Manajemen Perguruan Tinggi Inklusif dalam Perspektif Values-Driven Organizations di Universitas Negeri Surabaya dan Universitas Islam Malang

Management of Inclusive Higher Education in the Perspective of Values-Driven Organizations at Universitas Negeri Surabaya and Universitas Islam Malang

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kepemimpinan yang menginspirasi, strategi yang inovatif, menjalin hubungan yang baik antara internal dan eksternal, serta identitas organisasi di Universitas Negeri Surabaya dan Universitas Islam Malang.

Pendekatan penelitian yang digunakan adalah kualitatif dengan rancangan multi kasus, pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan studi dokumentasi. Pengecekan keabsahan data meliputi uji kredibiltas, transferabilitas, dependabilitas, dan konfirmabilitas. Teknik analisis data menggunakan analisis deskriptif melalui tahap kondensasi data, display data, dan verifikasi data.

Hasil penelitian menunjukkan: Terdapat beberapa values yang dimiliki pimpinan dalam mengelola Perguruan Tinggi Inklusif. Pertama, Unesa dan Unisma memiliki sosok pemimpin yang menginspirasi. Mengambil kebijakan yang mengarusutamakan pelayanan pendidikan inklusif. Pimpinan juga memiliki semangat yang tinggi dalam mendukung penyelenggaraan pendidikan inklusif. Pimpinan juga mampu menginternalisasi nilai-nilai inklusif kepada sivitas akademika. Pimpinan yang mampu melanjutkan estafet pemimpin sebelumnya dalam memajukan pendidikan inklusif. Pimpinan yang humanis. Kedua, Unesa dan Unisma memiliki strategi yang inovatif dalam pengelolaan perguruan tinggi inklusif melalui penciptaaan berbagai program inovatif yang diperuntukkan bagi mahasiswa disabilitas. Meningkatkan daya saing lulusan disabilitas agar siap bersaing di dunia kerja/usaha. Melakukan perubahan dengan melibatkan tenaga ahli pendidikan inklusif. Ketiga, Unesa dan Unisma selalu menjalin dan menjaga hubungan yang baik dengan lembaga internal maupun eksternal melalui berbagai kerja sama yang bersifat simbiosis mutualisme. Menjalin kerja sama dengan berbagai lembaga baik dalam maupun luar negeri. Keempat, Unesa dan Unisma memiliki identitas organisasi yang khas yaitu prinsip dan tata nilai yang diyakini serta dilaksanakan dalam kehidupan baik akademik maupun non akademik, memiliki ciri khas yang tidak dimiliki oleh perguruan tinggi lainnya, dan memiliki kepedulian terhadap mahasiswa disabilitas.

This study aims to describe and analyze inspiring leadership, innovative strategies, establishing good internal and external relationships, and organizational identity at Universitas Negeri Surabaya and Universitas Islam Malang.

The research approach used qualitative with a multi-case design, collecting data through in-depth interviews, observation, and documentation studies. Checking the validity of the data included the test of credibility, transferability, dependability, and confirmability. The data analysis technique used descriptive analysis through the stages of data condensation, data display, and data verification.

The results showed: There are several values that are owned by the leadership in managing an inclusive university. Firstly, Unesa and Unisma had inspiring leaders taking policies that mainstream inclusive education services. The leaders had a high spirit in supporting the implementation of inclusive education. They were also able to internalize inclusive values to the academic community. Leaders who were able to continue the relay of previous leaders in advancing inclusive education included into humanist leadership. Secondly, Unesa and Unisma had innovative strategies in managing inclusive universities through the creation of various innovative programs intended for students with disabilities. It intended to increase the competitiveness of graduates with disabilities so that they were ready to compete in the world of work/business. The leaders also made changes by involving inclusive education experts. Thirdly, Unesa and Unisma always established and maintained good relations with internal and external institutions through various collaborations that were symbiotic mutualism. They were collaborating with various institutions both at home and abroad. Fourthly, Unesa and Unisma had a distinctive organizational identity, namely principles and values that were believed and implemented in both academic and non-academic life, had characteristics that were not shared by other universities, and had concern for students with disabilities.