This study was to examine student satisfaction in remote online learning environments during COVID-19 in Indonesia. The participants were 65 undergraduate Informatics students from a private university in Surabaya, Indonesia. Data from Strachota's Student Satisfaction survey responses were examined using quantitative analyses. According to the findings, there was a strong and statistically significant relationship between student satisfaction and interaction. According to predictive models, every type of interaction could predict student satisfaction, with student interaction with content being the most powerful predictor. Furthermore, the findings revealed that self-ability in digital learning, good internet accessibility and connectivity, the presence and feedback of the teacher, website content, and the ability to learn from peer feedback and group discussions all played important roles in influencing student satisfaction. Students reported that they were generally more satisfied with their improved spoken communication skills, which helped them achieve their learning objectives. The findings suggest that integrating synchronous and asynchronous learning effectively promotes student learning and improves student satisfaction in Indonesia's remote online learning environment.
To all my family, especially to my mother, whose loving-kindness and courage are phenomenal; and to my late father, whose wisdom and patience continue to inspire me to this day. Acknowledgements ix ACKNOWLEDGEMENTSI can imagine how some may have smiled or even scratched their heads when they read 'lions or lambs' as metaphors for the leadership qualities in the Indonesian deanship styles. In a leadership context, leaders' lion-like qualities symbolise strength, aggressiveness, competitiveness, and clear direction in terms of planning and goal-setting. In contrast, leaders' lamb-like qualities symbolise humility, family-likeness, group orientation, and consensus.For this dissertation, 'lions' and 'lambs' are the secret codes for the completion of my PhD journey. In the process of writing of this dissertation, I faced difficult and challenging experiences that forced me to act as a lion. In wintry and turbulent times, I had to be strong, courageous, and highly motivated to persevere, write, and complete the dissertation. At the same time, I needed to have a heart full of compassion and to be as patient as a lamb to accomplish my academic goals. By writing the dissertation, I learned how to make my overwhelming challenges part of my glorious life.It has taken a long time to write this dissertation. The realisation of this PhD thesis would not have been possible without the supervision, encouragement, and support of many individuals and organisations. Therefore, I ask in advance for forgiveness if I miss to acknowledge some people or organisations. I owe you nonetheless.First, I would like to express my deep appreciation to my promoter Prof. dr. Jürgen Enders and my supervisor Dr. Harry de Boer for their constructive criticisms, fruitful feedbacks, and scholarly guidance. I would like to acknowledge Harry's invaluable advice, unflinching encouragement, and ceaseless support given me throughout the entire years of my PhD journey. I would forever remain grateful for your great contributions. I would like to thank Jürgen, particularly in the final years of my PhD, for bringing more 'spices' to balancing and blending 'flavours' in my dissertation.It is equally important to extend my gratefulness to all other members of CHEPS who showed me a warm welcome and generous hospitality as part of a big CHEPS family that made me feel like I was home. I thank each and every one of you without exception! Table 2 Factor analysis of the eight managerial leadership roles based on the CVF (value ≥ 0.3, p < 0.05) 264 Table 3 Factor analysis of the four dimensions based on the CVF (value ≥ 0.3, p < 0.05) 266 Table 4 Factor analysis of the two leadership roles within the clan quadrant of CVF (value ≥ 0.5, p < 0.05) 267 Table 5 Factor analysis of the two leadership roles within the adhocracy quadrant of CVF (value ≥ 0.5, p < 0.05) 267 Table 6 Factor analysis of the two leadership roles within the market quadrant of CVF (value ≥ 0.5, p < 0.05) 268 Table 7 Factor analysis of the two leadership roles within the hierarchy quadrant of CVF (va...
This paper describes the current state of governance and reforms of Indonesia's higher education system. It seeks to identify the impact of and the constraints on the national higher education reform agenda with respect to institutional autonomy for public universities. Under the prevailing government regulations, 11 public universities have been converted to autonomous institutions and given financial and organizational autonomy. Financial autonomy means a change of the public funding mechanism from line-item budgeting to lump-sum funding, thereby accentuating the importance of outputs and performance, competition and market orientation. In response, the need for a spirit of innovation to increase research outputs and to achieve internationalization has become an important driver for universities. Managerial autonomy entails a loosening of state control in internal university governance. In autonomous universities, the Board of Trustees now holds most authority, representing a range of stakeholders, including the Government which appoints 35% of the members.
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