INTERNATIONALIZING ISLAMIC HIGHER EDUCATION IN INDONESIA - A LESSON LEARNED FROM AUSTRALIA - Abstract

Sep 10, 2026

Internationalization strengthens the quality and global recognition of Islamic higher education institutions in Indonesia. This qualitative case study examines how Indonesian institutions implement internationalization by drawing insights from Monash University in Australia. Interviews and document analysis were used to gather data. Results show key internationalization aspects are in place, yet significant improvement remains in quality, autonomy, and global alignment. Ongoing enhancement, financial and administrative autonomy, government policy support, and international accreditation are necessary to improve competitiveness and attract international students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Method

Findings and Discussion

Implications for Policy and Practice

INTERNATIONALIZING ISLAMIC HIGHER EDUCATION IN INDONESIA: A LESSON LEARNED FROM AUSTRALIA Sibawaihi Sibawaihi1*, Dwi Ratnasari1 , Sri Purnami1 , Melanie Brooks2 1Faculty of Tarbiyah and Education, Universitas Islam Negeri Sunan Kalijaga, Indonesia 2School of Education, Edith Cowan University, Australia *Corresponding Email: [sibawaihi@uin-suka.ac.id](sibawaihi@uin-suka.ac.id) Received: January, 2025. Accepted: April, 2025. Published: June, 2025. ABSTRACT Internationalization plays a crucial role in enhancing the quality and global recognition of Islamic higher education institutions in Indonesia. This study investigates how these institutions implement internationalization by drawing insights from the experience of Monash University in Australia. Using a qualitative case study approach, data were collected through interviews and document analysis. The findings indicate that while Islamic higher education institutions have implemented key aspects of internationalization, there is still room for improvement. Institutions must continuously enhance educational quality while maintaining their unique identity to attract international students. Greater autonomyin financial and administrativemanagementis necessaryto align Islamicuniversities with other leading public institutions. Policy support from the government is essential in ensuring institutional autonomy and protecting human resource rights without excessive intervention. Seeking international accreditation through relevant accrediting bodies is also critical in strengthening global competitiveness. These findings highlight the need for strategic efforts by university leaders, government, and stakeholders to advance the internationalization agenda in Islamic higher education. Strengthening institutional autonomy, improving quality standards, and achieving international accreditation will contribute to greater global engagement and recognition of Islamic universities in Indonesia. Keywords:Accreditation, Global Competitiveness, Internationalization, InstitutionalAutonomy, Islamic Higher Education INTRODUCTION Indonesia, like many other countries, faces increasing pressure to internationalize its higher education institutions. This demand comes not only from the Ministry of Education, Culture, Research, and Technology but also from the Ministry of Religious Affairs (Sibawaihi & Fernandes, 2023) . However, Islamic universities in Indonesia have not yet fully achieved successful internationalization. Accreditation, a key component of internationalization (Romanowski, 2022; Abasi et al. , 2022), has not been prioritized, with only Universitas Islam Negeri (UIN) Sunan Kalijaga holding internationally accredited study programs (Sibawaihi et al. , 2024) . Other institutions remain in the preparation or learning stages. This lack of international accreditation poses a significant challenge, as aligning with international standards is crucial for global recognition (Levin, 2001). Additionally, limited support for lecturermobility restricts participation in global academic activities (Fielden, 2008), further hindering internationalization efforts. To explore these challenges, this study examines how internationalization is implemented in Indonesian Islamic higher education institutions, drawing insights from Monash University in Australia. Two institutions, UIN Syarif Hidayatullah and UIN Sunan Kalijaga, were selected based on their explicit commitment to internationalizationin their vision and mission statements. Both institutions have increasingly prioritized internationalization following their transformation into universities (Fuadi, 2015; Sibawaihi & Fernandes, 2023). Monash University was chosen as a comparison due to its pioneering role in establishing international branch campuses, including one in Indonesia, making it a relevant model for understandinginternationalizationinhigher education(Levin, 2001; MonashUniversity, 2024a). Previous studies have exp

FAQs

What is the study’s main focus regarding internationalization in Indonesian Islamic higher education?

The study investigates how Indonesian Islamic higher education institutions implement internationalization, using Monash University’s experience in Australia as a reference point.

What research method does the study use to collect data?

The study uses a qualitative case study approach, collecting data through interviews and document analysis.

Why is international accreditation highlighted as critical in the study?

Accreditation is presented as essential for strengthening global competitiveness and supporting international recognition against international standards.

Sep 10, 2026

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