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HIGHER PARTNERSHIP ASSESSMENT FINAL REPORT

USAID Contract No. AID-497-C-16-00006 Monitoring & Evaluation Support Project

FEBRUARY 2020

TABLE OF CONTENTS

ACRONYMS ...... II EXECUTIVE SUMMARY ...... 1 I. INTRODUCTION ...... 3 A. BACKGROUND ...... 3 B. OVERVIEW OF INDONESIA SYSTEM ...... 4 II. PURPOSE OF ASSESSMENT AND KEY QUESTIONS ...... 8 A. PURPOSE ...... 8 B. AUDIENCE AND INTENDED USERS ...... 8 C. KEY ASSESSMENT QUESTIONS ...... 8 III. ASSESSMENT METHODS AND LIMITATIONS ...... 9 A. PHASE ONE: PROJECT PLANNING, DESK REVIEW AND DATABASE DEVELOPMENT ...... 9 B. PHASE TWO: DATA COLLECTION ...... 9 C. PHASE THREE: DATA ANALYSIS ...... 9 D. ASSESSMENT LIMITATIONS AND POTENTIAL BIAS ...... 10 IV. KEY FINDINGS ...... 10 A. KEY QUESTION 1 ...... 10 B. KEY QUESTION 2 ...... 18 C. KEY QUESTION 3 ...... 24 V. LESSONS LEARNED AND RECOMMENDATIONS ...... 31 RECOMMENDATIONS ...... 32 VI. REFERENCES ...... 36 APPENDIX I. SCOPE OF WORK ...... 37 APPENDIX II. ADDITIONAL INFORMATION ON ASSESSMENT METHODOLOGY ...... 40 APPENDIX III. SUPPLEMENTAL INFORMATION ON INDONESIA HIGHER EDUCATION INSTITUTIONS ...... 42 APPENDIX IV. COVER SHEET FOR KEY INFORMANT INTERVIEWS ...... 45 APPENDIX V. DATABASE OF INDONESIAN AND U.S. PARTNERSHIPS ...... 48

i | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV ACRONYMS

ARP Action Research Project ASEAN Association of Southeast Asian Nations BAN-PT Badan Akreditasi Nasional – Perguruan Tinggi / National Accreditation Body – Higher Education BHMN Badan Hukum Milik Negara / State-Owned Legal Institution CDCS Country Development Cooperation Strategy DIKTI Direktorat Pendidikan Tinggi / Directorate of Higher Education GoI HCP Human Capacity and Partnerships HE Higher Education HEI Higher Education Institution HELM Higher Education Leadership KII Key Informant Interview MESP Monitoring and Evaluation Support Project MoEC Ministry of Education and Culture MoHE Ministry of Higher Education MoRA Ministry of Religious Affairs MoA Memorandum of Agreement MoU Memorandum of Understanding NGO Non-Governmental Organization OECD Organization for Economic Cooperation and Development OHCP Office of Human Capacity and Partnerships PEER Partnership for Enhanced Engagement in Research RELO Regional English-Language Office SHERA Sustainable Higher Education Research Alliances SIKMA Sistem Informasi Kemitraan / Partnership Information System UGM of Gadjah Mada UMY University of Yogyakarta UNPAD University of Padjadjaran UP University Partnership USAID United States Agency of International Development USINDO The United States – Indonesia Society

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | ii EXECUTIVE SUMMARY

USAID/Indonesia’s Office of Human Capacity and Partnerships asked MSI’s Monitoring & Evaluation Support Project (MESP) to assess the type, sector and scope of current U.S./Indonesia university partnership practices to inform the Mission’s 2021-2025 Country Development Cooperation Strategy (CDCS). This assessment will also help inform the design for future USAID/Indonesia programs to advance the capacity and effectiveness of Indonesian higher education institutions (HEIs).

STUDY QUESTIONS

The following questions guided the assessment:

1. What partnership models exist in Indonesia and what is the nature of involvement (relationship) between U.S. and Indonesian universities? 2. To what extent do various partnership models build host country capacity/commitment in to address domestic and regional challenges? And what significant achievements have been made by each type of partnership model? 3. What are the gaps in designing and implementing an effective partnership based on the existing partnership models? 4. Based on lessons learned from partnerships, what are the key recommendations to create successful and impactful partnerships?

METHODOLOGY

The team began with a thorough desk review to map Indonesia-U.S. HEI partnerships, focusing on — among other data sources — the Partnership Information System (Sistem Informasi Kemitraan/SIKMA) of the Directorate of Higher Education (DIKTI.) Documents reviewed corroborated findings from other sources, identified potential informants (in conjunction with discussions with USAID), expanded the database and supplemented interviews with key stakeholders.

The team interviewed 22 key informants from HEIs and four from other relevant organizations, either face-to-face or by phone. Data was collected through a USAID-approved semi-structured interview instrument and was triangulated with secondary data to answer the study’s questions.

ASSESSMENT LIMITATIONS AND POTENTIAL BIAS

The assessment team identified the following potential biases and limitations in the design, data collection and analysis processes:

• Incomplete and fragmented partnership data recorded in DIKTI’s partnership database; • The necessarily limited number of universities visited, and persons interviewed; and • Current changes at the national level, due to the dissolution of the Ministry of Higher Education.

The assessment team addressed the challenges by using multiple data sources to triangulate the findings — that is, by considering together findings from multiple interviews and the desktop reviews.

1 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV DOMINANT PARTNERSHIP PRACTICES

The most common partnership models in Indonesia, in order of frequency, are the following:

• Academic exchanges between U.S. and Indonesian HEIs. These include having student/scholar exchanges and supporting visiting lecturers from U.S. universities to engage in general lectures or short academic stays. • Joint seminars/research between U.S. and Indonesian HEIs. Kemenristekdikti encourages this to increase an Indonesian HEI’s publications and its Government of Indonesia (GoI) ranking. • Joint-/dual-degree programs, through which students receive qualifications endorsed by each HEI (U.S. and Indonesian) or separate qualifications from each partner.

OVERALL CONCLUSIONS

Partnerships have contributed to improving Indonesian HEI research and teaching capacities, as well as their approach to, and culture of, research and its dissemination. Some partnerships engaged local governments in research or innovation to support more evidence-based policymaking. Working with U.S. universities has improved Indonesian HEI management, administration and leadership in conducting such partnerships. U.S./Indonesian collaboration expanded to other areas, as well, such as improving some HEIs’ image and reputation — something respondents felt would increase those HEI’s competitiveness and prestige.

Implementing the partnerships, however, can be a challenge. Gaps that inhibit reaching an ideal partnership include: limited Indonesian HEIs’ technical capacity and skills to manage a partnership; cultural differences between Americans and ; inhospitable GOI and HEI enabling environments related to policies, regulations and culture; and a realization that other countries, such as China, may offer more favorable partnership arrangements than U.S. HEIs. Also, HEIs outside , especially in Eastern Indonesia, lack facilities, resources and skills to be an equal partner with overseas universities.

KEY RECOMMENDATIONS

Overall, partnerships could expand and grow stronger through provision of a package that would identify and support the development of new partnerships; improve the capacity of Indonesian HEIs to manage partnerships more professionally; provide Indonesian HEIs with improved skills in research methods so they can play a more equal role in joint research efforts; and work with the GoI and the Indonesian higher education community on policies and practices to provide stronger incentives for international cooperation in HEI research. More detailed recommendations follow:

• More effort is needed to improve managerial, human resource and finance dimensions of Indonesian partnership practices, as well as the important skills for establishing networks for potential partnerships. • Capacity building should extend beyond university leadership levels to include younger staff and emerging scholars/researchers. • Scholars/researchers need to improve their research management skills (instead of focusing only on conducting research) to better lead research efforts in the future. • An improved enabling environment for effective partnerships could help sustain partnerships that are based on mutual cultural understanding and a commitment to provide resources during the implementation.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 2 • A more flexible GoI work permit policy should be in place for foreign scholars/researchers. • A more robust and updated database for partnership activities and results, accessible by higher education institutions, is required. • GoI should provide a national research agenda that demonstrates a clear connection among stakeholders (government agencies, universities and the private sector). Indonesian HEIs could align their research road maps to such an agenda while providing windows for them to seek other partnership opportunities.

I. INTRODUCTION

A. BACKGROUND

The U.S. Government recognizes that education is an essential pathway to increase Indonesia’s capacity and commitment to achieve its development goals. The provision of focused and proven training and educational opportunities to Indonesians increases broad-based economic participation and supports a stable, resilient, democratic society. USAID/Indonesia supports Indonesia’s vision for self-reliance through its focus on strengthening higher education and research in universities across Indonesia.

University partnerships can be viewed as a formal cooperation between two or more higher education institutions developed through an intentional process, whereby the partners share resources and leverage complementary strengths to achieve the common objectives. Some common higher education partnerships include joint research initiatives, academic exchange programs, joint-degree programs, joint classroom programs and joint events, such as conferences and symposia.

The drivers for engaging in international higher education activities fall into four categories: academic, economic, political and social (Knight, 2012). Some reasons that higher education institutions are interested in university-to-university partnerships follow (Boekholt et al., 2009; Zacharewicz et al., 2017):

● Academic: includes adding an international dimension in teaching or research; enhancing quality through students enjoying and learning from a period of study abroad; extending the academic horizon; increasing the institutional reputation or status; meeting international standards; improving researchers’ skills; and greater research impact. ● Economic: includes generating revenues (fee-paying students); increasing the institution’s attractiveness; sharing resources (equipment, data, knowledge) efficiently; developing and exploiting intellectual property rights; sharing risks; and making use of available incentives and greater access to potential resources (e.g., from USAID or other donors); ● Political: includes improving national security or supporting international diplomacy and supporting peace and mutual understanding; and ● Social and cultural: includes developing a national and transnational cultural identity (Mitchell, 2015); supporting intercultural understanding; supporting citizenship development; and supporting social and community development.

USAID/Indonesia has partnered with the Government of Indonesia (GoI) to increase the institutional capacity of Indonesian research universities. Along with higher education reform policies, this has helped some Indonesian institutions rank in the top 500 universities globally in publications produced, and second among Southeast Asian universities (2018). However, remaining challenges include the need to address the low quantity and quality of researchers (Hill and Wie, 2013), the low quality and uneven distribution of research produced and the limited GoI funding for research.

3 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV In consideration of the current situation, USAID/Indonesia has asked its Monitoring & Evaluation Support Project (MESP) to assess the landscape of current U.S.-Indonesia university partnership programs. The assessment will inform the Mission on the type, sector and scope of recent and current U.S.-Indonesia university partnerships to identify options for increasing and strengthening these partnerships, as well as to identify the type of technical assistance that may be most appropriate for doing so.

B. OVERVIEW OF INDONESIA HIGHER EDUCATION SYSTEM

Indonesia, home to 264 million people (2017),1 is the fourth most populous country in the world. It is also the largest archipelago on the globe. Its territory spans more than 17,000 islands that stretch for 3,181 miles along the equator between the Pacific and Indian Oceans. Indonesia’s cultural and regional diversity is as vast as the number of its islands. In terms of development progress, Eastern Indonesia lags much of the rest of the nation, which is also true of the country’s higher education institutions. (OECD, 2015)

Despite these marked differences, Indonesia is viewed as having a promising economic future and its economic importance is expected to increase in the 21st century. This economic rise is partially based on demographic trends that will increase the country’s population to about 321 million.2 According to United Nations’ World Population Prospects 2019 data, an estimated 70 percent of the population will be working-age adults by 2030, a number that will supply the country with a vast labor pool.

Not only is Indonesia characterized by deep regional disparities, but it remains marred by various socio- economic problems. For instance, its rank is only 116 of 189 on the U.N.’s Human Development Index. Indonesia struggles to provide inclusive, high-quality education to its citizens. An analysis by the World Bank revealed that 55 percent of Indonesians who complete are not equipped with the necessary skills to successfully enter the labor market.3 However, tertiary has gone through a period of continuous growth since higher education was first formally included in the national education system via the Education Law 15/1961.

Supported by the trend of a growing population and an increased number of youths entering higher education, the number of higher education institutions (HEIs) in Indonesia is growing rapidly. Nearly 3,276 HEIs are registered under the Ministry of Education and Culture’s (MoEC’s) Directorate of Higher Education (DIKTI)4 and another 735 are regulated under the Ministry of Religious Affairs (MoRA), offering 25,548 majors in total. However, tertiary education enrollment is still low; only 9 percent of Indonesians older than 25 attained at least a bachelor’s degree in 2016, although the gross enrollment ratio reached 36.31 percent.5 Tertiary enrollment in Indonesia is the lowest among Association of Southeast Asian Nation (ASEAN) countries. In addition, Indonesia has one of the lowest percentages (0.8 percent) of 25- to 64-year-olds with master's or equivalent tertiary education degree (ranked 40 of 43 countries; OECD, 2018).

In Indonesia, tertiary education has a diversified structure. HEIs in Indonesia can be public or private, secular or religious, and of various academic types. Education Law No. 20 of 2003 and Higher Education Law No. 12 of 2012 stipulate the six types of HEIs in Indonesia: academics (akademi); community (akademi komunitas); polytechnics (politeknik); advanced schools (sekolah tinggi); institutes (institut); and universities (universitas). An additional 200 HEIs fall under technical ministries other than MoEC and MoRA;

1 https://data.worldbank.org/country/indonesia 2 https://population.un.org/wpp/Download/Probabilistic/Population/ 3 https://openknowledge.worldbank.org/bitstream/handle/10986/29921/126891-WP-PUBLIC-on-6-5- 18.pdf?sequence=1&isAllowed=y 4 https://forlap.ristekdikti.go.id/files/downloadinfografis/Ng~~ 5 http://data.uis.unesco.org/

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 4 these have been established to serve the specific needs of the respective ministries. In most cases, students from these institutions receive fellowships and must work as civil servants after graduation for a certain period. Such entities, called service institutions, provide specific technical services for the respective ministries. Some examples are the Military Academy under the Ministry of Defense and the Advanced College of Accounting under the Ministry of Finance (Moeliodihardjo, 2014). Two recent developments in HE sectors in Indonesia are the establishment of community and education through distance learning. The GoI aims to establish at least one community college in every district.

FIGURE 1. TYPE OF HIGHER EDUCATION UNDER THE MINISTRY OF EDUCATION AND CULTURE6

Source: Directorate General of Higher Education (DIKTI), 2017. https://forlap.ristekdikti.go.id/files/downloadinfografis/Ng~~

Figures 1 and 2 show that the number of private universities far exceeds the number of state-owned universities, since the public sector cannot meet the rising demand for higher education (Welch, 2008). However, the rapid growth of the HEI system has outpaced the capacity to provide adequate teaching, research and facilities (Logli, 2016). Moreover, quality levels among HEIs vary, including between public universities in the western and eastern parts of Indonesia (Koning and Maassen, 2012). The distribution of HEIs in Indonesia is also highly skewed toward Java (47.5 percent) and islands (26.5 percent), while HEIs in Maluku (1.5 percent) and (2.1 percent) are relatively few (see Figure 3). The expansion of Indonesian HE has created a system that is large and diversified but unequal, with an overrepresentation of students from Java, urban centers and higher social classes (Shah et al., 2015, Logli, 2016). Only 11.44 percent of higher education students come from the lowest quintile of income groups, whereas 62.14 percent are from the highest quintile ( Bureau Indonesia, 2019).

5 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV FIGURE 2. TYPE OF HIGHER EDUCATION UNDER MINISTRY OF RELIGIOUS AFFAIRS

Most Indonesians view public universities as better than private institutions, making admission highly competitive. Students from wealthier backgrounds attend the public universities at a higher rate than other economic classes, while students from modest backgrounds often end up in lower- ranking private HEIs after failing to gain access to public educational institutes.

FIGURE 3. DISTRIBUTION OF HIGHER EDUCATION INSTITUTIONS BY PROVINCES

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 6 In 2000, four of the most established public universities, (), Agricultural University (Bogor), (Bandung) and (UGM) were selected as pilot universities to become state-owned legal institutions (Badan Hukum Milik Negara/BHMN). This happened after the enactment of a new government regulation (PP 61/1999) to transform public/state universities into more autonomous bodies. More public universities, mostly in Java, received a similar status later. They are no longer part of the government but must be responsible to the public. This change has brought funding challenges to the public universities, as they must be more independent and proactive in searching for funding. Responding to the situation, these BHMN universities started to consider foreign students through international classes and student exchange as an opportunity to earn additional income through tuition fees.7 A list of state-owned legal institutions follows:

Higher Education Institutions Location University of Indonesia DKI Jakarta University of Gadjah Mada Yogyakarta Bandung Institute of Technology Institut Pertanian Bogor Bogor University of Sumatra Utara North Sumatra University of Pendidikan Indonesia West Java University of Airlangga East Java University of Diponegoro Central Java University of Padjadjaran West java University of Hassanudin South Sepuluh Nopember Institute of Technology East Java

By law, the function of HEIs is described as tri dharma (three pillars): teaching, research and community service. However, many argue that contributing to all three functions is unrealistic and undesirable, due to wide differences across institutional capacities (OECD, 2015). Further, most institutions do not have the financial and academic basis to conduct research (Logli, 2016). Exacerbating this is the fact that the inherited authoritarian legacy from the era is apparent in how knowledge production is institutionalized, as evidenced by Indonesia’s performance, or lack thereof, in research and publication (Evers, 2003).

Internationalization of HEIs in Indonesia is seen as one of the most important tools for raising quality and this direction seems to be geared toward enhancing regional competitiveness (Rakhmani and Siregar, 2016). However, a report from the Organization for Economic Cooperation and Development (OECD) states that Indonesian higher education has been lagging in this aspect as compared to other neighboring countries (OECD, 2015)

The Higher Education Law of 2012 in Indonesia has catalyzed the internationalization of HEs. One important aspect of the act is that it opens the way for Indonesia as a destination for foreign students and universities. In the past, foreign universities were perceived as a threat to national sovereignty over education and therefore highly restricted.8 This act allows foreign universities to set up branches or research centers in Indonesia, as long as they are fully accredited in their home countries (Article 50), while clarifying that foreign universities are not for profit, collaborate with local universities, prioritize the

7 However, criticism mounted on BHMN self-governance. The ministry is represented on boards of trustees and these universities still have to comply with the regulations for all government offices, such as financial regulation under the Ministry of Finance and personnel management under the Ministry of Civil Servants. 8 http://www.gbgindonesia.com/en/education/article/2012/indonesia_s_higher_education_act_2012.php

7 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV employment of Indonesian faculty members and promote local civic and religious values (Article 90). The latter article also states that the government holds jurisdiction over the majors and courses the foreign universities may offer, although they can set their own .

It is hoped that by implementing collaborations with foreign universities for courses and research, it will benefit Indonesia in that collaborating will raise in the standards in the local education market and enable the country’s most gifted students and researchers to stay in Indonesia instead of going abroad. This concept is also known as internationalization at home.

II. PURPOSE OF ASSESSMENT AND KEY QUESTIONS

A. PURPOSE

The purpose of this assessment is to:

1. Map past and existing higher education partnerships between Indonesian and U.S. universities. This includes an examination of partnerships over the past five years, including some current partnerships. 2. Identify the roles of provincial governments in the partnerships. 3. Identify gaps for tertiary-level research and training programs in Indonesia formed under the partnerships. This will aim mainly to describe the extent and depth of partnerships such as staff/faculty and student exchange, credit recognition and research collaboration.

B. AUDIENCE AND INTENDED USERS

This assessment will inform the new USAID/Indonesia Country Development Cooperation Strategy (CDCS) for fiscal years 2021–2025 and aid in the design of future programs to improve the capacity of higher education institutions in Indonesia.

C. KEY ASSESSMENT QUESTIONS

The following are the key assessment questions:

1. What partnership models exist in Indonesia and what is the nature of involvement (relationship) between U.S. and Indonesian universities? 2. To what extent do various partnership models build host country capacity/commitment in tertiary education to address domestic and regional challenges? And what significant achievements have been made by each type of partnerships model? 3. What are the gaps in designing and implementing an effective partnership based on existing partnership models? 4. Based on lessons learned from partnerships, what are the key recommendations to create successful and impactful partnerships?

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 8 III. ASSESSMENT METHODS AND LIMITATIONS

A. PHASE ONE: PROJECT PLANNING, DESK REVIEW AND DATABASE DEVELOPMENT

Upon approval of the work plan, the team conducted a thorough desk review to map Indonesia-U.S. HEI partnerships. The main source of the data was the Partnership Information System (Sistem Informasi Kemitraan/SIKMA) of the Directorate of Higher Education (DIKTI). The components of the database include: the name of the HE institutions; cluster number (based on five clusters derived from MoHE/Kemenristekdikti); the province’s name; status of the HE institutions; the source of funding; sector; partnerships activities; the type of agreement; and the start and end date of the partnerships. In addition, the assessment team reviewed other documents, including fact sheets provided by USAID/Indonesia’s Office of Human Capacity and Partnerships (HCP) and MESP, as well as from other sources relevant for this assignment. All documents reviewed corroborated findings from other sources, expanded the database and supplemented interviews with key stakeholders. Data were also extracted from the American Indonesian Exchange Foundation (AMINEF)/Fulbright, the U.S. – Indonesia Society (USINDO), the Institute of International Education (IIE) and university or regional government websites. To address issues that might occur, such as incomplete and scattered data, the team triangulated the data with key informants during field visits and interviews.

B. PHASE TWO: DATA COLLECTION

During data collection, the team conducted key informant interviews (KIIs) and group interviews (GIs) with HEIs that have, or have had, university partnerships, particularly between Indonesian and U.S. universities. Several key types of respondents and informants were identified based on the early database development and the document reviews, as well as preliminary discussions with USAID/Indonesia’s Human Capacity and Partnership (HCP) team and MESP. In total, the assessment team interviewed 22 key informants from HEIs and four from relevant organizations (i.e., USINDO, AMINEF, USAID’s Sustainable Higher Education Research Alliances [SHERA] project and DGHE), either face-to-face or by phone. The assessment team used a semi-structured interview guideline, which USAID approved, to obtain and triangulate data collected during the desk review and the database development phases to gain further insights on key questions.9 Appendix II details the several key types of respondents and informants identified, as well as the list of KIIs interviewed.

C. PHASE THREE: DATA ANALYSIS

The team used parallel analysis to explore the evidence from all sources. In this analytical approach, each type of data for an assessment question was first examined according to its source, and then across all data sources.10 The team developed preliminary findings by first analyzing the database using descriptive statistic methods (frequency, percentage, spatial distribution), then interviewing key informants and, finally, triangulating complementary preliminary findings from key documents and other secondary materials. Dedoose software supported data management and coding analysis and was used to construct the coding

9 The team finalized the semi-structured interview protocol after in-depth discussions and after receiving comments from USAID. Please refer to Appendix II for more detailed information. 10 This assessment relied on several main sources of data, such as: the database of partnerships between U.S. and Indonesian universities (developed by the assessment team); literature review and other relevant reports as a secondary source; and key informant interviews.

9 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV framework. Data analysis occurred in parallel to and following completion of the data collection to allow preliminary findings to influence the subsequent data collection process.

D. ASSESSMENT LIMITATIONS AND POTENTIAL BIAS

Social research activities generally encounter potential bias and limitations that may affect the analysis process. The assessment team acknowledged these issues during the development of the assessment methodology and the data collection process, as well as during the analytical process. Constraints and challenges included:

● Incomplete and fragmented partnership data recorded in DIKTI’s partnerships database; ● The limited number of universities visited/interviewed; and ● Current changes at the national level, due to the dissolution of the Ministry of Higher Education. The assessment team addressed the potential biases by using multiple sources of data to triangulate the findings — that is, by combining findings from both interview results and the desktop reviews.

IV. KEY FINDINGS

This section addresses each of the first three key questions of the Higher Education Partnerships Assessment. The next chapter of this report will address the fourth key question on recommendations.

A. KEY QUESTION 1

What partnership models exist in Indonesia and what is the nature of the relationship between U.S. and Indonesian universities?

The assessment identified 44 universities that have established partnerships with U.S. universities during the past five years, or that are working to establish new partnerships. Public universities have dominated the partnerships (34) compared to private universities (only 10) that have or are still partnered with U.S. higher education institutions. The assessment team extracted the information from the database available at DIKTI’s Sistem Informasi Kerjasama (SIKMA; the Partnerships Information System) and USAID reports. The partnerships in Indonesia, particularly among Indonesian and U.S. universities, fall into six models. Table 1 explains these models and provides examples of the universities implementing them.

TABLE 1. EXAMPLES OF HIGHER EDUCATION PARTNERSHIP MODEL IN INDONESIA, FROM INTERVIEWS

Partnership HE Institutions Example of U.S. HEIs Institutions Model Practicing the Model Activities University of Hawaii at Manoa; Temple University; Southern Utah University; American University; University of Exchange faculty and Universitas Gadjah Mada, Iowa; University of Rhode Island; academic staff; visiting University of North Carolina-Chapel Yogyakarta professors Academic Hill; Rutgers, the State University of Exchange New Jersey; Ohio State University; Kent State University

Universitas Padjadjaran, Rutgers, the State University of New; Visiting professors; Bandung Northern Illinois University some Universitas Padjadjaran lecturers

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 10 Partnership HE Institutions Example of U.S. HEIs Institutions Model Practicing the Model Activities visited U.S.; university partners. University of Rhode Island; Grand Universitas Diponegoro, Student exchange; Valley State University; University of Semarang visiting lecturers Wyoming; University of South Florida Universitas Hassanudin, Exchange of staff; University of Georgia, Athens visiting professor Columbus State University; Kansas Universitas Bengkulu, Exchange of academic University; Middle Tennessee State Bengkulu and professional staff University; Murray State University Semester abroad (UMY George Mason University; University Universitas Muhammadiyah students experiencing a of Alabama School of Law; North Yogyakarta semester at U.S. University of Arizona university partner) University of Hawaii at Manoa; Universitas Islam Indonesia Student exchange University of Rhode Island Politeknik Negeri Ujung Highline Community College, Faculty exchange Pandang Washington Kentucky State University; University of North Carolina-Chapel Hill; Western Michigan University; Ohio State University; University of Hawaii Establishment of Universitas Gadjah Mada, at Manoa; Temple University; research center; Yogyakarta University of Rhode Island; Tulane research collaboration School of Liberal Arts; Lehigh on specific topic University; Ohio State University; Western Michigan State University; Northern Illinois University Research collaboration on specific topic, e.g.: Rutgers University, Northern Illinois Universitas Padjadjaran, influenza with University; University of Colorado Bandung University of Colorado Denver; University of Kentucky Denver; gender study with Rutgers University Joint Research University of Hawaii at Manoa; Universitas Diponegoro, University of South Florida; University Research collaboration Semarang of Wyoming; University of Rhode on various subjects Island; Davis Universitas Hassanudin Research mostly on University of Georgia, Athens Makassar tropical ecosystems Columbus State University; Kansas Collaborative research Universitas Bengkulu, University; Middle Tennessee State on specific sectors, e.g., Bengkulu University; Murray State University agriculture or forestry , Research on forestry University of California, Berkeley and biodiversity Universitas Muhammadiyah George Mason University; University Collaborative research Yogyakarta of Alabama School of Law on various topics Universitas Islam Indonesia, Joint research on urban University of Hawaii at Manoa Yogyakarta planning

11 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV Partnership HE Institutions Example of U.S. HEIs Institutions Model Practicing the Model Activities All degrees are undergraduate; dual Sampoerna Univesrity, Joint degree with Broward College,11 degrees for business Jakarta dual degree with University of Arizona administration and Joint/Dual mechanical engineering Degree Universitas Muhammadiyah Dual degree (2+2 Northern Arizona University Yogyakarta scheme) Universitas Islam Indonesia, Master’s level (urban University of Hawaii at Manoa Yogyakarta planning) University of Hawaii at Manoa; Temple University; Southern Utah University; American University; University of Universitas Gadjah Mada, Iowa; University of Rhode Island; Yogyakarta University of North Carolina-Chapel Hill; Rutgers, the State University of New Jersey; Ohio State University; Kent State University Rutgers University, Northern Illinois Universitas Padjadjaran, University; University of Colorado Bandung Denver; University of Kentucky Various Joint Seminar/ University of Hawaii at Manoa; seminars/workshops Workshop Universitas Diponegoro, University of South Florida; University Semarang of Wyoming; University of Rhode on varying topics Island; University of California Davis Universitas Hassanudin University of Georgia, Athens Makassar Colombus State University; Kansas Universitas Bengkulu, University; Middle Tennessee State Bengkulu University; Murray State University Universitas Muhammadiyah George Mason University; University Yogyakarta of Alabama School of Law, University of Hawaii at Manoa; Universitas Islam Indonesia University of Rhode Island Kentucky State University; University of North Carolina-Chapel Hill; Western Michigan University; Ohio State University; University of Hawaii Joint Universitas Gadjah Mada, at Manoa; Temple University; Publication Yogyakarta University of Rhode Island; Tulane School of Liberal Arts; Lehigh U.S. and Indonesia University; Ohio State University; researchers co-author Western Michigan State University; scientific articles Northern Illinois University Universitas Diponegoro,

Semarang Universitas Hassanudin University of Georgia, Athens Makassar

11 All students graduating from Sampoerna University will receive a certificate from Broward College after the first two years.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 12 Partnership HE Institutions Example of U.S. HEIs Institutions Model Practicing the Model Activities Rutgers University, Northern Illinois Universitas Padjadjaran, University; University of Colorado Bandung Denver; University of Kentucky Internship and training Politeknik Negeri Ujung Highline Community College, Others of faculty members at Pandang Washington U.S. partner

Detailed information follows on the types of partnerships between Indonesian and U.S. universities.

I. ACADEMIC EXCHANGE

Activities that can be categorized as academic exchange include guest lectures (usually visiting professors from the U.S.), scholar exchange or exchange among researchers. The pattern is similar between public and private HEIs. According to the respondents and depending on the nature of the memorandum of understanding (MoU), most academic exchanges involve visiting lecturers coming to Indonesia to provide general lectures or short academic stays at a campus in Indonesia. In interviews, some informants from the institute’s international offices, as well as researchers, implied that few Indonesian lecturers are invited to give academic lectures at the U.S. universities. Informants said reasons for this include the perception that U.S. universities are more advanced and, for majors such as , are the best in the world.

Some respondents compared the circumstances of their partnerships to those with other foreign universities (mostly from Europe, through its Erasmus + Teaching Mobility Program), where prominent partner universities often host Indonesian lecturers. Although no information is available on the exact number, several private and public universities are targeted for the Erasmus + Teaching Mobilities Program in 2019. The universities are: , Bandung Institute of Technology (ITB), Bina (BINUS) University, Muhammadiyah Yogyakarta University (UMY), Gadjah Mada University (UGM), University of Indonesia and Bandung.

“In my view, with this [Erasmus + Teaching Mobility] Program, it helped us to boost our confidence as lecturers from private universities to teach in advanced countries.” (Islamic University of Indonesia, International Office, Group Interview, October 2019)

Other types of academic exchanges are scholar and student programs. Some, such as Fulbright’s research exchange program and USAID’s Partnership for Enhanced Engagement in Research (PEER), provide opportunities for senior researchers to conduct research at U.S. universities. Depending on the MoU, scientists from the U.S. can also collaborate and conduct research at Indonesian universities. Although most MoUs mention them, the number of academic exchanges between students (mostly for short stays) has been declining over the years. This may be due to findings that students sent to the U.S. to pursue education usually travel under a scholarship scheme and not as a result of university partnerships. A key informant from AMINEF mentioned that no specific program provides a short, non-degree stay for students to pursue a short course at any U.S. universities. Current partnership programs, such as Sustainable Higher Education Alliances (SHERA), also do not provide long-term academic exchanges between students. In comparison, many European university partnerships offer short courses or exchanges for doctoral students from the participating universities.

Prominent private universities, such as UMY, also established a partnership with U.S. universities such as Northern Arizona University (NAU) and University of Alabama for student exchanges. In general, UMY students have a chance to spend semesters at one of the UMY’s foreign university partners. However,

13 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV due to the high cost of spending semesters at U.S. universities, most students opt to spend semesters in Asian or European countries.

II. JOINT RESEARCH

DIKTI encourages joint research collaboration, as do universities that are interested in becoming or being better known as international research universities. The Indonesian government ranks universities based on four major assessment criteria to gauge the performance of the HEIs: 1) human resource quality; 2) institutional quality; 3) student activity quality; and 4) scientific research and publication quality. Indonesian universities fervently pursue joint research with leading overseas universities to increase national and international competitiveness.

Most top-tier public and private universities in the database have established or are establishing research programs with U.S. universities. Usually the joint research was initiated using individual networks, before formalizing it with an MoU. The joint research sectors vary widely, with fields including health, forestry, tropical ecology, biology and disaster management. The database illustrates that trends of conducting joint research were similar for public and private universities. However, a key informant from DIKTI acknowledged that only a few private universities have adopted a research culture into their educational agenda. Regarding international partnerships, private universities were usually more interested in open joint-degree programs to add to their income. In contrast, research collaboration is usually less attractive for universities that hope to gain a quick source of income, as it requires a substantial devotion of time and yields no direct short-term economic benefit to the university.

III. JOINT/DUAL DEGREE

By definition, a joint-degree program is designed and delivered by two or more international partner institutions. Under a joint-degree program, a student receives a single qualification endorsed by each institution. Under a dual-degree program, a student receives a qualification from each of the partner institutions.12 From the database, and from clarifications from the universities visited, only a few universities in Indonesia offer either joint- or dual-degree programs with U.S. universities, and they mostly exist only at large universities in major cities (such as Jakarta or Yogyakarta). A handful of universities in Indonesia offer dual-degree programs with overseas universities, but most of these programs do so in collaboration with Asian, Australian or European universities.

Some universities that have a joint or dual-degree program with U.S. institutions are Sampoerna University in Jakarta and Universitas Islam Indonesia in Yogyakarta. Sampoerna offers a joint-degree program with Broward College for its general education level (years 1 and 2). The coursework and curriculum are co- developed; according to the informants, these are the same as the U.S. offerings. Thus, the academic credits that students earn in their first two years are fully transferable to other universities in the United States, Canada or the United Kingdom. The university has also made a special memorandum of agreement where students can also enroll through University of Arizona in their third and fourth years for mechanical engineering and majors taught in Jakarta. The students then earn a qualification from the University of Arizona and Sampoerna University. Informants said Sampoerna is the only university in Indonesia offering a full U.S.-style education. Currently, one U.S. student at Sampoerna University takes part in the joint-degree program.

12 https://www.acenet.edu/Documents/Mapping-International-Joint-and-Dual-Degrees.pdf

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 14 In Yogyakarta, the Islamic University of Indonesia (UII) is one of the few universities that has a dual-degree program (in urban and regional planning), partnering with the University of Hawaii at Manoa.13 UII offers a program where students spend the first year in Indonesia and the second in Hawaii. Students also must defend their master’s thesis at both universities. The students will receive two certificates, one from each university. Another private university in Yogyakarta, Muhammadiyah Yogyakarta University (UMY), has a partnership with Northern Arizona University (NAU). It is based on a 2+2 model for undergraduate students, where students spend two years at UMY and two at NAU, or until they have completed the program. Upon successful completion, the students will receive a certificate from UMY. This differs than the partnership model at Sampoerna University, where the credit is fully transferable after the first two years to any U.S. university. At UII or UMY, the credit is transferable only to a specific program at the U.S. university partners.

According to the DIKTI database, Gadjah Mada University (UGM) has a MoU for a dual-degree program, but the International Office confirmed that no dual-degree programs with any U.S. universities are currently available. Also, the assessment team found no confirmation of a dual-degree program between Bandung Institute of Technology (ITB), a leading university in Indonesia, and any U.S. HEIs. The involvement of U.S. HEIs in this type of partnership is limited, although several Indonesian universities (public and private) are working to become world-class universities by offering dual degrees with foreign HEIs outside the U.S. Costs and requirements, such as a long bureaucratic process at the U.S. HEIs and the requirement of Test of English as a Foreign Language (TOEFL) or Graduate Record Exam (GRE) scores, were cited as the factors that most hinder partnerships in terms of offering a joint- or dual-degree program with U.S. HEIs.

Dual-degree or joint-degree programs are essentially one-way, with students from Indonesia traveling to U.S. universities but no mutual exchange. This reinforces findings from the earlier report, and the informant from USINDO, that U.S. students generally find Indonesian universities among the least attractive places to study. In addition to the limited exposure with Indonesian universities (due to a lack of comprehensive English-language websites, for instance), a perception may remain that the quality and facilities of Indonesian HEIs are limited. USINDO has made some efforts to attract more U.S. students to study in Indonesia, such as by “brokering” new partnership initiatives between Indonesian and U.S. HEIs. USINDO reportedly initiated and assisted with the launch of the joint-degree programs at Sampoerna University. The key informant from USINDO also highlighted the reluctance of leading Indonesian public universities to establish the dual-degree program with U.S. universities, limiting the number of participants in this joint- or dual-degree program.

IV. JOINT SEMINARS/WORKSHOPS

Although it is difficult to gauge the exact number of joint seminars implemented, this type of partnership is also a common practice between Indonesia and U.S. universities. Usually the model was established through a personal network, such as lecturers who had studied in the U.S. then established collaborations with U.S. HEIs where they studied. These have often taken the form of joint seminars, usually in Indonesia. The seminars/workshops also have taken place at the time of dissemination of joint research that was previously conducted.

For the joint seminars/workshops, the process is usually simpler. This is true mostly for the workshops using results of previous joint research or U.S. professors who conducted research at Indonesian universities. For example, UGM had a regular visiting professor from Temple University in its Center for Religious and Cross-Cultural Studies, the professor, who had also initiated a master’s program in

13 The partnership started after Ms. Maya Soetoro-Ng, the sister of former U.S. President Barack Obama and a University of Hawaii at Manoa faculty member, gave a general lecture at UII and endorsed a partnership between the two universities.

15 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV comparative religion at UGM, regularly conducts seminars/workshops at UGM. The seminars/workshops are part of the MoU package between UGM and Temple. For individual initiatives, the process was usually in the form of an invitation to individual professors to act as keynote speakers or resource people for the joint seminars/workshops.

Another model is depicted under the American Corner Program, run by the U.S. Embassy. In Indonesia, the U.S. supported American Corner in the following universities: Muhammadiyah Yogyakarta University (UMY), , UIN Syarif Hidayatullah, Bandung Technological Institute, UIN Walisongo, Airlangga University, Muhammadiyah University, and Pattimura University. UMY hosts several events where U.S. scholars hold seminars in conjunction with UMY scholars.

V. JOINT SCIENTIFIC PUBLICATIONS

In most cases, producing joint scientific publications usually follows a research collaboration among universities. The results from the research are disseminated through peer-reviewed publications or seminars. Researchers involved in the joint research usually co-author the article for an international scientific publication. The database shows that while most MoUs do not specify “joint scientific publication,” published articles often result from collaborative research.

VI. OTHERS

A few universities have other models of partnerships, such as internships or “other academic cooperation,” but did not provide details. In one example of internships, several lecturers from Politeknik Negeri Ujung Pandang (PNUP) were invited to conduct internships at Highline Community College in Washington State to improve their teaching methods. DIKTI initiated this program to improve the capacity of Indonesian polytechnic institutions. From the database, it is also shown that other polytechnics in Indonesia established partnerships with various community colleges in the U.S.

Table 2 summarizes the types of partnership models that public and private educational institutions implement, sorted by type of institution.

TABLE 2. TYPES OF PARTNERSHIP MODELS

Type of Joint Joint/ Dual Academic Joint Scientific Other HEI Research Degree Exchange Seminar Publication Public 28 5 30 18 10 3 Private 2 1 3 1 0 2 Total 30 6 33 19 10 5

Table 2 shows that the most common partnerships between Indonesian and U.S. HEIs are academic exchange, followed by joint research. The pattern is similar for public and private universities. However, geographically, the Figure 4 map shows a skewed distribution of regions where partnership engagement is strongest. The absolute number of HEIs shown on the map reveals that institutions in Java, and to lesser extent Sumatra, are more engaged in higher education partnerships.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 16 FIGURE 4. INDONESIAN HIGHER EDUCATION DATABASE

The map shows the regions and provinces that lack higher education partnerships (Jambi, South and North , West Sulawesi and Papua). Although the map is based on fragmented and perhaps incomplete data, it shows that universities in Java have been more successful in forging higher education partnerships with U.S. HEIs. The geographic distribution of partnerships is consistent with other findings showing that, historically, partnerships such as joint research with overseas universities have mostly occurred with more established public universities in Java. Some partnerships with lower-tier universities exist, but they remain quite limited in number and scope.

DIKTI’s database relies on compliance from the universities to report their partnerships to the directorate. A clear regulation makes this reporting mandatory (partnerships with foreign universities, national and local governments, NGOs and state-owned companies), but the roles for collecting and managing the information are unclear, and compliance appears inconsistent. In addition, many partnerships develop individually among researchers across countries, making them difficult to systematically track.

TABLE 3. LIST OF HEI PARTNERSHIPS BASED IN MAIN ISLANDS, BY TYPE

Joint/ Joint Academic Joint Scientific No. Province Dual Other Research Exchange Seminar Publication Degree 1 Java X X X X X X 2 Sumatra X X X X X 3 Kalimantan X X X X 4 Sulawesi X X X X + Eastern 5 X X X X Indonesia

17 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV Interviews confirmed a similar pattern: Universities in Java are more engaged in all models of partnerships, while outside Java, the number of partnerships is limited and smaller — especially those located in Bali and the eastern part of Indonesia.

B. KEY QUESTION 2

To what extent do various partnership models build host country capacity/commitment in tertiary education to address domestic and regional challenges? And what significant achievements have been made by each type of partnership model?

All informants said partnerships with overseas universities raise the quality of education and research in Indonesian HEIs. Table 4 summarizes the main benefits to Indonesian universities in terms of capacity improved through higher education partnerships. This section will discuss each benefit in more detail.

TABLE 4. SUMMARY OF ACHIEVEMENTS OBTAINED THROUGH PARTNERSHIPS

Achievement Examples Local researchers improve their research skills in various areas: biotechnology, Improved research capacities forest management, climate change adaptation, etc. Through its joint-degree program, Sampoerna University has implemented a basic education system adopted from the U.S. In addition to equipping students with knowledge and hard skills, which provides them with important soft skills Improved teaching capacities such as leadership ability. University of Indonesia developed a “global classroom” that enables students and faculty from participating universities to collaborate and share ideas. As a result of the partnership on influenza, researchers from Padjadjaran Better research University and University of Colorado Denver published research articles in documentation and prestigious journals such as The Lancet. dissemination Research documentation is improving through booklets or bulletins. Better management, Universities that are implementing a joint- /dual-degree program, such as administration and leadership Sampoerna University or UII, can be required to work more effectively and in managing higher education professionally, and with less bureaucracy. Through the experience of prior partnerships, many Indonesian universities Opened doors for further received offers to collaborate with other U.S. universities. collaboration Indonesian researchers involved in the PEER project received several offers for post-doctoral positions in other countries. As the number of international research and publications increases, universities Improved image and gain a higher ranking nationally and internationally. reputation Private universities awarded a joint-/ dual-degree program, or offering international classes, gain a stronger image of being world-class universities. Advanced knowledge in biotechnology is being transferred to the local universities (e.g., ITB, UNPAD). Knowledge and cultural Students who study internationally in joint- /dual-degree programs learn about diffusion other cultures, improve their English-language skills and acquire new learning methods. Partner institutions can learn from each other. Increased competitiveness in Students who graduate from a joint-/ dual-degree program attain increased job the labor market market competitiveness. The U.S. – Indonesia Influenza Collaborative Study contributed to the active Support for local surveillance system in West Java Province and enabled the provincial staff to government to engage in conduct advanced molecular, virologic and epidemiological investigation in evidence-based policymaking districts that were susceptible to avian influenza outbreaks.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 18 Achievement Examples UGM researchers at CDSR have raised interest within Bangka Belitung’s local government to develop renewable energy based on the Nearly Zero-Energy Building Project.

The next section discusses each of these benefits in detail.

I. IMPROVED TEACHING AND RESEARCH CAPACITY

Based on the assessment, most respondents thought a partnership with any foreign university, including those in the U.S., would lead to better basic and applied research capacities for Indonesian universities. Although most research collaborations began through personal and informal networking, many partnerships were later institutionalized under MoUs or memoranda of agreement (MoAs) and expanded to involve other faculty members, and sometimes students. Thus, research capacity would be enhanced institutionally.

U.S. universities are viewed as having a strong capacity in research and teaching methods. The assessment data indicates that partnerships such as in joint research, scholar exchange or a joint degree, Indonesian universities learn and apply the teaching and research method in their own universities.

According to key informants, the enhancement of capacities not only applies to hard skills (such as research methods, cutting-edge knowledge, techniques or how to disseminate findings), but also in terms of soft skills (such as language proficiency, working in a team and developing efficient time management practices). Partnering with foreign scientists especially would compel local researchers to adjust their work so they can make strong contributions to the partnership. Further, an indirect result of the partnerships with foreign universities that have an advanced research culture is the growing awareness among faculty members and researchers that research is primarily a practical activity that should also incorporate inputs from working in the field. For instance, a senior researcher from UGM explained how, through research center collaboration, his local team members understood that research included activities that closely related to community service and teaching, two other pillars of Indonesia’s university system.

Partnerships can also enhance collaboration across university departments, as research teams may be multidisciplinary. This can bring about a new culture of research in Indonesia, as faculty mainly tend to work independently. Some other Indonesian HEIs (e.g., University of Indonesia) that partnered with U.S. universities also experienced this. The establishment of the Center on Child Protection at UI is a good example of researchers collaborating from disparate fields, beyond the social science faculty as the main implementing partner.

Improved research capacity is not exclusive to institutions with a direct U.S. university partnership (usually the top universities in Indonesia). The SHERA partnership model, for example, improves the research capacity of the lower-ranked universities in the consortium. An example is the UGM-led partnership. Researchers from lower-ranking universities in the consortium could secure research findings from other sources, such as DIKTI, while UGM researchers mentored its local university partners in developing research proposals. Other local universities were not the only beneficiaries of the improved research capacities the partnerships yielded; data from the USAID evaluation report on the University Partnership (UP) Program shows that government staff who were involved and attended several capacity-building offerings from the partnerships also improved their skills and knowledge.

Improved teaching methods were also acquired at the universities offering joint curricula or dual degrees. For instance, a private university that offered a dual degree with U.S. universities noted that adopting the improved can pique the interest of students to learn about the principles behind the

19 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV sciences, not merely earn good grades. It is widely known that the education system in Indonesia is still emphasizing that students get good grades without ensuring that they can translate the knowledge into practice. As a result, many believe that Indonesian university graduates are not ready to work even after finishing a bachelor’s degree, Informants from Sampoerna University highlighted that it is more important to equip students with the basic principles of sciences, which is lacking in mainstream universities. Also, by adopting U.S. general education curricula, the university believed it would equip students with soft skills that are usually lacking in Indonesian universities, such as critical thinking.

“At our university, [for] students majoring in business and administration, it is mandatory to take a chemistry class during the first two years, for instance; it is not aiming to make them a [chemist], but to sharpen their analytical and critical thinking. … Likewise, our mechanical engineering students should also take communication or business writing classes. … It is very important for their soft skills.” (Sampoerna University Respondent, Group Interview, October 2019)

Lecturers at joint- and dual-degree programs found it challenging to innovate ways to teach so students would understand the concepts. Informants said following models and employing continuous quality assurance set by both Indonesian and U.S. institutions forced teaching staff to raise their teaching standards.

Another good example of an improved teaching standard was the use of information and communication technology (ICT) to share ideas and content with separate countries via innovative channels. For instance, the “global classroom” program that resulted from the partnership between the University of Indonesia and Columbia University’s Center on Child Protection engaged students who previously said they were bored with theoretical lectures at UI. The fieldwork method enabled both faculty and students to learn to work together better and share and discuss their research results. The presence of a long-term senior adviser at the collaboration center also made a significant difference in how quickly and efficiently faculty developed the initial curriculum and carried out and completed research and capacity-building activities.14 The transfer of knowledge in research or teaching capacities mostly stemmed from opportunities for students or faculty members to participate in the certified short courses or workshops led by U.S. universities, either in the U.S. or in Indonesia. Deployment of a senior U.S. researcher/liaison was another contributing factor that informants greatly valued to enhance the research and teaching capacities of Indonesian HEIs.

II. BETTER RESEARCH DOCUMENTATION AND DISSEMINATION

Despite all efforts to encourage, improve and facilitate research at universities in Indonesia, the quantity and quality of research is still low, as evidenced by two indicators of research performance measurement: the number of international scientific publications and the number of patents. SCImago Journal & Country Rank reported that from 1996 to 2018, Indonesia produced 110,610 scientific publications. This number shows that the quantity of research in Indonesia is far below developing countries such as India (1,670,099 documents), Pakistan (151,607 documents) or South Africa (272,886 documents). Although the number has increased significantly in the last couple of years, among other ASEAN countries, Indonesia trails Singapore (292,560 documents), (286,411) and (178,133).15

Data from the Indonesian Institute of Science (Lembaga Ilmu Pengetahuan Indonesia/LIPI) revealed that until 2015 research productivity in Indonesia stood at 0.02 percent, far from the national target of 15 percent. Although research output and papers published in internationally recognized journals have increased, the number is still low compared to other countries.

14 IBTCI – Round #3 Evaluation of University Partnership Program 2012, USAID 15 https://www.scimagojr.com/countryrank.php?region=Asiatic%20Region

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 20 Key informants also confirmed that research productivity in Indonesia remains low and is not comparable to the number of university lecturers who are expected to carry out research as one of the “three pillars” of the university system (Tri Dharma Perguruan Tinggi). The government is making some effort through DIKTI, such as providing special remuneration to researchers whose work is published internationally.

Although the exact numbers cannot be generated, numerous international academic publications have resulted from partnerships between U.S. HEIs and Indonesian universities. For instance, several articles have been published in the prestigious journal The Lancet from the collaboration between University of Padjadjaran and University of Colorado Denver on influenza and acute respiratory infection. UGM’s researchers have also produced numerous scientific publications on topics that include public health, politics and energy.

According to an informant from DIKTI, partnering with overseas universities, particularly U.S. universities, has led to better research documentation for scientific articles. For instance, all developed abstracts and publications are organized in universities’ internal databases and regularly disseminated through booklets or bulletins.

III. BETTER MANAGEMENT, ADMINISTRATION AND LEADERSHIP IN MANAGING HIGHER EDUCATION

A study by Nuffic (2008) shows that compared to HEIs in other ASEAN countries, Indonesian institutions record relatively low performance in participation and output in meaningful products such as evidence- based products for policymaking. Indonesia’s HEI management is reportedly a contributing factor in the low outputs from HEIs as management as centralized systems can create a tendency to place large responsibilities on the person in charge rather than to having research managed through a systemic approach. For instance, in public universities junior lecturers who do not have specific managerial or administrative skills are often called on to play a leadership role in partnership research and program management, which is not a role they have been trained to perform. Likewise, some lecturers’ limited knowledge of and experience in management and administration, including managing partnerships, has impacted the effectiveness and efficiency of partnership and research management.

Per this assessment, all Indonesian respondents indicated that their university either directly or indirectly improved management and administrative capacity through engagement in international partnerships. For universities that have started collaborating with universities in the U.S. and elsewhere, this has required them to manage the research and administrative components more effectively. One finance staff member at a USAID-supported research center at UGM noted that, in the beginning, the financial and administrative components of funding were rigid, but this forced her to learn more about financial management. Moreover, universities that implement a joint- or dual-degree program, such as Sampoerna University or UII, also said collaborating with foreign partners, particularly U.S. universities, has forced them to work more professionally and with less bureaucracy.

DIKTI and other informants said that programs such as USAID’s Higher Education Leadership and Management (HELM) helped improve HEI management and administrative systems. HELM facilitated cooperation among 25 Indonesian HEIs and the University of Kentucky to improve challenges in management and leadership, such as how to gather reliable data to drive decision-making and address the challenges that inexperienced leaders and managers face. Participants in the Action Research Project (ARP) partnership created a system to improve institutional capacity, specific to managing higher education institutions. Some key successes from the partnership were the establishment of a quality assurance system, creation of an entrepreneurship pathway at the university and development of research infrastructure.

21 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV “For example, our librarians are forced to be able to synchronize all journal databases from three institutions—Sampoerna, Broward and [University of] Arizona — so that the students could access the electronic library from those three. It was not an easy job at the beginning … we are also forced to work with less bureaucracy and more efficiently.” (Sampoerna University Management Team, Key Informant Interview, October 2019)

IV. OPENING DOORS FOR FURTHER COLLABORATION

The principal investigator (PI) of a USAID-funded program acknowledged that working with a U.S. university yielded further collaborations with other universities and partners beyond the lifespan of the project. Although the project will soon end, the PI was convinced that the partnership would continue; the network has even expanded to other top-tier universities in the U.S. For example, the research center received offers to collaborate with the University of Texas-Austin and California State University. The previous collaboration project between Universitas Padjadjaran researchers with University of Colorado Denver on avian influenza prompted the establishment of Center for Collaborative Research on Acute Respiratory Infections.

Other key informants from universities outside Java also said collaborating with U.S. institutions through the PEER Program opened the door for future engagement with not only U.S. universities but other international institutions as well. Due to participants authoring scientific publications stemming from research under the PEER collaboration, many foreign universities now acknowledge the University of Hasanuddin, Makassar as one of the leading centers for tropical marine study in Southeast Asia.

Informants from the private university offering a dual-degree program with U.S. universities also explained that the partnership with the U.S. HEIs boosted the Indonesian university’s profile. Although it was a private university, officials there had received offers from various HEIs in Europe, and other Asian countries to open a dual-degree program. Having a previous partnership with a U.S. university fueled a perception that the university was of a good quality and capable of collaborating with foreign universities.

V. IMPROVING IMAGE AND REPUTATION

Universities in developing countries often seek to attract international students to improve the quality of teaching and cultural diversity of the student body while gaining more prestige and earning income.16 These are the same benefits that universities gain from offering international classes or joint-degree programs. By attracting foreign students, a university can develop a better image and reputation internationally, which serves as an entry point for further partnerships.

The number of international students enrolled in a university is an important assessment component for certification by the Indonesian National Accreditation Body for Higher Education (BAN-PT).17 Thus, a university with a large number of international students will get a higher score, resulting in a better BAN- PT ranking. This measurement, under the “World-Class University” concept, counts international students and partnerships with overseas universities when assessing a university’s performance. One key informant from the international office of a leading university mentioned that attracting foreign students is the most preferable type of partnership.

Top-tier HEIs are not the only ones internalizing the concept of a “world-class university.” Many private HEIs also have embraced the concept of “internationalization at home” through a joint- or dual-degree

16 Altbach, P. G., & Knight, J. (2007). The Internationalization of Higher Education: Motivations and Realities. Journal of Studies in International Education, 11(3–4), 290–305. https://doi.org/10.1177/1028315307303542 17 Since 2017, DIKTI added three new assessment components for the university’s accreditation: 1) the number of international students, 2) the number of majors accredited internationally and 3) the number of community services.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 22 program to showcase its students and academia with international learning experience and English-language skills. Some informants indicated being motivated to attract international students to improve the quality of Indonesian higher education, and to brand a university and elevate its image as internationally reputable.

“To be honest, if you ask us at the International Affairs Office, we prefer the type of partnership such as students exchange, as it will give instant credit from DIKTI to our university.” (International Office Staff, Group Interview, October 2019).

One informant explained that research collaborations resulting in published work were also preferred, since the number of citations from Indonesian universities is limited. To gain a higher international ranking, leading universities in Indonesia strive to publish as much as possible in high-impact academic journals. Senior researchers also implied that partnering with overseas scientists would improve their image and reputation, at least individually. They indicated that they can leverage the collaboration with international researchers to advance their own careers in science.

“As a result of the partnership under PEER, I got several postdoctoral offers from European universities. They offered the fellowships because they had seen my CV … collaborating with leading universities in [the] U.S. could help advance my personal career.” (Researcher, Phone Interview, November 2019).

VI. KNOWLEDGE AND CULTURE DIFFUSION

International collaborations unite people in global communities with specific needs. Those involved in partnerships represent an array of , values and beliefs. Most informants mentioned that knowledge and culture diffusion are some achievements that result from all models of partnerships.

“Of course, with the joint research, all research teams here would learn about other people’s values and beliefs, as well as different cultures, such as work ethic. Likewise, scholars or students coming here would learn about our cultures. It would enhance mutual understanding.” (Senior Researcher, KII, September 2019).

Universities that offer dual-degree programs also expressed the value of “internationalization,” meaning students who study in another country can experience and learn about that culture as well as pick up language skills, such as using the English language and adopting various learning methods. This “internationalization at home” environment is important to prepare students and prospective graduates to continue their education either in the U.S. or another country, as well as to increase their competitiveness in the labor market.

Cultural diffusion and international learning experiences were not the only benefits of a joint- or dual- degree program. A smaller-scale partnership, such as a joint workshop during summer school for students in both countries, has also provided students with cross-cultural training and helped them develop strong relationships. It also gives the students an opportunity to build long-lasting relationships with future topical leaders. One such program was through the Summer School on Tropical Conservation Biology, jointly arranged by Jakarta and Rutgers University. UII in Yogyakarta has also arranged joint summer school sessions on Islamic banking through a partnership with Rhode Island University.

“With the certificate they earned from the U.S. college that we partner with, most of our students were accepted in the U.S. universities to earn their bachelor’s or master’s degree, and they could adapt well to the U.S. system.” (International Office Head, Group Interview, October 2019)

According to one key informant from a private university, effective partnerships should be based on mutual respect, instead of striving to create a partnership built on dependency. Indonesian universities should

23 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV display a sense of independence and self-confidence based on local values, rather than be easily driven by interests that are not appropriate to local context and culture.

VII. INCREASING COMPETITIVENESS IN THE LABOR MARKET

Universities offering joint- or dual-degree programs mentioned the achievement of their graduates’ increased competitiveness in the labor market. Students in the dual-degree program, informants said, on average are more sought by companies and have higher employability prospects in the job market. Graduates from dual-degree programs are believed to be more skillful, have a second-language competence, be flexible thinkers, tolerate and respect others and have soft skills that employers prefer.

The head of the marketing department at a private university offering a dual-degree program with a U.S. university mentioned that one of its graduates holds a top-level management position at one of the big start-up companies in Indonesia, a job he got not long after he finished his bachelor’s degree. Another private university in Yogyakarta proudly shared that some of its dual-degree international program graduates were offered positions by top companies abroad even before completing their certificate from their local university.

VIII. SUPPORTING LOCAL GOVERNMENT TO DEVELOP EVIDENCE-BASED POLICY

Some partnerships, mainly joint research types, have supported local governments in terms of providing research or innovation to support more evidence-based policymaking. For instance, the U.S. – Indonesia Influenza Collaborative Study has contributed to an active surveillance system in West Java, which the Provincial Office of Animal and Husbandry valued highly. The activities resulting from the partnership enabled the provincial office staff to conduct advanced molecular, virologic and epidemiological investigation in districts that were susceptible to avian influenza outbreaks.

UGM, as a top leading university, has also internalized the concept that research should be applied to support national priorities through the local and national governments. One good example that emerged from a partnership supported under the SHERA Project was the Bangka Belitung local government helping provide research on renewable energy for the Nearly Zero-Energy Building Project. Also, with collaboration from a local university in Bangka Belitung, the project has successfully raised the local government’s ownership of research to enable them to implement more evidence-based policymaking. Indirectly, improved capacities gained from university faculty have strengthened local government’s ability to perform evidence-based policymaking using university research. UMY, one of the leading private universities in Yogyakarta, also received requests from the local government for research to help inform the government’s work. By and large, research collaboration between Indonesian and U.S. universities has contributed to Indonesia’s requirement that universities carry out community service, as mandated by the Tri Dharma Perguruan Tinggi concept.

C. KEY QUESTION 3

What are the gaps in designing and implementing an effective partnership based on existing partnership models?

Based on the data collected, several challenges can affect the achievement of an effective partnership in higher education. The challenges can be categorized into gaps in capacity and in the enabling environment, which are discussed below.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 24 I. CAPACITY GAPS

GAPS IN TECHNICAL CAPACITY

Traditionally, research is intended to be an included part of a university’s operations, as it is a mandate of the concept of Tri Dharma Perguruan Tinggi. However, the large number of HEIs and limited resources make it unrealistic to expect that all Indonesian universities will be able to adopt a research-based model of operation.

“It is becoming apparent in [the] public health sector [that] American universities are superior and some of the best in the world; they are very advanced and strong in methods and research. Sometimes our local researchers are feeling overwhelmed, and they can’t say no [to expected tasks] because of the low bargaining power and language gaps.” (Researcher, KII, October 2019)

All informants involved in research collaborations with foreign universities frequently mentioned capacity gaps among researchers in Indonesia’s HEIs. These gaps are most apparent among novice researchers or those who have not had any previous exposure to an international learning environment. The capacity gaps reportedly range from research methods to language skills and sometimes led to Indonesian university staff’s perceptions that their U.S. partners were pushing them too hard.

Universities and polytechnic schools outside Java also experienced gaps. Especially in Eastern Indonesia, institutions suffered from a lack of facilities and resources to equip themselves with the skills required to be an equal partner to overseas universities.

Some respondents also mentioned gaps regarding local researchers’ capacity to conduct research and apply results to meet industry and social demand. A common refrain in Indonesia is that researchers at universities conduct research only to publish reports and fill their bookshelves.

“Once, our former vice president visited our office [the Ministry of Research and Higher Education] and he said that if the research reports from universities in Indonesia are collected, it could be towering up until it reached the moon—meaning the product of the research is only reports that can’t be applied to the industry.” (DIKTI Staff, Key Informant Interview, Jakarta)

GAPS IN MANAGING PARTNERSHIPS

The capacity gaps do not exist among researchers only. Some university staff and researchers also stated in interviews that capacity gaps are evident among supporting administrative staff at the international office. Many university supporting staff (non-lecturers) have limited capacity in terms of how to interact with international students or overseas universities. Informants frequently mentioned language and technical capacity gaps as hindering the establishment of an effective partnership. Given that all public universities should have an integrated international affairs office, staff in this office should be strategic about enhancing the partnerships.

However, at some public universities, international affairs staff may not have specific training in international higher education or higher education partnership management. The researchers and faculty expressed frustration at the speed at which international office staff work, frequently saying that many administrative staff had no vision on how to materialize any partnership initiatives or reduce the bureaucracy of partnership management.

Also, no connection exists between sectors at the leadership level of some universities. For instance, the international office is usually under the vice of partnership and collaboration, which sometimes has a policy regarding partnership with the financial office, which falls under a separate vice rectorate office.

25 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV Further, high turnover among university staff in charge of partnerships and collaboration indicated that partnership management is a challenge at Indonesian universities. Sometimes lecturers without any training on managing partnerships get placed in charge of the partnership office.

“Our department has around 100 foreign exchange students from China … when these students had to pay the tuition fee, they did not know where to pay it. When I asked the international office staff, the staff did not know either and did not seem to care about the situation. I have to go to one vice rector, and then to another vice rector to get things done … there is a standard operating procedure, but it is not clear and not being understood or disseminated to all international office staff.” (Former Faculty Partnership Staff, KII, October 2019)

The trained management and leaders at the universities also experience substantial turnover, making it difficult to follow up on partnerships that the predecessor had initiated. The situation differed among more established public universities or private universities that experience less turnover among administrative staff. At these universities, staff at international affairs offices are usually hired based on their competencies and fluency in English. Dedicated staff are responsible for specific administration management and financial matters. Some were specifically trained in higher education management.

“The policy of the international office management will follow whoever is in charge to lead the office. For example, if the rector or head of the international office is replaced by someone else, usually the policy will also change, and the previous partnership effort will be back to square one again.” (Researcher, Key Informant Interview, October 2019)

Weak management and administrative issues are largely apparent in universities outside Cluster 1 of the DIKTI’s university rankings. Some leading universities such as UGM have already developed more organized systems in terms of national and international partnerships and collaboration. Although a policy is in place to institutionalize partnerships and collaborations, management at UGM has provided flexible policies for each faculty or research center to attract the best researchers, even from outside the university, but not every HEI has such a policy. Top-level management at UGM has also reinforced and encouraged inter-faculty collaborations to conduct joint research with overseas universities or offer international classes that they develop together.

“Of course, our [international affairs] staff should be able to speak English and have marketing skills to some extent. They should represent our university at the International Education Fair abroad.” (Vice Rector, Group Interview, October 2019)

II. LOCAL ENABLING ENVIRONMENT

GOVERNMENT OF INDONESIA POLICIES AND REGULATIONS

Some findings on partnership challenges relate to policies and regulations, as presented below.

● Government policies have not shown a clear research grant strategy, although policies have led to an increase in university research performance. This is particularly important in partnerships with foreign universities, where some informants said it was not easy to get financial support from the GoI to co-fund joint research. Many research grants from the government also target only individual researchers doing small research rather than institutions. ● Most respondents mentioned in interviews that the GoI’s current policy and regulations to some extent limit collaboration with international partners.18 Many mentioned the cumbersome process of foreigners obtaining research or work permits. Informants from universities said Law 11/2019

18 Law 11/2019 on National System on Science and Technology.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 26 on the National System and Technologies has raised some concerns among their foreign partners about conducting research in Indonesia, although most university staff also understood that the law aims to protect the sovereignty of the country. A key informant from AMINEF emphasized the concerns of a few U.S. researchers who were nervous about the enactment of this law. A Fulbright staff member acknowledged that it may be a factor in the decreased number of Fulbright applications from U.S. researchers for study in Indonesia this year. He perceived that some U.S. researchers have opted not to include Indonesia as a research destination and are choosing other countries instead. However, the informant from DIKTI emphasized that the purpose of the law is to protect Indonesia’s biodiversity and ecosystem, not to punish foreign researchers as criminals. The current challenge is how to inform all relevant stakeholders of the purpose of the law, preventing misperceptions about Indonesia’s research environment. Another limitation mentioned by AMINEF’s key informant was the rigid GoI procedures that differentiate teaching and research activities. A foreign researcher who already has a visa for research cannot by law also teach at a university, and vice versa. Some see this as a disadvantage for Indonesian HEIs to get the maximum knowledge possible from the visiting researchers and lecturers. ● The Law on Lecturers and Teachers states that lecturers must serve three functions: teaching, research and community service (Tri Dharma Perguruan Tinggi). Although the three components should link to each other, many lecturers are overburdened by this policy. The limited number of lecturers and researchers, due to stagnancy in recruiting lecturers (mostly at public universities) is not in line with the increased number of students.19 The gap in the lecturer-student ratio is wider due to most leading universities’ tendency to open international programs. One respondent at University of Padjadjaran indicated that the policy to add around 120 foreign students from China in one department has overburdened its lecturers. Therefore, lecturers tend to focus only on teaching. As a result, the quality of many studies and research conducted by lecturers is considered too low to meet the expected standard, or the research cannot be applied to respond to local challenges or contribute to an evidence-based policymaking process in Indonesia. On the other hand, policies at some universities make it difficult to hire external researchers to increase the quality of the research. To address this, the GoI has issued a policy to recruit contract-based lecturers at public universities, with the university paying their salary. The policy, stipulated through a regulation of the Minister of Research, Technology and Higher Education No. 26 of 2015, provides lecturers, researchers or practitioners a special lecturer identification number (Nomer Induk Dosen Khusus/NIDK). This policy aims to resolve gaps in the lecturer-student ratio and could encourage lecturers to conduct more research and perform more community service. However, the practice varies among universities, depending on their financial condition. The advantage of NIDK for the contract-based lecturers is the possibility to access research grants from DIKTI. It is expected to increase universities’ research outputs.

“Sometimes the Central [rectorate] do not care that we have been overburdened by our local students, and now they add around 120 Chinese students to study at our department. … Does the rectorate know that in total, we have only nine lecturers? … On the other hand, we understand that these foreign students can add revenue to the university and the money will be given to us.” (Lecturer, , October 2019).

LACK OF RESEARCH CULTURE AT INDONESIAN UNIVERSITIES OR AMONG LECTURERS

It is widely known that the research emphasis and culture in Indonesian HEIs is limited, including among university staff. Many faculty members conduct research just to meet the minimum standard for obtaining

19 It is not easy for public universities to recruit new lecturers. The formation of recruiting should follow the Government Civil Servants’ Recruitment Cycle. Leading universities with better resources can recruit lecturers on a contract basis, but this is not true for all universities. As a result, a gap exists in the student/lecturer ratio at most universities.

27 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV financial remuneration or academic credits at the higher level. Some lecturers and researchers also informed the assessment team that it was difficult to improve the research culture among their colleagues, and only a few lecturers appear to have a real passion for research. Thus, several informants said they want to recruit personnel whose responsibilities are dedicated to conducting research.

“We have to understand that although the government encourages all lecturers to conduct research, not everybody is passionate enough to do so. … Let them just teach, and do not burden them with research assignments. … Likewise, like me, I love research more than teaching, so they should let me reduce my teaching hours.” (Researcher, Key Informant Interview, September 2019).

FRAGMENTED DATA ON THE PARTNERSHIPS CONDUCTED BETWEEN UNIVERSITIES AND FOREIGN PARTNERS, MINISTRIES OR OTHER GOVERNMENT INSTITUTIONS

As reflected during this assessment process, it is difficult to harness a complete and robust data set or record on partnerships with foreign universities, as well as on the products of the partnership. As a key informant mentioned, although it is mandatory to report any HEI partnerships to the DIKTI partnership portal, the body that regulates higher education does not enforce the policy.

LACK OF COLLABORATION AMONG INDONESIAN UNIVERSITIES

It is apparent from interviews with university members that a highly competitive tension exists among top-tier universities, making it difficult to collaborate nationally. Some grants or funding requirements force the national universities to collaborate to be able to secure grants (such as the SHERA Project), something that Indonesian partners highly praised. However, university staff acknowledge that competitiveness between universities, especially those within Cluster 1, means research collaboration often is not as effective as expected.

The GoI has been trying to endorse national collaboration to increase the equity, quality and competitiveness of Indonesian HEIs. Universities from higher clusters are mandated to mentor lower- ranked universities. Practically speaking, however, this does not always work well.

“The reality is ranking matters, each of us [leading universities] wants to be the best. … It is difficult to avoid competitiveness among researchers.” (International Office Staff, Group Interview, October 2019).

III. COST-RELATED CHALLENGES

Most interviewees at international affairs offices mentioned cost as an obstacle to pursue further collaboration with U.S. universities. For student exchange programs, U.S. universities did not provide living allowances to students. This differs from partnerships with universities in , for example, as their government provides a living allowance for participants in the international student exchange program. One of the most prominent universities in Indonesia noted having received a few partnerships offers from U.S. universities for dual-degree programs or student exchanges. However, due to the lack of incentives from the U.S. universities, the institution preferred partnering with European or other Asian countries. Another university respondent discussed the system in other European countries to partner on a joint-degree program:

“With the Dutch universities, our students were given the tuition waiver when they have to take courses at their university. … Meanwhile, we have an MoU with [University of] Hawaii for our master [dual]-degree program, but they did not give any subsidies or living allowance. Therefore, U.S. universities are less attractive for our students, given the financial considerations.” (Vice Rector, Group Interview, October 2019)

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 28 The USINDO representative confirmed this, noting that fewer students are interested in going to the U.S. and opted instead to go to Europe, Australia or other Asian countries. This could explain why top-tier universities seemed reluctant to develop partnerships with U.S. universities. On top of the perceived higher requirements (such as the GRE admissions test), cost was the factor most often identified that deters Indonesian HEIs from establishing partnerships with U.S. universities.

IV. INTERNATIONAL GEO-POLITICAL CHANGE

CHANGE OF THE U.S. GOVERNMENT ADMINISTRATION

The nature of the political relationship between Indonesia and the U.S. is always dynamic. Most respondents from universities and governments noted that the leadership change in the U.S. Government led to some increased discomfort among some Indonesians, including scholars and students. The issue of Islamophobia in the U.S. (although not exclusive to the U.S.) was an oft-cited factor contributing to a decrease in collaboration between Indonesian and U.S. universities. As Indonesia is the largest Muslim-majority country, researchers often look to collaborate with countries that are perceived to be friendlier toward Islam; the U.S. was perceived as an unwelcome place to study and conduct research abroad (Rose-Redwood and Rose- Redwood, 2017).

THE RISE OF CHINA

Due to the progressive advance in economics and industry, China is a new favorite destination for Indonesian students and scholars. In addition, due to the geographical proximity, costs and various intangible benefits, many Indonesian higher education institutions see universities in China as more attractive for collaboration than those in the U.S. In addition, the partnership between Indonesia and China HEIs has grown stronger due to the 2014 bilateral agreement between GoI and the Chinese government on collaboration.

“China now is one of the best places to study issues related to road infrastructure; they also offer a lot of academic partnerships on this subject. Then why should we go to the U.S.?” (Head of International Office, Group Interview, October 2019)

V. ADMINISTRATIVE CHALLENGES WITHIN U.S. HIGHER EDUCATION

For programs or research collaboration with U.S. partners, one challenge frequently mentioned was administrative issues. Compared to partnerships with other countries, U.S. higher education institutions were considered too bureaucratic during the establishment of a partnership; often Indonesian universities had to wait for quite some time before the MoU was signed. This challenge triggered a tendency for universities to instead collaborate extensively with other universities from Europe, Asia or Australia that are perceived to be more flexible and faster in establishing partnerships, such as research collaboration or establishing a new joint- /dual-degree program.

“It is very cumbersome to develop a partnership with U.S. universities, especially to establish a dual-degree program. A lot of offers, but the pre-requirements are overburdening … maybe it is because they felt their universities were the best in the world in terms of rankings. … Perhaps they feel they do not need partners from countries from the South, such as Indonesia.” (Partnership Office, Group Interview, October 2019).

29 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV VI. COMMUNICATION AND MUTUAL UNDERSTANDING

Although most informants said they experienced good communication and had a mutual understanding with their U.S. partners, the possibility of the lack of mutual understanding could hamper the effectiveness of the partnership, as some researchers under current USAID-funded projects experienced. They said they had some difficulty communicating with their research partner from the U.S. university because the counterparts showed disrespect for their cultural differences.

Cultural differences are always present across individuals or institutional boundaries. The more the cultures differ, the more likely it is that barriers to communication and collaboration will develop. A lack of mutual understanding between two universities was believed to contribute to partnerships not going as well as intended. One host university thought the U.S. partner was forcing implementation of a research design the partners had not agreed on. Since some Indonesian researchers did not have a higher bargaining position, they were forced to follow the new protocols. The communication failure was believed to stem from deep- rooted suspicions of the foreign partner’s motives. Differences in languages and culture exacerbated this.

Similarly, the challenges of arranging face-to-face meetings (due to financial constraints for Indonesian universities) or scheduling online meetings also sometimes make communication among collaborators difficult. Maintaining long-distance collaboration is a challenge and burden without strong mutual understanding.

VII. PARTNERSHIP IS STILL MOSTLY A ONE-WAY EXCHANGE

It implicitly emerged from the interviews that most universities still see partnerships with U.S. HEIs as a one-way exchange. This is apparent regarding the transfer of knowledge, due to the perception of superiority of U.S. research and teaching methods.

“We have to see that American education is the best in the world, that is why we adopt their education in our curricula.” (Private University Management Office, KII, October 2019).

The quote above implies a common perception about the superiority of U.S. education. Key informants provided similar information, noting that the situation led to a one-way exchange with only students from Indonesia being sent abroad and not the reverse. The vice rector from UII, which has collaborated with a U.S. university to develop a dual-degree program for master’s students, acknowledged that the U.S. has a more advanced higher education system, but said he still expected that students from the U.S. would also come to study or take some courses at Indonesian universities. He suggested this would give more leverage and benefits to his university, as local students as well as lecturers would be exposed to an international learning environment. Moreover, he said, with a true two-way exchange, American students would benefit from the richness of Indonesian culture and biodiversity.

The same situation was present at Sampoerna University. Although its general education program is being fully accredited by Broward College, only one American student is enrolled at Sampoerna. The university’s management team hypothesized that the lack of interest in Indonesian universities among U.S. students is a result of those students having limited information about Indonesia.

VIII. GAPS BETWEEN SOCIO-ECONOMIC CLASSES AND BETWEEN HIGHER- AND LOWER-RANKING UNIVERSITIES.

Despite all potential benefits of the partnerships between Indonesian and U.S. universities, key informants suggested that partnerships in joint- and dual-degree programs targeted students from only middle to

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 30 upper socioeconomic classes. At one private university in Jakarta, the tuition fee for a dual degree at the bachelor level is around IDR 120 million a year, while a private campus in Yogyakarta set the tuition fee between IDR 30 and 40 million a year for its dual-degree bachelor’s program. The fee for dual-degree master-level programs is even higher. The situation is also similar with public HEIs offering a dual-degree program. Based on the Higher Education Law (2012), public institutions can charge higher tuition to students in the dual-degree program. This situation was drawing public criticism, as people challenged this law as “liberalization of the education by public universities” (Rakhmani and Siregar, 2016).

The high cost of dual-degree programs could widen the gap between socio-economic classes, with only students from upper classes able to benefit from the international learning environment. The study from Jacob et al. (2012) confirms that the practice of international education tends to target only privileged students who have especially strong English skills and the ability to afford international tuition rates.

Leading public universities, mostly in Java, easily attract foreign partners, suggesting that they are higher- quality institutions. Universities with lower rankings or those that are private expressed some perceptions of “donor/funder bias,” meaning they believe that funding from agencies or other funders will go only to top universities. The database and interviews verified this. Universities and polytechnics in the eastern part of Indonesia need capacity development, and not many foreign institutions are willing to take a risk to collaborate with these universities. This is further widening the gap between Java and non-Java universities (Rakhmani and Siregar, 2016)

“We can see research will only get better in those top three universities [UGM, ITB and UI]. … [This] is also, I think, because of donor bias. They always consider only those universities that can implement research.” (Researcher from Public University, Phone Interview, September 2019).

IX. CHALLENGES IN SUSTAINABILITY

Collaborations to elevate productivity and competitiveness as well as improve institutional capacity can produce lasting benefits for individual faculty members and their institutions. However, informants and studies on higher education collaboration indicated that collaboration can be costly, time-consuming and frustrating for all involved if not properly designed and managed. Sustainability is always an issue for partnerships among universities in Indonesia, mainly for joint research and joint-degree models.

For the joint research model, the main challenge was to ensure that the research collaboration will continue beyond the lifespan of the funding. Applied research usually will take longer and achieving significant results during a limited donor-funded period is challenging; thus, funding alternatives should be elaborated prior to the start of the research collaboration. On the other hand, a long path and bureaucratic challenges also exist in targeting private sector or government funders for research support. This situation has led to various unfinished research projects after funding ends.

“It is very costly for our students to have a [dual] degree from a U.S. university partner. It makes it less attractive to our students. … To be honest, we will evaluate this program.” (International Affair Office, Group Interview, October 2019)

V. LESSONS LEARNED AND RECOMMENDATIONS

Multiple forms of partnerships among international higher education institutions (HEIs) can bring benefits to Indonesian universities as much as to their cooperating partners in other countries. Partnerships among HEIs provide a means for capacity building and skills development that national government programs

31 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV cannot always support, due to limitations on resources and expertise. This applies not only to research, but also to collaborations in teaching and the management of international programs.

Based on this assessment, as well as on other research on higher education partnerships, collaboration needs to be rooted in mutual understanding and cultural respect to be effective. The hallmark of a successful partnership is collaboration built on shared outcome agreements, a commitment to improve two-way institutional capacities and a respect for each partner’s capabilities. Mutual understanding and cultural respect should be an explicit element of partnerships, although this can be challenging as Indonesian universities are considered less advanced than leading U.S. universities. (Sutrisno and Pilay, 2013).

Collaboration to elevate productivity and competitiveness, as well as improve institutional capacity in research, teaching and management, can produce lasting benefits for individual faculty members and their institutions. However, collaborating can be costly, time-consuming and frustrating for all involved if not properly designed and managed. Universities that have applied internal monitoring and evaluation tools to track the outcome of the partnerships will likely advance more quickly than those that do not set and monitor specific goals toward their institutional advancement. It is possible, and desirable, for partnerships be structured to include some mentoring, which U.S. universities or other partners can provide to help bridge gaps in capacity, including in partnership administration and in teaching and research methods.

This assessment found that a supporting enabling environment is crucial to foster collaboration and partnerships. Government policies and regulations need to align to encourage and support partnerships, and stakeholders need to be aware of these goals. This includes policies regarding work or research permits for foreign university staff and clarity on the scope of the collaboration.

RECOMMENDATIONS

The following recommendations are targeted to address the gaps in higher education partnerships that this assessment identified.

Overall, the assessment sees a need to provide a package of support services to expand and strengthen higher education partnerships between the U.S. and Indonesia in ways that mutually benefit institutions in both countries. Potential areas of support include: 1) provide ways to identify and support the development of new partnerships; 2) help improve the capacity of Indonesian HEIs to more professionally manage partnerships; 3) provide Indonesian HEIs with improved skills in research methods so they can play a more equal role in joint research efforts; and 4) work with the GoI and the Indonesian higher education community on policies and practices to provide stronger incentives for international cooperation in research conducted by HEIs. Specific recommendations related to these issues are discussed in the text that follows.

SUPPORT THE DEVELOPMENT OF NEW PARTNERSHIPS

Efforts to identify topics of interest and match educational U.S. and Indonesian partners are a useful way to increase the number of higher education partnerships between the two countries. Activities that could be helpful include: funds and assistance for Indonesian institutions to develop research partnership proposals, and support in the development of skills related to fundraising to support research; funds for Indonesian research institutes to visit potential partners in the U.S., or to participate in technical or sector fora to explore possible partnership opportunities (or to discuss their research concept papers); and making funds available to interested U.S. university staff to visit Indonesia to explore partnerships, which could be in the areas of student exchange, faculty exchange, research collaboration or the development of joint- /dual-degree programs. On the latter point, it may be possible to hold events to bring together multiple universities from Indonesia and the U.S. to explore topics of interest, which could be organized

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 32 by an industry association or by an implementation partner. The basic idea would be to increase contacts and visits between U.S. and Indonesian universities that may have an interest in exploring opportunities for formal collaboration.

ADDRESS GAPS IN TECHNICAL CAPACITIES (RESEARCH AND TEACHING)

The assessment indicated a need to improve research capabilities at Indonesian HEIs, including research methods. When a significant disparity exists in capabilities between partners, it is more challenging for each partner to equally participate in and benefit from the partnership. One way to help address this disparity is to enable Indonesian researchers to spend time at the start of a partnership at their U.S. counterpart’s institution to become familiar with methods and processes. This will help develop skills, build relationships and bring a mutual understanding of the expected requirements and methodologies to be used.

It would also be useful to enable experts from U.S. partner universities to spend time in Indonesia to help conduct research — and to do so in a way that explicitly helps transfer skills in improved methods of instruction and research. This can deliver a direct improvement in the level of knowledge and skills needed by Indonesian HEIs and will increase the likely success of the partnership. The experts involved should participate with an understanding that mentoring and training will be a component of their participation. However, as capacity building is not generally a mandate of U.S. universities, some supplemental support funds may be required to enable this process.

To improve technical skills and knowledge of Indonesian researchers, direct short-term training in capacity building on specific topics could be provided for Indonesian researchers, either in the U.S. or in Indonesia. This can benefit the host institution for the long term and ensure the institutionalization of knowledge and skills.

Consider including Indonesian PhD students in research cooperation projects. This can elevate prospects for the sustainability of improved skills and capacities in Indonesia. Previous USAID higher education projects have effectively used this arrangement and European universities implement it widely in partnerships with Indonesian HEIs. Researchers can work on the research project and concurrently earn their degree.

Programs such as SHERA, which encourage Indonesian HEIs to play a lead role in conducting research, offer a practical capacity-building approach that could be considered for future programs. This approach is valuable because it places local institutions in a leadership role, which requires them to upgrade their systems and practices to conform with international standards.

Building institutional capacities is a long journey. Funders or agencies such as USAID should consider the learning curve of each institution, as they must work in the unfamiliar context of leading a partnership with more advanced HEIs. Thus, realistic capacity-building objectives should be determined from the beginning of the project, with adequate technical support provided.

The U.S. Embassy’s Regional English Language Office (RELO) is an example of a model of useful support. The program provides capacity building on English teaching and learning to institutions in Indonesia. They support the English Language Fellow Program, which places U.S. educators with master’s degrees in positions of Teaching English as Foreign Language (TEFL), Teaching English as a Second Language (TESL) or applied linguistics at universities, civil society organizations (CSOs) and other centers of education in Indonesia for 10 months, from September to June. Universities can use the fellow program to improve their staff’s English-language skills as well as to teach university students. RELO funds the stipend of the fellow and expects the host (university) to provide housing. An example of RELO assistance in the GOI is

33 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV providing a fellow to the Indonesia National Board for Disaster Management (BNPB) to advance USAID collaboration with BNPB on disaster management.

IMPROVE THE CAPACITY OF INDONESIAN HEIs IN PARTNERSHIP MANAGEMENT

Provide capacity building for higher education management, including for project management, finance and human resource management, particularly related to managing partnerships (i.e., how to build a network of cooperation) and in securing research funding from international sources. Building cooperation networks may encounter legal challenges related to the cumbersome process of obtaining work permits for U.S. university researchers. Addressing this issue should be considered by programs that work to improve the enabling environment for higher education collaboration.

Extend capacity building beyond a university’s leadership level. As most Indonesian HEIs have limited staff with skills and experience in international partnership management, it is important that capacity support target young and emerging researchers and lecturers, as these are the individuals who are likely to be placed in future partnership management roles—although they are not necessarily the ones that universities will select to participate in training opportunities. An example of effectively implementing this type of support is the German Academic Cooperation Exchange (DAAD), which offers training on managing higher education (including partnership management) to lecturers who have less than five years of work experience.

STRENGTHEN THE INDONESIAN HIGHER EDUCATION ENABLING ENVIRONMENT

Improve research application and permit regulations. In collaboration with the Indonesian HE community, support advocacy and assistance to improve policies governing work permits for foreign researchers (and collaboration incentives overall). One approach may be to work with a collection of Indonesian HEI’s to review current policies and engage with the GoI on reforms.

Improve the availability of information useful to partnership promotion. Help improve the GoI’s information system and performance tracking of partnership activities (the partnership database of the HE regulatory body [DIKTI]). This can possibly help provide a reference or clearinghouse function to identify institutions to include in international partnership promotion activities, such as for use in a call for research proposals or to participate in exchange fairs with representatives of U.S. HEIs.

Link opportunities with national development priorities. Consider providing support to the GoI to identify the skills most needed to support an Indonesian national research agenda. One result could be the formulation of a clear research map that strongly connects DIKTI with other agencies, universities and the private sector. Universities could then align their research roadmap with the national research agenda, and research could be structured to meet priority national development needs.

Address cost-related challenges. High U.S. tuition fees are a deterrent to developing joint- / dual- degree program partnerships. It would useful to better understand how university partnership programs can be structured to reduce fees, and how programs can provide incentives to reduce tuition.

Address geo-political challenges. Current perceptions about anti-Islamic sentiment in the U.S. are a likely factor in fewer Indonesian students expressing an interest to study in the U.S. Programs could be developed, for example by the U.S. Embassy/AMINEF, to proactively disseminate information about the situation and provide information on safety and university cultural issues. Indonesian alumni networks of former scholars who studied in the U.S. could play a role in disseminating the information.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 34 Improve equitable Indonesian HEI participation. Give more attention to promoting partnership programs with universities in Eastern Indonesia, as such institutions are significantly underrepresented among existing partnerships. Technical assistance could be provided to polytechnics and academic colleges, as they are expected to supply high-skilled laborers to meet industrial demand. Also, as Indonesia has more private than public HEIs, research cooperation could be targeted to include an increased number of private universities.

Address cultural and communication issues. Prior to engaging in partnerships, partners need to have a clear and explicit understanding of the principles of the partnership, i.e., that an effective partnership should be based on commitment, mutual respect, mutual benefit and a collaborative culture. To ensure this, both higher education partners should be briefed about the key principle of transnational higher education partnerships and a set of common principles should guide the collaboration.

Address one-way exchanges and mutual benefits. Many existing partnerships, mainly for a joint- or dual-degree program, seem structured in ways that disproportionately benefit U.S. partner institutions (see Section VII of this document). Partnerships should be structured with an explicit understanding of the benefits that they are expected to provide to each participating institution. Since Indonesian institutions may need help to bring their capacity to a level that will enable equal participation and benefit, USAID could consider funding select activities that can help realize this, such as enabling Indonesian researchers and partnership administrators to spend time at their U.S. counterpart institutions at the time the partnerships begin.

35 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV VI. REFERENCES

Boekholt, P., Edler, J., Cunningham, P., Flanagan, K., 2009. Drivers of international collaboration in research. Final Rep. 40.

Hill, H., Wie, T.K., 2013. Indonesian universities: Rapid growth, major challenges. Educ. Indones. 160– 179.

Knight, J., 2012. Concepts, rationales and interpretive frameworks in the internationalization of higher education. SAGE Handb. Int. High. Educ. 27–42.

Logli, C., 2016. Higher education in Indonesia: Contemporary challenges in governance, access and quality, in: The Palgrave Handbook of Asia Pacific Higher Education. Springer, pp. 561–581.

Moeliodihardjo, B., 2014. Higher education sector in Indonesia. Jkt. Br. Counc.

Organization for Economic Cooperation and Development, 2015. Education in Indonesia: Rising to the challenge. OECD Publishing.

Rose-Redwood, C., Rose-Redwood, R., 2017. Rethinking the politics of the international student experience in the age of Trump. J. Int. Stud. 7, I–IX.

Zacharewicz, T., Sanz Menendez, L., Jonkers, K., 2017. The Internationalization of Research and Technology Organizations. Luxembg. Publ. Off. Eur. Union EUR 28442.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 36 APPENDIX I. SCOPE OF WORK

Scope of Work Higher Education/University Partnership Assessment

I. Introduction

The U.S. Government recognizes that education is an essential pathway to increase Indonesia’s capacity and commitment to achieve its development goals. The provision of focused and proven training and educational opportunities to Indonesians, increases broad-based economic participation and supports a stable, resilient, democratic society. USAID/Indonesia supports Indonesia’s vision for self-reliance by focusing on strengthening higher education and improving research quality and quantity across universities in Indonesia.

University partnership can be viewed as strategic partnership. A strategic partnership is a formal alliance between two or more higher education institutions developed through an intentional process whereby the partners share resources and leverage complementary strengths to achieve defined (common) objectives. Strategic cooperation is tied to the strategic goals and objectives of an academic unit, college, or the university as a whole. It indicates a multidimensional engagement between the involved institutions and implies the joint undertaking of a diverse range of activities with the aim of the parties´ mutual benefit.20 Universities use partnerships to engage faculty and students in joint research initiatives, academic exchange programs, joint degree programs, joint classroom projects and joint events such as conferences and symposia. University partnerships create opportunities for international funding and potential to increase international student enrolments. Partnerships may also involve community service projects, sustainable development initiatives, and professional development to achieve common development objectives.

Over the years, USAID/Indonesia has partnered with the Government of Indonesia (GoI) to increase the institutional capacity of research universities in Indonesia. Reform policies in higher education have placed three Indonesian universities at top 500 globally and 2nd in South East Asian research publication (2018). However, Indonesia has only 1,071 researchers per a million people, which is low compared to its neighboring countries (Malaysia 2.500; Singapore 7,000; Korea 8,000) and their capacity to conduct world class research is generally low. Moreover, the distribution of most qualified researchers and institutions has been concentrated in the provinces of Java Island, though many universities outside of Java show high interest in building partnerships to improve their research capacity. The GoI has also limited funding allocated for international collaboration in teaching, training and research.

USAID/Indonesia has tasked Monitoring & Evaluation Support Project (MESP) to assess the landscape of current US-Indonesia University Partnership programs at the provincial level. The assessment will inform the Mission on type, sector specific, and scope of partnership to continue USG technical assistance in increasing the capacity of Indonesia’s universities.

II. Assessment Purpose, Audience and Intended Uses Purpose

The purpose of this assessment is to: (1) map the past and existing higher education partnerships between Indonesian and US universities, 2) identify roles of provincial governments in the partnership; (3) identify gaps for tertiary level research and training programs in Indonesia formed under the partnerships.

20 Mattias Kuder (2014)

37 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV Audience and Intended Uses

The result of the assessment will inform the new USAID/Indonesia Country Development Cooperation Strategy (CDCS -- FYs 2021-2025) to design future programs to improve the capacity of higher education institutions in Indonesia.

III. Scope of assessment The assessment will be limited to the following criteria:

1. Partnership model in this assessment is defined as two parties, such as a US university and an Indonesian university, that have an agreement (MoU or contract) to work together in research and/or training.

2. This study will focus on partnerships among US and Indonesian universities on research and training in the sectors of USG and GOI priorities such as health, human capacity, environment, governance, human rights, and economic growth).

IV. Assessment Questions To guide this assessment, USAID has identified the following key questions:

1. What partnership models exist in Indonesia and the nature of involvement/relationship between US and Indonesian universities?

2. To what extent the partnerships model build host country capacity/commitment in tertiary education to address domestic/regional challenges? And what significant achievements have been made by each type of partnership model?

3. What are the gaps in designing and implementing an effective partnership based on the existing partnership models?

4. Based on lessons learned from partnerships, what are the key recommendations to create successful/impactful partnerships?

V. Data Collection and Analysis Methods The assessment will be divided into three stages of data collection as follows:

1. Stage 1: desk review and collecting secondary data from the Ministry of Higher Education, web research, US Embassy, USINDO and USAID. This stage will result in a database of existing US-Indonesia University partnership and US University-Provincial Government Partnership.

2. Stage 2: online survey. From the list from desk review (stage 1), the team will conduct an online survey.

3. Stage 3: in depth interview with the selected KIIs to ensure the data and information is sufficient to answer the assessment questions.

The team will use quantitative and qualitative analysis to answer assessment questions.

VI. Deliverables The assessment team will be responsible for the following deliverables.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 38 Deliverable Estimated Due Date 1. Assessment design and work plan draft Second week of May 2. Database End of June 3. Presentation and summary to USAID on key findings and Second Week of August preliminary conclusions and recommendations. 4. Draft report First week of September 5. Final Report Two weeks after USAID feedbacks

VII. Team Composition The suggested composition of the Higher Education/University Partnership assessment team would be three people:

● Team Leader, local ● 1 research analyst

Each Team member will have writing responsibilities for the Assessment Report draft and final version, per assignments by the Team Leader. All team members should have the following qualifications:

● Strong knowledge of Indonesia and the Indonesian higher education partnership models. ● Expertise in program evaluations or assessments, including qualitative & quantitative methods ● Knowledge of USAID programming practices. ● For the Team Leader, prior successful experience in leading evaluation or assessment teams. ● Excellent writing and interpersonal communication skills.

VIII. USAID Participation Regular communication between the evaluation team and the designated USAID Activity Manager will be essential to the successful execution of the Higher Education/University Partnership Assessment. The assessment team will keep USAID apprised of changes and developments that necessitate any significant decision-making or modification of the approved assessment design.

IX. Scheduling and Logistics USAID Indonesia has requested MESP to finalize the SOW and implement this assessment, including handling all logistics. The chart below presents an estimated timetable for this task.

39 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV APPENDIX II. ADDITIONAL INFORMATION ON ASSESSMENT METHODOLOGY

LIST OF HIGHER EDUCATION INSTITUTIONS INTERVIEWED

Institution - Region Type Informant N Method Partnership Manager and 2 Face to face Universitas Padjadjaran former staff Public, Cluster 1 (UNPAD), West Java Researchers 2 Face to Face Vice Dean/Faculty Management 1 Universitas Diponegoro Senior Researcher/Head of Public, Cluster 1 1 Phone (UNDIP), Central Java Study Programme Head of International Office 2 Face to face and team Senior Researcher/PI CDSR- Universitas Gadjah Mada 1 Face to face Public, Cluster 1 SHERA UGM (UGM), Yogyakarta Researcher/Lecturer/Former USAID PRESTASI Scholarship 1 VoIP holder Universitas Bengkulu, Head of International Public, Cluster 3 1 VoIP Bengkulu Partnerships Universitas Papua Public, Cluster 4 Senior Researcher 1 Phone (UNIPA), Universitas Hassanudin Public, Cluster 2 Senior Researcher 1 Phone (UNHAS), South Sulawesi Politeknik Negeri Ujung Public - Partnership Office and Pandang (PNUP) South 3 Phone Polytechnic Lecturers Sulawesi Sampoerna University, Head of Student Relations 1 Face to Face Private DKI Jakarta Head of Marketing Dept. 1 Face to Face Vice Rector of Partnerships, Networking and 1 Face to Face Universitas Islam Entrepreneurship Indonesia (UII), Private Head of International Yogyakarta 1 Face to face Partnership Head of Marketing Department 1 Face to face Universitas Muhammadiyah Executive Director of Private 1 Face to face Yogyakarta (UMY), Partnership Office Yogyakarta

OTHER INSTITUTIONS

Institutions - Region Informant N Method USINDO, Jakarta Country Representative 1 Face to face SHERA, Jakarta Programme Director 1 Face to face AMINEF, Jakarta Executive Director 1 Face to face Ministry of Research, Science and Technology, Head of Research Sub- 1 Phone Jakarta division

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 40 LIST OF DOCUMENTS REVIEWED

USAID/Indonesia related documents on higher education partnerships ● USAID University Partnerships Programme Round Evaluation Report 1 -5 ● USAID HELM Final Report Success stories, case studies, promotional material and multimedia material (e.g. Social Media) University booklets/research reports/promotion materials or other necessary documents supplied by the International Office Affair from Universities. Peer-reviewed documents, grey literature reports and articles and academic publications related to higher education partnerships between U.S. and Indonesia educational institutions. Government of Indonesia Data from Ministry of Higher Education; Ministry of Education and Culture and Ministry of Religious Affair; LIPI etc. Indonesia’s policy documents on higher education partnerships.

ANTICIPATION OF POTENTIAL BIAS

Recall Bias Response Bias Selection Bias Scattered & Fragmented Data Key informants Respondents may give In the process of responding to team the interviewer positive identifying contacts Particularly the data questions with answers remarks about the names suggested could gathered from the related to the different partnership because lead to the selection of government partner HE partnership or their they would like to those with mainly only (Menristekdikti), which interaction with HE that participate in a future positive or negative affected the team’s mainly focus on partnership. experiences. ability to develop a partnerships outside US robust database. universities. During the interview, The selection of the team fully explained universities, due to the The team mitigated that this assessment was time and resource this issue by cross important to gather the constrains. checking during lessons learned from interviews and or the current/previous The team triangulated extracting from other partnership and that this the data from desk official sources. assessment would shape

study to minimize the

future project bias. opportunities and funding.

41 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV APPENDIX III. SUPPLEMENTAL INFORMATION ON INDONESIA HIGHER EDUCATION INSTITUTIONS

The Quality of Teaching and Research The rapid growth of the HEIs system outpaced the capacity to provide adequate teaching, research, and facilities among other aspects. To have a qualified faculty technology-based research, and scientific equipment demand a budget and organization that is exclusive only in some top tier universities and virtually unthinkable in the underfunded private HEIs. More than 70% of a typical HEI budget, mostly among Private ones are absorbed by personnel costs leaving all other education needs underfunded and underserved. In Indonesia, lecturers and researchers are often underqualified. The Law 14/2005 on Teachers and Lecturers mandated that all university teachers to hold at least a master’s degree. However, the latest database report from DIKTI showed that there are still around 10% of lecturers whose highest degree is a bachelor’s degree.

QUALIFICATIONS OF TEACHING STAFF AT HEIS (YEAR 2018)

Year Bachelor (S-1) Master (S-2) Doctorate (S-3) 2012 48,125 27.50% 106.225 60.70% 20.650 11.80% 2018 27,622 0.95% 216,946 75% 45,257 15% *Source: Ristekdikti.

The geographical distribution is also shown to be wide in disparity. More than two-thirds of PhD holders (S3) – which is usually as the best proxy indicator for research capacity- are from institutions in Java (OECD, 2015). These PhD holders are usually teaching at the few elite universities (Moeliodihardjo, 2014). Polytechnics that need teachers with industrial experience and the requirement for a master’s degree may sacrifice vocational experience, therefore the government is trying to convert industrial experiences into academic achievement.

As an emerging middle-income country, Indonesia is challenged with improving its competitiveness to avoid being labelled as a country in the “middle-income trap.” Policies should be directed toward exploring potential that can lead to quality development in research. In addition to innovate goods, research can be a strategic tool for influencing good policymaking. The term ‘knowledge-based policy’ rests on the idea that research (which produces data) is the basis of good policy. The challenge to build a research capacity that can support the policy formulation and implementation process is faced by all countries, including Indonesia. One of the strategies to address this challenge is to improve the quality of research of Indonesian universities (KSI, 2018). In addition, the research atmosphere in private universities were not yet developed, with only very few private universities that were actively engaged in research, and no private universities included in the list of universities with higher rankings for research.

Despite all efforts to encourage, improve and facilitate research in universities in Indonesia, the quantity and quality of research are still low, as evidenced by two indicators of research performance measurement: the number of international scientific publications and the number of patents. SCImago Journal & Country Rank reported that in the period 1996-2014, Indonesia only produced 32,355 scientific publications. This number shows that the quantity of research in Indonesia is far below under developing countries such as India (998,544 documents), Iran (287,010 documents), Pakistan (81,612 documents) and Nigeria (53,298 documents). Among other South East Asian Nation (ASEAN) countries, Indonesia is also behind Singapore (192,942 documents), Malaysia (153,378 documents) and Thailand (109,832 documents). Indonesian researchers also registered fewer patents with the United States Patent and Trademark Office in 2008 than researchers from other ASEAN countries (KSI, 2018). Data from the Directorate of Patents,

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 42 Directorate General of Intellectual Property shows that foreign patents dominated registered patents in Indonesia between 1992 -2008. This elucidates the low quality of human resources, research and development in Indonesia.

Several important elements of the formal framework are now in place. For instance, the ambitious Higher Education Law 12/2012 (Republic of Indonesia, 2012). Its preamble notes that higher education, as part of the national education system, plays a strategic role in developing the intellectual life of the nation and advancing science and technology with the aim, among others, to increase national competitiveness in the context of globalization (OECD/ADB, 2015).21 Indonesian Government also shows an increased focus to increase research capacity of its researchers. For instance, DIKTI through DIKTI-Fulbright fellowship program has sent many Indonesian scholars or early researchers to go to U.S to conduct research at U.S Universities or research institutes. It is also expected with this scheme, the scholars could reach further collaborations with U.S HEIs as well as increasing these scholars’ capacity.

Internationalization and Partnerships Indonesian campuses have been becoming increasingly international due to a variety of dynamics. Indonesia has been accepting assistance from leading agencies such as the Ford Foundations, the Rockefeller Foundations, USAID, and the World Bank (Mason et al., 2001, Moeliodihardjo, 2014). The Indonesian government asserts the necessity of internalization for the universities, for instance through its periodic National Education Strategic Plan since 2003. Every university is expected to contribute to national competitiveness, as well as to counter the negative effects of globalization. The practice of internalization by Indonesian universities includes websites in English, using Information, Communication and Technology, acknowledgement of internationalization (e.g. the vision to be “world class university”), and internalization of curriculum and student body (Logli, 2016).

The Higher Education Act of 2012 in Indonesia has catalyzed the internationalization of HEs. It allows foreign universities to set up branches or research centers in Indonesia, provided that they are fully accredited in their home countries, are not for profit, collaborate with local universities, prioritize the employment of Indonesian faculty members, and promote local civic and religious values (Logli, 2016). The enactment of the HE Act/2012 had been seen as an opening door for transnational collaboration, particularly for universities in Indonesia to open a joint/dual degree program. Private Indonesian universities far outnumber government-owned universities, and they are more likely to enter into an international partnership in providing transnational education than government-owned ones. Since they receive no subsidy from the Indonesian government, they are perhaps more prone to the impacts of such competition as they depend on student numbers to sustain their existence (Susanti, 2011), whereas at the public university the partnership models have wider options and joint research is one of the most favorable models.

With regards to partnerships with the U.S., Indonesia has a long of adapting American HE system to Indonesia curricula. Indonesian faculty members graduated from American University (some were awarded scholarships from USAID or Fulbright) were awarded leading positions in Indonesia institutions, which led to changes in education based on aspects of the U.S. system – switched from previously Dutch influences. Only some areas such as medical and vocational education where some forms of the European remained. The Anglo-American model highlights standardized learning, autonomy and internal efficiency (Logli, 2016). At their universities, the U.S. graduates usually also establish the partnership through personal network. The partnerships were strengthened during President Obama’s visit to Indonesia in 2010. President Obama launched a five-year $165 million USD investment toward the expansion of higher collaboration between the United States and Indonesia. This Comprehensive Partnership aimed to

21 OECD/ADB, 2015. Review of National Policies for Education: Education in Indonesia – Rising to the challenge

43 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV enhance the quality, volume, and diversity of exchanges of students, faculty and researchers. Moreover, it attempted to strengthen the capacity of educational institutions in Indonesia, so that Indonesian HEIs can improve academic performance, mutual knowledge, and international standards. It engages government, university, foundation, Non-Governmental Organization (NGO) and private sector participants (Merril, 2012). The collaborations range from scholarships for students and faculty members, English/ training, university-to-university partnerships, and USAID grants toward efficient management, scientific research, and community colleges in Indonesia.

Moreover, as Indonesia is now part of the ASEAN Economic Community, having a well-educated workforce is crucial to be able to compete in an increasingly fluid and competitive regional landscape. With about 4,300 HEIs, Indonesia’s research output of an international standard has been very limited. Moreover, Indonesia has also failed to maximize the potential for international collaboration in recent years. Thus, a joint research activity with foreign universities could facilitate better coordination and boost the HEIs and country capacity in Research and Development. Further, collaboration with international researchers could help Indonesian scientists to access knowledge and expertise and apply them to local problems. They also enhance domestic scientific capabilities through the exchange of knowledge and experience.

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 44 APPENDIX IV. COVER SHEET FOR KEY INFORMANT INTERVIEWS

Cover sheet for all Key Informant Interviews

Date of Interview: Interviewee Name, Title:

Time Start: Time End:

Interviewer(s): Location:

Introduction: Good morning/afternoon and thank you for taking the time to speak with us today. As mentioned during our interview request, we are working to conduct an assessment of Higher Education in Indonesia. The assessment’s main aims are to (1) map the past and existing HE partnership between Indonesia and US universities; (2) identify gaps for tertiary level research and training programs in Indonesia formed under the partnership.

Our team has had the opportunity to review some background documents to get a better sense of the partnership. However, these documents can only tell us so much. We would like to discuss with you today to hear about your experience, in your own words, in order to help us better understand how the partnership in HE looks and functions “on the ground.” The interview will last around 45 minutes. You can decide to stop the interview at any time. We will take notes of the interview and, with your consent, a recording will also be made using a digital voice recorder to aid us in fully completing our notes after the interview.

Confidentiality Protocol ● We will collect information on individuals’ names, organizations and positions. A list of key informants will be made available as an annex to the final evaluation report, but those names and positions will not be associated with any particular findings or statements in the report. ● We may include quotes from respondents in the assessment report, but will not link individual names, organizations or personally identifiable information to those quotes, unless express written consent is granted by the respondent. Should the team desire to use a particular quote, photograph or identifiable information in the report, the assessment team will contact the respondent(s) for permission to do so. ● All data gathered will be used for the sole purpose of this assessment and will not be shared with other audiences or used for any other purpose. ● Your participation in this interview is voluntary and if you do not feel comfortable answering a particular question, please let us know and we will simply go on to the next question.

Once again, thank you for taking the time to speak with us today. Do you have any questions for us before we get started?

Inform participant we may follow-up with follow up phone/email following the interview.

45 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV Sample of KII Interview Guidelines General Question ● How are you connected to HE programs in USAID? Position? How Long? Key Question 1:

a) Based on your experience/knowledge, could you tell us about the types of higher education partnership models or practices that have been implemented by your organization? For Instance, projects that have been implemented, what do you think about those projects?

b) For example:

Resource sharing or Benefits or Advantages requirements Joint research Student scholars/exchange Fellowship for lecturers/researchers Other

Probe: ask about what kind of projects that the contractors have been working on have worked in the past? Could you tell us more about it? How about other models that you are familiar with (e.g. partnership, joint conference, joint Webinar, etc.).

Key Questions 2:

How does this model improve host Cite specific achievements country capacity (to address from specific partnership domestic and regional challenges) * Joint research Student scholars/exchange Fellowship for lecturers/researchers Other * for any models identified from question 1.

c) In what ways is the HE partnership supported by USAID or other US partners bringing about better institutional capacity of research universities in Indonesia (for specific partnership models)? Please provide specific examples.

Probe: achievements, sustainability, partnership documentation and dissemination? Other “unintended outcomes, such as university management for instance?

d) In what ways is the HE partnership could address to domestic/regional/global challenges? Could you tell us the examples of the contribution?

e) What is the strength and weakness of the overall USAID HE partnerships that have been implemented in Indonesia?

Probe: could you elaborate more about that?

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 46 Key Question 3: a) What have been the main challenges that might have affected achievement of program objectives in HE partnership programs? Probe: e.g.: capacity gaps, different values, different interests, financing challenges (resource sharing)?

b) What are the factors regarding Indonesian legal, regulatory, or financial issues that support, or are favorable to, the HE partnership programs and its objectives?

c) What are the factors regarding Indonesian legal, regulatory, or financial issues that constrain, or are favorable to, the HE partnership programs and its objectives?

d) Are there other contributing or constraining factors you have identified? Probe: factors may include duration, costs, legal or regulatory issues, other.

Key Question 4 a) What do you suggest could be done to increase the effectiveness of the partnerships in achieving each of these objectives?

Additional questions may be added that will be tailored to the particular institution. For example, when interviewing University or Ministry Research and Higher Education personnel national and institutional policies affecting, HE partnerships will be identified and probed.

47 | HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT USAID.GOV APPENDIX V. DATABASE OF INDONESIAN AND U.S. UNIVERSITIES PARTNERSHIPS

Raw Database of List of Partnerships between Indonesian and U.S. Universities 2014 –2019

Note: Main information for the Indonesian higher education institutions were taken from http://sikma.ristekdikti.go.id/perguruan_tinggi.php. Some information was incomplete as there was no specific information on which sector(s) the universities working on in terms of its partnerships with U.S. universities. The second part of this database listing the names of U.S. universities which were taken from the information collected during this assessment interviews with the KIIs.

Publication

Joint/ Dual Joint/ Dual

Academic Academic

Exchange

Research

Scientific Scientific

Seminar

Cluster Degree

Others

Status

Joint Joint Higher Education Institution Location Remarks

Indonesian Higher Education Institutions

Sectors: Renewable energy source; health and food technologies; sustainable transportation technology; information technology and Institut Teknologi Bandung West Java Public 1 X X X X X X communication; advance material; environmental and disaster mitigation/management; social sciences and humanities; chemical engineering Universitas Indonesia West Java Public 1 X X X X X Sectors: Urban planning and development Sectors: Disaster risk reduction; environment, Universitas Gadjah Mada Yogyakarta Public 1 X X X X X energy and maritime sciences Universitas Padjadjaran West Java Public 1 X X X X Sectors: Public health; infectious disease Sectors: Plant/crop sciences and agroforestry; Institut Pertanian Bogor West Java Public 1 X X food security and self sufficiency South Universitas Hasanuddin Public 1 X Sulawesi Universitas Airlangga East Java Public 1 X X X

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 48 Publication

Joint/ Dual Joint/ Dual

Academic Academic

Exchange

Research

Scientific Scientific

Seminar

Cluster Degree

Others

Status

Joint Joint Higher Education Institution Location Remarks

Universitas Diponegoro Central Java Public 1 X X X X X Sectors: Urban planning and development North Universitas Sumatra Utara Public 1 X X X Sumatra Banda Islands’ Hatta- College of Fisheries - Sekolah Maluku Public X Sectors: Marine science and cultural preservation Tinggi Perikanan Hatta-sjahrir Institut Seni Budaya Indonesia West Java Public X X Sectors: Art and culture Bandung Institut Seni Indonesia Denpasar Bali Public X X Sectors: Art and culture Institut Seni Indonesia West Public X Sectors: Art and culture Panjang Sumatra West Universitas Negeri Padang Public 2 X X X Sumatra Institut Seni Indonesia Yogyakarta Yogyakarta Public X X X Sectors: Art and culture Politeknik Negeri Malang East Java Public 2 X X South Politeknik Negeri Ujung Pandang Public 3 X X X Sulawesi Sekolah Tinggi Ilmu Ekonomi Bali Private X Triatma Mulya STKIP Bina Bangsa Getsempena Aceh Private X Universitas Dwijendra Bali Private X Southeast Universitas Halu Oleo Public 3 X Sulawesi Universitas Islam Indonesia Yogyakarta Private 2 X X Sectors: Urban and regional planning Universitas Jember East Java Public 2 X Sectors: Foreign policy; ; human rights Universitas Jenderal Soedirman Central Java Public 2 X X Universitas Lampung Lampung Public 2 X

49 | HIGHER EDUCATION PARTNERSHIP DRAFT ASSESSMENT REPORT USAID.GOV Publication

Joint/ Dual Joint/ Dual

Academic Academic

Exchange

Research

Scientific Scientific

Seminar

Cluster Degree

Others

Status

Joint Joint Higher Education Institution Location Remarks

Universitas Ma Chung East Java Private 2 X Universitas Mahasaraswati Bali Private X X X Denpasar West Nusa Universitas Mataram Public 2 X Sectors: Forestry management Tenggara Universitas Muhammadiyah Yogyakarta Public 2 X X X Yogyakarta Universitas Negeri Bengkulu Bengkulu Public 2 X X X X Sectors: Conservation; disaster management South Universitas Negeri Makassar Public 2 X X Sulawesi Universitas Negeri East Java Public 2 X X Universitas Negeri Yogyakarta Yogyakarta Public 2 X X X X Universitas Pembangunan Yogyakarta Public 2 X X Nasional Veteran Yogyakarta Universitas Pendidikan Ganesha Bali Public 2 X Universitas Pendidikan Indonesia West Java Public 2 X X X X North Universitas Sam Ratulangi Public 2 X Sectors: Biology conservation; global health Sulawesi Universitas Sebelas Maret Central Java Public 1 X X X Universitas Syiah Kuala Aceh Public 2 X Central Universitas Tadulako Public X X X Sulawesi West Universitas Tanjungpura Public 2 X Kalimantan Universitas Udayana Bali Public 2 X X X Sectors: Biology; food security

USAID.GOV HIGHER EDUCATION PARTNERSHIP ASSESSMENT REPORT | 50 Publication

Joint/ Dual Joint/ Dual

Academic Academic

Exchange

Research

Scientific Scientific

Seminar

Cluster Degree

Others

Status

Joint Joint Higher Education Institution Location Remarks

Sectors: Banking & finance; entrepreneurship; Sampoerna University DKI Jakarta Private X digital marketing; industrial mechanical engineering East Universitas Mulawarman Public 3 X X X X Kalimantan

Universitas Papua West Papua Public X Sectors: Food security and self sufficiency United States Higher Education Institutions

Indonesian Affiliates: Universitas Muhammadiyah George Mason University Virginia Public X X X Yogyakarta The University of Alabama - Indonesian Affiliates: Universitas Muhammadiyah Alabama Public X X X School of Law Yogyakarta Indonesian Affiliates: Universitas Muhammadiyah Northern Arizona University Arizona Public X X Yogyakarta Rutgers, the State University of Indonesian Affiliates: Universitas Gadjah Mada; New Jersey Public X X X X New Jersey Universitas Padjadjaran Indonesian Affiliates: Universitas Gadjah Mada; Northern Illinois University Illinois Public X X X X Universitas Padjadjaran Indonesian Affiliates: Universitas Gadjah Mada; University of Hawaii at Manoa Honolulu Public X X X X X Universitas Islam Indonesia; Universitas Diponegoro Temple University Pennsylvania Public X X X X Indonesian Affiliates: Universitas Gadjah Mada Southern Utah University Utah Public X X Indonesian Affiliates: Universitas Gadjah Mada American University Washington Private X X Indonesian Affiliates: Universitas Gadjah Mada The University of Iowa Iowa Public X X Indonesian Affiliates: Universitas Gadjah Mada Indonesian Affiliates: Universitas Gadjah Mada; Rhode University of Rhode Island Public X X X X Universitas Diponegoro; Universitas Islam Island Indonesia

51 | HIGHER EDUCATION PARTNERSHIP DRAFT ASSESSMENT REPORT USAID.GOV Publication

Joint/ Dual Joint/ Dual

Academic Academic

Exchange

Research

Scientific Scientific

Seminar

Cluster Degree

Others

Status

Joint Joint Higher Education Institution Location Remarks

University of North Carolina- North Indonesian Affiliates: Universitas Gadjah Mada Public X X X X Chapel Hill Carolina Ohio State University Ohio Public X X X X Indonesian Affiliates: Universitas Gadjah Mada Kent State University Ohio Public X X Indonesian Affiliates: Universitas Gadjah Mada Grand Valley State University Michigan Public X Indonesian Affiliates: Universitas of Wyoming Wyoming Public X X X Indonesian Affiliates: Universitas Diponegoro University of South Florida Florida Public X X X Indonesian Affiliates: Universitas Diponegoro University of Georgia, Athens Georgia Public X X X X Indonesian Affiliates: Universitas Hasanuddin Columbus State University Georgia Public X X X Indonesian Affiliates: Universitas Bengkulu Kansas University Kansas Public X X X Indonesian Affiliates: Universitas Bengkulu Middle Tennessee State Indonesian Affiliates: Universitas Bengkulu Tennessee Public X X X University Murray State University Kentucky Public X X Indonesian Affiliates: Universitas Bengkulu Highline Community College, Indonesian Affiliates: Politeknik Negeri Ujung Washington Public X X Washington Pandang Indonesian Affiliates: Universitas Gadjah Mada; Kentucky State University Kentucky Public X X Universitas Padjadjaran Western Michigan University Michigan Public X X Indonesian Affiliates: Universitas Gadjah Mada Tulane School of Liberal Arts Louisiana Private X X Indonesian Affiliates: Universitas Gadjah Mada Lehigh University Pennsylvania Private X X Indonesian Affiliates: Universitas Gadjah Mada University of Colorado Denver Colorado Public X X X Indonesian Affiliates: Universitas Padjadjaran University of Kentucky Kentucky Public X X X Indonesian Affiliates: Universitas Padjadjaran University of California Davis California Public X X Indonesian Affiliates: Universitas Diponegoro University of California, Berkeley California Public X Indonesian Affiliates: University of Papua Broward College Florida Public X Indonesian Affiliates: Sampoerna University University of Arizona Arizona Public X Indonesian Affiliates: Sampoerna University

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