Date of Award

Summer 2026

Language

English

Embargo Period

7-16-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Program

Educational Policy and Leadership

First Advisor

Daniel Levy

Committee Members

Gilbert Valverde, Alan Wagner

Keywords

Academic Drift, Islamic Higher Education, Institutional Transformation, Mission Drift

Subject Categories

Higher Education

Abstract

ABSTRACT

Many higher education institutions imitate one another to achieve upward movement, a phenomenon known as academic drift. While this trend is widely acknowledged, the existing academic literature primarily focuses on developed nations. This research aims to investigate how academic drift occurs in Indonesian Islamic higher education, particularly through institutional transformations that involve institutes transitioning to universities.

This qualitative study examines academic drift at the State Islamic University of Mataram, Indonesia. To gather extensive data, in-depth interviews were conducted with participants from this university, representatives from two leading public Islamic universities, and senior officials from the Ministry of Religious Affairs.

Our analysis yields several key findings regarding the forces, forms, and processes of academic drift. It identifies five external forces that propel this drift: changes in curricula at Islamic high schools, labor market demands, students, public policy, and international factors. Additionally, two internal forces are highlighted: mission drift and the role of university administrators and academics. The academic drift processes illustrate a gradual evolution through various forms, including mission drift, institutional drift, sector drift, and system drift. This complex process involves multiple stakeholders and faces resistance during its initial stages.

Curriculum changes in Islamic high schools and mission drift were not hitherto examined in the literature as forces or forms of academic drift. Additionally, there has been a lack of detailed exploration into the actual processes of this phenomenon. This study also points out resistance from students and academics against academic drift, while the literature considers both as its forces. In conclusion, this research confirms, expands upon, contradicts, and enriches the theory of academic drift while introducing new contexts, including the dynamics between religious and secular aspects, Islamic perspectives, and considerations pertinent to a major developing nation.

License

This work is licensed under the University at Albany Standard Author Agreement.

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