2020 Development Studies Immersion Program · Kerja Nyata), offers students the chance to...

2020 Development Studies Immersion ProgramCurriculum Outline

Contact DetailsProgram Facilitator: Australian Consortium for ‘In-Country’ Indonesian Studies (ACICIS)

www.acicis.edu.au

Perth Office: ACICIS Secretariat

[email protected]

+61 8 6488 6675

ACICIS Resident Director: Dr Adrian Budiman

[email protected]

+62 274 561 477

Program DetailsACICIS Development Studies Immersion Program

Yogyakarta, Indonesia

Semester One: February - June

Semester Two: August - December

Credit Points: Recommended equivalency 100% of a full semester load (0.5 EFTSL). Actual subject

weighting and academic credit awarded to be determined by a student’s home university.

Mode: Off-Campus

Contact hours: Total semester time commitment: Approximately 588-648 hours

Approximately72hoursofIndonesianlanguageclasses Approximately24hoursofseminarsandfieldtrips Approximately192hoursofindependentstudyandassignments Approximately360hoursofstudentcommunityservice

OR

Approximately72hoursofIndonesianlanguageclasses Approximately24hoursofseminars Approximately192hoursofindependentstudyandassignments Approximately300hoursofdevelopmentplacement

www.acicis.edu.au/programs/semester/development-studies-immersion-dsip

ContentsDescription . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

EducationalPrinciplesandGraduateAttributes . . . . . . . . . . . . 5

Teaching and Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Reading List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Appendix I:SeminarsandFieldtrips . . . . . . . . . . . . . . . . . . . . . . . 15

Appendix II: DSIP Research Essay . . . . . . . . . . . . . . . . . . . . . . . . . 19

Appendix III: Marking Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

http://www.acicis.edu.au

mailto:secretariat%40acicis.edu.au?subject=

mailto:e.williams%40acicis.edu.au?subject=

http://www.acicis.edu.au/programs/semester/development-studies-immersion-dsip

ACICISDSIP2020CURRICULUMOUTLINE 21 THE AUSTRALIAN CONSORTIUM FOR ‘IN-COUNTRY’ INDONESIAN STUDIES

DescriptionACICIS’DevelopmentStudiesImmersionProgram(DSIP)isasemester-longcommunitydevelopment

studyprogramhostedbyGadjahMadaUniversity(UGM)inYogyakarta,Indonesia.Thisprogramallows

participantstogainvaluable‘handson’experienceinthefieldofinternationaldevelopmentthrough

frontlinecommunitydevelopmentprojects.TheDSIPoffersstudentstheopportunitytoundertakeeitheran

eight-weekcommunitydevelopmentfieldworkmoduleknownas‘StudentCommunityService(SCS)’,or

aneight-weekprofessionaldevelopmentplacementwithalocalcommunity-basedorganisation,aspartof

their semester in Yogyakarta.

StudentCommunityService(SCS)isatwo-monthmoduledesignedandmanagedinpartnershipwith

UGM’sInstituteforResearchandCommunityServices(LPPM)whichseesstudentslivingandworking

in rural locations around the Yogyakarta area while designing and working on grassroots, community

developmentprojects.

TheDSIPDevelopmentPlacementisatwo-monthprofessionalplacementinpartnershipwithlocalNGOs,

community-basedorganisationsandgovernmentagenciesinYogyakarta.TheDevelopmentPlacement

offersstudentsthechancetoapplytheoreticaldevelopmentknowledgeinreallifeprofessionalcontexts

whilefosteringimportantpracticalskillsinadvocacy,publicrelations,administration,researchand

monitoring and evaluation.

TheDSIPhasbeendesignedforstudentswithnoexistingIndonesianlanguageskills;however,students

withexistinglanguageskillsarewelcometoparticipate.

SupervisionACICIS’programsinIndonesiaoperateunderthedirectionandsupervisionoftheACICISResidentDirector,

Dr Adrian Budiman.

StudentsundertakingtheStudentCommunityServicesSCSwillalsobesupervisedbyanUGMacademic

appointedtooverseetheprogram.

StudentsundertakingtheDevelopmentPlacementwillworkunderthesupervisionofaworkplacementor.

Theworkplacementorwillsuperviseandguideastudent’sworkwithinthehostorganisationforthe

durationofthestudent’splacement,aswellasprovidefeedbacktosupervisingACICISstaffregardinga

student’sconductandperformancewithintheworkplace.

Structure and Schedule of Learning ActivitiesThe DSIP runs in two intakes each year: from August to December, and from February to June. The

structureofthesemester-longprogramisasfollows:

✜ SixweeksofIndonesianlanguageclassesandcourseworkatGadjahMadaUniversity(UGM).Classes

arescheduledfromMonday-Thursday,from9amto4pm.

Concurrent with;

✜ AseminarsandfieldtripsoncontemporarydevelopmentissuesinIndonesiafacilitatedbylocal

practitionersandexpertsinthefieldofdevelopmentstudies;

Followed by;

✜ EightweeksofeitheraStudentCommunityService(SCS)projectOR theDSIPDevelopment

Placement.

Student Community Service ModuleTheStudentCommunityService(SCS),orasitisbetterknowninIndonesiabytheacronym‘KKN’(Kuliah

KerjaNyata),offersstudentsthechancetoparticipateincommunitydevelopmentprojectswithfellow

UGMstudents.ForIndonesianstudents,thisisacompulsory,fullycredited,practicumprogramwhich

mustbecompletedpriortograduation.Programsaredesignedsothattheknowledgeandtechnicalskills

ofrecentgraduatesmaybeappliedtoreallifesituations.Inmostcases,studentsareexpectedtodesign

theirprojectsonlocationfollowinganinitialone-weeksurveyperiod.Collaborationwithlocalcommunities

isviewedasanessentialingredientofallprojects.SCSismanagedbyUGM’sInstituteforResearchand

CommunityServices(LPPM),andUGMlecturersareassignedtooverseeandassessindividualcommunity

developmentprojects,buttheydonotdeviseprojectsthemselves.Thisistheresponsibilityofstudent

groups.

SCSprogramshaveadeliberateruralbias.Projectstargetlow-incomeormarginalisedsegmentsofthe

community.ExamplesofpreviousSCSprojectsareasfollows:

✜ Environmentalconservationthroughsustainableagriculturalpractice;

✜ Thesocialisationanddevelopmentofnaturaldisasterearlywarningsystemsinvillagesexposedtoa

highriskoflandslidesortsunami;

✜ ImprovingHumanDevelopmentIndex(HDI)vialiteracycampaignsinJavaandMadura;

✜ HousingreconstructionandthedevelopmentofSMElivelihoodsinearthquake-damagedareas;

✜ Improvingaccesstoeducationthroughcompulsoryeducationprograms.

SCSprojectsaredesignedinaccordancewithaprimarytheme,e.g.DisasterResponseTrainingforVillage

A;however,studentsareexpectedtocompleteadiverserangeofactivities.Studentsareencouraged

todesignsimpleandachievableprojects,andtonotgointotheprogramwithastrict‘outcomefocus’.

Theprogramisdesignedasmuchfortheexperientiallearninggainsasitisforthecreationoftangible

outcomes.Studentsdonotrequireaspecificskillsettoparticipateintheprogram.Socialsciencestudents

are generally in high demand on account of their critical thinking and strong observational skills.

StudentsintheSCSstreamwilldepartforthefieldatthestartofweekeight(ofthe15-weeksemester).The

SCSplacementisfull-time,withstudentsallocatedatotalfivedays’leavefortheeight-weekperiod.


Host OrganisationsHostorganisationsfortheDSIPDevelopmentPlacementarelistedbelow:

DSIP Development PlacementTheDSIPDevelopmentPlacementprovidesanopportunityforstudentstogainvaluableexperience

workingincommunity-baseddevelopmentorganisations.TheDevelopmentPlacementoffersstudentsthe

chancetoapplytheoreticaldevelopmentknowledgeinaprofessionalcontextwhilefosteringimportant

practicalskillsinadvocacy,publicrelations,administration,research,andmonitoringandevaluation.

Throughouttheeight-weekDevelopmentPlacement,studentsundertakeasupervisedprofessional

placementataparticipatingHostOrganisation.HostOrganisationsfortheDSIPDevelopmentPlacement

includecommunity-basedorganisations,governmentagencies,andNon-GovernmentOrganisations

(NGOs),workingonarangeofdevelopmentissues,includingbutnotlimitedto:gender,environmental

conservation,corruptionandgovernance,healthandsanitation,andeducation.

Requiredtaskswillvarydependingonastudent’sHostOrganisation.Withoutgoodreasonandthe

permissionoftheirworkplacementor,studentsmustattendtheirplacementduringallcontractedworking

hoursfortheeight-weekplacementperiod.StudentsmustsatisfyboththeirHostOrganisationand

ACICISstaffthattheyhaveperformedallassignedtaskstoasatisfactorystandard.Oncompletionofthe

DevelopmentPlacement,theworkplacementorwillbeaskedtoevaluatethestudent’sperformance.

Thementorwillbeaskedtocommentoncriteriarelatedtobothgenericskills(e.g.interpersonal,

communication,professionalism,initiative)anddiscipline-specificknowledge.Thisfeedbackwillinform

eachstudent’send-of-semesterstudentoutcomeevaluationreportpreparedbyACICIS’ResidentDirector.

Applicantsshouldbeawarethat,inapplyingfortheDSIP,theyareapplyingfortheprogram,notaspecific

placement.ParticipantsareadvisedthatitmaynotbepossibleforACICIStoaccommodateastudent’s

statedpreferenceswithrespecttotheirDevelopmentPlacementHostOrganisation.Additionally,allACICIS

placementswithindevelopmentorganisationsdependentirelyonthegoodwillandpreparednessof

suchorganisationstohostparticipants.Assuch,HostOrganisationsretaintherighttowithdrawfromthe

programorvarythenumberofparticipantstheyhostatanystage.Therefore,whileactingingoodfaithin

preparingstudentsforplacements,ACICIScannotguaranteeanyspecificDevelopmentPlacementsiteand

participantsmustacceptthisneedforflexibilityasaconditionofparticipationintheDSIP.

Selecting a DSIP stream Byorientation,studentsarerequiredtohavechoseneithertheSCSstreamortheDevelopmentPlacement

stream,sothatenrolmentscanbefinalised,andworkplacementsarranged.

BeforeplacementsinruralareasaroundYogyakartacommence,studentswhoselecttheSCSstreamare

requiredtoattendanumberofpreparatorysessionswiththeInstituteforResearchandCommunityService

(LPPM)atUGM.Thesesessionsinclude:abriefingseminarontheSCS,ageneralpre-departuretestfor

theSCS,ahealthcheckatGadjahMadaUniversity,andconsolidationmeetingswiththeappointedUGM

academicsupervisorandfellowSCSstudents.ACICISwillnotplaceACICISstudentsoutsideoftheSpecial

RegionofYogyakartaduetoimmigrationandpolicerestrictions.

StudentsselectingtheDSIPDevelopmentPlacementstreamwillbegiventheoptiontonominate

theirpreferreddevelopmentarea(e.g.gender,education,environment,etc.)andtheirpreferredHost

Organisation.ACICISwillorganisepre-placementadministration,andarrangeintroductoryvisitstoHost

Organisations for each student.


Teaching and Learning StrategiesStudentsundertakeafrontlinecommunitydevelopmentprojectinadevelopmentsettinginIndonesia

undertheacademicsupervisionofstafffromGadjahMada’sLPPMortheprofessionalsupervisionofa

HostOrganisationmentor.Inbothcases,astudent’sprogramofstudyontheDSIPisultimatelyoverseen

andsupervisedbyACICIS’ResidentDirector.Astudent’sSCSorDevelopmentPlacementexperienceis

augmentedbyasix-weekacademicprogramconductedatGadjahMadaUniversity–priortostudents’

placements–consistingofcompulsoryIndonesianlanguageclassesaswellasaseminarseriesdesigned

toequipstudentswithanunderstandingofthedevelopmentsectorinIndonesia.

EvaluationThroughouttheprogram,ACICISstaffwillconductmonitoringvisitstoeachstudent’sSCSruralcommunity

siteorplacementHostOrganisation.Uponcompletionoftheprogram,studentsareinvitedtoprovide

specificfeedbacktoACICISthroughafinal‘exitinterview’andalsothroughananonymousonlinesurvey,

whichassistsACICISinimprovingthequalityofplacementsforsubsequentiterationsoftheprogram.

AttendanceStudentsmustattendaminimumof80%ofalllanguageclasses,seminarsandfieldtrips,aswellas

completetheSCSorDevelopmentPlacement,inordertosatisfactorilycompletetheprogram.Without

goodreasonandthewrittenpermissionoftheirLPPMsupervisororHostOrganisationmentorANDthe

ACICISResidentDirector,studentsmustattendtheirplacementduringallcontractedworkinghours.

Educational Principles and Graduate Attributes Through participation in the DSIP, students are encouraged and assisted to:

✜ Develop understanding and academic knowledge of Indonesia’s development sector and prevailing

community development practices;

✜ Apply academic knowledge and theory in a community development setting in Indonesia;

✜ Make a valued contribution to the rural community or Host Organisation;

✜ Enhance employability by honing work skills, performance and conduct;

✜ Gain an understanding of Indonesian organisational culture, as well as first-hand experience of the

challenges of intercultural management and communication; and

✜ Establish networks and contacts with Indonesian peers and professionals working within Indonesia’s

development sector.

Learning OutcomesStudents who complete the DSIP successfully should be able to:

✜ Apply their academic knowledge and skills within a community development setting in Indonesia;

✜ Critically reflect and report on their experience in the rural community or Host Organisation workplace

and relate this to development theory;

✜ Understand the activities and processes of their SCS development project(s) or Host Organisation, and

contextualise their project(s) or Host Organisation within Indonesia’s development sector;

✜ Perform tasks set by their SCS academic supervisor or Host Organisation mentor to a satisfactory

standard, and make a positive contribution to achieving the goals of their SCS development project(s)

or Host Organisation;

✜ Demonstrate sound cross-cultural communication skills, flexibility, resourcefulness, ability to work as

part of a team, and time management skills; and

✜ Respect diversity in a range of academic, professional and community environments.


Assessment Component DetailsThe DSIP is designed to meet the equivalency requirements of a full time semester load (0.5 EFTSL) at

ACICISmemberuniversities,andincludesthefollowingassessablecomponents:

1. Indonesia language classes (72 hours)Allparticipantsundertakesixweeksoffull-timelanguagestudyatUGMpriortocommencementofeither

theirSCSorDevelopmentPlacement.ThisintensiveIndonesianlanguagestudyisofferedatthreelevels

oflanguageinstruction:beginner,intermediate,andadvanced.Studentsenrolinfivesubjects-atotalof12

‘SKS’orcreditpoints.Acreditpointisassumedtoentailthefollowingapproximatetimecommitmentfroma

studentduringthefirstsixweeksoftheprogram:

✜ 1hourofclasscontacttimeperweek;

✜ 1hourofstructuredacademicwork(assignmentsandhomework);and

✜ 2hoursofindependentstudy(independentreadingandconversationpractice).

Theintensivelanguageprogramconsistsofthefollowingsubjects:

Subjects Credit Points (CP)

Writing(menulis) 2 CP

Reading (membaca) 3CP

Speaking(percakapan) 3CP

Grammer(tatabahasa) 2 CP

Vocabulary(kosakata) 2 CP

Total 12 CP

2. Seminars and Fieldtrips (24 hours)The seminar series consists of sixseminarsand/orfieldtrips.Theseseminarswillfocusonkeyissuesin

theIndonesiandevelopmentsectorandaredesignedtopreparestudentsfortheirSCSorDevelopment

Placementexperience.

Examplesofseminarthemesinclude:

✜ OverviewofIndonesianDevelopmentIssues

✜ UrbanDevelopment

✜ GenderinIndonesia

✜ Renewable Energy

✜ Disaster Risk Management & Disability

✜ PublicHealth

ACICISmayalsoarrangefieldtripstodevelopmentandcommunity-basedorganisationssothatstudents

cangainfirst-handknowledgeofthedevelopmentsectorinYogyakarta.Studentsmustdemonstrate

adequatepreparationforeachseminarandfieldtripthroughinformedcontributionstodiscussionsand

activitiesinordertopassthiscomponent.Asamplelistofseminarsandaccompanyingreadingsisprovided

inAppendixI.

AssessmentUponcompletionoftheprogram,theACICISResidentDirectorprovidesastudent’shomeuniversitywith

atwo‐-page‘StudentOutcomeEvaluation’reportdetailingthestudent’sacademicperformanceonthe

program.Studentperformancewillbeassessedonlyas‘Satisfactory’or‘Unsatisfactory’(equivalenttoan

‘ungradedpass/fail’).

Tocompletethisprogramsatisfactorily,studentsmustdemonstratetheabilitytoperformtasksintheir

SCSdevelopmentproject(s)orDevelopmentPlacement,toasatisfactorystandard,andalsotoreflect

ontheexperienceandrelateitbacktotheiracademicstudies.Studentsmustattendaminimumof80%

ofscheduledlanguageclasses,seminarsandfieldtrips,aswellasachieveagradeofatleast60%inthe

Indonesianlanguagecomponentoftheprogram.

A student’s home university may retain the right to set and grade other assessment tasks related to the

program.WhileACICISmakesarecommendationabouthowmuchacademiccreditastudentshouldbe

awardedfortheirparticipationintheprogram,itisuptoindividualhomeuniversitiestodeterminetheirown

protocolsandrulesforawardingacademiccredittostudentswhoundertakeandsuccessfullycomplete

theprogram.

Assessment ComponentsACICIS’DSIPprogramiscomposedoffourkeycomponents,asoutlinedbelow.Studentsarerequiredto

satisfactorilycompleteallcomponentsinordertoachieveanoverallgradeof‘Satisfactory’fortheprogram:

# Component Weighting Notes

1 Indonesian Language

Classes

30% UndertakenatGadjahMadaUniversity(UGM)-

assessmentadministeredbyUGM’sIndonesian

LanguageandCultureLearningService(INCULS).

2 SeminarsandFieldtrips 10% Attendanceat,andparticipationin,all seminars and

fieldtripsorganisedbyACICISisrequired.Evidenceof

familiarity with set readings will be assessed through

seminarparticipation.

3 Research Essay 20% Student to submit a 2,000-word research essay on a

contemporarycommunitydevelopmentissuewithin

theIndonesiancontexttobeassessedbytheACICIS

Resident Director.

4 Student Community Service

(SCS) orDSIPDevelopment

Placement

30% For SCS students: Students will be assigned to a

numberofdifferentdevelopmentprojectsattheir

communityfieldsite,monitoredandsupervisedby

academicstafffromUGM.

For Development Placement students:Host

OrganisationmentorsandACICISstaffwillmonitor

andsupervisestudentprogressandperformance.

5 Final Presentation 10% Abrief(20minute)presentationcontextualising

students’SCSorDevelopmentPlacement

experiencewithintheIndonesiandevelopment

sector.


3. Research Essay: 2,000 wordsBeforestudentsdepartfortheirSCSorDevelopmentPlacement,theyarerequiredtocompletea2,000-

wordresearchessayonacontemporarythemeinIndonesiandevelopment.Theaimoftheessayisto

encouragestudentstothinkcriticallyaboutcontemporarydevelopmentissuesinIndonesia,drawingfrom

arangeofsecondarysources(academicjournalarticles,researchpapers,booksandonlinearticles)priorto

participatingindevelopmentinitiativesfirst-handthroughtheirSCSprojectsorDevelopmentPlacements.A

fullerdescriptionoftheresearchessayisprovidedinAppendixII.

4. Student Community Service (SCS) or DSIP Development Placement (300-360 hours)

4.1 Student Community Service (SCS) streamSCScommencesinweek8ofthe15-weeksemester.Atorientation,studentswillbeprovidedwitha

detailed handbook that outlines the structure of SCS activities and assessment.

StudentswillbeassignedtoanumberofdifferentprojectsattheirSCSfieldsite.Asamplebreakdownof

projectsandthetimeallocatedtothemisoutlinedbelow:

SCS Program (minimum 360 hours)

✜ Main Program 70% (252 hours)

✜ AuxiliaryProgram30%(108hours)

TheminimumamountoftimeforSCSis360hours.70%ofthetotalhoursareallocatedfortheMain

Programand30%fortheAuxiliaryProgram.Thistimeisloggedviaactivityattendancecardssubmittedtoa

student’sUGMsupervisor.

AnacademicfromarelevantUGMfacultyisassignedtoserveasthesupervisorofeachSCSunit.This

supervisorvisitsthesiteonaweeklybasisandisresponsibleforallassessment.ACICISstaffalsoroutinely

visitSCSstudentsinthefieldtoassessstudentprogress.

SCS Assessment

Students are assessed as follows:

✜ ProjectProposal10%

✜ FinalReport10%

✜ Field Evaluation 10%

✜ Participation70%*

* Student participation and performance is assessed on four criteria: discipline, cooperation, comprehension,

and implementation. LPPM places the heaviest weighting (60%) on implementation. LPPM will assess students’

problem-solving skills, project success, and skills in evaluating the strengths and weaknesses of the project(s).

4.2 DSIP Development Placement streamTheDSIPDevelopmentPlacementstreamalsocommencesinweek8ofthe15-weeksemester.

StudentsarerequiredtoattendtheirDevelopmentPlacementfromMondaytoFridayfrom9amto5pm

(approximately37.5hoursperweek)dependingontheHostOrganisation.TheDevelopmentPlacement

entailsanapproximatetotaltimecommitmentof300hoursfromthestudentduringthelasteightweeksof

the 15-week semester.

Throughouttheeight-weekDevelopmentPlacement,studentsundertakeasupervisedplacementat

aparticipatingHostOrganisation.Requiredtaskswillvarydependingonastudent’splacementHost

Organisation,butgenerallymayinclude:reportwriting,contentediting,websiteediting,translation,data

entry,advocacy,monitoringandevaluation,andothertasksasrequiredbyindividualHostOrganisations.

DSIP Development Placement Assessment

Students are assessed as follows:

✜ Workplandesign10%

✜ Reflectivejournal20%

✜ Participation70%**

** Student participation and performance will be assessed by the student’s Host Organisation mentor and

ACICIS’s Resident Director. On completion of the Development Placement, the Host Organisation mentor will be

asked to comment on criteria related to both generic skills (e.g. interpersonal, communication, professionalism,

initiative) and discipline-specific knowledge. This feedback will inform each student’s end-of-semester Student

Outcome Evaluation (SOE) report prepared by ACICIS’ Resident Director.

5. Final PresentationAttheendoftheprogram,studentswillgiveabrief(20minute)presentationregardingtheirSCSor

DevelopmentPlacementexperiencetotheirfellowDSIPstudentsandACICISstaff,followedbyabrief

question and answer session.

Award of Grade for the unitBoththestudentandthestudent’shomeuniversitywillreceiveacopyoftheACICISResidentDirector’s

StudentOutcomeEvaluationreportaswellasanofficialacademictranscriptfromGadjahMadaUniversity.

These assessment documents will be sent electronically from the ACICIS Secretariat in Perth within three

monthsofastudent’scompletionoftheprogram. The home university may choose to award a grade or

anungradedpass/failonthebasisofthesedocumentsandanyadditionalhomeuniversityassessment

requirementsfortheprogram.


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bunnell%20et%20al%20prepublication.pdf [05 July 2018].

Setiawan,B2002,‘Integratingenvironmentalgoalsintourbanredevelopmentschemes:lessonsfromthe

CodeRiver,Yogyakarta,Indonesia’,WaterScienceandTechnology,vol45,no11,pp.71-76.

Raharjo,W2010,‘NeighbourhoodAssociationandtenurestabilisationininformalsettlements:thecaseof

Lengkong,’ReviewofIndonesianandMalaysianAffairs,vol44,no2,pp.49-67.

http://www.tandfonline.com/doi/abs/10.1080/00074910903040310


https://www.tandfonline.com/doi/abs/10.1080/09687599.2016.1200014


https://www.tandfonline.com/doi/abs/10.1080/09613211003693945

http://www.partners4prevention.org/sites/default/files/resources/p4p-report.pdf

https://www.hrw.org/sites/default/files/reports/wrd0410webwcover_0.pdf

http://asiapacific.anu.edu.au/newmandala/2014/04/28/the-30/


https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-7-6


http://dx.doi.org/10.1186/1471-2334-14-412

http://www.sciencedirect.com/science/article/pii/S0305750X06000465


http://siteresources.worldbank.org/HEALTHNUTRITIONANDPOPULATION/Resources/Peer-Reviewed-Publications



http://apps.who.int/iris/handle/10665/250550

https://core.ac.uk/download/pdf/82636047.pdf


https://jurnal.ugm.ac.id/teknosains/article/view/6046/4820


https://profile.nus.edu.sg/fass/geotgb/bunnell%20et%20al%20prepublication.pdf



Appendices


Appendix I: Seminars and FieldtripsWeek # Topic Organisation Readings

1 ✜ Development Overview & Community-Based

Organisations

Satu Nama Hadiz, V 2010, Localising Power in Post-Authoritarian Indonesia: A Southeast Asia Perspective. Chapter 1, Decentralisation,

Development and Democracy. Stanford University Press, Stanford.

Ife, J 2009, Human Rights from Below: Achieving rights through community development. Cambridge University Press,

Cambridge.

von Luebke, C 2009, ‘The political economy of local governance: findings from an Indonesian field study,’ Bulletin

of Indonesian Economic Studies, vol. 45, no.2, pp. 201-230. Available from: http://www.tandfonline.com/doi/

abs/10.1080/00074910903040310 [05 July 2018].

2 ✜ Urban Development Komunitas Kali Code Setiawan, B 2002, ‘Integrating environmental goals into urban redevelopment schemes: lessons from the Code River,

Yogyakarta, Indonesia’, Water Science and Technology, vol 45, no 11, pp. 71-76.

Adris, A, Worosuprojo, S, & Baiquni, M 2014, ‘Slum, Squater, and Quasi-Squatter Housing Depravity in Yogyakarta’, Jurnal

Teknosains, vol. 4, no. 1, pp, 1-102. Available from: https://jurnal.ugm.ac.id/teknosains/article/view/6046/4820 [05 July

2018].

Bunnell, T, Miller, M, Phelps, N, & Taylor, J 2013, ‘Urban Development in a Decentralized Indonesia: Two Success Stories?’

Pacific Affairs, vol. 86, no. 4. Available from: https://profile.nus.edu.sg/fass/geotgb/bunnell%20et%20al%20prepublication.

pdf [05 July 2018].

Raharjo, W 2010, ‘Neighbourhood Association and tenure stabilisation in informal settlements: the case of Lengkong,’ Review

of Indonesian and Malaysian Affairs, vol 44, no 2, pp. 49-67.

3 ✜ Gender in Indonesia Rifka Annisa Human Rights Watch 2010, ‘Slow Reform: Protection of Migrant Domestic Workers in Asia and the Middle East’, Available from:

https://www.hrw.org/sites/default/files/reports/wrd0410webwcover_0.pdf [05 July 2018].

Satriyo, H 2014, ‘The 30 Percent’, New Mandala, Available from: http://asiapacific.anu.edu.au/newmandala/2014/04/28/

the-30/ [05 July 2018].

Fulu, E, Warner, X, Miedema, S, Jewkes, R, Roselli, T & Lang, J 2013, Why Do Some Men Use Violence Against Women and

How Can We Prevent It? Quantitative Findings from the United Nations Multi-country Study on Men and Violence in Asia and

the Pacific. UNDP, UNFPA, UN Women and UNV, Bangkok. Available from: http://www.partners4prevention.org/sites/

default/files/resources/p4p-report.pdf [05 July 2018].

Kabeer, N 2005, ‘Gender equality and women’s empowerment: a critical analysis of the third Millennium Development Goal’,

Gender and Development, vol. 13, no. 1, pp. 13- 24.






https://www.hrw.org/sites/default/files/reports/wrd0410webwcover_0.pdf






Week # Topic Organisation Readings

4 ✜ Renewable Energy Rumah Energy Marquardt,J2014,‘AStruggleofMulti-levelGovernancePromotingRenewableEnergyinIndonesia,’EnergyProcedia,vol.58,

pp.87-94.Availablefrom:https://core.ac.uk/download/pdf/82636047.pdf [05 July 2018].

Nugroho,H,Lu,S,&Firmansyah2017,‘Developingrenewableenergyindevelopingcountries:AlessonfromIndonesia,’Energy

Sources,PartB:Economics,Planning,andPolicy,vol.12,no.4,pp.318-325.Availablefrom:https://www.tandfonline.com/

doi/abs/10.1080/15567249.2015.1072599 [05 July 2018].

Süsser,D,Döring,M,&Ratter,B2017,‘Harvestingenergy:Placeandlocalentrepreneurshipincommunity-basedrenewable

energytransition,’EnergyPolicy,vol.101,pp.332-341.

Kerr,S,Johnson,K,&Weir,S2017,‘Understandingcommunitybenefitpaymentsfromrenewableenergydevelopment’,Energy

Policy,vol.105,pp.202-211.

5 ✜ Disaster Risk Management & Disability YAKKUMRehabilitationCentre Djalante,R&Thomalla,F2012,‘DisasterriskreductionandclimatechangeadaptationinIndonesia:Institutionalchallengesand

opportunitiesforintegration’,InternationalJournalofDisasterResilienceintheBuiltEnvironment,vol.3,no.2,pp.166-180.

Guarnacci,U201,‘Governanceforsustainablereconstructionafterdisasters:LessonsfromNias,Indonesia,’Environmental

Development,vol.2,pp.73-85

Chang,Y,Wilkinson,S,Potangaroa,R&Seville,E2010,‘Resourcingchallengesforpost-disasterhousingreconstruction:a

comparativeanalysis’,BuildingResearch&Information,vol.38,no.3,pp.247-264,Availablefrom:https://www.tandfonline.

com/doi/abs/10.1080/09613211003693945 [05 July 2018].

Suharto,S,Kuipers,P&Dorsett,P2016,‘Disabilityterminologyandtheemergenceof‘diffability’inIndonesia’,Disability&

Society,vol.31,no.5,pp.693-712,Availablefrom:https://www.tandfonline.com/doi/abs/10.1080/09687599.2016.1200014

[05 July 2018].

Agustian,H2016,‘Redefiningdisabilityinthecontextof‘masyarakatmadani’,anIndonesianmodelofinclusivesociety.’British

JournalofSpecialEducation,vol.43,pp.358-372

Kusumastuti,P,Pradanasari,R,&Ratnawati,A2014,‘TheProblemsofPeoplewithDisabilityinIndonesiaandWhatIsBeing

LearnedfromtheWorldReportonDisability’,AmericanJournalofPhysicalMedicine&Rehabilitation,vol.93,pp.63-7.

6 ✜ PublicHealthinIndonesia Eliminate Dengue Project (EDP) Yogykarta Rokx,C,Schieber,G,Harimurti,P,Tandon,A&Somanathan,A2009,HealthFinancinginIndonesia:AReformRoadMap,The

WorldBank,WashingtonD.C.Availablefrom:http://siteresources.worldbank.org/HEALTHNUTRITIONANDPOPULATION/

Resources/Peer-Reviewed-Publications/HealthFinancinginIndonesiaAReformRoadMap2009.pdf [05 July 2018].

Heywood,P,&Harahap,N2009,‘HumanresourcesforhealthatthedistrictlevelinIndonesia:thesmokeandmirrorsof

decentralization’,HumanResourcesforHealth,vol.7,no.6.Availablefrom:https://human-resources-health.biomedcentral.

com/articles/10.1186/1478-4491-7-6 [05 July 2018].

WorldHealthOrganisation2016,WHOCountryCooperationStrategyIndonesia2014–2019:Indonesia.Availablefrom:http://

apps.who.int/iris/handle/10665/250550 [05 July 2018].

Miller,D,Scheffler,R,Rosenberg,R,&Rupp,A2006,‘SocialCapitalandHealthinIndonesia’,WorldDevelopment,vol.34,no.6,

pp.1084-1098.Availablefrom:http://www.sciencedirect.com/science/article/pii/S0305750X06000465 [05 July 2018].

Karyanti,M,Uiterwaal,C,Kusriastuti,R,Hadinegoro,S,&etal2014,‘ThechangingincidenceofDengueHaemorrhagic

FeverinIndonesia:a45-yearregistry-basedanalysis.’BMCInfectiousDiseases,vol.14,pp.412.Availablefrom:http://dx.doi.

org/10.1186/1471-2334-14-412 [05 July 2018].

https://core.ac.uk/download/pdf/82636047.pdf













http://dx.doi.org/10.1186/1471-2334-14-412

http://dx.doi.org/10.1186/1471-2334-14-412


Appendix II: DSIP Research EssayAssessmentBeforestudentsdepartfortheirSCSorDevelopmentPlacement,theyarerequiredtocompletea2,000-

wordresearchessayonacontemporarythemeinIndonesiandevelopment.Theaimoftheessayisto

encouragestudentstothinkcriticallyaboutcontemporarydevelopmentissuesinIndonesia,drawingfrom

arangeofsecondarysources(academicjournalarticles,researchpapers,booksandonlinearticles)priorto

participatingindevelopmentinitiativesfirst-handthroughtheirSCSorDevelopmentPlacements.

Studentschooseoneofthefollowingthemes(examplesofsub-themesareincludedaswell):

✜ Environment (e.g. deforestation, oceans and reefs, mining and resource management, waste

management,consumption);

✜ Health & Sanitation(e.g.malnutrition,maternalandinfantmortality,wateravailabilityandaccessibility);

✜ Infrastructure(e.g.roadaccess,bridges,watersystems,schools,hospitalsandhealthclinics);

✜ Education(e.g.curriculumdevelopment,accesstofreeeducation,numberofchildreninschoolvs.

drop-outs,supportforeducationalservicesK–PhD);

✜ Governance and Corruption(e.g.graftandextortion,Indonesia’sCorruptionEradicationCommission);

✜ Gender issues(e.g.gender-basedviolence,homophobia,transphobia,underagemarriage,female

circumcision);

✜ Human rights (e.g. refugee and asylum seeker rights, ethnic and religious minority rights, labour rights

andfreedomofassociation);or

✜ Economic justice and access to livelihoods(e.g.micro-financeandcommunityco-ops,participatory

bankingandloanssystems,communalcreativeprojects).

After selecting their main theme, students will design a research question and then critically analyse the

issue(s)basedoncontemporarydevelopmentliteratureandarangeofsecondarysources.

Learning OutcomesFollowingthecompletionoftheresearchessay,studentsshouldbeableto:

✜ IdentifyacontemporarydevelopmentissueinIndonesia,anditsrelatedsub-issues;

✜ Analysethehistory,contextandunderlyingcausesbehindthedevelopmentissue;

✜ Situatetheissueinalocalcontext,andidentifythekeystakeholdersinvolved;and

✜ Criticallyreflectontherelationshipbetweentheoryandpracticebydrawingfromarangeofsecondary

sources(academicjournalarticles,researchpapers,booksandonlinearticles).

Weighting & Grading The research essay is worth 20% of a student’s overall assessment for the DSIP. In accordance with ACICIS’

finalmarkof‘Satisfactory’or‘Unsatisfactory’,theessaywillbeassessedonan‘UngradedPass/Fail’basis

withfeedbackprovidedbytheACICISResidentDirectoronastudent’stopicselection,analysis,case

studies and references used.

Students are advised to consult with the ACICIS Resident Director bytheendofWeek4oftheprogram

regardingtopicselection.

Formatting & ReferencingStudentsshouldformattheiressayinCalibriorTimesNewRomanfont,11or12point;double-spacedand

justified.Thereportmustbecompletedtoanacademicstandard.Studentsshouldincludeabibliography

withstandardHarvardreferencing(includingpagenumbers).Footnotescanbeincludediftheyarerelevant

to,andsupport,theargument.Studentsareadvisedtoconsulttheirhomeuniversitylearningresource

pagesformoreinformationonacademicreferencing.


Appendix III: Marking Rubrics

Seminars & Fieldtrips

Student Name:

Date:

Assessor:

Final Mark for component: /50 (represents10%oftotalprogram

assessment)

1. Attendance:Studentconsistentlyattendedseminarsandfieldtrips.

0 1 2 3 4 5 6 7 8 9 10

None Poor Weak Pass Average Good Excellent

2. Contribution of Ideas:Studentdemonstratesunderstandingofrelevanttopicsbycontributingto

discussions with ideas.

0 1 2 3 4 5 6 7 8 9 10


3. Evidence of Preparation and Critical Thinking: Student demonstrates familiarity with set seminar

readingsandevidenceofcriticalengagementwithtexts.

0 1 2 3 4 5 6 7 8 9 10


4. Level of Communication: Student can describe clearly the key elements of the issues being discussed

andcancommunicatetheseclearlytootherswithinaseminarcontext.

0 1 2 3 4 5 6 7 8 9 10


5. Integration of Experiences and Learning: Studentdemonstratesanabilitytoapplyseminarreadings

toexperiencesandobservationsdrawnfromtheprogramasawhole.

0 1 2 3 4 5 6 7 8 9 10


DSIP Research Essay

Student Name:

Date:

Assessor:


assessment)

1. Depth and breadth of knowledge demonstrated:Studentshowsadeepunderstandingoftheissue

examinedwithintheIndonesiandevelopmentcontext.

0 1 2 3 4 5 6 7 8 9 10


2. Research:Qualityacademicsourcesused,supportingevidencetobackupclaims,correctand

consistent referencing of all source materials.

0 1 2 3 4 5 6 7 8 9 10


3. Writing: Wellwritten,clear,consice,withspellingandgrammarchecked,usageofappropriate

headings and structure, and adherence to correct word limit.

0 1 2 3 4 5 6 7 8 9 10


4. Presentation of research: Depthandqualityofexplorationofdevelopmenttheoryandpractice.Overall

engagingandrelevanttothetopicselected.

0 1 2 3 4 5 6 7 8 9 10



Development Placement

Student Name:

Date:

Assessor:


assessment)

1. Host Organisation’s expectations met:Overallsatisfactionwithstudent’sperformance.

0 1 2 3 4 5 6 7 8 9 10


2. Work initiative:Studentworkedproactively,independentlyanddemonstratedaflexibleapproachto

tasksassignedbyHostOrganisation.

0 1 2 3 4 5 6 7 8 9 10


3. Social and intercultural skills: Student demonstrated sound cross-cultural communication skills and

cross-culturalteamworkbehavioursintheworkplace.

0 1 2 3 4 5 6 7 8 9 10


4. Application of discipline-specific knowledge: Studentshowedabilitytodrawonprevious

experiences,skills,andacademicstudiesandapplythesetotheirHostOrganisation’sworkplace

setting.

0 1 2 3 4 5 6 7 8 9 10


5. Critical reflection on workplace performance and practice: Student demonstrated ability to identify

andevaluateissuesandproblemsencounteredwithintheirplacementHostOrganisation;andto

reflectandanalysetheirownexperienceintheworkplaceanditsrelationshiptodevelopmenttheory.

0 1 2 3 4 5 6 7 8 9 10


Final Presentation

Student Name:

Date:

Assessor:


assessment)

1. Reflexive Practice: Student demonstrated ability to critically analyse and describe their SCS or

DevelopmentPlacementexperienceanditsimpactontheirownlearninganddevelopment.

0 1 2 3 4 5 6 7 8 9 10


2. Integration of experiences and learning: Student demonstrated familiarity with set course readings,

evidenceofcriticalengagementwithtextsandabilitytoapplythesereadingstotheirownexperiences

duringtheprogram.

0 1 2 3 4 5 6 7 8 9 10


3. Organisation of presentation: Studentdemonstratedappropriateuseofmedia,smoothtransitions,

andalogicalflowwithintheirpresentation.

0 1 2 3 4 5 6 7 8 9 10


4. Presentation delivery: Studentdemonstratedconfidentandclearpresentationdelivery,approriate

pacing,engagementwiththeaudience,andanabilitytorespondappropriatelytoaudiencequestions.

0 1 2 3 4 5 6 7 8 9 10



ACICIS Development Studies Immersion ProgramDevelopment Placement Host Organisations

ACICIS Development Studies Immersion ProgramIndonesian Partner University

Foundedin1949,Universtas Gadjah Mada (UGM) isacomprehensiveresearchuniversityandisoneofthetopfouruniversitiesinIndonesia.

UGMhas18faculties,agraduateschooland28researchcentres.UGMhasaround54,000students,includingover13,000postgraduatestudentsandover700internationalstudents.

UGMislocatedinYogyakartaincentralJava,443kmeastofJakarta.Yogyakarta,withapopulationofalittleover500,000,isregardedasacentreofJavanesecultureaswellasacentre

of learning.


AcknowledgementsACICIS gratefully acknowledges the financial and in-kind support

it has received from the Australian Government’s ‘New Colombo

Plan’ Mobility Grant Program, which has partially funded students’

participation in the Development Studies Immersion Program

throughout 2015 – 2019 through the provision of student mobility

grants.

The New Colombo Plan is a signature initiative of the Australian

Government which aims to lift knowledge of the Indo-Pacific

in Australia by supporting Australian undergraduates to study

and undertake professional experiences in the region. For more

information on the New Colombo Plan, please visit: www.dfat.gov.

au/new-colombo-plan

ACICIS is gratefully hosted by The University of Western Australia

(UWA), one of Australia’s leading teaching, learning and research

universities. From its heritage riverside campus in Perth, UWA is

consistently ranked in the top 100 universities in the world and is

a national leader in student demand, graduate starting salaries,

research grants and more.

http://www.dfat.gov.au/new-colombo-plan

http://www.dfat.gov.au/new-colombo-plan

ACICIS Member Universities

ACICIS is gratefully hosted by

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