British Colonial Legacies and the Making of Malay(si)a

Koh, Sin Yee

doi:10.1057/978-1-137-50344-2_2

Cited by 2 publications

(2 citation statements)

References 44 publications

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“…The main goal was to become an international education hub and retain domestic students within the country while providing quality higher education programs without requiring Malaysian students to study abroad, due to concerns over brain drain and the potential shortage of skilled manpower (Knight, 2013). This emphasizes the importance of encouraging young Malaysians to return home after completing their studies (Koh, 2017), as many Malaysian students pursue university education abroad, incurring expenses related to tuition fees and daily living (Joshi and Paivandi, 2015). The first branch campus, Monash University Malaysia, was established in Malaysia in 1998 (Sidhu and Kaur, 2011).…”

Section: Malaysiamentioning

confidence: 99%

Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences

Mok,

Sawn Khai

2024

AEDS

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PurposeThis study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.Design/methodology/approachThe transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.FindingsBased upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.Originality/valueThis study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.

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Section: Malaysiamentioning

confidence: 99%

Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences

Mok,

Sawn Khai

2024

AEDS

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“…For the Malaysian economy, this not only entailed imbalances of trade and payments up to the 1990s. Also brain drain and potential lack of skilled manpower were to be feared if young Malaysians would not return home after graduation (Koh, 2017). Additionally, ethnic quota systems in the multi-ethnic state of Malaysia severely restricted the de facto access of non-Bumiputera Malaysians to domestic public HE.…”

Section: Strategic Coupling Of Higher Education Systems With Transnat...mentioning

confidence: 99%

Transnational education for regional economic development? Understanding Malaysia's and Singapore's strategic coupling in global higher education

Schulze

Kleibert

2021

Int J Training Development

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Fostering innovation and upskilling labour pools have become key goals in national economic development plans and education and training system reforms since the mid‐1990s. For their transformation into knowledge‐based economies, countries in Southeast Asia have relied on importing transnational higher education providers and have envisioned themselves as international education hubs. As existing research from transnational education and higher education governance studies as well as economic geography and regional studies has not sufficiently addressed this nexus of transnational education and regional economic development, this paper investigates the role of foreign higher education institutions in economic development strategies in Malaysia and Singapore. It explores why and how states have strategically coupled their higher education systems with transnational education. The comparative case analysis draws on empirical evidence from 42 semi‐structured interviews. It finds that despite the two states' ostensibly similar ambitions to attract foreign higher education institutions, policies and outcomes differ strongly. Whereas in Malaysia a structural coupling led foreign subsidiaries to provide foreign degrees to domestic students and generate revenue in the private higher education sector, in Singapore foreign subsidiaries have been deployed strategically to upgrade the talent pool and public higher education system of the city‐state via functional coupling. Conceptualizing transnational education policies as forms of strategic coupling contributes to understanding their embeddedness within states' broader, historically formed economic development strategies.

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British Colonial Legacies and the Making of Malay(si)a

Cited by 2 publications

References 44 publications

Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences

Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences

Transnational education for regional economic development? Understanding Malaysia's and Singapore's strategic coupling in global higher education

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