Comment on “Transforming Malaysia's Higher Education: Policies and Progress”

Tham and Chong (2023) examine measurement issues pertaining to indicators used in assessing the achievement performance of Malaysian higher education. The data presented are evidence need seriously rethink measurements for monitoring quality improvements, which perennial education challenges context. study makes reference two plans, namely National Higher Education Strategic Plan, 2007 Blueprint (Higher Education) 2015, important vehicles move between 2025. It is reflect on Chong's findings context spirit purpose policies since 1970 a more meaningful understanding measures adopted narratives from present day. Nationalism, globalization process, internationalization have played continue play roles development their measurement. realize there many critical political non-political undercurrents formulation Malaysia's measure achievement. Many these not quite apparent academics who privy ministry's internal visioning workings. Notably, may been an outcome serious analysis informed by evidence. Indeed, we would like believe this be case. Unfortunately, that were formulated based perceptions as time-consuming collection luxury ministries. Admittedly, policy decision-making Malaysia long approach intuition, perceptions, ideology, or conventional wisdom. More often, collected support justify rather than policies. But society matures within increasingly complex environment, towards evidence-based public policymaking integrity reputation system (Morshidi & Norzaini, 2014). In order better understand policies, implementation styles, progress, first instance relevant perspectives adopted. explicating education, standard both official documents academic papers highlight diversity providers, student numbers enrolment, etc. philosophical underpinnings plans seldom examined. Here I argue when examining subsequently determining what perspective(s) An shed light why adoption (PIs), our attempt determine level progress achieved over time, subject matter (2023). development, it pertinent importance traditional perspective, with focus educating new generation but existing tradition inherited British colonialists. Interestingly, can also trace influence transformative focusing getting students question values formative associations adopt worldviews prevalent academia. traditionalists thinkers share great deal, beginning foundational belief whole person (holistic graduate). narrative does end there. There another perspective emphasizes science technology, corporate This promotes research, commercialization, interactions universities government, private industry, communities (from triple quadruple helix), income-generating capacity financial sustainability universities. Clearly, role market developing (and universities) was emphasized could interpreted loosely neoliberal is, however, no admission such word “liberal’ viewed favorably religious Yet again, adopted, insisting acting socially responsible institutions, following work carried out Global Universities Network Innovation. Based having encompassing society. context, none above mutually exclusive. fact, bargaining process technocrats politicians setting PIs measuring them, resulting misalignment measurement, timelines, expected outcomes. regard, therefore, technical contexts related (Cave et al., 1997; p. 2), provide part explanation findings.