Kategori: s1_mnj

The Management Study Program, Faculty of Economics and Business (FEB) Universitas Sebelas Maret (UNS) held a Technical Assistance for the Kampus Merdeka-Entrepreneurship Program: Social Entrepreneurship, Tuesday, August 3, 2021. The activity that was attended by lecturers and students from various study programs invites Melia Famiola, STP, MT, Ph.D., a lecturer from the School of Business and Management ITB.

At the beginning of her presentation, Melia, Ph.D., introduced more details about social entrepreneurs and shared the involved parties’ experiences in this sector. According to her, the issue of social entrepreneurship was initiated with movements carried out by several people. People who choose to be social entrepreneurs must be smart, as it is not easy for them to see the gaps in their social activities in order to create transformation leading to an economic turnaround for the community.

“This is the reason why the current entrepreneurship has become quite powerful in the academic and extracurricular activities. Even the long-established businesses are required to contribute to the achievement of the SDGs, whether in reducing poverty, hunger, addressing health, tackling environmental problems and various other problems around us,” he explained.

Furthermore, according to Portales, there are four essential elements of a social entrepreneur. In a social entrepreneur, there must be a social mission within a systemic change. In order for the social mission to create systemic change, it must be explored along with social and economic activities. The end goal is how to create a positive impact.

Social entrepreneurship attributes include social motivation, economic intelligence, courage, and quick and alternative thinking. A social entrepreneur is a person who has a social mission, empathy, and particular social interests. Social impact will not happen just by doing charity or charitable activities, but it must be creating transformation on how people can change toward a positive direction as expected. Additionally, what social entrepreneurs have is economic intelligence, the ability to find business opportunities.

Two other characters possessed by social entrepreneurs are bravery, a person who dares to make difficult decisions. A social entrepreneur must be more courageous than those involved in certain businesses because sometimes the social value proposed through their opinion has no economic value, more leaning to charity in nature. However, a social entrepreneur must dare to take the risk and must be creative in looking for economic strategies, have more guts, and be stronger than an ordinary entrepreneur. The second attribute is quick-witted to find alternative ideas. This attribute refers to the condition when a person is dealing with the community, dealing with a lot of people’s behavior, that requires them to adapt to find a strategy on how to make changes.

Further, Dr. Melia said that there are three things required to develop the Kampus Merdeka-Entrepreneurship program in social-based entrepreneurship: mindset transformation, educational ecosystem support in entrepreneurship development, and the new role of the campus as a hope.

Furthermore, the entrepreneurship education ecosystem is built based on three roles, stimulation, support, and sustainability. Stimulation includes entrepreneurship education, motivational training, assistance and guidance in selecting products, project reports preparation, product and process development, entrepreneurial forums creation, and skills recognition.

Supporting includes funding assistance, provision of working space, guidance, legal assistance, and provision of other public facilities. Sustainability can be provided in the form of modernization assistance, additional financing for capacity utilization, product orders, quality testing and services improvement, as well as public facilities based on needs. (Humas FEB)

The Humanitarian Project is a part of the Kampus Merdeka program. Students with a young spirit, scientific competencies, and interests can become the “foot soldiers” in humanitarian and other development projects both in Indonesia and abroad. A humanitarian project aims to prepare excellent students who uphold humanity in carrying out their duties based on religion, morals, and ethics. The project also trains students to have social sensitivity to investigate and explore existing problems at the same time providing solutions according to their respective interests and expertise.

This message was conveyed by Dr. drh. Raden Wisnu Nurcahyo, member of the Dissemination Lecture Team for MBKM Dikti Program, in the Technical Assistance Program for the Kampus Merdeka-Humanity Project organized by the Management Study Program, Faculty of Economics and Business (FEB) Universitas Sebelas Maret (UNS), Thursday, August 12, 2021.

Furthermore, he explains that for the implementation of the program, the study programs or faculties can establish agreements with partners in the form of a Memorandum of Understanding (MoU/SPK). This collaboration can be established with domestic institutions such as with the Regional Government, PMI, BPBD, BNPB, sub-districts, religious organizations, and others, or foreign institutions such as UNESCO, UNICEF, WHO, UNOCHA, UNHCR, and so on.

In order for the program to run well, program ambassadors are needed, namely lecturers from each study program who are responsible for providing assistance, supervision, assessment, and evaluation of humanitarian project activities carried out by students. Lecturers together with partner institutions compile a logbook form.

In the next stage, study programs need to make technical guidelines for learning activities through humanitarian projects. It is necessary to form a strong task force to support the implementation, final evaluations, and equalization of student humanitarian project activities into relevant subjects. “Lecturers can help in identifying activities, finding program partners, assisting students until the final evaluation, equalizing humanitarian activities into relevant courses according to the faculty Semester Credit, and encourage sustainability of the program,” Wisnu said.

All activities must be reported by the study program to the Faculty, then the Faculty to the University MBKM task force. Finally, the university should report the results of learning activities to the Directorate General of Higher Education through the Higher Education Database.

For curriculum equalization in humanitarian projects, there are several methods available, including free forms, which are formulated in hard skills, problem-solving methods according to graduate learning outcomes, technical adjustments formulation, and synthesizing capabilities. Students’ soft skills achievement includes communication skills, cooperation, leadership, hard work, and creativity. Equalization can also create a structured form, structured according to the curriculum taken by students. Credits are stated in the form of equivalent courses. Actually, the easiest method to do this is to combine free form and structure form.

Students can collect data when participating in a humanitarian project for their thesis, for example, preparing a budget and cost plan for a humanitarian project, managing logistics, networking with partners, and many others. In the event, which was attended mostly by lecturers, Dr. Wisnu also explained about scientific research grant schemes, including lecturers’ independent research grants, entrepreneurship research, rural research, and humanitarian activities grants.

Humanitarian activity grants aim to produce designs or models related to humanitarian activities management that are useful in disaster relief handling, producing beneficial science and technology, equipment or policies according to the type of disaster. This grant is also useful in combining each lecturer’s expertise in research activities to learning programs in a humanitarian project and disseminating the humanitarian research results.

The focus of scientific research for humanitarian activities includes scientific research on Covid 19 prevention, scientific research on technology and geological disaster management, scientific research on technology and hydrometeorological disaster management, scientific research on technology and disaster management of land/forest fires, scientific research on technology and environmental management, and scientific research on disaster-related policy or governance. (Humas FEB)

The Management Study Program, Faculty of Economics and Business, Universitas Sebelas Maret (FEB UNS) Surakarta invited another international academician in a series of activities for the 2021 Program Kompetisi Kampus Merdeka (PKKM), Monday (16/8/2021). The event, which was attended by FEB UNS faculty members, invited Dr. Alexander Christian Bauer from the Wittenborg University of Applied Science.

Starting the presentation of the material, Dr. Bauer explained the definition of Project-Based Learning (PBL), the forms of PBL implementation in the teaching and learning process at universities, and examples of PBL that he has applied. In general, Dr. Bauer explained that PBL is a form of learning method in which students are encouraged to identify problems that occur in the real world and find solutions to these problems.

Through this method, students are required to conduct in-depth research to be able to answer complex questions and collaborate in teams to solve problems and find solutions.

The PBL method no longer relies on lectures delivered by lecturers but encourages students to think critically through stories or problems related to the theories that students learn. In addition, the advantages of PBL include providing opportunities for students to use technology in the process of completing projects, introducing lifelong learning techniques to students, introducing students to problems that occur in the real world, developing skills, creativity, and imagination of students, and motivate students to be more involved in the active learning process.

“Student projects help them (the students) to review the lecture material they have received and prepare them for the next material,” said Dr. Bauer.

The material is followed by examples of project-based learning applied by Dr. Bauer, which can generally be divided into two criteria. An integrated project (implemented within the course) and an external project which does not include in a course. Each project implemented begins with the delivery of general project information related to business conditions and problems that arise, followed by project research questions, where the level of difficulty is adapted to the semester. To answer these questions, students must conduct research on the problems that occur.

Students are divided into small groups that include several special roles such as team leader, research department, secretary, and finance department. The team that has been formed then carries out a series of projects assisted by the lecturers of related subjects to provide suggestions and input. At the end of the session, the student team is required to make a final report and present their work.

The event, which was attended by more than 30 participants, went interactively with a question and answer session between the lecturers of the Management Study Program FEB UNS and Dr. Bauer.

Reporter: Aulia
Editor: Humas FEB

The Technical Assistance for Creative Thinking Learning became an engaging topic in the recent agenda hosted by the Undergraduate Management Program, Faculty of Economics and Business (FEB), Universitas Sebelas Maret (UNS), on Thursday, July 29, 2021. The event, attended by faculty members and students from various programs, featured Dr. Leo Aldianto, MBA., M.SAE., a lecturer from the School of Business and Management, ITB.

Summarizing insights from various experts, Dr. Leo stated that creativity is the process of creating something new, unique, and useful. Meanwhile, creative thinking is the ability to think in new, original, and conscious ways, departing from habitual routines, and different approaches, deviating from the ordinary, and abandoning conventional ideas.

“What may affect and crucial in fostering creative thinking is how one typically works, behaves, and acts. Additionally, the creative process begins with preparation, generating ideas, and selecting prioritized ideas for implementation. Ultimately, there must be a tangible outcome, whether a physical product, concept, or idea. Most importantly, the environment must be designed to facilitate creativity,” explained Dr. Leo.

Teachers should encourage students to generate new ideas, expand upon them, be flexible, provide detailed suggestions, and diversify their approaches.

Examples of courses integrating creative thinking include Creativity & Innovation, Start-up Creation (a series of courses), Design Thinking, and Introduction to Business. Fundamental courses can also incorporate creative thinking. Essentially, in all course aspects, students should be encouraged to apply creative thinking, enhancing their skills and applying them directly to problem-based and project-based learning.

“In basic courses like Human Resource Management, Finance, and Accounting, the main focus remains on introducing creative thinking. Students must think of alternative ways and apply them. As they are still learning, they can utilize resources such as articles, magazines, books, papers, or the internet to explore various company issues,” Dr. Leo emphasized.

“The direct application in problem-based learning starts from identifying local issues to those faced by companies. Recently, we invited two companies to present their challenges. Seventy-two students were divided into 8 (eight) groups, each tackling problems from Company A and Company B. By the evaluation stage, the companies themselves assessed the students’ work,” he added.

The process of creative problem-solving involves several steps: identifying the problem, gathering facts and opinions, rephrasing the problem, brainstorming possible solutions, evaluating them, implementing the chosen solution, and assessing the results. (Humas FEB)

Faculty of Economics and Business (FEB) Universitas Sebelas Maret (UNS) Surakarta faculty member, Tastaftiyan Risfandy, S.E., M.Sc, Ph.D., successfully won the Research Grant Bank Indonesia (RGBI) 2021. RGBI is an international research competition grant from Bank Indonesia. In his RGBI research proposal, Tastaftiyan has a three-member team, himself as research team leader, and Prof. Dr. Mansor Ibrahim (International Center for Education in Islamic Finance/INCEIF-Malaysia) and Inas Nurfadia Futri, S.M. (UNS) and research team members.

Their research topic “Sustainable and Inclusive Economic Development: the Role of Digitalization in MSME Sector,” become one of the winners over 1,334 international applicants with total 454 proposals. and received a Bank Indonesia research grant for MSME topic.

The funding is provided annually under a specific topic each year. This year the RGBI includes three different topics, namely, (1) the Sustainable and Inclusive Economic Development: the role of digitalization in MSME, Sharia Economic, and Green Economy; (2) Stable Coin, Cryptocurrency and Other Payment Innovations: Opportunities, Risk, and Policy Implication for Indonesia Economy; (3) Employment Dynamics and Policy Strategy to Support the Economic Recovery During the Pandemic.

When contacted by the FEB UNS Media team, Tastaftiyan reveals that his team is confident if the research plan was prepared according to the correct methodology and providing a contribution according to the current issue, they will have a great opportunity to compete for funding grants or publication opportunity.

“Our team strive to take on the current issues in Covid-19 pandemic and Digital Finance, as well as its contributions. Alhamdulillah, finally our team can become one of the winner in RGBI,” Tastaftiyan states.

Tastaftiyan’s study is expected to provide a suggestion for Indonesian economic authority in preparing a future policy that supports the development of digital finance in Indonesia. (Humas-FEB)