Wiwik Andriani, Zahara Zahara, Armel Yentifa, Lisa Amelia Herman, Yossi Septriani, Ria Angriani

Strengthening Strategies for Institutional Readiness of Public Universities in the Transformation toward Public Service Agency Status: A Case Study of PTN X

Introduction

Strengthening strategies for institutional readiness of public universities in the transformation toward public service agency status: a case study of ptn x. Strengthening strategies for public universities transitioning to Public Service Agency (BLU) status. Explore PTN X's readiness, governance, finance, and digital integration insights.

Abstract

This study was carried out to understand how PTN X prepares itself to become a Public Service Agency (Badan Layanan Umum or BLU). Research on this topic is still limited, especially in the context of vocational higher education, even though the transformation toward BLU has a big impact on how institutions manage their finances, governance, and human resources. The purpose of this study is to describe PTN X current level of readiness and to identify strategies that can strengthen its institutional capacity in facing the BLU transition. The study used a qualitative descriptive approach involving 15 key informants selected through purposive sampling. Data were collected through interviews, focus group discussions, and document review, and analyzed thematically to capture the main issues and strategies emerging from the transformation process. The results show that PTN X is partly ready for BLU implementation. Progress has been made in governance and planning systems, but some weaknesses remain, such as limited coordination between units, dependence on government funding, and incomplete digital integration. Leadership commitment and clear policies play a key role in maintaining progress, although bureaucratic procedures still slow down flexibility and innovation. In general, this study concludes that PTN X readiness can be strengthened through better coordination, improved financial independence, digital integration, and continuous staff development. The findings also highlight that BLU transformation is not just about meeting regulations but about changing the institutional mindset to be more adaptive and accountable. The results are expected to give insight to policymakers and other vocational institutions that are preparing for the same transition.

Review

This study addresses a highly pertinent topic concerning the transformation of public universities, specifically vocational higher education institutions, into Public Service Agencies (BLU). The authors correctly identify a significant gap in the literature regarding this transition, particularly within the vocational context, where its implications for finance, governance, and human resources are substantial. The qualitative descriptive approach, employing a robust methodology of interviews, focus group discussions, and document review with 15 key informants, is well-suited to exploring the nuanced complexities of institutional readiness. The clear articulation of the study's purpose to describe current readiness and identify strengthening strategies sets a solid foundation for its contribution. The findings reveal a nuanced picture of PTN X's readiness for BLU implementation, highlighting commendable progress in governance and planning systems while candidly acknowledging persistent weaknesses such as limited inter-unit coordination, over-reliance on government funding, and incomplete digital integration. The identified strategies—improved coordination, enhanced financial independence, comprehensive digital integration, and continuous staff development—offer actionable insights. Crucially, the study extends beyond merely cataloging readiness factors, emphasizing that BLU transformation necessitates a fundamental shift in institutional mindset toward greater adaptability and accountability. This broader perspective significantly enriches the study's value, providing practical guidance for both policymakers and other vocational institutions navigating a similar transition. While offering valuable initial insights, the single-case study design, though appropriate for an exploratory qualitative approach, naturally limits the direct generalizability of specific findings across the entire vocational higher education sector. The full paper would benefit from a more detailed discussion on the theoretical underpinnings guiding the analysis of institutional readiness, or a deeper exploration of the mechanisms by which "leadership commitment" translates into actionable change given the observed bureaucratic hurdles. Future research could expand upon this foundation by conducting comparative studies across multiple vocational institutions to identify common patterns and unique challenges, or by exploring the efficacy of proposed strengthening strategies in practice. Nonetheless, this study provides a timely and important contribution to understanding institutional readiness for BLU status.

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