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Abstract

This paper describes the way ICT has given both opportunity and space for institutional learning in Semarang State University (SSU, unnes.ac.id). It departs from the context of the University introduction of ICT to its management practice. This paper argues that ICT application has transformed the University overall management practice, as well as improved its mobility and contribution at both national and international level. This paper sees no better explanation beyond such transformation other than the fact the University community has engaged in a massive institutional learning process. Apart of this success, however, SSU ICT application has not yet given sound, significant impacts on the University academic programs, which include both teaching-learning and research and development activities.

Introduction
This paper stands on the belief John Dewey (1997, p. 19) stated almost a century ago in his Democracy and Education; that “we never educate directly but indirectly by means of the environment”. So, just as Dewey believes in the educative nature of physical, social, cultural environment this paper believes that the same principle applies on what the so-called information and communication technology (ICT) has offered: virtual environment. It took less than a half decade, Richardson (2010, p. ix) says, for this new environment to be “the mainstream conversation, when it come to politics, media, and business…and education”. Even though many are still worried about the massive intrusion of ICT into our education sites, we finally have to acknowledge that ICT is in fact something unavoidable for our current and future education practice (Carnoy, 2004; Ala-Mutka, Punie, & Redecker, 2008).