The objective of this study aims to comprehend and portray the management opinions of the three Public Service Board (PSB) universities in Indonesia dealing with the good university income generating governance. Furthermore, this study applies epistemological subjectivism, interpretivism paradigm with multi-site design. The findings were analyzed using agency theory perspective. Therefore, the finding results show that the principles of good university income generating governance is law-abiding, academic oriented, accountable, professional, independent and transparent. The emergence of the principle of law-abiding indicate hierarchical relations agency that is purely between the government and the universities in income generation. The principle of academic orientation, accountability, independence and autonomy suggests that the goal synergy of both principal and the agent are the essence of agency relationship. Meanwhile, the professionalism demonstrated that the agent fully realizes which the principal requires certain tasks to be implemented by the agents because agents have the skills required. Yet, independence gained through wide autonomy both on academic as well as non-academic matters. The principle of transparency demonstrates the importance of the information factor in agency relationship. Agent transparency is necessary for the principal due to the difficulty in obtaining information dealing with the headway of the agent itself.
Abstrak. Penelitian ini bertujuan untuk mengetahui hubungan serta sumbangan efektif kesiapan belajar, lama pembelajaran, kesesuain tempat dengan hasil prakerin peserta didik kompetensi keahlian TKJ di SMK Kota Batu. Rancangan penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Sampel yang digunakan sebanyak 48 peserta didik yang diambil dengan teknik simple random sampling. Instrumen yang digunakan adalah dokumentasi nilai hasil prakerin dan angket. Uji hipotesis menggunakan uji korelasi ganda dan regresi ganda. Hasil uji hipotesis keempat variabel menghasilkan nilai Sig (p) = 0,000 (kesiapan belajar), 0,013 (lama pembelajaran) dan 0,000 (kesesuain tempat) dan 0,000 (partisipasi DU/DI) sehingga H0 diterima. Jadi, artinya terdapat hubungan yang signifikan antara variabel kesiapan prakerin, variabel lama proses prakerin, variabel kesesuain tempat prakerin dan variabel partisipasi DU/DI dengan hasil prakerin peserta didik kompetensi keahlian TKJ di SMK Kota Batu pada taraf signifikansi 5%. Hasil uji regresi ganda diperoleh nilai Sig (p) = 0,000 < 0,05, sehingga H0 diterima. Jadi, artinya terdapat hubungan yang signifikan antara kesiapan prakerin, lama proses prakerin, kesesuain tempat prakerin dan partisipasi DU/DI secara bersama-sama dengan hasil prakerin peserta didik kompetensi keahlian TKJ di SMK Kota Batu pada taraf signifikansi 5%. Sumbangan efektif keempat variabel adalah 58%, sedangkan 42% sisanya dari faktor lain yang
This research was aimed at finding out the following focuses as universities guided models at thee high schools: (1) instructional leadership, (2) Teachers' pedagogic competences, (3) instructional leadership behavior in the teachers' pedagogic enhancement, (4) roles of the guiding universities in enhancing the instructional leadership and teachers' peagogic competences. Data were collected by using three techniques including (1) indepht interview, (2) participative observation, and (3) documentation. Data were analized in two steps of individual case analysis and cross case analysis. The individual case analysis was done by (1) data reduction, (2) data display, and (3) conclusion, and the cross case analysis was done through constant comparative analysis. The validity and reliability was measured by examining the credibility, transferability, and confirmability. This research revealed that (1) the instructional leadership covered vission, mission, learning or instructional services, motivation, community relation, governmental relation, and the guiding universities relation, (2) the teachers' competences covered ability to understand learners, instructional planning and implementation, instructional evaluation, and students' potential development, (3) the instructional leadership behaviors covered management engineer, comunicator, clinical practitioner, role model, and high priest, (4) the roles of guiding universities covered guiding and developing: teachers, educational staffs, learners, parents, and schools' committees
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