Proceedings of the 19th Annual International Conference on Islamic Studies, AICIS 2019, 1-4 October 2019, Jakarta, Indonesia

Research Article

Islamic Universities Facing Disruptive Era: Implication for Management Change

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  • @INPROCEEDINGS{10.4108/eai.1-10-2019.2291688,
        author={N  Kholis},
        title={Islamic Universities Facing Disruptive Era: Implication for Management Change},
        proceedings={Proceedings of the 19th Annual International Conference on Islamic Studies, AICIS 2019, 1-4 October 2019, Jakarta, Indonesia},
        publisher={EAI},
        proceedings_a={AICIS},
        year={2020},
        month={2},
        keywords={islamic universities disruptive era management change},
        doi={10.4108/eai.1-10-2019.2291688}
    }
    
  • N Kholis
    Year: 2020
    Islamic Universities Facing Disruptive Era: Implication for Management Change
    AICIS
    EAI
    DOI: 10.4108/eai.1-10-2019.2291688
N Kholis1,*
  • 1: Universitas Islam Negeri (UIN) Sunan Ampel Surabaya, Jawa Timur, Indonesia
*Contact email: nurkholis@uinsby.ac.id

Abstract

New disruptive online-based innovations have shaken and even replaced many incumbent business practices. They also disrupted many university operations and their effects would be stronger in the future. This conceptual paper aims at discussing ideas that Islamic universities in Indonesia may use for their survival and continuous development in the era of disruption. This study uses extant literature pertaining to the topic studied. Data were analyzed inductively to present synthesized information regarding the strategies useful for Islamic universities in facing disruptive era. The study concludes that Islamic universities should undergo fundamental changes in order to meet the requirement of a disruptive era. This includes, first, a paradigm shift in the system operation from hierarchical and rigid systems to agile, adaptive, and innovative systems. Second, the expansion and diversity of program offerings based on ICT should be afforded. Third, the curriculum model should seek to build a proper human value: balancing hard and soft skills. Fourth, the learning model should be shifted from 'productive' to 'generative' one. Fifth, for achieving generative learning, student-centered learning approaches, e.g., problem-based learning should be implemented. A further empirical study is needed to map out the readiness of Islamic universities in adapting to the era of disruption.