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Engagement of Malaysian Studies in Australian Universities

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Engagement of Malaysian Studies in Australian Universities Engagement of Malaysian Studies in Australian Universities A review into the future strategy of the ANU Malaysia Institute Report drafted for the Australian National University Malaysia Institute As part of the Australian National Internship Program Tony Gu (U5810813) October 2017 Contents 1. Contents 2 2. List of Acronyms 3 3. Acknowledgements 4 4. Executive Summary 5 4.1. Summary of Key Findings 5 5. Introduction 6 5.1. Methodology 6 6. The State of Malaysian Studies in Australian Universities 7 6.1. Courses 7 6.2. Research grants 8 6.3. Institutional Engagement 9 6.4. Student Mobility 10 6.4.1. Exchange partnerships 10 6.4.2. New Colombo Plan 10 6.5. Researchers 11 7. Factors Contributing to Current Levels of Engagement 12 7.1. General Interest 12 7.2. Finance 13 7.3. Researchers 13 7.4. ANU Malaysian Students 14 7.5. ANU Students 14 8. Recommendations 15 9. Conclusion 17 10. Bibliography 19 11. Appendix 22 11.1. List of Courses 22 11.2. List of Research Grants 26 11.3. List of Exchange Partners 30 11.4. List of New Colombo Plan Mobility Grants 32 11.5. List of Researchers 36 11.6. List of Formal Interviewees 43 11.7. List of Universities Surveyed 43 2 List of Acronyms ACU Australian Catholic University ANU Australian National University RMIT Royal Melbourne Institute of Technology UNSW University of New South Wales UQ University of Queensland UTS University of Technology Sydney ASEAN Association of South East Asian Nations DFAT Department of Foreign Affairs and Trade ARC Australian Research Council ASAA Association for Asian Studies Australia MSO Malaysian Students Organisation KUAC Kelab UMNO Australia Canberra MASCA Malaysian Students’ Council of Australia MAFTA Malaysia Australia Free Trade Agreement EMA Education Malaysia Australia MASSA Malaysia and Singapore Society of Australia 3 Acknowledgments First and foremost, I am indebted to Ms Leila Kouatly for penning my reference letter for this internship. Without her, I would not be able to partake in this program. I would like to extend my gratitude to my supervisor Dr. Ross Tapsell for his patience, guidance, for supervising me throughout this semester at the ANU Malaysia Institute, providing me with the foresight and vision necessary to complete this report, and continuous academic guidance. I am grateful for Mr. Samuel Bashfield for hosting me at the ANU Regional Institutes Hub and making me feel welcome during the internship. I am sincerely grateful to thank those on the ANU Malaysia Institute board for allowing me to participate in the Institute, and in particular, Dr Amrita Malhi and Dr. John Funston for their incredible wisdom and experience that they shared with me. I would also like to thank Ms Jennah Roubichaud for her aid and knowledge in student mobility programs and for sharing that with me. Finally, I would like to thank my family and friends for their relentless provision of emotional support throughout this internship. 4 Executive Summary The Australia-Malaysia relationship is crucial to Australia’s security, economy, and engagement with the wider ASEAN and Asia region. Despite this, engagement in Malaysian studies in Australian universities remains varied. This report found that within Australian universities, only one course is dedicated to Malaysian studies: “Malaysian Law and Practice” at Bond University. 21 universities offer a total of 66 courses that feature Malaysia within their course content, covering multiple disciplines, including, the humanities, law, business and economics, education, and languages. A further breakdown of the data found that 73% of courses featured prominently alongside other countries in Asia. Furthermore, research grants funded by the Australian government such as the ARC grants, and Endeavour Scholarship and Fellowship grants support research in Malaysian studies. Additionally, the ANU Malaysia Institute is the only research centre in Australia that is solely devoted to Malaysian studies. While three Australian universities have international branches in Australia, there is are strong linkages between universities in Australia and Malaysia. Currently, there are 24 Australian universities that offer exchange programs to 23 Malaysian higher education institutions. Furthermore, the Department of Foreign Affairs and Trade will invest heavily in student mobility to Malaysia in 2018, providing grants to 835 students across Australian universities. Finally, among researchers there is a strong tendency to pursue Malaysian studies in the social sciences discipline, and an even stronger tendency to pursue other geographical focuses alongside Malaysia. The factors that contribute to this level of engagement are largely due to a lack of financial support, lack of interest, and shift in priority to the academic support of Indonesia. Among researchers, there is a lack of incentives or opportunities to pursue Malaysian studies, as well as, an institutional nervousness to research sensitive topics. Among ANU Malaysian students, there is a disinterest and level of self-censorship in engaging with Malaysian studies, in addition to a preference for disciplines of engineering, business, and medicine. Amongst ANU students there is a low interest to study Malaysia, and is the result of an absence of dedicated courses and lecturers on Malaysia, lack of exchange agreements with universities in Malaysia, and the absence of Malay language and Malaysia-related teaching content in relevant courses. This report provides the following recommendations for the ANU Malaysia Institute: 1: Seek alternative sources of finance, 2: Connect with various stakeholder organisations, 3: Utilise the upcoming 2018 Malaysia Update, 4: Develop online engagement, 5: Connect with undergraduate students through ANU student groups relevant to Malaysian studies, 6: Develop exchange ties and research partnerships with Malaysian Higher Education institutions, 7: Push for a full-time paid staff member focused primarily on Malaysian studies to lead the Institute, and 8: Promote interdisciplinary collaboration. 5 Introduction Australia has maintained a close relationship with Malaysia since the British Malaya period. The ANU’s predecessor to the College of Asia and the Pacific, the School of Oriental Languages, was formed in 1852, with Bahasa Malay as one of its core four languages taught. This is a reflection of the early importance that the ANU placed on Malaysian studies and the early bilateral relationship, and was later once again emphasised in 2016 with the formation of the ANU Malaysia Institute. However, in the twenty first century interest and engagement in Malaysian studies has continued to decrease and remain low despite the growing importance of Malaysia as a regional power in the Southeast Asian region. The Australia-Malaysia relationship is crucial to Australia’s security, economy, and engagement with the wider ASEAN and Asia region. Furthermore, the availability of literature surrounding research into the current state of Malaysian studies in Australia is virtually absent and underdeveloped. There are however, relevant past reports that have looked into Australian universities engagement with the broader Asia region, notably the 1989 “Asia in Australian Higher Education” report by Ingleson, and the 2002 “Maximizing Australia’s Asia Knowledge” report by the Asian Studies Association of Australia. Therefore, there is a growing importance and need to elucidate the factors that contribute to the decline in research and engagement in Malaysian studies, and to expand and consolidate the discussion surrounding the future engagement of Malaysian studies in Australian universities. This report will begin with an analysis into the current state of Malaysian studies in Australian universities, of which there is a low level of engagement. It will be followed by an analysis of factors contributing to this low level of engagement of Malaysian studies, through an understanding of general interest towards Malaysian studies, financial issues, and issues faced by researchers, ANU Malaysian students, and ANU students. This will be followed by recommendations for the ANU Malaysia Institute, especially in its position to provide support and engagement with Malaysian studies. Methodology Quantitative data was collected through publically available data online. While every effort has been made to collect and analyse the appropriate data, the data collected is not a complete representation of Malaysian Studies in Australian universities but rather provides a baseline for analysis. For the data on courses, exchange agreements, and researchers, this report conducted a survey of university course handbooks and university websites from all 40 Australian universities. A difficulty encountered with such methods of collecting data was that there was a blurred line between a clear understanding of whether a course explicitly contained Malaysia as a feature of learning content. Often, courses would outline a general ‘Asia’ or ‘Southeast Asia’ focus, but failed to list Malaysia. Similarly, this was also the case 6 when gathering data on researchers, many of whom would have a generalist interest in Islamic law, Southeast Asian politics, or Asian business practices, and therefore, also failed to address explicitly if they researched Malaysian studies. Hence, courses and researchers without a clear indication that they featured Malaysia as part of the learning content or research were not included in the dataset. Qualitative data was gathered through interviews with key interest groups and
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