Organization And Methodology Laboratory Works On Biophysics For Dental Direction

Quality medical education must be fundamental. An increase in the level of fundamentally of medical education should be associated with all-natural sciences, including the teaching of biophysics. The main goal of medical education is to improve the quality of training for the healthcare system based on high clinical, scientific, and ethical standards in medical education, the introduction, and the development of innovative educational technologies. At the same time, the basis of teaching should be the well-known didactic principles of pedagogy, and methods of teaching students the natural sciences systematic, and consistent presentation of educational material, visualization, and accessibility, integration of sciences, and the spread of inter-subject relationships in the educational process at all its levels, requirements for a training experiment. The article shows the role of biophysics in a medical university, problems of teaching biophysics at the present stage, and some methods for solving them. Restore the formation of future dentists' skills to perform laboratory work of a professional nature, a technique is proposed for laboratory work.

Introduction
Biophysics is the science of the physical principles that underlie all the processes of life, including the dynamics, and kinetics of biological systems.
The subjects of biophysics are the physical principles that underlie all the processes of living systems. Biophysics is an interdisciplinary science somewhere between biology, and physics -as its name implies and, also, it is associated with other disciplines such as mathematics, physical chemistry, and biochemistry. Biophysics can be considered on an equal footing as part of physics. Especially today, when the boundaries between the classical disciplines are no longer established, it would be futile to try to balance these aspects with each other. Biophysics is one of the best examples of interdisciplinary science.
Medical, and biological physics helps to understand the meaning of physical phenomena occurring in the body, using physical laws in the diagnosis, and treatment of diseases. It defines the principles of the device, and operation of medical equipment teaches medical students to think logically, move from facts to concepts, build conclusions, enriching them with new modern knowledge.
Medical schools around the world are gradually moving from a traditional disciplinebased curriculum to an integrated one. Integrated training helps future doctors gather facts in a single chain to get a complete picture of the clinical situation and develop a holistic approach to treating a particular patient.
In the preparation of a dentist, the acquisition of basic theoretical knowledge in the basic fundamental disciplines taught in 1-2 courses of the dental institute is of great importance.
The training of a dentist in general practice, taking place at several specialized, and non-core departments of the dental institute, aims to instill in students the skills of continuous improvement, and effective application of knowledge for the analysis of clinical diseases, treatment methods, and predicting the effectiveness of their use. Our experience of working with students as dentists has revealed several points that complicate the implementation of this task, which is due to a very modest number of hours according to the curriculum; the unequal level of initial training in natural disciplines, and basic knowledge; the difference in personal characteristics, and target settings for training; a limited number of modern biophysics teaching aids for dentists.
Teaching the subject "Biophysics" provides classroom, laboratory, practical, and extracurricular methods.
Laboratory work and practical exercises are an important part of the theoretical, and vocational training of students. They are aimed at experimental confirmation of theoretical principles, and the formation of educational, and professional skills.
The main purpose of laboratory classes in physics is the acquisition by students of the necessary skills in conducting a physical experiment. At the same time, students should check the basic physical laws of phenomena, get acquainted with the measurement methods, and the rules for processing measurement results, and learn how to handle modern scientific equipment Most measurements in medicine are measurements of physical or physicochemical quantities.
Measurements allow us to establish the laws of nature and are an element of knowledge of the world around us.
There are direct measurements, in which the result is obtained directly from measuring the quantity itself (for example, measuring the body temperature with a medical thermometer, measuring the length of an object with a ruler), and indirect, in which the desired value of the quantity is found from the known relationship between it, and the directly measured quantities (for example, the definition body weight when weighing, taking into account the buoyancy force, determining the viscosity of a liquid by the speed of falling of a ball in it). Technical means for making measurements (measuring instruments) can be of various types. The most famous measurement tool is a measuring device in which the measuring information is presented in a form that is accessible for direct observation by an observer (for example, the temperature is represented in a thermometer by the length of a column of mercury, current strength -by reading the ammeter arrow or a digital value). Measuring instruments also include a measure that is designed to reproduce a physical quantity of a given size (for example, a weight of a certain mass).
In practical classes in biophysics, all these types of measurements are actively used. For example, 1. Determination of the density of bodies of regular geometric shapes. 2. Determination of viscosity coefficient by the Stokes method. 3. Determination of surface tension coefficient by the drop separation method. 4. Determination of the wavelength of laser radiation using a diffraction grating, etc. [2]. In quantitative diagnostics -blood pressure, temporal dependence of biopotentials, the optical system of the eye, etc. In laboratory tests -blood viscosity, sugar concentration in urine, etc. During treatment, it is important to know the dose of ionizing radiation, current strength during galvanization, ultrasound intensity, etc.; the absence of any information of this kind can not only reduce the therapeutic effect but also cause harm. A quantitative assessment of the parameters of the environment surrounding a person (air humidity, temperature, atmospheric pressure) is a prerequisite for disease prevention, climate treatment.
All kinds of physical biomedical measurements can be classified either according to a functional attribute or by belonging to the corresponding section of physics. The physical classification is closer to the structure of this course, which is why it is given below. Mechanical measurements: anthropometric parameters of the body, movement, speed, and acceleration of body parts, blood, air, acoustic measurements, blood, and fluid pressure in the body, and air in the environment, vibration measurement, etc. Measurement devices: caliper, audiometer, tonometer, phonendoscope, psychrometer, ergometer, and others Thermophysical measurements: temperature of organs, parts of the body, and the environment, calorimetric measurements of biological objects, food, etc. Instruments thermometer, calorimeter, etc.
Electrical, and magnetic measurements: biopotentials, induction of the magnetic field of the heart, measuring the impedance of biological objects, food, etc. Instruments: electrocardiograph, rheograph, etc.
Optical Measurements: colorimetric measurements, measurements of the optical characteristics of ophthalmic media for diagnostic purposes, spectral measurements for diagnostics, and forensic purposes, measurement of the characteristics of ultraviolet, infrared, and visible light for hygienic purposes, etc. Instruments: KFK-2 photo electro calorimeter, interferometers.
In addition, you can specify physical, and chemical measurements: quantitative determination of the composition of the inhaled, and exhaled air, the gas composition of the blood, the pH of the blood, and other biological environments.
The functional principle of the classification of biomedical measurement methods can be shown by measuring the parameters of the cardiovascular system. Here there are mechanical (ballistic cardiograph, phonocardiography, blood pressure measurement), electrical, and magnetic (electrocardiography, magnetocardiography), optical measurements (oxyhemometry). Other physical methods are possible; for example, the method of nuclear magnetic resonance controls the speed of blood flow and more.
Laboratory research work is an exciting activity where students can not only test their knowledge but also gain practical experience.
The content of laboratory work is that the analysis verification of formulas, calculation directions, the establishment, and substation of laws, familiarization with the methods of experiments, the establishment of the properties of substances, their qualitative, and quantitative characteristics, observation, and development of phenomena, processes, etc. When choosing the content, and scope of laboratory work, it's necessary to proceed from: -the complexity of the tutorial material for assimilation, -intra-subject, and intra-subject communications, -what place a selected work occupies within the aggregate of laboratory work, and their significance for the formation of a holistic view of the content of the tutorial discipline. Varieties of organization of student add the laboratory, and practical classes: frontal, group, and individual. Within the frontal kind of the organization of classes, all students perform the identical work the identical time. Within the group type of organization of classes, the identical work is performed in groups of 2-5 people. With a private sort of organization of classes, each student performs a personal task.
There are different tasks in the works. Each work has its own distinctive features, character, and structure. Illustrative -tasks are aimed at studying the external characteristics, the structure of the object in question. The work is performed in the form of diagrams, images, drawings, and diagrams. Research -students observe certain phenomena for a long time (weather changes, plant, and animal growth). Students record the results of the study in the form of graphs, numerical indicators, diagrams, and drawings. Summarizing -such work is carried out on the basis of the material passed to consolidate it. Problematic -during the course of work, the problem raised by the teacher is resolved. Practical -such work is carried out on the basis of theoretical knowledge for their application in practice.
Laboratory work biophysics for college students of medical institutes involves significant independent work both at the stage of preliminary preparation for work, and through the performance of labor, its design, and calculations.
For example, the work "Determining the ratio of a liquid employing a refract meter" can be set as follows. Within the first lesson, students learn the device and master the measurement method. The method is taken into account mastered if the ratio of the liquid is set with a slip of no more than 5% compared to the table value.
In the second lesson, you can study the dependence of the refractive index on the solution concentration in two ways: 1. Students are given solutions with a known concentration. Students measure refractive indices and plot n = f (c). The refractive index of a solution of unknown concentration is measured, and the concentration is determined from the graph.
2. Each student receives a task to prepare a solution of a substance (for example, table salt) of a given concentration, and determine its refractive index. A table is crossed out on the board, and each student enters the results of their measurements into it. According to this table, students build a graph of the dependence n = f (c). Inaccuracies in the work of individual students are clearly visible by the scatter of points on the graph. Some students may be instructed to take repeated measurements. The conclusion about the dependence of n on s is discussed. After that, each student receives a solution of the same substance of unknown concentration (each student has an individual task), measures the refractive index, and, according to the schedule, finds the concentration. Thus, the student gets acquainted with the refractometric method for determining the concentration of solutions.
Those students who quickly completed the task can familiarize themselves with the refractometric method for determining the percentage of protein in blood serum.
This method of work can be applied in other cases, when studying the surface properties of a liquid, studying the viscous properties of a liquid, etc.
All this increases the requirements for the level of physical, mathematical, and technical training of the future doctor, which is reflected in the current program on biophysics.
Let's give an example of laboratory work conducted with students' dental profiles.
Instruments, and accessories: technical scales, a set of weights, a wire for hanging a tooth, a bench for installing glass with liquid, a glass with distilled water, a measuring cylinder, adult teeth, a baby's baby tooth, and tooth teeth Theoretical part Density is a physical quantity determined for a homogeneous substance by its mass per unit volume (a value inverse to the specific volume of a substance). The density of an inhomogeneous substance is the ratio of mass, and volume when the latter is contracted to the point at which the density is measured. The ratio of the densities of two substances under certain standards of physical conditions is called relative density. For liquid, and solid substances it is measured at a temperature t, as a rule, in relation to the density of distilled water at 40 C, for gases in relation. The density of dry air or hydrogen under normal conditions (T = 273.12, P = 1.01 * 105 Pa). The density of substances usually decreases with increasing temperature (due to thermal expansion of bodies) and increases with increasing pressure. In the transition from one state of aggregation to another, the density is measured stepwise.
The mechanical strength and density of the tooth is ensured due to its optimal design, in which there is a high-strength thin surface layerenamel that protects bone tissue from the action of a "concentrated", point load, and enamel strength is provided at the ultra-, micro-, and macro levels. Bone tissue of a tooth -dentin has a denser structure than skeleton bones. Dentin, covered www.psychologyandeducation.net with a layer of enamel, through the dentin-enamel border perceives the external load on the tooth, forming a composite multilayer heterogeneous structure with enamel, which is a damper when the enamel is loaded. 1 Teeth, along with the tongue, and the salivary glands, the ducts of which open into the oral cavity, serve as important organs for the mechanical processing, promotion, and digestion of food. Although in all vertebrates the teeth perform the same function of grinding food, their shape, and size are different and correspond to the kind of food consumed by these animals. In humans, the tongue, and teeth took on another function -the function of speech.
Despite the fact that externally the teeth can have a completely different look, their structure is basically the same. The part of the tooth protruding above the gum is called the crown, the part surrounded by the gum is the neck, and the part located to the bottom of the neck is the root. Each tooth consists of several layers: a hard outer layer or enamel, an inner layer (dentin), and a central cavity filled with pulp, in which there are blood vessels, and nerves. Enamel covers only the crown and the upper part of the neck of the tooth. A tooth is hardened in the jawbone by a substance called dental cement. Dentin in composition and hardness resembles bone, and consists of 72% of inorganic material, and 28% of organic matter. Enamel -the hardest substance in the bodyalmost 97% consists of inorganic material.
Mammalian teeth are specialized for various functions. Eight front chisel teeth, called incisors, are used for biting. Four cone-shaped fangs, one in each front corner of the upper, and lower jaws, are used to tear food. Behind the fangs on each side of that, and the other jaw there are two pseudo-rooted teeth (premolar), and three molars (molars) with a flattened surface, adapted for crushing, and grinding food. Herbivores, for example horses, and cows, have wide, flat roots for grinding food, and developed incisors for nibbling grass. In humans, the teeth are relatively few specialized, since his ancestors were omnivores.
From the foregoing, it is clear that such parameters as hardness, density, strength are decisive for teeth. At the same time, due to the heterogeneity of the tooth structure, it is possible to speak about these parameters only in the average sense. Given the difference in the composition of food in different age periods, it seems interesting to compare the density of the tooth of an adult with a similar indicator of a child's milk tooth. From these positions, it is interesting to compare the tooth density of various representatives, for example, a person, and a horse.

Research Method
On everybody immersed in a liquid, a lifting force acts upward from the liquid side, and is applied to the center of gravity of the submerged body. The magnitude of this force is equal to the weight of the displaced fluid. In this formulation, although not in a very explicit form, gravity is assumed, since the existence of the buoyancy force is due to the difference in the statistical pressures in the liquid. An increase in the density of the liquid leads to an increase in the buoyancy force, and, consequently, to a decrease in the weight of the body immersed in the liquid. If the body is not completely immersed in the liquid, then moving the body deep into the liquid increases the buoyancy force. Methodhydrostatic weighing is as follows. The density of a solid is determined by double weighing -first in the air, then in a liquid whose density is known (distilled water). At the first weighing, body weight is determined, and the volume is determined by the difference in the results of both weighings. When measuring the density of a liquid, a body is weighed in it, the mass, and volume of which are known. Hydrostatic weighing, depending on the required density, is carried out on technical, analytical, or model scales. Since the strength of Archimedes is equal to the weight of the displaced fluid, knowing the density of the fluid at the test temperature (from the tables), we can determine its volume, which, in turn, is equal to the volume of a completely submerged body. Given the difference in the composition of food in different www.psychologyandeducation.net age periods, It seems interesting to compare the tooth density of an adult with a similar indicator of a child's milk tooth. From these positions, it is relevant to compare the tooth density of various representatives, for example, a person, and a horse. TASK №1 PERFORMANCE ORDER 1. Weigh the wire for hanging the tooth. 2. Suspend the teeth being examined one by one using a wire to the balance beam, determine the mass, and subtract the mass of wire from it. 3. Place a bench with a glass of distilled water over the weighing pan, and lower the suspended tooth into it. 4. Determine the mass of weights balancing the body in water, and subtract the mass of the wire. 5. Calculate the density of the tooth under study by the formula: where m1 is the mass of the tooth in air, m2 is the mass of the tooth in water, ρv is the density of water at a given temperature. The derivation of this formula is given below.
According to the law of Archimedes (m1-m2) g = ρвVg (1) where g is the acceleration of gravity, V is the volume of the tooth is equal to: V = (2) з If we substitute (2) in (1)

Child
When finalizing the results, it should be noted that in these measurements, the errors are instrumented. The weighing error shall be considered equal to 0.005 g; take the density of water with an accuracy of 0.1 g / cm3. The error in determining the volume is 0.1 ml.
From the above, we found that such parameters as density are decisive for a number of representatives of the teeth. At the same time, due to the heterogeneity of the tooth structure, it is possible to speak about these parameters only in the average sense.
Based on our studies, it can be established that knowledge of the physical, and morphofunctional properties of hard tissues of teeth allows us to judge the ability of the dentofacial system to absorb loads, and not be destroyed. A qualitative assessment of the results of the study of tooth density showed their differences, which is due to different morphological, and functional properties, namely, the orientation of the protein-mineral skeleton of the tooth of various representatives in the longitudinal direction in accordance with the load necessary for chewing food.
The wear resistance of the working surface of hard tooth tissues, namely strength, and density, are closely related. The importance of the physical, and morphofunctional properties of hard tissues of the tooth allows a deeper understanding of the mechanisms of their work, as well as the conduct of new research in modern dentistry, which would significantly expand the indications for the use of adhesive systems of the restoration technique in dentistry.
After the end of the laboratory work, a survey was conducted among students. The essence of the questionnaire is to find out the students' opinions on the subject of biophysics. During the survey, 89 students participated. It turned out that 40.4% of the students like the teacher's explanation, 47.2% of the students like the lab work,, and 10.1% of the students like to solve problems. The survey shows that most students are interested in practical, and laboratory work, conversations on scientific topics, discussions, and explanations of teaching materials. Problemsolving makes it difficult for students.

Conclusion
Based on the analysis conducted by us in the laboratory, we can conclude: -when performing such laboratory work, there is an opportunity for the synthesis of knowledge, the ability to transfer knowledge from one industry to another is being formed. This, in turn, stimulates the analytical activity of students, develops the need for a systematic approach to the object of cognition, and forms the ability to analyze, and compare complex processes, and phenomena of objective reality.
-integration of fundamental, and clinical subjects -a means of obtaining new ideas based on traditional subject knowledge. It is aimed at developing student erudition, at updating the existing narrow specialization in education; -students will understand not only the presentation of the basic biophysical phenomena that underlie life, but also the well-known fundamental physical laws, and concepts. Under these conditions, it is possible to arouse interest in the subject and improve the assimilation of the material, along with the use of new pedagogical technologies, further bringing the questions outlined to the future specialty of students, profiling the subject, and shaping your biophysics.


Factors Influencing Workplace Bullying among Employees in a Private Education Institution

Background – Workplace bullying can happen in any organizations. This type of bullying happens among employees and employers. Bullying at workplace is considered as one of the worst acts, including negative acts like verbal aggressions, isolation and naming, which can cause life destruction to an individual. Purpose – The purpose of the study was to determine the level of workplace bullying among employees in a private education institution. Hence, three independent variables were selected based on theories on previous studies that are abusive supervision, hostile working environment and workplace ostracism. Design – The design of this study was a quantitative method in which sixty-six respondents from support staffs in the selected private education institution participated in a survey. The method used to distribute the questionnaire was Google online survey forms. The actual respondents were 80 participants, however, only 66 respondents successfully participated in the workplace bullying survey. Findings – Based on the finding on the selected three independent variables, namely, abusive supervision, hostile working environment and workplace ostracism, it showed that abusive supervision and hostile working environment had p-value less than 0.05 which contributed to the main dependent variable that is workplace bullying. Conclusion – Several studies have demonstrated that workplace bullying, confirmed by these findings, has far-reaching effects on the entire society. The high rate of this type of workplace bullying, such as in this study, should motivate researchers to examine workplace bullying in general, and drive practitioners to do so as well.

Introduction
In the early 1990s, the term 'bullying in the workplace' was coined to describe a pattern of relentless violence, crime, fear, incivility, insult, misuse of power, and severe consequences for victims in Scandinavia (Paull & Omari, 2015). Workplace bullying is repeated harm to a person as well as abuse which may include negative acts such as demeaning, berating, or telling someone that they are useless or incompetent (Akella, 2016). Devonish (2017) reported that "bullying in the workplace has been recognized as a serious problem in organizations in both developed and developing countries, resulting in significant social and psychological problems". The research would, therefore, be performed at one of the private institutions of education. As indicated by Ahmad et al (2017), academics play a vital part in the conveyance of higher education in a country. In addition, scholars are not only reliable in educating and training the future workforce, but also in contributing to the progress of society through their study (Ahmad et al., 2017). The prevalence of workplace bullying in academic environments, however, can potentially affect the learning of students and decrease the level of intellectual performances in higher education (Keashly & Neuman, 2010;McKay et al., 2008).

Objectives
To determine the level of workplace bullying among employees in a private education institution. i. To determine the level of abusive supervision, hostile working environment and workplace ostracism among employees in a private education institution. ii. To determine the relationship between abusive supervision, hostile working environment and workplace ostracism towards workplace bullying among employees in a private education institution. iii. To determine the factors influencing the workplace bullying among employees in a private education institution.

Concept of Dependent Variables Workplace Bullying
Devonish (2017) quoted an example from Rayner and Hoel (1997), there are several previous studies that have described workplace bullying according to its actions. For the sake of further clarification, the terms 'belittling one's profession and belittling one's opinion' are used, as well as 'refusing to grant one credit when it is due' and terrorizing one', as well as 'terrorizing', and failure to give due credit'. Hypothesis 1: There is the main factor in workplace bullying among employees in a private education institution.

Concept of Independent Variables Abusive Supervision
Most leadership studies have examined the actions of successful leaders, but not all have investigated the potential motives behind them (Kim et al., 2016). Formally, openly berating, insulting, and harassing the troops is known as "abusive supervision" (Aryee et al., 2008). Despite, few studies have investigated the implications of these types of leader behaviours on debilitating workers' abilities to share their knowledge (Kim et al., 2016). Hypothesis 2: There is a positive and significant relationship between abusive supervision and workplace bullying among employees in a private education institution.

Hostile Working Environment
Hostile working environment is defined as "unwelcoming and unwanted conduct that causes the employee to feel anxious, worried, or frightened" (The Legal Dictionary, 2017a, 2017b, 2017c. A hostile atmosphere may be created by various acts, such as teasing, swearing, acts of in sub-ordinance, nicknames, and demands for sexual favours, including such as touches, stares, attention, harassment, and sexual abuse. Successor partners, in addition, the offended party can also be colleagues, customers, clients, and/customers (Walker, 2018).
Hypothesis 3: There is a positive and significant relationship between hostile working environment and workplace bullying in a private education institution.

Workplace Ostracism
According to Chung (2015), ostracism is prevalent in daily human life and can manifest itself in both silence and total avoidance (Ferris et al., 2008). Additionally, ostracism is the absence of cooperation, e.g. not perceiving, including, or selecting, or even initiating cooperation, cooperation, with another person or group (Chung, 2015). On the other hand, Chung (2015) stated that the treatment of one gives one receives will depend on whether one has reacted poorly in the previous encounter with another person, regardless of their feelings about this (Robinson et al., 2013). Hypothesis 4: There is a positive and significant relationship between workplace ostracism and workplace bullying in a private education institution.

Design of Study
The research methodology for this study is a quantitative research. The study is primarily designed to find out, from a cross-section of employees from an organization, the perceptions about workplace bullying. The employees were from different departments and hold different positions in the organization level. In order to collect information, there was a specific group participating in the study of workplace bullying. It is proposed to select a sample from employees as sampling strategy. The questionnaires were distributed through email. The participants were requested to respond within one week after the distribution of questionnaire was completed. Before the study was conducted, the employees were informed through supporting letter of the purpose of the study. It explained the objectives and relevance of the study by assuring their information would be retained as confidential and they could decide whether to participate or not in the study.

Instrument
In the advent of technology, the online questionnaire is a proper medium to collect data from the respondents. The questionnaires were distributed to the employees via email and it helped to save time and financial resources.
To measure the perceptions towards workplace bullying, it is crucial to identify what are the perceptions of the employees on the issue studied by using attitudinal scales. Attitudinal scales is a "scales designed to measure attitudes towards an issue". There are three types of scale in social sciences, namely, Likert-scale, Thurston-scale and Guttman-scale (Kumar, 2014).
Likert-scale was used in this analysis to assess workplace bullying. Likert-scale known as the 'summated rating scale' is one of the attitudinal scales designed to assess attitudes. This scale implies that each statement or object has the same "value," "importance" or "weight" in terms of demonstrating an attitude towards the issue in questions (Kumar, 2014). The Likert-scale was rated from a scale of 1 to 5. The respondent was requested to rate the scale of 1 'Strongly disagree', 2 'Disagree', 3 'Neutral', 4 'Agree' and 5 'Strongly agree'. The result was determined by Cronbach's alpha with the value of 0.7. The items were developed based on previous studies.

Section A
In this section, the information regarding the demographic variables such as marital status, level of education, employee status, number of employees and level of employment was obtained.

Section B
Workplace bullying: Among three factors of workplace bullying, person-related bullying was selected to be included in the questionnaire. A twelve-item scale developed by Einarsen et al. (2009) was used to measure person-related bullying. The response options ranged from 1 ('strongly disagree') to 5 ('strongly agree'). Cronbach's alpha for this measure was 0.978.

Section C
Abusive supervision: A 15-item scale developed by Tepper (2000) was used to measure abusive supervision. The response options of the measure ranged from 1 'strongly disagree' to 5 'strongly agree'. The Cronbach's alpha for this scale was 0.974.

Section D
Hostile working environment: A six-item scale developed by Adams and John (1997) was used to measure hostile attribution bias. The response options of the measure ranged from 1 'strongly disagree' to 5 'strongly agree'. The Cronbach's alpha for this scale was 0.901.

Section E
Workplace ostracism: A ten-item scale developed by Ferris et al. (2008) was used to measure workplace ostracism. Response options ranged from 1 'strongly disagree' to 5 'strongly agree'. Cronbach's alpha for this measure was 0.975.

Population
The research population for the study was employees in a private education institution. The two small institutions have a total population of approximately 80 employees in an organization. The employees consisted of individuals who hold different positions in the organization. There are different levels of positions held by employees, namely, management level, executive level, and non-executive level. However, there are varieties of departments within an organization with different functions. Each department is divided into business development, academic and non-academic. Participants were asked about workplace bullying.
In this study, the target population supports staffs were the administrative executives and administrative assistants. Both positions held different titles and job descriptions in an organization.

Sampling
To decide on the sample size, Krejie and Morgan were used to determine the number of samples to be respondents in this study. The sample size suggested was 66.

Data Collection
Before distributing the questionnaires, the researcher sent emails to the Human Resource personnel in the selected private education institutions and made phone calls to communicate clearly the objective of this study. However, there were only two private education institutions responded and distributed the link to the selected sample size via email.
The questionnaires were distributed online by using Google survey form. All 66 respondents were mailed the link to the Google survey form. About two weeks, soft reminder were sent in order to complete the survey form within the timeline.

Data Analysis
The research aimed to measure workplace bullying among private education institution. There were two sections of the questionnaires in this study, namely, Section A and B. Section A was about demographic information that was the respondents' individual information. Section B was the items about the workplace bullying. Section B consisted of all the items connected to the independent and dependent variables.
Data were examined via Statistical Package for the Social Sciences (SPSS) software. The descriptive statistical analysis was used to screen data, identify potential outliers, and characterize variances at the group or case level.
Each of the objectives was analysed accordingly to obtain data as the table below; To determine the relationship between abusive supervision, hostile working environment and workplace ostracism towards workplace bullying among employees in a private education institution.

PPMCC (Pearson product-moment correlation coefficient)
To determine the factors influencing the workplace bullying among employees in a private education institution. High (3.66 -5.00) 27 40.9 Overall, the mean for workplace bullying is 3.16 with a standard deviation of 1.140. 27.3% of respondents in this study indicated a medium level of workplace bullying, 31.8% indicated a low level of workplace bullying and 40.9% indicated a high level of workplace bullying. In conclusion, from the table below, it clearly indicated the existence of workplace bullying even though half of the respondents do agree on the workplace bullying under control.

Abusive Supervision
The categorization of abusive supervision revealed that most of the respondents (57.6%) reported having a low level of abusive supervision, 22.7% having medium abusive supervision followed by 19.7% for high-level of abusive supervision. The values of the mean and standard deviation of abusive supervision were 2.49 and 1.177 respectively.

Hostile Working Environment
The categorization of hostile working environment revealed that most of the respondents (51.5%) reported having a moderate level of hostile working environment, 31.8% having a high level of hostile working environment followed by 16.7% of respondents having a low level of the hostile working environment. The values of the mean and standard deviation of the hostile working environment were 3.32 and 0.920 respectively.

Workplace Ostracism
The categorization of workplace ostracism revealed that most respondents (69.7%) reported having a low level of workplace ostracism, 18.2% having a high level of workplace ostracism followed by 12.1% having a moderate level of workplace ostracism.  Table 5 illustrates the result of correlation analysis between abusive supervision and workplace bullying. The nature of the relationship between the two variables in terms of direction is positive as Pearson correlation value indicates 0.641 and the strength of relationship based on Guildford Rule of Thumb is a moderate relationship between abusive supervision and workplace bullying. H₁: Therefore, there is a significant and moderate relationship between abusive supervision which leads to workplace bullying. Table 5 illustrates the result of correlation analysis between hostile working environment and workplace bullying. The nature of the relationship between the two variables in terms of direction is positive as Pearson correlation value indicates 0.575 and the strength of relationship based on Guildford Rule of Thumb is a moderate relationship between hostile working environment and workplace bullying. H₂: Therefore, there is a significant and moderate relationship between hostile working environment and workplace bullying. Table 4.3 illustrates the result of correlation analysis between workplace ostracism and workplace bullying. The nature of the relationship between the two variables in terms of direction is positive as Pearson correlation value indicates 0.536 and the strength of relationship based on Guildford Rule of Thumb is a moderate relationship between workplace ostracism and workplace bullying. H₃: Therefore, there is a significant and moderate relationship between workplace ostracism and workplace bullying.

Correlation Analysis between Workplace Ostracism and Workplace Bullying
To summarize, when employees experienced moderate levels of abusive supervision, hostile working environment, and workplace ostracism, they were still under control of workplace bullying compare to other employees who experienced a high level of abusive supervision, hostile working environment

Discussion
Abusive supervision and hostile working environment are the best factors in explaining workplace bullying among support staffs in selected private organizations. The findings of this study stated that abusive supervision and the hostile working environment caused workplace bullying.
According to a recent study, bullying has also been found to be associated with ranking in the workplace (Ahmad et al, 2017). Downward bullying is known to be prevalent in many cases of these offences (Branch et al., 2007 andThomas, 2005). For an example, Rayner (1997) found that supervisors and managers executed more than 70% of workplace bullying cases. While downward bullying was more common, workplace bullying could be seen at different levels, such as subordinates bullying their superiors (Branch et al., 2007).
In addition, workplace bullying is often used as a mean to damage the overall academic hierarchies, for example, mean-spirited academic cultures are created, (Comer et al., 2012;Gumbus and Vega, 2010) and workplace quality is harmed (Ahmad et al., 2017). Giorgi (2012) conducted a study in a large Italian university and concluded that workplace bullying could potentially spread to a toxic working environment. Thus, the study has supported the damaging effects of workplace bullying on the academic work environment and academics' health.

Implication For Organization
Workplace bullying can either be intentional or unintentional, and should be anticipated, leading to the conclusion that any several workplace health concerns may be rendered harmless by not being managed properly.

On Employee Behaviour
Workplace bullying can lead to reduced productivity of employees. With a myriad of cultural issues in the workplace, employers must seriously consider adopting internal organizational strategies to address the problem of workplace bullying.

Employee Health
Similarly, the psychological effects of hostile work conditions on employees vary widely but are often detrimental to mental health. Employees can become terrible and less productive, unbalanced moods, emotional distress, and lack of focus (Cortina, 2008, p. 56).

Recommendation Practice
Researchers and practitioners should propose and enforce anti-bullying strategies aimed at producing 'zero-resilience' for harassment, increasing understanding of what is involved and clarifying what is meant by 'acceptable' work behaviours (European Agency, 2002;Hubert 2003;Mathieson et al., 2006;Richards & Daley, 2003;Vartia et al., 2003).

Future Research
Future studies on workplace bullying should be longitudinal work, conducted in diverse geographical and occupational settings, incorporate other factors and conducted either quantitatively or qualitatively in order to explore more the meaning of workplace bullying in the Malaysian context.


Self-Governance : Internationalization Management of Distinctive Higher Education Towards The World Class University

The purpose of this study is to describe the management of the internationalization process of higher education in the form of self-governance, strategic plans (vision, mission, and objectives), institutional management, curriculum and learning processes, and quality assurance. The research applied a qualitative approach. The scope of the research is limited to the policy/ legal framework for managing the internationalization of higher education at three Islamic universities in Yogyakarta, comprising the State Islamic University of Sunan Kalijaga Yogyakarta, the Islamic University of Indonesia, and the Muhammadiyah University of Yogyakarta. The data collection was conducted through the techniques of; (1) participant observation, (2) in-depth interviews, and (3) document study. The data analyses used are (1) on-site data analysis and (2) cross-site data analysis. The results of the study showed that the process of self-governance towards higher education institutions with international competitiveness was divided into several stages, namely: determination of the vision, mission, and objectives; development of learning and curriculum which are equivalent to foreign universities; recruitment of foreign students and lecturers; and quality assurance that prioritizes technology, ISO standards, orientation changes, and overall quality assurance. The self-governance accommodates the rapid change and unpredictable education situation due to many factors such as technology, social changes, society health issue, and disruption advanced education in pandemic era. In the context of tertiary management, distinctive competences in the future need to be adapted to distinctive management courtesy. For example, the internalization of speech acts according to local culture is one of the characteristics that can improve the sustainability of higher education.

Introduction
Accessible high quality of higher education for all people in Indonesia remains minimal (Fadhil & Sabic-El-Rayess, 2021). Besides, the obstacle encountered by the higher education itself is the difficulty of financing, thus burdensome to develop it into a highquality university. Sakernas data (2004) show that 73% of D1 and D2 graduates, 83% of D3 graduates, and 82.4% of S1 graduates were unemployed. The data show a big discrepancy between the expectation of becoming a successful person and the reality of finding a job. A higher level of education does not equal to the ability to get (let alone create) a job. Sakernas data also show that only 5.1% of D1 and D2 graduates were able to open their own business, while 6.3 % of D3 graduates could open independent business, and only 5.8 % of S1 graduates managed to do so. Besides, Indonesian manpower based on the educational level as recorded in the Official Statistic News Number 41/05/Year XXII, 6 May 2019, as of February 2019 is: university as many as 12.61 million people or 9.75%; Diploma I/II/III as many as 3.65 million people (2.82%); SMK (Vocational High School) as many as 14.63 million people (11.31%) and SMA (High School) consisting of 23.10 million people (17.86%); SMP (Junior High School) with 22.97 million people (17.75%); and SD (Elementary School) comprising under 52.40 million people or 40.51 %.
Education and health are components of the Human Development Index (HDI). Two components within aim to measure the country's ability to improve the lives of its citizens without the benefits of high income or fast economic growth. These two components have an important role in measuring the total HDI. The Philippines has a lower HDI ranking compared to Indonesia though its GNI, life expectancy at birth, and years of schooling are lower than that of Indonesia. By increasing the skills and knowledge, Indonesian's productivity can increase which in turn increases national productivity and Indonesia's competitiveness. If they compete in the job market, the government can provide them more education and more opportunities in the exam test for skill enhancement (Bernal & Penney, 2019).
The tendency to reform higher education governance has now become a world trend. In Indonesia, the idea to perform higher education autonomy is driven by demands for democratization and autonomy in various sectors. The stipulation of the Draft Law on Education Legal Entities (RUU BHP) in 2004 was promoted by the existence of the Higher Education Long Term Strategy (HELTS 2010(HELTS -2014, a new chapter in the education sector in Indonesia, and a new direction for the journey of educational development in Indonesia. One of the prog-rams is the structurization of higher education institutions that are robust, efficient, and accountable. However, in practice, the implementation of various education policies, especially in higher education, has been very slow and leaves many obstacles and problems such as the assessment implementation (Stough et al., 2017).
As a result of globalization, the development of higher education requires universities to internationalize and demands higher education management based on management that is innovative, the use of information technology, intelligence, globaloriented, and graduates and research works that can be adopted by the international community. Determination of university rankings, either at the international level (World Class University) or at the national or Asean level through the Ranking of the Web of Universities from various continents, has become a new trend in measuring the quality of higher education from various aspects and perspectives, including reputation that can be achieved unequivocally by universities. This trend not only forces universities to compete for earning the rankings but also for improving the quality and be recognized at the international level (Lorenz, Ramsey, & Richey, 2018).
The internationalization of higher education is a process involving the internationalization of the curriculum, administration and management, collabo-rative academic research, and student and lecturer exchanges (Jun Liu, Zhongxin, 2011). Internationalization is a process in which the government can better direct its readiness towards the globalization process (van der Wende, 2007). Higher education must always be able to improve towards an international direction by allowing as many students as possible to foreign countries to take part in educational programs. In other words, using the internet to obtain some course material to various campuses and colleges in other countries. 'Internationalization is a process that governments can steer more readily than globalization …. In this sense, higher education has become increasingly international in the past decade as more and more students choose to study abroad, enroll in foreign educational programmes and institutions in their home country, or simply use the Internet to take courses at colleges or universities in other countries.' Several countries have responded to various systems and developed institutions towards globalization by conditioning the system through national system reforms carried out by the state, especially in organization and institutional management aspects (OECD, 2009). To achieve a worldclass level, universities must do reformation so that they could report global competitiveness in the implementation of their education and the quality of the education process. In achieving world-class universities, universities remain independent in maintaining the existence of their local culture (Indonesian values) into the world level education (global education). For instance, China, showing the success of higher education is the balance between the local culture and global expectation, according to Li, Sanders, & Frenkel (2012).
Several universities in Indonesia have acknowledged that position so that many universities, in the implementation of their education, have managed various international activities, ranging from cooperation, the opening of international classes and programs, various seminars and international studies, to student exchanges, offshore campuses, and double degree programs. Three of the universities in Yogyakarta have performed internatio-nalization program for their education. However, the strategies, operations, and pressure points of the internationalization programs of the three universities somehow show intriguing differences to be studied further. These changes correspond to Higher Education (HE) Reformed by Scott P (2000). This is the result of a study from the perspective of world universities (PT) in making changes. These changes include: (1) higher education views, (2) organizational culture, (3) planning strategies, (4) allocation of financial resources, (5) financial mana-gement, (6) policies and committees, (7) personnel management, and (8) student management.
Good institutional management (good governance) can improve performance in various fields such as economy (Albassam, 2019) and government institutions (Klusá et al., 2018) as well as people's perceptions (Novalinda, 2012). There are seven (7) principles of good governance, namely legitimacy, transparency, accountability, inclusiveness, justice, connectivity, and resilience (Lockwood, 2010). However, (Klusá et al., 2018) argued that government institutions are still unable to apply several principles, those are participation, responsiveness, and transparency due to various inhibiting factors. Even so, other research shows that good governance can trigger anti-corruption and accountability activities within an institution (Biswas, Jana, Arya, & Ramamritham, 2019).
The application of these principles entails obstacles, especially in the management of higher education in order to increase competitiveness at the international level. Therefore, the concept of self gover-nance is a branch of the concept of good governance that can be implemented in universities as public institutions (IFAC, 2001). According to Brunner (2011), success-ful higher education is those that can manage their own self-governance, which is in terms of management and institution to adapt to the development. Strengthening self-governance can be done by establishing various committees that can accelerate performance in various subsections of the institution (Busse, Blümel, Knieps, & Bärnighausen, 2017;Maher, Maher, Andersson, & Andersson, 2000;Mangunyi, 2011;Mohammed, 2012). This concept is carried out at universities in Indonesia through the concept of the legal entity of education which is now a public service agency. Higher education institutions that have become Public Service Agency (BLU) are given the authority to manage their own finances with a variety of significant changes that allow higher education performance to be more flexible and accelerated. The implementation of good governance can improve the relationship between the institution and the government (Azizah, Abidin, & Ahmad, 2007). The involvement of organizations implementing self-governance has increased the level of satisfaction with the performance of these institutions(Lu, Sajiki, & Yagi, 2020). Even so, implementing self-governance requires knowledge, willingness, and expertise from the institution to manage its own body for the sake of sustainability (Busse et al., 2017). More than that, knowledge about how good governance implemented in Indonesia is still quite low (Thomas S. Kaihatu, 2006).

Method
This research was conducted with a qualitative approach and the research design used case study, which is multi-site, as the settings studied have the same characteristics. The empirical material was produced through in-depth interviews with several actors involved in the conception and implementation of the internationalization and university independence policies. The empirical material in this study is related to the internationalization policy of higher education, the democratization of higher education, and the relationship between stakeholders in higher education governance. The scope of research is limited to the policy/legal framework for the governance of internationalization of higher education institutions, both state universities (PTN) and private universities (PTS).
The presence of researchers here was intended as an attempt to understand the meaning of events and interactions of people in certain situations. For that, we need order and appreciation of researchers directly to the subject in the field. The researcher in this case acts as a key instrument (Bogdan & Biklen, 1998).
Data sources used primary sources, comprising data sources that directly provide data to researchers, while secondary data sources used data sources that do not directly provide data, including other people, for instance, leaders of universities outside the three colleges of these research subjects or through documents, covering Strategic Plan (Vision, Mission, Goals) of higher education and so on. The research informants were all university leaders and related ranks who understand and are directly involved with the problems being researched, including Chancellor, Vice Chancellor for academic affairs, Vice Chancellor for administration and finance, Vice Chancellor for student affairs, Vice Chancellor for cooperation, Head of Public Relations, Head of Academic Administration Bureau, Head of General Administration Bureau, Head of Quality Assurance Center (QAC), Head of Library, Dean, Head of Study Program, all lecturers, students, and guardians/parents of students.

Self-Governance: Internationalization Management of Distinctive Higher Education Towards The World Class University
Data collection was carried out using snowball sampling, a sampling used to obtain as much information as possible, but not for generalizations. Obtaining information is very much influenced by the situation, subject, informant, and time.
In this study, three data collection techniques were employed, namely participant observation, in-depth interviews, and document study (Bogdan & Biklen, 1998;Nasution, 1996). Data analysis is basically the process of systematically reviewing and compiling all interview transcripts, field notes, and other research materials (Bogdan & Biklen, 1998). Data analysis consists of testing, categorizing, tabulating, or recombining empirical evidence to construct the initial propositions of a study (Yin, 1984). The study used two types of data analysis: (1) on-site data analysis and (2) cross-site data analysis. To obtain valid findings and interpretations as well as guaranteed credibility, the presence of researchers at the research site needs to be tailored to the needs, for example, for the needs of in-depth observation, triangulation (using several sources, methods, researchers, and theories), peer discussions, negative case analysis, and tracking of the sustainability of the results. Then, researchers check whether the findings can be transferred to another setting (transferability), is dependent on context (dependability), and whether or not the findings can be confirmed to the source (confirmability).
Data credibility checks were conducted using triangulation techniques, member checking, and peer discussion. The triangulation includes techniques and data collection triangulations, as well as data source triangulation. Triangulation of data collection was completed by comparing data or information collected through other techniques. While triangulation of data sources was administered by asking the truth of certain data or information obtained from an informant to another informant.
Two techniques used in checking the data credibility are member checking and peer discussion. Member checking was conducted by displaying data or information written in the format of field notes or interview transcripts, including the researchers' interpretation of the data to the informants so that those data can be commented on for approval or rejection, maybe even added or reduced. Meanwhile, peer discussions were carried out by discussing data and findings in the field with one or more peers. Peers invited to the discussion are colleagues with great attention to the research problem and have sufficient knowledge of the research method.
The research stages were carried out as follows: First, data collection was conducted at each site. Second, the data collected were studied, coded, and carried out by analyzing the categories evolving in the theme so that those would be developed into tentative conceptual findings. Furthermore, thirdly, based on the conceptual findings, the analysis was carried out through comparisons and conceptual development. Through these steps, it is expected that a more robust and abstractable conceptual findings could be obtained. To obtain the latest findings, a modified analytical induction method was employed as a way to develop and test a theory (Bogdan & Biklen, 1998).
The induction method was done by following these steps: 1) at the beginning of the study, a raw definition and a certain phenomenon are developed; 2) leave definitions and explanations to apply until the collected data are obtained; 3) modify the definitions and explanations formulated; 4) searching for cases coming to mind that do not fit the formula; and 5) redefine the phenomenon by rearranging the explanation University until a complementary relationship is obtained.

Result and Discussion
In the process of internationalization of higher education, the policies needs to be stated or raised declaratively in the vision of the university. Vision is a series of sentences that state the ideals or dreams of an organization or institution to be achieved in the future. In other words, a vision is a statement of want to be of an organization or institution. These findings complement the theory that the international governance process needs to be defined in a mission declared in a statement and may use different terms. It is following the theory in the preparation of the vision, mission, and objec-tives of organizing the institution that, in order to carry out the vision and mission, it must be derived in the form of objectives described in detail and the three research sites have determined their goals that are not only declared at the national level but also at the international level.
The quality policy is stated in the form of a document that contains definitions, concepts, objectives, strategies, various quality standards and/or derived quality standards, quality priorities, and objectives. Quality guidelines (manual) are manuscripts/ documents/ books containing mechanisms for planning, implementing, controlling, and developing or improving quality standards, guidelines, or procedures/work instructions for internal stakeholders who will carry out the mechanism. This is per Government Regulation (PP No. 19 of 2005). However, the Quality Policy set by each site shows different characteristics, the focus of the quality policy was largely determined by the point of view and emphasis of 'quality' selected from each site but still directed at the international or global level. One instance is to be able to develop integration interconnection of Islamic and scientific studies, to produce graduates with high competitiveness and noble character. The performance of the Islamic university students needs to be improved (Sedighi & Mehrdad, 2014) even though the parents/guardians are satisfied with the respective Islamic university (Yeon, Kamaruddin, Harun, & Kusumawardani, 2019). In terms of quality improvement, the emergence of financial institutions is encouraged to support (Belabes, Belouafi, & Daoudi, 2015).
Governance arranged in the framework of the internationalization process of higher education needs to be outlined and elaborated in the form of a vision, mission, objectives and strategic plans, quality policies, and quality objectives; although the vision, mission, goals, and strategic plans used by universities have various directions and variations, as well as various target schedule for achievement. The research study obtained theoretical findings which were formulated into a proposition that the implementation of the internationalization of higher education needs to be stated in governance documents because it will be used as a guide towards achieving the objectives of the internationalization process.
Because the implementation of internationalization has very broad intersectoral links and a high level of integrity, as well as a very complex dimension, the internationalization program requires management by institutions/ fields/ offices/ units specifically, where this institution functions to manage international programs, handle international cooperation programs, ensure the implementation of effective, efficient as well as focused international cooperation, coordinate and develop international programs more broadly, manage cooperative activities involving foreign parties, implement New Student Admissions The curriculum and learning process developed in the context of internationalization at the international level are varied. This diversity includes the name of the course, the distribution of the course, the number of credits, as well as the syllabus and literature books in the learning process and administrative models. These complement and expand the theory that in the process of internationalization, one of the aspects that need to be developed is curriculum changes, in this case, curriculum internationalization. However, curriculum changes (curriculum internationalization) obviously depend on how the study program formulates policy.
Thus, these findings provide broader explanatory and forecasting power that governance formulated in the context of the internationalization process of higher education is described and fotified in the form of quality assurance. Quality assurance used by universities at the international level is varied, as well as the process of building assurance. Quality has different styles so that orientation changes in guarding quality assurance will also exhibit diversity.
Orientation changes in guarding quality assurances also have diversity due to some factors such as the policy (Holm, Sammalisto, & Vuorisalo, 2015) and government ambiguity (Capano, 2014). Quality assurance is aimed at using Information technology (IT) as the main target, quality standards are built through ISO standards, developed with the courage to recruit foreign lecturers and accept foreign students, competition policy is based on a global level with foreign universities, quality assurance starts with a change in orientation (mindset), which is a shifting from inward looking to outward looking by seizing the target to become World Class University, and quality assurance is carried out with certain steps and strategies.
The quality of higher education outcomes is expressed as the competitiveness of these outcomes in gaining recognition from the world of science at the international level. This quality is characterized, among others, by the ability to penetrate international publications, the ability of graduates to compete in the global arena, and the ability to win academic awards at the international level such as the Nobel Prize or other awards. Relevance, on the other hand, measures the level of conformity between the products produced by higher education institutions (both in the form of graduates and research and development results) and the needs of those who use these products, including government, society, and industry. Relevant and quality higher education programs are characterized by the ability of graduates to meet the needs of the job market, create new jobs, or develop knowledge according to global knowledge developments.
This finding supports Scott P's theory stating that the growth in demand for higher education internationally and principally is influenced by changes in natural universities in the new millennium era, most likely the University choice is the expansion of human resource allocation which can provide a direct trend and the possibility of expansion. The allocation includes: 1) internationalization of the university, including the use of conversation in English, especially in OECD countries; 2) offshore campuses (distance campuses); 3) technology (a combination of Information Technology/IT); 4) university 21 (21st century university); 5) Accreditation and Quality Assurance (accreditation and quality assurance); and 6) A Vision of the Culture of University in the New Millennium (Vision of University Culture in the New Millennium Era). Thus, it can be concluded that the sustainability of the internationalization program is escorted by various programs including quality assurance programs, cooperation programs with foreign universities, foreign student admissions programs, and international study programs. The growth in demand for higher education internationally and principally is influenced by natural changes in universities in the new millennium era (Scott P in David and Olsen, 2000).
Collaboration to support the internationalization process of higher education is conducted through lecturer exchange programs, building volunteer programs, student exchanges, opening double degree programs, and research collaboration. These findings indicate that the cooperation carried out by universities in the internationalization process refers to as existing or developing theories but there are programs carried out by universities in an effort to complement existing forms of cooperation, or describe other forms of cooperation from existing collaborations, such as, volunteer programs. Volunteers are not only students but also foreigners who take part in a program from one of the voluntary organizations/institutions collaborating with universities, one of which is teaching languages and skills in abroad as part of cooperation with universities such as student exchange (Torralba, Domínguez, María, Campo, & López, 2012) and in-service teacher mobility that proves the beliefs and practices in teaching (He, Lundgren, & Pynes, 2017).
Hence, it can be concluded that according to the existing theory and given the findings on the three sites, a university will be acknowledged as a world-class university if earns position in one or more ranking of institutions/universities at the world level (World University Ranking). Although many world institutions provide facilities and criteria and methodologies, universities do not necessarily follow all the alternatives offered by all the world's institutions but choose according to what has been achieved at that time and based on the approach desired.
In general, the process of internationalization of higher education uses the concept of self-governance, which is reflected in the flowchart below:

a. The Implementation of Self-Governance in The Context of The Vision and Mission of Higher Education
Following the concept of the Public Service Agency (BLU), universities are allowed to regulate the institution based on their needs. BLU management is not only in finance aspect, but also in designing the vision, mission, and goals of higher education institutions that are created, managed and implemented independently by universities. The following is a summary of the vision, mission, and goals of several universities that implement the concept of self-governance for the purpose of internationalization: Table 1 The Main Vision of Internationalization Using Self-Governance Concept Vision Meaning Realizing higher education that is superior in academics, professional management, and effective, efficient, and accountable in education.
Higher education improves its quality and competitiveness before increasing its status to become an internationally competitive university The vision applies the 'rahmatan lil alamin' and 'to have the advantage of the same level with quality universities in developed countries' A concept in Islam which is a blessing for the universe is the embodiment of a university that must be able to bring benefits internationally These visions are a reflection of the concept of self-governance and the internationalization of higher education. Strengthening this vision is essential because improving the performance of an institution is determined by how the leadership of the institution can implement and promote selfgovernance (Arshad, Abdul, & Abu, 2014). Furthermore, participation in applying the vision is an important factor in institutional reform within the framework of selfgovernance (Speer, 2012), including in higher Management pattern of Internationalization of Higher Education: Self Governance

Internationalization of Higher Education
Strategic Plan (vision, mission, objectives) in internationalization process

Institutional management of internationalization program
Quality assurance in internationalization process Curriculum developed in internationalization process education. Meanwhile, the internationalization mission is reflected as follows:

Table 2 The Main Mission of the Internationalization of Higher Education in the Context of Self-Governance Mission
Meaning Improving the quality of research, learning, and community development through human resource development, developing sound and harmonious management and institutional systems, and expanding creative and innovative collaborative networks leading to world-class universities.
Research and development of human resources (SDM) is oriented to international competitiveness Mission oriented to international, using the term 'increasing human dignity as an effort to uphold human values and civilization'.
Wider coverage of benefit of the university One of the missions in internationalization that becomes the focus is harmonious management and institutions. This concept is derived from the concept of good governance where among the principles are accountability (Lockwood, 2010) and fairness (El & Kairouz, 2014). The application of the concept of self-governance certainly requires willingness and expertise in implementing this internationalization mission. This implementation will face various challenges that require special expertise from management to achieve vision and mission (Arshad et al., 2014).

b. Self-Governance in The Context of Institutional Management
Self-governance in Indonesian universities is reflected in the applicable institutional management. This process is intended to achieve the internationalization of higher education.
The management of this internationalization needs to be meticulously done considering the risk arising from the internalization policy, including political risks and country risks (Eduardsen & Marinova, 2020). Both of these risks have a far-reaching impact on selfgovernance for internationalization. For instance, the existence of internationalization has the possibility of political rules and policies collision which may not accommodate and even lead to controversy (Bamberger et al., 2018). Also, the risk of losing competitiveness with more developed countries is quite a challenge. However, with good management, internationalization can improve the performance of institutions (Rienda, Claver, & Andreu, 2020), including universities. The existence of international cooperation bureaus with various forms in universities facilitates the management and internationalization process carried out by the universities.
The summary of institutional management is reflected as follows:

c. Self-Governance in The Context of International Competitive Learning
The management of learning and curriculum that is internationally competitive is compiled based on the vision, mission, objectives, and the management of the institution which is independently aimed at developing world class universities. The following are the results of the research related to the internationalization of learning and curriculum in higher education: In the aspect of learning forms, the formation of an international study program is one of the first steps. With this international study program, it is expected that it can attract foreign students to apply. The introduction of this program will certainly escalate the name of the university at the international level. However, as aforementioned, the internationalization process will experience challenges due to various views (Foster & Carver, 2018). The current internationalization tends to be on the curriculum content, not on the pedagogy.

Institutional management (management system) of higher education international program
The management of the international program is given to the Cooperation Bureau (Head of the Cooperation Bureau), with the task of managing cooperation, including managing international cooperation (submitted to the Head of International Cooperation) The international program is managed under the university, by the Dean International Programme. Previously, it was managed by each faculty as the administrator of the international program.
The management of the international program is submitted to the Directorate for Admission, Promotion, and International Cooperation (DAPIC), as an improvement to the International Office, which functions to handle cooperation activities involving foreign parties.
Internationalization development needs to pay attention to technology and supporting platforms so that this program can attract the interests of various parties (Costa, Lucas, Pinho, & Sousa, 2020).

d. Self-Governance in The Context of Quality Assurance
In the aspect of quality assurance, the independent regulation by universities directs every guarantee to internationalization through various forms. The forms of quality assurance are as follows: The technology aspect is an important factor in improving higher education performance. The results show that the use of information technology has a direct and indirect impact on the performance of an institution (Akbar, Abbaspour, & Abachian, 2013;Shahzad, Du, Khan, Shahbaz, & Murad, 2020). Improvements in technology will ultimately improve the quality of graduates (Epie et al., 2020). As matter of fact, Indonesia has planned open education resources (OES) through the use of technology (Fitriansyah, Fatinah, & Syahril, 2020). The use of this technology is also used to increase student's activity in learning (Thambu, Prayitno, & Zakaria, 2021).
Therefore, the use of information technology is a major factor in the internationalization of higher education within the framework of self-governance university.
Furthermore, despite entrepreneurial leadership being a mediator in the governing university (Wahab & Tyasari, 2020), working in the millennial era also gives more challenges. In the form of implementing good governance, the university leader must be aware that Information Technology (IT) is a part of their leadership role (Au-Yong-Oliveira, Gonçalves, Martins, & Branco, 2018). The leadership style in the millennial era is described as follow: This model offers some changes to the university leader to adjust their leadership style appropriately to the Millennials' thoughts. Implementing self-governance in the concept of good university governance might be challenging without considering the current generation style.
The technology also brings five major changes in education (Burbules, Fan, & Repp, 2020): (a) educational aims; (b) educational ecologies; (c) the process of learning; (d) the process of teaching; and (e) educational governance and policy.
Advanced education must implement technology in university governance. The leader should change their educational objectives following the rapid changes and must be adaptive, focusing on flexibility. This notion is an answer to the unpredictable changes in people's lives as in the impact of technology. The university's transformation aims to bring the shifting of the ecologies, the teaching and learning process, and finally, the academic self-governance and policy.
Following the concept of internationalization, recruitment is not only limited to foreign students but also foreign lecturers as an important factor. This is not something debatable because the presence of foreign lecturers will enrich our knowledge and be able to align the quality of higher institutions in Indonesia with those of overseas. This policy will also have an impact on the university's goal of becoming a world class university through the stages of teaching university and research university.
Last but not least, the management of higher education needs to take into account the advantages that differentiate it from other universities or even education in other countries. Amidst the complex competencies of graduates in the future (Fernandez, Lara, Ugalde, & Sisodia, 2018), one of the important factors in higher education management today is the distinctiveness of hospitality management education (Lugosi & Jameson, 2017). When connected with the Indonesian context, politeness speech acts are a culture that is always put forward. A study shows that the way of speaking directly to the college community is strongly influenced by socio-cultural factors (Fatma, Prayitno, Jamaludin, Jha, & Badri, 2019). Especially in a country where access to education is quite hindered by financial factors (Sabic-El-Rayess, 2019), the higher education management is more complex. Therefore, the adaptation of politeness in higher education management based on local wisdom in Indonesia is very important.

Conclusion
The results of the study show that the governance structure in the internationalization is described in the form of: a. vision, mission, objectives, and strategic plans, quality policies and quality objectives that are oriented towards international quality; b. the management of international programs is generally given to an institution/ field/ office/ unit that specifically manages interna tional programs; c. the curriculum and lear ning process developed are compiled with different models and trends; and d. gover nance in the context of internationalization is described and guarded in the form of quality assurance


Effect Of Recovery Time After Match On Muscle Explosive Power On Football Athletes

Football is one of the most prestigious forms of sports that are in great demand by the public. Many football clubs that take part in the competition have a tight match schedule. This causes the recovery time for athletes to be short and lead to fatigue. The purpose of this study was to determine the effect of recovery time after the match on the explosive power of leg muscles in soccer athletes. This study was an experimental study with a pretest-posttest group design. The sampling method used was simple random sampling to get 40 research subjects divided into 2 groups, namely groups with recovery time of 2 days and groups with recovery time of 5 days. The assessment used is measurement of explosive limb muscle power using the vertical jump technique before and after receiving the recovery period. To test the normality of data using Shapiro-Wilk continued with the comparative data test in the form of an unpaired t test. The results of the study in groups with a recovery time of 2 days were worth -3.7cm and the group with a recovery time of 5 days was 2.9cm. These results were analyzed using unpaired t-test showing p value = 0,000 (p<0.05) which showed there were significant differences between the two groups. The conclusion of this study is that there is an effect of recovery time after the game on the leg muscle explosive power in soccer athletes. Recovery time of 5 days is better than 2 day after competition. It is very important to pay attention to recovery time in athletes, the recommendation of this study is a minimum of 5 days.

INTRODUCTION
Football is a prestigious sport that is in great demand by Indonesians. Based on survey results in 2014, soccer enthusiasts in Indonesia were 90.7% (SSI, 2014). Football clubs often participate in several competitions both on an international and national scale at one time, so that the distance between matches that must be traveled by the club becomes close. In addition, soccer clubs also carry out routine training and trials with other teams in preparation for the competition to improve the ability of each athlete. The effect of this problem is schedule of training and Cahyo B., Adelia H./ SM Vol.17 No.1 June 2021 Page 12-18 13 competitions for athletes become very tight, so the recovery time is short. In soccer, the ability to recover from intense training or match is a key aspect of performance, those who recover faster will have a greater advantage. To ensure adequate recovery after soccer matches and training sessions, it is necessary to know the type of fatigue induced and, if possible, and its underlying mechanism Schimpchen et al, 2016) This short recovery time can cause fatigue for athletes. Fatigue in soccer athletes can reduce mental performance, kick accuracy, jumping performance and speed so that athlete performance decreases Jimenez, 2017;Larsen, 2018). In addition, a study conducted by Bengtsson et al (2018) states that recovery time of more than 5 days can reduce the risk of muscle injury in athletes by 18-22% compared to the recovery time of less than 3 days.
Post-match fatigue is caused by several things, dehydration, glycogen depletion, muscle damage, and mental fatigue. One effect that can affect athlete performance is glycogen depletion because glycogen is the main energy source for muscles. Glycogen depletion affects muscle strength. Muscle strength is very necessary for a soccer athlete both during training and during matches, such as kicking a ball and jumping (Wong, 2016). These activities are components of muscle explosive power assessment (Guyton & Hall, 2016). This research can find out a good recovery time for athletes in order to achieve good performance. For the community, they can arrange a schedule and a portion of their respective exercises to maintain optimal performance. The aim of the research to examine the effect of recovery time after the match on the leg muscle explosive power in soccer athletes.

METHODS
This research is an experimental research with pretest-posttest group design design. The population in this study were 85 soccer athletes of the Mitratama Club FC and PSIL. The sampling method used was simple random sampling to get 40 research subjects. Subjects were divided into 2 groups, groups with a recovery time of 2 days and groups with a recovery time of 5 days. The inclusion criteria in this study were age 18-29 years old, male sex, midfielder position, Body Mass Index 18.5-24.9 kg / m2, thigh circumference 49-53 cm, not having an injury and / or in the recovery phase of a limb injury, fill informed consent, get approval from the club, healthy.
Exclusion criteria in this study were to have a history of central nervous system disorders and / or balance organs, the study subjects did not follow the full research procedure, the Nutrition Adequacy Rate was not enough. This research was carried out in May 2019 to June 2019. The parameter of leg muscle explosive power used was vertical jump assessment before and after the recovery period according to the group. The data obtained were tested for normality using the saphiro-wilk test. Data analysis using unpaired t test.
Vertical jump measurements require boards, chalk and measuring tape. The measurement procedure is to set the board as high as the estimated ability of the research subjects when standing up to jump, subjects smear their hands with chalk, then give an initial sign using the palm attached to the board when standing as point A, then the research subjects jump and attach the palm to the highest point jump as point B, the difference between point B and point A is measured using a tape measure and is a vertical jump value.

RESULTS AND DISCUSSION
This research was conducted in May 2019 to June 2019 with a total of 40 h subjects.
General characteristics of the subjects are presented in Table 1.   The aim of the research to examine the effect of recovery time after the match on the leg muscle explosive. The key findings from the present study were Table 3 shows that the group that received recovery time for 5 days had an average vertical jump difference after and before the recovery period was higher than the group that received recovery time for 2 days. The unpaired t test conducted in the two treatment groups showed p <0.05 which stated that there was a significant difference in the average vertical jump difference after and before the recovery period between the two groups. This is in line with previous studies by Arruda et al (2015) that there was a significant decrease in the ability to run acceleration on soccer players after getting a busy match schedule with a short recovery time. Post-game performance recovery and inflammatory adaptations in response to a three-game weekly microcycle (Sunday, Wednesday and Sunday) displayed a different response pattern, with strong indications of greater physiological stress and fatigue after the middle game that was preceded by only a 3-day recovery period8. That insufficient recovery time between matches may cause performance deterioration and an increase in the risk of injury (Nedelec, 2016;Paul, 2016;Jimenez, 2017).
In this study, fatigue in research subjects was induced through competition simulation which gave the same fatigue effect as the competition in general. Fatigue on soccer related with Exercise Induced Muscle Damage (EIMD). Together with a decline in performance, long-term muscle damage and increased levels of intramuscular enzymes and inflammatory markers are reported following soccer competition. This fatigue condition is caused by dehydration, glycogen depletion, muscle damage, and mental fatigue (De Hoyo et al, 2016;Djaoui, 2016;Finsterer et al, 2016).
Glycogen in the muscles is the main source of energy used to move the muscles, when the glycogen in the muscles runs out, there arises fatigue (Bessa, 2016;Sparks, 2016). The condition of fatigue will result in a decrease in strength or ability in its performance resulting in a decrease in performance or the performance provided is not optimal. If muscle glycogen is not sufficient, the muscle's ability to contract will also be reduced due to the lack of energy sources obtained. This will result in decreased muscle strength. Decreased muscle strength will also affect the explosive power of muscles because muscle strength is a factor that affects muscle explosive power (Jimenez, 2017;Fitzpatrick, 2019).
The condition of muscle glycogen depletion takes time to restore glycogen reserves to be used again in the activity so that it takes sufficient recovery time to restore the amount of glycogen in the muscles to normal again. Glycogen depletion conditions can last for 2-3 days. During the recovery period there is an expenditure from the accumulation of lactic acid, restoration of energy reserves, recovery of oxygen reserves, and repair of tissue damaged due to competition (Burke et al, 2016). Soccer players usually need 48-72 hours to restore metabolic homeostasis, muscle trauma and anaerobic performance decrements. It takes about 48-72 hours after heavy activity to restore energy that has been used in activities with high loads and during the recovery time activities that should not be carried out with high loads. (Scutch et al, 2016;Jimenez et al, 2017).

CONCLUSION
The conclusion of this study is that there is an effect of recovery time after the game on the leg muscle explosive power in soccer athletes. Recovery time of 5 days is better than 2 day after competition. It is very important to pay attention to recovery time in athletes, the recommendation of this study is a minimum of 5 days.