Transforming Academic Policy Through Lecturer Involvement: A Study at the Program Level
DOI:
https://doi.org/10.52627/managere.v7i3.938Keywords:
Lecturer Participation, Education Policy, Higher Education, CurriculumAbstract
This study aims to analyze the form, factors, and impact of lecturers' participation in the formulation of education policies in the Education Policy Study Program, Faculty of Education. Using a qualitative approach with a case study design, data was collected through semi-structured interviews and institutional document analysis. The results of the study show that lecturer participation not only takes place in formal forums such as study program meetings, curriculum teams, and quality assurance forums, but also through informal forums such as open discussions and personal initiatives. This participation has a direct impact on academic policies, including in the revision of the 2025 curriculum, the development of contextual learning methods, and the improvement of the quality of educational services. The study also found that lecturer participation is supported by open leadership, an inclusive academic culture, and career incentives. However, challenges remain, such as high workloads, time constraints, and inequality of academic qualifications. These findings strengthen the argument that lecturer participation is a strategic element in participatory and adaptive higher education governance. This study recommends strengthening internal mechanisms to accommodate lecturers' involvement more substantially and sustainably in the institutional policy-making process.
References
Ahmat, N. H. C., Bashir, M. A. A., Razali, A. R., & Kasolang, S. (2021). Micro-Credentials in Higher Education Institutions: Challenges and Opportunities. Asian Journal of University Education, 17(3), 281–290. https://doi.org/10.24191/ajue.v17i3.14505
Alenezi, M. (2023). Digital Learning and Digital Institution in Higher Education. Education Sciences, 13(1), 88. https://doi.org/10.3390/educsci13010088
Allal-Chérif, O., Yela Aránega, A., & Castaño Sánchez, R. (2021). Intelligent Recruitment: How to Identify, Select, and Retain Talents From Around the World Using Artificial Intelligence. Technological Forecasting and Social Change, 169, 120822. https://doi.org/10.1016/j.techfore.2021.120822
Barnes, N., du Plessis, M., & Frantz, J. (2021). Institutional Culture and Academic Career Progression: Perceptions and Experiences of Academic Staff. SA Journal of Industrial Psychology, 47(1), 1–13. https://doi.org/10.4102/sajip.v47i0.1878
Braun, V., & Clarke, V. (2023). Toward Good Practice in Thematic Analysis: Avoiding Common Problems and Be(Com)Ing a Knowing Researcher. International Journal of Transgender Health, 24(1), 1–6. https://doi.org/10.1080/26895269.2022.2129597
Braun, V., & Clarke, V. (2024a). A Critical Review of the Reporting of Reflexive Thematic Analysis in Health Promotion International. Health Promotion International, 39(3), daae049. https://doi.org/10.1093/heapro/daae049
Braun, V., & Clarke, V. (2024b). Supporting Best Practice in Reflexive Thematic Analysis Reporting in Palliative Medicine: A Review of Published Research and Introduction to the Reflexive Thematic Analysis Reporting Guidelines (RTARG). Palliative Medicine, 38(6), 608–616. https://doi.org/10.1177/02692163241234800
Christou, P. A. (2025). Reliability and Validity in Qualitative Research Revisited and the Role of AI. Qualitative Report, 30(3), 3306–3314. https://doi.org/10.46743/2160-3715/2025.7523
Cleland, J., MacLeod, A., & Ellaway, R. H. (2021). The Curious Case of Case Study Research. Medical Education, 55(10), 1131–1141. https://doi.org/10.1111/medu.14544
Coleman, P. (2021). Validity and Reliability Within Qualitative Research in the Caring Sciences. International Journal of Caring Sciences, 14(3), 2041. http://www.internationaljournalofcaringsciences.org
Duc, T. N., & Nghi, T. N. (2023). The Relationship Between Awareness and Commitment to Participate in the Green Tourism Model of Local Communities: Evidence From the Hmong People Community in Lao Cai Province, Vietnam. Design, Construction, Maintenance, 3(6), 92–115. https://doi.org/10.37394/232022.2023.3.9
El-Kenawy, E. S. M., Mirjalili, S., Alassery, F., Zhang, Y. D., Eid, M. M., El-Mashad, S. Y., Aloyaydi, B. A., Ibrahim, A., & Abdelhamid, A. A. (2022). Novel Meta-Heuristic Algorithm for Feature Selection, Unconstrained Functions and Engineering Problems. IEEE Access, 10, 40536–40555. https://doi.org/10.1109/ACCESS.2022.3166901
Erickson, M., Hanna, P., & Walker, C. (2021). The UK Higher Education Senior Management Survey: A Statactivist Response to Managerialist Governance. Studies in Higher Education, 46(11), 2134–2151. https://doi.org/10.1080/03075079.2020.1712693
Felicetti, A., & Holdo, M. (2024). Reflective Inclusion: Learning From Activists What Taking a Deliberative Stance Means. Political Studies, 72(2), 823–841. https://doi.org/10.1177/00323217221150867
Filbey, L., Zhu, J. W., D’Angelo, F., Thabane, L., Khan, M. S., Lewis, E., Patel, M. R., Powell-Wiley, T., Miranda, J. J., Zuhlke, L., Butler, J., Zannad, F., & Van Spall, H. G. C. (2023). Improving Representativeness in Trials: A Call to Action From the Global Cardiovascular Clinical Trialists Forum. European Heart Journal, 44(11), 921–930. https://doi.org/10.1093/eurheartj/ehac810
Freeman, B., Leihy, P., Teo, I., & Kim, D. K. (2021). Rapid, Centralised Decision-Making in a Higher Education Emergency. Quality Assurance in Education, 29(4), 393–407. https://doi.org/10.1108/QAE-12-2020-0154
Gbobaniyi, O., Srivastava, S., Oyetunji, A. K., Amaechi, C. V., Beddu, S. B., & Ankita, B. (2023). The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education. Sustainability (Switzerland), 15(17), 13195. https://doi.org/10.3390/su151713195
Gunarso, G., Sandra, L., & Yap, M. (2023). Determinants for Participation in Independent Learning Policy and Independent Campus Programs. International Journal of Evaluation and Research in Education, 12(3), 1507–1519. https://doi.org/10.11591/ijere.v12i3.24320
Hofer, K., & Kaufmann, D. (2023). Actors, Arenas and Aims: A Conceptual Framework for Public Participation. Planning Theory, 22(4), 357–379. https://doi.org/10.1177/14730952221139587
Holter, M. T. S. (2022). The Ethical and Methodological Dilemma of Questioning the Truthfulness of a Participant’s Story: Using “Circulating Reference” to Enhance the Validity of Qualitative Research. International Journal of Qualitative Methods, 21, 16094069221117984. https://doi.org/10.1177/16094069221117985
Jankovic, A., Chaudhary, G., & Goia, F. (2021). Designing the Design of Experiments (DOE): An Investigation on the Influence of Different Factorial Designs on the Characterization of Complex Systems. Energy and Buildings, 250, 111298. https://doi.org/10.1016/j.enbuild.2021.111298
Larson, A. M., Sarmiento Barletti, J. P., & Heise Vigil, N. (2022). A Place at the Table Is Not Enough: Accountability for Indigenous Peoples and Local Communities in Multi-Stakeholder Platforms. World Development, 155, 105907. https://doi.org/10.1016/j.worlddev.2022.105907
Lim, W. M. (2024). What Is Quantitative Research? An Overview and Guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264622
Liu, Z., Duan, X., Cheng, H., Liu, Z., Li, P., & Zhang, Y. (2023). Empowering High-Quality Development of the Chinese Sports Education Market in Light of the “Double Reduction” Policy: A Hybrid SWOT-AHP Analysis. Sustainability (Switzerland), 15(3), 2107. https://doi.org/10.3390/su15032107
Muflihin, M. H., & Warsito, C. (2024). Independent Learning Policy for Quality Strategic Educational Management Using IT Skills: A Case of Merdeka Campus (MBKM) Program in Indonesia. Quality – Access to Success, 25(198), 351–360. https://doi.org/10.47750/QAS/25.198.37
Muthanna, A., & Sang, G. (2023). A Conceptual Model of the Factors Affecting Education Policy Implementation. Education Sciences, 13(3), 260. https://doi.org/10.3390/educsci13030260
Nasir, M., Rijal, M. K., Kahar, S. K., Rahman, F., & Komariah, A. (2024). University Leaders’ Views on Independent Campus Curriculum as Educational Reforms in Indonesian Islamic Universities. IAFOR Journal of Education, 12(3), 147–172. https://doi.org/10.22492/IJE.12.3.07
Nazari, Z., Vahidi, A. R., & Musilek, P. (2024). Blockchain and Artificial Intelligence Non-Formal Education System (BANFES). Education Sciences, 14(8), 881. https://doi.org/10.3390/educsci14080881
Novoa-Echaurren, Á., Pavez, I., & Anabalón, M. E. (2025). Reflective Practice and Digital Technology Use in a University Context: A Qualitative Approach to Transformative Teaching. Education Sciences, 15(6), 643. https://doi.org/10.3390/educsci15060643
Paparini, S., Papoutsi, C., Murdoch, J., Green, J., Petticrew, M., Greenhalgh, T., & Shaw, S. E. (2021). Evaluating Complex Interventions in Context: Systematic, Meta-Narrative Review of Case Study Approaches. BMC Medical Research Methodology, 21(1), 225. https://doi.org/10.1186/s12874-021-01418-3
Pek, S., Mena, S., & Lyons, B. (2023). The Role of Deliberative Mini-Publics in Improving the Deliberative Capacity of Multi-Stakeholder Initiatives. Business Ethics Quarterly, 33(1), 102–145. https://doi.org/10.1017/beq.2022.20
Rajabalee, Y. B., & Santally, M. I. (2021). Learner Satisfaction, Engagement and Performances in an Online Module: Implications for Institutional E-Learning Policy. Education and Information Technologies, 26(3), 2623–2656. https://doi.org/10.1007/s10639-020-10375-1
Ramluggun, P., Mansbridge, S., Bhundoo-Swift, R., Anjoyeb, M., & Rioga, M. (2025). Inclusivity in Practice Education: The Views and Experiences of Nurse Educators Supporting Nursing Students With Mental Health Needs in Mental Health Clinical Placements. Nursing Open, 12(2), e70119. https://doi.org/10.1002/nop2.70119
Razali, R., Sundana, L., & Ramli, R. (2024). Curriculum Development in Higher Education in Light of Culture and Religiosity: A Case Study in Aceh of Indonesia. International Journal of Society, Culture and Language, 12(1), 39–55. https://doi.org/10.22034/ijscl.2023.2010108.3144
Robinson, L. (2025). Exploring Determinants of Online Learning Acceptance: The Role of Readiness, Peer Support, and Instructional Support. Electronic Journal of E-Learning, 23(2), 130–142. https://doi.org/10.34190/ejel.23.2.4048
Slamet, Ridho, A., Marno, & Efiyanti, A. Y. (2024). Impact of Mission and Vision on Academic Services Mediated by Governance and Human Resources in Higher Education Institutions of Indonesia. Problems and Perspectives in Management, 22(1), 477–490. https://doi.org/10.21511/ppm.22(1).2024.38
Stamov Roßnagel, C., Lo Baido, K., & Fitzallen, N. (2021). Revisiting the Relationship Between Constructive Alignment and Learning Approaches: A Perceived Alignment Perspective. PLoS ONE, 16(8), e0253949. https://doi.org/10.1371/journal.pone.0253949
Véliz, D., & Marshall, P. (2022). Influence of Global Rankings on Strategic Planning From the Perspective of Decision-Makers: A Case Study of a Chilean Research University. Higher Education Quarterly, 76(3), 638–652. https://doi.org/10.1111/hequ.12333
Wright, C., Ritter, L. J., & Gonzales, C. W. (2022). Cultivating a Collaborative Culture for Ensuring Sustainable Development Goals in Higher Education: An Integrative Case Study. Sustainability (Switzerland), 14(3), 1273. https://doi.org/10.3390/su14031273
Zhuang, T., Cheung, A. C. K., Lau, W. W. F., & Su, Y. (2025). What Affects the Teaching Agency of University Instructors? A Social Realist Perspective. Asia Pacific Journal of Education, 45(2), 531–550. https://doi.org/10.1080/02188791.2023.2167807
Zurba, M., & Papadopoulos, A. (2023). Indigenous Participation and the Incorporation of Indigenous Knowledge and Perspectives in Global Environmental Governance Forums: A Systematic Review. Environmental Management, 72(1), 84–99. https://doi.org/10.1007/s00267-021-01566-8
Zvereva, E. (2023). Digital Ethics in Higher Education: Modernizing Moral Values for Effective Communication in Cyberspace. Online Journal of Communication and Media Technologies, 13(2), e202319. https://doi.org/10.30935/ojcmt/13033
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Riznada Mutiashafa, Alil Ulmi, Muhammad Saiful Anwar
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
