Role of Study Center in Higher Education

THE ROLE OF STUDY CENTER IN HIGHER EDUCATION IN INCREASING LINKAGES AMONG INDUSTRY – UNIVERSITY – GOVERNMENT

(TRIPLE HELIX MODEL)

Alimatus Sahrah

Faculty of Psychology, University of Mercu Buana Yogyakarta

Abstract

Triple helix model which requires the existence of linkages Industry – University – Government is believed to accelerate the achievement of the Indonesian Developmental Vision of 2020. Case study of the existence of Study Center in Higher Education, conducted using SWOT analysis method, proven able to improve the linkages among Industry – University – Government. Triple helix model facilitates the creation of mutual collaboration among the three parties involved. It is hoped that a more open relationship and mutual benefit will be conducted between the academics and the government, academics and business, and business and the government.

Key word: Triple Helix Model, Linkages among Industry – University – Government, Study Center in Higher Education, SWOT analysis

INTRODUCTION

According to Legislative Act Num. VII/MPR/2001 on November 9, 2001 on Future Vision of Indonesia, Indonesian Vision of 2020 is to make Indonesia as a religious society, humane, united, democratic, just, prosperous, advanced, independent, and good and clean in the nation administration. It is also important to note that the achievement of Vision 2020 took place in an era of global free trade, in which Indonesia is also a member of ASEAN, should succeed the ASEAN Vision 2020, and also because it is also a member of APEC, it must also succeed “Digital Economy” of APEC. Thus the nature of life in the era of globalization characterized by liberalization of trade and investment could no longer inevitable. Even developed countries already preparing themselves to face the situation by futurologist Keniche Ohmae (Lukita. …) called the borderless world situation. This trend makes the trade growing so rapidly, that no longer able to predict the direction of its development. The development of these global world enormous changes forces every country, including Indonesia, to encourage the acceleration of technology and knowledge as a basis of its competitive excellence.

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One of the significant changes in the world today is an international economic development that leads to a Knowledge-Based Economy (KBE). In this KBE, knowledge and innovation are considered more influence economic activity, which will ultimately determine the economic welfare of the people of a country. Rapid technological development affects competition and rapid changes in business environment. The factor of such technological development is a determining factor of a company success, because it will be directly related to the company’s management effectiveness in producing the knowledge to create new technologies. This condition occurs in both the industry and national economy (governance) level, that the industry or economic performance depends on the ability to process knowledge in creating innovation.

In order to anticipate the changes above, then the Higher Education needs to change the educational paradigm from the old industrial education pattern to a new industrial entrepreneurial education, to encourage the creation of “knowledge based economy”. In this case, “knowledge is power” is useful to improve competitiveness of the nation. Therefore, the Higher Education as knowledge-producing institution needs to improve management of its organization in order to accelerate the achievement of the nation’s vision. The Role of Higher Education as a motivating factor of  knowledge production is first mentioned in the form of Mode 1, which is a modality of knowledge production in which knowledge is produced in the context of a particular discipline, now shifts to the modalities of Mode 2 knowledge production, in which knowledge can be produced more spread, not only centered on the university, thus enabling the cooperation between the industry – university – government that has the same interest in problem solving (Gibbons in Hidayat, 2001).

The issue of linkage between industry and university R & D institution is a central issue in the discourse of science and technology policy. In the discourse of science and technology policy in Indonesia is often discussed the importance of the concept of Triple Helix model and the concept of ABG (Academician, Business, and Government) in the development of science and technology (KRT, 2001). ABG concept refers to a condition in which the R & D in universities and government, and industry in a strong bond, which allows for cooperation and synergy among them in the development and utilization of science and technology. Therefore, programs that allow for the linkages among the three pillars become indispensable. Referring to the three pillars of linkages with the Triple Helix model, the Ministry of Research and Technology with a program of RUK (Riset Unggulan Kemitraan/Competitive Research Partnership) provide incentives to programs that conduct research cooperation among university R & D institutions, industry and government. This is also supported by the development of the developed countries that encourage such cooperation, so that can make a tremendous acceleration in the development of their knowledge and technology.

A Study Center in Higher Education was formed to be a forum of interdisciplinary study in a particular field. Study Center was founded with the intention that the University can increase productivity and innovation of products or services are produced to the public. Thus, the existence of Study Center in Higher Education should be able to help the College or University in their task of Tri Dharma. In general, according to Pedju (2009) universities should be able to go forward and be able to create strategies to develop the nation (university led development strategy), because almost all the aggregates in the modern university is able to support it, especially with government policy that has facilitated the education budget of 20% as now it is. Only Pedju (2009) still questioned the existence of the modern mindset of existing human resources to be able to represent the vision and mission of the university towards a knowledge-based society.

Referring to the description above, this study aimed to review whether the presence of Study Center in Higher Education can play a role in strengthening links among universities – industry – government (triple helix model) in order to prosper the nation. In this case the Study Center should be interpreted as the spearhead of Higher Education to produce knowledge that creates innovation in the achievement of the vision the nation itself.

TRIPLE HELIX MODEL: Universities, Industry and Government

‘Triple helix’ is a term used to name a concept of university-industry-government partnership that synergize in developing the capacity and functioning of S & T (Science & Technology) for the nation development processes (Sasmojo, 2011). Etzkowitz, (2008) defined Triple helix as the three different spheres of business, higher education and public institutions working together on new tasks and in new fields. These three spheres together, and not only by themselves, make it possible to obtain an enhanced outcome from the cooperation and invested capital, in the form of innovative new products and solutions. A triple helix regime typically begins as university, industry and government enter into a reciprocal relationship in which each attempts to enhance the performance of the other. Each institutional sphere is thus more likely to become a creative source of innovation and to support the emergence of creativity that arises in other spirals.

Through this model, Etzkowitz and Leydesdorff (2000) and Leydesdorff and Etzkowitz (1998) tried to analyze new form of institutional forces in innovation system (Fig. 1).

Interactions among actors in innovation systems are Further explained in more detail by the Triple Helix Model. The “triple helix” is a spiral model of innovation that captures multiple reciprocal relationships at different points in the process of knowledge capitalization (Etzkowitz, 2002). The first dimension of the triple helix model is an internal transformation in each of the helices, Such as the development of lateral ties among companies through strategic alliances or an assumption of an economic development mission by universities. The second is the influence of one helix upon another. The third dimension is the creation of a new overlay of trilateral networks and Organizations from the Interaction Among the three helices, formed for the purpose of coming up with new ideas and formats for high-tech development. The triple helix denotes the university-industry-government relationship as one of relatively equal, yet interdependent, institutional spheres overlap and take the role of the other.

Etzkowitz and Leydesdorff (2000) wrote on three Kinds of triple helix model:

1. Triple helix model where there is great role of a country in directing university and industry and the relationship the between them. A strong version of role can be founded in the countries left by Soviet and East Europe, while softer version can be founded in Latin America and some European countries like Norwegian. This kind of Triple Helix model can be shown in Fig. 2. This first triple helix model is described as a model fail by Etzkowitz and Leydesdorff. With low ‘bottom up’ initiative, innovation is lacking of appropriate stimulus.

2. The second triple helix model consists of separate institution with rigid boundary circle dividing three of the actors and describe separate relation one to another. This model occur as a respond to the first model of the which bring the policy of ‘laissez-faire’ (free competition) lowering the role of the country as shown in Fig.3.

3. The last model indicates the presence of knowledge infrastructure in the form of piece of institutional roles sharing the circle each other in form of hybrid organization shown in the three interfaces of the circle. This model is developed country mostly implemented in the more directed to the forming of relations. This model is shown in Fig.4.

KIN (Komite Inovasi Nasional) (2011) berpendapat bahwa tiga pilar penopang sistem inovasi menurut konsep model triple helix, yakni (1) Perusahaan, yang dalam hal ini dapat melakukan pembelajaran teknologi secara interaktif, aliansi teknologi dan pengetahuan, kemitraan litbang, dan pengembangan human capital dalam melakukan penelitian dan pengembangan.  (2) Institusi pendidikan, yang dalam hal ini dapat melakukan pendidikan dasar dan lanjutan, pelatihan vokasional, perlindungan HKI, kemitraan litbang, pengkajian, perluasan informasi teknologi; (3) Pemerintah, yang berperan dalam pembuat regulasi dan insentif. Misalnya regulasi pajak, persaingan sehat, alih teknologi, standard pengelolaan dls. Konsep ini seperti dijelaskan Pedju, 2009 pada Gambar 5.

KIN (Komite Inovasi Nasional/Committee of the National Innovation) (2011) argues that the three pillars supporting the innovation system according to the concept of the triple helix model, namely (1) The company, which in this case can do an interactive learning technology, alliances  technology and knowledge, R & D partnerships, and human capital development in research and development. (2) Educational institutions, which in this case can do the primary and secondary education, vocational training, protection of IPR, R & D partnerships, review, expansion of information technology, (3) The Government, which plays a role in regulatory and incentive. E.g tax regulation, fair competition, technology transfer, standard management, etc. This concept is as described Pedju, 2009 in Figure 5.

STUDY CENTER IN HIGHER EDUCATION & SWOT ANALYSIS

This research takes a case study of 10 profiles of various University Study Center in Indonesia. From the profile of the study centers can be described that:

1. The background of the formation of Study Centre: To search for potential or rare resources, through a particular approach (typical), in order to obtain the maximum benefit to the public long term welfare and to enhance the competitiveness of nations in this competitive era, so that it is necessary to have a place to examine certain forms of management that can increase economic productivity by leveraging existing resources.
2. Vision of the Study Center: To realize a study center that became the motivator and the driver for socialization and development of innovation and improves productivity with a particular approach, in order to realize a productive, prosperous and globally competitive industrial community.
3. Mission of the Study Center: (a) Increasing awareness of industry and society to Product Development and Innovation, (2) Provide assistance to the industry in improving the Product Development and Innovation. (C) Encourage the creation of the community who appreciate the Product Development and Innovation.
4. Goals and Objectives Formation of Study Center: (a) Develop subjects related to the formation of Study Center to help the process of learning and teaching in the faculties concerned; (b) Develop Study Centre management in the broadest sense in an interdisciplinary manner to obtain an increase in productivity with quality expected, (c) Develop an interdisciplinary collaboration between experts of study centers and the experts from other fields in various faculties to increase the active role of the University in national development, (d) Implement the cooperation with various agencies / institutions both at home and abroad government, private, state, and international institutions; (e) Develop information systems of study center for anyone working on either expert users, students, private, and community, (f) Scientific Society: Being a center of study and research in the field of Study Center. Product Development and Innovation, through various activities including discussions, general lectures, seminars, workshops, training, and cooperative research; (g) Industrial Society: Being an institution that can help the Society for Industrial Product Development and Innovation.
5. Work Program Service provided by Study Center:

1. Education: (i) Help develop subjects related to the field of Study Center in various faculties, (ii) Holding seminars, symposia, workshops, and other scientific meetings as a vehicle for community and science development, (iii) Publishes journals and another appropriate communications media;
2. Research: (i) To submit a research proposal to the parties involved, (ii) Conduct a study to obtain the form of resource management in different scientific areas, (iii) Develop appropriate technological review in the field of study center management, (iv) Establish cooperation research with research institutions related
3. Community Service: (i) Cooperating with the central government, local governments, state enterprises, public enterprises, private enterprises, and others to seek solutions to problems encountered in this field, (ii) Providing training services to the executor in the field, (iii) Building a network that cares about the field of Study Centre.

6. Organization and Human Resource of Studies Center:  Study Centre is directly under the Rector not under the management of a particular faculty anymore, but the human resources are still “borrowing” from existing personnel in the various faculties at a university.

From the SWOT analysis conducted on Study Center at the University in its efforts to strengthen the relationship university – industry and government, it can be concluded that:

Strength of the existence of Study Center in Higher Education are: (1) Allows for a review of an area in an integrated and interdisciplinary problems, (2) Being a vehicle for the gathering of experts to discuss an integrated knowledge to form a specific scientific community, (3) Facilitate relationships with the world outside the university, so it does not require a long bureaucratic, (4) the accumulation of matter, materials, or references associated with a particular problem areas,

Weaknesses of Study Center in Higher Education: (1) Unavailability of human resources remain to be still in the organization’s of Study Center. The existing personnel are those who are usually have a baseline on a particular course. So the presence in the Study Centre is just a side job, (2) Unavailability of an adequate budget for the Study Center in conducting its activities, so it will be a burden for Study Center because they must absorb funds outside the university to finance their activities, (3) The absence of workload analysis of the lecturer who are not only burdened with duties as a lecturer as the main task but also do research to fulfill the demand of the society; (4) The topics of research conducted by the study centers were more likely to an order from society, so the possibility of innovative research ideas become stunted existence. This right includes freedom to be creative from the lecturers to be somewhat less obstructed, (5) the highly dependency in the case of funding to the government through a grant from DIKTI or Research and technology Ministry.

Opportunities that can be achieved with the existence of Study Center in Higher Education: (1) Availability of funds that exist in every state as a form of corporate social responsibility towards the community, (2) The existence of new opportunities for universities to move to a more central position in society. For instance research as a source of new knowledge for the knowledge economy. In the era of globalization, economic competitiveness increasingly depends on innovation. Innovation in turn is often interesting both on scientific and technological knowledge. University, as the main source of new scientific knowledge, hence has a chance to play a more central role in contributing to innovation, competitiveness and economic development, (3) allow the external demand for Higher Education and continuous learning skills. In order that a company can produce a competitive product, it must continuously keep innovating so their product can be accepted by society, so Higher Education through their Study Center should be ready to increase the knowledge and skills continuously to create higher added value products that produced, (4) The existence of new information and communication technologies that could revolutionize the ways of lecturer teaching and learning to be more sophisticated. Using sophisticated technology, Higher education can offer new ways that may be much more effective for lecturers in providing good teaching in the classroom. Sophisticated technology can also start changing the process of research and knowledge production in a number of ways. These include a dramatic increase in the modeling and simulation to complement traditional experimental approaches, as well as enhance the ability of researchers to collaborate in larger groups in distance in a more effective way.

The threats of the existence of Center for Studies in Higher Education: (1) Increased pressure on universities to meet the needs of the community and in many cases more specific industry needs. Some see this as an important threat to the autonomy of universities and basic research and long-term survival of science (eg Ziman, 1991 & 1994), (2) The second threat seen from the effects of globalization itself that characterized by the development of new information and communication technologies growing rapidly, which makes the students demanded a possibility of continuous learning after they finish studying in Higher Education, or it can be said that the increase in expectations of students to not only learn in their Universities but also want to continue straight to work, career in industry-related scientific, (3) The possibility of weakening the relationship between research and teaching. As pressure builds on academics to teach more students, to teach more efficiently, and to provide the specific skills required by the economy and society, may having adverse consequences for research. Conversely, the pressure to conduct research (often associated with national priorities, whether economic or social) and to publish (both to improve the career prospects of individuals or research institute) can lead to less emphasis in teaching.

DISCUSSION

The result showed by the SWOT analysis conducted on the existence of Center for Studies in Higher Education in order to produce knowledge and innovation, there is a factor of considerable strength and opportunities, although it still must be also addressed the existence of barriers or weaknesses and threats that exist. This is very useful to be able to formulate what strategies should be used for the linkage of the three pillars of the triple helix model is becoming increasingly apparent. The Triple helix facilitates the creation of mutual collaboration between the three parties involved. With the triple helix, expected a more open relationship and mutual benefit can be made ​​between the academics and the government, academics and business, and business and the government, so that the role of higher education is not hampered by structural constraints in the implementation of functions in addition to education and teaching as well research and community service.

In a changing environment, universities as the main source of new knowledge and skills are necessary for the creation of knowledge-based economy, because the university could almost be a ‘machine’ of economy itself. In this scenario, the university rather than under threat, but will become more central. A Study Center for Studies in higher education actually has the higher ability to conduct research and development in the field of science and technology, because here are usually available sophisticated science and technology infrastructure and high-quality human resources are relatively sedentary and expert in their areas of knowledge. However, because the research requires funding not less, and always expect the government research grants are not possible, then they have to look for new breakthroughs happen (Pranyoto, 2008). Register and take care of Patent Rights from the results of research conducted can be an alternative answer. In addition to creating the phenomenon of triple helix in university, industry and government, can be pursued for example a company hires an academics to become a business people, or vice versa, or it may be possible that governance staff become an academics at the University. This can happen only if there is mutual openness and mutual collaborative cooperation between the three parties.

The above description was consistent with the explanation Etzkowitz & Leydesdorff (1995), regarding third-party linkages in the triple helix model of this. Explained that if for example there is an established industry based on the triple helix model would have to allow for the process to stimulate innovation in academician, business, and government (ABG) as the main actors in innovation systems. Therefore, synergized cooperation Among Those three actors is expected to occur, so in the long term, industry will have high competitiveness through its capability to innovate. Some Important features of this model mainly include: (1) ABG Transformation in relation to result in knowledge. Role of the parties INVOLVED is more on the integrated relationship than the transfer of knowledge through intermediaries, (2) Recursive interaction. Relationships Among the parties are more in form of continuous development process, (3) Vague roles and Limitation (fuzzy border) among actors. University, for example also takes its role in developing entrepreneurial, while private has its role in academic dimension, (4) Micro-level of analysis in an institutional context. This institution is not only related to organization but also relationships, interaction, and rules / policy, and other aspect like norm and tradition.

Another perspective that tries to explain the changing role of universities as producers of knowledge is the conceptual framework presented Leydesdorrff and Etzkowitz (2001). According to this perspective the stronger linkages between universities, industry, and government can be modeled with a triple helix. In this model, university viewed as has taken a new role (in addition to the role of teaching and research), namely the role of contributor to economic development. According to Etzkowitz (2008), this new role, often referred to as entrepreneurial university, which is the second revolution in the development of the university (Mode 2). The first revolution occurred when the university which was originally only served as a place of teaching (Teaching University), then take the role of research (Research University), and subsequently the university began to take on missions contribute significantly to the economy in this era.

CLOSING

The existence of Study Center in Higher Education as a container of interdisciplinary study in a particular field, it actually has considerable potential to play a role in the development of science and technology. The existence of Study Center in Higher Education was proven in improving the linkage University – Industry – Government. Triple helix facilitates the creation of mutual collaboration between the three parties involved. It is hoped that a more open relationship and mutual benefit can be made ​​between the academics and the government, academics and business, and business and the government, so that the role of higher education is not hampered by structural constraints in carrying out the functions of research and community service in addition to the function of education and teaching . Universities are expected to take his new role as entrepreneurial university, which is the second revolution in the development of the university (Mode 2).

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