Case Studies From Fulbright Fellowships in Indonesian and Myanmar Universities: Illustrations of Policies and Leadership

• In Event: 64.070 - Scholars Disrupting Higher Education Research Status Quo in Indonesia, Myanmar, Rwanda, and the United Kingdom

Abstract

In the 1990s, Indonesia and Myanmar initiated some endeavors toward establishing democratically-elected governments following decades of military rule (US Department of State, 2017). While there are currently elected governments in these nations, the vestiges and/or de facto policies of the military remain, and in many ways still influence the roles of universities. Nevertheless, Indonesian and Myanmarian universities are striving toward national development and relations with other countries in geopolitical blocs such as ASEAN (Association of South Eastern Asians Nations) (AUNQ-2017). Often the educational concerns necessitate fostering critical thinking by students and professionals, contributing to national development, and enhancing international recognition by meeting university quality standards of ASEAN and other global bodies (Altbach, 2010; Altbach, 2007; ASEAN, 2017; Lindsay, Kofie, Mbpera 2017, Mandela, 2006).

To achieve such national development aims, university policies and leadership modes are being developed and/or altered. One prominent illustration involves these Asian universities eliciting Fulbright professionals to aid in postsecondary quality assurance, sound research, and public engagement with local and national communities. A key to such Fulbright endeavors is preparing university administrators to facilitate those goals. Hence this presentation, based upon 2013 and 2017 Fulbrights in Indonesia and Myanmar respectively, elucidates a Fulbrighter’s direct involvement in presenting seminars and workshops to faculty and working directly with Deans, Vice Presidents, and Rectors on sound research, quality assurance, and academic recognitions by international bodies.

In addition, interviews (with) and participant observations engaged in a variety of faculty and staff meetings, student classes, and postgraduate and faculty projects. The findings and discussion will address such questions as 1) What university or external factors lead to new policies and leadership models; 2) Who are or will be in leadership cadres involved in policy development; 4) How will the policies be translated into formal or de facto programs; and 6) What university and/or domestic conditions (e.g., economic realities and military influences) may enhance or constraint the implementation of sound policies and innovative leadership models?

Author

• Beverly Lindsay, University of California