Nurhaizum binti Khairi

3171002801 – Semester 6

Assignments of Comparative, Global and International Education

16 October - 22 October

1. Define TWO (2) categorization of Globalisation.

Globalization refers to trend in Higher Education that have cross-national
implications. While internationalization, refers to the specific policies and initiatives
of countries and individual academic institutions or systems that deal with these
global trends.

2. Contrast the development and internationalization between Singapore and Thailand.

As for the Singapore, it is basically a competition for the universities there. They are
more focused on becoming a global leader in education. The higher learning in
Singapore has been modeled after prestigious institutions in the west. Moreover, the
inflow of international staff and students are more flexible. Their local students are
encouraged to study abroad.
Meanwhile Thailand, they are aspired to be a central hub for international education
in Southeast Asia. Their focus is on importing international students to Thailand.
Their government is keen on sending local students and staff to study abroad.

3. Discuss the benefits of internationalization.

The positive aspects of internationalization include improved academic quality,
internationally oriented students and staff, and national and international citizenship
for students and staff from underdeveloped countries. For developed countries,
revenue generation and brain gain are potential benefits. In every respect including the
ratio of international students, franchiser of academic programs to foreign providers
or quality guarantors, Western developed countries gain the main financial benefits.
Other key benefits of internationalization include diversifying and enhancing the
learning environment for the benefit of domestic students, the University, and the
nation. Further, it has the potential to change the lives of international students as it
helps in producing graduates who are internationally knowledgeable and cross-
culturally sensitive. The student mobility allows them to transfer to a different
environment, where they can understand the connections between the local
environment in which they live, and the global environment.
30 October - 5 November

1. Define Internationalization.
 The definition of Internationalization has evolved into various interpretations since its
appearance in the education sector some decades ago. During the mid-1990s, a person
named Knight had introduced the process or organizational approach. However, this
definition had its limitations. This is an improvement, but Knight reasoned that this
definition only positions the international dimension in terms of the external
environment, that is globalization. Besides, it would be more useful to have an
understanding of Internationalization that goes beyond the realm of activities.
Internationalization of Higher Education is regarded as one of the ways a country
responds to the impact of globalization.

2. Explain on how internationalization is understood in Malaysia.

Internationalization has over the years increased in importance, scope and volume.
However, limited research and studies in this area has made it difficult to comprehend
what internationalization means in the HE sector in Malaysia.

3. Both public higher education institutions (PuHEIs) and private higher education
institutions (PrHEIs) have reasons for internationalization. Elaborate their reasons for
internationalization.
The intensity of internationalization has increased with an escalation in
internationalization activities, leading to increasing student, program, and institutional
mobility. In Malaysia, the internationalization of higher education in terms of student
mobility has changed tremendously in the last two decades as the country has shifted
from a sending to a receiving country. Policy-wise, the government has targeted to be
a regional hub for higher education. The objectives of this article are to examine
government policies, their rationales, and the response of public and private
institutions toward these policies. The findings show that while there is also a new
emphasis on research and knowledge generation, government policies essentially
focus mainly on increasing inbound students to increase export revenues. Institutions'
response vary between public and private as the former have access to research
funding from the government while the other is much more fee-dependent and
therefore tend to focus on international students as an additional source of revenue but
both view internationalization targets set by the government as an end by themselves.
20 November - 26 November

1. Differentiate between Globalisation and Internationalization.

Studies about globalization and internationalization demonstrate different attitudes in
explaining these concepts. Since there is no consensus among Iranian specialists about
these concepts, the purpose of this study is to explain the concepts of
internationalization and globalization.
Materials and method: where this study is a systematic review done in the first half of
2016. To explain the concept of globalization and internationalization, articles in
Scientific Information Database, Magiran database, and Google Scholar were
searched with the keywords such as globalization, scientific exchange, international
cooperation, curriculum exchange, student exchange, faculty exchange, multinational
cooperation, transnational cooperation, and collaborative research. Articles, used in
this study, were in Persian and were devoted to internationalization and globalization
between 2001 and 2016. The criterion of discarding the articles was duplicity.
As for the results, as many as 180 Persian articles were found on this topic. After
discarding repetitive articles, 64 remained. Among those, 39 articles mentioned the
differences between globalization and internationalization. Definitions of
globalization were categorized in four categories, including globalization, globalizing,
globalization of higher education, and globalizing of higher education. Definitions
about internationalization were categorized in five categories such as
internationalization, internationalization of higher education, internationalization of
the curriculum, internationalization of curriculum studies, and internationalization of
curriculum profession.

2. Elaborate on the FOUR (4) elements of internationalization to be achieved by Institution

of Higher Education in Malaysia.
• The respondents were asked to tick the features of internationalization that are
relevant to their institutions. There 5 features out of 18 features, which are namely,
visiting scholars, lectures/staff training overseas, international research collaboration,
international/intercultural extracurricular activities and requirement of non-fee-paying
international students. The international/intercultural dimension of curriculum,
visiting international scholars and further training overseas for lecturer /staff.
 Three most common elements of internationalization in the PuHEI’s are foreign travel
opportunities for staff, international institutional agreements/networks, visiting
international scholars and international collaboration.

3. Discuss any FIVE (5) obstacles that could prevent the success of the implementation of
Internationalization in Institution of Higher Education.
Obstacles that can prevent a successful implementation of internationalization in HEIs
are listed as follows:
i. competing priorities
ii. human resource
iii. finance
iv. administrative difficulties
v. problems in managing international students
vi. problems related to recognizing qualifications from other countries.

Another relevant issue to be examined is whether different types of institutions face

different obstacles in their internationalization process. It is hypothesized that
different types of HEIs may face different challenges in their attempt to
internationalize. In order to test both hypotheses, a survey was developed based on the
IAU2005 but adapted to suit the local context

4. Define the challenges perceived by:

 Administrators
Administrators perceived four main types of challenges that they need to
address in order to expedite internationalization of their institution. They have
to think of how to attract international students into their campus, including to
think of these factors:
- How to provide enough facilities and cater to the legitimate needs of this
students not only in terms of academic programme but also in terms of
accommodation , counseling, socialization and general welfare.
- The informants stressed that institution must be aware and monitor these
students who come to study are not abused over something else.
 - How to ensure that international students do not get involved in crimes
and other undesirable activities.
- To address this problem, international students should be made to follow
an introductory course in Malaysia culture and laws so as to avoid cultural
shock, prevent crimes and at the same time adjust better to the Malaysian
way of life
This is the issue from the bottom line, a question of survival. Moreover, there
are too many players in the industry but they appear
rather skeptical or non- receptive to smaller institution than larger ones.

 Academics
Academics are warm up and open to receive international students and feel
that their presence helps to diversity the campus and also open up spaces for
healthy competition with local students. First, get quality students from
overseas, not only by informants from public universities but also those
private institutions. International students come to Malaysian public
universities to do their Master and PHD degrees although certain undertake
undergraduates or diploma courses. The experience in other universities seems
to be similar.
Second, ensure the effectiveness of the screening mechanism and remedial
class. Next there will be some universities after having tough implementation
of remedial English class. Facilities for international students and lectures
have to be addressed seriously. Many informants feel that facilities are not yet
sufficiently. There are challenges of understanding of university lecturers of
various levels and different faculties regarding internalization. Challenges on
how education should be viewed as a public good or as commodity for sale

 Local Students
Internationalization should be a win-win exercise for both and local
international students. The Malay language comes as second position in a
medium of instructions. Local students feel went the lecture teaching in
English it is hard for them to understand especially the students from rural
areas. Furthermore, there are limited interactions among local students.
 Although the students came from different ethnic, and religious but they still
do not mix freely. They also do not have many instructions with international
students.

 International Students
The benefits of an internationalization programme are not soured by poor quality
programmes. International students would feel that even their money investment into
the institution is not valuable since the lack of proper learning and the lecture also
not well prepared. The international students would address the tension between
official acceptance on one hand and social distancing on the other. Next there will be
questions of how far they can achieve the objectives of an international they have
come far.