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All Journal International Journal of Engagement and Empowerment (IJE2) El Midad: Jurnal Jurusan PGMI
Nurul Dewi hayati
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.
RETHINKING EDUCATIONAL MANAGERIALISM: A CRITICAL PARADIGM AS AN EPISTEMOLOGICAL COUNTERBALANCE IN CONTEMPORARY EDUCATION Supriyadi Supriyadi; Nuryati Nuryati; Nurul Dewi hayati; Masitoh Masitoh; Siti Nur Asiah
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.v18i1.14712

Abstract

The growing dominance of educational managerialism in contemporary education has reshaped governance practices by emphasizing efficiency, accountability, standardization, and performance measurement. While managerial approaches have contributed to administrative order and organizational control, they are increasingly criticized for narrowing the epistemological and ethical foundations of education. This study aims to examine educational managerialism as a critical epistemological paradigm and to position the critical paradigm as an epistemological counterbalance within contemporary education. Employing a qualitative critical literature review, this study analyzes peer-reviewed journal articles and scholarly books published between 2020 and 2024 using a critical epistemological framework informed by critical social theory. The analysis focuses on uncovering the epistemological assumptions, ideological orientations, and power relations embedded in managerial knowledge and governance practices. The findings reveal that educational managerialism privileges instrumental rationality and claims of value neutrality, which function to legitimize performance-based governance while marginalizing reflective, ethical, and contextual forms of educational knowledge. In contrast, the critical paradigm offers a reflective framework that challenges these assumptions and reorients educational management toward democratic participation, social justice, and human emancipation. Rather than rejecting management outright, this study demonstrates that the critical paradigm can function as a corrective and balancing epistemological framework, enabling more humanistic and ethically grounded approaches to educational governance. This article contributes to international debates on critical educational management by advancing an epistemological synthesis that integrates critique with constructive transformation.
Co-Authors Eva Aqilah Abu Jalil Evi Gustini Furtasan Ali Yusuf Mad Uma Masitoh Masitoh Matlaul Anwar Nuryati Nuryati Rizqon Nujuludin Saprudin Saprudin Siti Nur Asiah Sri Nuraida Suheri Suheri Supriyadi Supriyadi Tuti Alawiah