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One of the most critical responsibilities I carry as the Head of the English Language & Cultural Studies program at Universitas Sugeng Hartono is ensuring that our curriculum development does not fall into a common trap in higher education: defining excellence through comparison.
It is easy—perhaps too easy—to measure ourselves against well-established public universities, especially those known for their strong academic reputation. Their graduates are often recognized for their linguistic fluency, academic rigor, and institutional prestige. However, the question I constantly ask myself is:
Should we compete in the same way, or should we redefine what excellence means for our own context?
I have come to believe that attempting to replicate the model of top-tier institutions is not only unrealistic but also strategically limiting. It risks narrowing our identity instead of strengthening it. As a developing program, our strength does not lie in imitation—it lies in clarity of vision and distinctiveness of direction.
What to start
The Responsibility to Think Beyond Limits
As a program leader, I have learned that it is not enough to think realistically. At times, we must be willing to think beyond what appears reasonable.
To build a meaningful and competitive academic program, we must dare to:
– think big
– think clearly
– and sometimes, think in ways that may initially seem “too ambitious”
But ambition alone is not enough.
What matters is having a vision that is not only bold but also crystal clear and actionable. A vision that can be translated into curriculum design, learning experiences, and ultimately, graduate outcomes.
This is where the three core DNA of our curriculum—Cultural & Local Empowerment, Digital & AI-Enhanced English, and Structured & Assessment-Based Excellence—begin to function not merely as philosophical ideas, but as operational directions.
From Philosophy to Tangible Outcomes
One of the most important shifts in my thinking has been this:
A curriculum should not stop at philosophy.
It must lead to tangible outcomes.
The real question is not:
“What do we want students to learn?”
But rather:
“Where will our graduates be, and what will they be capable of doing?”
This shift moves curriculum development from an inward-looking process to an outward-oriented strategy.
Starting from the End: Where Will Our Graduates Go?
Instead of beginning solely with course design, I believe we must start with a more strategic question:
Which industries, institutions, and companies will our graduates enter?
Understanding this is not a secondary step—it is a foundational one.
We need to actively map:
– potential industries
– relevant companies
– emerging professional roles
– required competencies
This requires research, observation, and continuous engagement with the professional world.
Because ultimately, a study program is not only an academic space—it is also a bridge between education and real-world application.
Building Networks Before Graduates Arrive
Another important realisation is this:
Graduate success does not begin after graduation. It begins during curriculum design.
If we want graduates to be absorbed into the workforce, we cannot wait until they graduate to start building connections.
We must begin early by:
– establishing partnerships with industries
– building professional networks
– understanding employer expectations
More importantly, we must be able to say with confidence:
Our graduates are not only qualified, but also ready to contribute meaningfully to your organisation.
This is where curriculum design becomes deeply strategic.
Guaranteeing Capability, Not Just Graduation
A strong program should not only produce graduates—it should produce capable individuals.
This means that every element of the curriculum must contribute to ensuring that students:
– develop relevant competencies
– gain practical experience
– understand professional expectations
– are able to adapt to real-world challenges
The three DNA of our curriculum are designed precisely for this purpose:
– to ground students in culture
– to equip them with digital competencies
– to guide their learning through structured-monitoring and assessment
Together, these elements aim to produce graduates who are not only knowledgeable, but also ready and reliable.
Redefining Excellence
In the end, excellence is not about competing on the same parameters as others.
It is about defining:
– what we stand for
– what we prioritise
– and what kind of graduates we are committed to shaping
If other institutions are known for producing graduates who are fluent and diplomatically skilled, then we must ask:
What will our graduates be known for?
Clarity in answering this question is far more powerful than comparison.
Closing Reflection
I also recognise that leadership does not emerge in isolation. It is shaped, refined, and sometimes even awakened through meaningful mentorship.
I am grateful for the guidance of the Dean of the Faculty of Applied Life Sciences & Humanities at Universitas Sugeng Hartono, whose belief and trust have played a significant role in shaping how I see both my work and my potential.
To be seen not only for what you have done, but for what you are capable of becoming, is a rare form of support—and one that carries responsibility as much as it carries strength.
And perhaps this is what leadership ultimately calls for—not only the ability to design systems or define visions, but the courage to grow into them, fully and intentionally.
In the end, I do not aim to build a program that merely competes.
I aim to build one that is recognized—because it knows exactly what it stands for, and what kind of graduates it is committed to shaping.
NANTIKAN KABAR NOTES FROM AN ACADEMIC LEADER SERIES BERIKUTNYA
Berbagi Refleksi Permasalahan Kepemimpinan Akademik
(*) Informasi Kendala Teknis
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Karin Sari Saputra
Founder of Elingway: Learning Any Language Differently
Berbeda – Mendukung – Memberi Lebih
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