mr. doughlas- education

8/10/2019 Mr. Doughlas- Education

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EFFECTIVE HUMAN RESOURCE MANAGEMENT STRATEGY IN EDUCATION

AND RESEARCH

Introduction

1. Backround

Based on numerous research reports, retrospective analysis of what has been happening

in educational sector in many countries over a specific or a particular period of time can vividly

provide a valuable reflection on how educational phenomenon is being analyzed, developed,

intepreted, what policy issues have been addressed, and how countries have projected a possible

future anticipations. However, with the opportunities created by the impact of globalization on a

daily basis, it is also believed that international economic pressures increase peremptory requests

(demands) for a welleducated wor! force, within a country or across boarders. "herefore, for

economies, be it small or large, e#pect more from the individual country$s schools, but a bigger

question tend to reappear in the minds of policy ma!ers and educational e#perts, as to how other

countries or their individual neighbours are fairing on the same sector (education). But factors

permitting educational success are numerous and so does educational outcomes. %iting %oulson

(&''), factors related to educational outcomes, such as wealth, culture, demographics, etc.,

differ substantially, when in consideration of foreign e#periences is that nations, and it is

therefore dubious, critics claim, to assume that the performance of students in any particular

foreign nation is due to that nation$s school system alone.

Human *esource +anagement (H*+) is said to be the process of hiring

and developing employees so that they become more productive to an institution or an

organization or the company, valuable to the organization. "his therefore includes the followingconducting job analyses, planning employees$ needs for job, recruiting the right people for the

job at the right time, general orientation and training prospective qualified

people, managing financs, offering benefits and incentives, evaluating individual$s performance,

and communicating with all employees at all levels. Besides, H*+ brings out the important

values of trust, care, teamwor!, encouragement and development which help the overnment

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meet the principle of being a good employer and thereby motivating staff to give their best,

(+ichael, -). /n a similar note, H*+ is a process, which consists of four main activities,

namely, acquisition, development, motivation, as well as maintenance of human resources. But

0rmstrong (&''1) argues that human resource management is defined as a strategic and coherent

approach to the management of an organization$s most valued assets the people wor!ing there

who individually and collectively contribute to the achievement of its objectives.

"he most significant organizational development in this global era is the increasing

adherence and importance of the human resource, as one of the many resources of any given

company, institution or an organization. "herefore, more and more attention is being paid to

motivational aspects of human personality, such as the need for selfesteem, group belonging,

and selfactualization, but failures and success should be addressed for better opportunities.

0ccording to 2usuf (&''), globalization has brought a great effect to human life not only in

economic issues, but also in political, social, and cultural issues. 3ts effect can be positive, or

negative, depends on the quality of human resources. 3ndeed, human resources with low quality

will fail, while the only human resources with high quality standard will succeed in facing global

challenges.

However, research points out that 3ndonesia$s ability to compete in the global mar!et, use

technologies that can increase income and productivity and the country$s attractiveness toinvestors is shaped by the level of its human resources. 3ndonesia needs to quic!ly catch up with

its neighboring countries$ education standards, ("he 4orldban!, &''). "herefore, the quality of

the labor force should be given !een importance and professional consideration, when loo!ing at

the human resource development in any given country. 5rofessionally, the focus of effective

strategies in having reliable and efficient human resource in educational institutions include

e#tensive planning, job descriptions and analysis, systematic recruitment procedures,

performance appraisal, supervision and management approaches, and attractive and competitive

incentives, opportunities for continuous professional development, improvement of the quality of

wor! life and wor!ing environments.

"he e#pansions in higher institutions of learning imply stronger need for human

resources (lecturers) but that comes with financial constraints to the university. Besides, it should

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be noted that the changing nature of future wor! in universities also requires a wor!force that is

fle#ible and able to adapt to change. 3n order to meet the financial obligations to boost and

motivate the university human resources, higher educational institutions have to rethin! and

revamp its general function because of the projected decline in public funding and overall limited

resources, since financial constraints may be resolved by increasing student 3nta!e to generate

more revenue. "his will therefore ease the financial burden but also affect the productivity

negatively because the universities will have deal with more students for the same old limited

facilities and an alarming lecturer to students$ ratio.

"he government should develop a high quality education system in which every student

can be provided access to the educational components that are essential, (2usuf, &''). 3n support

of his opinion, "he %alifornia +aster 5lan for 6ducation (&''7) was cited, which had the

following approaches a) physical learning environment that is safe, well equipped, and well

maintained, b) a qualified and inspiring teacher in the classroom, c) a rigorous curriculum that

will prepare all students for success in postsecondary education, wor!, and society, c) current

te#tboo!s, technology, and instructional materials aligned with learning e#pectations, d)

adequate learning support services, and e) qualified school or campus administrators, to maintain

an educational culture that is inviting and safe, and that places a high value on student

achievement and teaching e#cellence,

!"O#$r#i$% o& Education in t'$ US in r$(ation to ot'$r countri$)

0sia has been at the center of many researchers and educational analyst because of the

e#traordinary leap made in education. 0ccording to 896:%/3: (&'-;), citing (0


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However, Herman et al, (&'-7) identified that "he 8nited :tates has a large preschool

access gap. /nly 1 percent of ;yearold 0merican children are enrolled in early childhood

education, and it is ran!ed &1th in access to preschool for ;yearolds and &;th on access for 7

yearolds. +oreover, topperforming countries are outpacing the 8nited :tates in preschool

participation for ;yearolds. >or instance, 2apan which outperformed the 8nited :tates by more

than ;' points on the most recent international test of fourthgrade math, enrolls nearly all of its

;yearolds in preschool. 0nother closer ally, the 8nited ?ingdom also enrolls at least @ percent

of its ;yearolds in preschool. Beside, the story is similar for 7yearolds, where seven countries

including >rance, 9orway, and 3taly ensure that at least ' percent of all 7yearolds have access

to preschool. 3n the 8nited :tates that number is barely ' percent. Besides, Herman et al, (&'-7)

cite a report released in &'-&, A"he %ompetition that *eally +atters, %05 outlined %hina$s and

3ndia$s commitments, where the rising superpowers 3ndia and %hina are ma!ing serious and

significant commitments to e#pand access to early childhood education over the ne#t few

decadesCC

0) By &'&', %hina will increase preschool enrollment by ' percent, providing access to ;'

million children. "his access will include 7 years of preschool for @' percent of all

children in %hina and at least two years to D' percent of 7 and ; year olds.

B) By &'-D, 3ndia will raise the percent of children who are ready for school from &1 to 1',for a total of about - million children school ready. "he preschool system already

reaches 7D million children under si#.

0ccording to the 4ashington


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+any in the media and education policy circles then call for the emulation of that topscoring

nation. %oulson further laments that, as s!eptics rightly observe, however, it is not possible to

conclude that a particular nation$s success on a single test is attributable entirely or even chiefly

to its education system.

>rom a different point of view, *uddoc! and :ainsbury (&''D) cited ray (&''D), the

professor of education from university of %ambridge, who elaborated that in other areas of the

+aths curriculum, however, there do seem to be differences of emphasis. "here is considerably

less match, for e#ample, in the ways in which =:hape, space and measures$ and =Handling data$

are tac!led across the different systems. "hese factors, in turn, affect the general conclusions the

report draws about the =breadth$ and =difficulty$ of the various components of the +aths curricula

under comparison. 4ith respect to =9umber$ four of the participating countries (:ingapore,

%hinese "aipei, Hong ?ong and Eatvia) seem to e#pect more than 6ngland only the 9etherlands

and /ntario e#pect less. 0 different picture emerges in relation to =:hape, space and measures$

here only one country (Hong ?ong) definitely has higher e#pectations, whilst %hinese "aipei

may have. +eanwhile, with respect to =Handling data$, 6ngland seems to demand more of its

pupils and on a broader front than most of the other high performing countries only /ntario

seems similar.

Eayton (&'-7) quotes 2ac! Buc!ley, commissioner at the 9ational %enter for 6ducation:tatistics, as having said, Atheir scores are stagnant, they are not seeing any improvement for

their -yearolds, but their ran!ing is slipping because a lot of these other countries are

improving. 0nd the 6ducation :ecretary 0rne


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was outscored by 6uropean countries including Eatvia, Britain, 5oland, >rance, ermany and

:lovenia.

A" Va(u$ o& R$)$arc' $()$%'$r$

*esearchers and educators should understand that e#panding up and e#panding out are

both necessary if the quality of higher education within universities is to be achieved and

available to the growing number of students. "he number of students see!ing university or

tartiary eduacation have risen in bot the developed and developing or underdeveloping

economise. Based on the report from 896:%/ 3nstitute for :tatistics (&'-;), the government

wants, among other things, for the country to have its own indigenous research capability and notrely too much on industrial research underta!en by foreign companies.

"he government would li!e to accelerate the production of doctorates. "here are about

&-,''' 5h< holders in +alaysia. "he goal is to produce -'',''' 5h< holders by &'&' (including

locally trained, overseas trained and split programmes with foreign universities). "o support that

priority, the +alaysian government has been generous in providing inputs to graduate education.

3n &''D, the +inistry of Higher 6ducation (+oH6) designated four universities as research

universities, and later added a fifth university to this group, and directed special funds to assist

those institutions to e#pand their graduatelevel research and teaching facilities. Between &''D

and &'', these five research universities received an increase of appro#imately @-F funding

from the government (4orld Ban!, &'--). 0dditionally, the government has allocated another

'' million ringgit (around 8:G-1' million) to finance graduate students.

*" Hi'$r Education

A" Ro($ o& uni#$r)iti$)

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8niversities are a crucial factor for !nowledge production and dissemination in high

income economies, speeding up the processes of innovation and technical progress. "hey play a

central role, not only as producers of basic research, but also by creating human capital in the

form of highers!illed labour (Eundvall, -& 6tz!owitz and Eeydesdorff, &''' ibbons et al.,

-; :chiller and Eiefner, &''@ 0nselin et al., -@), cited by 896:%/ 3nstitute for :tatistics

(&'-;).

B" Acad$+ic ,rora+) -on(in$"

0ccording to the report from 896:%/ 3nstitute for :tatistics (&'-;), in some countries,

cost reduction strategies often involved greater use of online and other technology basedinstruction in which larger numbers of students could be enrolled at a lower perstudent cost.

3ndeed, 0sia leads the way in using distance education as a means to e#tend access while

controlling costs in higher education. 0cross the region, more than @' universities now deliver

instruction e#clusively through distance education (0


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-) overnment commitment and e#penses on schools,

&) 5arental influence on educational systems, policies and satisfaction,

7) :tructural facilities and maintance (eg., des!s, classroomsIbuildings, 3"I3%", etc),

;) :ubsequent earnings of education graduates,

) 3ndividuals going for a teaching careers (not as a last option),

1) 6minent competition within schools, such as government funded schools and private

owned schools,

@) 0cademic achievement (as measured by student test scores),

D) overnment$s investment of research and development, and 3nformation "echnology.

D" I((u)tration o& in)titutiona( action) to ,ro+ot$ 'i' rankin), (by 896:%/

3nstitute for :tatistics (&'-;), citing Hazel!orn (&''a)

0 way to signal topquality higher education is for a country$s top universities to place

high in international ran!ings. *an!ings depend heavily on research productivity, widely

measured by faculty publication rates. :o there is a tendency for governments to pressure

universities to raise their international standing, while university administrators pressure faculty

to do more research.

Organization/management:(-) modify institutionJs strategic planning, &) establish

centres of e#cellence, 7) set up international colleges, ;) e#plicate performance

agreements and !ey performance indicators, and ) regularly broadcast evaluation

results).

Research: (-) increase outputs, quality and citations, &) reward faculty for

publications in toptier journals, and 7) require doctoral students to publish before

graduation).

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Student:(-) modify the ratio of undergraduates to graduates, &) proactively recruit

international students, and 7) increase e#change or study abroad activities.

Faculty: (-) recruit highachieving scholars, &) create new contract types for

employees, 7) identify wea! performers, and ;) recruit international academic staff.

External relations:(-) flag ran!ing results to the public (e.g. university$s website or

newspaper).

E" Factor) A&&$ctin Education in D$#$(o,in Econo+i$) -S. A+$rica/ A)ia/ A&rica"

3n many developing economies around the world, such as in 0sia, inclusive of 3ndonesia,

it is assumed that low level of education among the youths who are the future labor force in

3ndonesia, its wor! efficiency and productivity is also low particularly in primary sector of the

economy. 3n addition, many graduates of all teacher training institutes end up becoming teachers

without proper chec!ing for their preparedness to successfully impart !nowledge and s!ills under

various school conditions, it is saddening to !now that not all children are in school, given the

meagger natural resources that the country is blessed with.

However, the major hinderance to educational system in almost all developing economies

include the following but not limited toC a) regional differences in enrollment and sustainability,

b) high dropout rates and lac! of motivation, c) poverty which has created disparities, d) the

quality of schooling is incapacitated, and rather low, e) teacher preparation and attendance are

inadequate, f) lac! of teachers$ continuous professional development, g) inconsistent pedagogy

(curricula from the government, private, international schools, religious funded schools,

homeschooling, etc), h) decentralization system of education (lac!ing uniformity), i) limitation in

funding (e#perimental studies, science subjects, etc.), and j) wea! quality of the teaching forcewho are not competitive internationally,

0" Hu+an R$)ourc$ Mana$+$nt A,,roac' to Educationa( Succ$))

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0) :ummary of H*+ 5rocedures

+ost human resource e#perts have been propelled to point out that proper planning,

forecasting needs and management of human resources in any organizations is essential in order

to boost the productivities, confidence, the capabilities, motivation, and overall effectiveness of

personnel. +eanwhile, in education the followings should be analyzedC

-) Objective:(to engage educators, to manage educators, to develop faculty and staff, and to

utilize full potential in alignment with university mission, strategy and plans)

&) Recruitment: (effective lecturingIteaching qualifications, reliable and relevant

lecturingIteaching e#periences, and reliable competencies, and other special lecturing or

teaching characteristics).

7) Engagement: ( job specification, job qualification, job description, job assignment,

evaluation, and minimum wor! load for faculty researcher)

0ccording to 3oan and 3vana (&'--), an organizationJs ability to ta!e care of employees

depends on recognizing the importance of the concept of internal mar!eting, but also of the level

of development of emotional intelligence of managers, where in this approach, the internal

mar!eting would include, the university$s academic courses, programs, facilities such as, the

libraries, computer lab, scientific laboratories, etc.

B) ractic$) t'at ui(d t'$ 2ua(it3 o& t'$ orani4ation5) %ork&orc$

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*igorous *ecruiting

:elective Hiring

6#tensive "raining

%areer


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0pparently, educators should posses certain ideal human resource attributes, such as

substantial educational qualifications, s!ills, e#perience, physical characteristics, mental abilities,

values, and attitudes needed for e#tension. 3t is worth noting that the success of any educational

institutions depend heavily upon selection of qualified and motivated educators (lecturers for

university education, instructors, tutors and teachers). "eacher quality is not solely determined by

a credential or degree, and we should thin! of it as a characteristic that evolves throughout a

teacher$s career, rather than as a static achievement. "eacher quality is an attribute that grows or

diminishes based on conditions in which a teacher wor!s, personal motivation, and opportunities

for growth and development, (2usuf, &'').

0) %ontinuous 5rofessional


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governments should strive towards achieving e#cellence and employees$ career continuity in

order to support educational system and thereby retaining highquality human resource (staff in

different levels teachers, lecturers, administrators, and academicsupport staff), throughC 0)

offering adequate salary (pay), b) displaying distinctive job e#pectations that focus on effective

pedagogy, c) lecturers$ appropriate performance appraisals that are based on educational

e#pectations and competencies, d) ac!nowledging and rewarding educators with high levels of

e#cellence, e) improving infracture to enable effective teacherIlecturer$s ratio to students, f)

encouraging lecturers$ creative, problemsolving techniques and research endeavours, and g)

facilitating funds for human resource continuous professional development, through further

studies, wor!shop, seminar, training, conference, etc.

7" Conc(u)ion

3n conclusion, it is vital to point out that, the !ey element in the success of any

educational institution is vast but in order to improve students$ academic performance, is to

improve the strategies of enhancing and producing effective and productive human resources,

such as qualified and e#perienced lecturers for university education and teachers for primary

and secondary education.

However, for the case of the *epublic of 3ndonesia, it can be positively put that the

government has done a tremendous wor! in improving lecturers$ qualification through numerous

scholarship (study opportunities) for masters and 5h.< studies, and the quality of teachers

through teachers$ certifications, massive improvement of qualification, and thereby raising the

competence of educational human resource personnel.

Based on H*+ and psychological !nowledge, human beings are very sensitive to

criticisms and they develop strong will to be recognized and rewarded for special efforts that

they contribute to any institution, be it education, legal, practical fieldoriented, hospital, etc.

"herefore, administrators should note that the cost of recognition is not always the most

important and appreciated core component but rather focus on the employees$ strive to have

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some sort of tangible proof that management values the wor! they do that could be, through

appraisal, appreciations, etc.

8" R$&$r$nc$

%oulson, 2. 0. (&''). %omparing 5ublic, 5rivate, and +ar!et :choolsC "he 3nternational6vidence.Journal of School Choice, 3:3154, 2009, Routledge, Taylor !ranci" #rou$,%%C. %ato 3nstitute %enter for 6ducational >reedom, 5oulsbo, 4ashington.

Herman. 2, 5ost. :, and /$Halloran. :. (+ay &, &'-7). "he 8nited :tates 3s >ar Behind /ther%ountries on 5re?. %enter for 0merican 5rogress.(lin!.......................................)

3oan.


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"he %enter for the :tudy of :ocial 5olicy. (2une, &''&). 3mproving the Kuality of Human:ervices "hrough *esults/riented Human *esource +anagement. >unded by 0nnie 6.%asey >oundation.8:0.

"he 4orld Ban!. (2anuary, &'').3mproving 6ducation Kuality. 3ndonesiaC 3deas for the future.

httpCIIsiteresources.worldban!.orgI39"39

mr. doughlas- education

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