Civic Education Policies: Their Effect on University Students' Spirit of Nationalism and Patriotism

Autor/in	Nurdin, Encep Syarief
Titel	Civic Education Policies: Their Effect on University Students' Spirit of Nationalism and Patriotism
Quelle	In: Citizenship, Social and Economics Education, 16 (2017) 1, S.69-82 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.1177/2047173416688039
Schlagwörter	Nationalism; Patriotism; Civics; Educational Policy; Universities; College Faculty; Statistical Analysis; Correlation; Regression (Statistics); Comparative Analysis; Role of Education; Student Surveys; Student Attitudes; College Students; Foreign Countries; Educational Objectives; Outcomes of Education; Indonesia + Suchen Sie Ihr Suchwort? Nationalismus; Patriotismus; Staatsbürgerkunde; Politics of education; Bildungspolitik; University; Universität; Fakultät; Statistische Analyse; Korrelation; Regression; Regressionsanalyse; Bildungsauftrag; Schülerbefragung; Schülerverhalten; Collegestudent; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Indonesien
Abstract	This study aims to describe the effect of implementing Civic Education policies in a university on the development of students' sense of nationalism and patriotism; this is analysed from the perspective of Edward III's public policy implementation dimension and employs a quantitative approach based on the descriptive verification method. The findings show that the implementation of Civic Education policies at a university influences students' sense of nationalism and patriotism. The degree of influence is low due to several critical factors, which include the following: (1) the development of Civic Education material is delegated to each university or to the lecturers teaching the subject; thus, materials do not consistently focus on content related to patriotism and nationalism and (2) policies are ineffectively implemented in the dimensions of (a) communication, as they are not ideally communicated; (b) resources, as lecturers have varied competencies without consistent academic backgrounds; (c) disposition, as the implementers lack commitment because of the limited number of educators compared to the number of students; and (d) bureaucratic structure, as this varies by university, resulting in failed unity of command and bureaucratic fragmentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01