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All Journal International Journal of Engagement and Empowerment (IJE2) El Midad: Jurnal Jurusan PGMI
Saprudin Saprudin
Universitas Bina Bangsa
Religion Humanities Education Social Sciences Other

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INTERNATIONAL COMMUNITY SERVICE PROGRAM THROUGH ACADEMIC COLLABORATION AND INDUSTRIAL EXPOSURE IN MALAYSIA: STRENGTHENING GLOBAL NETWORKING AND HIGHER EDUCATION INTERNATIONALIZATION Nuryati Nuryati; Furtasan Ali Yusuf; Eva Aqilah Abu Jalil; Saprudin Saprudin; Suheri Suheri; Sri Nuraida; Mad Uma; Rizqon Nujuludin; Matlaul Anwar; Evi Gustini; Supriyadi Supriyadi; Tuti Alawiah; Nurul Dewi Hayati
International Journal of Engagement and Empowerment (IJE2) Vol. 5 No. 2 (2025): International Journal of Engagement and Empowerment
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije2.v5i2.267

Abstract

The internationalization of higher education has become a strategic agenda for universities in enhancing academic quality and global competitiveness. This community service program (PKM) was conducted in Malaysia from 2–5 September 2026 by the Association of Indonesian Lecturers (IDDRI) Banten Province involving delegates from several Indonesian universities. The activities included international seminars, academic discussions, institutional visits, signing of Memoranda of Understanding (MoU) with Management and Science University (MSU) and SEGi University, and industrial visits to Kumpulan Media Karangkraf. The program employed participatory and collaborative approaches through knowledge sharing, academic networking, and experiential learning. The results indicated significant achievements in strengthening international partnerships, increasing participants’ global perspectives, expanding opportunities for collaborative research and publications, and enhancing institutional networking. The program demonstrates that international community engagement can effectively support higher education internationalization and contribute to sustainable academic collaboration.
RECONCEPTUALIZING EDUCATIONAL MANAGEMENT THROUGH A CRITICAL PARADIGM: A KNOWLEDGE-BASED LITERATURE STUDY Saprudin Saprudin; Nuryati Nuryati; Evi Gustini; Tuti Alawiah; Murnasih Murnasih
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14711

Abstract

The growing complexity of contemporary education systems has intensified the demand for effective educational management; however, prevailing practices remain largely dominated by technocratic and administrative rationalities that prioritize efficiency, accountability, and measurable performance. Such approaches tend to instrumentalize knowledge and marginalize the epistemological, ethical, and social dimensions of education. This study aims to reconceptualize educational management through a critical paradigm by examining how knowledge-based management is conceptualized, legitimized, and practiced within contemporary scholarly discourse. Employing a qualitative Systematic Literature Review with a critical–conceptual orientation, this study synthesizes peer-reviewed literature published between 2016 and 2025, with particular emphasis on recent studies. Data were analyzed through thematic content analysis and critical synthesis to identify dominant managerial assumptions, epistemological orientations, power relations, and their implications for educational management theory and practice. The findings reveal that while knowledge-based management has gained prominence, it is predominantly framed within instrumental and performance-oriented logics that reinforce hierarchical governance and limit participatory practices. By contrast, the critical paradigm repositions educational management as a knowledge-based social practice that is inherently value-laden, politically situated, and oriented toward reflexivity, dialogue, and social justice. This study contributes theoretically by integrating knowledge-based educational management with critical epistemology and offers a reflective framework for reorienting educational management from administrative effectiveness toward transformative and emancipatory practice.
Co-Authors Eva Aqilah Abu Jalil Evi Gustini Furtasan Ali Yusuf Mad Uma Matlaul Anwar Murnasih Murnasih Nurul Dewi hayati Nuryati Nuryati Rizqon Nujuludin Sri Nuraida Suheri Suheri Supriyadi Supriyadi Tuti Alawiah