Regulatory Misalignment and Academic Professionalism Erosion Among Indonesian Lecturers
DOI:
https://doi.org/10.26905/pjiap.v11i2.16547Keywords:
Academic professionalism, Bureaucratic reform, Grindle’s framework, Higher education governance, Policy implementationAbstract
This study examines the implementation of Indonesian PANRB Regulation No. 1/2023, which was designed to streamline civil service administration but has had adverse effects on academic professionalism among lecturers. Employing a qualitative bibliographic approach, this research analyzes government policy documents, official circulars, media reports, and peer-reviewed academic literature. The study analyzed data through Grindle’s Implementation Framework, focusing on the interaction between policy content and implementation context. Findings reveal a fundamental epistemic mismatch between the regulation’s bureaucratic standardization logic and the non-linear nature of academic work. The policy imposes rigid performance reporting requirements and relies on unintegrated digital systems, while institutional capacity and inter-ministerial coordination remain insufficient. These conditions generate professional resistance, declining research productivity, and the erosion of academic autonomy, a phenomenon this study conceptualizes as “aca-demic alienation.” This research contributes to implementation theory by demonstrating how content-context misalignment produces “implementation gridlock” in knowledge-intensive public sectors. Policy recommendations include inter-ministerial harmonization, differentiated performance indicators, and participatory policy formulation involving academic stakeholders.
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