An Outcome-based Education Curriculum in Indonesia’s Higher Education: ELT Lecturer Perceptions of Policy Implementation

Mufanti, Restu

An Outcome-based Education Curriculum in Indonesia’s Higher Education: ELT Lecturer Perceptions of Policy Implementation

Mufanti, Restu

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Publication Type:: Thesis
Issue Date:: 2025

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Field	Value	Language
dc.contributor.author	Mufanti, Restu
dc.date.accessioned	2025-07-23T01:03:12Z
dc.date.available	2025-07-23T01:03:12Z
dc.date.issued	2025
dc.identifier.uri	http://hdl.handle.net/10453/188668
dc.description	University of Technology Sydney. Faculty of Arts and Social Sciences.	en_US.UTF-8
dc.description.abstract	This research investigates English Language Teaching (ELT) lecturer’s perceptions of Outcome-based education (OBE) policy implementation and how they managed the transition from policy to practice. This qualitative, case study research project utilised a national Qualtrics online survey of 632 ELT university lecturers from 31 provinces in Indonesia, followed by 27 in-depth interviews. The results indicated that ELT lecturers perceived the OBE policy aims as minimally met, with significant gaps between its expected goals and actual outcomes in practice. Three main findings in support of this conclusion were that the quality of higher education remains stagnant, student competencies are lacking, and graduates are deficient in job-related skills. Also, ELT lecturers generally held positive views of the OBE policy due to its potential to equip learners with real-world applications of knowledge and skills and to enhance their engagement and achievement through measurable learning outcomes. However, this positive perception did not often lead to immediate changes in their attitudes and teaching practices because of three other dimensions identified which impact ELT lecturers’ work: operational, pedagogic, and cultural. Other identified challenges that required systemic reform were enhanced stakeholder engagement, sufficient resources for research and development, and empowering lecturers with the necessary tools and support.	en_US.UTF-8
dc.format	Thesis (PhD)
dc.language.iso	en_US	en_US.UTF-8
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/188668/1/thesis.pdf
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	© 2025 Restu Mufanti
dc.rights	au.edu.uts.lib/cph
dc.title	An Outcome-based Education Curriculum in Indonesia’s Higher Education: ELT Lecturer Perceptions of Policy Implementation	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*

Abstract:

This research investigates English Language Teaching (ELT) lecturer’s perceptions of Outcome-based education (OBE) policy implementation and how they managed the transition from policy to practice. This qualitative, case study research project utilised a national Qualtrics online survey of 632 ELT university lecturers from 31 provinces in Indonesia, followed by 27 in-depth interviews. The results indicated that ELT lecturers perceived the OBE policy aims as minimally met, with significant gaps between its expected goals and actual outcomes in practice. Three main findings in support of this conclusion were that the quality of higher education remains stagnant, student competencies are lacking, and graduates are deficient in job-related skills. Also, ELT lecturers generally held positive views of the OBE policy due to its potential to equip learners with real-world applications of knowledge and skills and to enhance their engagement and achievement through measurable learning outcomes. However, this positive perception did not often lead to immediate changes in their attitudes and teaching practices because of three other dimensions identified which impact ELT lecturers’ work: operational, pedagogic, and cultural. Other identified challenges that required systemic reform were enhanced stakeholder engagement, sufficient resources for research and development, and empowering lecturers with the necessary tools and support.

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http://hdl.handle.net/10453/188668