The Importance of Developing Collaboration for Universities
Developing human capacity can also mean that we increase someone's capacity or ability. Capacity is not only related to academic aspects but is also related to the ability to build cooperation in a large group. A group united by a common goal.
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Achieving common goals is also
not an easy job. Educational organizations such as universities or colleges
whose composition of community members are plural, multi-ethnic,
multi-religious, diverse in skin color, multi-cultural, various backgrounds of
expertise and school origin are something unique. It is unique because the
management of higher education institutions like this requires intelligence and
wisdom so that different backgrounds can be managed into a strength.
Many experiences have taught us
that in pluralism or multiculturalism there are always cohesive and adhesive
traits and attitudes. A cohesive attitude is an integration factor that can
encourage cooperation, coordination, and solidarity. However, an adhesive
attitude can be the forerunner of fragmentation which can harm the institution
because of its pragmatic, instantaneous nature. In management terminology, an
adhesive attitude will be more suitable to accommodate people who unite on
considerations of temporary, ad-hoc, temporary interests. If the interests have
been met, then at that time they 'disbanded'. I describe the adhesive attitude
as a committee organization. An organization is needed only to solve one
particular problem. After the problem is solved, the committee organization can
be dissolved immediately.
In the management of higher
education institutions, what is needed is cohesive attitudes. Because a
cohesive attitude is built based on common interests. It was built to fight for
a common goal. It is not very pragmatic. It is bound by 'one inner unity' which
is not only based on procedures, 'reward and punishment', but is also based on
a unity of vision, unity of perception, unity of commitment, to form a group
solidity like a big house that is inhabited and maintained together. It is in
this 'big house' that various competencies are built, enhanced, given shared
meaning through joint efforts to achieve collective goals. One of the important
competencies that must be built in the 'big house' is the issue of trust,
mutual trust.
In
my opinion, building
cooperation based on a foundation of mutual trust is one of the main
cores of
the capacity that every individual in a higher education institution
must be possed. We often say that western people are those who are the
most legitimate
owners of individualistic, egoistic traits. But many studies have given
us
evidence that they can grow and develop into a prosperous, prosperous,
and
modern nation because they develop a high level of mutual trust among
their
citizens. We also call ourselves that eastern people like us are the
most
sociable, friendly, and a most communal group of people. However, we see
that amid
community, communalism, friendliness, togetherness that exists within
us, the
issue of mutual trust is the lowest. We are very easy to accuse each
other,
suspicious of each other. Maybe we still really need a joint project on
cultivating that mutual trust.
One of the tricky questions we
pose here, namely, how do we build the capacity to foster mutual trust among
higher education administrators? The answer maybe we can start from an
experiment by dividing various responsibilities to all components of the
academic community in carrying out activities or activities. We do this experiment
because we believe in the adage that every individual or person is very happy
to be given responsibility rather than being given a task that is considered
not very meaningful. We give that responsibility at the same time by giving the
trust to manage the trust. Therefore, it is better, since now it has begun to
be accustomed to or attempted to delegate various activities and
responsibilities to all parts of education management. This kind of
involvement, of course, after we make a rational assessment that the person
given the responsibility and trust is seen as having the capacity, adequate
ability to carry out the mandate.
Granted, assigning responsibility
and trust can have far-reaching implications. Responsibility and trust also
'test' one's commitment to the future of the institution. Therefore, one of the
requirements for building cooperation is an unquestioned commitment. Commitment
concerning the achievement of the goals that have been set. Work plan
commitment, commitment to implementing strategies to achieve common goals.
Commitment is something that must always be cultivated, respected, and
implemented without compromise. A commitment is a solid foundation of the
amount of effort to achieve a mutually determined future.
Another capacity that needs to be
developed about building cooperation is conflict management. Conflict is
something we cannot avoid. Many people conflict because of different
perspectives. It could also be that conflict is caused by too great personal
interests. Or even conflict can occur because expectations are too big, but
those expectations are not channeled. Therefore, conflicts must be handled in
an illegal, respectful, and mutually beneficial manner. The competence of
someone who can resolve disputes due to conflict is the capacity and ability
needed because resolving conflicts requires intelligence. Usually, conflict
resolution is done through what we often refer to as a "win-win
solution". The ability to handle conflicts in a "win-win
solution" as above is one of the competencies in building cooperation.
For institutions that are
'immature' but have strong traditions capital, the community understands good
religious values, has a noble culture based on a religious foundation, I am
more inclined to use mediation or arbitration methods (separator) in conflict
resolution before the conflict develops far. Moreover, the conflict was
encouraged to be resolved in court institutions. I recommend things like this
not without reason. In my opinion, mediation activities have advantages. It
doesn't cost a lot. Mediation is cheap. Moreover, in mediation, some elements
or values reconnect friendship in the resolution of disputes or conflicts.
Therefore, the ability to mediate
and administer arbitration is one of the indispensable capacities in the
administration of higher education. These competencies must be built carefully
and together. It is no longer possible for us to use university leadership by
using jargon like 'angry man or angry women'. Errors or conflicts that arise
tend to be resolved in angry, emotional ways. We all know and understand that
differences in views and perceptions of something related to the ways we
achieve common goals cannot be simply blamed. We must solve it by referring to
the rules of the game that have been agreed upon and become the basis of all
institutional management behavior.
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