2012 Fitrianto and A la for IICIES paper
The implementation of Entrepreneurial Curriculum as a stepping stone
in achieving World-class University; an IAIN Sunan Ampel experience
1
2 1 Achmad Room Fitrianto , Abd A’la, Prof, DrIslamic Economic Department, Syariah Faculty, IAIN Sunan Ampel, and PhD Student at Curtin 2 University Acting Rector of IAIN Sunan Ampel- Indonesia
Abstract
Entrepreneurship is believed as one method that could change the way of live of people. A method that can
change human’s mindset and behavior. Therefore entrepreneurship positions locate in between education
and economic issues. Many people have tough that if the entrepreneurial spirit just owned by entrepreneur. A
spirit that hereditary forms their ancestor. Therefore some people believe that an entrepreneur does not need
higher education degree. As consequences, the scope of entrepreneurship will understood as the domain of
the rich, poor people are prohibited to become entrepreneur. What is more, the community has general views
that become wealth and rich is a symbol of entrepreneurial success. However, the facts are that to be rich
and wealth is not the one and the only of the entrepreneurship aims. It is a stepping stone to have better life
and better future. Whether entrepreneur can be created or not, the role of universities cannot be ignored.
IAIN Sunan Ampel that framed to become of one Islamic Higher education that develop entrepreneurship in
the frame of Islamic Studies, has interesting experience. This experience would be useful to be share with
other agencies in setting up their institution more adaptable with entrepreneurial spirit. Many challenges
faced and need to be solved..Key words: Entrepreneurial education, Strategic planning, Islamic Higher Education, Young Muslim Entrepreneur
of the economic is squeezing, both in size and value. As consequences it need do efficiencies.
1. Introduction
One policy that could be conducted for Indonesia experienced a highest efficiencies is by cutting the jobs. As result, economic growth ever in 1976-1981. In many employees should seek another job. The average, Indonesia had 7-12% annual growth competition in seeking jobs is getting difficult and reach it peach in 1982 which had 13, 5% not only just economic experiencing negative economic growth. This era is known as the oil growth but the growth of jobs seekers make it boom. Up to 1997, Indonesia still experiencing worse. Statistic Bureau Data in February 2011 positive economic growth. However, in mid- shows the Indonesia total labor force reached 1998, Indonesia economic contracted minus
119.4 million and from that number 111.3 13.1 percent. This crisis is getting worse, if million has a job, which means that there was added with the uncontrolled population growth
6.80 percent of unemployment rate or rate and the unemployment rate. equivalent to 8.1 million unworked labors. Another surprising fact, there were 93,601,800
Economic fluctuation, create its own college graduates who are unemployed (BPS, consequences, such as the changing of labor
2011). This figure is higher than in 2006 where market structure that brings social economic there were 670,000 Bachelor degree and political consequences. For example, because diploma graduates who are unemployed (Tempo, 2007).
There at least five factors that caused unemployment in Indonesia. Firstly is that, the number of jobs available and the number of job seekers who are not balanced. The number of job seekers is bigger than the available jobs. Secondly is that, there is a mismatch of skills possessed by job seekers with the skills needed by the labor market, in other words there is a misleading of education purposed with labor users. Thirdly is that, the poverty problems which mean May poor students cannot continue their education because of economic reason as result they dropouts and have not appropriate skill to work. This will bring up the cause of unskilled labor. Fourthly is that, the economic recessions that were followed by the global financial crisis, made many companies that had to cut off their production. As consequences is that the company reduced the number of workers, as result many people to be unemployed. The last caused is that urbanization. Once a region is created as a center of economic, many people surrounding its region will come and trying getting job. However, this region has limited resources to support all the people. As result, some of them is not survive and didn’t get appropriate jobs and create social tension such criminal rate will increase or the slump is sprouted rapidly.
It is well know that Indonesian university graduate is intended as "beggars” for work. This occurs because the learning system applied in various universities are currently more focused on how to prepare students to graduate fast and get job quickly, others not. Due to the availability of employment is very limited, as result, the number of higher education graduates who unemployed increase. However, it is recognized that universities are functioned as a center of change and innovation. Universities as center of education provided basic science then commercialized by large vertically integrated businesses. In USA case university patenting grown more rapid compare to private firm paten, which mean that the growing of basic science could enhance economic growth (Powell and Snellman, 2004). In addition, Gunasekara (2006) indicates that universities play an important role in advancement of regions to develop their government structure to create more simple bureaucratic services in order to drive contemporary economic environment. Moreover, Bennerworth (2006) figuring that university is a kind of incubator for social construction, therefore the universities position is crucial and urgent in seeking unique access of sources and invest resources in knowledge- based growth. According to Milwar (2003) the knowledge based growth could change community way of thinking that affect to the using of natural resources and the mapping of economic production toward the government capacities in managing economic growth world-wide (Benneworth and Jan Hospers, 2006). This knowledge could escalate opportunity for gaining stable and rising prosperity for advanced economies’ community (Benneworth & Jan Hospers, 2006). Florida (2005) define more clearly about the knowledge economic OR Knowledge base growth as a skill that is owned by human that use their creativity in optimized limitless resources and managing abandon resources. In sort, knowledge economic could be defined as a skill that could see economy potencies and used the potencies that is had by using certain knowledge and technology. In other world it called innovation. According to Powell, W. W. and Snellman, K. (2004), there are two benefit of innovation. The first benefit is that Innovation will result in cost reduction for goods in widespread use. And the second benefit is that innovation will produce new goods and services.
The big question occurs, who should provide such knowledge based growth and innovation? Some people mention entrepreneur could provide such thing? How should create entrepreneurs? Could university create entrepreneur?
In order to produce graduates who are competitive both in local and international jobs market, IAIN Sunan Ampel has institutional development framework called “integrated twin tower”. This idea was developed based on the tough of Prof. Nur Syam the previous the rector. This framework offering is a meeting point in the form of a dialogue between religion and science. This intersection is known as the concept of two towers twin (twin towers). The logical thinking of this concept is based on Al-Quran and Hadith as the foundations of science. From this foundation comes the tower of knowledge of Islamic Studies that consists of pure and applied Islamic studies. Another tower that grows from the foundation is the tower of natural sciences, social sciences, and humanities. The two towers are linked by the adoption of two disciplines. As result was born new discipline such the sociology of religion, philosophy of religion, Islamic economics, and Islamic politics and so on.
Supporting the development the integrated twin tower framework, strategic steps has been taken by IAIN Sunan Ampel. The steps are including the updating of the curriculum, the modernization of higher education management, or through the development of curriculum-based on entrepreneurship.
However, from the strategic steps that have been planned, there are several obstacles faced. There are two major constraints faced by the Islamic higher education in particular IAIN Sunan Ampel conducted this institutional development. The first constrain is cultural and structural constraints. Cultural constraints start from the polarization of society into the traditionalist theologians and modernist theologians. Traditionalist religious scholars assumed have to have a high skill in classic Islamic text texts. In contrary, the facts show that the community perspective look at the skill and ability of students who graduates from Islamic higher education is have no adequate understanding in classical Islamic texts (yellow book- Kitab Kuning). Than those who graduate from Islamic traditional boarding school or pesantren just become religious rituals officers, such as tahlil, talqin, Marhaban and others. On the other hand, the modernist theologians are assumed have to have a high skill in capturing the empirical aspects of the various problems that arise in society. But the reality is that this group is often less understanding the context and substance of empirical matters of religion. In this matter, Islamic higher education institution is seen weaker in developing new knowledge, especially the non-Islamic Studies. However, the current trend is shown the increase of acculturation process of local knowledge (religious studies) with science and technology. For example, Japan and Korea could be said succeed in combining two poles of local wisdom and modern science frame. As result is that, the development of knowledge and technology growing rapidly. In other words the ability of a nation to develop new knowledge,
2. Can entrepreneur be created?
culture are open widely because of the acculturation process of local knowledge (religious studies) with science and technology. Western culture or the Japanese are an example. Base on that trend, the pattern of Islamic Higher Education Institution must adapt by integrating each branch of science and each religion/ cultural studies. Reduplication process knowledge which has been the patron should be reduced and the critical and empirical culture has to be built to build an interdisciplinary dialogue on strengthening the scientific knowledge.
3. Solution that is offered
Instead of forming entrepreneur as independent and creative human resources, entrepreneur also functioned as agent of change that supports personal and national economic prosperity. It this believed that entrepreneurship can improve the quality of higher education, especially higher education in four aspects. The first aspect is that it will strengthen Islamic higher education curriculum. For example, the entrepreneurial content that insert in curriculum or unit course that offered can make students more creative in developing basic knowledge and skills of certain subjects. For example, in teaching of Fiqh Ibadah (Worship principles) there is the concept of beatification or Thoharo. By inserting entrepreneurial aspect this lecture, then a student can develop or innovate technologies that make it easier for Muslims to wudlu by providing wudlu machine. Machines are more economical to conserve water but still in accordance with the pillars of wudlu.
The second aspect is that, it is believed that entrepreneurial institute or university can strengthen itself by sustainable financing
Indonesia are very dependent on the government budget. Just in case for example, there was less harmonious relationship between the government and parliament will result in the pending of budget list and programs that proposed. This is because the budget has not been approved by Parliament. If this happens it can make the university difficult to carry out their activities normally. In order to anticipate this possibility case, and in order to increase the sources of financing of the university, the university management could seek the funds by doing business activities that do not violate the law. For example, Indonesia is known as the largest Muslim country, in the month of Dzul-Hijjah for example, many people wish to conduct pilgrimage to Mecca. Fulfilled this demand, Islamic university such
IAIN Sunan Ampel can offer guidance services to perform Hajj and can hold a tour and travel for Hajj and Umrah organizing to Mecca.
The third aspect is that, entrepreneurial content could be integrated on the one integrated Islamic education system from primary education system up to the higher education system. It is inevitable if the current economic education system from primary school to university is not integrated yet. Teaching system was carried out partially in each level of education. By introducing the concept of entrepreneurship at every level of education, then it can integrate economic education at all levels.
The final aspect is that, the entrepreneurial education can reduce the negative image of Islam Higher Education which is probably known only as the producer of a preacher / speaker or even give birth to extremists or radical. With entrepreneurial contents, Islamic higher education will be known as one source entrepreneur that support Indonesian economic Figure 1 By holding as vision as to become a premier Islamic Entrepreneurial university in
Indonesia. Sunan Ampel has differentiator’s entrepreneurial concept that would develop in three aspects; the first aspect is that, Sunan Ampel put the Islamic value as the main idea in developing entrepreneurial skill that is offered. The second aspect is that, Sunan Ampel bridged between Islamic tradition and global modernity in order to develop the cultural awareness and the last but not least is that, Sunan Ampel applying a ‘frugal Innovation’ in Sunan Ampel education system. The ‘frugal Innovation’ could be understood as education system that could provide education services with low budget but has excellent graduate.
growth. As result, the negative image of religious radicalism can be reduced. Mirroring on the four aspects above, IAIN Sunan Ampel developing strategies that could be depicted on
- Indonesian middle low economic class >National expansion
- Four years staging
- Fifth year Reflecting and evaluating the whole program and Setting the strategic plans for the next four y>Rural area in East Jawa Province • Pesantren and Islamic higher schools graduate
- Internal capacity building (Teaching, Research, Outreach)
- Networking with local and international funding
- Rebranding toward : o Sunan Ampel graduates quality o symbol and attributes Vehicles Economic
Logic
- Better reputation among Indonesian universities
- Financial additional income
- Greater networking and counterpart >Islamic value
- the cultural awareness
- provides education services with low budget but has excellent graduate Differentiations Staging • Regional expansion
The staging that is planned is based on targeting area that projected. There are two staging that are proposed, firstly is that regional expansion and secondly is that national expansion. The regional expansion that develops is through promotion visit to all regions; conduct an education exhibition and running the business incubators regionally. The national expansion that proposed is based on three activities, firstly is by conducting a research for potential targeted province outside East Jawa. Secondly is developing a networking with related ministries and state bodies and lastly is that also develop a good relation with the national parliament members. Beside that in more detail, the four years staging that is proposed is divided into four programs. Entrepreneurial research program, University business unit program development, Goals: Premier Islamic Entrepreneurial University in Indonesia Arena
Figure 1. the Sunan Ampel Strategic plan
University teaching curriculum development, Student entrepreneurial club as extracurricular, and the last is that university outreach programs. Those for programs are resumed in thirteen single programs that could be implemented in four years with the fifth years as Reflecting and evaluating the whole program and Setting the strategic plans for the next four years.
Since IAIN Sunan Ampel has proposal to become Islamic University it make the arena that Sunan Ampel play wider, previously the Sunan Ampel arena is just for Pesantren and rural area in east Jawa and now on the arena that Sunan Ampel trying to cope is Indonesian middle low economic class that concentrate in East Jawa Province
The vehicle that is proposed is sustainable business concepts through four year’s programs and eight year’s programs. The business concept that is adopted us should be pro poor, environmentally friendly and go along with national development plan. The business concept divided into three programs. Firstly is that the internal capacity building (Teaching, Research, Outreach), secondly is redesign the Marketing consept and the last is develop wider Networking
The economic logic that try to develop is devided into three categories, the first category is that Sunan Ampel would have better reputation among Indonesian universities. The evidence that Sunan Ampel have better reputation is that, many community members that use Sunan Ampel services, such as Extra fees for internship program, charging for services in the incubators and charging any Islamic entrepreneurship consultation. The second categories is that Sunan Ampel would obtain financial income from their activities such as sell Selling research finding to industries and enterprises and Optimizing the income from the institute business units. The third is that IAIN would have greater networking and counterpart. The greater networking and counterpart could be seen from the support that is received from others such as getting program grants from several ministries
However, before implemented those strategy, IAIN at least need three conditions that should be done. Firstly is that IAIN Sunan Ampel need to improve the standard of qualification prospective students and prospective staff both administrative and faculty staff. This is become an issue because the output depends on the input. It required a more rigorous selection of input and better structured for both prospective students and prospective teachers. This is because currently, the entry tests measures IQ and religious knowledge, but not such important factors as Emotional Intelligence, Cultural Intelligence, maturity or character. Further, the current test has not been tested for reliability or validity. It is considered desirable that various measures, including reliable and valid (and appropriate) psychological profiling, be developed in order to signal to potential students that IAIN Sunan Ampel is a rigorous and a high quality institution, and to ensure that recruited students have the characteristics that will ensure that they gain recognizable benefits from their experience with it.
Secondly is that, IAIN Sunan encouraging academics to develop stronger course-design skills, and an increased effort at relevant research and literature review. As a result of this work, students should be provided with clearer and more systematic study schedules and review programs, and more clearly articulated formative assessment. Third is the need to support and support from the community. In an effort to create IAIN Sunan Ampel as a Centre of Excellence in Community Development and Continuing Education is by creating more unity and cohesion in the way the institution interacts with the broader community, and to capitalize on and enhance this reputation. The idea is to pool IAIN Sunan Ampel’s knowledge and community engagement resources to form a strong representative group capable of providing services under various and appropriate fee-paying arrangements, to various targets, such as executives from other educational institutions, from industry and business, and from the public sector.
There are two methods in implementing entrepreneurial curriculum through teaching unit. First method is that by creating student organization that focusing in entrepreneurial as extracurricular as extracurricular, entrepreneurship is built as student activity unit. The one who involved are students who have the same passion and goal is to become entrepreneurs. That is a passion for innovation and creativity by creating business opportunities and this innovation and creativity that is proposed as long as not against the manifestation of sharia law. The completeness of the organization is based on levels and areas of expertise.
Secondly put the entrepreneurial as an curricular, as formal curricular, the curriculum content is based on the spirit to develop a learning process based on direct experience a gradual, structured and systematic way so that learners can achieve the aims and objectives of teaching that has been set.
There are three methods in applying entrepreneurial content in curriculum. The first method is "Simple Method". A method that inserts the entrepreneurial content into one of the sub topics planned. For example, in the unit course “introduction to economics" can be added some of the topics such the potential of rural enterprises or how to conduct simple product marketing or start up small businesses development.
The second method is creating a new unit course. This method is introducing entrepreneurship unit courses as new courses in existing courses. The third method is by developing new specialization in entrepreneurship. This method offering some unit that should be taken electively in order to fulfilled the minimum requirement in entrepreneurial specialist.
4. Technical implementation of the solution offered
5.
The LessonsThe lesson that could be learned from the description above is that, in order to achieve the aims, IAIN Sunan Ampel is creating strategies as guidance. In achieving the goal there are four questions should be answered. Does the university have strategy to deal with problem occurs? Does the university farmer strategy explore the key resources that they have? What are the elements that support the strategy? Does the university have adequate support)?
References Sample list of references:
BPS, (2011), “Data Strategis BPS” ,Indonesian Statistic Bureau, accessed
Florida, R. (2005). Cities and the Creative
Class, London: Routledge Gunasekara, Chrys (2006) Reframing the Role of Universities in the Development of Regional Innovation Systems . The Journal of Technology Transfer 31(1):pp. 101- 113. Henry, N., Pollard, J. & Bennerworth, P. (2006): “Putting clusters in their place. Asheim, B., Cooke, P. & Martin, R. (eds.) (2006): Clusters and regional development. Critical reflections and explorations. London: Routledge Powell and Snellman, (2004)"The Knowledge Economy", Annual Review of Sociology, August, Vol. 30, pp. 199-220