Page 30 - AEI Insights 2019 - Vol. 5, Issue 1

AEI Insights, Vol 5, Issue 1, 2019

curriculum, internationally trained local lecturers and recognised courses and the presence of
foreign branch campuses in Malaysia have all contributed to graduates with a global outlook.
Several respondents articulated that the development of human capital in Malaysia through
internationalisation initiatives has led to intercultural competencies in Malaysian graduates.

The last two themes that fall under the economic rationale are financial sustainability and
incentives. These two elements are reasons that make stakeholders of the Malaysian higher
education sector and higher education institutions enter into internationalisation strategies. The
major concerns were on strengthening international cooperation, lowering administrative cost,
opportunities for human resources and infrastructures development and research outputs. “We
need to put money to strengthen international cooperation for internationalisation”
(Administrator, Research University). Financial incentives are essential for foreign lecturers
and foreign branch campuses which operate in Malaysia. Reward incentives for having more
international students as well as creative and innovative incentives were also given. However,
many of the Malaysian higher education institutions aim for incentives from international
organisation and conferences besides incentives through commercialisation. This is why
“universities attending the international meeting to increase the universities capabilities and
capacities” (Senior Administrator, Research University).

The economic rationale is vital to generate income from fees and living expenses for the higher
education institution and for the government. The findings from the economic rationale show
that the recruitment of international students is an important shift in income generation.
Additionally, many administrators aim for other sources of income such as through research
grants and international aid.

The Socio-Cultural Rationale
The socio-cultural rationale for internationalisation is listed as second ranking; 13
administrators (86.67%) stated that the essential factor for the social and cultural rationale in
Malaysian higher education internationalisation is to sustain the national cultural identity and
intercultural understanding for nation and community development. As a multicultural country,
Malaysia provides a platform for international communities to learn the Malaysian culture and
language. Moreover, respondents are of the view that national cultural identity is vital for
nation and community development. The importance of national cultural identity was
reinforced in Malaysian students studying and working abroad in order to sustain, maintain and
share Malaysian culture with other citizens. An argued by an administrator, “students going to
work abroad must have the national identity and intercultural understanding in order to
survive in globalised world” (Administrator, Research University).

Respondents shared positive thoughts that Malaysian higher education internationalisation
strategies and initiatives lean towards the importance of cultural diversity awareness, tolerance
for others, intercultural influences monitoring system, adequate knowledge on multicultural
literacy and influences on the lifestyle of people. Several respondents stated that in the context
of Malaysia as a multi-ethnic country, lack of intercultural understanding causes some tension
among citizens. However, intercultural understanding enables the local and foreign students to
enhance their understanding of other cultures. A Senior Officer of department under MOE
stated that apparently “international students create much a more diverse society in Malaysia.
We can share our best practices in term of building a peaceful society and social and
community development”. Some respondents praised that the presence of international students
and lecturers in Malaysia has contributed towards a peaceful society.

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