The Campus Comes, Who Gets Left Out?*
By:
*Masduki Duryat*
_(Indramayu Regency Education Council)_
A new wave is heading towards Indramayu—not merely industrialization, but a silent invasion called “large campuses.” In one breath, the planned presence of UPI, UIN Siber Syekh Nurjati Cirebon, UNPAD, and UNJ in one area seems to promise a surge in civilization.
However, the fundamental question is not simply “what are the benefits?”, but “who will benefit, and who will be crushed?” Because in the history of development, not all progress is inclusive—some actually creates new classes and new gaps.
*Urgency: Addressing the Education and Human Capital Deficit (Human Capital Shock)*
Structurally, the presence of large campuses addresses Indramayu’s classic problems: low access to quality higher education and limited education-based social mobility. From the perspective of human capital theory, investment in higher education will increase productivity and workforce competitiveness, and in the long term, accelerate local economic transformation (Becker, 1993).
Indramayu has long been known as a migrant labor-sending region based on primary sectors (agriculture, oil and gas, and fisheries). The presence of large universities has the potential to shift this structure toward a knowledge-based economy. This means that the urgency is not simply education, but also repositioning Indramayu within the regional economic landscape.
However, this urgency is only relevant if there is a link and match between study programs and local needs—for example, agro-industry, energy, maritime affairs, and vocational education. Without it, universities will become mere “ivory towers” detached from local realities.
*Hidden Threat: Marginalization of Local Universities*
The entry of large universities will almost certainly create asymmetric competition. Local universities in Indramayu—which have so far survived on limited resources—will face serious pressure, both in terms of reputation, students, and faculty.
This phenomenon in higher education studies is referred to as academic colonialism, where large institutions dominate the academic space and gradually displace smaller institutions (Altbach, 2004). In the context of Indramayu, the threats are real: First, the migration of local students to large campuses; Second, the brain drain of lecturers to more established institutions; and Third, the decline in the attractiveness of local campuses.
If not addressed, it is possible that some local universities will “slowly die”—not because they are poor, but because they lose out in unequal competition.
*Competition or Ecosystem? (Clustering Effect)*
On the other hand, the presence of many campuses in one area can also create education clusters. In regional economic theory (Porter, 1998), clusters actually encourage innovation, collaboration, and network-based economic growth.
If managed properly, Indramayu could become a “mini education hub” like Jatinangor in Sumedang. The impact is widespread: First, the growth of a supporting economy (boarding houses, MSMEs, transportation); Second, increased education-based urbanization; Third, cross-campus research collaboration.
However, the key is governance. Without local government orchestration, what results is not clusters, but fragmentation—campuses stand alone, compete aimlessly, and have no systemic impact.
Social Segmentation: Education for Whom?
The most crucial question is: who will benefit from these campuses?
There is a tendency for large universities to target the upper-middle class or students from outside the region. Meanwhile, local communities, especially those from the lower classes, continue to face constraints in terms of cost, access, and academic readiness.
This is where educational inequality potentially arises. Campuses are physically present in Indramayu, but socially “distant” from their own communities. Therefore, the next urgent need is to ensure the existence of: First, an affirmative action scheme for local students; Second, regionally-based scholarships; Third, a bridging (matriculation) program for local students.
Without it, educational development will only create the illusion of progress.
*Development Politics: Symbol or Substance?*
It cannot be ignored that this project also has a political dimension. The presence of large campuses is often a symbol of the success of regional heads’ development—a visible achievement that is easily capitalized on electorally.
However, the public needs to be critical: is this part of a long-term grand design for educational development, or simply a prestige project? In many cases in Indonesia, educational infrastructure development is not always accompanied by improvements in the quality of education itself.
If we are not careful, Indramayu will only become a “host” without becoming a “major player.”
*Conclusion: Between Leaps and Disruption*
The presence of UPI, UIN Siber Syekh Nurjati, UNPAD, and UNJ in Indramayu represents a huge opportunity as well as the potential for disruption. It can be a leap forward in civilization—improving the quality of human resources and the local economy. But it can also be a threat—marginalizing local campuses and widening social disparities.
The ultimate choice lies not with the campuses themselves, but with how local governments, communities, and institutions respond. Will they build a collaborative ecosystem or allow wild, directionless competition?
Because in every wave of change, there are always two possibilities: becoming a center of growth, or merely a bystander to the progress occurring in their own backyard.**
Indramayu, June 11, 2026
——
