Involvement of Higher Education in Building Human Resources Character in the Era of Globalization
Bibliographic record
Abstract
1. IntroductionThis article is a summary of the research that has been conducted by researchers at the beginning of 2015. The purpose of this study were (1) to explain the role played by universities in improving its human resources are office holders, faculty, and students, (2) explain the program what is being done related to the improvement of human resources. (3) explains the non-academic program to support the implementation of a program that has been prepared so as to ensure the creation of academic so as to ensure the creation of academic atmosphere and moral. The third goal is to measure the extent of the college is able to respond to the demands of society and the government to universities, especially to respond to necessities and problems in the face of today's globalized world.In the world of higher education, globalization will encourage higher education related to the role as a force for economic growth than as a power to find the truth. Definitions, concepts and achievement will be the quality of the bureaucrats-managers authority rather than the authority of the professor of academics. The college will be more focus on the client or customer (Cowen, 1996). These conditions are not always bad actually, but in globalization, the client or customer will have the meaning of donors or the ability to help fund for college. The result was predictable, the first that the college will be dominated by families who have wealth and economic capabilities so that the college can not be denied again will become a means of social reproduction. In the next stage, the college will always be dictated by the strength of the college funding that will no longer question the ethical issues of community, social justice and critical assessment. At this stage, in the world of college academics teacher's role in the search for truth will be defeated by the managerial-bureaucratic. The impact of globalization on national education is very large, although it is difficult to pin down the facts and figures. The impact is very clear is that globalization will encourage financial policies based on capitalist that will ultimately keep the education of the population that is economically incapable.Responsibility to respond to the above conditions are not only imposed by certain groups that are directly related to the world economic market but must be addressed by all parties. World of higher education is the most strategic to prepare personnel educated and skilled relevant and contextual in filling and facing the globalized world. Higher education in this case is the universities both public and private should always perform the steps in the progressive education programs so that it is capable of performing its duties and devotion in building a developed and developing nation. In this context, the general aim of this study wanted to see the steps undertaken by higher education in response to globalization. From some of the above problems, the following questions arise: How higher education in Indonesia to face the challenges of globalization? What prepared by the higher education in Indonesia to face the challenges of globalization? And how higher education prepares human resources in this era of globalization?2. Literature Review2.1 Era of GlobalizationGlobalization is not without consequences. Therefore, we should observe a positive or negative impact of that era. As we see an open world provides new opportunities but also new challenges. Open world is not without protection. Each nation would want their nation to be developed on par with other nations advanced. In line with the pace of world trade, it will be rapidly expanding consumerism. Among the effects of globalization is the emergence of a community of mega-competition where everyone is vying to make the best, achieve the best. World in the era of globalization is the world's pursuit of quality and excellence. With the struggle of the people expected to be dynamic, constantly forward and pursue the best. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.011 |
| Scholarly communication | 0.012 | 0.006 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.013 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".