Psychological Model in the Organizational Culture, Structure, Relationship between Organization and Its Environment of RJ Institute Indonesia.

Abstract

Introduction: This study focuses on the management model and organizational culture of the RJ(RJ) Institute, a unique higher education institution for women in Indonesia. The institute, established in 1977, emphasizes Pious memorization and Pious sciences. It offers a range of study programs and has a distinctive educational model that combines higher education and pesantren (boarding school) facilities. Objectives: This research aimed to explore the organizational culture of RJ Institute. Methods: This qualitative study utilized a multi-method approach known as micro ethnography to explore the organizational culture at RJ Institute. Data collection took place in Ciputat, South Tangerang, Indonesia, with the first phase conducted from March 2006 to May 2009 and the second phase in 2019/2022.Primary and secondary sources were utilized for data collection, with primary data obtained through face-to-face interactions with research participants and secondary data from relevant sources. Snowball sampling techniques were employed to purposively select 25 informants who could provide valuable insights aligned with the research objectives.The collected data underwent validation and triangulation processes to ensure reliability and credibility. Qualitative analysis involved coding, categorization, and interpretation of data, resulting in the emergence of themes that integrated external (etic) and internal (emic) perspectives. This systematic analysis facilitated the identification and construction of meaningful themes, supported by reliable data and triangulation. Results: The findings revealed that the institute had a simple and adequate organizational structure, suitable for its small scale. It offered degree programs (undergraduate and graduate education) as well as specialized non-degree training programs, with a focus on enhancing students' understanding of the Pious. The institute operated in a boarding school (Pesantren) style. Notably, it experienced four distinct leadership styles: (1) the founding father, who established a network characterized by a strong sense of fatalism, communal culture, and academic values; (2) the acting Rector, during a transitional phase, introduced micro-evolutionary changes in academic and behavioral aspects, shifting away from fatalism toward more individualistic behavior; (3) the Kiyai, who fostered network development for the institute's benefit; and (4) a period of triumph, marked by changes in academic regulations and a shift in behavior towards a new culture of tardiness and mercenary practices, aimed at strengthening the network culture and improving relationships. Conclusions: These leadership styles have brought about changes in academic regulations and behavior, reflecting a shift in the institute's culture from fatalism and communal values towards more individualistic behavior, network development, and a new culture of tardiness and mercenary practices aimed at strengthening relationships and network culture. The findings suggest that the institute's organizational culture has evolved and adapted over time, influenced by different leaders and their approaches to education and community-building.