Between Educational Autonomy and Social Justice: A Qualitative Analysis of PTN-BH Policy in Indonesia
DOI:
https://doi.org/10.21154/aicied.v4i.1749Keywords:
Higher education governance; Qualitative Policy Analysis; social justice; State Universities with Legal Entities (PTN-BH); university autonomy.Abstract
The reform of higher education governance in Indonesia through the State Universities with Legal Entities (PTN-BH) policy aims to strengthen institutional autonomy to improve the quality, efficiency, and competitiveness of higher education institutions. However, this expansion of autonomy has also given rise to debate regarding the potential commercialization of education and its implications for social justice in access to higher education. This study aims to analyze the direction of PTN-BH policy, the construction of autonomy in its governance model, and the relationship between higher education autonomy and social justice. The study uses a Qualitative Policy Analysis (QPA) approach with an evaluative-normative orientation through the analysis of policy documents and scientific literature, interpreted using Higher Education Autonomy Theory and Rawlsian Social Justice Theory. The results show that PTN-BH constructs a managed autonomy model by expanding authority in the academic, organizational, human resources, and financial fields while maintaining public accountability. Furthermore, the relationship between higher education autonomy and social justice is dynamic and mutually balancing. Therefore, the successful implementation of PTN-BH is determined not only by improving the institution's performance and competitiveness, but also by its ability to ensure inclusive, equitable, and sustainable access to higher education
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