Page 22 - AEI Insights 2019 - Vol. 5, Issue 1

AEI Insights, Vol 5, Issue 1, 2019

The globalisation of economies, societies and the increasing importance of knowledge have
influenced the development of internationalisation of higher education. In developing
countries, the globalisation of the education process has impacted on strategies for the
internationalisation of higher education. Knight (2003) specified that “globalisation is
presented as a process impacting internationalisation” (p. 3). The international dimension in
higher education plays an important role in political, economic, social development and
academic performance of a country (Arokiasamy, 2012; Chankseliani, 2017; de Wit, 1998,
2010; Jeptoo & Razia, 2012; Knight, 2003, 1994, 2004a, 2004b, 2007, 2012; Tham, 2013; Van
Der Wende, 2001). The emerging significance and needs of internationalisation of higher
education has stimulated countries around the world to compete and become world-leading
education hubs (Mohd Ismail & Doria, 2013). Scholars have argued that the recent evolution
of regional education hubs is related to three important developments; (1) the growth in the
scope and scale of cross-border education; (2) the new emphasis on regionalisation of higher
education and; (3) the key role that higher education plays in the knowledge economy (Knight
& Morshidi 2011, p. 594).

Background to the study

In 2018, only one Malaysian higher education institution is ranked in the top 100 globally (QS
Global ranking). The top Malaysian university, University of Malaya, is currently ranked at 87
(QS, 2018). The Universitas 21 Ranking of National Higher Education Systems 2018 indicates
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that in 2018, Malaysia is ranked 26 overall, a combination of ranks of 12 for Resources, 15
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for Environment, 33 for Connectivity and 42 for Output (Williams & Leahy, 2018). The
UNESCO benchmarking reported that the annual total expenditure of the higher education
sector of MOE is equivalent to 5.5% of the annual Government of Malaysia expenditure (MOE,
2015). Conversely, in accordance with the substantial investment in higher education, the
output is very low; Malaysia is ranked 42 out of 50 countries (Williams & Leahy, 2018).
Therefore, Malaysia’s internationalisation approach and rationale require extensive initiatives,
strategies and efforts in order to fulfil the aim to become an excellent international higher
education hub, (Ismail et al., 2011; Knight & Morshidi, 2011; Mohd Ismail & Doria, 2012,
2013, 2014).

The main purpose of this study is to evaluate the rationale for international cooperation in the
internationalisation of higher education in Malaysia by focusing on four main areas: political,
economic, socio-cultural and academic. This research focuses mainly on the public higher
education sector of MOE’s involvement in internationalisation. Effective internationalisation
will provide opportunities for greater international cooperation and collaboration as Malaysia
moves to become a stronger player in the field of higher education. The findings of this study
can assist policy makers, stakeholders and regulators to design and develop a comprehensive
internationalisation policy to further strengthen international cooperation in higher education.

The Malaysian higher education system
The Malaysian higher education system officially began in 1959 with the establishment of the
University of Malaya in Kuala Lumpur. Since then, the development in the Malaysian higher
education system has been very much connected to societal development or domestics needs.
In modern Malaysia, international factors such as globalisation, internationalisation and trade
in higher education have influenced the Malaysian higher education system (Morshidi, 2010,
p. ix). The development of higher education has been given significant focus after the
establishment of the Ministry of Higher Education Malaysia (MOHE) on 27 March 2004

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