewers.

Fig. 3. One of the journals managed and published in
English by MM-University

MM-University also publish journals in foreign languages, which are journals in Arabic with Arabic andEnglish manuscript. The journal publishing effort carried out by the academic community is also one of theinstitutional commitments to encourage the publicationof international journals provides (since it is also become100

one of the national WCU indicators which required theinternational journals publication). The design of anorganization’s cultural values is based on the innovations that emphasize the aspect of an individual’s openness to change (Kusumaputri et al., 2014). Thus, it isalso hoped that this research will contribute to the management of higher-education at a micro level, i.e. theaspects that relate to an individual(s) as organizational
members (in this case is academicians) who are important to organizational change vis-a-vis globalization
mainly for religiously higher education in efforts toachieving WCU.

Summary

The result of the study revealed continuous efforts inimproving the quality, resilience, and competitivenessin the global world. One of them which was the successful transformation of the institution within a few years
from faculty to university. Based on this study, alterations in the individual-level also become a determinant
in the success of the change. Efforts to improve themanagement, enhancement of the academic community’s knowledge, and skills, international curriculum
standardization, and internal and external cooperation
with overseas higher education institutions also continue to be encouraged. But the efforts were inseparablefrom the obstacles faced both from within university(internal problems) and outside (eksternal problems
which impacted in hindering WCU-project programs byuniversity) such as policies related to funding. The academicians also have to hone their knowledge to be able
to integrate the secular science (science, social science)and Islamic science (Al-Qur’an, Hadits, Islamic studies)so that Although encounters many obstacles, there aresome efforts that indicate openness to change / openness mindset to change and adaptability to remain
steadfast in difficult situations. One of them is the initiative of the institution in carrying out institutional development by innovations (innovative program) that otherhigher education institutions have not been done.

6th AFC Best Papers (2022)

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