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p-Index From 2021 - 2026
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All Journal MANAGERIA: Jurnal Manajemen Pendidikan Islam IJAR : Indonesian Journal of Action Research
Muhammad Syaikhul Basyir
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Academic Governance of Islamic Higher Education as an Incentive Arena: Integrative Literature Analysis Based on Game Theory Dinana, Aqimi; Muhammad Syaikhul Basyir; Wirdatul Aini
Indonesian Journal of Action Research Vol. 4 No. 2 (2025)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijar.2025.42.06

Abstract

Purpose – This study aims to analyze academic governance in Islamic higher education as an incentive arena that shapes the strategic behavior of academic actors. It addresses the problem that formal regulations, accreditation systems, quality standards, and institutional visions do not automatically produce academic practices aligned with quality, integrity, and Islamic values. The main argument is that governance problems should be understood not only as managerial or regulatory issues, but also as problems of incentive design. Design/methods – This study employs an integrative-conceptual literature review. The reviewed literature covers Islamic higher education governance, game theory, principal-agent relations, academic incentives, quality assurance, performance-based policy, and research integrity. The data were analyzed through thematic synthesis by mapping actors, rules of the game, strategic choices, incentives, risks, payoffs, and governance outcomes. Findings – The findings show that Islamic higher education faces tension between performative demands, such as accreditation, publication, academic promotion, reputation, and internationalization, and normative values, such as trustworthiness, scholarly honesty, social responsibility, justice, and public benefit. When incentive structures reward administrative compliance and quantitative outputs more strongly than substantive quality, academic actors tend to choose strategies that are bureaucratically safe but academically weak. This study proposes an incentive-aligned model of Islamic academic governance that makes high-quality, honest, collaborative, and value-based academic behavior the most rational choice. Keyword: academic governance; Islamic higher education; game theory; academic incentives; scholarly integrity.
School Digital Reputation Management Through Social Media: an Integrative Review and Conceptual Framework Muhammad Syaikhul Basyir; Nur Saidah; Syaiful Kiram; Hanif Firdaus; Erik Junaedi
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.2026.111-07

Abstract

Digital platforms have expanded the arenas in which schools are evaluated, yet the literature often treats social media, branding, trust, and reputation as separate issues. This study synthesizes recent evidence and develops a school-focused conceptual framework for digital reputation management. A structured integrative literature review was conducted using Google Scholar, ScienceDirect, Taylor & Francis Online, SpringerLink, Emerald Insight, Garuda/Sinta, and official journal portals. Searches undertaken on 20–25 July 2026 and updated on 1 August 2026 identified 42 records. After four duplicates were removed, 38 records were screened, 28 full texts were assessed, and 20 publications from 2022–2026 met the eligibility and quality threshold. The corpus was appraised for topical relevance, methodological transparency, source credibility, and transferability to school settings, then analyzed through content coding and thematic synthesis. Six themes were identified: social media governance; digital branding and content credibility; stakeholder engagement; public trust; digital reputation risk; and educational competitiveness as a potential outcome. The synthesis distinguishes organizational branding efforts from reputation as an external, cumulative stakeholder evaluation. It proposes that governance enables credible content, engagement supports trust formation, and trust contributes to reputation, while risk management operates across the process. Any competitiveness benefit remains contingent on congruence between digital claims and actual educational service quality. The framework offers testable propositions and measurable managerial indicators for future school-based research.
Co-Authors Aqimi Dinana Erik Junaedi Hanif Firdaus Nur Saidah Syaiful Kiram Wirdatul Aini