Character Education Management At Universitas Negeri Yogyakarta and Lr Dav College Jagraon India

Abstract

The success of an educational program can be measured through its achievements, both in terms of program design and management effectiveness. At Yogyakarta State University and LR DAV College Jagraon, India, character education has been institutionalized and positioned as a priority program, supported by government policies that implicitly emphasize the importance of character education in higher education. This study aims to analyze the management of character education, identify obstacles in its implementation, and examine institutional efforts to strengthen character education at both universities.

This research employed a qualitative comparative approach. Data were collected through interviews, observations, and documentation related to character education policies, programs, and implementation practices at Yogyakarta State University and LR DAV College Jagraon. Data analysis was conducted using qualitative descriptive techniques to compare management practices between the two institutions.

The findings reveal that: (1) character education management at both Yogyakarta State University and LR DAV College Jagraon has applied fundamental management principles, including planning, organizing, implementation, and evaluation; (2) several obstacles remain in the implementation of character education management, such as variations in institutional commitment, coordination challenges, and differences in cultural and organizational contexts; and (3) institutional efforts to strengthen character education include the formation of implementation and monitoring teams, evaluation of character development based on teachers’ assessments, and intensive socialization of character education programs to lecturers, staff, and students through both curricular and extracurricular activities.

This study concludes that effective character education management in higher education requires strong institutional commitment, systematic monitoring and evaluation, and continuous engagement of the academic community to ensure sustainable character development among students.