Академический Документы
Профессиональный Документы
Культура Документы
Asian Universities
Country Report: Malaysia
Universiti Kebangsaan Malaysia
Imran Ho Abdullah, Muhammad ahaya !
Mohd" Abd" Rashid Mohd" #ad$il
C%&'E&'(
List of Tables & Figures iii
Chapter 1 Introduction
National Challenges in Higher Education
1. The challenges
2. National governance of higher education
1!
Chapter 2 The Institutional Conte"t
II. The #esponse of $%&
1. ' brief histor( of $%&
2. The challenges and the restructuring e"ercise at
$%&
). The restructuring process
*. The rationale and principles in the restructuring
+1+
Chapter ) I,ple,entation of #estructuring in $%&
III. The -resent .tud(
1. /b0ectives
2. ' description of selected co,ponents of the
,ethodolog(
1121
Chapter * Constraints in I,ple,entation of #estructuring
&easures
Introduction
I2. Findings and 3iscussion
1. 3ata su,,ar(
22))
Chapter 4 I,pact of #estructuring on universit(
functioning 5perceptions6
1 Introduction
2. Conclusion and #eco,,endations
)*)4
Chapter ! Conclusions and #eco,,endations )!
#eferences
ii
)I(' %# 'A*)E( ! #I+URE(
#I+URE(
Figure 17 Challenges to Higher Education in &ala(sia *
'A*)E(
Table 17 Total Enrol,ent and staff statistics in &ala(sian8s -ublic Institutes of
Higher Learning 529926 *
Table 2. /b0ectives and ðodolog( of the stud( 1:
Table ). ;uestionnaire #esponse #ate 29
Table *7 For,at of the ;uestionnaire 29
Table 47 'reas of ,a0or changes according to groups surve(ed 24
Table !. 'd,inistrators8 opinion on the benefits of restructuring 2!
Table +. 'cade,ic .taffs8 opinion on the benefits of restructuring 2!
Table 1. .upport .taffs8 opinion on the benefits of restructuring 2+
Table :. .tudents8 opinion on the i,prove,ents brought about b( the
restructuring
2+
Table 19. /pinion on the level of autono,( in the restructuring 21
Table 11. 'cade,ic .taffs8 opinion on certain aspects of the acade,ic
restructuring. 2:
Table 12. .upport staffs8 opinion on the effect of institutional restructuring.
)9
Table 1). .tudents8 opinion on so,e aspects of restructuring. )1
iii
CHAPTER 1
INTRODUCTION
1.1 Development of Higher Eduction in !l"#i
Higher education in &ala(sia has to be seen in the light of the develop,ent of the
education s(ste, in toto. The education s(ste, as e,bodied in the National Education
-hilosoph( states that7
Education in &ala(sia is an ongoing effort to<ards further developing the
potential of individuals in a holistic and integrated ,anner= so as to
produce individuals <ho are intellectuall(= spirituall(= e,otionall( and
ph(sicall( balanced and har,onious= based on a fir, belied in and
devotion to >od. .uch an effort is designed to produce &ala(sian citi?ens
<ho are @no<ledgeable and responsible and capable of achieving a high
level of personal <ellbeing as <ell as being able to contribute to the
har,on( and better,ent of the fa,il(= the societ( and the nation at large.
The universities as the pinnacle of the education s(ste, provide the necessar( advanced
training and capacit( building of the nation8s hu,an resource in order to ,eet the ,ulti
faceted needs of the nation.
The first universit( in &ala(sia <as established on 1 /ctober 1:*: as a national
institution to serve the higher education needs of the Federation of &ala(a and
.ingapore. The gro<th of the $niversit( <as ver( rapid during the first decade of its
establish,ent and this resulted in the setting up of t<o autono,ous 3ivisions in 1:4:=
one located in .ingapore and the other in %uala Lu,pur. In 1:!9= the govern,ent of the
t<o territories indicated their desire to change the status of the 3ivisions into that of a
national universit(. Legislation <as passed in 1:!1 founding the $niversit( of &ala(a
on 1st Aanuar( 1:!2. The late si"ties and earl( seventies sa< an e"pansion of in higher
education <ith the establish,ent of four ,ore universities. These included $niversiti
.ains &ala(sia 5established 1:!:6= $niversiti %ebangsaan &ala(sia 5established 1:+96=
$niversiti -utra &ala(sia 5established in 1:+1 as $niversiti -ertanian &ala(sia fro, an
a,alga,ation of the 'griculture Facult(= $niversiti &ala(a and the .erdang 'griculture
College6 and $niversiti Te@nologi &ala(sia 5established in 1:+4 through the upgrading
of the National Institute of Technolog(6.
The ne"t phase in the e"pansion ca,e in the eighties <ith the establish,ent of $niversiti
&ala(sia .abah= $niversiti &ala(sia .ara<a@ and $niversiti $tara &ala(sia.
In line <ith the nation8s need and e"panding de,and for higher education= five universit(
colleges <ere established in the nineties7
Currentl(= there are 11 public institutes of higher learning 5universities and college
universities6 in &ala(sia. The difference bet<een the universities and college universities
is in ter,s of si?e and focus. Bhile ,ost universities are co,prehensive= the college
universities offer specialisation in selected disciplines and fields of stud(. The 2992
enrol,ent and staff statistics at the various public institutes of higher learning are
presented in Table 1.
Table 1: Total enrolment and staff statistics in Malaysias
public institutes of higher learning (2002)
Nu,ber
3iplo,a :9=999
$ndergraduates 299=999
-ostgraduates )9=999
/versea students 4=299
'cade,ic staff 1!=999
Nonacade,ic staff 22=999
#ecentl( 299*7 &inistr( of Higher Education establishedC for the first ti,eD
$niversiti &ala(a
$niversiti .ains &ala(sia
$niversiti %ebangsaan &ala(sia
$niversiti -utra &ala(sia
$niversiti Te@nologi &ala(sia
$niversiti Institute &'#'
$niversiti &ala(sia .abah
$niversiti &ala(sia .ara<a@
$niversiti $tara &ala(sia
%ole0 $niversiti Te@ni@al
%ole0 $niversiti Isla, &ala(sia
%ole0 $niversiti
1.$ Recent Reform# Effort# in Higher Eduction
Higher education is an integral co,ponent in achieving &ala(sia8s vision to<ards being
a developed nation. The ,ain ob0ective of higher education is to provide Eualified and
high Eualit( <or@ force for the nation8s develop,ent. 5Hassan .aid 299)6. ' specialist
2
and @no<ledgeable <or@ force <ill provide the catal(st for gro<th and progress in an era
of global co,petition and co,petitiveness.
Conco,itant <ith that= the &ala(sian >overn,ent plans to ,a@e &ala(sia a regional
hub for higher education services. In order to beco,e the educational hub for the region=
&ala(sia needs to strive to attain regional= if not <orldreno<ned acade,ic e"cellence.
Hence= the Eualit( of all acade,ic progra,,es is e,phasised. To enable
internationali?ation of higher education= the &ala(sian public universities <ill have to
ensure that their acade,ic progra,,es are in co,pliance <ith international standards
and are bench,ar@ed against si,ilar progra,,es in pre,ier universities overseas. Bith
such practices in place= universities <ould be operating according to international
standards in their core business of providing Eualit( higher education. The establish,ent
of the National 'ccreditation Foard 5L'N6 and the Code of -ractices for ;ualit(
'ssurance as <ell as the &ala(sian ;ualification Fra,e<or@ ensure that progra,,es
offered b( the various institutions of higher learning in &ala(sia attain a certain
respectable standard.
't the sa,e ti,e= higher education in &ala(sia continues to be a @e( factor in the
construction of a balanced socioecono,ic ,ilieu in &ala(sia. 't the sa,e ti,e= there is
a need to satisf( the de,and for higher education and providing access to higher
education for all &ala(sians. In line <ith this= the govern,ent enacted the -rivate Higher
Education Institution 'ct 1::!= <hich sa< the nu,ber of private institutes of higher
learning increased ,ar@edl( in the countr(= co,ple,enting the public universities as
providers of tertiar( education. .uch a ,ove <as in line <ith the de,ocrati?ation of
education to provide ,ore educational opportunities to as ,an( &ala(sians as possible
and to achieve the vision of beco,ing the regional educational hub. The ,ove <as also
seen as an effective <a( to reduce the outflo< of #inggit overseas due to high nu,ber of
&ala(sian stud(ing abroad. Ho<ever= 'nu<ar 'li 529996 observes that establish,ent of
a nu,ber of private universities has created a ne< higher education scenario <hich is
,ore interesting= but eEuall( co,ple" and challenging for polic( ,a@ers. &ohd .alleh
&ohd Gasin 5299)6 co,,ents that active involve,ent of the private sector in higher
education is challenging because the ne< situation opens up ne< intellectual hori?ons but
cautions that the Euantitative change <ill bring along <ith it Eualitative changes=
so,eti,es <ith unintended conseEuences. Further,ore= the increase in student
population follo<ing the sudden increase of ne< colleges and universities are a source of
strain to the e"isting infrastructure facilities= teaching staff and acade,ic standard.
/ther eEuall( i,portant factors <hich have led to the need for acade,ic institutional
rethin@ing= i.e. institutional restructuring nation<ide is the rapid pace of ICT
advance,ent and the process of globalisation and liberali?ation. &ohd .alleh &ohd
Gasin 5299)6 notes that the public universities clearl( need a ne<l( defined role ta@ing
into consideration their traditional strengths= niches and overall potentialities. This can
be e"pressed either nationall( through the co,bined efforts of all universities or
individuall( at the universit( level. He adds that Hthe i,pact of technological progress
and innovations in ,an( areas ,eans that universities too have to pla( a greater role in
producing graduates <ith co,petencies in ,an( critical areas or disciplines co,parable
)
to graduates fro, leading universities fro, other parts of the <orldI. He believes that to
achieve this the universit( should plan its curriculu, develop,ent= <hich is co,petitive
at the national and global levels in line <ith the develop,ent in other universities= the
<orld over. In response to the labour ,ar@et= it is i,perative that the acade,ic
curriculu, is ad0usted <henever necessar( to ,eet ne< needs in the <or@ environ,ent
as <ell as to incorporate ne< disciplines and speciali?ations in the curriculu,. This
<ould inevitabl( allo< the graduates an increased degree of fle"ibilit(= greater creativit(
and capacit( for critical thin@ing. 'spect of Eualit( also e"tends to the products fro, the
institute of higher learning. In this respect= the nation de,ands that our graduates are
@no<ledgeable and <ellrounded students <ho are able to contribute effective to the
nation and to societ(.
-ublic universities in &ala(sia= as else<here= have also co,e under intense scrutin( of
b( the public and govern,ent. There are no< higher e"pectations and de,ands for
accountabilit( and Eualit( fro, the public universities that are allocated substantial
a,ount of public funding annuall(. For instance= the 299) operation e"penditure for the
public universities a,ounted to <ell in e"cess of #& * billion= and the develop,ent
allocation for the universities in the 1
th
&ala(sian -lan a,ounts to over #& + billion.
Thus= there is certain a,ount of pressure for universities to generate their o<n inco,e to
,eet their operational budget as <ell as to co,,ercialise their research. In 1::1= the
corporatisation of the various public universities <as initiated <ith the ,ain thrust of the
corporatisation e"ercise being focused on to<ards a ,ore effective and accountable
,anage,ent s(ste,. Ho<ever= the corporatisation of public universities did not e"tend to
financial ,atters as the universities bursars are sub0ected to the sa,e circular and
regulations of the &ala(sian treasur( and the universities e,olu,ent structure are still
under the 0urisdiction of the -ublic .ervice Co,,ission. Even on the deter,ination of
students fees= the universities are sub0ected to the Education &inistr( guidelines.
'lthough there is so,e delegation of po<ers on so,e financial ,atters= for instance on
procedures pertaining to tender= on the <hole= the public universities have not been given
total autono,( and the financial structure of the universities is a@in to ,ost govern,ent
agencies and is audited b( the 'uditor >eneral. Nevertheless= corporatisation has allo<ed
universities to set up their respective co,panies to generate inco,e for the universities
<hile holding on to the their core business of providing high Eualit( tertiar( education to
as ,an( Eualified &ala(sians as possible. The various challenges in higher education in
&ala(sia can be su,,ed up in Figure 1 5cf. Nir<an Idrus 299)6.
To ,eet the various challenges and trends in higher education= ,entioned above= the
&ala(sian govern,ent= especiall( the &inistr( of Education have e,bar@ed on
educational refor,s through legislations= organi?ational changes 5as in the establish,ent
of the Higher Education 3ivision in the &inistr( in 1::4 to oversee= coordinate and
ensure Eualit(6 and also ,ade changes to the governance structure of the universities
through the corporatisation initiative. The universities= in response= have also e,bar@ed
on and underta@en initiatives to revie<= strategise and reprioritise their ,issions and
ob0ectives. The revie< also too@ into consideration aspects of institutional restructuring
and governance= that are needed to<ards ,eeting the national challenges to higher
education in &ala(sia.
*
#igure ," Challenges to Higher Education in Malaysia
's ,entioned earlier= to effectivel( ,anage and coordinate higher education in &ala(sia
as <ell as to oversee higher educational refor,s in &ala(sia a 3epart,ent of Higher
Education in the &inistr( of Education <as established in 1::4 <ith the responsibilit(
for the planning and for,ulation of policies as <ell as the overall develop,ent of public
higher educational institutions. In the follo<ing (ear through the National Council for
Higher Education 'ct 1::!= a Council responsible for the planning and for,ulation of
policies and strategies related to the develop,ent of higher education in &ala(sia <as
established <ith the 3epart,ent of Higher Education serving as the secretariat to the
Council.
In addition= in order to ,eet the challenges outlined in the section above= the &ala(sian
govern,ent has also enacted several pieces of legislation to<ards reali?ing the strategies
in higher education. These include the follo<ing legislations= <hich provide for the
various initiatives in higher education in &ala(sia7
'@ta -endidi@an Faru 51::!6 J New Education Act (1996)
'@ta $niversiti dan %ole0 $niversiti 51::!6 J Universities and University
Colleges Act (1996)
'@ta Institut -endidi@an Tinggi .<asta 51::!6 J Private Higher Education
Institution Act (1996)
Ata !a"lis Pendidian #inggi (1996) $ National Council on Higher Education
(1996)
Governance &
Funding Changes
Organizational
Changes
Higher Education Higher Education
Quality
Accountability
Relevance
Increased Public and
Governments !"ectations
'32'NCE. IN ICT '32'NCE. IN ICT
>L/F'LI.'TI/N >L/F'LI.'TI/N
CH'N>IN>
T#EN3.
CH'N>IN>
T#EN3.
conomic
#ocial & $alue
Political
Academic
ducational
Re%orms &Acts'
4
'@ta Le,baga '@reditasi %ebangsaan 51::!6 J National Accreditation %oard
Act (1996)
'@ta Le,baga Tabung -endidi@an Tinggi Negara 51::+6 J National Higher
Education &und %oard Act (199')
In conclusion= the challenges to higher education posed b( various factors such as
advance,ent in infor,ation co,,unication technolog( and globalisation 5co,petition
and co,petitiveness6= coupled <ith changing trends in societ( and the econo,( 5@
econo,(6 have dictated that higher education in &ala(sia pa( attention to issues of
Eualit(= accountabilit(= relevance= public and govern,ent e"pectations and ,eet these
challenges head on through appropriate responses. In this respect= refor,s or ne<
initiatives in the for, of legislation= institutional restructuring and changes in governance
have been introduced. In the ne"t section of the report= <e <ill e"a,ine ho< $%& has
responded to so,e of the challenges via acade,ic K institutional restructuring.
Ministry o- Higher Education: scope and duties .//0 established
1.% I##ue# Relted to In#titutionl Re#tructuring
Institutional restructuring 1 de-ined
(peci-ic IR, In the case o- UKM internal restructuring 2-aculty restructuring3 rather
than university 4ide 2institutional restructuring3
)ogic behind the measures:
+ro4n to a large many aculty
(i$e o- senate
(i$e o- board
1.& O'(ective# of the )tud"
The present research involved collection of infor,ation fro, a variet( of sources through
docu,ent anal(sis= intervie<s= participant infor,ants and Euestionnaire surve( through
<hich the feedbac@ and effects of the restructuring are collected and anal(?ed. %e(
docu,ents such as the Pro(osal o) the A*alga*ation o) the &aculty o) +ocial +ciences ,
Hu*anities- &aculty o) .anguage +tudies and the &aculty o) /evelo(*ental +ciences and
the esta0lish*ent o) a new &aculty o) +ocial +ciences and Hu*anities presented to the
.enate= and various co,,ittee papers and ,inutes of the .ocial .ciences Bor@ing
Co,,ittees and the .enate Co,,ittee on the .ocial .ciences <ere also studied to
provide ans<ers to so,e of the @e( Euestions as@ed in the research. 'll these infor,ation
and docu,ents provided the data for the research.
!
.pecificall(= the ob0ectives of the stud( are as follo<s7
a. To understand the e"ternal influences for institutional
restructuring.
b. To identif( ,a0or areas of institutional restructuring.
c. To anal(se the process of i,ple,entation of institutional
restructuring.
d. To anal(se the effect of institutional restructuring on both the ,ission and
functioning of the universit(.
The ob0ectives and the ,ethodolog( of investigation are su,,arised in Table 2. The ne"t
section <ill describe in detail the instru,ents and other co,ponents of the ,ethodolog(.
'able ." %b5ectives and methodology o- the study
%b5ective Methodology
To understand the e"ternal influences
for institutional restructuring
3ocu,ent anal(sis= intervie<s= participant
infor,ants
To identif( ,a0or areas of institutional
restructuring
;uestionnaire 5$NE.C/ 299)6
To anal(se the process of
i,ple,entation of institutional
restructuring
3ocu,ent anal(sis= Intervie<s= -articipant
Infor,ants= ;uestionnaire 5$NE.C/
299)6
To anal(se the effect of institutional
restructuring on both the ,ission and
functioning of the universit(
5;uestionnaire $NE.C/ 299)6=
Intervie<s= -articipant Infor,ants
1.* !ethodolog"
A 6escription o- (elected Components o- the Methodology
#he 1uestionnaire +urvey2
The $NE.C/ 299) ;uestionnaires <ere used as the ,ain data collection tool in the
present stud(. The surve( for,ed the basis of stud(ing the effects and benefits of
restructuring at the institutional level. The Euestions <ere designed to elicit infor,ation
about the ,a0or changes and benefits of the restructuring e"ercise particularl( in the area
of universit( autono,(= decision ,a@ing structure= acade,ic progra,,es= staff
,anage,ent and evaluation= financial ,anage,ent and corporatisation= ad,ission and
student ,anage,ent as <ell as ad,inistrative procedures. In addition= specific issues
relating to the restructuring <hich affected particular section of the universit( <as also
surve(ed. For instance= ad,inistrators <ere as@ed in detail regarding the level of
autono,( and the decision ,a@ing processL acade,ic staff <ere as@ed to co,,ent on
the acade,ic progra,,esL and students on various aspects of student <elfare and
,anage,ent.
+
In total= * different sets of Euestionnaires <ere ad,inistered to the follo<ing categories7
'd,inistrators= 'cade,ic .taff= .upport .taff= and .tudents. The response rate and the
nu,ber of Euestionaire ad,inistered are sho<n in Table ).
'able 7: 8uestionnaire Response Rate
Category &o" o- 9uestionnaire &o" Returned Response rate
'd,inistrators : ! !!.+M
'cade,ic .taff 49 22 **.9M
.upport .taff )9 2) +!.+M
.tudents 49 )* !*.9M
The four sets of Euestionnaires shared certain si,ilar Euestions. For instance= ;uestions 1
J ! in all four sets of Euestionnaire pertain to personal infor,ation of the respondents.
The Euestionnaire proper begins <ith ;uestion +. ;uestion + <as intended to ascertain
<hat the respondents felt <ere ,a0or changes brought about b( restructuring.
#espondents <ere also as@ed to specif( the changes these areas. 'd,inistrators <ere
as@ed on the level of autono,( <ith respects to areas of restructuring and also difficulties
in the i,ple,entation of the restructuring= acade,icians <ere as@ed to indicate their
agree,ent on various aspects of the acade,ic restructuring but in particular <ith respects
to the acade,ic progra,,esL support staff <ere surve(ed as to the effects of
restructuring. 'll groups <ere surve(ed <ith respect to <hat the( perceived to be the
benefits of restructuring. In addition all the Euestionnaire sought an overall co,,ents on
the restructuring fro, the respondents. The for,at of the Euestionnaire are su,,arised
in Table *.
'able 0: #ormat o- the 8uestionnaire
Administrators Academic (ta-- (upport (ta-- (tudents
;1 J !7 -ersonal
Infor,ation
; 1 J !7 -ersonal
Infor,ation
; 1 J !7 -ersonal
Infor,ation
; 1 J !7 -ersonal
Infor,ation
;+7 'reas of ,a0or
changes
;+7 'reas of ,a0or
changes
;+7 'reas of ,a0or
changes
;+7 'reas of ,a0or
changes
;1 J 117 Level of
autono,(
;1 J 1:7 Curriculu, K
acade,ic progra,,es
;1 J 21 Effects of
restructuring
;1 J 127 /pinions on
aspects of restructuring
;1: J 2+7 &ain
changes in the areas
identified
;29 J 2+7 &ain
changes in the areas
identified