Strengthening a Future-Ready Curriculum: Faculty of Languages and Arts Hosts Curriculum Review with Prof. Jessie Barrot
Jessie Barrot visited the Faculty of Languages and Arts and held curriculum discussions with several study programs, including the English Literature Study Program. The session focused on curriculum development, graduate relevance, internationalization, and future academic demands in response to the rapidly changing global landscape.
During the meeting, Prof. Jessie Barrot appreciated the program’s effort in aligning its courses with the four graduate profiles. He noted that several courses have already demonstrated clear connections to the expected competencies and career pathways of the graduates. This alignment, according to him, shows the program’s commitment to developing a more structured, outcome-based, and industry-aware curriculum.
The discussion highlighted the importance of preparing students not only for present academic needs but also for future demands. Prof. Barrot emphasized that the study program should be able to anticipate professional and educational trends for the next five years. By mapping future demands early, the program can design courses that better equip students with relevant knowledge and practical competencies.
He also encouraged the department to actively involve experts and practitioners in curriculum development processes. According to him, inviting professionals from industry and academic fields should go beyond guest lectures; they should also contribute insights regarding current market needs and emerging skills that universities need to address through their courses.
Another important point discussed was curriculum mapping. Prof. Barrot suggested that the study program develop a clearer curriculum map to ensure that every course contributes meaningfully to the graduate profiles and learning outcomes. Through proper mapping, overlaps and gaps within the curriculum can be identified more effectively.
In relation to internationalization efforts, Prof. Barrot also reflected on the current name of the study program. He mentioned that the program name may not yet sound sufficiently representative or internationally attractive, especially for institutions aiming to strengthen their position as a world-class university. Therefore, rethinking the branding and presentation of the program could become part of its long-term strategy.
The meeting also focused heavily on balancing courses across the four graduate profiles. While some courses, such as Global Intercultural Communication Competence (GICC), successfully accommodate all graduate profiles, Prof. Barrot noted that there should also be more specialized courses dedicated to each specific profile. At present, some profiles—particularly translation—already have courses that strongly represent their specialization, while others still require stronger curricular representation.
Another recommendation concerned course naming practices. Prof. Barrot suggested that course titles should become more ESP-oriented (English for Specific Purposes) and more closely connected to the identity of English Literature as a discipline. He advised against using names that appear overly general or “elementary,” as more specific and professional course titles could better reflect the program’s academic strength and specialization.
One of the most discussed ideas during the review was the importance of developing a “glocalized” curriculum. Prof. Barrot explained that curriculum development should combine global perspectives with local relevance. To achieve this, he recommended benchmarking by studying ten curricula from leading universities in Indonesia and another ten from international universities. Through comparative mapping, the study program can identify global trends while still maintaining its local identity and academic uniqueness.
The discussion also highlighted the urgent need for AI-oriented courses within the curriculum. Prof. Barrot encouraged the inclusion of subjects related to machine learning, large language models (LLM), and Python programming as part of students’ broader competencies. He emphasized that digital literacy alone may no longer be sufficient in responding to current technological transformations. If necessary, the names and structures of existing courses should also be revised to better represent these emerging fields.
The curriculum review session became a productive platform for reflection and future planning. Through the insights shared by Prof. Jessie Barrot, the English Literature Study Program continues to strengthen its commitment to building a curriculum that is adaptive, internationally relevant, technologically aware, and aligned with the evolving needs of future graduates.
