ADI Research Center

The creative economy examines how ideas, knowledge, skills and cultural expression can create economic value as well as social benefit. Its scope includes creating works, developing creative products and services, using digital technology, managing intellectual property and sustaining business ecosystems. Research under this theme must pay attention to ethics, social context and respect for the sources of knowledge and works used.

ADI members can develop studies on the needs of creative practitioners, value chains, business models or the use of research findings in teaching and community service. Through cross-disciplinary exchange, lecturers can frame research questions, design suitable methods and prepare outputs such as articles, teaching materials, product designs or evidence-based recommendations. Participation aims to strengthen research quality and relevance, not to guarantee funding or business success.

As a first step, lecturers can map the problem from the perspective of creative practitioners and assess which data sources can be used lawfully. Outputs should explain the expected benefits, how they will be evaluated and the limits of applying the findings, so that academic contributions stay connected to the needs and rights of those involved.

The scholarly publishing and journals theme covers the whole process of communicating knowledge, from framing the problem and drafting the manuscript to peer review and disseminating research results. Attention is given to sound methods, traceable sources, data management, authorship ethics and choosing an appropriate publication venue. Publication is seen as part of the academic responsibility to report findings honestly, clearly and verifiably.

ADI members can revisit draft articles, discuss peer feedback and strengthen the links between research questions, evidence and conclusions. Lecturers can also share experience in literature searching, reference management and preparing manuscripts to journal guidelines. These activities can help improve writing skills and readiness to publish, without promising manuscript acceptance or any particular indexing status.

A practical first step is to check how well the research question, structure of argument and evidence fit together in the manuscript. Revision notes, contribution statements and source documentation should be kept so the writing process is accountable. Journals should be chosen according to their scope and official guidelines, not merely promises of easy publication.

Collaborative research in Indonesia brings disciplines and perspectives together to tackle problems that cannot be solved in isolation. The scope includes aligning research goals, dividing roles, agreeing on methodology and governing shared data and outputs. Responsible collaboration rests on clear contributions, the necessary approvals and respect for research ethics and authorship.

ADI members can share their research interests, map the expertise needed and develop ideas with colleagues who have similar concerns. Contributions may include developing instruments, literature reviews, analysis or designing research across contexts. This exchange can broaden lecturers' perspectives and strengthen the feasibility of proposals and the quality of outputs, while implementation still depends on each team's readiness and institutional rules.

Before work begins, the prospective team can agree on the problem statement, responsibilities, work schedule and decision-making process. Agreements on data use and authorship help prevent misunderstandings. The results of these early discussions can be written up as a research framework that the team reviews together and adapts to the rules of the institutions involved.

Collaborative community service takes community needs as the starting point for teaching, research and the application of knowledge. The theme covers participatory problem mapping, context-appropriate activity design, capacity building and evaluating benefits. Service should be carried out with proper consent, communication on equal terms and attention to sustainability, so that activities do not end with the report.

ADI members can design community service projects based on identified needs, share approaches to mentoring and develop evaluation instruments together. Field experience can be turned, ethically, into teaching materials, practice guides or scholarly writing that reflects the process and what was learned. Working across expertise gives lecturers the chance to make their service more relevant while critically assessing the benefits and limits of their approach.

Planning can begin by listening to community needs, checking the willingness of those involved and agreeing realistic goals. Activity records should capture the process, feedback and observable changes without overstating impact. Joint assessment then provides the basis for improving the approach and deciding on context-appropriate follow-up.

This theme examines the use of artificial intelligence and digital technology to support higher education, learning and research. Its scope includes learning design, educational analytics, media development and technology evaluation based on user needs. Studies should also consider data privacy, bias, academic integrity, accessibility and the role of human judgement, so that technology is not adopted merely because it is new.

ADI members can design digital teaching materials, test learning approaches or examine how well technology fits their courses and research contexts. Lecturers can share evaluation instruments and compare implementation experiences while complying with data protection rules. Findings can be used to improve teaching practice, develop recommendations and build more responsible educational research.

An initial study can compare learning needs with the capabilities and limitations of the technology to be used. Lecturers should set evaluation indicators, data-use rules and room for human intervention before deployment. Documenting test results helps explain whether a change in practice is truly beneficial, for whom, and under what conditions the approach needs improvement.

Innovation and downstreaming examine the journey of research results towards real-world use. The scope includes identifying needs, developing prototypes, testing feasibility, managing intellectual property and assessing benefits and risks. Downstreaming is not limited to commercialisation; it also covers applying knowledge in services, policy or community practice relevant to the research.

ADI members can map how their work might be applied, prepare technical documentation and draw up testing plans suited to the research's readiness level. Cross-disciplinary knowledge exchange can help clarify user needs, deployment options and evaluation indicators. Activities under this theme aim to strengthen the readiness of outputs and the basis for decisions, without promising sales, partnerships or any particular commercial success.

Initial mapping can clarify the intended users, the problems they face and the evidence needed to assess whether deployment is feasible. Lecturers can prepare a staged testing plan along with documentation of risks and rights to the work. Decisions to continue development are based on evaluation results, resource readiness and applicable rules.

Lecturer careers and academic rank cover the continuous development of competence and documentation of academic contributions. The scope includes planning teaching, research, community service and supporting activities in line with lecturers' responsibilities and applicable rules. Attention is also given to the integrity of the track record, the quality of outputs and the ability to explain how activities relate to professional growth.

ADI members can organise their portfolio, assess competence gaps and plan academic activities based on their development needs. Peer discussion can help lecturers identify the evidence they need to keep, improve their documentation and connect their research agenda with teaching and community service. The aim is more focused and responsible career planning, not a guarantee of certification, promotion or assessment outcomes.

Lecturers can start by reviewing their development plan and checking that their activity records match the official guidelines in force. A portfolio should present contributions as a whole, not just a list of outputs. Regular reviews help set learning priorities and keep career plans aligned with the quality and integrity of academic work.

The food, energy and climate theme connects meeting basic needs with environmental sustainability. Its scope can include food systems, energy use, resource management, waste reduction, and climate change adaptation and mitigation. Research approaches should consider local conditions, links between sectors and the adequacy of evidence before proposing technology deployment or policy recommendations.

ADI members can carry out cross-disciplinary studies, analyse lawfully available data or design applied research suited to their expertise and regional needs. Lecturers can also develop teaching materials and community service activities that help people understand resource management options. Outputs aim at accountable knowledge and recommendations, with benefits and limitations stated openly.

Activity design can start by limiting the problem to a scale and area that can be studied properly. Data, assumptions and evaluation methods should be explained so that others can examine the recommendations. Cross-disciplinary collaboration can help weigh social, economic and environmental consequences without reducing sustainability to a single measure.