The Impact of Globalization on Malaysia's Private Higher Education Sector

Introduction

Much as been said about globalization, which is synonymous with the opening of national borders to the international flow of goods, services, raw materials and resources, information and technology, and human resources.

In the area of higher education, universities have become factors of the competitive advantage of nations (Porter, 1998). They are the locus of scientific discoveries that move economies forward, and the primary means of educating and generating the talent or human capital required in order to obtain and sustain competitive advantage in various industries.

In response to the same forces that have propelled world economies, universities have become more self-consciously global, especially universities of the advanced nations – seeking students from around the world who represent the entire spectrum of cultures and values, sending their own students abroad in educational exchange programmes to prepare them for global careers, offering courses of study that address the challenges of an interconnected world and collaborative research programs to advance science for the benefit of all mankind.

Of the forces shaping higher education none is more sweeping than the people movement across borders. Prospective students travel from one developed nation to another, and from developing or less-developed to the developed countries to seek good education.

However, cross border movements in higher education is not limited to students. Universities have also undertaken the setting up of branch campuses in suitable foreign countries, such as:

• University of Nottingham Malaysia Campus http://www.nottingham.edu.my/Pages/default.aspx
• University of Nottingham, Ninbo, China http://www.nottingham.edu.cn/
• Monash University Malaysia http://www.monash.edu.my/
• Monash University South Africa http://www.monash.ac.za/
• Curtin University of Technology, Sarawak, Malaysia http://www.curtin.edu.my/
• Swinburne University of Technology Sarawak Campus, Malaysia http://www.swinburne.edu.my/
• University of Chicago Booth School of Business, London, England http://www.chicagobooth.edu/visit/london/index.aspx
• University of Chicago Booth School of Business, Singapore http://www.chicagobooth.edu/visit/singapore/index.aspx
• INSEAD Asia Campus, Singapore http://www.insead.edu/singapore_campus/getting/index.cfm

The British Open University http://www.open.ac.uk/ alone has 43 branch campuses outside the UK. In Malaysia, the Open University Malaysia http://www.oum.edu.my/portal/ has an enrollment of over 79,000 local and foreign students. It operates in Yemen, Bahrain, and Maldives via partnerships with the local higher educational institutions. By September 2009, it will operate in Vietnam and Ghana (OUM to spread, 2009). INTI University College http://www.newinti.edu.my/ has a branch campus in China focusing on teaching English language to Chinese students to equip them with the global communication language (Ramli, 2006). Limkokwing University of Creative Technology http://www.limkokwing.net/malaysia/ has campuses in Indonesia (Bali), Botswana, Cambodia, Lesotho, and the UK (London).

Where branch campuses are not possible, twinning and transfer programmes with local private institutions of higher education have become another avenue brought about by globalization, for e.g. in Malaysia, the University of Northumbria, UK and KDU College; University of East London, UK and UCSI University College; University of Southern Queensland, Australia and SEGI University College, and the University of London, UK, external degree programmes with several local private colleges (Uda Nagu, 2006a).

Rapid advancements in digital and Internet technology, and e-learning courseware have also significantly contributed to cross border delivery of higher education, for e.g., University of Phoenix, USA http://www.phoenix.edu/ is recognized as the leading accredited online degree course provider. Universitas 21 Global http://www.u21global.edu.sg/Education/home formed by 19 world-class universities, is the leading accredited online MBA course provider. Technology has made access to quality education easier irrespective of nationality and location. While the impact of globalization appears to deliver overall positive effects to higher education, what are the issues and challenges?

Literature Review

Today’s era is characterized by globalization that is changing, among others, the economic environment that in turn affects institutions of higher education irrespective of their physical locations, traditions, and current practices and aspirations. Continuous growth in economic relationships among nations, a global shift towards free-market dynamics, and increasing consumerism are some factors affecting institutions of higher education i.e. universities. The changes in the economic environment are also causing significant changes to national and international organizations, and to governmental systems such as moving from a centrally controlled economy towards a free-market economy. The explosive growth in digital and Internet technology, and telecommunications represented another catalyst of environmental change (Magrath, 2000). Thus, universities, traditionally operating on a highly individualized basis will experience increased competition, a need for increased national and international collaboration in research, and introduce new educational delivery and support methodologies.

As higher educational institutions everywhere begin to face similar challenges, and with increased competition in the higher education industry, the institutions i.e. universities respond by becoming more market driven and adopt a more global perspective by focusing to increase foreign student enrollment especially from less-developed countries. A global shift to knowledge economies is also increasing the importance of higher education. Further competition is in the form of new entrants to the higher education industry in response to increasing global demand for higher education (The Futures Project, 2000). Globalization is also affecting methods of educational delivery and support. Traditional classroom delivery is now enhanced with electronic learning support. Online courses, virtual classrooms and Web-based tutorials are some delivery methodologies for distance education across borders as a result of globalization.

However, the effects of globalization in the higher education industry cannot be left completely to free market mechanisms as issues such as quality and quality control, accreditation, educational relevance, the effective use of new technology, and ethics needs to be in place and regulated. Higher educational institutions cannot be allowed to only focus on profitability but must develop a strong sense of responsibility to educate and assist less-developed nations establish or acquire sound educational systems for future generations (The Futures Project, 2000; AUT and DEA, 1999).

The Impact of Globalization

Globalization is rapidly reshaping the landscape of higher education. Driven by global shifts to free market mechanisms that cause continuously increasing international trade, foreign direct investments and other economic relationships among nations, multinational or transnational corporations constantly need to obtain and maintain their core competencies and competitive advantages to generate economic wealth with scarce resources. An increasing awareness of the need to focus on the consumer, and growth of new consumer experience and consumer satisfaction business thinking has also contributed to changes in customer relationship models. A continuous flow of human capital talent and skills is required. Institutions of higher education, both public and private institutions are the source for current and future human capital.

So, how has globalization affected Malaysia’s higher education sector, especially the private institutions of higher education or Institusi Pengajaran Tinggi Swasta (IPTS)? We can group the impact of globalization in the Malaysian private higher education sector into four major categories:

1. Creation of world-class education – Curriculum, Research, Technology and Collaboration
2. Quality assurance and accreditation – Ethics, Branding and Ranking
3. Academia and Industry collaboration
4. Malaysian Government as catalyst

Creation of world-class education – Curriculum, Research, Technology and Collaboration

Globalization and the transition to a knowledge-driven society or economy have created a greater demand for higher education. This demand will constitute a good market for cross border or transnational education providers. Transnational education can take the form of franchising, twinning programmes, offshore courses, distance learning and the setting up of branch campuses and other forms of collaboration. In other words, there is a need to create world-class institutions of higher education or world-class universities. What is meant by “world-class”?

According to professor Dr. Stephanie Fahey, the common yardsticks that make a university world-class are staff and student performance, which includes research output and impact, students’ academic results, graduation rates and employability (Aiming for world-class, 2006). Phang argues that, “we need to produce world-class graduates who possesses the ability to bring in a range of relevant variables into our thoughts and decision-making processes. It means being international in outlook and possessing a keenness to expose ourselves to issues and happenings around us” (Phang, 2005).

Therefore, it becomes very important for the Malaysian private higher educational institutions to possess the ability to design, develop and deliver the correct curriculum to meet industrial changes and development brought about by globalization, for e.g. globalization has created the need for international management or know-how to manage across borders with different cultures and practices. Thus, the curricula needs to educate our students in international management and cultures, and problem identification and solving.

To create and provide world-class education, Malaysia’s private universities need to also conduct relevant international-level research, for e.g. we should conduct research into understanding and learning global competitive advantages so that our small and medium enterprises (SMEs) and industries can grow and compete at the international or regional economic level instead of continuing to depend on government incentives and protection, and foreign tariff exemptions. In 2007, Malaysian SMEs make up 99 percent of the total number of registered businesses, 56 percent of total employment, but accounts for 32 percent of the GDP and 19 percent of total exports (Government to ensure, 2008).

The education and exposure to high technology and information and communication systems in the areas of enterprise systems, business intelligence systems, supply chain management and customer relationship management systems are necessary.

Where our private universities lack in ability and know-how, they need to collaborate with more advanced higher educational institutions and also with industry. We can benefit from such collaborations with the transfer of knowledge and technology and maintain abreast of industry needs and changes. We cannot continue to produce human capital graduating with irrelevant and obsolete knowledge, technology and skills.

Quality assurance and accreditation – Ethics, Branding and Ranking

Prospective students of higher education are consumers, and consumers have rights. Students have rights to quality education. The Malaysian government is responsible to ensure that our private higher educational institutions provide quality education by providing official accreditation and annual evaluations (Azizan, 2006; Uda Nagu, 2006b).

Quality education can only be assured when the private higher educational institutions meet the necessary criteria in terms of relevance of curricula, qualifications of academia, graduation results and performance, quality and employability of graduates, research and collaborations, and policies and practice of ethics and corporate governance.

Ethics and corporate governance of some private higher educational institutions are questionable as some act as a front for illegal immigration activities, declaring foreign workers as students (Karim, 2006; Sujata, 2006).

With these criteria and quality accreditation in place, private higher educational institutions can build their respective branding and establish respectable ranking positions in the educational field they pursue, for e.g., excelling in providing management education, information technology or engineering education. With these credentials, we can attract more foreign students to study in Malaysia and more international collaborations with other institutions of higher education (All out to, 2006; Martin, 2006).

Academia and Industry collaborations

Another important aspect for our private higher educational institutions is to establish academia and industry collaborations. Why is this important? As Malaysia transitions to a knowledge economy or society, a strong collaboration between academia and industry will “create the impetus for the creation of a new workforce that will strengthen the Malaysian economy. On the other hand, a weak link between academia and industry will create unemployable graduates who do not fit the requirements of the new economy and will cause Malaysia to lose its competitiveness” (Phang, 2003; Help shape varsity, 2006).

Academia and industry collaborations will benefit both parties. Academia gets more aligned to the needs of the industry and will be able to produce graduates relevant to the industry. Companies in the industry will benefit from the research capabilities of the universities and may even be able to commercialize some of the research findings of the universities. A close collaboration will establish the academia as a knowledge providing resource to the industry value chain and will help improve the competitiveness of Malaysia. A higher educational institution that establishes cooperative ties with industries can rise in recognition surpassing its more established peers (Gomez, 2009; Ramachandran, 2007; Ismail, 2007; Indramalar, 2003).

Malaysian Government as catalyst

The Malaysian government, through the ministry of higher education, in addition to being the guardian to ensure quality education and ethical practices in the private higher education sector, needs to also play an active role in promoting private higher education and enabling academia and industry collaborations.

The government needs to develop a vision and sustainable roadmap for the growth of the private higher education sector. This is important as the private educational institutions are managed like commercial corporations and hence, lesser administrative barriers exist in order to respond quickly to market and industrial changes and developments.

Development and research funding, and tax incentives should be made available to the private higher educational institutions to enable them to grow and produce industry relevant graduates thereby helping Malaysia build and maintain competitiveness and build human capital so vital for our country’s future and economic well-being (IPTS, 2006; Private colleges want, 2006).

Conclusion

While globalization is changing the landscape of the private higher education sector, Malaysia has already embarked on transitioning to a knowledge economy (Malaysia on course, 2009). Higher education represents the nucleus of the knowledge economy. In order to continue our economic growth, maintain and generate new competitive advantages in the global market place, we need to invest in and build our human capital. This can be achieved through creating and delivering world-class education.

To create world-class education, we need to be nimble, flexible and global in outlook – basic characteristics expected from the private higher education sector, but possessing these characteristics are insufficient, as we also need to develop core competencies in:

• Designing, developing and delivering industry relevant curricula
• Achieving and maintaining the gold standard in educational and ethical excellence
• Establishing a high technology focus and usage
• Establishing international collaborations in educational technology and research
• Establishing academia and industry collaborations
• Establishing infrastructure and support programmes by the government to nurture and grow the private higher education sector

References:

Aiming for world-class. (2006). The Star: Education, July 30, p. 8

All out to attract foreign students. (2006). The Star: Education, September 3, pp. 2-3

AUT and DEA (1999). Globalisation and Higher Education: Guidance on Ethical Issues Arising from International Academic Activities. London, England: Association of University Teachers http://www.aut.org.uk/, and Development Education Association http://www.dea.org.uk/

Azizan, Hariati. (2006). "Setting a new standard". The Star: Education, July 16, p. 7

Gomez, Terence. (2009). "Strengthening linkages: Effective partnerships between industry and universities will help cultivate entrepreneurial skills". The Star, March 28, p. SBW8

Government to ensure economy continues to prosper. (2008). Daily Express, December 5. Downloaded from http://www.dailyexpress.com.my/news.cfm?NewsID=61445 as at 6 July 2009

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IPTS: Goodies still elusive. (2006). The Star, September 10, p.

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Malaysia on course towards full-fledged k-economy. (2009). New Straits Times, August 7, p. B4

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Phang, J. (2003). "Academia and industry: The Stanford experience". The Star: InTech, July 29, p. 39

Phang, J. (2005). "Creating world-class education". The Star: InTech, April 26, p. 29

Porter, Michael. (1998). The Competitive Advantage of Nations. New York, NY: Free Press

Private colleges want more government backing. (2006). New Straits Times, February 28, p.

Ramachandran, Sonia. (2007). "When industry and university forge ties". New Sunday Times: Learning Curve, July 22, p. H2

Ramli, June. (2006). "More foreign universities eager to set up campuses in Malaysia". New Straits Times, August 9, p. 14

Sujata, V.P. (2006). "Kedah college under probe". The Star, September 9, p. N8

The Futures Project (2000). The Universal Impact of Competition and Globalization in Higher Education. The Futures Project: Policy for Higher Education in a Changing World, Brown University, Rhode Island http://www.futuresproject.org/

Uda nagu, Suzieana. (2006). "Fruitful tie-ups". New Sunday Times: Learning Curve, July 9, p. H2

Uda Nagu, Suzieana. (2006). "A gold standard for education". New Straits Times, August 20, p. 24

Revisiting Globalisation

I. Introduction

“US has lost 400,000 IT jobs”, “India wants WTO protection from ban on outsourcing”, “WTO plays down fear of IT offshoring” and “Outsourcing to affect 4.1m jobs by 2008” are some of the headlines we have been reading in the local newspapers and foreign news since 2004.

If these are the results of globalisation, surely it must be bad. Thus, should we resist globalisation at all costs? Before we attempt to answer this question, we need to have a better understanding of what is globalisation.

Globalisation means different things to different people around the world. It also affects different people, communities or nations of the world in different ways.

II. What is Globalisation?

Globalisation is a term that has been receiving some bad publicity. It has created fear, uncertainty and doubts in both developed and developing countries. Globalisation has resulted in individuals, in certain industries, in certain countries to lose their jobs.

The supporters of globalisation see it as the integration of economic, political and cultural systems across the world. Opponents of globalisation see it as the Americanization of world culture and U.S. dominance of world affairs via economics.

The supporters consider it to be a force for economic growth, prosperity and democratic freedom. The opponents consider it to be a force for environmental devastation, exploitation of developing countries, and the suppression of human rights.

However, the sure thing is that globalisation involves trade liberalisation. To the multi-national corporations (MNCs), globalisation is about how they continue to grow by reaching new markets and leveraging resources around the world to provide customers everywhere with great value, and shareholders with increasing returns on investments.

Hence, globalisation is about creating value on a macro scale. Since the values can be economic, political, societal and cultural in nature, different countries or nations view globalisation differently in relation to their respective values.

In the 19th century, the Chinese considered the arrival and influence of the Westerners e.g. the British, Portuguese, Spaniards and French for trade as bad for China, which later lead to the Opium Wars (1839 – 1842 and 1856 – 1860), and saw Hong Kong ceded to Britain until 1997.

Today, China’s values towards international trade and economics have changed. Together with India, they represent the top two emerging markets in the world.

Thus, globalisation is not totally new, as international trade has been in existence since man traveled the globe for e.g. Marco Polo and the Silk Road.

Thus, I can define globalisation as the acceleration and intensification of interaction and integration amongst the people, companies, and government of different nations via international trade and management.

III. Key Characteristics and Drivers of Globalisation

1.0 The key characteristics of globalisation are:

• Liberalisation of international trade


• Growth of foreign direct investments (FDI)


• Large cross-border financial flows


• Introduction of new technology

The above characteristics coupled with changes in economic and political decisions have contributed to increased competition in global markets, thus creating the enabling conditions for globalisation.

1.1 Liberalisation of international trade

International trade has expanded rapidly in the last two decades. Since the 1970's, it has grown significantly faster than the world gross domestic product (GDP) as shown in Figure 1.

Furthermore, in the 1980's the extent of trade liberalisation, especially in developing countries began to accelerate (Figure 2).

However, the trade expansion was not uniform across all countries, as the industrialised countries and a group of twelve developing countries gained the most (Figure 3).

1.2 Growth of FDI

Since the 1980's, FDI also grew rapidly, both absolutely and as a percentage of GDP as shown in the previous Figure 1 and in the following Figure 4.

The number of countries adopting liberalisation measures towards attracting FDI also increased (Figure 5).

However, despite the rapid growth of FDI flows to developing countries, the investments remain concentrated in about ten countries (Figure 6).

1.3 Large cross-border financial flows

The past two decades also witnessed the rapid integration of financial markets. Although the Bretton Woods system of closed capital accounts and fixed exchange rates collapsed in the early 1970's, it was not until the early 1980's that saw increased capital flows among industrialised countries.

Financial liberalisation took place in the late 1980's with increased investments in the equity markets of developed countries by investment funds, increased bank lending to the corporate sector and short-term speculative flows especially into the currency markets, and increased lending through the international bond market.

1.4 Introduction of new technology

Industrialised countries are the source of technological revolution that facilitated globalisation. The introduction of new technology changed the international competitive landscape by making knowledge an important factor of production.

Thus, the knowledge intensive and high-tech industries are the fastest growing sectors of the global economy today, and successful economic development requires countries to be able to enter and compete in these sectors. The countries must invest in education, training and the diffusion of knowledge.

2.0 The key drivers of globalisation are:

• Increasing competitive landscape: Cost and resource maximisation


• Increased adoption of information and communication technology (ICT)


• International customers


• Governments striving for greater economic growth

2.1 Increasing competitive landscape: Cost and resource maximisation

As discussed above, the liberalisation of trade, the increased FDI and cross-border financial flows, and the introduction of new technology had created the enabling conditions for globalisation.

The conditions in turn caused increased global competition among companies involved in international trade, especially the MNCs, and created the need for global business strategies, and cost and resource maximisation remains the critical factors of economic value creation.

Thus, the MNCs look towards the following to maintain their global competitiveness:

• The different locations or countries and costs of raw materials and skilled labour


• Building and maintaining economies of scale


• A developed telecommunications infrastructure


• Transportation i.e. logistics efficiency


• Outsourcing capabilities


• Tax benefits

2.2 Increased adoption of ICT

Rapid developments in ICT contributed to the acceleration of globalisation. The introduction of Internet technology and proliferation of the World Wide Web spearheaded the adoption of electronic commerce technology.

Third generation enterprise resource planning (ERP) solutions utilizing Internet and electronic commerce technology further made information, resource management and decision making easier, faster and more accurate and efficient across international boundaries.

2.3 International customers

Customers in the global market having common needs favour globalisation, and through globalisation, firms or producers/suppliers reach customers in the global market.

2.4 Governments striving for greater economic growth

Governments are also the catalysts for globalisation. Changes in or the regulation and de-regulation of trade and economic policies favouring international trade, and attracting FDI will support globalisation.

The need to ensure that the home country’s products meet international technical standards, for e.g. ISO and other regulatory compliance standards promotes globalisation.

The promotion of the home country’s products at international trade fairs and the creation of grants and funding for business expansion, ICT adoption and skills development to meet global competition encourages globalisation.

IV. Competitive Advantage of MNCs

Globalisation is constantly being driven by MNCs, initially with local competition when they began corporate life, then growing regional, and finally global in their quest to create, sustain and maximise economic value from scarce resources.

In order to be successful, a company needs to develop and sustain competitive advantage. A company needs to conduct regular environmental scanning or audits using proven methodologies such as Porter's Five Forces to evaluate and sustain their competitive advantage for continuous profitable growth.

Competitive advantage can be developed from proper and careful strategic planning, execution and continued development of a company's resources and processes. The efficient and effective acquisition and utilisation of resources coupled with the company's unique capabilities can create distinctive or core competencies that are difficult for competitors to emulate.

Further adoption of one of two industry-wide strategies or focus segment strategy (Porter’s Three Generic Strategies), can enable a company to create and maintain value creation. As the company grows and expand, the strategies take on a global perspective i.e. the company evolves into a company with globalisation intentions i.e. an MNC.

V. Competitive Advantage of Nations

Globalisation does not only depend on companies adopting global strategies. In the preceding two sections, I discussed that governments also act as a driver or catalyst of globalisation.

Since governments are the custodians and managers of nations, how can I expand on the government factor in relation to their countries in the subject of globalisation?

Michael Porter argues that every country can develop and possess competitive advantage. [Porter, 1990]

Porter used a diamond-shaped diagram as the basis of a framework to illustrate the determinants of a nation’s competitive advantage. The diamond shape represents the national playing field that each country establishes for their industries.

The four points of the diamond affect four aspects of national competitive advantage:

• The availability of resources and skilled labour


• Information that companies uses to decide which opportunities to pursue with the available resources and skills


• The goals of the companies


• The pressure on companies to innovate and invest

1.0 Demand Conditions

When the market for a particular product is larger locally than in foreign markets, the local companies devote more attention to that product than do the foreign companies, leading to competitive advantage when the local firms begin exporting the product. Thus, a more demanding local market leads to a national advantage that enables local companies to anticipate global trends.

1.2 Firms’ Strategy, Structure and Rivalry

Local conditions affect a company's strategy, for e.g. German companies tend to be hierarchical. Italian companies tend to be smaller and are run more like extended families. Such strategies and structures help to determine in which types of industries a nation’s companies will excel.

In Porter’s Five Forces model, low rivalry made an industry attractive. While a company prefers less rivalry, in the long term, more local rivalry is better as it puts pressure on companies to innovate and improve. More local rivalry results in less global rivalry.

1.3 Factor Endowments

A country creates its own important factors such as skilled resources and technological base. Local disadvantages in factors of production force innovation. Adverse conditions such as skilled labour shortages or scarce raw materials forces companies to develop other methods i.e. to innovate, and this leads to a national advantage.

1.4 Related and Supporting Industries

When local supporting industries are competitive, companies enjoy more cost effective and innovative inputs. This effect is further strengthened when the suppliers are also strong global competitors.

Thus, countries that are more competitive are more conducive to globalisation and can better attract FDI.

VI. The Effects of Globalisation on World Regions

The effects of globalisation on world regions are as follows:

VII. The Benefits and Costs of Globalisation to Different Sectors of Society

The benefits and costs of globalisation to different sectors of society are as follows:

VIII. Conclusion

I can draw the following conclusions:

1. Globalisation has increased the flow of money, goods, services, people and jobs across national boundaries


2. The trend of globalisation continues to accelerate


3. Globalisation requires an environment of geopolitical stability and a macroeconomic system to enable growth


4. The full impact of globalisation goes beyond national trade surpluses and deficits


5. Globalisation has tremendously impacted demand and supply with trade liberalisation


6. Globalisation has also resulted in the displacement of jobs, and certain communities have had significant environmental impact


7. The debate on globalisation and its impact is still ongoing

References:

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