BELAJAR DARI JEPANG: DARI MANA DIMULAI?

Tanggal 14 sampai dengan 20 Nopember 2012 saya berkesempatan ke Jepang, untuk dua acara: (1) mengikuti rapat rektor PTN Indonesia dengan rektor perguruan tinggi di Jepang, dan (2) mendampingi tim muhibah seni mahasiswa Unesa ke beberapa perguruan tinggi di Jepang.  Pada saat kosong, saya meluangkan waktu mengunjungi beberapa kuil yang saat ini difungsikan sebagai obyek wosata  dan Disneyland di Tokyo.

Tentang keindahan musim gugur di Jepang yang colorful tidak perlu saya ceritakan.  Yang pasti daun pepohonan berwarna-warni, hijau, kuning dan coklat, laksana bunga yang indah.  Keindahan kuil juga tidak perlu saya ceritakan.  Yang pasti, kuil-kuil bersih dan terawat dengan baik. Yang ingin saya berbagi cerita dengan pembaca adalah perilaku pengunjung kuil dan Disneyland.

Pengunjung Disneyland dan kuil-kuil di Jepang berjumlah ribuan. Dari wajahnya, saya yakin sebagian besar mereka tulis lokal, yaitu orang Jepang.  Apalagi ketika mendengar mereka berbicara dengan temannya, saya lebih yakin lagi.  Memang ada orang asing, orang “bule”, orang Asia Tenggara dan turis dari negara lain, tetapi jumlahnya sangat sedikit.   Tampaknya wisata telah menjadi kebiasaan orang Jepang.  Tidak hanya di hari libur, di hari kerja juga banyak turis lokal yang mengunjungi Disneyland dan kuil.  Banyak pengunjung kuil yang melakukan “ritual ibadah”, tetapi lebih banyak yang tidak.  Berarti sebagian besar betul-betul turis.

Disneyland maupun kuil-kuil di Jepang sangat bersih.  Walaupun ada ribuan pengunjung hampir tidak ada sampah.  Sungguh mengagumkan dan menimbulkan tanda tanya bagaimana itu dapat terjadi.  Saya mengamati dengan cermat.  Tempat sampah juga tidak terlalu banyak.  Petugas kebersihan dengan seragam putih-putih memang selalu keliling, tetapi hampir tidak mendapatkan sampah.  Yang banyak dipungut adalah daun-daun yang gugur.

Apakah tidak ada pengunjung yang merokok atau makan kue sehingga tidak ada sampah yang dibuang?  Ternyata banyak juga turis yang makan kue-kue, minum maupun makan es krim.  Lantas kemana sampahnya?  Saya mencoba mengamati dengan cermat.  Ternyata mereka memasukkan pembungkus roti/kue yang dimakan ke dalam tas atau saku dan baru membuang setelah menemukan tempat sampah. 

Yang sangat membuat saya kagum, adalah pemandangan ketika menonton parade di Disneyland.  Waktu itu sekitar jam 14an.  Parade tentang isi Disneyland di seluruh dunia.  Pengunjung berada di tepi jalan akan dilalui parade.  Diatur, yang paling depan duduk dengan alas kertas atau plastik yang mereka bawa.  Yang di belakang berdiri.  Mereka yang cacat (umumnya berkursi roda) diberi tempat khusus. Saya berdiri di belakang dan di depan saya sekelompok ibu-ibu yang mengajak anak-anaknya.  Nah, waktu itu di depan saya ada anak yang sedang makan semacap sop merah dengan tempat gelas plastik.  Tampaknya cara anak itu memegang gelas belum bagus, sehingga tumpah sedikit.  Apa yang dilakukan ibunya?  Ibunya mengambil tisu dan membersihkan sop yang tumpak ke jalan, kemudian memasukkan tisu bekas tersebut ke dalam tas.  Bukan main, saya terbengong-bengong melihatnya.  Bukan karena ibu anak itu cantik (dan memang cantik seperti tipologi ibu muda Jepang), tetapi kok mau-maunya mengelap jalan hanya ada tumpahan sop merah yang juga tidak seberapa.

Bagaimana dengan para perokok?  Orang Jepang yang merokok selalu di tempat untuk merokok. Saya tidak menumpai orang merokok di tempat umum.  Yang sangat menarik, mereka berdiri mengitari tabung tempat abu dan putung rokok, sehingga mudah memasukkan puntung maupun abu rokok.  Bahkan banyak orang merokok yang membawa portable tray dan memasukan abu maupun puntung rokoknya ke dalam portable trey tersebut dan memasukkan ke dalam saku.  Saya juga melihat ada orang yang menggunakan bungkus rokok untuk menampung abu dan puntung rokok, kemudian dimasukkan ke dalam saku.  Sungguh mengagumkan ketaatan orang Jepang untuk mengikuti aturan.

Dari pengamatan tersebut, saya menjadi faham mengapa Disneyland dan kuil-kuil di Jepang begitu bersih.   Yang menjadi pertanyaan berikutnya adalah bagaimana orang Jepang begitu pada aturan, termasuk menjaga kebersihan.  Saya menanyakan kepada teman yang kebetulan lama tinggal i Jepang.  Ternyata kebersihan telah menjadi budaya masyarakat.  Orang Jepang berpendapat, jika ada orang membuang sampah tidak pada tempatnya berarti menyurun orang lain memungut sampah tersebut dan membuangnya ke tempat sampah.  Orang Jepang menganggap orang yang membuang sampah tidak pada tempatnya adalah orang yang tidak tahu diri.

Ketika di Disneyland saya menjumpai orang antre panjang, sehingga saya mencoba mencari tahu mereka antre apa.  Bahwa orang Jepang disiplin dalam antre sudah banyak yang tahu.  Namun yang saya amati tersebut, orang antre untuk foto di dekat pohon natal.  Pada saat itu memang ada pohon natal yang sangat besar dengan berbagai hiasan. Tampaknya banyak orang yang ingin foto di pohon natal dengan hiasan warna-warni itu.  Dan mereka rela antre dengan tertib sehingga masing-masing orang dapat berfoto tanpa terganggu orang lain?  Apa ada yang mengatur ternyata tidak ada.  Saya mencoba menungui tempat itu. Ternyata pada awalnya  ada orang yang berfoto, kemudian ada orang lain yang juga ingin foto di tempat sama.  Karena mereka terbiasa antre, terjadilah antrean.  Sekali lagi sungguh hebat.

Antrean serupa ternyata juga saya jumpai ketika pengunjung kuil ingin minum air dari sumber yang diyakini mengandung tuah kesehatan, kekayaan dan kebahagian bagi yang minum.  Pengunjung rela antre panjang untuk dapat giliran minum.  Hebatnya yang antre tertib termasuk anak kecil-kecil yang juga ingin minum air tersebut.

Rasanya itu merupakan pelajaran berharga bagi kita.  Kita perlu belajar bagaimana Jepang dapat menumbuhkan kesadaran masyarakat, termasuk anak-anak dapat mengikuti aturan dan menjaga kebersihan begitu tertib.   Pertanyaannya, dari mana kita harus mulai?

REBRANDING FOR DEVELOPING PRIDE: The Case of State University of Surabaya

Muchlas Samani

The State University of Surabaya

msamani@dikti.go.id

The State University of Surabaya (Unesa) was the Teacher Training College before namely IKIP Surabaya (The Institute Teacher Training and Educational Sciences of Surabaya). It was built in 1964 and as the continuation of some teacher training programs namely B1 and B2. Although IKIP Surabaya has turned into a comprehensive university with the name Unesa in 1999, its primary mission remains in education, which prepares prospective teachers and develops educational sciences.

From a fairly long time of observation, it is known that one of the problems faced by IKIP Surabaya and then also faced by Unesa was the low esteem of the society even of its own civitas academica. Communities, particularly urban society considered Unesa as a second class university, so people were less interested in studying at Unesa. Those who studied at Unesa mostly came from the region or those who were not accepted at the favorite universities. Many students who were already studying at Unesa, were not proud of their almamater, and so were Unesa lecturers. They were more likely to use attributes from other universities which favorite rather than using Unesa attributes as almamater.

Given the pride of the almamater for students, lecturers and staff is an important capital in developing a university, then some in-depth observations were done about why some students were not proud studying at Unesa and some lecturers were not proud teaching at Unesa. The observation findings stated that the brand of IKIP Surabaya or Unesa as the producer of teachers did not raise pride, because teacher was not a prestigious profession in Indonesian society. When IKIP Surabaya converted and became Unesa as a comprehensive university in 1999, it had not been widely known to the public. People only knew that Unesa was the new name of IKIP Surabaya, the teacher training college and then the second class university label was still attached.

The second factor that made students and lecturers were not proud of was the condition of campus facilities that were considered inadequate. Campus buildings were considered not as good as any favorite university campuses and even no different from high school buildings. Unesa students even assumed that the laboratory equipment in the university were considered as not better than that in high school.

The third factor that made the Unesa students were not proud of studying at their university was that, Unesa was not known in the community. Newspapers, radio and television rarely carried stories about Unesa, Unesa lecturers rarely wrote book or article in newspaper/journal and both the lecturers and students rarely appeared on television programs.

Based on these factors, rebranding is necessary for Unesa. Related with brand, Hermawan Kartajaya et.al (2004) states that brand awareness, brand association, perceived quality and brand loyalty or what is usually called as tough brand equity is no longer sufficient. In the future, it needs something more, that is brand charisma. When more good universities emerge and keep improving the quality (I am sure we are going there ), and all of them will try to reach the four-brand equity, so at that time brand charisma is really needed.

What is brand charisma or what does the university with charisma look like? To make an analogue, let’s think a university as a person. We understand the charismatic person is a person who: (1) having a remarkable and undeniable reputation (2) having power to inspire other people and (3) having a strong personal appeal. These characteristics make him/her has many followers, who are not only intellectually bound due to his speciality, but emotionally bound as faithful followers and spiritual bound as well, due to the teaching or words he says that is believed to be life guidance. Of course, it is a life guidance in the charismatic person specialities field. Soekarno, Gandi, Martin Luther King, Adam Smith, Einstein are several examples of charismatic people in their different area and period.

For that reason, charismatic person has loyal, even fanatic followers. Based on the intellectual, emotional and spiritual, his followers will keep on believing on the idol’s step and they even voluntarily introduce the teaching to others. The followers have become part of the precept, so introducing the percept to others and supporting the teaching (including the idol himself) is an obligation.

Based on the above principles, the brand that was built in Unesa should match the certain characteristics that are owned, has a significant benefit to the society and it is believed to be realized not too long. It is a fortune that at the same time of the programs of Unesa rebranding designed, there is a change of people's perception towards teaching profession. The Law on Teacher and Lecturer which provides professional allowance for one-time salary to teachers leads the teaching profession is considered as a promising profession with a fairly good income. The impact is an increase in participants entering the teacher training college and school of education at universities.

Therefore, Unesa rebranding affirms its focus on areas of education, but also strengthens the field of science that had been considered weak. The option is in accordance with Michael Porter’s statement in Rowan Gibson (ed) (1997) that one of the great mistakes that has been made over and over again by companies is the attempt to apply a universal strategy…..and companies have to find ways of growing and building advantages rather than eliminating disadvantage.

The chosen brand is formulated in Unesa vision, namely "Excellent in Education, Strong in Science". This means that Unesa commits to provide excellent education and supported with the development of a solid science. In another sense, Unesa commits to produce excellent education experts supported by a solid mastery of science.

The brand is in accordance with Unesa primary characteristics, i.e although it has become a comprehensive university, but basically remains at generating educators, and developing science education as well. Most of its lecturers have the expertise in education and some others in science and technology, so the realization of the vision might be achieved not too long.

Realizing that all civitas academica must feel to have a brand that is being made, then the rebranding program involving all Unesa communities. Lecturers and students are encouraged to involve in the search for the right brand for Unesa. The principle of co-creation of Ramaswamy & Gouillart (210) in process of Unesa rebranding, with the hope of all civitas academika feel have a new brand that will be used. It is hoped that civitas academica feel to joint in creating the new brand, rather than given from the university bureaucracy.

In line with the Ministry of National Education programs of mainstreaming the character education in the process of education from kindergarten to university, Unesa employs the icon "Growing with Character", which means establishing the character of its students during their education at Unesa, so that when they graduate they will be excellent educational experts, with strong knowledge and character.

Physical facilities also proved to be a source of pride, therefore Unesa builds some lecture halls, purchases laboratory equipment and other campus facilities, so that students and lecturers feel proud about it. At least, they do not feel embarrassed when compared to other university campuses.

The steps above are also followed with some approaches to newspapers, radio and televisions so that Unesa activities can be reported by the newspapers, radio and appeared on TV programs. The lecturers are encouraged to write book, article in newspapers/journal, to atend and present paper in various seminars and do a talk show on television programs. It is also developed cooperative programs with several local newspapers and televisions, such as the ongoing Education Clinic interactive program in the largest circulation East Java newspaper : Jawa Pos.

The results of the rebranding which is supported by the improvement of campus facilities and the emergence Unesa in newspapers, radio and television program has shown the significant positive impact. Enthusiasts get into Unesa increased significantly. The report of the National Selection into State Universities 2011 (SNMPTN) shows that the number of applicants into Unesa increase significantly. For the number of registrants on Invitation Track, Unesa ranked 8th in Indonesia, as shown in Table 1. Even for the number of Bidik Misi Scholarship applicants Unesa ranked 5th, as shown in Table 2. Table 3 shows that Unesa gets 1^st rank on competition level into State University at East Java Province.

Interest to enter into a graduate program Unesa also increased sharply. If a new graduate student in 2010 Unesa under 500 students, in 2011 rose to nearly 900 students and most of the teachers. Interest in other agencies to cooperate with Unesa also increased significantly. Every year Unesa implement Continuing Education program to thousands of teachers from the city of Surabaya. Unesa also serves graduate program to the teachers from the provinces of East Java, East Kalimantan province and East Kutai regency.

Request of various agencies to provide seminars and training also increased significantly. Almost every month there is a seminar or training, particularly in the field of education that involves lecturers Unesa.

Table 1. Number of Applicant on the National Selection to State University 2011

(Invitation Track-Inviting High Achievement Students)

No	Name of University	Applicants
01	University of Indonesia	24.330
02	University of Gajah Mada	21.834
03	University of Pajajaran	12.203
04	University of Brawijaya	10.852
05	Indonesia Education University	10.335
06	Institute Technology Bandung	9.986
07	University of Diponegoro	9.883
08	State University of Surabaya	9.334
09	Institute of Agriculture Bogor	9.296
10	State University of Yogyakarta	8.665

Table 2. Number of Applicant on the National Selection to State University 2011

(Bidik Misi Scholarship-Inviting High Achievement Students from Disadvantage Family)

No	Name of University	Applicants
01	Indonesia Education University	4.091
02	University of Indonesia	3.978
03	University of Gajah Mada	3.949
04	State University of Semarang	3.708
05	State University of Surabaya	3.506
06	State University of Yogyakarta	3.422
07	State University of Malang	2.993
08	University of Pajajaran	2.978
09	University of Brawijaya	2.598
10	Institute of Agriculture Bogor	2.544

Table 3. The Competition Level in National Selection into

the State Universities at East Java Province

No	State University	Applicants	Capacity	Ratio
01	State University of Surabaya	23.051	867	1:26
02	Institute Technology of Surabaya	16.705	1.150	1:14
03	Airlangga University	32.599	2.667	1:12
04	State University of Malang	20.562	1.753	1:11
05	Brawijaya University	39.142	4.529	1:8
06	University of Jember	16.966	1.960	1:8
07	Islamic University of Malang	3.752	896	1:4
08	Trunojoyo University	1.568	515	1:3
09	State Islamic Institute of Sunan Ampel	1.712	555	1:3

References:

Kartajaya, Hermawan et.all. 2004. Marketing in Venus. Jakarta: Penerbit PT Gramedia Pustaka Utama.

Panitia SNMPTN 2011. 2011. Laporan Akhir Pelaksanaan SNMPTN 2011. Bogor: Penerbit IPB Press.

Porter, Michael. 1997. Creating Tomorrows Advantages in Rethinking the Future. by Rowan Gibson (ed). 1997. London: Nicholas Brealey Publishing.

Ramaswamy, Venkat and Francis Gouillart. 2010. The Power of Co-Creation: Build with Them to Boost Growth, Productivity, and Profits. New York: Free Press.