According to the rankings released by global higher education analyst Quacquarelli Symonds (QS) on 8th November Wednesday, three Indonesian universities have been announced in the top 100 universities in Asia, with Universitas Indonesia (UI) ranked 48th, the most achieving Indonesian university in the QS Asia University Rankings 2024.
Three other Indonesian universities, Universitas Gadjah Mada (UGM) in 54th, Bandung Institute of Technology (ITB) in 60th, and Universitas Airlangga (UNAIR) in 67th, are included in the top 100. Another four Indonesian universities have been listed in the top 200 for the QS Asia University Rankings 2024, including Bogor Institute of Agriculture University (IPB) in 106th, Sepuluh Nopember Institute of Technology (ITS Surabaya) in 128th, Universitas Padjadjaran (UNPAD) in 160th, and Universitas Diponegoro (UNDIP) as 177th.
Forty-two Indonesian universities were ranked in the 16th edition of the QS Asian University Rankings in which they evaluated 856 universities and colleges from 25 different Asian countries. Among those forty-two Indonesian universities, compared to last year’s 2023 rankings, fifteen universities improved their rankings, four remained unchanged, sixteen universities slipped down, andfive universities from last year were stripped while 7 new universities were added.
In accessing university performance, the QS rankings use several indicators like academic peer review, employer reputation, faculty-student ratio, research impact, international reputation, citations per faculty member, and total faculty publications.
Referring to the British QS Ranking, 33 universities from Java topped the rankings, followed by 6 universities from Sumatra. Each 1 from Sulawesi, Bali, and West Nusa Tenggara tied for places in Asia Top Rankings, according to QS’s website.
In the Higher Education Database released by the Indonesian Ministry of Education and Culture in 2020, there are 4,593 tertiary institutions across six islands groups of Indonesia: Java, Kalimantan, Maluku, Nusa Tenggara and Bali, Papua, Sulawesi, and Sumatra. However, the performance and global image of Indonesian universities are still challenged yet to become globally recognized world-class universities.
Along with the university rankings and reputation, internationalization also follows the standard of education. Apparently, Indonesia has a positive outlook toward participating in global education and there are various scholarship schemes, formal and non-formal academic initiatives, research collaborations, and cultural exchanges at all government, ministry, and university levels.
Moreover, the ministry’s “Merdeka Belarja Kampus Merdeka” (Emancipated Learning) policy has eased academic freedom and frankly supported academic mobilities. As for outbound, notable initiatives such as the Indonesian International Student Mobility Awards (IISMA) and LPDP Scholarship are unique opportunities for Indonesians compared to the nationalities of other developing ASEAN and Asian countries.
As for inbound, scholarships funded by Indonesian entities, like Indonesian ministries, foundations, and universities’ tailor-made schemes, KNB (Beasiswa Kemitraan Negara Berkembang) scholarship and Darmasiswa one-year non-degree scholarship are incentives for foreign students to study in Indonesia and there are around 10,000 international students studying at universities across Indonesia in 2023.
However, the impacts and contributions back to country’s education are still controversial. Unbalanced development between academic institutions across the islands is inevitably countered. Most of the educational development and mechanisms dominantly occur at Java Island. This calls for the change where institutional capacity buildings shall also be extended to 2nd and 3rd-tier communities. The equity and inclusivity of universities shall be considered as precedence over focusing only on frontlines.
In this matter, developing the institutional capacities of universities and elevating the political wills of stakeholders are crucial. Upholding a high number of inbound and outbound talents, the current challenges of Indonesian universities should be able to be intervened.
Establishing a ministerial-level task force that regulates the quality and functions of internationalization in universities would be a driver that can pave and guide the universities. Moreover, the current top universities should conduct more synergies and joint work plans to help other potential universities from different regions expand the concept of internationalization. It may boost the institutions’ motivation to improve themselves in healthy competition with others.
Since the latter of the 20s, the Indonesian government and HEIs have invested thousands of trillions of Rupiah in educational internationalization by incepting various programs.
Sithu Moe, A1B221113/Faculty of Teacher Training and Education
