Dispelling myth of improper priorities at public universities

 

From Omar Yaakob

The recent article titled “Academic slams varsities over misplaced priorities” published in Free Malaysia Today on April 10, 2025, makes broad generalisations about Malaysian public universities.

It implies that they are more concerned with rules and regulations “about everything else under the sun” than with their core purpose of promoting innovation, knowledge production, and critical thinking.

Despite being eye-catching, this portrayal is an unfair generalisation that fails to capture the full scope of what is actually occurring in our public universities.

Administrative policies — dress codes, campus conduct rules, and disciplinary mechanisms — are universal features of all universities.

These regulations exist to put in place a safe, respectful, and conducive learning environment while not taking the place of or undermining intellectual pursuits.

Such things might draw media attention once in a while but do not form the real focus of university operations.

In fact, a close inquiry into public universities in Malaysia reveals a continuing commitment to the very ideals that the article claimed to be lacking.

Across institutions, we see the continuous effort for encouraging critical thinking through revised curricula, interdisciplinary programmes, and joint research.

Compulsory courses such as Philosophy, Ethics, and Current Affairs have been introduced in many universities to equip students to be analytical thinkers and citizens.

Such courses have been designed to be challenging and to promote a student’s ability to question, criticise and think deeply along the lines that surface narratives are rich in. This is the very heart of critical thinking.

Besides this universities, as they are today, are quite deeply embedded into knowledge creation.

They conduct internationally peer-reviewed research, organise academic conferences, and collaborate with respective industries to develop real-world innovations.

From engineering to social science, there are strides made by Malaysian researchers ranging from terms and fields including green technology to public health. They do not happen accidentally as an output — they are the result of prioritisation and institutional planning.

The government has also shown support for more open intellectual discourse in public universities.

For instance, Prime Minister Anwar Ibrahim has openly stated that students are free to express dissenting views, including criticisms of the government, as part of a healthy democratic and educational process.

Such affirmations matter because they show a political will to uphold academic freedom — a key component of a vibrant higher education landscape.

It is also worth noting that managing a university involves balancing a wide array of responsibilities. Institutions must meet national education standards, ensure student welfare, manage resources efficiently, and respond to the expectations of parents, employers, and society.

The existence of campus regulations does not imply a lack of academic ambition — rather, it reflects the need for structure within large, diverse communities.

To claim that Malaysian universities are ignoring their educational mission in favour of trivial bureaucratic matters is not only inaccurate but dismissive of the many students, lecturers, and researchers working tirelessly to elevate Malaysia’s intellectual standing.

Constructive criticism is always welcome — it drives progress. But critiques should be based on evidence, not stereotypes.

Let us continue to hold institutions accountable — but let us also give them credit where it is due. - FMT

Omar Yaakob is an adjunct professor at the Faculty of Mechanical Engineering, Universiti Teknologi Malaysia.

The views expressed are his own and do not necessarily reflect those of MMKtT.