Sustainable Faculty Development: An Indonesian Case Study

Abstract

This paper describes a five-year Canadian-Indonesian faculty development project that involved a range of activities and resulted in sustainable faculty development: the creation of faculty development centres in two post-secondary institutions. The mentor-mentee literature that framed the experience resulted in a gradual shifting of responsibility from the Canadians to the Indonesians. Analysis of the experience resulted in five key points that might inform faculty development practice whether internationally or locally. The key points are: time to develop expertise, understanding the multiple cultural contexts, modelling a range of different kinds of knowledge, sharing an external object of study, and changing the nature of problem solving and posing.