Critical success factors of the challenges faced by the Malaysian private higher learning institutions in the provision of quality education

Abstract

Efforts at enhancing levels of quality education in private higher learning institutions (HLIs) by identifying the challenges faced and practical solutions to address the challenges have been initiated due to the vital role played by these institutions in producing human capital. Yet, there has not been much attempt in identifying the challenges faced by these institutions in providing quality education and the practical solutions for addressing those challenges, in a structured and systematic manner. This study fills the void by developing a hierarchical model that enables the ranking of the challenges faced by the private HLIs as well as each of their critical success factors (CSFs). The specific objectives of the study are to: (1) identify the challenges faced by the Malaysian Private HLIs in providing quality education, (2) ascertain the CSFs that act as practical solutions in addressing each challenge, and (3) identify the most critical challenge as well as its most crucial corresponding CSF based on the ranking. The sequential mix method was adopted by combining qualitative and quantitative approaches in this study. Semi structured interviews with 29 participants were initially performed to identify the challenges and CSFs. This was then followed by a questionnaire survey collected from 158 respondents to prioritise the identified findings. Data for both stages was purposely accumulated from internal and external stakeholders of Malaysian Private HLIs ranging from relevant personnel, i.e., the quality directors, administrators and senior academics, to students, parents, prospective employers and regulatory agencies. Thematic analysis was utilised in the qualitative stage, uncovering the eight identified challenges namely ‘Academics’, ‘Facilities’, ‘Students’, ‘Programmes and curriculum’, ‘Competition’, ‘Accreditation’, ‘Finance’ and ‘Research’ together with their corresponding CSFs. The four stages of Analytic Hierarchy Process (AHP) was subsequently applied in ranking these identified challenges which witnessed ‘Finance’ as the most crucial challenge and ‘High competency in managing the institution’s finance’ as the most important CSF in addressing this challenge. The hierarchical model developed in this study is expected to provide valuable guidance to Malaysian Private HLIs in areas where resources need to be prudently disbursed, specifically in resolving the structurally prioritised challenges. As they engage in efforts to improve quality education, they can use the model for assessment and planning purposes. The model will be useful not only to HLI practitioners and administrators but also in the design and implementation of policies by the regulatory agencies, particularly in assisting the operations of these private funding institutions that perform identical functions as the public HLIs in producing the nation’s human capital.