Internationalization in Malaysia’s Higher Education

Zin, Ragayah Haji Mat

doi:10.1057/9781137298386_16

Cited by 1 publication

(2 citation statements)

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“…This developing country has been making a serious and concerted effort to internationalize its higher education ecosystem, which is one of the ten changes required for improving higher education as highlighted in the Malaysia Education Blueprint Higher Education or MEBHE (2015–2025). Being an educational hub in Southeast Asia (Zin, 2013; Knight and Morshidi, 2011) as a tool to enhance its national competitiveness in the global market (Mok, 2012), Malaysia has maintained a balance between its internationalization and localization needs, albeit with a focus on nation-building and the preservation of its language, culture, and identity (Wan and Morshidi, 2018b). Importantly, the internationalization of higher education in Malaysia started with politically motivated policies was later influenced by economic motivations (Zin, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Being an educational hub in Southeast Asia (Zin, 2013; Knight and Morshidi, 2011) as a tool to enhance its national competitiveness in the global market (Mok, 2012), Malaysia has maintained a balance between its internationalization and localization needs, albeit with a focus on nation-building and the preservation of its language, culture, and identity (Wan and Morshidi, 2018b). Importantly, the internationalization of higher education in Malaysia started with politically motivated policies was later influenced by economic motivations (Zin, 2013). The term international faculty in the Malaysian higher education system refers to individuals with a foreign passport and being employed full-time on the basis of a one to three-year contract (Wan and Morshidi, 2018b).…”

Section: Introductionmentioning

confidence: 99%

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Antecedents and consequences of wandering scholars' affect: the case of multi-cultural Malaysia in the internationalization era

Ghasemy

Derahvasht

Castillo‐Apraiz

2021

JARHE

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PurposeThis study, drawing upon affective events theory (AET), examines the relationships between work environment features, work events, affective states and attitudes in the Malaysian academic environment. Specifically, the authors examine the impact of supervisory support and welfare on role conflict, the impact of role conflict on affective states and the impact of affective states on job satisfaction using data collected from the international faculty.Design/methodology/approachThe authors collected data from 152 respondents through an online platform, and given this study's causal predictive-explanatory nature, the authors apply partial least squares structural equation modeling (PLS-SEM) for data analysis. In addition, the authors complement their analysis by examining the nonlinear effects within the model as a robustness check.FindingsFrom an explanatory perspective, the authors find support for all the hypotheses, implying the applicability of AET in academic contexts. Regarding the predictive perspective, the authors’ model exhibits a high out-of-sample predictive power. Importantly, the robustness check provides additional support for their model.Practical implicationsGiven that the international faculty comes from different countries, the authors’ findings suggest that university managers should formulate and implement policies, which encourage and celebrate cultural diversity to increase the international faculty's job satisfaction. Additionally, policies that improve the process of job designs and descriptions need amendments in a way that reduces the role conflict faced by the multicultural faculty which, in turn, leads to negative affect and ultimately to job dissatisfaction.Originality/valueThis article is one of the first research studies focusing on the verification of AET in the context of international higher education. The authors apply the recent evaluative guidelines for a solid and rigorous PLS-SEM analysis and prove that the wandering scholars' emotions matter in achieving desirable organizational outcomes in cross-cultural institutions of higher learning.

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