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Development of IMC conceptualization in the academic domain has reaped many pros and cons since its inception in the early 1980s. Although the meaning of IMC has become similar among its main thinkers, it is still identified academics who consider IMC as an extended version of advertising and marketing communications disciplines. Responding to these meaning differences on IMC there is a third party which is important to be heard, IMC educators. Given that educators are one of the stakeholders who are not only responsible for education of the next generation of practitioners and academics, but also define the IMC in classroom, the educator is thus at the vanguard of the deployment of IMC disciplines to the next generation. What is taught in the classroom is reflected in the syllabus made. The syllabus itself is a manifestation of teaching and the main guideline in the teaching-learning process. Based on that idea, the syllabi review includesa written record of how lecturers accept, adopt and implement IMC which is an important method of documenting the development of IMC teaching. This study was conductedfirstly, to explain the meaning of IMC that is taught in Magister program in Indonesia which is traced from the syllabus as a lecture material; and secondly, to explore the gap between state of the art of IMC conceptualization and the understanding of IMC subjects taught in mastersprograms in Indonesia. A qualitative approach is used in this study and five syllabuses of mastersprograms in major universities in Jakarta used as a sample in which it is assumed that the universities and its educators in Jakarta, both public and private, are the trend setters of educational models in Indonesia.

Keywords: IMC, Syllabus, Magister Program, and Educator.