Transformation Of Managerial Competence Of Education Administration Students Through Improvement Project In Non-School Work Environment

Pepi Januar Pelita; Ana  Ratnasari

doi:10.58258/b34rpa19

Authors

Pepi Januar Pelita Universitas Muhammadiyah Bogor Raya
Ana Ratnasari Universitas Muhammadiyah Bogor Raya

DOI:

https://doi.org/10.58258/b34rpa19

Keywords:

Educational Administration; Organizational Adaptability; Improvement Project; Managerial Competence; Non-School Internship

Abstract

Transformation of Managerial Competence among Educational Administration Students through Improvement Projects in Non-School Work Environments. The shift toward an Outcome-Based Education (OBE) curriculum paradigm requires Educational Administration (EA) students to build competence that is flexible enough to adapt outside the conventional school ecosystem. This study analyzes the process of managerial-competence transformation among EA students through an Improvement Project scheme carried out with non-school work partners. A qualitative descriptive case-study approach was used, focusing on the Analyze–Develop–Validate–Recommend intervention stages. Participants comprised six-semester EA students undertaking internships, unit mentors from four partner entities (a sharia savings-and-loan cooperative, a service/clinic cooperative, a consumer cooperative, and a baitul maal), and the internship supervising lecturer. Data were gathered through in-depth interviews, passive participant observation, and documentation analysis (logbooks, executive summaries, and draft SOPs/digital media). Findings show substantial transformation across three competence domains: (1) improved hard skills in digital archiving and operational SOP development; (2) a shift in soft skills from a routine administrative mindset toward a service mindset and complex problem-solving; and (3) strengthened cross-sector adaptability alongside strict data confidentiality (zero compromise on confidentiality). The study demonstrates that Improvement Projects situated in non-school work environments effectively accelerate the multidimensional work-readiness of Educational Administration students and offer a transferable model for embedding cross-sector experiential learning within outcome-based curricula.

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