A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS' RESPONSE TOWARDS COVID-19: SUSTAINING ACADEMIC PROGRAM DELIVERY
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Journal of Sustainability Science and Management eISSN: 2672-7226 Volume 16 Number 1, January 2021: 70-96 © Penerbit UMT A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE TOWARDS COVID-19: SUSTAINING ACADEMIC PROGRAM DELIVERY NORZAINI AZMAN*1 AND DORIA ABDULLAH2 Faculty of Education, Universiti Kebangsaan Malaysia. 2School of Education, Faculty of Social Sciences and Humanities, 1 Universiti Teknologi Malaysia. *Corresponding author: norzai12@ukm.edu.my Submitted final draft: 4 September 2020 Accepted: 10 September 2020 http://doi.org/10.46754/jssm.2021.01.008 Abstract: The COVID-19 global pandemic has caused massive disruptions in many sectors of society including higher education. Although the mainstream news outlets and social media have discussed how Malaysia’s higher education system coped with the disruptions caused by COVID-19, a fuller narrative needs to be properly documented. This qualitative narrative review involved an analysis of various types of publications including scholarly articles, world organizations’ reports, university documents as well as commentaries and reports from mainstream news outlets and social media that directly focus on the topic. It is evident from the review that Malaysian HEIs’ priority was in safeguarding student and staff welfare in terms of their health and safety. While providing emergency aid to students and support for institutions, the Ministry of Higher Education together with HEIs developed administrative measures to safeguard the delivery of programmes through remote online learning. The analysis confirmed that while online learning is considered appropriate during an emergency period, the digital divide clearly still exists, posing the greatest challenge to Malaysia’s recovery post COVID-19. The critical review on the immediate impacts of the pandemic on teaching and learning point to key recommendations for leadership, student welfare, and the importance of flexible education and evidence-based policymaking. Keywords: COVID-19, higher education, teaching and learning, online learning, student affairs. Introduction are truly interdependent across all borders and In today’s interconnected world, economic, oceans and it is critical that we build resilience environmental, health, social and education and sustainability of communities and societies issues experienced in one country are capable in order to weather other possible crises in the of escalating into global issues within a short future. period of time. When the COVID-19 virus was Education, including higher education, first reported in December 2019, the world was has been directly impacted by the COVID-19 not prepared for what followed immediately. By global pandemic. As of 8 April 2020, 220 the end of January 2020, the virus had spread million post-secondary students across 175 to Asia, Europe and America, morphing into countries experienced severe disruptions to a global pandemic. Since then, the modern their education, as colleges and universities socio-economic ecosystem has been forced were forced to close in an effort at containing into an extended period of shutdown, impacting the spread of the virus. This constitutes 13 per healthcare, education, culture and society in the cent of the total number of students affected short-, medium- and long term (World Bank, globally (World Bank, 2020; UNESCO, 2020). 2020). The shutdown has also revealed starkly An immediate response by higher education the extent that the wellbeing of our planet and its institutions (HEIs) was to pivot teaching and people, particularly in relation to climate crisis learning (T & L) activities online as much as and loss in nature diversity, has been affected by possible, giving rise to various new terms for the the modern industry and economic system. We process, such as “remote learning”, “home-based learning”. and “emergency remote education”,
A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE 71 besides existing terms for technology-enabled experience in responding to and managing the learning at a distance, such as “online learning” unpredictable and extended disruption of the and “distance learning” (Bozkurt & Sharma, COVID-19 pandemic to its higher education 2020). HEIs also suspended all physical face- system, focusing in particular on how HEIs to-face teaching and meetings, closing of all sustained their teaching and learning (T & L) buildings to physical access and keeping their activities throughout the Movement Control students at home. International students were Order (MCO) period imposed by the government forced to remain in their host countries, or were since 18 March 2020, just entering the sixth repatriated by their respective governments, phase of implementation at the point of writing. as borders were closed for international travel. Data has been gleaned from consolidated The immediate main concern of policy makers, published articles in scholarly literature, world administrators, and practitioners was to secure organisation reports, commentaries from the the well-being of their students and staff, as well mainstream news outlets and social media as to ensure continuity in academic delivery in that directly focus on the topic. In addition, the foreseeable future. the authors consulted various supplementary Evidently, higher education continues to documents made available by the HEIs on their grapple with the implications of the pandemic management and current practices of T & L on teaching and learning, research and during the MCO period. innovation, as well as the education outcomes The article is presented in three sections. of its programmes (World Bank, 2020). A quick It starts with a brief introduction of the T & L assessment of the COVID-19 disruption has component of the Malaysian higher education exposed many short and long-term challenges system, followed by a chronology of events at both system and institution levels. Countries describing responses of the system throughout exporting education have seen sharp decreases in the COVID-19 MCO period, as well as an in- revenues, since reduced mobility affects future depth review of stakeholders’ experience in trajectories in international student enrolment T & L from the opinion and reflection papers (World Bank, 2020). Graduates enter the job and analyses of policies and guidelines. In market with uncertainty about career prospects. this context, “stakeholder” is operationally HEIs have realized that they require immediate defined as those who are directly involved in investment to improve not only infrastructure T & L processes of higher education, including in supporting distance and blended learning students, academic staff, and administrators, models, but also the capacity of its academic academic leaders and policy makers at both staff and students to manage T & L activities. institutional and national levels. Finally, a list of Students are unable to engage in active learning lessons learnt, and implications for practice are due to limitations in internet access and digital presented, which would hopefully pave the way devices (UNESCO, 2020). Moving forward, for more constructive, evidence-based, sector- higher education systems must ensure that wide and inclusive involvement of stakeholders there is some form of continuity to sustain core in rejuvenating the higher education system post functions and operations of its HEIs. MCO. Although the story of Malaysia’s higher As a narrative review, this paper has education system in coping with the COVID-19 three objectives: 1) to critically reflect on crisis has been largely discussed in the the experiences over the past few months; 2) mainstream news outlets and social media, a to feature key takeaways on T & L that can more complete narrative needs to be properly be shared with the global higher education documented. Arguably, even while HEIs have community; and 3) to initiate conversations somewhat adjusted to the new normal in academic between policy makers and practitioners on delivery and operations, many issues have yet to sustainable practices to mitigate further shocks be resolved. This article will narrate Malaysia’s and impacts to T & L in the future. Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
Norzaini Azman and Doria Abdullah 72 Materials and Method the search included grey literature comprising The content of this review article is based on experts’ and practitioners’ opinions published a narrative non-systematic review method, in bulletins and newsletters, as well as reports which is a qualitative research design used on the practical aspects of T & L by students to narrate and discuss Malaysian HEIs’ and professionals (academics and managers) experience in responding to and managing the published in various media outlets. The disruption caused by COVID-19, with the aim authors also consulted various supplementary of providing a timely review of the COVID-19 documents made available by the HEIs on their impact on higher education. This method was management of T & L during the lockdown to get deemed appropriate due to the complexity of an overall view of the situation. As purported by the issues. A non-systematic narrative review Greenhalgh et al. (2005), when trying to make summaries different primary studies from sense of a complex concept or phenomenon, it which conclusions may be drawn into a holistic is important to review literature from multiple interpretation contributed by the reviewers’ own sources and from diverse disciplines. experience and observations (Collins & Fauser, Data collection employed four main 2005). Given the lack of empirical literature electronic databases, i.e., EBSCOHOST, on the impact of the COVID-19 pandemic Scopus, and Google Scholar and Google, using on higher education and that the pandemic the main key search words ‘COVID-19 and is a new, unprecedented phenomenon, the higher education; COVID-19 and T & L in HEIs’, narrative review approach draws its strength ‘COVID-19 and Malaysian HEIs’ to identify from the supplemented analysis based on the the relevant records that could provide readily authors’ self-knowledge, reflective practice comprehensible accounts of the pandemic. and acknowledgement of shared educational From the contents of the documents reviewed phenomena (Baumeister & Leary, 1997, Jones, (see examples in Table 1), certain themes were 2004,). developed and elaborated on accordingly. The Since original full-length empirical studies review also highlights current controversies written in English were limited, reviews, and contradictory impacts and crucial gaps in editorials and commentaries and other documents knowledge, in order to impart a more complete deemed appropriate were also considered. Thus, understanding of current thinking and responses Table 1: Sources Used for Narrative Review Source Type Example Total Number of Document Scholarly Articles Wang C. and Zhao H. (2020). The Impact of COVID-19 17 on Anxiety in Chinese University Students, Frontiers in Psychology, 11:1168. doi: 10.3389/fpsyg.2020.01168 Government Kementerian Pengajian Tinggi, Malaysia. 2020. Pengendalian 10 Information/Guidelines Program Akademik di Universiti Awam (UA) dan Institusi Pendidikan Tinggi Swasta (IPTS) University Document Universiti Malaysia Sarawak. (2020). COVID-19 response: A 20 From their Websites quick guide for UNIMAS academics Higher Education News/ Ross, J. (2020, June, 4). Pandemic Confirms face-to-face 5 Bulletin teaching is here to stay, Times Higher Education Media Articles Rafidi, R. (2020, June 19). Missing the campus experience. 15 News Straits Times Reports & Papers UNESCO. (2020, March 13). COVID-19 educational 4 disruption and response. Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE 73 of the HEIs and the system. In some instances, the depending on full- or part-time mode. By the reviews and critical analyses are complemented end of their study, they would have completed a by previous empirical findings from scholarly minimum number of graduating credits required publications on related aspects of T & L. under the MQF: at least 90 credits for diploma and a minimum of 120 credits for degree. Each graduating credit, equivalent to 40 notional Teaching and Learning (T & L) in the hours of Student Learning Time (SLT), could Malaysian Higher Education System be delivered through conventional learning, “Higher education” in Malaysia, as described blended learning, or full online learning, subject by the Malaysian Qualifications Framework to the percentage allocation of face-to-face time (MQF) 2.0, is tasked to provide training and determined under the MQF. education programmes that enable individuals The fundamental block for each academic to advance their careers, professional practices programme and course (or subject) is learning and employment prospects in various sectors outcome, defined as “… statements on what (Malaysian Qualifications Agency, 2017). students should know, understand and can do These programmes are structured based on upon successful completion of a period of study, eight levels of learning achievement: Certificate which generally lead to a qualification or part (Level 1-3), Diploma and Advanced Diploma of a qualification…” (Malaysian Qualifications (Level 4-5) and Bachelor, Master and Doctoral Agency, 2017). These statements outline degrees (Level 6, 7 and 8). Higher education specific skills and knowledge that the students is also tasked to provide progression and can perform in professional, educational, and flexible learning pathways to learners with other life contexts as well as clarify the demands various needs and backgrounds, in order to and complexities of learning by each level. The widen access to education for lifelong learners. learning outcomes must include both declarative This is done through Accreditation of Prior (e.g., facts, theories and rules) and functional Experiential Learning (APEL), or recognition of (e.g., communication skills, organisation skills) prior learning for professionals with skills sets knowledge in order to develop learners’ objective accrued throughout their working experience. reasoning, self-inquiry and critical-openness, Ultimately, the Malaysian higher education which aim to improve their scholarship and system is expected to contribute to Malaysia’s analytical skills. Students are assessed on these social, economic and political development, five clusters of learning outcomes: knowledge through the nurturing of quality citizens, a and understanding, cognitive skills, functional highly skilled and talented workforce, and work skills, personal and entrepreneurship production of new knowledge (Ministry of skills, as well as ethics and professionalism, Education, 2015). either through formative assessments such as The Malaysian higher education landscape quizzes, tests, and assignments, or summative is diverse, comprising over 20 public universities, assessment, in the form of final examinations. 36 polytechnics, 99 community colleges and 450 private universities and colleges across the country. In 20191, these institutions served When Covid-19 Struck: A Chronology of over 552,702 students, of which 173,000 were Malaysian Higher Education’s Response international students. A typical academic year January 2020: The Onset for these students comprises two 14-week The first three COVID-19 cases in Malaysia semesters, and they are required to take an were reported on 25 January 2020. HEIs average of three to seven courses per semester, in Malaysia were directly impacted by the 1 Statistics on the Malaysian higher education system can be accessed via https://www.mohe.gov.my/en/ download/awam/statistik Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
Norzaini Azman and Doria Abdullah 74 COVID-19 crisis immediately, long before the On 16 March 2020, in response to the rest of the country was put into lockdown on 18 alarming increase of infections due to a mass March 2020, as they had to manage the inflow religious pilgrimage and international inbound of international students for the February 2020 carriers, the Prime Minister of Malaysia intake. They took the initiative to contain the announced the government’s decision to risk of COVID-19 infection by mandating a 14- implement MCO from 18 to 31 March 2020. day self-quarantine period for the students in Borders were closed, and inter-state air and designated residential facilities. They also issued land travels were prohibited. All educational travel advisories to academic staff to limit non- institutions, businesses and premises were essential travel abroad, particularly to countries required to close, except for those offering with reported cases of COVID-19 transmission, essential services such as healthcare, and and also placed restrictions on meetings, mass supermarkets. Mass gatherings were also gatherings, and sports and recreational activities. banned, and everyone was required to stay home Classes were still conducted in lecture halls, and to minimise risk of infection. laboratory sessions proceeded as usual. The lack of knowledge about the virus, By 31 January 2020, the World Health coupled with the speed of its spread, created Organisation (WHO) declared the coronavirus a situation that was unprecedented in the outbreak a global health emergency. Malaysian higher education system. On 17 March 2020, the Ministry of Higher Education March 2020: The Showdown (MoHE) issued a directive that students residing in hostels and dormitories provided by their This month marked the rapid downward spiral respective institutions could choose to either of the COVID-19 pandemic in Malaysia. The return home before the start of MCO, or to number of cases of COVID-19 transmission remain on campus throughout the lockdown spiked to 428 cases by 15 March 2020. period. The MoHE also took the unusual step On the advice of the National Security Council to prohibit all digital learning activities on 17 (NSC), the government decided to postpone March (Ministry of Higher Education 2020a; all mass gatherings including international Asia Pacific University of Technology & meetings, sports, social and religious events. Innovation, 2020). Both public universities and Universiti Sains Malaysia (USM) was the first private HEIs were forbidden to conduct any T & public HEI to mandate all T & L activities to L activities, including those online, as well as be conducted online, and to restrict its faculties examinations, viva voce, student development and offices to organizing only internal activities and research activities during the restricted involving no more than 30 participants on movement period (Asia Pacific University of campus (USM, 2020). Generally, the response by Technology and Innovation, 2020). some HEIs was to encourage or mandate online Subsequently, media and public interest learning, using live streaming (e.g., Facebook) in how the MoHE and HEIs were managing or in-house e-learning platforms (Lim, 2020; the closure in terms of sending students home Ramadan, 2020; Teoh, 2020; Universiti was excessive, mostly condemning universities Malaysia Sarawak, 2020). Some HEIs, however, for their lack of mitigation on the possible such as Universiti Utara Malaysia (UUM) and increased risk of infection during travel the International Islamic University Malaysia (Annuar, 2020; Adnan, 2020). The decision to (UIAM) continued with their face-to-face send students home, or allow them to return lectures. Universiti Malaysia Perlis (UniMAP) home instead of staying on campus during the students were not allowed to leave campus restricted movement order period was feared without permission (Lim, 2020). to have widened the circle of infections via the mass student movement. The delayed Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE 75 announcement, which was made on the eve of 18 to 31 March 2020, administrators at HEIs the MCO, was also criticised as it created panic worked around the clock, putting together and anxiety among parents, who had yet to make contingency measures for T & L activities, as well arrangements to bring their children home. This as work arrangements for all staff in respective directive was eventually recalled on 20 March institutions. USM, for example, immediately 2020, when the MoHE forbade students residing carried out their scenario planning activities in hostels, dormitories and rented properties to to devise changes during and after MCO, and leave the premises to return to their hometown to help create national service initiatives such or homeland during the duration of the MCO as the setting up of COVID-19 special fund, (Ministry of Higher Education, 2020b). production of sanitizers and providing first Meals and sundry items for all students were aid and over the counter medication for their supplied by their respective HEIs, paid for by a community (USM, 2020a). The university contingency fund provided by the government. continued to produce Response and Readiness The Ministry also retracted its earlier Plan for COVID-19 Pandemic and Other suspension of T & L, allowing those HEIs Infectious Diseases Outbreaks on April 1, 2020, that had been offering courses fully online to which is a framework of action plans providing implement e-learning during the two weeks general guidance for preparedness, response and of MCO (March 18 to 31), provided that the communication to mitigate against COVID-19 institution could guarantee that every student and other infectious disease outbreaks of public had access to the Internet and that the lecturers health emergencies (see Preparedness Plan for were ready and fully equipped, with adequate Infectious Diseases Outbreaks USM, 2020b). infrastructure (Asia Pacific University of On 25 March 2020, the Prime Minister Technology & Innovation, 2020, Ministry made a nation-wide announcement to extend of Higher Education, 2020b). This decision MCO by another two weeks, starting from 1 – was taken to ensure that the right to sustain 14 April 2020. educational activities for all registered, full-fee paying students in HEIs was protected within April – May 2020: The Acclimatisation Period the framework of equal opportunity and non- As the number of COVID-19 cases in Malaysia discrimination. continued to increase, the MCO was further At this stage, all teaching, research and extended into the third phase from 15 – 28 April service activities, and administration came to a 2020, subsequently into the fourth phase from halt as the management grappled to respond to 29 April – 12 May 2020, and the fifth phase the MCO. Many students were left stranded in from 13 May – 9 June 2020. their universities and private accommodations. By this stage, HEIs had been gradually Those who were undergoing their internships equipped with the necessary policies and and practicum were unsure of their status, in standard operating procedures (SOPs) to terms of continuity of their terms of service manage their operations. Some HEIs such and its impact on the end-of-term assessment. as Universiti Teknologi Mara (UiTM) and It became clear that neither MoHE nor the HEIs Universiti Kebangsaan Malaysia (UKM) were equipped with disaster and risk mitigation adjusted their mid-semester break to end of April plans. This was not surprising, since Malaysia and introduced a new academic calendar. Both had never experienced any disastrous crisis prior suspended all T & L activities for their students, to the pandemic. There was little understanding while giving buffer time for academic staff to be within the HEIs’ and MoHE’s organisational ready for online instruction. Universiti Teknologi structures as to who was ultimately responsible Malaysia (UTM) issued a circular that mandated for decision-making, and developing and online delivery of T & L activities until 31 implementing contingency plans. Throughout Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
Norzaini Azman and Doria Abdullah 76 December 2020, and introduced a 4-week buffer intakes for degree programmes would be period for students and staff to complete the delayed to September/October 2020 (Ministry syllabus for the remaining academic semester. of Higher Education, 2020e). All academic Many HEIs also introduced Standard Operating programmes were assumed to be conducted Procedures (SOPs) for online assessments and fully online as stipulated by all the HEIs in final examinations, scheduled to commence their websites and guidelines. There was greater on June 2020. Clearer SOPs were also issued clarity on the different forms of learning to be on working from home arrangements for all delivered remotely: classes could be conducted academic and administrative staff. synchronously online, or asynchronously On 27 April 2020, after having been through recorded lectures and materials (UKM, campus-bound for over a month, stranded 2020; UM, 2020). Academics were given students were allowed to return home under alternative delivery modes: from a PowerPoint strict SOPs. The movement of students was presentation with synchronized audio track, to carried out in stages through strict coordination a regularly monitored asynchronous, online between zones, involving the Royal Malaysian discussion board for students to post messages; Police Force, and local authorities, with a discussion board that was monitored during a advisory from NSC and the Ministry of Health particular time-frame; and a chat session (Asia (MoH). This operation was perhaps the largest Pacific University of Technology & Innovation, controlled movement of students ever recorded 2020; MultiMedia University (MMU), 2020). in the country, and was completed by early June Subsequently, capacity building of 2020. Each student was required to undergo academic staff through webinars and guidelines health screening prior to the journey home, and was scaled fully online. It was also decided was advised to undergo quarantine for 14 days that summative assessments could be executed upon arrival, either at designated quarantine through various options, such as timed take- centres, or at their respective homes. Students home examinations and proctored live sessions, needing to travel from Peninsular Malaysia to subject to accreditation requirements from East Malaysia and vice versa were transported professional bodies. Universiti Kebangsaan via chartered flights from designated airports Malaysia (UKM), for example, decided on across the country. All transport expenses were redesigning exams (titled as final assessments) borne by the government (Ministry of Higher to fit within a set of various options open to Education, 2020c). Some students chose to stay lecturers - from a take-home exam paper (to on campus to complete their semester, with their be submitted via electronic means) to an online meals and sundry items still being taken care of assessment (essays, multiple choice questions, by the respective HEIs. or short answers) (UKM, 2020). By this time, MoHE’s directives and HEIs also introduced SOPs to manage announcements had become better coordinated work processes at the office including physical and evidence-based, given that it had had ample distancing measures, log in/out facilities, and time to collect data on student demographics, personal protective equipment (PPE) such as as well as on ongoing T & L activities from face shields and face masks were procured or HEIs. A 24-hour COVID 19 operation centre produced in-house not only for the university, was set up at its Putrajaya base, where parents, but also for frontline workers in hospitals and family members, and the community could within communities. Contingency funding to seek information and advice (Ministry of help students with broadband subscription and Higher Education, 2020d). It announced a device procurement was also made available. postponement of higher education intake HEIs were also required to report their plan of for foundation, matriculation and diploma action on productivity recovery to the Public programmes to July/August 2020, while Services Department of Malaysia (PSD), with Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE 77 the expectation that up to 70 percent productivity The HEIs are also advised to implement could still be maintained throughout the MCO staggered return of staff to campus for work, or period by end of May 2020 (Public Service allow their staff to work from home. Department, Malaysia, 2020) As the recovery MCO period is still ongoing, at the point of writing it is too early to June - August 2020: The New Normal comment on the effectiveness of HEIs’ response With new infection rates dropping sharply throughout the crisis period. That said, it is in June, the Prime Minister introduced the argued that the period between April to May Recovery MCO (10 June to 31 August 2020) 2020 provided ample time for HEIs to prioritise on 7 June 2020. Throughout this RMCO period, their resources, and chart out their responses in more economic sectors were allowed to operate, a more coordinated manner. and work would resume in HEIs, subject to stringent physical distancing measures required Managing Teaching and Learning Amidst by MoH1. Nevertheless, online delivery of their COVID-19 Lockdown academic programmes would still be required until the end of 2020 as stipulated by MoHE, In the absence of references to similar crises in with exceptions made for the following few the past, it is difficult to analyse real evidence categories of students: of impact and predict what may happen in the Malaysian higher education system in the 1) Post-graduate students in research mode, immediate future. However, it is possible to i.e., those required to attend physical document the current impacts on T & L based laboratories, workshops and design studios, on reports, personal experiences and anecdotes. or relying on specialised equipment to In an effort to facilitate an analysis of successful conduct their research; actions and their accompanying challenges in 2) Final-year students doing postgraduate the implementation of educational programmes studies, as well as Diploma and Bachelor in the HEIs, the real and estimated impacts of T Degree students required to carry out & L are presented in this section, drawing from clinical work, practical, laboratory work, the experiences of three different stakeholders: workshops, work in design studios, or are in students, academic staff, and the HEIs. need of specialised equipment, are allowed to have T & L on their campuses, as early Safeguarding Student Welfare as July 1; At the start of the lockdown, it immediately 3) Final-year students who do not have became clear that the first priority for HEIs was internet access and are in an unconducive to take care of the basic needs of students who environment for T & L via online are remained on campus. Cafeterias and on-campus allowed to return to campus as early as July sundry stores were closed, and students were not 1, and utilize their on-campus infrastructure allowed to venture outside the campus for meals for the online T & L; and and supplies. Student affairs divisions went into 4) Students with special needs enrolled in the full operation, providing these essential services Technical and Vocational Training (TVET) to students on campus. Headcounts were done education programme at polytechnics and to ascertain the number of students requiring community colleges, and who need to get meal assistance, and businesses were quick to face-to-face guidance in order to access T provide in-kind donations to HEIs. Students & L due to learning difficulties (Ministry of were also notified of important contacts in case Higher Education, 2020e). of emergencies, and of the availability of health 2 General statistics and infographics issued by the MoH can be obtained from http://covid-19.moh.gov.my/ Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
Norzaini Azman and Doria Abdullah 78 services, counselling services, and campus becoming the first line of responders on behalf security services throughout the MCO. of the institutions. Students’ mental and emotional health was also taken into account. Students reported Bridging the Digital Divide feeling frustrated over the inability to move Students and staff require the following about with their peers, even within the campus hardware in order to attend/conduct classes compound. They expressed frustration over and assessments online: a working Internet the uncertainty of the current situation in hand, connection; a digital device; and accessories as well as updates to their parents and family such as headphones, speakers, and printers. members back home. Like other students in the Under normal circumstances, they would rely world, Malaysian students’ anxiety and stress on in-campus facilities at libraries, centres for resulted from a number of issues including T & L, as well as centres for information and the need to quickly master new technology (to communication technologies to manage their submit assignments and exams), concerns over tasks. However, access to these supportive not receiving the full range of face-to-face learning spaces were abruptly cut off when services and a lack of confidence in the new Malaysia went into lockdown in March 2020. processes (Kerr, 2020, Wang & Zhao, 2020). Research reports and commentaries by Some students raised concerns about the quality various media have highlighted the issues of their learning experience, and expressed experienced by students mainly in rural worries over the accessibility of online localities, such as those in Sabah and Sarawak repositories and paid software when working and in remote areas in Peninsular Malaysia, off campus. (Jalli, 2020). This is understandable who do not have access to high-speed internet as studies have shown that students have connection to attend online learning sessions difficulties managing their learning online, as (Sani, 2020a; Rachel, 2020; Muhammad, 2020). they tend to multi-task, check email, chat with Inevitably, socio-economic and regional factors friends, and surf the Internet while attending play a pivotal role in accessing and affording online lectures (Bao 2019; Bao & Zhang 2018). online platforms (Palvia et al., 2018; Hawati & Other common problems when being self- Jarud, 2020). Some students in the B40 groups, isolated at home are: poor self-discipline, lack of defined as those who come from households suitable learning materials, or an unconducive with a monthly income of less than RM 3,000 learning environment. Thus, online teaching (or USD 750), have no hardware, gadgets and implemented quickly during the COVID-19 devices such as desktop or laptop computer, nor outbreak was clearly a source of anxiety for a broadband Internet subscription (Hawati & the students (Regehr & Goel, 2020; Cao et al., Jarud, 2020) 2020), and their stress needed to be managed to ensure that they could actively and effectively Although the Malaysian Communication engage in online learning (Bao, 2020). and Multimedia Commission (MCMC) in 2019 reported that the national mobile broadband Those who managed to return home penetration rate was exceedingly high (120 before the lockdown began were worried about percent per 100 people), the fixed broadband continuing with the academic semester, since penetration rate which provides faster and their study materials were left on campus. more reliable connectivity was significantly In this instance, peer support, in the form of low (approximately 8 percent per 100 people) academic advisory services, residential college (MCMC, 2020). Infrastructural shortcomings, fellowships, and in-residence student networks such as the lack of fibre optic networks have provided emotional support to students, been cited as the cause of slow internet speed regardless of their location. HEIs also advised undermining broadband connectivity in the academic staff to be accessible to their charges, country (Muhammad, 2020; Azmi, 2019). In Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE 79 2018, the Malaysian government pledged the such as a desktop or laptop computer. Students provision of an average speed of 30 MBPS in rural localities and remote areas across in 98 per cent of populated areas by 2023. the country do not have access to high-speed This target is comparatively low for a country internet connection to attend learning sessions committed to driving digital economy in the online. Digital infrastructure, internet speed, future. The Canadian radio-television and network access, and affordability pose real telecommunications commission, for example, obstacles to the equality of online education. has aimed for a minimum speed target of 50 Like many other developing countries, a larger MBPS download services by 2020 (Azmi, number of Malaysian students than anticipated 2019). do not have reliable access to internet and useful It is also interesting to note a juxtaposition devices for online T & L (World Bank, 2016; between broadband penetration and quality of UNESCO, 2020). UNESCO recently noted broadband services rendered to the Malaysian that school closures in Asia due to COVID-19 community. A study by the MCMC revealed have put millions of children falling behind in that the percentage of internet users in Malaysia education as classes shift online (UNESCO, stood at 87 per cent or 28.7 million users in 2019. 2020). It seems that remote learning is still a The World Bank’s digital adoption index (DAI) luxury largely accessible to the elite and middle- painted an even more optimistic picture for the class students from cities and towns with good country, as the total number of mobile internet broadband access, side-lining participation of users is on par, if not surpassing its neighbours the socio-economically disadvantaged students and other advanced economies (Azmi, 2019). outside these areas. However, its fixed broadband services only stood Academic staff were also affected by the at 46 percent in 2018, significantly lower than digital divide. Besides optimal broadband that experienced in the EU, which recorded 95 connection, an academic staff may require percent fixed broadband penetration. Although digital devices with enhanced capabilities to Malaysia’s digital adoption rate is comparable to record lectures and administer learning and advanced economies, the actual digital adoption supervision sessions, either in synchronous or is that of a lower middle-income country, with asynchronous modes. A basic home studio, for more than 50 percent of respondents citing poor example, requires a webcam, microphones, quality and unaffordability as reasons for not appropriate lighting and audio modulation taking up fixed broadband access (Azmi, 2019; equipment. Round-the-clock technical support is Muhammad, 2020). also required for managing unforeseen glitches. Socio-economic and regional factors play Furthermore, interactivity in online instruction pivotal roles in accessing and affording online requires the subscription of applications and platforms. Findings from a survey by the online platforms, which may incur out-of-pocket Ministry of Education (MoE), involving close to expenses from the individual academic staff. 900,000 school students indicate that 37 per cent Clearly, hardware and software issues of school students do not have any appropriate must be addressed before remote learning can electronic devices for learning (Ministry of successfully take off. Quality online delivery Education, 2019). At the same time, only 6 to requires high-input operations, requiring time 9 per cent of students own a personal computer to develop and significant investments to run and/or a tablet. This is a stark contrast to 78 (Gyukkal, 2020; Kim, 2020; Shattuck, 2014). per cent of households in America that own a While digital technologies can be deployed desktop or laptop computer, and 74 per cent who at scale, much more needs to be done on the have a broadband internet subscription. Some hardware side in terms of bandwidth capacity students in the B40 groups, have no means of and digital inequalities. Thus, the digital divide owning the hardware, gadgets and devices that still exists in Malaysia posed the greatest Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
Norzaini Azman and Doria Abdullah 80 challenge to online T & L for all students. The of the online learning experiences offered COVID-19 pandemic has exposed this starkly throughout the MCO period may not have been and it should become the government’s most fully featured or necessarily well-planned, with crucial infrastructure to prioritise. a high probability of suboptimal implementation with simple online content delivery and Academic Staff Capabilities activities. As the COVID-19 pandemic has caused such A number of lecturers have expressed a dramatic acceleration of online university scepticism about maintaining quality in distance education, the signal being sent to the online course delivery (Mustafa, 2020). This academics during the COVID-19 crisis was perception was reinforced by students who clear: online distance education was the only frequently expressed disappointment that they viable tool to sustain academic activities and were not receiving ‘value for money’ because it had to be immediately employed. Arguably, of the reduced face-to-face component of the most academics share their HEI’s leadership’s course delivery (Sani, 2020b; Jalli, 2020). A sentiments that the COVID-19 crisis has few academics reported grave concerns in the brought forward the inevitable digital platform media about the quality of work submitted by by a full generation. Resorting to online T & L some students, and a few others worried that was clearly a breakthrough, and an impactful standards might be compromised by the new consequence of an otherwise disastrous global assessment arrangements (for example, take- health crisis. home and open-book exams) (Mustafa, 2020). Evaluating students’ learning acquired through It requires deliberate planning and practice distance learning has remained a challenge for to transfer content for online delivery, with an quality assurance (Gaskell & Mills, 2014). average of six months to one year of development time for a fully online university course (Roddy, Students, parents, and the general public et al., 2017). As experienced by many academic have also been unsettled about the quality of staff throughout the MCO period, transferring online education during the pandemic (Daniel, content online takes time, and requires extra 2020). Students are not confident that their work. The extra workload experienced by the learning experience online is even on par with, academic staff was generated by the need to let alone better than, face-to-face instruction, rewrite materials and to reorganize assessment and feel they are not receiving value for money tasks, the videotaping of lectures, additional in their education investment. For now, the effort associated with reformulating formative quality dimensions of online education related and summative assessments, as well as assessing to the academic staff encompass the following electronically submitted assignments and tests. areas: competencies of academic staff tasked It was an uphill battle for every academic staff to deliver learning online; the quality of online to pivot online within a short period of time, and formative and summative assessments; and virtually impossible for every faculty member the ability of academic staff to assess novelty to suddenly become an expert in online T & L and authenticity of work submitted by the under such tense conditions, within a few weeks students (Antony & Gnanam, 2004). These of the directives. Academics usually become quality dimensions would, in the medium- and more comfortable teaching online by the second long term, compromise quality assurance of or third iteration of their online courses. While academic programmes, subsequently affecting resources are available to turn to for assistance, students’ outcomes of higher education. It is the scale of change that stresses the systems highly unlikely that these issues will be resolved providing those resources most likely would under the present circumstances. surpass their capacities. It is argued that many Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE 81 HEI Capabilities printers in laboratories across HEIs (Chong, The COVID- 19 pandemic revealed one possible 2020). breakthrough that could be introduced into core A key element for structured online functions of the sector, which has been highly delivery is the use of a learning management resistant to change for the longest time. By system (LMS) in order to organise learning for the second phase of the MCO, many HEIs had both students and staff. HEIs may opt for open- adapted policies and guidelines to enable remote source platforms, such as Moodle, to deliver working and learning from home for their their programmes online. These platforms communities, and had also made revisions to require time to master; UTM, for example, took the academic regulations and calendar to ensure more than 10 years to develop the technical continuity of teaching, learning, and research capabilities and expertise in optimizing Moodle activities. Oral examinations for postgraduate as a credible LMS for T & L. An advanced students, meetings, and interviews that were LMS such as Blackboard may provide technical commonly organised physically, were pivoted support to students and staff, but requires online, saving travel time and reducing carbon subscriptions and annual renewals. Small- footprints of academics and administrators scale and newly established HEIs may not (Versteijlen et al., 2017). Automation of work have an adequately effective infrastructure and processes, through online platforms and systems, investment capital to implement a full online reduce turnaround time for routine processes in delivery. As a result, their students may not academic administration. Malaysian HEIs have experience optimal learning for the remaining also shown solidarity, cooperation, and resilience of the academic year. in their responses, by collaborating with other A summary describing the chronology HEIs, organisations and civil societies to of events and the government’s decisions introduce various initiatives to reduce the impact plus responses from the MoHE and the HEIs of the pandemic in their communities, such as throughout the COVID-19 MCO period are producing Personal Protective Equipment (PPE) shown in Table 2. for healthcare workers through the use of 3D Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
Table 2: Chronology of events describing the Malaysian government and higher education COVID-19 response (Jan 2020- Jun 2020) Phases COVID -19 Status Government/HE Actions HEI Responses Issues/ Ramifications The Onset Jan 2020 3 active cases by - • Mandatory 14-day self- - (January 2020) 23 Jan 2020 quarantine period for international students • Only essential travels abroad allowed for academic staff. • Restrictions on meetings, mass gatherings, and sports and recreational activities 31 Jan 2020 – WHO Declared COVID-19 as Global Health Emergency The Showdown 1-15 March 2020 535 active cases by • National Security Council • USM was the first public - (March 2020) 15 March 2020 (NSC) cancelled all mass HEI to mandate all teaching gatherings (meetings, sports, and learning activities to be social and religious events) conducted online. Norzaini Azman and Doria Abdullah • UniMAP students were not allowed to leave campus without permission. 16 March 2020 672 active cases • Prime Minister (PM) • All HEIs were closed except - announced the Movement essential services (healthcare Control Order from 18- 31 and supermarkets). March for 2 weeks 17 March 2020 782 active cases • Borders were closed, and • Public HEIs instructed • Mass student exodus (the eve of 1st inter-state air and land travels students to return home. from public HEIs. Phase of MCO were prohibited. 18-31 March • The delayed 2020) • Ministry of Higher Education announcement by Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96 (MoHE) issued a directive MoHE, made on the that public HE students could eve of the MCO, was choose to either return home criticised as it created before the start of MCO or panic and anxiety remain in campus among parents and 82 students.
20 March 2020 1138 active cases • MoHE forbade students • HEIs prepared contingency • All teaching, research (within 1st Phase residing in hostels, measures for T & L and service activities of MCO 18-31 dormitories and rented activities, as well as work came to a halt. March 2020) properties to leave the arrangements for all staff. premises. • HEIs adjusted their mid • Government subsidised meals semester break to end of and sundry items for students April. who remained on campus/ rented properties. • MoHE prohibited all digital courses/learning except by open learning mode 25 March 2020 1996 active cases • PM announced extended - - (within 1st Phase MCO by another two weeks of MCO 18-31 (2nd Phase of MCO) March 2020) The Acclimati 10 April 2020 4485 active cases • • HEIs revised academic • Students’ main issues are sation (April – (within 2nd Phase calendar. affordability to access May 2020) of MCO 1-14 high speed internet and April 2020) • HEIs issued circular to hardware devices mandate online delivery of T & L activities until 31 • Students expressed December 2020. anxiety over the need to quickly master new • HEIs introduced a 4-week technology for learning. buffer period for students and staff to complete the • Students raised concern Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96 syllabus for the remaining about the quality of their academic semester. learning experience A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE through online. 83
27 April 2020 5848 active cases • Government initiated an • Postponement of higher • Transferring content (within 3rd Phase operation to enable students education intake for and learning activities of MCO 15-28 to go home. foundation, matriculation for online delivery April 2020) and diploma programmes to requires extra work • A 24-hour Command Centre July/August 2020. and assistance from COVID 19 operation centre instructional designers. was set up at MoHE’s base • Standard Operating in Putrajaya, where parents, Procedures (SOPs) was family members, and the introduced for online community could seek assessments and final • Many of the online information and advice examinations. learning experiences offered throughout • Clearer SOPs on working the MCO may not from home arrangements for have been necessarily academic and administrative well-planned, with • PM announced extended staff were introduced a high probability MCO by another two weeks of suboptimal Norzaini Azman and Doria Abdullah (4th Phase of MCO) • Some HEIs provided implementation with contingency funding to help simple online content students with broadband delivery and activities. subscription and device procurement. • Students frequently expressed • HEIs developed a disappointment that Productivity Recovery Plan they were not receiving throughout the MCO period. ‘value for money’ because of the reduced • Oral examinations for Master face-to-face component and PhD, meetings, and of the course delivery. interviews were pivoted Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96 online, saving travel time and reducing carbon footprints of academics and administrators. 84
10 May 2020 6705 active cases • PM announced extended - - (within 4th Phase MCO by a month (5th Phase of MCO 29 April of MCO) – 12 May 2020) The New Normal 7 June 2020 8326 active cases • Prime Minister introduced • Work resumed in HEIs, - (June - August the Recovery MCO from 10 subject to stringent physical 2020) June to 31 August 2020 distancing measures required by MoH. • Online delivery of academic programmes would still be required until the end of 2020 except for: a) Post-graduate students in research mode, i.e., those required to attend physical laboratories or relying on specialized equipment; b) Final-year students doing postgraduate studies, Diploma and Bachelor’s Degree students required to do clinical work, practical, laboratory and design work, workshops, or are in need of specialized equipment; c) Final-year students who do not have internet access and are in an Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96 unconducive environment for T & L via online A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE are allowed to return to campus as early as July 1st; 85
Norzaini Azman and Doria Abdullah 86 Lessons Learnt and Implications for Practice Higher Education Leadership is Essential for Weathering the Storm Many HEI leaders would likely have embraced the importance of disruptions such as those caused by economic recession, industrial revolution and artificial intelligence (Gigliotti, 2016; McGee, 2015). These forward-looking leaders have so far embraced these disruptions to refocus and advance their HEIs by creating Technical and Vocational of staff to campus for work, community colleges, and • Implement staggered return or allow staff to work from who need to get face-to- to access T & L due to face guidance in order education programme prudent changes to their core functions and d) Students with special needs enrolled in the learning difficulties. at polytechnics and operations. Some leaders create guardrails and Training (TVET) safety precautions to build institutional agility during the transformation process (Jameson, 2012). The guardrails and safety precautions for higher education are supported by a number home. of mindsets and academic values including systems thinking (HEIs are interconnected), culture of excellence (commitment to long term gain and quality) and sustainability. However, the COVID-19 disruption is of a different nature altogether as there are no guardrails available nor can humans control the pace. Aligned, visionary leadership takes different forms, but each leader must be sensitive to the unique institutional contexts in making decisions. Thus, the leaders of HEIs, as autonomous institutions, are expected to respond based on what works best for their respective institutions, rather than wait for MoHE to issue guidelines and directives. HEIs must continue to sustain their mission of education to students, support their faculty and staff, fulfil duties as partners in the communities, and to produce solutions to national problems created by the ripple effect of COVID-19. HEIs should collect verifiable evidence, evaluate it rigorously, and apply independent critical thinking to solve other issues related to COVID-19. The COVID-19 has thrust the higher education system into an e-learning experiment of an unprecedented scale and scope. It is important for leadership to recognise the professional burden suddenly thrust on faculty and staff during a personally stressful time, and therefore set more reasonable, realistic expectations. The Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
A CRITICAL ANALYSIS OF MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ RESPONSE 87 way HEIs transform all of their instruction and security normally experienced on-campus, in this compressed time frame will result in a through the provision of safe online and offline pale imitation of what quality online instruction learning spaces, so that the students are able to is, and exposing the entire academic staff and resume and complete their studies as soon as students to this trial product will likely cause possible. The key takeaway is that narrowing setbacks; instigating apprehensiveness rather the digital divide is not about improving access than instilling positive attitudes in faculty and to places, but to people. student to technology-enabled learning. Thus, it will be important for the management to collect A Blended Approach in Learning data on students’ learning experiences and the The COVID-19 pandemic has enhanced academics’ experience in remote T & L using appreciation for conventional face-to-face technology, and to use the feedback to improve learning, and the traditional campus classroom on contingency plans, and to plan for preparing (Mustafa, 2020; Mahesh, 2020). Generations of students and facilitators for engaging in online parents have chosen to spend money on having T & L should HEIs ever have to close due to their children educated at the best schools and any crisis in the future. Additionally, there is a universities, sometimes hundreds or thousands need to conduct a rapid technology assessment of miles away so that their children can access (identifying weaknesses in infrastructure, the best professors, classrooms and libraries including power, broadband and equipment to in person. For the majority of students, going strengthen delivery), and produce an estimate to college is considered as a rite of passage of the costs to sustain continued remote T and a transformational personal journey & L (including infrastructure/equipment, (Blumenkrantz & Goldstein, 2014; Tinto, connectivity, etc.) to the end of the year. 2011). Even if academic course work can be replicated online, what cannot be replicated Students at the Heart of Education is the organised supporting ecosystem, such Students’ welfare must be a priority at all as extracurricular activities and team work, times. It is pivotal to address their learning loss which are crucial components of a traditional throughout the MCO, and to provide special higher education (Mannan, 2007; Jorgenson, assistance to the underprepared and the less et al., 2018). These activities create social privileged to enable greater access to higher capital, prepare students for civic engagement education. Generally, the primary concerns and combat the self-absorbed individualism of the HEIs in the immediate and long term which undermines democratic society (Resnick, should be about the impact of the pandemic on 2000, Flores & Rogers, 2019). The reality is all students, while paying specific attention to that the digital classroom can never displace the low-income and underrepresented students the traditional campus classroom. Those who (Weissman, 2020; Zhong, 2020). This is seek the conventional face-to-face university because, even in normal circumstances, those teaching experience will continue to seek out students are most vulnerable to having their HEIs that provide those experiences. education derailed, and their personal well- During the global lockdown, academics being threatened. do the best they can, trying to take just the As described in the preceding section, essentials with them as they rush to develop COVID-19 has exacerbated the existing materials for online delivery, managing with inequality among students, particularly in terms bare minimum resources and competencies to of their access to the Internet, the inadequacy deliver meaningful learning experiences. It bears of appropriate devices for T & L, and students’ reminding to distinguish between the normal, mental health and emotional well-being, among everyday type of effective online instruction others. It is also important to restore the safety and that which is prepared in a hurry or during Journal of Sustainability Science and Management Volume 16 Number 1, January 2021: 70-96
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