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Scientific Knowledge and the Transgression of Boundaries pp 103–132Cite as

Shifting Practices of Academia as an Entrepreneurial Organization in Indonesia

The Case of ATMI Polytechnic Cikarang

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Abstract

The study examines how the polytechnic—as a knowledge producing organization in the Indonesian science system—produces and exchanges knowledge with other organizations in Indonesia. The study is situated in organizational sociology . The term “knowledge” in this chapter refers to tacit knowledge produced by knowledge-based workers in the polytechnic field. It discusses the production-based education method as well as entrepreneurial and academic organization. Empirically, it demonstrates the organizational change process heading towards the market and how collaboration between polytechnics and industry is achieved. By using reflexive ethnography, the chapter shows how practice at ATMI Polytechnic Cikarang Indonesia is changing, with the actual orientation of work shifting to an entrepreneurial organization .

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Notes

  1. 1.

    Hence, I treat these knowledge producing organizations on an equal level for the purpose of sociological analysis. In addition, I start from the context, which in this case is the Indonesian context that situates these organizations on the same page. Conceptually they are different organizations. Polytechnics, as a part of the vocational education system, put more emphasis on the development of competence as human capital for the purposes of occupational work (see Fischer and Boreham 2008a). Universities, on the other hand, are often tied with the idea of an “ivory tower” and the production of scientific knowledge.

  2. 2.

    The implications of using an extended method in the overall rubrics of analysis in the organizational research are: Firstly, one will encounter a dialogue form of discussion between the researcher and the respondents; secondly, critical thinking: I often asked myself whether the rendition or analysis of data is accurate, whether the questions I have asked suffice and are sufficient as a follow up. Thirdly, I acknowledge that my entrance into the field is also influenced by who I am. I am a female Indonesian who speaks fluent Indonesian and basic Javanese.

  3. 3.

    For a conceptual and empirical discussion of tacit knowledge, please refer to the third section of this chapter. I describe the first shift of tacit knowledge in manufacturing processes in this section.

  4. 4.

    Peterson and Berger’s study (1971) was based on the record industry and how it coped with turbulent market environments. It captured the three organizational strategies whereby organizations may adapt to entrepreneurship; first by segregating the environment-linked segment, second by isolating the entrepreneurial function, and third by limiting entrepreneurial liability. The study is cited due to its similarity of focusing on how an organization survives by greater integration into a market environment. Yet, in contrast to their study, I present herewith how the shifts or changes of organizational orientation have taken place in an intended or unintended manner.

  5. 5.

    See the following website for further information: http://forlap.dikti.go.id/ (accessed 18 May 2015). PDPT is the portal for the higher education database (or Pangkalan Data Pendidikan Tinggi).

  6. 6.

    “Part” as a term in this chapter is used to refer to goods produced in the assembling mode, such as moulds, blow moulds, die casting, dies, special purpose machines, and jig fixtures. It also includes component spare parts, such as shafts, gears, flanges, and parts composed of ferro- as well as non-ferro-based materials (email communication with an instructor, 3 July 2011). This part can be a complete part whereby no further process is required (barang jadi), or an incomplete part whereby further processing and additional manufacturing is necessary (barang setengah jadi) (informal discussion with an instructor, Cikarang, 2 Feb. 2011). A common stand is that the production of these parts is based on the needs and orders made by industries. These practices of manufacturing and producing parts are denoted as job orders (interview with an instructor, Cikarang, 17 June 2010).

  7. 7.

    “Romo” is a Javanese term; in a Catholic-based education system, it is synonymous with the term “Father”.

  8. 8.

    Meusburger (2008, pp. 66–67) sees culture as a system that is not stable. It comprises signs and interpretations that also incorporate processes and take place in a constant motion. The shared frame of reference can be exercised through the usage of a language, such as Japanese, between first tier supplier and second tier suppliers.

  9. 9.

    As stated earlier in this writing, I situate universities on par with polytechnics to grasp the idea of entrepreneurial organization .

  10. 10.

    As pointed out by Leydesdorff and Etzkowitz (1998), historical analysis is useful to the extent that one can reconstruct on the basis of existing comprehension how the actors can learn to control the prevailing contingencies. They then point out how evolutionary models do not focus on the historical contexts per se, but on the working of the emerging systems of innovation.

  11. 11.

    In regard to this point, Willke (1999, pp. 4–5) added that a revival of the theme of knowledge society does not come from sociology or political science, but that it instead comes from management theory.

  12. 12.

    I use the term “subjective element” to refer to an individual’s tacit knowing, which may include intuition. “Objective element” is utilized to allude to an organization’s collective way of (unwritten) knowing. The former can be illustrated in the determination of a part/product that does not meet quality requirements, whilst the latter can be seen from the common shared understanding of how to produce a product/part simply by looking at a drawing from an engineer at the Polytechnic.

  13. 13.

    The instructors are divided to teach students from the first level to the third level. In the first level, the instructors are in charge of teaching the students the basics of technical manufacturing: Engineering including milling, tooling, grinding, drawing, and heat treatment. At the second level, the instructors assist the students in the full production of parts. The second level consists of two cycles (putaran). Each cycle includes grinding (bubut), milling, learning at center for tools, welding and heat treatment (informal discussion with an instructor, Cikarang, 8 Feb. 2011). The emphasis again is on production. At the third level, the instructors assist students in the production of parts and in training them in different areas, such as pneumatics and electronics. These activities take place mostly in production. The activities of instructors are oriented towards practice rather than theory. The competence of instructors is assessed from an understanding of how to operate machines and produce parts for machines to the required standard of quality (interview with an instructor, Cikarang, 22 Nov. 2010).

  14. 14.

    The lecturers work within the theoretical realm of teaching. The curriculum for teaching at the Polytechnic is 30 % theoretical and 70 % practical. The lecturers teach the required 30 % component. The lecturers are involved in class-based teaching of various subjects, ranging from material sciences to Pancasila (Pancasila designates the five values promoted at the state level of ideology in Indonesia). Some of these lecturers are professionals from the industrial sector, such as professionals in the field of progressive dies.

  15. 15.

    Only 18 respondents are directly involved in the manufacturing process , i.e., lecturers. The remaining 15 are lecturers who are mainly involved in teaching activities at the Polytechnic.

  16. 16.

    I focus on instructors in the second level who are both teaching students and fully engaged in production.

  17. 17.

    Documents such as books on ATMI Polytechnic and papers on the flow of parts manufacturing written by the Polytechnic personnel do not address this non-technical factor. The researcher recorded to the best of her ability these numerous informal discussions on the non-technical factors in the field notes.

  18. 18.

    This hubungan baik or good relation is facilitated by alumni relations.

  19. 19.

    This is also evident in the process of constructing the new Loyola building in the complex of ATMI Polytechnic in Cikarang. Part of the ceremony is the three Romos (or Fathers) and the representative from the funding company holding the four pillars of the future construction on 31 July 2011. This in a way symbolizes partnership.

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Acknowledgments

I am sincerely grateful for the reviewers’ feedback and the discussions with Solvay Gerke and Hans-Dieter Evers in Bonn, Germany, which have shaped the revision of the chapter. Anastasiya Shtaltovna in Montreal, Canada, has provided detailed and useful feedback for the revision and the overall structure of this chapter.

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  1. Brunei Muara District, Brunei

    Farah Purwaningrum

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  1. Farah Purwaningrum
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Correspondence to Farah Purwaningrum .

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  1. Karlsruher Institut für Technologie (KIT) , Karlsruhe, Germany

    Bettina-Johanna Krings

  2. University of the Basque Country UPV/EHU , Vitoria-Gasteiz, Spain

    Hannot Rodríguez

  3. Berlin, Germany

    Anna Schleisiek

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Purwaningrum, F. (2016). Shifting Practices of Academia as an Entrepreneurial Organization in Indonesia. In: Krings, BJ., Rodríguez, H., Schleisiek, A. (eds) Scientific Knowledge and the Transgression of Boundaries. Technikzukünfte, Wissenschaft und Gesellschaft / Futures of Technology, Science and Society. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-14449-4_5

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