Public universities’ practices in fostering social solidarity among multi ethnics postgraduate students: a case study of Malaysia

Globalisation and knowledge based economy has encouraged Malaysia’s move towards internationalisation of education, reflecting its aspiration to become the centre of educational excellence in the world. The economic and political stability in Malaysia are also factors that have encouraged international students to choose Malaysia as their preferred place of study. The government strong support in research developments and commercialisation of research products has contributed to the steady growth of postgraduate studies in Malaysia higher learning institutions. However, the issue on social integration has always been the main concern of Malaysia as a multiracial and multicultural country. Although, education is seen as the means to promote integration in Malaysia, the existence of various types of school that are ethnic and religious based, has hindered this process. Instead, it has further aggravated the situation with the lack of physical and social interaction among the diverse ethnics since the primary level of schooling and to some extent until the secondary school level. If Malaysia is to realise its aspiration to become the centre of educational excellence, it has to first overcome the first hurdle in its own backyard, i.e. fostering social solidarity among its diverse local people. In view of this issue, the study aims to explore the practices of public universities in Malaysia in fostering social solidarity among postgraduate students. Guided by this aim, a case study was employed involving six postgraduate students of different ethnics from six public universities. In depth interviews were done, while data collected were analysed using thematic analysis. Results found that the universities’ practices to promote social solidarity were focussed on three broad themes, academic programmes, co-curricular activities, and teachers’ roles. Through research and inclusive academic activities, cultural responsive teaching, community engagement, environmental awareness programmes, teachers’ critical teaching and sensitivity, participants learned to respect, tolerate and embrace differences. Findings from these practices can be used to guide the development of a Racial Unity Policy so that higher learning institutions can ensure a just and non-discriminatory environment for learning in preparing Malaysia as the centre of educational excellence in the Asia region, consequently the world