Who Thrives in Today’s Competitions?
Over the past five years, my routine has alternated between two vastly different worlds. On one side, through my yayasan, Mens et Manus, I work with local students who are precarious and underrepresented, often coming from challenging socio-cultural environments. The mission of Mens et Manus is to bring the world to these students—exposing them to knowledge, opportunities, and perspectives they might otherwise never encounter. These students are bright and have untapped potential, yet they face unique cultural challenges that are often invisible at first glance. I am so blessed to know many of them from 2018, until this semester where things change. All these years my students mostly become my co-learners. This odd semester 2024-2025 is a an exception. The only time, I adjusted my delivery to meet their very fragile mentality.
Having learned about them, I found that many of these students are raised in a collective and hierarchical culture deeply rooted in wedi (fear), sungkan(deference), and isin (shame). These values, while having their own cultural significance, can create significant barriers to personal and professional growth in a rapidly changing global landscape. Fear of making mistakes (wedhi), excessive deference to authority (sungkan), and an overpowering sense of shame or embarrassment (isin) often lead to a hesitance to express ideas, take risks, or even embrace failure—all qualities that are essential for growth, especially in today’s competitive and unpredictable world. These values, while culturally significant, often hinder their ability to excel in today’s competition landscape, where success hinges on three critical factors: storytelling, writing ability, and the quality of ideas—revised from Patrick Winston’s original framework.
These are students who think the world revolves around them and they were the best in the world by their mothers' eye, very fragile, demanding but lack of hard working and delivery and the institution try to protect them as if they were crème de la crème, ehemmmm, really ? Dunning Kruger framework will categorize them under "Unconsciousness Incompetence" quadrant. They are unaware of their lack of competence, as they don't have enough understanding to even see where they fall short.
These are students who think the world revolves around them and they were the best in the world by their mothers' eye, very fragile, demanding but lack of hard working and delivery. (Tambun, A. R. Y. T., et al. (2024). Neuroticism levels among entrepreneurial students in university-based accelerator programs at selected Indonesian institutions. International Journal of Innovative Research and Development, 13(11), Article NOV24006. https://lnkd.in/gGqSUUx8).
These are students who are infamous bullying their teachers behind their "mental health shield"
On the other side, after teaching these students, I often find myself back in Jakarta, Singapore, or Boston, or even Bandung, engaging with Harvard and MIT alumni, Ivy League graduates, or even current students from these esteemed institutions as well as my former students prior to this semester. The contrast is striking and, at times, difficult to reconcile. These individuals are shaped by privilege, exceptional resources, and access to the best education and networks in the world. They exude confidence, possess a remarkable ability to articulate their thoughts, and often demonstrate an impressive understanding of business, industry, and innovation. Their training not only equips them with technical knowledge but also develops their critical thinking, adaptability, and ability to connect ideas to broader, global contexts.
The divide between these two worlds is profound. On one hand are students who struggle with deeply ingrained cultural norms that make them cautious, hesitant, and sometimes overly reliant on external validation. Despite participating in a structured 14-week bootcamp designed to prepare them for real-world challenges, some showed little to no progress, resulting in the cancellation of a demo day—a painful and humbling decision I had to make. This outcome highlighted how the cultural traits of wedhi, sungkan, and isin can undermine even the best-designed educational interventions if left unaddressed.
On the other hand are individuals who thrive in environments of high expectations, competition, and opportunity. They have been trained to question, innovate, and push boundaries—skills that are nurtured through years of rigorous education, mentorship, and exposure to diverse ideas. Their confidence and preparedness stand in stark contrast to the struggles of the students I teach through Mens et Manus.
This sharp difference raises an urgent question: Why do some individuals excel while others struggle, even when opportunities are available? It’s a question I grapple with often, especially as I reflect on my own journey. As a local graduate in nuclear engineering, my path was far from linear or guaranteed. By grace and perseverance, I navigated challenges and opportunities to reach where I am today. I am not alone in this experience; many other locally educated individuals have risen to global prominence, breaking through barriers with determination and grit.
The answer to this question may lie in research, such as the groundbreaking Dunedin Multidisciplinary Health and Development Study from New Zealand https://lnkd.in/gA2v94HG. This longitudinal study has followed the lives of over 1,000 individuals born in 1972–1973 for more than 40 years, resulting in over 1,000 published papers that explore the factors shaping human development and success. It is one of the most comprehensive investigations of its kind, offering deep insights into what truly predicts success.
One of the study’s key findings is that emotional intelligence—particularly the ability to manage emotions constructively—is a stronger predictor of long-term success than academic achievement, IQ, or family wealth. Traits such as self-control, emotional regulation, and resilience play a critical role in determining both financial stability and personal fulfillment later in life. The good news is that these traits are not fixed; they can be cultivated through effective parenting, education, and structured interventions. This finding underscores the importance of equipping students with skills that go beyond technical knowledge or academic achievement.
Both groups I interact with—local students facing cultural and systemic challenges and accomplished alumni from world-class institutions—must ultimately contribute to the vision of "Golden Indonesia 2045." Bridging the gap between these two worlds is no small task. It requires a long-term commitment to fostering emotional intelligence, adaptability, and critical thinking in the next generation. The challenge lies in designing educational and cultural interventions that empower students to overcome the limitations imposed by deeply ingrained norms while honoring their cultural heritage.
These reflections come from a place of both concern and hope. Moving between these two worlds of Gen Z—whether in classrooms in Indonesia or among accomplished alumni in global hubs—has offered much to consider about education, opportunity, and character development. The stakes are high, but so is the potential. With intentional efforts, Indonesia’s journey toward 2045 can become a story of transformation, resilience, and shared success.