ICPE-5 2012
Universiti Teknologi Malaysia
18 Dec. 2012
By
Prof. Dr. Nik Maheran Nik Muhammad
Universiti Malaysia Kelantan
ICPE-5
2012
 Introduction
 Motivation
 Doctorate
 Strategic
Issues
Planning of MOHE
 MyBrain15
 Proposed
for MyBrain15 programme
Success Factor – research findings
Strategic Framework/Policy for
Mybrain15 Implementation
ICPE-5
2012

In the new economy, financial capital is no longer at the
forefront. The country’s competitiveness relies heavily on a
critical resource – the human capital

9MP aspire to increase the number of Malaysian
doctorate degree holders to achieve world-class
knowledge workers in Malaysia.

Top-class human capital is critical to drive the
nation’s economic growth, trigger sustainable and
highly competitive economic development and
explore new areas of research that can sustain its
competitive advantage over others;

The strategies aggressive of MYBRAIN15 - aim of
60,000 doctorate degree holders within 15 years
ICPE-5
2012
PUBLIC UNIVERSITIES /
ENROLMENT
ADMISSION
GRADUATE
AREA OF STUDY
2008
2009
2008
2009
2008
2009
ART & SCIENCE SOCIAL
6,300
7,641
1,815
2,080
350
328
SCIENCE
3,650
4,219
1,160
1,192
290
234
TECHNICAL
2,293
2,809
669
878
145
139
TOTAL
12,245
14,669
3,644
4,150
785
701
PRIVATE UNIVERSITIES /
ENROLMENT
ADMISSION
GRADUATE
AREA OF STUDY
2008
2009
2008
2009
2008
2009
ART & SCIENCE SOCIAL
594
1225
169
512
27
26
SCIENCE
516
691
95
202
15
14
TECHNICAL
221
362
39
78
13
9
TOTAL
1331
2278
303
792
55
49
13,576
16,947
3,947
4,942
840
750
GRAND TOTAL
GRADUATES
ARTS
2001 2002 2003 2004 2005 2006 2007 2008 2009
199 242 279 263 310 276 295 350 328
SCIENCE
159
136
193
TECHNICAL 128
TOTAL
486
140
144
51
518
616
448
134
207
284
305
290
234
64
72
102
145
139
581
632
702
785
701
ICPE-5
2012
 Total

doctorates
Malaysia’s total of 5,992 doctorates compared to
Korea, which has the highest number of S&T
doctorates of about 52,595 (ISI web knowledge, 2007)
Total S&T Doctorates Benchmark
No of doctorates
60000
7853
50000
40000
30000
44742
6039
20000
11517
10000
0
S. Korea
Taiwan
Private
7463
479
709
5513
1803
8658
Finland Malaysia Singapore
Public
ICPE-5
2012
2. Patents
Each Malaysian doctorate generates only 0.0164
patent as compared to 0.43 of the Taiwan’s
Patents per S&T doctorates
Productivity (patents/no of
doctorates)

0.5000
0.4267
0.4000
0.3000
0.2000
0.2341
0.1381
0.0592
0.1000
0.0164
0.0000
Taiwan Singapore S. Korea
Finland
Malaysia
ICPE-5
2012
3. Publications
Ex: Each Singapore doctorate generates 1.437
publications compared to Malaysia’s 0.0166.
S&T publications per S&T doctorates
1.437
productivity (publications/no of
doctorates)

1.500
1.000
0.618
0.312
0.500
0.298
0.166
0.000
Singapore
Taiwan
Korea
Finland
Malaysia
ICPE-5
2012

Secondary School Output and Tertiary Education

only 32% of secondary school leavers in Malaysia enter
tertiary education.
120,222
All Secondary School
***Enro lment : 2,164,862
Fo rm 1-3
: 1,375,776
Fo rm 4
:
401,098
Fo rm 5
:
387,988
Boarding School
(SBP & MRSM)
Enro lment
Fo rm 1-3
Fo rm 4
Fo rm 5
:
:
:
:
14,293
3,429
Undergraduate
Degree
**Enrolment :388,580
Master
Enrolment :34,755
PhD
Enrolment :11,133
58,083
30,038
13,024
15,021
719
9,313
83,119
Admission
Output

81% in Korea, 73% in US, 70% in Finland and 48% in
Japan,

Malaysia needs to increase the percentage of its school
leavers who enter university.
ICPE-5
2012
the percentage of doctoral to bachelor’s degree

Malaysia ranked 4.1% in getting its undergraduates to pursue doctoral degree
programmes with a percentage of 30.2%.
Percentage of Doctoral to Bachelor’s Degree Holders,
Year 2006
35.0
30.2%
30.0
Percentage

25.0
20.0
15.0
10.0
5.0
2.8%
4.1%
6.2%
6.7%
0.0
Japan
Malaysia
UK
US
Singapore
ICPE-5
2012
 R&D
The national R&D input indicators lag behind
comparable competitive nations, and are still below
their target of 1.5% of GDP (GERD/GDP).
R&D expenditure (2006)
R&D expenditure ($US mil)

Expenditure
35
30
28.62
25
20
15
10
5
0
9.72
4.58
4.55
1.14
Korea
Taiwan
Singapore
Finland
Malaysia
ICPE-5
2012
1.
2.
3.
4.
5.
6.
7.
8.
9.
Admission to doctoral programme (e.g. length of time,
selection process and supervisors acceptance criteria);
Research support,
Supervision quality,
Facilities and equipment availability;
Completion rate;
Financial Aid;
lack of career attractiveness or opportunity for career
development for people with a doctorate;
relevant programmes; and
world-renowned professors
Note: These are issues emerged in the findings of a case study
conducted in one of the top Malaysian public HEIs
Figure 4.1: Doctorate Degree Process Conceptual framework (researcher’s illustration)
INFLUENTIAL FACTORS IN
PURSUING DOCTORATE
DEGREE
Admission
§
Admission
Requirements
‘Financial Support’
§
Process time
Scholarship/Research Fellow/Grant
§
Availability of
supervisors
(Ehrenberg 1992)
‘Working knowledge’/ Relevance for
working environment (Tennant, 2004)
§
Suitability of
the research
topic
Examination process
Higher potential wages
(Ehrenberg 1992)
‘Cognitive Career’
/Academics career requirement
(Enders 2004)
‘Professional Career’
Career attractiveness for doctorate
degree holders
(Enders 2004)
Personal Attributes
(Young 2005)
PhD’s structure and model
(Bouner and Bowden, 2001)
Candidature
Criteria
§
CONTRIBUTION FACTORS TO COMPLETE
THE DEGREE
Educational
knowledge
§ Intellectual
ability
§ Motivation
§ Research
Ability
§ Maturity
§ Problem
solving
§ Working habits
§ Verbal ability
§ Writing ability
§ Technical
literacy
(Young, 2005)
Course experience
(Harman 2002)
Quality supervisor
Student-academic
relationship
Excess to specialize
equipment
Departmental support
Family, friends, and faculty
Support
Cunningham and Toth
(1999)
Student Self Attributes
Breadth of research
training
Studentssupervisor’s
relationship
Financial Support
Motivation
(Haden 1993
Discipline
Perseverance
Intellectual culture and
environment
ENHANCING
RESEARCH AND
PUBLICATION
ACTIVITIES
Student’s
aspiration and
motivation
(Haden 1993 )
ICPE-5
2012

Concern over potential shortages of doctorates to
academia, Malaysia’s action plan to produce 60,000
doctorates within the next 15 years has led to the
coining of the programme name MyBrain15.

Malaysian government, through MOHE, PSD, MARA and
MOSTI, has supported Malaysians with funds and financial
aid for postgraduate studies

The need for many more doctoral degree holders in
Malaysia is evident that Malaysia is now moving towards
knowledge-driven economy.
ICPE-5
2012

Malaysia’s targets for the short, intermediate and long terms
2007
Target (Cumulative)
Annual Output
Enrolment
Supervisor
Number
Capacity
Duration (years)
Completion Rate
Admission
Industry Doctorate
Phase I: (2009-2013)
14K
8,000
719
11,133
7,800
1.4
students
6 years
50-60%
3, 429
0
Phase II: (2014-2018)
Average of 27,120
2010: 8,0001
3.4 students
4.8 years
60%
Average of 5,570
1%
1. Include academic
staffs under SLAB/SLAI
60K
33K
1
Average of 1,500
Phase III: (2019-2023)
Average of 3,830
Average of 42,400
Average of 8,500
5 students 2
4.5 years
80%
Average of 6,200
Average of 5,500
Average of 50,960
Average of 8,900
5.7 students
3.5 years2
95%3
Average of 7,330
5%4
2%
2. Benchmark ANZ, US, UK
3. Benchmark ANZ – 98%
4. Benchmark Denmark
ICPE-5
2012

Target Setting for Admission, Enrolment and Output
of Doctorates(

aggressive intervention will result in 60,000 doctorates in about 8
years at a CAGR of 41%,

medium intervention will result in the same number in about 15
years at a CAGR of 16%. )
2007
2008
2009 2010 2011 2012 2013 2014 2015
2016
2017
2018
2019
2020
2021
2022
2023
Admission
3429
4500
4950 5346 5667 5893 6011 6071 6132
6193
6255
6318
6634
6966
7314
7679
8063
Enrolment
11133 14853 18956 23384 28054 30990 34212 37234 40094 42842 45538 46135 46837 48687 50608 53062 55596
Annual Output
719
805
846
918
996
2057 2700 3030 3270
3464
3603
5778
5991
5177
5457
5292
5549
Total doctorates 5992
6797
7643 8561 9558 11615 14315 17345 20615 24080 27682 33461 39451 44628 50085 55377 60925
ICPE-5
2012
 The
approach to develop MyBrain15
strategies, initiatives and implementation
plan




Assess the factors attracting candidates and producing
sufficient doctoral graduates;
MOHE, to propose to the Government,
initiatives/plans/changes which are outside of its
sphere of control (e.g. MOE, MOSTI, government
research institutes and industry players).
Define the need for a doctoral-qualified (or equivalent)
workforce;
study successful models adopted by other nations to
enhance their research-based innovation system
 Admitting
the right students
 Special Reward Scheme
 Build alliances with undergraduate
programmes.
 Industry-faculty linkages
 Diversified of Doctoral Setup
 Investing in Scholarship
 Adequate mentoring from faculty to
student.
 Creating partnership with all involving in
doctoral studies
Promotion
Adding the right student
Websites (graduate school,
Professors)
Research Council Unit
Adequate mentoring from
faculty to student
Creating partnership with all
involving in doctoral studies
Diversified of Doctoral Setup
Learning Community Model
Cohort system
Sharing facilities
Sharing expertise
Program and Structure
Supervisory Leadership training
Investing in Scholarship
Outsource talent
‘MyBrain15 Builder’
Build alliances with
undergraduate programs
Integrated system
Industry-faculty linkages
Board of Fellow (BOF)
Reward/opportunity Scheme
New salary scheme
Figure 5.2: Proposed Strategic Framework for Mybrain15 Implementation
Success
BUILDING REWARD/
OPPORTUNITY SCHEME
JPA/SPA/JPN/GLC
CONTRIBUTING
FACTORS TO PURSUE
DOCTORATE DEGREE
BUILDING ALLIANCES
WITH UNDERGRADUATE
PROGRAM
”MyBrain15 Builder”
program
Integrated System
INVESTING IN
SCHOLARSHIP
Grant/scholarship
Students (Building Personal Attributes)
Supervisor Quality
INDUSTRY-FACULTY
LINKAGES
Supervisor’s Leadership Training
(AKEPT)
Board of Fellows
(Committee)
Granted Talent (Overseas)
DIVERSIFIED OF
DOCTORAL SETUP
High Self Efficiency
ADMISSION
ADMITTING THE RIGHT
STUDENT
BUILDING ACADEMIC
“GOODWILL”
Candidatur
e criteria
Promotion
Centres of Excellence
High Self Interest
Research Council Unit
Skill
Website
Supervisor Availability (Ratio
1:3)
Resources/Facilities
Perceive Completion
COMPLETION
FACTOR
ADEQUATE MENTORING
Examination and Submission
process
Learning Community Model
Cohort System
CREATING
PARTNERSHIP WITH
OTHER UNIVERSITIES
INDICATOR
Influential factors
SUPERVISOR
RELATIONSHIP
RESEARCH
PUBLICATION
ENHANCEMENT
BREATH OF RESEARCH
TRAINING
MOTIVATION AND
INSPIRATION
Strategy
Action Plan (improved from
existing)
Action Plan (newly proposed)