FROM COMPLIANCE TO LEARNING: APPLYING WINTER’S POLICY IMPLEMENTATION MODEL TO ACCREDITATION REFORM IN INDONESIAN HIGHER EDUCATION

Abstract

Global accreditation reforms are shifting from compliance-driven control toward learning-oriented quality assurance. This study applies Winter’s (2003) Policy Implementation Model, integrated with Argyris & Schön’s (1978) double-loop learning, to examine how Indonesia’s LAMDIK accreditation reform functions as institutional learning. Using a qualitative case-study design, data were gathered from eight accredited teacher-education institutions through interviews, document analysis, and observation, then analyzed thematically using NVivo 14. Findings reveal that contextual asymmetry (unequal digital capacity and regulatory ambiguity) and organizational inertia constrain policy translation, while intrinsic motivation within quality-assurance units fosters reflective practice and adaptive feedback loops. The study develops a Participatory and Integrated Implementation Model linking contextual, organizational, and motivational dimensions. Theoretically, it extends Winter’s model to higher-education governance; practically, it informs accreditation bodies seeking to balance accountability and learning. This is the first empirical application of Winter’s model to accreditation reform in Southeast Asia, contributing to global debates on quality assurance and institutional learning within decentralized systems. The model provides transferable insights for developing countries seeking to build reflective, learning-oriented accreditation systems.