Buddhist ethical governance in higher education reform in Indonesia a qualitative case study of STABN Raden Wijaya

This study examines Buddhist ethical governance in higher education reform through the case of STABN Raden Wijaya, Indonesia’s only state-sponsored Buddhist higher education institution. It aims to explain how Buddhist ethical values shape institutional governance, leadership culture, curriculum reform, and identity negotiation within a pluralistic national education system. Using an intrinsic qualitative case study design, the research drew on in-depth interviews, focus group discussions, institutional document analysis, and participatory observation conducted across the institution’s development from 2007 to 2024. The data were analyzed thematically to identify patterns linking ethical principles, institutional change, and policy reform. The findings show that STABN’s transformation occurred through five interrelated processes: community-based legitimacy, legal recognition and bureaucratic adaptation, ethical leadership, curriculum modernization, and the internalization of Buddhist values in campus culture. Core Buddhist principles, including compassion, wisdom, and ethical conduct, informed leadership practices, academic programs, and community engagement. The Dasa Raja Dhamma functioned as a practical moral vocabulary for generosity, integrity, transparent communication, patience, and inclusive decision-making. However, the study also reveals tensions between Buddhist ethical ideals, state regulation, accreditation demands, limited resources, digital transformation, and the implementation of national curriculum reform. The study concludes that Buddhist ethics can serve as governance resources for minority faith-based higher education, while their implementation requires institutional capacity, reflective leadership, and context-sensitive policy adaptation.