By Dr Ireena Nasiha Ibnu, Ms Nur Atiqah Adzilla Anuar, Dr Suffian Hadi Ayub, Ms Nadia Anuar, Dr Mohd Yusof Zulkefli & Dr Nur Husna Serip Mohamad

An interaction between a professor and an Arab student reveals how tricky cultural differences can be in Malaysia’s universities.

“Why are you so quiet?” the professor asks, puzzled by the student’s reserved demeanour. The student replies simply, “I’m just showing respect.” This moment, though small, captures the essence of what makes Malaysia’s academic environment both unique and complex.

Malaysia is a global education hub, drawing students from diverse backgrounds with its vibrant mix of cultures. This diversity enriches the learning experience, bringing fresh ideas and perspectives but also comes with its share of challenges.

Cultural misunderstandings and different communication styles can sometimes lead to friction. Yet, with the right strategies, the differences can form the basis for deeper connections and meaningful collaboration.

Intercultural Communication Competence (ICC) is the key to navigating these dynamics. Here’s how universities and their communities can make it work.

1. Building Bridges through Mutual Understanding

Mutual understanding is the foundation of strong relationships, especially between supervisors and students. For international students, adjusting to Malaysia’s academic culture can be overwhelming. On the other hand, supervisors may find it challenging to accommodate the expectations of students from diverse backgrounds.

Take, for example, a Malaysian supervisor who is accustomed to encouraging open discussions and group work. They might work with a student from a more individualistic culture, such as the United States, where students prefer to work independently and take ownership of their achievements. The supervisor adapts by balancing group collaboration with opportunities for independent projects, allowing the students to thrive in both contexts.

Similarly, a student from a culture with a strict hierarchical structure, such as Japan, might hesitate to share ideas openly with their supervisor, fearing it might be seen as disrespectful. In Malaysia’s relatively egalitarian academic setting, supervisors can foster a welcoming environment by actively encouraging students to voice their opinions, offering positive reinforcement to build their confidence.

These adjustments, driven by empathy and cultural awareness, create a collaborative and supportive environment where both students and supervisors can share ideas, overcome barriers, and thrive.

2. Encouraging Innovation through Diversity

Diversity is a goldmine for innovation. When people from different cultures and perspectives come together, the possibilities for creativity and fresh ideas are endless. Instead of viewing differences as obstacles, they should be seen as opportunities.

For instance, imagine a Kenyan postgraduate student researching the role of language in conflict resolution collaborating with a Malaysian supervisor specialising in intercultural studies. Their combined expertise could uncover innovative ways to use language to promote understanding in multicultural societies. Such partnerships do not only benefit those involved; they also enhance Malaysia’s reputation as a leader in global education.

3. Encouraging Language Proficiency and Cultural Sensitivity Training

Good communication is the backbone of any relationship and is especially vital in academic settings. For international students and supervisors, overcoming language barriers and understanding cultural differences are essential.

Universities can play a significant role by offering language support programmes for non-native speakers, enabling international students to communicate confidently. Cultural sensitivity workshops can also help students and supervisors better navigate differences in communication styles and expectations. These initiatives create an inclusive and respectful academic environment where everyone feels valued and understood.

Malaysia’s academic landscape is a shining example of cultural diversity, offering immense opportunities for growth and collaboration. By fostering Intercultural Communication Competence, universities can transform challenges into strengths, turning every interaction into a step toward innovation and progress.

The future of Malaysia’s universities lies in their ability to embrace diversity and build bridges between cultures. With open minds and commitment to inclusivity, we can create an academic environment that inspires and unites. Together, let’s celebrate the power of diversity and pave the way for a brighter, more connected future.

-- BERNAMA

Dr Ireena Nasiha Ibnu is with the Faculty of Communication and Media Studies, Universiti Teknologi MARA, Shah Alam.

Ms Nur Atiqah Adzilla Anuar is a postgraduate student from the Faculty of Communication and Media Studies, Universiti Teknologi MARA, Shah Alam.

Dr Suffian Hadi Ayub is with the Faculty of Communication and Media Studies, Universiti Teknologi MARA, Shah Alam.

Ms Nadia Anuar is with the Academy of Language Studies, Universiti Teknologi MARA, Shah Alam.

Dr Mohd Yusof Zulkefli is with the Faculty of Communication and Media Studies, Universiti Teknologi MARA, Shah Alam.

Dr Nur Husna Serip Mohamad is with the Academy of Language Studies, Universiti Teknologi MARA, Penang.