Nuryadin Eko Raharjo, Amat Jaedun, Asnul Dahar Minghat, Nur Ayuni Shamsul Bahri, Siti Salina Mustakim, Arum Dwi Hastutiningsih

Establishing outcome-based curriculum: a triple helix partnership among Universities, Industries, and Government Agencies

Introduction

Establishing outcome-based curriculum: a triple helix partnership among universities, industries, and government agencies. Explore outcome-based curriculum development through a Triple Helix partnership (universities, industries, government) in Indonesia & Malaysia. Assesses current implementation and stakeholder roles.

Abstract

The Triple Helix Model (THM) of innovation has gained significant attention as a policymaking framework to enhance innovation and promote economic growth. This aligns with the principles of Outcome-Based Education (OBE), which focuses on clearly defined skills and knowledge that individuals are expected to acquire. This study aims to: (1) identify the THM model suitable for Indonesia and Malaysia; (2) describe the current level of THM implementation; (3) assess the THM ecosystem's needs from the perspectives of government, industry, and universities; (4) evaluate the role of the government in THM implementation; (5) assess the industry's role in THM; and (6) analyze the universities' role in THM. The research uses document analysis and Focus Group Discussions (FGD) involving lecturers, officials, and government personnel. Thematic analysis was applied to data from the document review and FGDs. A four-point Likert-scale questionnaire, based on the roles of key stakeholders in THM, was used, with data analyzed descriptively by Mean and Standard Deviation. The findings reveal that: (1) the Balanced Triple Helix Model (BTM) is the preferred model for both Indonesia and Malaysia; (2) the government, industry, and universities in both countries classify the BTM implementation as average; (3) the supporting ecosystem for BTM implementation is also classified as average; and (4) the roles of government, industry, and universities in both countries are classified as average in BTM implementation.Keywords: government, industry, OBE curriculum, Triple-helix model, university

Review

This study addresses a highly pertinent and critical area in education and economic development: the establishment of outcome-based curricula through a collaborative "triple helix" partnership between universities, industries, and government agencies. By explicitly linking the Triple Helix Model (THM) to Outcome-Based Education (OBE), the research provides a timely exploration into how these synergistic relationships can foster innovation and enhance human capital, particularly within the contexts of Indonesia and Malaysia. The ambitious scope, aiming to identify suitable models, assess current implementation levels, and dissect the roles of each stakeholder, underscores the paper's relevance in bridging the gap between academic output and industry demands. Methodologically, the study employs a mixed-methods approach, combining document analysis and Focus Group Discussions (FGDs) with a quantitative survey using a four-point Likert scale. This combination allows for a comprehensive understanding, leveraging both qualitative insights from key personnel (lecturers, officials, government) and quantitative assessment of stakeholder perceptions regarding THM implementation. Thematic analysis for qualitative data and descriptive statistics for survey responses provide a structured analysis. The findings are particularly salient, identifying the Balanced Triple Helix Model (BTM) as the preferred approach and, critically, classifying the current implementation, supporting ecosystem, and the roles of all three partners in both countries as merely "average." While the paper successfully establishes a baseline understanding of THM implementation in the chosen countries, the consistent finding of "average" performance across multiple dimensions warrants further deeper investigation. The abstract, in its current form, does not elaborate on the specific reasons or underlying challenges contributing to this "average" classification, leaving a crucial gap for understanding actionable improvements. Future research building upon these findings would benefit from exploring the qualitative nuances behind these perceptions, identifying specific barriers and facilitators to achieving stronger, more effective partnerships. Nevertheless, this study provides a valuable initial assessment, offering critical insights for policymakers and educational institutions in Indonesia and Malaysia to strategically enhance their outcome-based curriculum development through more robust and truly synergistic triple helix collaborations.

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