Widely Recognized Problems, Controversial Solutions: Issues and Strategies for Higher Education Development in East and Southeast Asia

Chapman, David W.; Sarvi, Jouko

doi:10.1007/978-981-10-1736-0_2

Cited by 8 publications

(3 citation statements)

References 14 publications

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“…As Chapman and Sarvi suggest [19], any analysis of higher education issues across East and Southeast Asia must be treated with a lot of caution for the amazing disparities and vast complexities among the countries in this region. Therefore, the question of comparability is to be considered first.…”

Section: Comparabilitymentioning

confidence: 99%

The Development of Higher Education in China and Malaysia: A Comparative Perspective

Li¹

2021

SJEDU

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Since the 1990s, higher education in the developing countries has gone through great changes in response to their fundamental political and socio-economic reforms. China and Malaysia, the two main Asian developing countries with emerging economies and ambitious goals, were picked up for a comparison of higher education development to better illustrate this general trend. In this comparative framework, comparability about the two countries is analyzed firstly, followed by the consideration of three key dimensions, and George Bereday's method of comparison is accordingly used. It is noted from the comparison that both Chinese and Malaysian higher education systems have experienced massification, marketization and internationalization, and are currently striding toward universalization with more excellence-driven initiatives of higher education, which involve the main mechanisms and rules, as well as strategies and policies of marketization and internationalization. Yet other than the commonalities at a macro level, in these three areas concerning higher education there are some remarkable differences and disparities, such as the actual paths of size expansion, the growth and fate of private institutions, the conception of internationalization, due to different historical paths, national agendas and socio-political environments. Along this comparative approach, there are three common issues that need further elaborate discussions, namely, the unbalanced structure of quantitative development, centralized decentralization, and internationalization at home.

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Section: Comparabilitymentioning

confidence: 99%

The Development of Higher Education in China and Malaysia: A Comparative Perspective

Li¹

2021

SJEDU

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“…In today's knowledge economy, the progress of a nation depends essentially on the ability of its peoples in term of knowledge, skills, and competencies. In this regard, higher education institutions (HEIs) have been linked with the development and economic growth of every nation (Chapman and Sarvi, 2017). The nations with higher education levels are said to have experienced greater economic growth (UNESCO, 2014).…”

Section: Introductionmentioning

confidence: 99%

Iso 9001 Certification and Service Quality Delivery in Malaysian Higher Education Institutions: A Conceptual Model

Rahmisafa binti Hamid,

Hasmadi bin Hassan,

Muzafar bin Mat Yusof

2021

IJHTC

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In line with the strategies for accelerating the achievement of quality education, ISO 9001 Quality Management System (ISO 9001) was introduced as a mean to enhancing performance and effectiveness of the Malaysian HEIs’ delivery systems. The key objective for which the HEIs adapting ISO 9001 to practice rests on the premise that the certification able to establish continuity in management procedures which then contributing to betterment performance. Adoption the certification in the education sector is, however, relatively new and has yet to be understood clearly. Indeed, the limited literature surrounding ISO 9001 in education indicates the effectiveness of the certification is vague and inconclusive. Given the literature gap, this paper presents a conceptual model on the link between ISO 9001 and performance outcomes. Since the primary focus of ISO 9001 is to meet customer requirements, the performance outcomes are measured by service quality delivered by the HEIs. The model depicts that successful implementation of ISO 9001 depends upon its seven quality management principles including customer focus, leadership, engagement of people, process approach, improvement, evidence-based decision making, and relationship management. Meanwhile, the outcomes of the certification are expected to enhance customer satisfaction, depend upon the perceived service quality delivery, measured by SERVPERF scale consisting of five dimensions including academic aspects, non-academic aspects, reputation, access, and program issues. It should be noted that the presented model is a tentative one and will undoubtedly need to be verified and validated in the next stage of research. Therefore, the model is conceptual in nature and will be validated in further research

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“…Demands for commodification of both healthcare and medical education have been known to intensify during times of economic crisis (Benatar et al, 2011;WHO, 2014;Chapman & Sarvi, 2017). However, economic impacts affect the private sector first with private sector higher education institutes becoming unsustainable as student enrollments stall, quality declines and recurrent expenditures increase (Postiglione, 2011).…”

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confidence: 99%

Is commodification of medical education an answer for economic woes?

Karunathilake

Abrew

2022

SE Asian Jnl Med Educ

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Widely Recognized Problems, Controversial Solutions: Issues and Strategies for Higher Education Development in East and Southeast Asia

Cited by 8 publications

References 14 publications

The Development of Higher Education in China and Malaysia: A Comparative Perspective

The Development of Higher Education in China and Malaysia: A Comparative Perspective

Iso 9001 Certification and Service Quality Delivery in Malaysian Higher Education Institutions: A Conceptual Model

Is commodification of medical education an answer for economic woes?

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