The independent campus initiative is a higher education policy that provides students with the opportunity to study in a more flexible and innovative manner, tailored to the needs of the workplace, through a range of activities both outside their degree programmes and beyond the university. ³⁰ Conceptually, the independent campus initiative is an approach to higher education that places students at the centre of the learning process by granting them the freedom and flexibility to shape their learning experiences in line with their interests, potential and competence development needs. ^{31, 32} This concept emphasises learning that takes place not only within the classroom, but also through a range of activities outside the university that are relevant to the world of work and the needs of society. ⁵ This concept emphasises learning that takes place not only within the classroom, but also through a range of activities outside the university that are relevant to the world of work and the needs of society. ¹⁷ Within the framework of the Indonesian Government’s policy, independent campus is synonymous with “independent learning, independent campus” which is understood as an initiative to transform higher education by fostering more innovative, adaptive and experiential learning processes. ^{33– 35} Through this concept, students are encouraged to develop academic competencies, professional skills, and the ability to think critically, creatively, and collaboratively. ⁶

Independent campus off ers unprecedented academic freedom in the higher education system. ³⁶ The programme gives students the flexibility to gain learning experiences within and beyond their study programme, covering a wide range of activities, such as: (1) student exchange, (2) internship or practical work, (3) campus teaching, (4) research, (5) humanitarian projects, (6) entrepreneurial activities, (7) independent projects, (8) village building or real work college, and (9) state defence. ^{9, 13, 16} The independent campus is based on the idea of humanism theory. ³⁷ Humanistic education is that students are placed as free and independent subjects to determine the choices and direction of their lives. ³⁸ Humanist education emphasises communication and personal relationships based on an atmosphere of love, understanding, and the need for mutual respect. Humans as a single figure and have characteristics that are different from other individuals, therefore each individual is fully concentrated on himself. ³⁹ Humanistic education theory stems from three major philosophical theories: pragmatism, progressivism and existentialism. Pragmatism believes that education should be democratised so that everyone can be involved in the education. ^{37, 40} Progressivism emphasises the freedom of self-actualisation for all learners. Meanwhile, in the view of existentialism, individual uniqueness is the main aspect that must be considered to realise humanist education. When viewed from these three basic teri, students have full responsibility for their own lives. ⁴¹

The “independent campus” initiative is a policy of the Government of the Republic of Indonesia, implemented through the Ministry of Education, aimed at encouraging students to master various fields of knowledge that are useful for entering the workforce. ¹⁰ Education and learning at the independent campus emphasize the concept of deep learning in a more authentic community setting. ⁴² Independent campuses give students the opportunity to choose the courses they want to take. ⁴³ The independent campus program is a higher education initiative that is more flexible, innovative, and tailored to students’ needs. This approach allows students to choose courses and programs that align with their interests. ⁵ The independent campus offers educational programs such as student exchanges, internships or work placements, teaching assistantships in academic units, research, entrepreneurship programs, humanitarian projects, independent study, village development, or field studies. ¹³ Independent campuses aim to encourage students to gain learning experience with a variety of additional competencies. in the study programme or off campus. ⁴⁴ The purpose of implementing an independent campus is so that students will have the ability to master various sciences that are useful in the world of work. ²⁵ The objectives of the independent campus programme include improving graduates’ competencies to be better prepared for the challenges of the world of work, providing contextualised hands-on learning experiences, and encouraging innovation and creativity through practical projects. ³¹

Implementing a independent campus requires effective collaboration among various stakeholders, ranging from the university to students and partners. ³ Just as the higher education system must guarantee students’ rights as set forth in Regulation No. 3 of 2020 on National Standards for Higher Education, namely (1) can take credits outside the university for a maximum of 2 semesters or the equivalent of 40 credits, (2) can take credits in different study programmes in the same university for 1 semester or the equivalent of 20 credits, (3) compile policies or academic guidelines to facilitate learning activities outside the study programme, (4) create cooperation documents with partners. ^{30, 45} The role of the faculty in the independent campus programme is: (1) to draw up a list of faculty-level courses that can be taken by students from various degree programmes, (2) to draw up cooperation agreements with relevant partners. ⁴⁶ The role of the degree programme includes (1) to develop or adapt the curriculum to the implementation model, (2) to facilitate students wishing to undertake cross-programme study within the university, (3) to offer courses that may be taken by students outside their degree programme and outside the university, along with the relevant requirements, (4) recognising the equivalence of courses with learning activities outside the degree programme and outside the university, (5) if there are courses not yet fulfilled through learning activities outside the degree programme and outside the university, then alternative online courses shall be provided. ^{34, 43} The roles of students in the implementation of a independent campus are (1) consult with an academic advisor regarding courses or programmes to be taken outside the degree programme, (2) register for activities outside the degree programme, (3) meet the requirements for activities outside the degree programme, (4) including participating in the selection process where applicable, (5) participate in activities outside the degree programme in accordance with the provisions of the applicable academic guidelines. ¹³ Furthermore, no less important is the role of partners, namely making cooperation documents and implementing the programme of activities outside the study programme in accordance with the provisions in the cooperation document. ⁶

Effectiveness is something that shows the level of achievement of a goal. An effort can be said to be effective if it achieves its ideal goal. ^{47, 48} The effectiveness of the independent campus programme is the success in achieving the expected goals in the form of broad student knowledge and skills and graduates who are competitive in the world of work. ^{3, 17} The effectiveness of an independent campus through a process that provides contextualised field opportunities that strengthen students’ overall capabilities, prepare them for employment, or build new careers. ³¹ One indication of the success of independent learning is being able to develop the competence and competitiveness of graduates. ⁷ The quality of graduates who meet the demands expected by users or the world of work. ⁴⁹ Measures of graduate capability can be seen through the competent use of knowledge, skills and values that are aligned with work needs, fulfil user demands and contribute to the achievement of institutional goals. ^{50, 51}

Competitive higher education graduates are graduates who have various types of abilities following stakeholder needs. ⁴⁰ Graduates who are able to think critically, explore, experiment, have integrity and utilise their skills. ⁴⁶ Explained that the quality factors of competitive graduates are identified with communication skills, organisational skills, leadership, team skills, ethics and cooperation. ⁵² Research on the impact of independent campuses shows that participants in independent campus programmes have a three-month shorter job waiting time after graduation, and they also have an average salary 2,2 times greater than the national average. ¹⁶

When linked to community development strategies, the independent campus programme is a form of empowerment, namely freedom and autonomy for educational institutions, students and lecturers. ²⁷ Universities make policies that support and facilitate, while lecturers are not shackled by excessive rules, while students can choose the field of study that suits their interests. ⁵³ Student empowerment is a process or effort that aims to increase the capacity, independence, and active role of students in various aspects of life, both on campus and in society. This empowerment involves developing competence, increasing understanding, practical experience, and building positive attitudes and values in students. ⁵⁴ The purpose of student empowerment is to prepare them as competent, competitive individuals who have a role in building society. ⁵⁵ Through empowerment, students can optimise their potential, develop skills, knowledge and broaden their horizons. ⁵⁶ Student empowerment is to provide opportunities for them to grow and develop holistically, so that they can contribute actively and have a positive impact on themselves, universities, society, and the nation as a whole. ^{53, 54}

Student empowerment on an independent campus is carried out in ways, including: (1) education and learning. Providing relevant, innovative, and interactive curriculum and learning that can improve academic skills, work skills, and understanding of social, economic, and environmental issues; (2) training and workshops. Organise training and workshops related to skills development such as entrepreneurship, digital skills, creativity, time management, and problem solving; (3) practices and internships. Provide opportunities for students to take part in internships or work practices in industries or organisations related to their field of study. This helps them gain real-world experience, develop practical skills, and expand their professional network; (4) community service. Invite students to engage in community service activities, such as social programmes, community building, or social entrepreneurship initiatives; and (5) guidance and counselling. Provides support and guidance to students in developing personal potential, setting career goals, overcoming challenges, and building physical and mental well-being. ^{31, 53, 54}

Empowerment is interpreted as a goal and process. ⁵⁷ As a goal, empowerment is a state to be achieved, namely students who have strength or power and empowerment that leads to independence according to the types of power. Empowerment as a process is: (1) enabling is creating an atmosphere or climate that allows student potential to develop optimally, (2) empowering is strengthening students’ knowledge and abilities, (3) supporting is providing guidance and support to students so that they are able to carry out their roles and functions, (4) fostering is maintaining conducive conditions so that there remains a balance of power distribution between universities, lecturers and students. ^{31, 52, 57}

The independent campus programme is essentially a scheme that provides students with the opportunity to develop their innovation, creativity, skills, character and independence in seeking and acquiring knowledge through real-world experiences and on-the-ground dynamics. ²⁰ The independent campus programme is believed to be capable of producing graduates with both technical and non-technical skills. One example is the practical internship programme. This practical internship programme provides students with hands-on experience, as learning takes place directly in the workplace. ³⁵ In addition to mastering technical skills, students also develop problem-solving and analytical skills, as well as soft skills such as work ethic, communication and teamwork. Independent universities have proven successful in enhancing students’ competencies after graduation. ⁸ This is reflected in the increase in critical thinking, creativity, communication, and problem-solving skills gained by students through learning experiences outside the scope of their classroom. ⁵

The implementation of the independent campus model aims to prepare students to become resilient, adaptable and responsive individuals who can meet the demands of the modern world, and who are ready to become future leaders with a strong sense of national pride. ⁵⁸ Opening up a wide range of opportunities for students to broaden, deepen and enhance their knowledge and skills in the real world, in line with their potential, talents, interests, enthusiasm and aspirations. ⁴³ This independent campus develops students’ skills, including (1) critical thinking and decision-making, (2) collaboration and communication, (3) creativity and innovation, and (4) networking. ^{32, 35, 59} Producing graduates who are superior, independent, creative and resilient, becoming good learners in accordance with the concept of lifelong learning. ⁶ The benefits of the independent campus programme for the development of students’ abilities and skills include (1) practical skills, where students gain hands-on experience in the world of work through internships and projects; (2) professional networks, where they expand their connections with industry and professionals; (3) entrepreneurship, where they help develop their business and entrepreneurial spirit; (4) soft skills, where they improve their communication, collaboration, and self-management skills; and (5) cross-disciplinary experience, where they enrich their horizons by studying outside their study programme. ^{25, 43} The research findings show that independent campuses are able to produce a graduate profile that is more competitive in the labour market. They have more relevant experience and skills as well as the ability to adapt quickly to changes in the work environment. ^{10, 36, 44}

This study is a descriptive qualitative study, which aims to describe or depict phenomena as they occur naturally and in depth, without intervening in or manipulating the variables under investigation. A descriptive qualitative approach is an approach that describes reality or events as they are, based on information from informants or the situation under study. ^{60– 62} Research that seeks to understand the researcher’s experiences or perspectives, and to interpret data in order to identify patterns or themes. ⁶³ A descriptive qualitative approach was employed in this study to explore various forms of student empowerment, the implementation process of the independent campus programme, and its contribution to the development of graduate competencies in higher education institutions, based on the experiences and perceptions of the participants.

The research participants were determined by purposive sampling, namely 17 participants consisting of 9 students, 5 lecturers and 3 graduates from state universities in Medan city, North Sumatra Provincy, Indonesia. While the criteria for determining student participants, namely (1) active students in higher education, (2) have completed ≥5 semesters of study, (3) participating in an independent learning programme for 2 semesters off their campus. The criteria for graduates are (1) having completed studies in higher education, (2) having experience in independent campus programmes and having worked ≥2 year. Lecturers are supervisors and companions of students in independent learning programmes, have a Doctoral degree and have expertise in their fields. Purposive sampling is a sampling technique with certain considerations. ^{64, 65} The reason for using purposive sampling technique is because it is suitable for qualitative research, or studies that do not generalise. ^{61, 62} Information about the study participants is presented in Table 1.

The research data was collected through semi-structured interviews, observation and a review of documents. Semi-structured interviews were conducted to gain an in-depth understanding of the informants’ experiences and perceptions regarding student empowerment and the development of graduate competencies in the implementation of the independent campus programme. Meanwhile, observation and documentary research were used to gather additional data to support the findings of the interviews. The semi-structured interview allows informants to respond broadly, in depth and flexibly to the topics discussed and questions asked. ^{61, 62} In addition to using interviews, research data is also reinforced by data sourced from documents or images, notes or visual recordings available in the field. ⁶³

The collected research data was analysed using thematic analysis techniques. Thematic analysis is a method for analysing qualitative data that involves reading through a body of data and searching for patterns of meaning within it in order to identify themes. ⁶⁶ Analysis begins with grouping data, determining patterns, codes, building themes and then interpretation. Then the overall aspects were analysed or interpreted to understand the themes, meanings and relationships between one theme and another which became the focus of the research. ^{67, 68} This thematic analysis focuses on exploring the opinions and experiences of the participants in the implementation of the independent campus, as well as the aspects of empowerment and competency development and the impact of the independent campus. Research data analysis begins with collecting and organising the data, identifying patterns, coding, developing themes, and then interpreting the findings.

The success of higher education institutions in implementing the independent campus programme depends largely on how well and effectively the programme is managed and implemented. This study found that the development of competencies occurs through a learning process that is gradual, contextual and reflective, with an emphasis on students’ direct engagement in the real world. This process is cyclical, comprising planning, hands-on experience, guidance, reflection and evaluation. Through this process, students not only acquire knowledge but also develop skills, a professional attitude and a more comprehensive readiness to enter the world of work. Figure 1, illustrates the learning cycle developed by the universities studied to enhance their graduates’ competencies.

Learning Design. The learning design or learning plan within the independent campus programme is the initial stage that forms the foundation for the direction, quality and success of the entire learning programme. This stage is designed by the university in a systematic and collaborative manner involving students, academic supervisors and university partners to ensure that the activities undertaken are aligned with the expected learning outcomes. This planning involves setting objectives, learning outcomes and the type of programme in consultation with the supervising lecturer.

Experiential Learning. Real-world experience lies at the heart of the independent campus programme, which gives students the opportunity to engage directly in practice-based learning activities in the workplace or within the community. At this stage, students learn through hands-on experience (learning by doing), enabling their skills to develop in a more contextual and practical manner. Through direct involvement, interaction and ongoing feedback, students are able to fully integrate their knowledge, skills and professional attitudes. This is what makes the learning experience in the independent campus programme more meaningful and relevant to the needs of the workplace.

Mentoring dan Monitoring. Mentoring and monitoring are supporting processes that ensure the independent campus programme runs in a focused, controlled and meaningful manner. This stage involves the university or the supervising lecturer in providing ongoing, reflective and supportive guidance to students. Through structured guidance, monitoring and feedback, students will not only undergo a learning experience, but will also be able to transform it into meaningful and sustainable skills.

Reflection. The stages of making sense of learning experiences, which aim to enable students to internalise the knowledge, skills and attitudes acquired during the learning process. Through reflection, the students seek to understand and evaluate the outcomes or impact of the programme, and then strive to continue developing themselves so that the skills they have acquired become more firmly established and sustainable.

Evaluation and Reinforcement. The entire process undertaken by students must be reviewed comprehensively to ensure that the learning experience truly yields the expected outcomes. Evaluation and reinforcement serve not only as a final evaluation, but also as a process for confirming, reinforcing and internalising the skills that have been acquired. So that students not only successfully complete this programme, but are also fully prepared to apply what they have learnt in the workplace and in their future career development.

The success of a program is essentially determined by the extent to which its established objectives are achieved. Such achievements do not happen automatically, but rather through a series of planned stages, a systematic implementation process, and appropriate, well-targeted mechanisms. Through this process, the independent campus program is expected to produce graduates who are not only academically outstanding but also possess the competencies, readiness, and competitiveness required by the job market.

The findings of this study also indicate that the independent campus programme will be successful if implemented through a process of student empowerment. In other words, this programme is not merely an academic activity, but a process that places students at the centre of the learning experience.

Research findings indicate that the implementation of the independent campus programme has had a significant empowering effect on students. Respondents view this programme as a form of learning that provides students with ample opportunities to take an active role in managing their own learning process. Students are free to make their own academic choices, such as selecting courses, drawing up their timetables, and choosing learning methods that suit their personal interests and goals. Furthermore, the flexibility offered by this programme is seen as a key strength. This flexibility allows students greater freedom to explore their potential, enrich their learning experience and develop their skills in a context-specific manner. The independent campus programme serves not only as an alternative learning scheme, but also as a means of empowerment that fosters students’ independence, creativity and personal development through direct involvement in real-world learning experiences, thereby ensuring they are better prepared and more mature when facing the demands of the workplace. Some examples of interview results with respondents are as follows.

Based on the opinions of the participants above (S-1, S-2 and G-1) that the independent campus programme provides many experiences and benefits for them. They also feel that they are given the opportunity to learn and choose programmes according to their interests and talents so that their skills and experience are developed through field practice. Their learning is guided by lecturers and experts, so they have a broad knowledge and high expectations to succeed in their studies. The findings of this research provide an explanation that they are empowered through the independent campus programme. Empowerment is both a goal and a process to achieve a goal that is to be achieved with strength or power that leads to individual or group independence. The findings of this research have also identified six aspects of empowerment in the independent campus programme in higher education that have an impact on the achievement of higher education goals, including: (1) enabling, (2) facilitating, (3) consulting, (4) collaborating, (5) mentoring, (6) supporting. The following are the themes of the findings based on the results of the research data analysis.

4.2.1 Enabling

Universities in running independent campus programmes consider the enabling aspect so that students can take control of their education so that they reach their maximum potential. The process of enabling students with the independent campus programme aims to provide opportunities for students to take part in programmes and choose courses outside the study programme according to their interests and talents. Enabling also encourages students to explore new things, develop themselves according to their career goals and interests. Enabling is not just about providing access, but also about empowering students to play an active role in the learning process and develop potential. One example from the interviews explains:

Entrepreneurship is one of the independent campus programmes and a tool for students to express and actualise themselves. As students of the independent campus programme, S-3 explained the important aspect that the bar to their success is set by their own creativity, enthusiasm and vision. S-3 is a student of the economics and business study programme, he actively carries out entrepreneurial practices assigned from the campus. The task in her entrepreneurship project is online-based skincare product entrepreneurship. During his entrepreneurial practice, he was guided by a supervisor who had entrepreneurial experience. Supervision is carried out by lecturers until the end of the entrepreneurial project and performance reporting. This entrepreneurship programme from the campus is given to students who have an interest in entrepreneurship to develop their business early and guided. Through coaching from supervisors and assistance from skincare business partners, she succeeded even though product marketing is still within the scope of relatives and close people. S3 explained that the practice of entrepreneurship provides benefits to his development, as an independent, creative and productive figure, dare to take risks and be responsible. The enabling aspect of the independent campus programme is effective in turning students into individuals who are resilient, tough and have a vision to always succeed in business. In addition, they become more creative and innovative in creating business and economic opportunities for themselves and for others.

4.2.2 Facilitating

The facilitating aspect of the independent campus programme refers to efforts to provide students with easy access to various learning opportunities outside the standard curriculum. In this programme, universities, through their lecturers, have the responsibility to provide information to students about the programmes available. They also provide guidance and advice to students during the process of independent campus activities. Here is one example of an interview with a lecturer:

The role of lecturers in an independent campus is to facilitate students for the smooth implementation of an independent campus. The lecturers explained that they facilitate students in class and outside of class. Outside the classroom, lecturers become student mentors and motivate students to actively participate in various new learning activities in the independent campus programme. When students face difficulties, the lecturer is willing to provide assistance, so that students do not lose their direction and enthusiasm. Lecturers also carry out research activities and involve students or mentor student research. Thus, facilitating in the independent campus programme relates to efforts to create an environment that supports students’ academic and professional development through easier and more flexible access.

4.2.3 Consulting

Consulting in the independent campus programme is a process where students consult with lecturers, academic advisors, or other professionals for advice and direction on educational planning. Consultation can also help students identify their competencies and experience. This may include recognition of professional certifications, work experience, or learning that is recognised as part of an independent campus programme. The lecturers argued that apart from being supervisors, they are also consultants who provide the direction needed by students in independent campus activities. They assist students as academic consultants on projects, internships or independent study programmes and more. It can be interpreted that empowerment by consulting helps students ensure that the education they receive is in accordance with their needs and helps them achieve their expected goals. The students also perceived them (lecturers) as facilitators and advisors who support students in their academic journey in the independent campus programme. Help steer students towards success in their education. They not only offer course options or evaluate study plans, but also understand each individual’s background, interests, and goals. They also provide specific and appropriate advice to strengthen students’ academic success.

Mentoring encourages students not only to engage in activities, but also to reflect on their learning experiences so that they can draw meaning and lessons from each activity. Respondents felt that “support and validation from supervisors help students feel more confident in making decisions, expressing ideas and tackling challenges in real-world settings”. A key aspect of this consultation is ensuring that students’ learning experiences are not only practical, but also focused, meaningful and contribute to the optimal development of their skills.

4.2.4 Collaborating

One important aspect of a successful independent campus is collaboration. Collaboration in the independent campus programme is a collaboration between students, lecturers, and related parties, such as companies, partners or community organisations to design and implement the programme. Collaborating gives students the opportunity to be actively involved in real-world projects. The respondents explained that collaboration is the most important thing in carrying out various activities on the independent campus. Forms of collaboration between lecturers and students include co-operation in research and field projects. Where lecturers become project mentors, provide methodological guidance, and share insights based on their experience with students. Here are some results of interviews with respondents:

Based on the explanations of L-4 and S-5, collaboration is an important element in the independent campus programme because it can help connect education with life. Collaboration between lecturers and students can create a meaningful learning experience and build the foundation for a successful programme. According to them, collaboration is not only limited to the transmission of knowledge, but also involves mentorship, guidance, and support in students’ personal and professional development.

4.2.5 Mentoring

The presence of lecturers in the independent campus programme is as mentoring students. They guide, provide direction and valuable input on how to deepen academic understanding, and develop critical skills. In addition, the lecturers design programmes that meet the needs of the students and assist the students during their programmes. Some students (such as S-6, S-7 and S-8) thought that they were given a lot of mentoring and practical training in field projects or mentoring in challenging assignments. They also provide feedback to students to reflect on their skills and work. In addition, they are not only in charge of delivering lecture material, but also play a role in directing, motivating, and providing support so that students can develop their potential optimally.

It can be explained that in the implementation of the independent campus, the supervisors have acted as mentors. This empowerment aspect makes students feel supported and guided during the programme, thus increasing the overall effectiveness of the independent campus programme.

4.2.6 Supporting

Supporting in the independent campus programme refers to providing various types of assistance and guidance to students to help them overcome challenges and achieve their educational goals. Support on an independent campus is not only limited to academics, but also includes aspects of student life as a whole. Through various types of support, the independent campus programme aims to create an inclusive and supportive educational environment for all students, so that they can develop personally, academically and professionally to their full potential. In this case, the form of support provided can be financial, better access to educational resources, emotional support, training and workshops to develop skills, and other support that can encourage the effectiveness of the independent campus programme. Here are some examples of interview results:

Empowerment in the independent campus programme is very important. As S-9 explained, support, guidance and direction from the campus are very meaningful for the success of students in implementing the independent campus programme. Empowerment that gives students the opportunity to learn according to their own learning style and encourages them to take responsibility for their learning process. Likewise, L-4 argues that as a lecturer he also acts as a mentor who seeks to help and support students to achieve maximum results in the independent campus programme so as to produce graduates who are superior and have personality. Table 2 summarises the findings of the interview data analysis related to “empowerment” in the independent campus programme and its impact.

Based on Table 2, the findings of this study show six aspects of empowerment implemented by universities in implementing an independent campus, namely (1) enabling, (2) facilitating, (3) consulting, (4) collaborating, (5) mentoring, (6) supporting. These six aspects of empowerment greatly influence and play an important role in the success of students in implementing independent campus programmes. Through these six forms of empowerment, students are effectively encouraged to become independent, adaptable and reflective learners, enabling them to develop critical thinking skills, collaborate effectively and build self-confidence. The learning experience, built through enabling, facilitating, consulting, collaborating, mentoring and supporting, has helped students become more independent in managing their own learning process, whilst enhancing their critical thinking, communication and collaboration skills. Ultimately, this empowerment helps students develop skills relevant to the needs of the workplace and prepares them to face future professional challenges.

The independent campus programme is essentially designed to equip students with cross-disciplinary skills relevant to the needs of the workplace. Through this programme, students are expected to have the opportunity to explore the learning process in a flexible manner, thereby gaining the freedom to determine the direction of their studies, develop their interests, and hone skills that align with their individual potential.

The usefulness of the independent campus programme in developing abilities and skills is strongly supported by interview data with research respondents. The respondents (students and graduates) explained that during the independent campus programme, they received many benefits from the programme. Through an independent campus, new experiences are discovered, abilities and skills are developed and can even experience the world of work that is their provision after graduating from college. Here are examples of some of the interview results:

Respondents explained that the independent campus programme was effective in developing their skills and abilities. Abilities and skills that support them as they enter the workforce. G-2 is a graduate who explained his experience of joining a certified internship programme at a digital company while he was still at university. She is now working for a digital company and the skills gained from the certified internship programme are supporting her current job. S-5 also believes that the school-based teaching practice programme that she implemented benefited her in developing her teaching and learning leadership skills. The implementation of an independent campus towards student development was also explained by lecturer respondents. One example of an interview is as follows:

A independent campus programme in higher education is considered effective if it is able to provide context-appropriate practical experience that enhances students’ overall competencies and skills (Summary of research findings as shown in Table 3). The findings of this study have identified eight abilities and skills gained from the independent campus programme, namely: (1) leadership, (2) teaching skills, (3) communication skills, (4) problem solving, (5) critical thinking, (6) analytical skills, (7) networking, and (8) technical skill.

As shown in Table 3, the independent campus programme makes a significant contribution to developing the skills of students and graduates to prepare them for entry into the world of work. Through a flexible, experience-based learning approach, students not only strengthen their academic knowledge but also develop practical skills relevant to the needs of industry. Direct involvement in a range of activities such as work placements, projects, independent study and cross-sector collaboration enables students to hone their technical skills within their academic discipline whilst strengthening soft skills such as communication, collaboration, leadership, critical thinking and adaptability. Furthermore, interaction with the professional environment helps students understand the dynamics of the workplace, organisational culture and real-world performance expectations.

The impact is felt not only during the learning process, but also affects the quality of graduates. The impact on graduates is that they tend to be better prepared to enter the world of work, have practical experience, and are able to adapt to the changes and complexities of the professional world. It can be said that this programme plays a strategic role in producing graduates who are competent, competitive and well-suited to the needs of the labour market.

The relationship between the independent campus programme, student empowerment and the development of graduate competencies demonstrates a systematic, causal and sustainable interconnection . The independent campus programme serves as both a policy framework and a learning environment designed to provide flexibility, access to real-world experiences, and opportunities for students to participate actively in the learning process. Through these characteristic, the programme directly fosters the empowerment of students. Student empowerment is reflected in increased independence, decision-making skills, and active involvement in designing and implementing the learning process. Students are no longer seen as passive recipients, but rather as active participants who have control over their own learning process. This process is reinforced through various forms of empowerment support, such as enabling, facilitating, consulting, collaborating, mentoring and supporting. Figure 2 the relationship between the independent campus programme, student empowerment and the development of graduate competencies.

Figure 2 illustrates the relationship between the components of the independent campus programme, student empowerment and graduate competencies. Student empowerment is a key mechanism that transforms learning experiences into tangible skills. Through this process, students are able to develop not only academic skills (hard skills) but also non-academic skills (soft skills) such as communication, teamwork, critical thinking and problem-solving. Thus, the relationship between these three variables can be understood as an integrated process. In other words, the independent campus programme serves as a catalyst for student empowerment, which ultimately leads to the development of graduates’ competencies. From this perspective, student empowerment acts as a mediating variable that is crucial to the programme’s success in producing graduates who are competent, adaptable and ready to meet the demands of the workplace.