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Community Facilitator is indispensable in the development programs that use a community-based approach. Its existence has been an integral part of community-driven development since the early 1980s. The question is, is it human resources or human capital? What competencies must a facilitator have to carry out their duties effectively? This research was conducted with a qualitative approach through FGD and interviews with informants to answer the following questions: (i) what is a facilitator? (ii) how does the facilitator work? (iii) what competencies must the facilitator have? (iv) what is the difference between human resources and human capital? (v) is the facilitator a human resource or human capital? In this research, the facilitator's competence will be identified using the KSA framework (knowledge, skill, and attribute). Based on the study, a facilitator is defined as a person with certain knowledge, skills, and attributes, who is assigned to introduce, plan, and organize the implementation of a program to the program beneficiaries so that the program can be implemented following the predetermined budget, provisions, quality, and procedures. Facilitators must know the program cycle, local culture/tradition, formal and informal figures in the village, and the resources required for the program implementation. The facilitator's must-have skills include communication, organizing, mediation, administration-finance, and various construction technical skills. Meanwhile, the attributes needed include commitment, responsibility, and adaptation. A human resource is a worker using knowledge, skills, and commitment to carry out tasks with clearly defined processes and outputs. Human capital is a worker who uses knowledge, skills, creativity, innovativeness, and commitment to carry out tasks to increase the organizational value-added, with processes and outputs that have not been clearly defined. From an individual and organizational perspective, community facilitator is categorized as human capital.

The government's internal audit is directed at building commitments in order to create good governance and clean government. The audit program aims to assess the credibility of the management's accountability report on organizational responsibilities. Auditors must be objective and selective in conducting assessments and must be able (competent) and earnest in carrying out their duties. To ensure the objectivity of the evaluation, the auditor must be independent of the auditee (the party being audited), both personally and organizationally, and to ensure his ability, the auditor must have broad and comprehensive knowledge in auditing. As well as an adequate understanding of the area being audited. With the support of good planning, standardized audit stages, and active supervision, it can show the accuracy of task execution.

The effectiveness of higher education institutions must be measured in terms of research productivity, the ability to produce new knowledge in the form of research and publications. In this case, lecturers as academic staff are expected to have a high level of capacity, commitment, integrity and responsibility to achieve the stated teaching and learning goals. Then, the global challenges that must be faced increasingly demand the role of lecturers to be able to further improve their work performance to conduct research and publish it in reputable international journals such as Scopus Idexed and others. Lecturers are one of the important factors for creating competent university graduates, and the main role of tertiary institutions is teaching, research and community service and is directed to expand knowledge and open new avenues of science and technology. This study aims to analyze the factors that influence the productivity of lecturers producing international scientific articles at Private Universities using Structural Equation Modeling. The data used are primary data by conducting surveys with a total of 310 respondents, and the analysis used includes validity, reliability, multiple linear regression, multiple tests, and hypothesis testing. The results showed that the positive direct effect of transformational leadership style and communication on lecturer productivity. Both of these exogenous variables, transformational leadership style has a path coefficient value of py1 of 0.201 and CR (tcount) of 3.715, while the communication variable proves to be the most dominant influence on productivity as an endegent variable, 5,132.