Zaitun Qamariah, Ibnu Elmi A.S. Pelu

Implementation of Good University Governance in Services for Students with Disabilities at Islamic Universities: A Literature Review

Introduction

Implementation of good university governance in services for students with disabilities at islamic universities: a literature review. Discover challenges & strategies for implementing inclusive services for students with disabilities at Indonesian Islamic universities through Good University Governance (GUG).

Abstract

Inclusive higher education is a fundamental right for students with disabilities. Although various regulations have promoted inclusivity in Islamic higher education institutions in Indonesia, implementation remains challenging. This study aims to analyse the challenges and strategies for implementing inclusive education in State Islamic Higher Education Institutions (PTKIN) through the perspectives of Good University Governance (GUG) and Inclusive Service Management. The research employs a library research method with a qualitative approach to examine policies, challenges, and best practices. The findings indicate that the main obstacles include inaccessible infrastructure, limited inclusive policies, and inadequate teacher training. The implementation of GUG based on transparency and accountability has proven to enhance the effectiveness of inclusive policies. In conclusion, integrating GUG and Inclusive Service Management is an effective strategy for creating a more inclusive and equitable university environment.

Review

The submitted paper, "Implementation of Good University Governance in Services for Students with Disabilities at Islamic Universities: A Literature Review," addresses a highly relevant and critical issue concerning inclusive higher education for students with disabilities, particularly within the specific context of Islamic universities in Indonesia. The study's stated aim to analyze challenges and strategies through the lens of Good University Governance (GUG) and Inclusive Service Management is commendable, offering a structured theoretical framework to approach a complex societal and educational challenge. This literature review promises to synthesize existing knowledge and identify gaps, making a timely contribution to the discourse on equitable access and quality education in higher education. Methodologically, the paper employs a library research method with a qualitative approach, which is appropriate for a comprehensive literature review exploring policies, challenges, and best practices. The abstract clearly articulates the main obstacles identified, including inaccessible infrastructure, limited inclusive policies, and inadequate teacher training – findings that resonate with challenges observed globally in inclusive education. A key strength is the proposed solution: the finding that GUG, particularly principles of transparency and accountability, can significantly enhance the effectiveness of inclusive policies. This effectively positions the integration of GUG and Inclusive Service Management as a robust strategy, offering a practical pathway towards fostering a more equitable and inclusive university environment. While the abstract highlights important findings and a promising strategic direction, a full review would benefit from more detail regarding the methodology of the literature search itself, such as the scope of databases, specific search terms, and inclusion/exclusion criteria, to ensure the rigor and comprehensiveness of the review. Furthermore, although the integration of GUG and Inclusive Service Management is proposed as an effective strategy, the abstract could hint at specific mechanisms or recommendations for *how* this integration can be practically achieved within PTKINs. Future empirical research building upon these conceptual findings, perhaps involving case studies or action research, would be a valuable next step to test and refine the proposed integrated strategy. Nevertheless, this paper offers a crucial conceptual framework for policy makers and university administrators striving for genuinely inclusive higher education.

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