Muhammadiyah Council for Higher Education, Research, and Development (CHERD) reconducted Leadership Training (LT) Batch VI located in the Development of Quality Assurance for Vocational Education building (BBPPMPV) for Arts and Culture, Monday-Saturday (17-22/01). The training followed by 44 leaders of Muhammadiyah-‘Aisyiyah Higher Education Institutions (MHEIs) aimed to prepare leaders that can face challenges on campus internally, the Muhammadiyah institution, national, and global. “MHEIs are parts of Muhammadiyah services (AUM) that become organizational da’wa medium. By following LT, AUM leaders will be ready to solve problems and take advantage of opportunities for the development of MHEIs,” said Muh Samsudin, the Leadership Training director and Secretary of CHERD.
The CHERD program that collaborated with Muhammadiyah Council for Cadre Education (MPK) was attended by the President of Muhammadiyah Central Board, Prof. Haedar Nashir, online. The Deputy Chair of Muhammadiyah CHERD, Prof. Chairil Anwar; the Secretary of CHERD, Muhammad Sayuti, Ph.D.; the Council for Cadre Education, Drs. Husni Amriyanto, M.Si, Assistance Team for CHERD, and invited guests also attended the agenda. Prof Chairil Anwar expected MHEI leaders to broaden experiences and collaboration through LT. “One principle from LT is that together we made progress and no one left behind,” he said in his remarks.
Prof Haedar Nashir highlighted the primary key of the movement/system was the leader with his leadership functions. Implementing the higher education system through the MHEI leadership values should refer to the Prophet’s leadership based on Islamic values in real life. Prof Haedar continued that the leadership in MHEIs required a leadership format with transformative characteristics to support dynamic conditions and competitiveness.
In the Islamic context, transformative leadership was an ingrained internalization process and a collective institutional process. Cited Al-Mawardi, to conceptualize the Prophet’s leadership as Prophetic leadership has two main characteristics: upholding religious values and political authority (siyasah). “Religious values should become a commitment for every leader in Islamic institutions, including educational institutions. Religion should be upheld, and it should be implemented in understanding, behaviour, and action. It can be a commitment to the holistic education process to be part of the educational system. Second, siyasah for good management,” he said. The understanding of transformative leadership comprises (1) moral prestige and exemplary, (2) competence to mobilize the potency, (3) competence to arrange transformation, and (4) future projection.
