An Equal Opportunity University Strengthening the Role of Higher Education in GeoInformatics Utilization: A Transdisciplinary Approach (Bogor Agricultural University’s Case) By Asep Saefuddin1 and Awang Maharijaya2 1Department of Statistics, Bogor Agricultural University, Bogor, Indonesia 2Department of Agronomy and Horticulture, Bogor Agricultural University, Bogor, Indonesia This material is based upon work partially supported by (i) the National Science Foundation under Grant No. 0307010. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the agencies. [Presented at the 7th Annual International Conference on Digital Government Research] Technical Report Number 2006-0537 TECHNICAL REPORTS AND REPRINTS SERIES May 2006 Center for Statistical Ecology and Environmental Statistics Department of Statistics The Pennsylvania State University University Park, PA 16802 G. P. Patil Distinguished Professor and Director Tel: (814)865-9442 Fax: (814)865-1278 Email: [email protected] http: //www.stat.psu.edu/~gpp http://www.stat.psu.edu/hotspots DGOnline News Environmental and Ecological Statistics-SpringerStrengthening the Role of Higher Education in GeoInformatics Utilization: A Transdisciplinary Approach (Bogor Agricultural University’s Case)Asep Saefuddin Bogor Agricultural University Department of Statistics/Vice Rector for Planning, Development, and Collaboration Rectorate Building 2nd floor, Kampus IPB Darmaga Bogor 16680 INDONESIA +62 251 622643 [email protected] Awang Maharijaya Bogor Agricultural University/ Department of Agronomy and Horticulture/Assistant to Vice Rector for Academic Affair Rectorate Building 2nd floor, Kampus IPB Darmaga Bogor 16680 INDONESIA +62 811118268 [email protected] ABSTRACT This paper describes how Bogor Agricultural University (IPB) as a higher educational institution manages its resources in order to gain the optimum level of geoinformatics utilization. Transdisciplinary approach has been performed to reshape its educational system including the input, process, output and outcome (its impact to the society). As a result, IPB will have integrative and relevant education program, research, and community service and their continuous improvement based on geoinformatics approach. Several examples of geoinformatics research are provided. Categories and Subject Descriptors : A.0. General, A.m. Miscellaneous General Terms : Management, Human Factors, Economics Keywords: holistic, higher education, transdicipline 1. INTRODUCTION The utilization of geoinformatics for spatial and temporal hotspot detection and prioritization is necessity in modern society. Many complex problems can be approached “geoinformatically” incorporating various angles holistically supported by powerful information technology and statistical methods. Hence, higher education has an obligation to lay strong scientific foundation for the students. By understanding the essence of geoinformatics and its technologies, researchers may obtain accurate information and provide appropriate recommendations. 2. GEOINFORMATICS AND RESTRUCTURING IPB Due to the inevitability of geoinformatics approach and to obtain the optimum level of understanding it, IPB reshaped its system to produce high quality graduates rich with experiences in multidisciplinary researches and community services. Cluster analysis (Bartholomew, 2002) was applied to obtain appropriate grouping of academic departments based on department mandates, science/technology (natural sciences, social sciences, information technology, and mathematics) and market needs. Hence the academic department at IPB can be clustered into four groups: socio-economic/management, natural resources, engineering/ technology and basic and natural sciences. 3. EDUCATIONAL SYSTEM IPB views education is holistic system started from incoming students (input), learning process, output (graduates) and its impact to society (outcome). In term of learning process, IPB provides integration among education, research, and community service. Hence the students have to understand the societal complex problems and the role of science and technology in solving the problems. To obtain deep understanding of integrative approach supported by strong quantitative and qualitative methods, the education processes at IPB are as follows: a. Common first year program. The students have to take required courses in basic/intermediate mathematics, basic sociology, basic natural sciences (physics, chemistry, and biology), multicultural extra curricula, holistic agriculture, entrepreneurship, English, and religion. b. At the following years, they have to take a major option provided by academic departments and one minor. Besides their major/minor, all students are required to take basic/intermediate statistical methods, research methodology, and computer science (such as geographic information system) to strengthen their analytical and research skills. For research and community service, IPB provides an integrated Tridharma concept; i.e. three main functions: education, research, and community service. Hence, students are exposed to community-based problems to be discussed in class. Based on this strong connection among education, research, and community service, IPB has contributed many concepts for national development. For example, the food (rice) self-sufficiency program (1980s), interlink-regional development (1980-1990), community nutrition (1990s), local village self-reliance (2005), Aceh recovery program (2005), remote area development program (2006), and many others. Hence, students have real experiences in doing research in relation to the community services. At input level, since 2003, IPB had collaborated with local government providing local government fellowship. Students with this fellowship have to return to their local area after they get the degree. It is expected that in the near future they can create a suitable concept on regional development with respect to societal needs, environmental aspects, and appropriate technologies. Besides the local government scholarship, IPB invites 10% top students from recognized SMA (senior high school) in Indonesia. Hence, IPB’s students are from all provinces who usually come from rural areas. The