Entrepreneurship Education In Indonesia

Transcription

1. International Journal of Arts & Sciences, CD-ROM. ISSN: 1944-6934 :: 08(07):233–264 (2015) THE “TRIPLE-I” LEARNING MODEL OF ENTREPRENEURSHIP EDUCATION IN INDONESIA: WHERE DO WE GO FROM HERE? Ratna Lindawati Lubis Telkom University, Indonesia Entrepreneurship Education (EE) is rapidly growing and drawing the attention of policy-makers, universities and companies. Most policy-makers and academicians agree that EE is critical to the development and well-being of society. Findings from a previous study suggest that EE is to nurture talent and develop the next wave of leaders and innovators who will not only create jobs and value for society but also empower others to create a better future. An extraordinary proliferation of EE programs and courses has been underway worldwide. Higher Education Institutions (HEIs) across the world have taken up the challenge of EE. They support EE and engage in a variety of knowledge transfer activities that promote entrepreneurship. During recent times, EE in Indonesia has flourished in the domain of higher education. Numerous HEIs have contributed a considerable amount of effort in providing appropriate EE, which have helped this discipline to develop and gain momentum. However, serious questions are being voiced as to what should be the focus of this form of education. Since education and especially HEIs play a vital role in the transformation of economies and societies, the specific role of HEIs in fostering EE was considered to be an appropriate topic of investigation, discourse and dissemination. The author takes a comprehensive analysis of the environment, the institutional factors that provide the necessary rules and constraints for entrepreneurial activity to cover the landscape of debate and inquiry regarding EE in Indonesia. An ethnographic approach is used to explore a deeper holistic understanding. Such an approach resulting from naturalistic inquiry, because of the interaction between researcher and subject, also reduces Type III error (asking the wrong question) and Type IV error (solving the wrong problem). As the author reviewed the evolution and elements of four case studies, insights emerged about their success factors. From those insights, the author developed recommendations by creating a new model, so called the “Triple-I” Learning Model of Entrepreneurship Education to create the future generation of Indonesian educated entrepreneurs as a response to the entrepreneurial global network. Keywords: Entrepreneurship education, Higher education institutions, Learning model, Ethnographic approach. Introduction The initial idea underlying this research is the emerging global movement which is more consolidated to stimulate the development of entrepreneurship. The result of World Bank's evaluation of 150 countries showed that innovation and creativity contributed 45% of a country development, whereas networking contributed 25%, 20% by technology and only 10% by natural resources (Yusuf and Nabeshima, 2007). 233
2. 234 The "Triple-I" Learning Model of Entrepreneurship ... In 2010, Global Entrepreneurship Monitor (GEM), which had surveyed more than 175,000 people and more than 3,000 national experts in 59 countries from around the world, revealed that an estimated number of 63 millions start-up entrepreneurs intended to employ at least five people in the next five years; 27 millions entrepreneurs intended to employ 20 or more people to occupy newly created fields of work. A number of 200,000 people aged 18-24 years were actively involved in starting or running a new business (Amorós et al., 2010). In line with GEM's result in 2010, there were ideas evolved from the Case Western Reserve University forum in Cleveland, Ohio, USA, which led to a perspective on how to build joint efforts between government, industries, and universities in order to increase economic development throughout entrepreneurship, as a response to answer problematic strategically (Shane, 2005). On the other hand, Dana (2004) brought forward the development of conditions that occurred at the international level by resuming conclusions from 43 researchers who had the similar dedication to generate various methodologies by doing an in-depth research on entrepreneurship. An evolving paradigm in the context of global competition based on relationships, customization, and collaborative alliances is expected to be adequate to direct researchers on entrepreneurship aligned with global development, as Dana (2004, p.12) remarked that: We suggest that future research on entrepreneurship and international business should reflect the context of networks rather than focusing solely on the firm or the individual entrepreneur. Furthermore, Dana (2011) revealed that entrepreneurship was not a new phenomenon. There had been 55 researchers conducting studies in order to provide an overview of the birth of entrepreneurship, to identify the concepts and elements involved within, and to give descriptions that entrepreneurship concept was an area still needed to be studied. The results are presented in the form of an encyclopedia, so the readers can get a comprehension through various pragmatic lenses that entrepreneurship is a field of study which has a boundary-free character and an interesting field to be studied by academics in order to generate new ideas to be contributed in developing modern world of business and management theories. Dana (2011, p.xiii) has argued that: The vibrancy of the academic field of entrepreneurship and its pace of development is unequivocal. Worldwide it is estimated that there are over twenty learned journals and innumerable researchbased books on the subject. As well as possessing a well-developed corpus of literature and theories, based upon then foundation stones of the social sciences including economics, psychology and sociology, the field that has also challenged orthodox thinking and contributed to the development of modern business and management theories. For example, entrepreneurship is integral to most theories of innovation and has also been highly influential in the field of strategic management. In other words, as well as drawing upon the intellectual pillars of the social sciences, entrepreneurship scholars, and their works are now influencing and helping to redefine the academic mainstream and its boundaries. Based on the 108 articles in the journal of Entrepreneurship Education (hereinafter referred to as EE) during the period of 2004 to 2007, Mwasawilba (2010) found that 34% articles discussed that EE was intended to create and increase entrepreneurial attitude, spirit and culture among individuals and communities, whereas 27% articles explained that EE was designed to create new jobs and start-ups venture. Others, which is 24% articles discussed the role of EE in helping the local entrepreneurs to grow and develop their business and the rest 15% articles concluded that EE was about building the entrepreneurial skill among individuals. The authors of those 108 articles were mostly from England, Ireland, and United States of America. Others were from several countries in Europe, Asia, Australia, and South Africa. The role of Indonesia for building EE in a global context was started when Indonesia was among the 50 countries who attend “The Presidential Summit on Entrepreneurship” forum on April 26-27, 2010, in
3. Ratna Lindawati Lubis 235 Washington DC , which was initiated by the Ministry of Foreign Affairs and Ministry of Commerce United States of America. Following to this forum, 13 Indonesian local entrepreneurs in Jakarta – the capital city of Indonesia – gathered in January 2011 to start building the forum of Global Entrepreneurship Program Indonesia (GEPI). The main objective of this GEPI forum was intended to be a part of global initiative on entrepreneurship, as well as a core program for United States of America in relation to promote entrepreneurship as a key pillar of economic development among developing countries. In Indonesia itself, there was a declaration of National Entrepreneurship Movement or Gerakan Kewirausahaan Nasional (GKN), which had begun on February 2, 2011, and it has become a national program to generate more new entrepreneurs in Indonesia. This GKN program was being implemented by 12 states’ owned institutions under the supervision of Ministry of Economy. The main objective of this GKN was to build the local start-ups entrepreneurs and to create 1% of Indonesian entrepreneurs in 2014. When GKN was being declared, the estimation of Indonesian entrepreneurs was only 0.24% of the total population. As a comparison, Singapore had the proportion estimated as 7.2%, Malaysia 2.1%, Thailand 4.1%, South Korea 4.0%, and USA 11.5% of their total population (Antara News, 2011). Ministry of National Education through Center for Research on Policy Development and Innovation on Education or Puslitjaknov Balitbang conducted two studies to observe the state of EE in Indonesia. The first one was a rapid study on EE for primary and secondary school. The second was focused on analyzing policies in EE for Higher Education Institutions (HEIs, in short) which had been implemented nationally since 1997. The implementation programs divided into 6 areas of interest, namely: 1) entrepreneurship in-class session; 2) university’s start-ups venture; 3) internship on entrepreneurship; 4) business incubators; 5) business consulting and work placement consulting; and 6) academic-industrygovernment collaboration (Republika On-Line News, 2010). Aside from national programs, as mentioned earlier, the government of Indonesia through Directorate General of Higher Education (DGHE) had launched the Students’ Entrepreneurship Program or Program Mahasiswa Wirausaha (PMW) to be implemented and developed by higher education institution all over Indonesia. During 2009 fiscal year, a number of 83 public universities and 179 private universities involved in this PMW. In 2010, only 195 out of 474 private universities in the Kopertis AreaIV – the government bureau for private universities around Indonesia – around West Java-Banten province were able to participate in this PMW. This condition was related to the new requirements set by the DGHE that PMW provided to those students who were studying at accredited private universities (Pikiran Rakyat News, 2010). With the intensive effort to build EE by HEIs, through curriculum or students’ activities, the government of Indonesia had set the objective to reach the number of 20% graduated students could become Indonesian educated entrepreneurs in 2014. Under this condition, it was predicted that Indonesia would be able to increase the percentage of Indonesian entrepreneurs, from 0.24% to 2% of the total population in order to promote entrepreneurship as a key pillar of Indonesia economic development (Kompas News, 2009). Having done the investigation of EE in HEI’s around West Java province, the author found that the government of Indonesia requested 2 public universities which located in Bandung city, namely Institut Teknologi Bandung (ITB) and Universitas Pendidikan Indonesia (UPI) to develop EE. On the other hand, the author examined the profile of private institutions around the Kopertis Area-IV in West Java-Banten, through their variety of knowledge transfer activities that promote EE. The author found that Universitas Kristen Maranatha or Maranatha Christian University (MCU) and Institut Manajemen Telkom (IM Telkom) – both are private universities, which located in Bandung city – have taken up the challenge to build EE on graduate and undergraduate level. Therefore, in order to illustrate the landscape of debate and inquiry regarding EE in Indonesia, 4 HEIs are examined: 2 public universities and 2 private universities, namely Institut Teknologi Bandung (ITB), Universitas Pendidikan Indonesia (UPI), Universitas Kristen Maranatha or Maranatha Christian University (MCU) and Institut Manajemen Telkom (IM Telkom). All those institutions are located in Bandung city, West Java province as shown below (see Fig. 1).
4. 236 The "Triple-I" Learning Model of Entrepreneurship ... Figure 1. Map of Institut Teknologi Bandung (ITB), Universitas Pendidikan Indonesia (UPI), Universitas Kristen Maranatha and Institut Manajemen Telkom (IM Telkom) in Bandung city, West Java province, Indonesia Entrepreneurship Education Models Around the World EE in HEIs has been established in some countries such as USA, Europe and Canada since 1950's. Mwasawilba (2010) stated that Harvard Business School (HBS) in the USA opened EE program for the first time in 1945. Meanwhile, according to OECD (2008, p.52) at first, the EE was held at Harvard in 1945 to provide an opportunity of being self-employment for the United States’ war veterans. It was intended to stimulate the economy of the USA after the World War II had ended. Running the EE for United States’ war veterans was already proven to be an effective tool for the economic development. The EE graduates were able to create new businesses and to provide new employment. The on-going EE in Harvard was also followed by the entrepreneurship research journals, which was published in 1949. Following this effort, David C. McClelland, as one of the Faculties in Harvard University, wrote a book entitled “The Achieving Society (1961)” with his “n-Ach theory”. For researchers, it has been difficult to identify a clear effect of EE in the USA, either at start-up or at some other stage in their development. This has emerged for a number of reasons, such as the fact that entrepreneurship is perceived as bringing benefits at both the macro level of economic development and also at the micro level of personal satisfaction and achievement. This situation is comprehensively described in a study carried out by Mwasalwiba (2010, p.33) as clearly stated: One of the challenges in impact assessment is the choice of generally accepted success indicators. This is because at the moment entrepreneurship [education], as a developing field of study, is characterized with debates from stakeholders that have differing interest and theoretical orientations with regard to entrepreneurship.
5. Ratna Lindawati Lubis 237 Despite the general consensus on the teachability and the progress of EE in the USA , Kuratko (2005) explained the research on EE has also expanded from a start-up phase and content questions towards the dynamics of different organizational and institutional contexts. The research on EE published in leading reviews in the field propose, each in their own way, either research-based publications or non-researchbased publications in the USA, such as academic journals, textbooks on entrepreneurship, books on entrepreneurship, biographies or autobiographies of entrepreneurs, periodicals, newsletters, conference proceedings and government publications. Meanwhile, EE itself does not have an exact definition. The names given to it such as entrepreneurship education, enterprise education, and entrepreneurial education, have become overlapped one on another although in principle they have similarity in meaning. The so-called EE is commonly practiced in the USA and Canada, which defines as an education of creating a behavior like an entrepreneur. The so-called enterprise education is commonly used in the UK and Ireland, focus on a skills-based definition of enterprising behaviour, applicable not only to business venturing but also to increase employability by creating individuals who have the sharp eyes for business opportunities (Draycott and Rae, 2011; Gibb, 2011; Jones and English, 2004; Jones, 2010). As one of the fastest growing fields of education globally, EE tends to be portrayed as the complex nature of greater levels of heterogeneity. For a better understanding of the EE landscape, Fetters, et al. (2010, p.1) proposed a conceptual framework – the so-called university-based entrepreneurship ecosystems or U-BEEs – as a pathway to the academic institutions who are looking for guidance on how to frame, design, launch and sustain their efforts in the area of entrepreneurship. Fetters, at al. argued that academic institutions vary greatly in their responses to the demand for EE. Therefore, an approach to ecosystem concept can be viewed to illustrate the incredible diversity of approaches and practices in EE with an underlying assumption that the richness and diversity of resources within the ecosystem are more complex than the varieties of money. The U-BEEs approach present six exemplary case studies. The first three case studies, Babson College, EM Lyon Business School, and University of Southern California (USC), focus on the new venture creation aspects of the entrepreneurship ecosystem. The second three, The University of Texas at Austin, Technologico de Monterrey and National University of Singapore (NUS), are more focused on technology transfer and commercialization-oriented ecosystem. A review of the empirical studies on the main types of objectives that can be pursued by EE has been carried out by Curran and Stanworth, Garavan and O’Cinneide or Linan (as cited in Fayolle, 2007). The distinct aims of each EE objectives categories are shown below (see Fig. 2). Figure 2. Objectives of EE Source: Fayolle (2007, p.238)
6. 238 The "Triple-I" Learning Model of Entrepreneurship ... The explanation of these four objectives of EE are as follows: 1) Entrepreneurial awareness education. In this category, it states that: Its purpose would be to increase the number of people having enough knowledge about small enterprises, self-employment, and entrepreneurship so that they consider that alternatives as a rational and viable option. Thus, this educational category would pursue the creation of more potential entrepreneurs, independent of whether they actually create their firm immediately after the training. These are usually optional courses within business or engineering degrees. 2) Education for start-up. This category define as: The preparation to be the owner of a small conventional business. It would be centered on the specific practical aspects related to the start-up phase: how to obtain financing; legal regulations; taxation; and so on. Participants in this type, of course, are usually highly motivated about the project. It is very common for these courses to select persons showing a high previous level of intention – they would already be potential entrepreneurs – and to concentrate on the practical questions for start-up. Participants would ideally become nascent entrepreneurs during or (shortly) after the course. 3) Continuing education for entrepreneurs. For this type, it states that: This would be a specialized version of adult education, in general, designed to allow improvement of existing entrepreneurs’ abilities, thus helping them become dynamic entrepreneurs. In particular, it is difficult to attract active entrepreneurs towards these type of programs since they tend to consider these initiatives as too general for the particular needs of their firms. A possible way to overcome this difficulty could be linking this category with others. 4) Education for entrepreneurial dynamism. In this category, it states that: This would try to promote dynamic entrepreneurial behaviors after the start-up phase. Therefore, their objective would not only be to increase the intention of becoming entrepreneur, but also the intention of developing dynamic behaviors when enterprise is already in operation. Thus, it would be the most ambitious modality, as it tries to move participants from being potential to dynamic entrepreneurs. According to Curran and Stanworth (as cited in Fayolle, 2007) these four objectives of EE still need a lot of research to enlarge their knowledge base, to perfect their teaching techniques, to improve their effectiveness and to advance towards the achievement of all their potential. Parallel to the debate as to where EE should be placed, World Economic Forum (2009) has served to convince the author that the evaluation of EE should take place as well, as shown in the figure below (see Fig. 3).
7. Ratna Lindawati Lubis 239 Figure 3 . Principal levels of impact measures of higher education entrepreneurship activities Source: World Economic Forum (2009, p.65) World Economic Forum (2009, p.65) reported in more detail the evaluating quality, effectiveness and impact of entrepreneurship in higher education as clearly stated: For the evaluation of entrepreneurship in higher education, both quantitative (measurable) as well as qualitative (difficult to measure) indicators are important. Quantitative criteria include the number of students who want to take the course, student enrollments and the increase in the number of participants. Such quantitative criteria are, however, only to a limited extent meaningful to assessing the quality of an entrepreneurship education. Reflecting on the experience of working with one of the HEIs in Indonesia since 2001 as the educator of EE, the author believe that the principal levels of impact measures of EE in HEIs should occur at the level of the institutions’ philosophical approach, rather than the techniques and practices they employ. Doing so may lead to the development of strong arguments as to why the EE in the context of HEIs should not be standardised on the basis of expectations that the students learning will contribute directly to the local economies. Towards this end, Institut Teknologi Bandung (ITB), Universitas Pendidikan Indonesia (UPI), Universitas Kristen Maranatha or Maranatha Christian University (MCU) and Institut Manajemen Telkom (IM Telkom) have been selected as examples of established practice, which integrate almost all aspects of the entrepreneurial university’s value chain, ranging from a teaching curriculum for innovative entrepreneurship (in particular in the sciences and engineering) to the formation and support of new businesses in the context of extensive commercialization networks.
8. 240 The "Triple-I" Learning Model of Entrepreneurship ... Brief Description of the Context Institut Teknologi Bandung (ITB) Institut Teknologi Bandung (ITB) was founded on March 2, 1959. The present ITB main campus is the site of earlier engineering schools in Indonesia. Although these institutions of higher learning had their own individual characteristics and missions, they left influence on developments leading to the establishment of ITB. In 1920, Technische Hogeschool (TH) was established in Bandung, which for a short time, in the middle forties, became Kogyo Daigaku. Not long after the birth of the Republic of Indonesia in 1945, the campus housed the Technical Faculty (including a Fine Arts Department) of Universitas Indonesia, with the head office in Jakarta. In the early fifties, a Faculty of Mathematics and Natural Sciences, also part of Universitas Indonesia, was established on the campus. In 1959, the present lTB was founded by the Indonesian government as an institution of higher learning of science, technology, and fine arts, with a mission of education, research, and service to the community (Institut Teknologi Bandung, 2013). The university offers entrepreneurship courses at undergraduate and postgraduate levels across a wide range of science and engineering degree programs. The EE curriculum at Sekolah Bisnis Manajemen (SBM-ITB) taught by both faculty and real entrepreneurs, who encourage solving of real-life business problems and action-based learning; the latter is supplemented by student activities (for example, clubs and business competitions) and interdisciplinary university projects. The university’s entrepreneurship offerings across the different schools are coordinated by its Centre for Innovation, Entrepreneurship & Leadership Learning (CIEL). The nucleus of all entrepreneurial spirit at CIEL can be traced back to individuals and their networks rather than to the later produced conditions. To learn more about this, click http://www.cielsbm.org/en/ Beyond this, the ITB also addresses individual entrepreneurs and corporate innovators in a business incubator by its Lembaga Pengembangan Inovasi dan Kewirausahaan (LPIK), where business opportunities are created and exploited, backed by management consulting and contacts to venture capital investors. Further down the support chain, LPIK initiates and facilitates technology commercialization and knowledge capitalization, offering a portfolio of services including licensing of intellectual property, consulting on enterprise formation for small medium enterprises, fund-raising support, and so on. To learn more about this, click http://lpik.itb.ac.id/ The ITB main campus, to the north of the downtown Bandung, and its other campuses, cover a total area of 770,000 square meters. Students and faculty housing and administrative headquarters are not on the main campus but are located within proximity. Facilities on the campus include book shops, a post office, student cafeteria, and medical clinic. In addition to lecture rooms, laboratories, workshops, and studios, ITB has an art gallery, sports facilities, and a student activities' center. Also near the campus is the Salman Mosque for worship and religious activities of the ITB Moslem community. For implementation of academic and research activities there are seven academic support facilities, namely, the Central Library (with approximately 150,000 books and 1000 journal titles) on campus, Sports Center, Language Center, and the Bosscha Observatory (a facility of the Department of Astronomy) in Lembang, 11 kilometers to the north of Bandung (Wikipedia, 2015). ITB virtual tour provides official virtual campus tours which are comprised of photos, 360-degree panoramas and map hotspots. To learn more about this ITB virtual tour, click http://www.itb.ac.id/petakampus/# Universitas Pendidikan Indonesia (UPI) Universitas Pendidikan Indonesia (UPI) is one of the oldest universities in Indonesia, founded on 20 October 1954. In the course of its development, UPI has become the only Indonesia’s HEI which consistently focuses its core mission of education. This university has already set up its vision as a leading and outstanding university in the fields of educational sciences and subject matter education in Indonesia in 2010 and in Asia in 2025. It has seven faculties, namely: (1) Faculty of Educational Sciences,
9. Ratna Lindawati Lubis 241 (2) Faculty of Social Science Education, (3) Faculty of Language and Arts Education, (4) Faculty of Mathematics and Science Education, (5) Faculty of Technology and Vocational Education, (6) Faculty of Sports and Health Science Education, and (7) Faculty of Economics and Business Education. UPI has also run the School of Postgraduate Studies since 1968, namely: Cibiru, Sumedang, Tasikmalaya, Purwakarta and Serang in West Java province (Universitas Pendidikan Indonesia, 2014-a). UPI offers EE in a wide range of curricular and extra-curricular activities. Perhaps the four most notable innovations that have most influenced the evolution of the EE have been the development of the Students’ Co-operative Enterprise or Koperasi Mahasiswa Bumi Siliwangi (see www. http://kopmabsupi. blogspot.com/), Young Indonesian Entrepreneurs for UPI’s Students or Himpunan Pengusaha Muda Indonesia Perguruan Tinggi UPI or HIPMI-PT UPI (see www. http://hipmiptupi.org/), Business Edupreneur in the Faculty of Economics and Business Education (see www.facebook.com/ BusinessEdupreneur) and Students’ Entrepreneurship Program or Program Mahasiswa Wirausaha which was started in 2009 by the Directorate General of Higher Education (DGHE) of Indonesia (see http://www.upi.edu/main/file/BUKU%20PANDUAN%20PROGRAM%20MAHASISWA%20WIRAUS AHA.pdf). Business start-ups are commonly held to be the final piece in the EE jigsaw puzzle. The level of the EE progress at UPI is attributed to the growing support received from many stakeholders, including policy makers, academician, and students. It is these combined shared interests that have contributed to the evolution within this field of study, plus a now tentative agreement that entrepreneurship or some of its aspects can be taught. In this institution, stakeholders’ interest may somehow be explained by the use of the demand and supply relationship. For instance, UPI’s student, on the demand side, are faced with the Indonesian educated unemployment, which renders more graduates to either compete for few but challenging vacancies or opt for self-employment. Policy makers, also on the demand side, are charged with the economic development responsibilities and have a belief that new venture culture is a key to more job creation. On the supply side, the academicians, plus their usual interest in academic advancement, are to provide EE as an interventional tool for building enterprising societies as a way to satisfy the policy makers, and further to have more innovative entrepreneurial training program to satisfy the UPI’s students. The main campus located on Dr. Setiabudhi Street in Bandung city and UPI has five regional campuses in Serang, Purwakarta, Cibiru, Sumedang, and Tasikmalaya. These campuses are located in West Java and Banten. These regional campuses run undergraduate degree in Primary Teacher Education and a two-year diploma degree in Early Childhood Teacher Education. Undergraduate degree in Sports Education run in Sumedang which is aimed to prepare sports teachers in primary schools. In addition, since 2006 the School of Postgraduate Studies has offered graduate degree in three regional campuses. The Sumedang and Purwakarta campus offer graduate degree in Education Administration, while Serang campus offers graduate degree in Guidance and Counseling (Universitas Pendidikan Indonesia, 2014-b). UPI on video available at http://www.upi.edu/enITB virtual tour provides official virtual campus tours which are comprised of photos, 360-degree panoramas and map hotspots. To learn more about this ITB virtual tour, click http://www.itb.ac.id/petakampus/# Universitas Kristen Maranatha or Maranatha Christian University (MCU) Universitas Kristen Maranatha or Maranatha Christian University was founded on September 11, 1965 by Christian Intellectual Community or Perkumpulan Intelegensia Kristen Cabang Bandung, with the support of Indonesian Christian Church or Gereja Kristen Indonesia and Pasundan Christian Church or Gereja Kristen Pasundan. This university was initially made up of only one faculty, namely the Faculty of Medicine (Universitas Kristen Maranatha, 2009-a). Similar to ITB and UPI, this institution offers a wide range of curricular and extra-curricular entrepreneurship activities at the undergraduate and postgraduate levels across a wide range of course programs. During academic year 2011/12, this institution and Mandiri Bank (the state-owned enterprise) entered into a partnership agreement to support the fund-raising program for their students, the so-called Program Wirausaha Muda Mandiri (see http://news.maranatha.edu/?p=1116). Business plan and other
10. 242 The "Triple-I" Learning Model of Entrepreneurship ... competitions have become staples in this sector. Typically, a business plan is modeled in the classroom, a template provided, and students coached on how to create a plan for their own business. To test proof of concept, the plans are presented to a panel of Faculties and business people. Initially, this fund-raising program was constructed around a set of changing the mainstream pedagogy that leading to the projectbased, hands-on experience, non-linear and multidisciplinary approaches that EE requires. At the program’s commencement, the use of student presentations was favored to help reverse the roles of the “educator” as speaker and “educator” as listener. While this learner-centred approach has remained, and indeed being further developed, this program represents an example of continual innovation and never ending evolution. The Training of Trainers (ToT) provided by Bank Mandiri to the MCU’s Faculties. Following this program, MCU engages entrepreneurs and other business professionals as volunteer advisors, mentors, and coaches for the students. Mentors and coaches play a major role in incubating students’ businesses. In 2012, the students’ association of the Faculty of Economics and Business or Himpunan Mahasiswa Manajemen (HiMaMa) launched Junior Entrepreneur’s Day (JED) Program. This program distinguishes itself from other EE by offering a different approach to pedagogy and student involvement. The target group of the JED Program is a youth aged 15-18; that is, individuals who are of age for formal high school in Indonesia. The program focuses on action-based teaching and business plan projects as well as the development of student characters in developing entrepreneurial skills. Projects are often carried out on a group basis, comprised of 5 to 6 students from high school around Bandung city. This HiMaMa students’ association give young entrepreneurs an arena to compete in, where judges can evaluate their business plans and provide the valuable critique, and where contestants can get a sense of their competition. This high school students might have ten minutes to present their business concept and then ten minutes to defend it as the judges ask tough, critical questions. The author was one of the judges during JED Program in 2012 and 2014. The main campus located on Prof.drg.Suria Sumantri Street in Bandung city. This university has nine faculties for undergraduate students, namely: (1) Faculty of Medicine; (2) Faculty of Dentistry; (3) Faculty of Engineering; (4) Faculty of Psychology; (5) Faculty of Letters; (6) Faculty of Economics; (7) Faculty of Arts and Design; (8) Faculty of Information Technology, and (9) Faculty of Law. For graduate students, this university provides three master degree, namely: (1) Master of Management; (2) Master of Accounting, and (3) Master of Psychology (Universitas Kristen Maranatha, 2009-b). Institut Manajemen Telkom (IM Telkom) Institut Manajemen Telkom (IM Telkom, in short) was part of the Telkom University. This university was formed out of a merger of four HEIs under Telkom Education Foundation or Yayasan Pendidikan Telkom. This institution was officially founded on July 17th, 2013 based on the Minister of Education and Culture Decree no 270/E/O/2013 concerning the consent of merger of three institutions, namely Telkom Institute of Technology or Institut Teknologi Telkom (IT Telkom in short), Telkom Institute of Management or IM Telkom, and Telkom Polytechnic. But then the decree was renewed with Decree no 309/E/O/2013 declaring that Telkom School of Art and Design or Sekolah Tinggi Seni Rupa dan Desain Indonesia (STISI Telkom, in short) joined to become part of Telkom University (Telkom University, 2013). IM Telkom, formerly known as Sekolah Tinggi Manajemen Bisnis Telkom or STMB Telkom. It was founded by the name Master in Business Administration (MBA) in Bandung, as the Graduate School. The first intake began during the academic year (AY) of 1990/91 for graduate degree students. At the beginning of its establishment, this institution fully adopted the Asian Institute of Management (AIM) Philippines schooling system. The Faculty of Economics and Business, as one of the faculties in Telkom University, which was former as STMB Telkom, is designed to prepare students for careers in the areas of business and management studies. The author have been teaching since 2001 in this institution and reported a few studies concerning the investigation of EE at IM Telkom in the form of students’ entrepreneurial activity. Evidence of the trajectory of this never ending evolution process and its outcomes can be found in the “action-research”
11. Ratna Lindawati Lubis 243 report related to the programs past development (Lubis, 2004; Lubis, 2006-a; Lubis, 2006-b, Lubis, 2008; Lubis, 2009, Lubis, 2010; Nugroho, 2010-a; Nugroho, 2010-b; Lubis, 2011; Lubis, 2012; Lubis, 2013). The latest study (Lubis, 2014) – a continued “action-research” effort by the author – reported the findings of students’ perceptions on how the students blending their past, present and future approaches to conducting towards entrepreneurial activities and outcomes. This study based on the survey of questionnaire to graduate degree students during the academic year of 2013 at Faculty of Economics and Business, Telkom University. Research Approach Research Problems It is important to understand at this stage what the challenge that the author is interested in and with which the author have some knowledge about the EE issues. Having studied the external and internal factors in the context of HEIs in Indonesia, either in public universities or in the private universities, the author narrowed the external and internal factors, such as follows: 1) The rise of the entrepreneurship global movement by taking active steps to support issues that 2) 3) 4) 5) 6) 7) align with the creation of the next wave of leaders and innovators who will not only create jobs and value for society but also empower others to create a better future of a nation. The rise of EE programs among HEIs in Indonesia by taking active steps to support the development of EE that align with the target to increase the proportion of the entrepreneurs compared to the Indonesian total population. No clear definition for EE in HEIs, though the principles show similarities in the meaning. A study entitled “Entrepreneurship Education: Revisiting Our Role and Its Purpose” (Jones, 2010) argued that there is a need for further study in terms of the role of HEIs for the development of EE. Meanwhile, Dana (2004) built on the research in the context of international entrepreneurship. In the context of Indonesia, there were several arguments explaining the various targets of EE, ranging from entrepreneurial attitude, creating a new fields of work, even to aspects of contributions to communities in order to support local entrepreneurs to grow their business (Yuwanto, 2010; Kalla, 2011; Kuswara, 2011). This condition seems to illustrate that there are no one-size-fits-all to the programs and objectives of EE in HEIs around Indonesia. Following the arguments from Yuwanto (2010), Kalla (2011) and Kuswara (2011), the author found – via the documentation to the government bureau for private universities around Indonesia, so called Kopertis – that EE in HEIs is provided in a different semester with a different credit unit for graduate and undergraduate students, within the Kopertis Area-IV West JavaBanten Provinces. This condition demonstrates that EE in HEIs can be provided in many different settings. The author have learned that many HEIs in Indonesia are expanding their educational curricula and programs to foster EE. Moreover, HEIs in Indonesia increasingly offers courses and programs in EE and related fields for undergraduate and graduate students. The author witness – via the observation to ITB, UPI, MCU and IM Telkom – the systematic moving of EE away from theoretical knowledge towards practical knowledge that align with the effort to build the students’ entrepreneurial mindset. Based on those internal and external factors explanation, it is clear that the HEIs in Indonesia are making significant commitments to the development of EE, while at the same time demonstrates that EE is in a transition period. Therefore, there is a need for scholarly efforts to ¿nd proof that those HEIs are on the right track of EE movements before they take off, not after. The results from scholarly efforts will encourage anyone concerned about Indonesia’s capacity to create the next generation of educated
12. The "Triple-I" Learning Model of Entrepreneurship ... 244 entrepreneurs, especially those who feel that institutions of higher education have an important role to play in this arena. Research Questions In order to determine what efforts the ITB, UPI, MCU and IM Telkom have made in EE, eight research questions have been prepared. The first three research questions are as follows: 1) How do the universities’ leaders define the EE in their institution? This research question addresses the issues related to the educational philosophy on EE in ITB, UPI, MCU and IM Telkom. 2) How do the universities’ leaders solving problems in response to promote the development of EE in their institution? 3) This research question addresses the issues related to the institutional policy on EE in ITB, UPI, MCU and IM Telkom. 4) How do the universities’ leaders manage their EE in response to the changing environment, in the field of global EE movement, both nationally and internationally? This research question addresses the issues related to the role of ITB, UPI, MCU and IM Telkom in addressing the challenges of EE. The next five research questions covers a number of activities that go beyond basic entrepreneurial programs. These research questions attempt to capture the breadth of EE by defining a number of HEIs activities that can supplement the core supply of EE. These five research questions were adapted from National Agency for Enterprise and Construction (2004). Those five research questions are as follows: 1) How do ITB, UPI, MCU and IM Telkom explain their EE set-up? 2) 3) 4) 5) This research question covers academic activities, including the range of entrepreneurial courses offered at undergraduate/graduate level, entrepreneurial research, and lifelong learning. How do ITB, UPI, MCU and IM Telkom explain their EE scope? This research question addresses the HEIs activities in promoting the creative capacity and exposing students to real-life entrepreneurial experience. How do ITB, UPI, MCU and IM Telkom illustrate their EE institutional characteristics? This research question address the level of formal and financial aid in supporting EE, as well as on-going support from stakeholders. How do ITB, UPI, MCU and IM Telkom explain their EE outreach? This research question addresses the level of on-going relations and access to competences and resources outside university walls. This provides an indirect measure of the accessibility of guidance and counseling in realizing business opportunities. How do ITB, UPI, MCU and IM Telkom evaluate their EE? This research question addresses the participation of students and other interested parties in evaluating entrepreneurial programs, and the extent to which entrepreneurship programs are replicated by other universities. The research questions’ keywords such as EE set up, EE scope, EE institutional characteristics, EE outreach and evaluation was initially borrow directly from National Agency for Enterprise and Construction approach (2004, p.14) before offering for consideration an extended conceptual framework that the author believe reflects the complexity of the EE landscape. Those five dimensions define as follows: Education set-up – covers academic activities, including the range of entrepreneurial courses offered at undergraduate/graduate level, entrepreneurial research, and lifelong learning.
13. Ratna Lindawati Lubis 245 Education scope – promoting the creative capacity and exposing students to real-life entrepreneurial experience. Institutional characteristics – the level of formal and financial aid in supporting entrepreneurship education, as well as on-going support from stakeholders. Outreach – the level of on-going relations - and access - to competencies and resources outside university walls. This provides an indirect measure of the accessibility of guidance and counseling in realizing business opportunities Evaluation – participation of students and other interested parties in evaluating entrepreneurial programs, and the extent to which entrepreneurship programs are replicated by other universities. Building on how the author perceive the EE with a few studies concerning the investigation of EE at IM Telkom and make sense of it, the present work is a continued “action-research” effort by the author to support the specific attention relating to the future challenges for EE in Indonesia, particularly in the context of HEIs. Therefore, all eight research questions were built to gather data from ITB, UPI, MCU and IM Telkom during the academic year 2011/12. This academic year was the period with a significant EE growth in ITB, UPI, MCU and IM Telkom, arising from Indonesia’s political and educational directives to enhance the business, enterprise, financial awareness and literacy of HEIs’ students. This has been accompanied by the growth of guidelines and frameworks aiming to provide educational and assessment structures such as National Entrepreneurship Movement or Gerakan Kewirausahaan Nasional (GKN) to generate more new entrepreneurs in Indonesia. The Aims of Research The following objectives are the aim of this research: 1) To illustrate the educational philosophy on EE, the institutional policy on EE as well as the specific role of ITB, UPI, MCU and IM Telkom in fostering their EE to create the future generation of Indonesian educated entrepreneurs. 2) To illustrate the landscape of EE at ITB, UPI, MCU and IM Telkom based on the five dimensions, namely EE set up, EE scope, institutional characteristics, EE outreach, and evaluation. 3) To propose the model of EE in HEIs as a conceptual framework to create the future generation of Indonesian educated entrepreneurs as a response to the entrepreneurial global network. The proposed model in this study provide a significant starting point for the HEIs in fostering their EE. The availability of entrepreneurship programs at higher education level is important for a number of reasons: First of all, HEIs are instrumental in supplying relevant entrepreneurial skills. Furthermore, EE has a significant impact on university culture and the local community. Finally, HEIs that have a strong focus on entrepreneurial activities often assume an active role in regional business development. Building on how the author perceive the EE and make sense of it, the present work is a continued scholarly effort by the author to support the claims relating to EE that has a significant impact on the development and well-being of society. Although the history of EE in Indonesia can not be easily compared to USA, Canada, England or Ireland, nevertheless through this research findings the author expects that a bright new future for EE in HEIs will arise in Indonesia and HEIs will work collaboratively to develop a common action plan to support the creation of Indonesian educated entrepreneurs for the next future.
14. The "Triple-I" Learning Model of Entrepreneurship ... 246 Therefore, this research makes the following contributions: Firstly, it increases educators’ understanding of EE by focusing on the role of HEIs as one of the key drivers in creating educated entrepreneurs. Secondly, it provides a real-life case study and assessment of a private and public universities, from which other EE initiatives can learn. Thirdly, it points out practical implications in terms of success factors and possible challenges that might be encountered when attempting to design EE in HEIs, both for undergraduate and graduate level of education. Research Design Reflecting on the experience as the educator of EE, from the author’s perspective, EE in HEIs is a specific and unique form of education. This specificity and uniqueness occur because EE does not have a clear definitions, although in principle the meanings are similar. This specificity and uniqueness, derived from the variety and plurality, is not only a repertoire of education worth appreciated, but it is also a challenge. Having said that, the alternative way of doing the research on EE in HEIs is by using qualitative research method since this research has these following characteristics: 1) The author made efforts as much as possible to reveal and to analyze the data on the 2) 3) 4) 5) 6) consequences of EE in HEIs for the creation of educated entrepreneur generation, which were based on respondents' comprehension, interpretation and experience while holding a position as a policy maker for the development of EE for their own institution. The author focused on two segments of respondents in a two different research contexts, coming from public and private universities; in order to compare the interpretations and subjective experiences between two perspectives. The author used a non-linear research stage. It means that this research is having flexible steps, it may go backward to the early steps when required or it may go forward directly to further steps when already qualified. The author tried to view the existing EE condition in each institution from the respondents' past and present experiences. The author does not have any intention to make the research findings as a representation of the whole population, which is HEIs all over Indonesia. In other words, the research findings are not the surface description of a large sample of the HEIs population. The author believes that the research findings is the “gate to get close to the reality”. The author believes that the reality of EE in HEIs can be fully understood by getting a better understanding through firsthand experience, truthful reporting, and quotations from actual conversations. Therefore, the author relied on the cyclical pattern of investigation in order to be able to capture or understand the reality as much as possible. There had been interactions between the author and the respondents, as the primary sources of information. By doing so, error type-III (asking the wrong questions) and error type-IV (solving the wrong problems) could be diminished. In order to make a further EE in-depth study at ITB, UPI, MCU and IM Telkom, the author uses observation as the data collection method. This observation is a period of intensive social interaction between the author and the research context in terms of the five dimensions, namely EE set up, EE scope, institutional characteristics, EE outreach, and evaluation. Following to observation, the author applied the triangulation technique to verify the respondents’ answers by using clarification procedure and double-checking steps in the form of cross-check interviews as well as combining them with EE archival records in each institution. The author takes inspiration from Bygrave’s approach and observes similarities in his thinking and the author’s vis-à-vis the landscape of EE. Bygrave (as cited in Ulhøi and Neergard, 2007) argued that entrepreneurship research methods shall have these following characteristics: 1) less physics envy; 2) fewer theoretical models, more empirical models; 3) less concern with sophisticated statistics; 4) more field research; 5) more longitudinal studies;
15. Ratna Lindawati Lubis 247 6 ) dedicated researchers; 7) original field-derived data banks; and 8) less obsessions with scientific revolutions. Based on those characteristics, Bygrave clearly stated (as cited in Ulhøi and Neergard, 2007): The essence of entrepreneurship is a change of state. And a change of state is a holistic process in which the existing stability disappears. The author’s research stages was initially borrow directly from Ulhøi and Neergard (2007, p.100) that the author believe reflects the advanced EE research methods that are aimed at gaining a deep understanding the complexity of the EE landscape in Indonesia’s HEIs. The stages are summarized in the figure below (see Fig. 4). Figure 4. Author’s construct for cyclical design for research methods Source: Adapted from Ulhøi and Neergard (2007, p.100) Figure 4 shows how the author conducted this research by using a cyclical pattern of EE investigation as a key element in distinguishing ethnography as a research design. This cyclical pattern was repeated over and over. The author believes the notion that EE is a dynamic process. Therefore the depth and detail of ethnography offer the new insights by enabling the author to see the viewpoints and hear the voices of insiders and to document, interpret and gain a greater understanding on how the respondents derive meaning from their EE. Having said that, it is clear that the author seeks to implement and internalize the principles in ethnography research on EE during the process of this research. According to Myers (2009, p.8), there are eight types of approaches in qualitative research, namely: l) action research; 2) case study research; 3) ethnography; 4) grounded theory; 5) semiotics; 6) discourse analysis; 7) hermeneutics; 8) narrative and metaphor. In the context of ethnography research, Myers (2009, p.92) offers the following explanation:
16. 248 The "Triple-I" Learning Model of Entrepreneurship ... Ethnographic research is one of the most in-depth research methods possible. As the researcher is there for a reasonable amount of time - and sees what people are doing as well as what they say they are doing - ethnography is well suited to providing researchers with rich insights into the human, social, and organizational aspects. Ethnography provides a researcher with the opportunity to get close to 'where the action is'. It enables a researcher to understand the broader context within which people work. From Myers' point of view, the author acknowledged that the ethnography research method offers the opportunity to get meaningful data of EE from each HEI, which is ITB, UPI, MCU and IM Telkom. Therefore, in this research, the author tried to play the role of ethnographer and identified primary sources of information. These primary sources of information may be relied upon the beginning to help the author get acculturated to the situation. The statements of these people were taken as evidence. Nonetheless, the author also aware of possible differences in the validity and intention of volunteered statements versus statements that were made in response to the author’s questions. Meanwhile, Johnstone (as cited in Ulhøi and Neergard, 2007) concluded in his study entitled “Ethnographic methods in entrepreneurship research” that: Researchers in the field of entrepreneurship aim to discover knowledge that will help entrepreneurs be more successful, support teaching of people to be better entrepreneurs and inform policy and practice on people and institutions that seek to support and facilitate the activities of entrepreneurs within settings such as organizations, communities, or regional or national economics. From Johnstone’s point of view, the author noted that this research findings will provide the readers with the new insights into the nature of EE in Indonesia as well as suggestions for practitioners, policymakers and institutions that seek to support students’ entrepreneurship program in the context of HEI. In terms of data collection, LeCompte and Schensul (1999) described that ethnography researchers could also be referred to as researchers who used all forms of data collection, as stated: Ethnography, one type of non-experimental research that uses both qualitative and quantitative data, as a research method “designed for discovery”. Ethnography is particularly suited to gaining insight into questions embedded in social and cultural communities and practices such as education. It is scientific, investigative, uses the researcher as the primary tool for data collection, employs rigorous research methods and data collection techniques to avoid bias and ensure accuracy of data, emphasizes and builds on the perspectives of the people in the research setting, and is inductive, building local theories for testing and adapting for use both locally and elsewhere. From this point, it is acknowledged that the ethnographers on EE in HEIs study things in their natural settings and collect the variety of empirical materials – personal experience, life story, observational, semi-structured or unstructured interviews, visual texts, introspective – to avoid bias and ensure the accuracy of data, attempting to make sense of or interpret phenomena in terms of the meanings respondents bring to them. Said another way, the author – as an ethnographer – must have provisions for theories and an extensive knowledge in order to be able to ask, analyze, and construct the meaning to explain the data collected. Data Collection This section discusses the various systematic data-gathering techniques used in this research, how the information collected and the implications of the choice of ethnographic techniques for the ultimate relevance and legitimation of the conclusions. Following the cyclical design for research methods (see Fig.4) the author gathered data sets based on:
17. Ratna Lindawati Lubis 249 1 ) Semi-structured interview The author plan the interview and write topics and questions in advance and consider different ways of arranging them, and check the recording of the interview based on the eight research questions, which are divided into two groups: a) The first group addressed the issues related to the educational philosophy on EE, the institutional policy on EE, and to the specific role of ITB, UPI, MCU and IM Telkom in fostering their EE to create the future generation of Indonesian educated entrepreneurs. b) The second group addressed the issues related to five dimensions, namely EE set up, EE scope, institutional characteristics, EE outreach, and evaluation. In preparation for fieldwork, the author lay out the field notes by listing the time and place of the semi-structured interview and using one side to record the author’s thoughts, as shown in Table 1. 2) Observation The author becomes the research instrument by choosing observation as a data-gathering techniques and identified questions to guide the observation in order to be able to focus on a subset of EE phenomena in HEIs. The observation guide questions related to the second group research questions, that covers a number of activities in terms of the five dimensions, namely EE set-up, EE scope, institutional characteristics, EE outreach, and evaluation. By reviewing field notes on a regular basis, as well as typing them up, the author can review and reflect or become more aware of those five dimensions. 3) Documentation This can take the form of text, EE archival records in each HEI, audio or perhaps video on the internet. Documentation includes keeping a journal of field notes, expansions, refinements or even hunches. The author acknowledged that time is needed to experience the full range of events and activities of the EE setting in each HEI. Table 1. Author’s construct of field notes template for semi-structured interview Author’s Fieldwork for Semi-structured Interview Page …….. of ……… Research objectives: 1) To address the issues related to the educational philosophy on EE, the institutional policy on EE, and to the specific role of ITB, UPI, MCU and IM Telkom in fostering their EE to create the future generation of Indonesian educated entrepreneurs. 2) To illustrate the landscape of EE at ITB, UPI, MCU and IM Telkom based on the five dimensions, namely EE set up, EE scope, institutional characteristics, EE outreach and evaluation. Research context: Institut Teknologi Bandung (ITB) Address: …………………………………………………………………………………..…………………… Respondent’s Profile No. : Name of respondent : Academic position : Venue : Schedule : Duration : Date Time
18. 250 The "Triple-I" Learning Model of Entrepreneurship ... Description Author’s thoughts The author believes that it is essential to be able to dig out a better quality empirical research that will help the author understand the process of EE in ITB, UPI, MCU and IM Telkom. By doing so, the author would be able to describe observed phenomena of EE in HEIs as accurately as possible. Meanwhile, from the standpoint of ethnographer, the author relied on methods of triangulation as the quality criteria for judging collected data. The different types of triangulation for construct validity include triangulation of sources, triangulation of theory, and triangulation perspectives to interpret data. Aside from that, the author acknowledged that data reduction played a fundamental role in validity checking of qualitative research result, as Miles and Huberman (1994) expresses it: Qualitative research requires an analytical approach in which data reduction plays a fundamental role. Other researchers’ that provide suggestions to qualitative researchers while performing data reduction is “to identify the best and set the rest aside” (Stake 1995, p.84) or to do “the constant winnowing” (Wolcott 1990, p, 35) in order to ensure that the findings will have the potential to contribute to the research. Primary Sources of Information A total of 83 primary sources of information (hereinafter referred to as respondents) were approached. These included university leaders, faculties, and students as well as the other sources of information, such as head of students’ association, member of students’ association, entrepreneurship event organizers, alumni, incubator’s tenants, administrative staff (hereinafter referred to as others). Some notes on the respondents’ and the period of an in-depth interview are useful to show the spectrum of the data collection (see Table 2). Table 2. Summary of respondents Sources of information Name of HEI Institut Teknologi Bandung (ITB) Universitas Pendidikan Indonesia (UPI) Interview period September 28, 2011 to January 16, 2012 Total University’s Leader Faculty Student Others 8 6 5 3 22 5 7 8 3 23 October 4, 2011 to January 9, 2012
19. Ratna Lindawati Lubis Maranatha Christian University (MCU) Institut Manajemen Telkom (IM Telkom) 251 August 18, 2011 to 3 11 4 1 19 7 6 5 1 19 December 2, 2011 October 21, 2011 to April 10, 2012 Source: Internal author (2012) Research Findings and Discussions In this section, the results of the empirical research will be presented systematically based on: 1) the first three research questions; and 2) the next five research questions. Data reduction treatment included the following processes: semi-structured interview, observation as well as documentation. Since this research is approached from the standpoint of ethnographer, therefore the findings has to be interpreted as a dynamic process of meanings in the making, rather than static meaning, which may offer wider insights to uncover greater understanding of EE in HEIs’ landscape. Educational Philosophy The meaning of EE in ITB, UPI, MCU and IM Telkom tends to be based on the uniqueness or the characteristics of the institution itself. It is believed that EE is the educational practices which combined theoretical knowledge and practical knowledge in the fields related to entrepreneurship. Along with this condition, the author found that every institution has their own definition and new acronyms to illustrate the uniqueness of EE, namely technopreneur, sociopreneur, ecopreneur, edupreneur, creativepreneur and digipreneur. Every institution has their own thought to illustrate their certain characteristics attached to the long history of the institution or the characteristics of their certain study programs. For example, ITB with its education based on the technology, science, and art; UPI with its core values “Educative, Scientific, Religious”; MCU with its motto “Creativity is priority”; and IM Telkom with its core values “Integrity, Entrepreneurship, Best for Excellence” that aim to prepare its graduates with the entrepreneurial skills in Information and Communication Technology or ICT-based business environment. The author found that the process to create the future generation of Indonesian educated entrepreneurs seems to be based on the institutions' values, which are believed to be the spirit of EE. All those HEIs confirmed that EE designed to equip their students with the determination and perseverance of an entrepreneurial mindset at the onset of their academic journey. Aside from that, all those four HEIs believe that the value of the EE will have an impact to their students, in terms of the students' future attitude and behavior. This means that the students would become the person who has a high personal confidence to create their own future job. One of the university leaders from ITB explained that entrepreneurial mindset are necessary for ITB's graduates to deal with every aspect of identifying and commercialising opportunities as well as to create economic value for the society, regardless of their education university background. However, the process of growing and developing those values is not an instantly done by relying only on the study period in the universities, which is 4 to 5 years for undergraduate students. This is related to the belief that entrepreneurship values is built over time that come from the culture of Indonesia's long history, along with the long history of their institution, which, of course, play a vital role in shaping each student's character. One of the interesting findings was come from MCU, who confirmed that their students' entrepreneurial values mainly come from the family, since the majority of the students have a Chinese background family who has a family business for around 20 to 30 years in Indonesia.
20. 252 The "Triple-I" Learning Model of Entrepreneurship ... With the presence of culture dimension, all university leaders from ITB, UPI, MCU and IM Telkom expressed their concern about the role of Faculties as one of the leading actors, who has the task and responsibility to create entrepreneurship values in the students' mind. To make it short, to be successful, EE demands entrepreneurial Faculties. Therefore, the Faculties must be able to do the educational philosophy to their students. This educational philosophy stated as “transfer of entrepreneurship knowledge” and “transfer of entrepreneurship values”. However, it is still a big question mark on how the Faculties have a capacity to do the “transfer of entrepreneurship knowledge” process in the practices of EE to their students, because it is believed that this process can only be performed by entrepreneurs who have the practical knowledge about the world of business. This skepticism was found from the respondents in UPI, MCU, and IM Telkom because most of their Faculties are truly academician and do not have a professional experiences as the businessmen. Therefore, one of the solution to coping with this skepticism is to invite the businessmen to the entrepreneurship class as the seasoned guest lecturers. Whereas it is not the case in SBM-ITB because the “transfer of entrepreneurship knowledge” for EE is conducted by businessmen or venture funders – who fortunately are ITB's alumni – with mentoring method to the students in order to accommodate different learning “inspired by real examples”. All university leaders from ITB, UPI, MCU and IM Telkom have a similar point of view that EE in HEIs is a “stepping stone” to create the future generation of Indonesian educated entrepreneurs. Furthermore, it is not only an opportunity for personal development but also believed that it will be a social skill to the society at large. In UPI and IM Telkom, this personal development tends to be directed to the changing of thought in the students' minds, moving from “being a job seeker” to “being a job creator”. While in MCU, the personal development is expected to arise in the students' minds with the principle of “never cheat when you do your business”, or in other words they shall work with sincerity and honesty by implementing the MCU's core values “Integrity, Care, Excellence” – leaning on Christian faith. In ITB, this personal development is believed to be a social asset to the society and it will probably create a multiplier effect on the social welfare of Indonesian people. However, the effort to create this social asset is not an easy task and it is going to be a long run to the future. Institutional Policy The institutional policy for EE is viewed on the institutions' willingness to the real actions so that the result is not merely as “the language of political discourse”. Said another way, it is like “walk the talk” by the university leaders. These policies shall be treated as the response to promote the development of EE in their institution, in the form of formal organizations, for example. In ITB, the effort to build institutional policy for EE can easily be seen at the institutional level and students' level, the establishment of LPIK-ITB and Young Entrepreneur School or Sekolah Pengusaha Muda (SPM) respectively. While in UPI, this effort is known by the establishment of the Center for Community Empowerment, Entrepreneurship and Students Internship Program, organized by The Center for Research and Community Services or Lembaga Pengabdian dan Pengembangan Masyarakat (LPPM). However, unlike ITB and UPI, there is no formal establishment at MCU and IM Telkom. Instead, the policies seem to be directed to the changes in curriculum structure for management studies. In MCU, the author found the institutional policy for EE was prepared by the Faculty of Economics, either at the undergraduate or graduate level. The study course of EE in MCU is designed as part of the cyclical curriculum changes. Whereas in IM Telkom, the changes in curriculum are found exclusively for undergraduate level, organized by the Faculties of management studies. Most of the respondents explained that the other side of the institutional policy for EE is implemented in the forms of academic and non-academic activities. For the academic side, all HEIs design their in-class EE with the variety of credit points and on a different semester. While on nonacademic activities, the author found a lot of students' association with a very heterogeneous style in every institution, yet it is still built with a very strong values as a spirit of EE, such as integrity, honesty or creativity.
21. Ratna Lindawati Lubis 253 The institutional policy for EE was also found as an answer to the needs of internal academic environment and external environment of HEIs , which is believed to be constantly changing over time. As a result, the university leaders have made some formally adjustment to the academic organization structure, in order to give the space for interactions and room for discussion between internal academic environment and external environment, as it happens in ITB and UPI. However, the interaction between those two environments can also be found in the institution with no formal adjustment in the academic organization structure, as it happens in MCU. While in IM Telkom, the formal adjustment in the form of “organizational restructuring” create a lot of confusing to the internal academic environment. As a result, the author found no effort in IM Telkom to build the space for interactions and room for discussion between internal academic environment and external environment. The Specific Role of HEIs In a response to the global EE movement, all of this HEIs confirmed that the term of “world class university” seems to be the answer. As a result, the effort to have the label “world class university” and to have a high “world's university ranking” is done by designing international cooperation with top-notch business schools. They believe international relationship approach would be relevant to create the future generation of Indonesian educated entrepreneurs. However, on the other side, there was a doubt in UPI to be a player in the global EE landscape, since majority of their Faculties and students do not have the proficiency to speak English and other foreign languages. In short, UPI has a language barrier to entering the global EE landscape. The author found that all the university leaders have a similar point of view that a high level of entrepreneurial activity exposure is closely linked to the quality of their EE. They also explained that while difficult to measure the direct impact of EE on the creation of the future generation of Indonesian educated entrepreneurs, they agree that the quality of their EE point to a positive effect on graduate careers paths. Aside from this, the author found that all university leaders have another similar point of view that although EE cannot have all the answers to all the questions of the students' future, EE may leave students better prepared to cope with dynamic change. When the author asking the question about the response to the EE movement at a national level, majority of the respondents explained that their EE have always been part of the landscape of commitment from HEIs side to engage with the communities in which they operate. These appear to be initiated either by the institution or by students' association, in the hope that their effort would have significant local impact on progress in economic and human terms in Indonesia. The author was able to read this commitment which clearly stated in the ITB and UPI long-term planning document. The establishment of LPIK-ITB and Inkubator Bisnis-UPI was a proven that both of this institution showed their effort to move forward for reaching their long-term goals. Meanwhile in MCU and IM Telkom, their EE movement at a national level is declared in their vision, mission, and goals, which clearly stated the institutions' commitment to creating the Indonesian educated entrepreneur. In MCU, the area of entrepreneurial learning was started since the freshman year for the new students and mainly focused on individuals. It seems that MCU has embraced personal development at the heart of what they do. Interestingly, the author found another way around at IM Telkom. According to the most of the respondents at IM Telkom, EE movement only something that “nice to say” in their vision, mission and goals, since no significant effort to build the EE to next level. Following to this skepticism, the author found the EE archival records of Center for Business and Entrepreneurship Development (CBED), which was established on 2004 and only lasted until 2007. Speaking about this CBED, it was not coincidence that the author was one of the founders, who eagerly wanted to nurture the students' entrepreneurial spirit within settings such as a formal organization. Sadly, empirical findings at IM Telkom explained clearly that there was no sustainability for the EE movement and it was perhaps closely linked to the changes in the academic position of the university leaders. As a result, most of the EE movement in IM Telkom was on the “on-and-off” mode,
22. 254 The "Triple-I" Learning Model of Entrepreneurship ... therefore a lot of work need to be done in moving forward to create the future generation of Indonesian educated entrepreneurs. Said another way, there is a big question mark on the EE movement in IM Telkom. EE Set-Up EE set-up covers a wide range of issues pertaining to the structure of EE including; the project-based approach to education, the level of ongoing relations with the business community, the use of guest lecturers, building an entrepreneurial mindset, as well as the extents to which students embrace an entrepreneurial way of thinking, such as he ability to handle unforeseen challenges. As mentioned earlier, ITB, UPI, MCU and IM Telkom have different approaches to EE. ITB are among the best when it comes to guest lecturers and the use of the experimental approach to teaching and developing student personalities teaching. This implies that members of the business community are offered the possibility of teaching part-time. In addition to that, ITB has made a concerted effort in educating practitioners to become inspiring teachers, who can communicate success stories in a pedagogical manner. While UPI and MCU have strong relations with their alumni and frequently engage successful alumni as role models for entrepreneurship students. IM Telkom has put great effort to supply the number of courses offered at the undergraduate level. Their primary role is to influence student culture by promoting the idea that anyone can become a successful entrepreneur. EE Scope Overall, the scope of EE provide a practical dimension to the academic content and the author found that all those HEIs attach great importance to student involvement. Often students' association – so called Unit Kegiatan Mahasiswa – networks are involved in planning and carrying out academic and social events, which also covers students work in teams to launch start-up activities. At SBM-ITB, EE scope are offered by the interdisciplinary ITB's network that focuses on the tasks and processes that are required to turn the idea into a sound business opportunity. Interdisciplinary students are picked based on how their academic skills may contribute to the overall success of the course. In Young Entrepreneur School or Sekolah Pengusaha Muda (SPM) ITB students not only study entrepreneurship, students are asked to create technology-based enterprise. The course in this school features a prestigious line-up of guest speakers and mentors who have deep and recent experience starting and building companies. All HEIs in this research offer the course on applying creativity in the entrepreneurial initiatives and introduce students to practical exercises. The course is organized around a project where 4 to 5 students apply an integrated design to EE. The “Walkabout Project” at IM Telkom is an example of academicbased and practice-based of EE at undergraduate level by exposing the students to real-life entrepreneurship issues (Lubis, 2006-a; Lubis, 2006-b, Lubis, 2008). Institutional Characteristics The institutional characteristics cover the availability of funding, student involvement in setting up entrepreneurial activities, network activities, and the extent to which the level of financial aid in supporting EE. Thus, the institutional characteristics dimension determines whether EE is a top priority for the relevant faculties and for the institution as a whole. At both ITB and MCU, the close relationships with the alumni serve two purposes: to utilize the knowledge and insight of practitioners in planning and developing entrepreneurial programs and creating high-profile networks. As a results, students are actively in student-run entrepreneurship activities, such as venturing, networking, and seminars with their alumni, because the students believe their alumni have a great potential to support financial aid for students' association programs. While both at UPI and IM Telkom, most EE are financed by private donations and foundations. For example, Young Indonesian
23. Ratna Lindawati Lubis 255 Entrepreneurs for HEIs ' Students – so called Himpunan Pengusaha Muda Indonesia Perguruan Tinggi or HIPMI-PT – at UPI and IM Telkom is the largest students' organization and a lot of programs are scheduled throughout the year to encourage and inspire members to start their own business. The programs and events are designed to convey to students the business plan competitions and camps that typically financial resources are an important parameter the scope of activities offered. However, this does not imply that UPI and IM Telkom has made a written commitment to the programs and events of HIPMI-PT but rather the institutions will often offer facilities, such as hall or lounge, where HIPMI's members can discuss and exchange ideas. In short, the availability of funding to develop EE vary widely in ITB, UPI, MCU or IM Telkom. Generally, looking at the amounts, most of the respondents explained that the financial aid are not significant enough compared to the total amount of the students. From this point, it is acknowledged that the level of formal financing to develop EE is still carried out half-heartedly because of the minimum amount of the given funds. The financial support from the government is generally given to the public universities, such as ITB and UPI, with the amount of approximately less than 1 billion Indonesian Rupiah (IDR) in the form of Students' Entrepreneurship Program – so called Program Mahasiswa Wirausaha – which has been started since 2009 and there is a trend of decreasing amount year by year. This condition would also appear to be contradictory, since the government is embracing a philosophy that HEIs are represented on the governing boards of the EE programs to their students. All of which invites the questions related to budget allocations for building EE in HEIs. While private institutions, like MCU and IM Telkom received financial supports from state-owned bank, with the amount of approximately 10-20 million Indonesian Rupiah (IDR), given to each selected student on a year basis. This financial support program is generally given to 20 students, so it can be estimated that the financial support is approximately 200-400 million Indonesian Rupiah (IDR). At IM Telkom, financial aid program to build EE – so called MOdal VEntura or MOVE from Telkom Education Foundation – are incapable of developing the motivation, skills and competencies needed to build entrepreneurial individuals. Said another way, the author detected that IM Telkom only “give the students a fish and feed them for a day, and not teach the students to fish and feed them for their lifetime”. EE Outreach When the author asking the question about the prevalence of networks and the extent of co-operation with parties outside institution boundaries that provide counsel and aid to the development of EE, all this HEIs often provide a number of support functions that supply counsel and guidance to help students in their entrepreneurial careers. ITB and UPI support students by involving incubator as part of the entrepreneurial set-up, such as Lembaga Pengembangan Inovasi dan Kewirausahaan or LPIK-ITB and Inkubator Bisnis UPI or IBUPI. Those incubator located on the campus, where students have access to affordable workspace and are allowed to test and further develop their business ideas. Although those incubators come in various forms and shapes as well as different purposes and ambitions, the author found that all those incubators offer vocational guidance or mentor scheme that will guide and instruct students in the areas of business startup and career paths. Alumni networks at ITB are often engaged in entrepreneurial activities and serve an important role in maintaining close ties between ITB and its alumni. For them, alumni act as fundraisers; provide internships, serves as guest lecturers, mentors and role models. Formal networks or databases are also used in bringing student and venture capitalist together. In short, ITB is solid in the areas of alumni networks. While at UPI and MCU and IM Telkom offer the mentor scheme guidance without alumni networks. At both UPI and MCU, mentor schemes and business counsel are often facilitated by students' organization that help bring students and professionals together.
24. 256 The "Triple-I" Learning Model of Entrepreneurship ... Evaluation The author found that all those HEIs have the difficulties in assessing entrepreneurial activity among their graduates, since most graduates do not engage in a business start-up immediately following graduation. Most take regular jobs and later move to a smaller company or become entrepreneurs. All those HEIs established a unit that monitors future career paths of all their graduates. In other words, it is not possible to make a distinction between entrepreneurial and non-entrepreneurial students. In ITB, there are growing concern that the evaluation of EE is only temporary and it does not reflect the real overview of a students' successful rate as an entrepreneur. Evaluation is also conducted by involving internal and external parties and it tends to be performed in the form of seminars or conferences. Among four objects of study, it is only ITB which already has prepared the evaluation of EE in the form of long-term joint research with one of the business schools in the USA. It is believed that it would take years to report the findings and future measurements need to be designed because there is often a substantial time lag between EE and its impact. Towards A Conceptual Framework of Entrepreneurship Education in Indonesia The author effort to propose a conceptual framework connect to the empirical research findings and discussions that are presented systematically based on all the eight research questions. The author contends that there are three major elements that collectively should contribute to a deeper appreciation of EE at HEIs in Indonesia. Further, the author argues that no one element can be considered in isolation of any one of the other elements if we are to understand the contribution of each element. So it is through consideration of what elements interact that the author have developed a conceptual framework of EE, the so-called the “Triple-I” Learning Model of Entrepreneurship. In line with the philosophy of education, author place “The Four Pillars of Education - UNESCO” in the center of this learning model (see Fig. 5). Delors et.al (as cited in UNESCO, 1996) defined the four pillars as follows: Learning to know – by combining a sufficiently broad general knowledge with the opportunity to work in depth on a small number of subjects. This also means learning to learn, so as to benefit from the opportunities education provides throughout life. Learning to do – in order to acquire not only an occupational skill but also, more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples' various social and work experiences which may be informal, as a result of the local or national context, or formal, involving courses, alternating study and work. Learning to live together – by developing an understanding of other people and an appreciation of interdependence - carrying out joint projects and learning to manage conflicts - in a spirit of respect for the values of pluralism, mutual understanding and peace. Learning to be – so as better to develop one's personality and be able to act with ever greater autonomy, judgment, and personal responsibility. In that connection, education must not disregard any aspect of a person's potential: memory, reasoning, esthetic sense, physical capacities, and communication skills. The triangles model shape, led to the structure of a pyramid, is inspired by “The Great Pyramid of Giza” in Egypt, which is believed to be one of the “Seven Wonders of the Ancient World”. In the world of architectures, the structure of Giza pyramid is believed to be “the world's best architectural achievement” and a monumental masterpiece of men. In line with the stability on the structure of Giza pyramid with a rectangular as the base, therefore The “Triple-I” Learning Model of EE is also defined as a model that possesses a stable and unchanging character.
25. Ratna Lindawati Lubis 257 Figure 5 . Author’s construct for the “Triple-I” Learning Model of Entrepreneurship Education The position of “The Four Pillars of Education - UNESCO” is placed in in the centre of this pyramid structure, which also means that the spirit of EE learning on those four pillars must be positioned in the direction and orientation of all activities related to the academic and non-academic organization of EE in HEIs. This condition is described by the existence of three “I''s surrounding triangles and each triangle has an arrow oriented to the triangle in the center. Those three “I''s are composed of “Inspiration”, “Innovative” and “Indonesia”, and the author designed a phrase “Inspiration for Innovative Indonesia” as the slogan attached to this model. This binding phrase is the reflection of those three “I”s on the model as well as the name given to it. The author believes that this slogan is a short phrase that is easy to remember. The author also believes that it is vital now to conceive EE in a more encompassing fashion. Such a vision should inform and guide future EE in HEIs reforms and policy in Indonesia, in relation both to contents and to methods. Inspiration, Innovative, Indonesia in the “Triple-I” Looking for the position of the letter “I” in the phrase “Inspiration for Innovative Indonesia”, someone will easily understand a pattern leading to the right, then going up. This pattern shows a process that starts with the word “Inspiration”, continue to “Innovative” and ends at the top of the pyramid, which is the word “Indonesia”. This process will run well if it is supported by the philosophical foundation “Socio and
26. 258 The "Triple-I" Learning Model of Entrepreneurship ... Cultural Values of Indonesia”, which means this learning model shows the fundamental point of view of Indonesia as a response to the entrepreneurial global network that has been underway worldwide. Therefore “Socio and Cultural Values of Indonesia” can be a metaphor as the rectangular base of a pyramid with a stable and unchanging character in the form of the spirit of being one nation. The characteristics of the meaning of the “Socio and Cultural Values of Indonesia” is defined as a form of diversity and harmony of Indonesian people, who live from generation to generation and recognized and applied as Indonesian ways of life. This “Socio and Cultural Values of Indonesia” related to promoting an entrepreneurial way of thinking HEIs' students in Indonesia and to keep students in touch with their culture and heritage. In short, hopefully, this “Socio and Cultural Values of Indonesia” legacy will make the students proud to be the future generation of Indonesian educated entrepreneurs, many years to come. The word “Inspiration” is a word that leads to capture and illustrate that EE in HEIs goes beyond traditional lectures in entrepreneurship. The word “Inspiration” also leads to a condition that is timeless and will remain relevant for discussions and practices of EE at HEIs in Indonesia. In other words, HEIs in Indonesia play its role as “the human laboratory for EE” or even as the “cross-campus human laboratory” with a strong focus on their own “Inspiration”. This condition is in line with the “Innovation” that leads to never ending of continuous efforts by HEIs in Indonesia, because the process to create educated entrepreneur is not an instant process and it needs a long period of time. The word “Innovation” is a word that is encountered many times by the author while performing in-depth interviews with the respondents and supported by documentation study while conducting this research, which is generally believed to be the spirit of the development of EE in HEIs. The idea of choosing the word “Inspiration” for this learning model is connected to the work of Thorp and Goldstein (2010, p.5), as clearly stated: The original mission began as early as 1088 with the founding of the University of Bologna and its express purpose of promulgating research independent of any other power. Universities have honed a culture of creativity independent of other social institutions - a remarkable and enviable achievement. But now the bill has come due for all the resources and freedom bestowed upon our universities. The great gifts our civilization has given to its most elite institutions must now be called upon. The remarkable culture created centuries ago to produce innovation by gathering in one place great minds from across the disciplines is again expected to provide the next big ideas that will transform society. According to Hisrich, Peter and Shepherd (2005) the idea of innovation being connected to entrepreneurship has also begun since the 18th century. They explained that innovation brought out by entrepreneurs not only as a response to the problems in the context of social and economic environment of a nation, but also as a response to the needs of society in the form of products or services that have the “newness values”. Joseph Schumpeter (1961) said it best decades ago the concept of “creative destruction” (as cited in Green, 2009, p.17): One of Schumpeter's most arresting concepts is the notion of ‘creative destruction', in which some new insight, some new product or process, eliminates an established way of doing business or solving a problem. He also observed that entrepreneurship changes markets from within, independent of external pressures such as demographics or finances. From this point, it should be noted that the author was inspired to put the words “Inspiration” and “Innovation” in the phrase “Inspiration for Innovative Indonesia” and create the new acronym. This new “The Triple-I” acronym illustrate the stability of the structure of a pyramid with its rectangular “Socio and Cultural Values of Indonesia” base.
27. Ratna Lindawati Lubis 259 “The Triple-I” is a dynamic process of EE in HEIs by implementing the philosophy of “The Four Pillars of Education - UNESCO” within the frame of “Socio and Cultural Values of Indonesia”. This dialogic nature of dynamic process was inspired by the idea of Green (2009: p.17) as clearly stated that: Entrepreneurship has an energy that resists mechanization. Thus, Green's reasoning leads the author to conclude that the interaction between any three elements – inspiration, innovation and Indonesia – in the “Triple-I” conceptual framework form a system that cannot be separated if we are to understand the system of EE at HEIs in Indonesia. What, Who, How in the “Triple-I” The concept of “What”, “Who” and “How” initially borrow directly from the ideas in World Economic Forum (2009). Nonetheless, it was not fully adopted, that is by omitting the concept of “Where”. The idea of choosing ITB, UPI, MCU and IM Telkom for this research – as the case for HEIs in Indonesia – is the main reason why the concept of “Where” was not adopted. The following explanation illustrates the author idea of those three elements. The “What” in this “Triple-I” conceptual framework consists of two things, which are: First, started from a question of “What to achieve” which is the goal of the timeline today-to- future or the goal to be achieved that is to create the future generation of Indonesian educated entrepreneurs. This timeline starts from the bottom of the pyramid and goes directly to the top “I” of the pyramid, which represents the word Indonesia. Thus, this “bottom-up” dialogic direction leads the author the next step. Second, started from a question of “What kind of the entrepreneurial mindset”, which also illustrates the goal to build the characteristics of the future generation of Indonesian educated entrepreneurs. Perhaps, it could be posed in a question of “What kind of education process to build the students' entrepreneurial mindset?” or perhaps every educator who involved building EE at HEIs in Indonesia has a different point of view to illustrate this “What” concept. But one thing is for sure, the main goal is to create the future generation of Indonesian educated entrepreneurs. The “Who” is the idea referred to “Who are the parties involved in the process of building EE at HEI's in Indonesia?”. “Who” in this conceptual framework are the “Leaders and Teachers” in every institution, who play the role to achieve the goal “to create the future generation of Indonesian educated entrepreneurs”. What is meant by “Leaders” in this conceptual framework model are the university leaders, who have the responsibility to create the institutional policies to achieve that goal. And “Teachers” means all the lecturers in HEIs with the reference to the Law of Republic of Indonesia No. 20 in the year of 2003 about the National Education System, Article-1 paragraph 6 as clearly stated: Educator is the education personnel qualified as teacher, lecturer, counselor, the civil learning, tutor, instructor, facilitator, and other names; in accordance with the specificity, as well as the participation in education process. Following to the abovementioned article, and in the context of EE in HEIs, the word “Teachers” is also referred to the Law of Republic of Indonesia No. 14 in the year of 2005 about the Teacher – so called Guru – and Lecturer – so called Dosen – Article-3 as clearly stated: (l) Lecturer has the position as a professional personnel on higher education level, raised in accordance with the legislation. (2) The recognition of the position of a lecturer as a professional, as referred to paragraph (1), is evidenced by the formal certificate. In short, it should be noted that EE in HEIs, to be successful, demands entrepreneurial teachers. The “How” is the idea referred to “How to achieve the goal for EE at HEIs in Indonesia?” And by having an experience as the lecturer to the entrepreneurship subject at HEIs for a decade, the author
28. 260 The "Triple-I" Learning Model of Entrepreneurship ... believe that traditional pedagogy will have to change, leading to the non-linear approaches, project-based, hands-on, that entrepreneurship education requires. This point of view leads the author to the philosophy of Confucius (551 ~ 479 BC): Every truth has four corners, as a teacher I give you one corner, and it is for you to find the other three. And the idea for the words “Context”, “Content”, and “Strategy” in this “Triple-I” conceptual framework referred to next level on how the “Leaders and Teachers” put their tireless effort to achieve the goal, that is to create the future generation of Indonesian educated entrepreneurs. It is acknowledged that one final factor that makes it difficult to compare EE across HEIs in Indonesia lies in the way those HEIs are structured. Thus, this reasoning leads the author to put the strong and solid elements of “Socio and Cultural Values of Indonesia” as the rectangular base of this “Triple-I” pyramid. The Implication of the Proposed Conceptual Framework Viewing EE at HEIs in Indonesia through the proposed “Triple-I” conceptual framework forces us to first view it from “The Four Pillars of Education - UNESCO” perspective. So learning outcomes are designed around the choice of the preferred outcome – Learning to know, Learning to do, Learning to live together, and Learning to be – so as better to develop students' personal responsibility. In that connection, EE at HEIs in Indonesia must broaden their curricula and choices as to what, who and how this EE might choose to learn. Thus, “The Four Pillars of Education - UNESCO” reasoning leads us back to the issue of seemingly endless heterogeneity of EE. The next implications that arise from the proposed “Triple-I” conceptual framework relates to the nature of entrepreneurship educators. If the agenda is to create the future generation of Indonesian educated entrepreneurs there is a need to increase the diversity of educators teaching entrepreneurship with the skills, knowledge and experience to act as teachers and enablers. Therefore those educators need to understand better the legacy of “Socio and Cultural Values of Indonesia”, its influence upon their teaching philosophy and the educational processes Indonesian students are exposed to in order to make the students proud to be the future generation of Indonesian educated entrepreneurs. Within the “Triple-I” conceptual framework, such a focus is possible. This “Triple-I” conceptual framework is meant to be a catalyst and call for action on the future EE at HEIs in Indonesia. All the university leaders, the policy makers as well as the entrepreneurship educators need to learn from models around Indonesia and focus on integrating the most relevant and high-quality practices into the context relevant for each region. The effort to create the future generation of Indonesian educated entrepreneurs should be a long-term commitment, however, not one that starts and then stops a few years later. Sustainability is a key issue. Conclusion – Moving forward To define the “where do we go from here” one need to note the research on the EE at HEIs in Indonesia that have occurred over the past few years. As entrepreneurship educator, perhaps one no longer simply say ‘entrepreneurship education is different.' With that thought in mind, the author would like to propose some of the current challenges the author believe are confronting EE at HEIs in Indonesia. Using research findings at ITB, UPI, MCU and IM Telkom as well as the author's experiences over 14 years, three specific issues appear on the front. 1) The “Power of One Nation” Challenge It has been pointed out that the educational philosophy of EE tends to be associated with specific academic atmosphere of the university environments being concerned. In other words, those four HEIs
29. Ratna Lindawati Lubis 261 have been philosophizing through what is believed to be good in the practice of EE , related to their own uniqueness and characteristics. While the overall approach may differ, there are a number of similar point of view on how to create the future generation of Indonesian educated entrepreneurs. For example, EE is not an instant process with the timeframe of 4 to 5 years education in the university. This is where the role of mentor scheme by guest lecturers becomes important. It involves a great deal of work by the academic lecturers and guest speakers that are closely linked to the uniqueness and characteristics of courses offered. This has led to the various acronyms arise from each institutions, such as “technopreneur”, “sociopreneur”, “ecopreneur”, “edupreneur”, “creativepreneur” and “digipreneur” that will bring a positive impact to Indonesian society. The author argues that it is the Indonesian strength! The courage and passion of HEIs who have created those acronyms is a real tribute to the spirit that exists within the EE field. Those various acronyms are the best predictors of future EE at HEIs in Indonesia with the assumption that HEIs in Indonesia can learn from each other as a response to the “power of one nation”. 2) The Financial Aid Challenge It is found the lack of formal financial aid. It is true that the financing of EE is a problematic which is highly complicated and extremely varied, either in ITB, UPI, MCU or IM Telkom. The financial support from the government is mostly given to public HEIs while private HEIs receive it mostly from foundations. The author argues that it gives the impression of “perfunctory” and does not reflect the presence of a strong posture to be able to support the creation process of the future Indonesian educated entrepreneur generation. 3) The “World Class Label” Effect The specific role of HEIs in building their EE as a response to the entrepreneurial global network illustrated by the effort to have a label “world-class university” by establishing the international cooperation and networks with the top-notch business schools. However, it is acknowledged that not all institutions have the same capacity to manage this international cooperation, because of the international language barrier. The author argues that there is a danger of diluting the real meaning of “world-class university.” There seems to be a real use and abuse of this term for purposes other than enhancing the field of EE. The author argue that there is no such thing as “world-class univeristy” the term is essentially meaningless. The results from those three specific issues will encourage anyone concerned about HEIs' capacity to innovate and create the next generation of Indonesian educated entrepreneurs, especially those who feel that institutions of higher education have an important role to play in this arena. After reviewing the research findings and the major challenges that are confronting all HEIs in Indonesia, the question remains, “so where do we go from here?” The answer is neither complex nor profound. The author believes that HEIs in Indonesia are at the point in time when the gap between what can be imagined and what can be accomplished has never been smaller. But one thing is for sure, the entrepreneurship educators must continue to move boldly ahead with new ideas. The author would like to paraphrase John F.Kennedy in a speech made on February 20, 1961, because its message focuses directly the role of HEI, as stated: Our colleges and universities represent our ultimate educational resource. In these institutions are produced the leaders and other trained persons whom we need to carry forward our highly developed civilization. Talking about moving forward to create the future generation of Indonesian educated entrepreneurs, a wise way to start is by saying to ourselves, “If we don't win their hearts today, they will break our hearts tomorrow.”
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