transnational education and its impact upon local ... · •39.4% were pursuing their studies...
TRANSCRIPT
![Page 1: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/1.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 1
Transnational Education and its
impact upon local development:
A case study of the UK-Malaysia
Relationship
Dr Christopher Hill
Director Graduate School
University of Nottingham Malaysia Campus
Historical Background
Historical Development
• 1950s drive was skills based
and vocational growth
• Growing country needed
development in this area
• Lack of government oversight
• 1960s and 70s were the
developmental decades
• why can’t we reduce the
south-north trend and
create south-south activity
and reduce brain drain?
Supply and Demand
• Demand far outweighed supply
• UM was Malaysia’s only
university until after the race
riots of 1969 when UKM, USM,
UPM etc were created
• Private and Public:
• To encourage regional
movement, government
allowed for private sector
development
• Public couldn’t meet demand
of numbers or direction
![Page 2: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/2.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 2
The Development of Malaysian HE
Strategic Aims
![Page 3: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/3.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 3
Government Aims and Objectives
(2008)
• In 2008 there were 8000 PhD holders in Malaysia
• Government set target of 100,000 by 2020
• Under MyBrain15 initiative Government reduced target to 60,000, due
to unrealistic expectations
• Government was sponsoring 3914 PhD students
• 39.4% were pursuing their studies locally
• 30/1% in Britain
• rest in countries such as Australia,
New Zealand and the USA
(figures quoted in STAR from government
press conference in Putrajaya 26/9/08)
Growth
• Varying reports on exact numbers but growth is underway:
• HE Minister Datuk Seri Mohamed Khaled Nordin stated that the
current number of PhD holders in Malaysia is 12,096 and the
enrolment for PhD studies is 16,947 (speech made 2/12/10)
• December 2010 Director General MOHE, Dr Radin Umar Radin
Sohadi stated that number of PhD holders had risen by 133% from the
2005 number of 6000 to the 2010 number of 14000 (data taken from
Bernama in speech made 5/12/10))
• Of this new number, 60% were in science fields
![Page 4: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/4.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 4
Investment
• Malaysian Government allocated RM 2.7 billion (572 million
pounds) over the 10th Malaysia Plan period to promote post-
graduate studies
• MyMaster
• MyPhD
• Industrial PhDs
• 2010 – 2015 the Government is targeting:
• 40,000 MyMaster graduates
• 5000 MyPhD graduates
• 500 Industrial PhDs
2010 MOHE numbers
• 15,000 Malaysian students in
UK HEIs
• 45,000 Malaysian students
studying for UK degrees in
Malaysia (source British
Council)
• Aim to increase number of
international students to
200,000 by 2020 from 90,000 in
2011.
• Increase in numbers would
equal additional RM600 billion
(GBP 120 billion) to economy
(source: Education Minister Tan
Sri Muhyiddin Yassin)
![Page 5: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/5.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 5
Changing Patterns of TNE
Malaysia as an ideal breeding
ground
Different Approaches to TNE
• Branch Campus – University of Nottingham
• Fly-in Teacher Programmes – Manchester and Warwick MBAs
• E-learning and fully online – University of Liverpool MBA and
RCN/City/Leicester/Ulster health
• Independent and locally supported distance learning – Heriot Watt and
Leicester MBAs
• Twinning and Franchising agreements – Sheffield Hallam University
• EduCity
• Newcastle, Southampton, Reading
![Page 6: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/6.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 6
TNE Malaysia: Policies,
Regulations and Guidelines
TNE Partnerships
• Programmes (not partnerships) regulated by MOHE
and MQA through approval, provisional accreditation
and accreditation
• No provisions on the selection of TNE partners.
• QA duplication by home HEI and MQA, also by
professional body (e.g. JASB) and QAA UK.
![Page 7: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/7.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 7
Regulating TNE
For Quality
• Balancing (1) control and institutional autonomy, (2) developmental against regulatory
• National QA system - sufficiently ready and has the capacity to QA TNE
• rigid, moderate and liberal
• compliance-based system - ticking of boxes
For National Needs
• Bringing in the ‘best’ –
relative ‘pile high, sell low
concept in HE’
• Meeting the varying
demands for HE
• Need for Science &
Technology – higher
operating cost/capital
• Commodification of
education
Realities of TNE development
in Malaysia
![Page 8: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/8.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 8
How UK Partners have been selected
• Personal contacts
• Post-colonial legacy
• Premium on British
qualifications - historical
connections and local
counseling
• British Council has strong
presence
Knowledge of local system, processes,
regulations
• QA Agencies - MQA, QAA
• definitions and terms e.g. learning hours, semesters
• Variation in approach: ‘compliance’/‘just follow only’ in
contrast to ‘autonomy’, staff qualifications
• Curriculum: foreign as against local content
• Jurisdiction – QAA oversees quality of UK partner
![Page 9: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/9.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 9
Management of TNE in Malaysia
Type of PHEI Tuition Fees set by
PHEI
Examinations set by
UK HEI
Allowing Curriculum
variation by
Malaysian PHEI
Tuition Provider 2.7 2.3 3.8
Joint/dual degree 3.8 2.2 3.6
Franchise
programme
3.3 2.3 3.0
Branch Campus 2.0 2.0 4.0
Average 3.0 2.2 3.6
Reality vs. Perception: The
legacy of foreign development
![Page 10: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/10.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 10
�Perception of Quality
International vs. Local
• Local products viewed as
inferior to international ones
• Historically, international links
existed to enable issuance of
degrees, now it is to ‘promote
and ensure’ quality
• Issue of quality is very real as
local and certainly international
students will not buy local.
• Private sector UG degree is
RM 72,000 and local is RM
6000 (11 times more
expensive)
Future?
• SETARA rating of 5 stars
allows for self-accreditation of
programmes
• Prevents good centres from
self-accrediting in areas of
expertise when they do not
have full score in all areas.
• Government is working to gain
recognition for local
universities to be on par with
international ones
• Malaysia used as stepping
stone to test the bigger market
– China
Reality vs. Perception
Perception that quality/recognition is better for foreign
programmes rather than local
o Curriculum design
o Teaching strategies
o Assessment
o Staff qualification and experience
o Management
o Quality assurance
o Non-registration of some local tuition providers
![Page 11: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/11.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 11
Student Views attending PHEIs
Type of PHEI I chose to do a
foreign
qualification
because I will earn
a higher salary
than with a local
qualification
I chose to study at
this PHEI because
the institution is
recognized
internationally
I chose to study at
this PHEI because
it is more
prestigious than a
Malaysian public
institution
I would prefer the
UK HEI to be
responsible for
the quality of the
programme
Tuition provider 3.0 2.9 2.6 3.3
Joint/Dual
degree
3.0 3.4 3.2 3.3
Franchise
programmes
2.7 2.9 2.9 3.0
Branch
Campus
2.5 3.7 3.2 3.5
Average 2.8 3.2 3.0 3.3
Response
![Page 12: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/12.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 12
Greater Involvement or Control?
• Regulation of incoming partners and of programmes on offer
• Clearer structure of development
• Programmes delivered in line with national objectives?
Rankings
• No Malaysian university currently in Times Higher Education 400 Top
World University Ranking 2011/12
• Monash University – 117
• University of Southampton – 127
• University of Nottingham – 140
• Newcastle University – 146
• Malaysian SETARA Rankings: Curtin University of Technology,
Monash University Sunway College, Swinburne University of
Technology, University of Nottingham Malaysia Campus all ranked in
Tier 5 – Excellent Category – with Public Universities
• No institution was awarded Tier 6 Outstanding
![Page 13: Transnational Education and its impact upon local ... · •39.4% were pursuing their studies locally ... • Malaysian Government allocated RM 2.7 billion ... PowerPoint Presentation](https://reader031.vdocuments.us/reader031/viewer/2022020412/5b15e3657f8b9a961e8bd74c/html5/thumbnails/13.jpg)
10/4/2012
Australian International Education Conference 2012
www.aiec.idp.com 13
Future of Education in Malaysia
• Plans to become a tertiary educational hub for the region
• World leader in many fields
• Attract world class institutions, develop national institutions to world
class status and dramatically increase number of international
students
• Playing the number game in places
• Increase in quantity must be supported by increase in quality
• One of most prolific nations in TNE programmes.
• Why?
• Cost? Access? Opportunity? Security? Quality?
Conclusion
• Strong historical relationship between Malaysia and UK
• Increase in number of providers and development of mode of delivery
• Increased government interaction and drive
• Change in home structure creates opportunities for external
development
• Increase in competition, both from foreign and domestic providers
• Wealth of opportunity but much more closely regulated and governed
than in the past – a good thing