Framework In Developing Professional Development Program In Higher Education Institutions In Indonesia
Loading...
Date
2016-09
Authors
Debby Tanamal
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Professional development (PD), faculty development, staff development,
professional learning and continuous learning are all similar concepts which refer to
acquirement of skills and knowledge for personal development and career
advancement. The main constraints in Indonesian academic profession include heavy
teaching responsibilities, strict bureaucracy, poor scientific publication, low human
development index and insufficient education training that urged higher education
institutions to provide sustainable and effective PD by leveraging the use of feasible
technology. Due to challenges towards international accreditation, the National
Legislation on Teachers and Faculty as professionals as stipulated in the Indonesian
Act Number 20, 2003, Act Number 14, 2005 and Government Regulation Number
19, 2005, provides an important paradigm shift to foster quality and meaningful PD
programme for faculty in Indonesia.The ultimate goal of the study is to provide a
framework for developing a PD programme in the context of the Indonesian higher
education sector. This goal can specifically be reached by examining existing PD
practices in Indonesia’s higher education institutions, investigating current models of
blended learning (BL) approach and recommending improvements to current PD
practices in the country. The study is qualitative in nature. Semi-structured
interviewed were carried out with 12 national experts in the fields of PD and BL as
informants. All interviews were recorded, transcribed and analysed using data
reduction, data display and conclusion. Four tools were employed for data
verification purposes; member checks, theoretical triangulation, theoretical crossxvii
check and expert cross-check. The study identified five main components of the PD
framework; Selection of Appropriate PD Models; Identification of Critical Factors
for a Successful PD Programme; Knowledge on Designing a PD Programme;
Knowledge on Evaluating a PD Programme; and Knowledge on Application of Elearning
in BL Model. The study also identified five PD Models namely; Bottom-Up
(loose/unfostered and fostered) vs Systematic (Top-Down); Face-to-Face Model vs
E-Learning; Three Cycle Training Model; Seminar/Workshop Model; and
Government-based PD Programmes. The study highlighted the following eight
factors, based on ADDIE Concept (Analysis, Design, Development, Implementation,
Evaluation), to ensure successful implementation of a PD Programme; Thorough
need assessment and clarity of PD objectives; Coherency of PD with human resource
plan or institutional needs; Thoughtful instructional design of PD and learning
scenario especially by enabling personalised learning or individual learning path;
Identification of learners’ demographics which include personal characteristics,
backgrounds and learning habits; Ensuring adequate proficiency of facilitators in
subject matter and adequate pedagogical skills in delivering PD programme,
innovation and adaptation in PD delivery and contextualization of content;
Identification of learners’ habits; and finally Accessibility to infrastructure and
technology. There are three approaches that emerge from the findings on blended
learning approach, namely blended learning based on delivery modes; blended
learning based on ICT usage proportion; and blended learning based on content
enrichment. In terms of blended learning components, the study identified several
areas that need attention namely thoughtful design of flow of instructions and
learning scenario, the facilitators, accessibility to technology and infrastructure; the
system and process, the content, and the learners. This study provided six
recommendations to improve PD practice in Indonesia. It is crucial to connect a PD
programme itself with other dimensions of institutional system and change as well as
to link PD content with on-the-job or workplace practices. More opportunity should
be provided for self-reflection, inquiry and coaching or mentoring as opposed to the
traditional one-way delivery mode of PD. Improvement to the implementation of
blended learning in PD setting can be done through maximizing the use of OER,
increasing informal learning experience of faculty to maximise learning and
designing personalised learning for faculty through blended learning. It is important
to provide on-going support for PD including specific dedicated centres and learning
communities to provide the setting for continuous learning and reflective practices
for faculty. Finally, evaluation of PD should be leveraged to higher levels of
measurement as opposed to mere participation and satisfaction of participants to
measurement of actual learning, application and impact of a PD programme.
Description
Keywords
Framework for developing a PD programme in the context , of the Indonesian higher education sector.