THE Malaysian higher education landscape has been moulded and governed by an economic and scientific logic which dictates the ways in which our universities are managed and developed. It should come as no surprise today when one observes that Malaysian academics are becoming somewhat fixated upon ideas and vocabulary that connote “measurement” and “impact”.
This obsession has permeated all levels of academic practice. From evaluating research productivity, approaching and designing research, delineating learning outcomes, and assessing and accrediting new programmes’ curricula to grading and allocation of marks.
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