The research discusses media utilization and contents for supporting the internationalization, the consistency of internationalization policies at the macro-level (Ministry), mezzo-level (Directorate General), and micro-level (Sebelas Maret University or known as UNS), and the stakeholders' insights of the internationalization of Higher Education. The data were obtained through in-depth interviews and documentation, and a descriptive-qualitative analysis technique was used. The results showed that UNS utilized various media to support internationalization, namely visual media, auditory media, audiovisual media, and other new media. Media contents include academic information, international research collaboration, and intercultural activities. Policy consistency from macro to micro levels took place only at the activity level, whereas there is no consistency in the mission, strategies, policies, and programs. The stakeholders' insights varied from understanding internationalization entirely as a goal, strategies, activities, media, and intra-cultural dimension standardized at the world level until the internationalization dimension. The implication of this research is the need to harmonize policies at all levels of the organization. Besides, the content of the media should be adjusted to the indicators of internationalization.
In global competition era, universities are demanded to improve their quality and reputation through internationally-standardized improvement of education and research called internationalization. The attempts to actualize university internationalization has not been widely responded by vocational education in Indonesia, such as by Solo Textile Academy, whereas its graduates should compete with overseas graduates from China, India, and South Korea, etc. This article discusses the development of strategic plan for supporting the internationalization of technical and vocational education and training. The research was conducted in Solo Textile Academy. The data were collected through documentation, focus group discussion and in-depth interview. The analysis technique employed is Miles and Huberman's qualitative analysis. The result reveals that Solo Textile Academy was still not prepared for developing internationalization. The main problem is the limited number of lecturers with doctoral degree, poor English proficiency and insufficient fund. Moreover, its business-plan documents have not explicitly stated about internationalization. Accordingly, strategic plan for supporting the internationalization of technical and vocational education and training is required. The first step taken is the making of planning and developing team for the making of self-evaluation and SWOT analysis as the foundation to determine prominent and priority programs for supporting the internationalization.
The internationalization of higher education creates certain quality standards. All stakeholders must be involved and work together so that the internationalization of higher education can be successful. The purpose of this study is to analyze the implementation of higher education internationalization policy content from an internal stakeholder perspective. Policy content consists of the interests affected, the type of benefits, the target of change, the program implementer, the location of decision making, and resources. This study used a qualitative approach with case studies. The research site is Sebelas Maret University Surakarta. Data collection techniques are interviews and documentation. The data analysis technique is a thematic analysis. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that (1) there is a conflict of interest between stakeholders in the implementation of internationalization in universities, (2) there are short-term and long-term benefits of implementing internationalization of PT; (3) PT's internationalization change target is contained in the Business Plan; (4) The farther away the decision-maker is, the more hindering the internationalization of PT; (5) Implementers of the internationalization program are chosen based on consideration of study experience abroad; (6) PT's human resources, financial resources, and infrastructure are still limited in supporting internationalization.
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