The translation process of vision, mission and core values in MPBI into the prescribed curriculum

Nowadays, the vision, mission, and core values of an organization are considered as one of the important things which makes the organization unique than the others. It also serves as a guideline for the organization business process. The purpose of this research is to provide a description about the translation process of Vision, Mission, and Core Values in MPBI (Graduate School of English Education) in Widya Mandala Catholic University into the prescribed curriculum using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions stated in this research deal with whether the course syllabi reflect the Vision, Mission and Core Values of Widya Mandala Catholic University and how the vision, mission and core values are translated into the prescribed curriculum (syllabi). This case study was conducted by analyzing their syllabi using document analysis parameters and the data were triangulated by conducting interviews to some lecturers and students in MPBI. The results are as follows: first, the syllabi were reflecting the core values, vision and mission statements (the lecturers had undergone the internalization processes; commitment is the easiest value to be found while enthusiasm is the most difficult value to be found in the syllabi, beside PeKA the lecturers had their own values to be shared with their students; the syllabi were reflected on three missions but with different emphasis). Second, there are four ways to deliver values (through activities in the classroom, attendances and assignments, description in the course objective, and through written rules and commitment required in the course (beside these four the lecturers also had their own ways to deliver the values). Third, syllabus should be seen as a part of a curriculum not as a single separated unit of course. Fourth, all the courses are crystallized in the form of Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized/new format of syllabus to make it easier for lecturers to state their values explicitly. Second, there are opportunities to researching further the same topic but in the scope of enacted curriculum. And third, lecturers should always maintain the internalization processes

Translation Process of Core Values, Vision, and Mission into The Prescribed Curriculum

The case study is intended to describe how Core Values, Vision, and Mission of English Education Department in Widya Mandala Catholic University’s Graduate School (Magister Pendidikan Bahasa Inggris or “MPBI”) are translated into the syllabi (prescribed curriculum) using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions are: first, do the course syllabi reflect the Vision, Mission and Core Values of MPBI? And second, how the vision, mission and core values are translated into the prescribed curriculum (syllabi)? This study was conducted by analyzing the syllabi using document analysis parameters and triangulated by conducting interviews to some lecturers and students in MPBI-19. The results are: first, the syllabi were reflecting the core values, vision and mission statements. Second, there are four ways to deliver values. Third, syllabus should be seen as a part of a curriculum not as a separated unit of course. Fourth, all courses are crystallized in Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized format of syllabus to help lecturers state their values explicitly. Second, there are opportunities to research further the same topic in the scope of enacted curriculum. And third, lecturers should maintain their internalization processes

The translation process of vision, mission and core values in MPBI into the prescribed curriculum

Nowadays, the vision, mission, and core values of an organization are considered as one of the important things which makes the organization unique than the others. It also serves as a guideline for the organization business process. The purpose of this research is to provide a description about the translation process of Vision, Mission, and Core Values in MPBI (Graduate School of English Education) in Widya Mandala Catholic University into the prescribed curriculum using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions stated in this research deal with whether the course syllabi reflect the Vision, Mission and Core Values of Widya Mandala Catholic University and how the vision, mission and core values are translated into the prescribed curriculum (syllabi). This case study was conducted by analyzing their syllabi using document analysis parameters and the data were triangulated by conducting interviews to some lecturers and students in MPBI. The results are as follows: first, the syllabi were reflecting the core values, vision and mission statements (the lecturers had undergone the internalization processes; commitment is the easiest value to be found while enthusiasm is the most difficult value to be found in the syllabi, beside PeKA the lecturers had their own values to be shared with their students; the syllabi were reflected on three missions but with different emphasis). Second, there are four ways to deliver values (through activities in the classroom, attendances and assignments, description in the course objective, and through written rules and commitment required in the course (beside these four the lecturers also had their own ways to deliver the values). Third, syllabus should be seen as a part of a curriculum not as a single separated unit of course. Fourth, all the courses are crystallized in the form of Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized/new format of syllabus to make it easier for lecturers to state their values explicitly. Second, there are opportunities to researching further the same topic but in the scope of enacted curriculum. And third, lecturers should always maintain the internalization processes