Asia Pacific Educ. Rev.
(2009) 10:309–315
DOI 10.1007/s12564-009-9038-8
Soft skills at the Malaysian institutes of higher learning
Roselina Shakir
Received: 20 November 2007 / Revised: 17 April 2009 / Accepted: 27 April 2009 / Published online: 10 June 2009
Ó Education Research Institute, Seoul National University, Seoul, Korea 2009
Abstract This article discusses human capital develop-
ment through the seven soft skills elements which comprise
communication skills, critical thinking and problem solv-
ing skills, team work, lifelong learning and information
management skills, entrepreneurship skills, ethics, and
professional moral and leadership skills. The Ministry of
Higher Education, Malaysia recently announced that the
said soft skills are to be introduced to undergraduates of
Institutes of Higher Learning in Malaysia. Suggestions on
how these elements are to be incorporated in the under-
graduates program are also put forward.
Keywords Soft skills
Institute of Higher Learning

Graduates
Communication and analytical skills
Human capital development is one of the priority areas in
the country’s development agenda under the Ninth Malaysia
Plan which runs from 2006 to 2010 (The Economic Planning
Unit 2006). The Malaysian Prime Minister in tabling the
Ninth Malaysia Plan on March 31, 2006 reinforced that
the development of human capital and the upgrading of
the mentality and intellectual capacity of a nation must be
a priority if Malaysia is to be a developed country. Focusing
on these areas will enable the country to raise its capacity for
knowledge, creativity, and innovation, which are essential
elements in the context of globalization. Following the
above, the Minister of Higher Education announced that
public Universities in Malaysia must introduce soft skill
R. Shakir (&)
Department of Estate Management, Faculty of Built
Environment, University Malaya, Lembah Pantai,
50603 Kuala Lumpur, Malaysia
e-mail: roselina@um.edu.my
elements and incorporate them in the undergraduate sylla-
bus. Beyond the Minister’s directives, there are at least two
critical reasons underpinning the need in strengthening
undergraduates’ soft skills in Institutes of Higher Learning.
First, criticisms from employers that graduates are generally
academically proficient but lack in soft skills such as com-
munication and analytical skills. Second, the increasing
globalization of the work force and job market imposes
much more competitive skills on our graduates. Globaliza-
tion, which can be interpreted as the increasing integration
of various sectors in today’s world (Eastern Province Her-
ald, June 7, 2001), leads to a demand for higher level skills
and techniques (De Lange 2002). Due to the revolution in
communication technology and the increasing trade
amongst countries, more big companies have now become
international. Hence companies such as these are continu-
ally seeking employees who, apart from being highly
qualified technically, also possess leadership and good
communication skills.
What are hard skills and soft skills?
In the working environment, hard skills normally refer to
technical procedures or practical tasks that are typically
easy to observe, quantify, and measure. Training of such
skills for fresh graduates is relatively easy given that they
have acquired the necessary knowledge in college. In
contrast, soft skills, which are normally referred as ‘‘people
skills,’’ are not easily taught although they are very much
needed in the working life. These skills can be typically
categorized into three major categories namely, personal
attributes, interpersonal skills, and problem solving and
decision making skills. Previous literature (Kemper 1999;
McMurchie 1998) suggests that hard and soft skills
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complement each other. Similarly, a research by Spencer
and Spencer (1993) indicates that superior performers
possess both technical and good behavioral skills.
While the teaching and learning of ‘‘hard skills’’ are
made easier with a common entrance standard, uniform
syllabus and evaluation system, the development of soft
skills amongst undergraduates remains a difficult task as it
involves less measurable elements and varies highly with
each individual according to their character and back-
ground. The lack of soft skills amongst Malaysian under-
graduates is partly attributed to the ‘‘rote learning’’ style
adopted by Malaysian school children who are pressured
by their parents, peers, and school to excel academically
as a result of the examination-based education system
(Ahmad 1998). Thus, students resort to memorizing facts
and figures to excel as their success in Primary and High
School is constantly assessed by how many A’s they
achieved in their examinations and tests which are carried
out on a monthly, semester, and annual basis. In the pro-
cess, they fail to develop an inquisitive mind and analytical
skills as most of their time is spent attending tuition clas-
ses, extra classes, and examination workshops to better
prepare them for the many upcoming examinations. As a
result, these children spent less time indulging in childhood
activities while very few take up sports. Many academi-
cians (Thang 2003; Chan and Mousley 2005; Ng 2008)
believe the above factors contributed toward the attitude
and learning styles of university students who maintain the
same studying patterns. This phenomenon is also common
in other developing countries in Asia (Kember and Gow
1991; Kember 2000; Wong 2004).
Another factor that contributed toward the deterioration
of communication skills amongst Malaysian graduates is
related to language proficiency. Having been under the
British influence English has long been the official lan-
guage in the business and corporate sectors while the
national language is Bahasa Malaysia or Malay language.
As the population of Malaysia comprises three main
ethnic groups, namely Malays, Chinese, and Indians,
Malaysians, in general, are bilingual with many being tri-
lingual. This is reflected by the three types of schools in the
Malaysian education system, the Malay medium (main-
stream schools), the Chinese medium schools, and the Tamil
medium schools. In the mainstream schools or national
schools as it is commonly referred to, the language of
instruction is Bahasa Malaysia while English is the second
language used as the medium of instruction in the teaching of
Mathematics and Science. In the Chinese and Tamil schools,
Mandarin and Tamil are the mediums of instruction,
respectively, with Bahasa Malaysia and English as com-
pulsory subjects that students must undertake in the third
grade onwards. However, prior to the 1970s we had English
medium schools where English was the medium of
123
R. Shakir
instruction and Bahasa Malaysia the second language. When
English medium schools were abolished, Bahasa Malaysia
was proclaimed as the medium of instruction in national
schools. As a result Bahasa Malaysia gained prominence and
Chinese and Tamil students became more proficient in their
mother tongue while the standard of English declined and
deteriorated over the years. These changes have created lit-
eracy problems among Malaysian universities’ students as
most of the references and text books used at varsity level are
in English. Academics, in particular, have often expressed
their concern over the deteriorating level of proficiency in the
English language which largely impacted the students’
confidence during communication and presentations (Sam-
uel and Bakar 2008). This concern is well founded consid-
ering the expansion of the Malaysian economy in the era of
globalization where the use of English is universally required
for employment in Malaysia. Graduates who are highly
proficient in English, for instance, can represent the organi-
zation and are able to make presentation to an international
audience. These employees would thus have an advantage
over their colleagues who are less proficient when promo-
tions exercises are being held (Hanapiah 2002).
While the primary and high school education system in
Malaysia is undergoing a major reorganization, Institutes
of Higher Learning in Malaysia have little choice but to
address this issue at the tertiary level. The next section
elaborates on the elements of ‘‘soft’’ skills as interpreted by
the Malaysian Institute of Higher Learning which is a
department in the Ministry of Higher Education.
What are soft skills?
While there are no specific skills that are listed as ‘‘Soft’’
skills, the Malaysian Institute of Higher Learning interprets
soft skills as incorporating aspects of generic skills which
include non-academic skills such as leadership, teamwork,
communication, and lifelong learning. Discussed briefly
below are the seven traits of ‘‘soft’’ skills that are to be
embedded in the syllabus taught at Institutes of Higher
Learning.
Communication skills
Students are expected to be fluent and able to communicate
effectively in both Bahasa Malaysia and English language.
As graduates they should be able to convey their thoughts
with clarity and confidence both in written and oral forms.
They are also expected to be active listeners while pro-
viding the necessary response. Graduates should also be
capable of giving and using technology during presenta-
tions confidently (Ministry of Higher Education Malaysia
2006).
Soft skills
Critical thinking and problem solving skills
With this skill, graduates should be able to think in a
critical, creative, innovative, and analytical manner which
includes the ability to apply knowledge. Elements that
graduates must possess under this aspect are the ability to
identify and analyze complex situation as well as making
evaluations that are justifiable. They should also have the
ability to expand and improve thinking skills, to provide
ideas, and alternative solutions (Ministry of Higher Edu-
cation Malaysia 2006).
Team work
Team work skills involve the ability to work and cooperate
with people from various social and cultural backgrounds
so as to achieve a common goal. In order to build a good
working relationship with his/her peers, it is essential that
graduates are respectful toward others’ attitude, behavior,
and belief. From time to time graduates are also expected
to undertake the role of a leader and a group member
interchangeably (Ministry of Higher Education Malaysia
2006).
Lifelong learning and information management skills
In acquiring skills and knowledge, graduates should be able
to do self-regulated learning independently. They should
have the skills to search for relevant information from
various sources and able to manage them efficiently. They
should also be receptive to new ideas and able to develop
an inquiry mind (Ministry of Higher Education Malaysia
2006).
Entrepreneurship skill
This skill involves the ability to venture into business and
work-related opportunities while creating risk awareness.
This skill includes the ability to identify business oppor-
tunities and be able to prepare, build, and explore business
plans which eventually leads to self-employment (Ministry
of Higher Education Malaysia 2006).
Ethics and professional moral
With the above skill, graduates are able to practice with
high moral standards in the relevant professional practice.
Graduates should also be able to understand the effects of
economy, environment, and socio-cultural factors on their
respective professional practice. In relation to ethical
issues, graduates should be able to analyze and arrive at
decisions in matters concerning ethics. Beyond the working
environment, graduates should be able to practice good
311
ethics while having a sense of responsibility toward society
(Ministry of Higher Education Malaysia 2006).
Leadership skill
Leadership skill entails the ability to lead in various
activities. Graduates should have the knowledge on basic
leadership theories which will enable the graduates to lead
a project. It is also essential that graduates are able to
understand the role of a leader and a group member and be
able to carry out those roles interchangeably (Ministry of
Higher Education Malaysia 2006).
Previous literature
In the previous 2007 Budget speech by the Prime Minister,
the number of unemployed graduates was at 31,000. This
figure is considered high in view of the many job
appointments advertised in the local dailies. The reason
often echoed by prospective employers is that local grad-
uates are viewed as technically proficient but lacking in
communication and analytical skills. This situation is not
specific to local graduates. A recent study on 12,000 stu-
dents by Birrell (2006) of Monash University in Australia
showed that more than one-third of foreign students in
Australian Universities, which includes 23.5% of Malay-
sian students, are not proficient enough in English, con-
cluding that despite good work ethics these students are not
equipped for professional level work. The study also
indicated that while graduates had sufficient command of
language in handling day-to-day situation, they were still
incompetent to engage in an intellectual discussion which
is essential in the demanding work force. Similarly a
biannual survey by the Association of Graduate Recruiters
in the UK reported that there is an inadequate supply of
applicants as they lack in ‘‘soft’’ skills (Association of
Graduate Recruiters 2006).
In Malaysia, a study of unemployment problems among
graduates was conducted by the National Higher Education
Research Institute (2003). The study on 561 unemployed
respondents suggested that the unemployed generally
overrated themselves by believing that they are well
qualified and met all requirements of the regular job mar-
ket, attributing their unsuccessful application on lack of
connection. On a similar note, interviews with the con-
struction industry employees in New South Wales, Aus-
tralia reveals that these employees believe that people with
good ‘‘soft’’ skills are born with them as such skills is part
of their personal traits. However, research shows a different
story, as employees had been able to improve their soft
skills with experience and practice (Hager, Crowley and
Garrick 2000). Another study by Rainsbury et al. (2002) on
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312
students and graduates from a variety of business studies
programs at a New Zealand tertiary institution reported that
graduates perceived both hard skills and soft skills to be
more important than did their student counterparts.
From the perspective of employers, a study on 230
position advertisements in German newspaper during the
period of January to March 2000 reveals that ability to work
in teams and integration is demanded by 75% of German
engineering firms (Julliard and Schwab 2000). A number of
previous articles have, however, emphasized that students
should have a balance of soft and hard skills, where hard
skills refer to those associated with technical aspects of how
a job is undertaken (Kemper 1999; McMuchie 1998;
Spencer and Spencer 1993), when some authors suggest that
both soft skills and hard skills are essential for a successful
performance (Ashton 1994; Caudron 1999).
Given the situation described above, apart from pro-
ducing graduates with academic excellence, Institutes of
Higher Learning must ensure that their graduates possess
the relevant personal and ethical development. Specifically,
besides teaching how one can find technological solutions,
students must also be taught on how to evaluate the con-
sequences of technology and how to be personally and
collectively responsible for a technique they develop (Jul-
liard and Schwab 2000). These elements of soft skills are
not only relevant to the sales and service industry which
obviously requires their prospective employees to possess
not only most of the soft skill attributes but also in highly
technical based industry such as engineering, information
system, and construction.
Implementation of soft skills at Malaysian institute
of higher learning
The Malaysian Institute of Higher Learning has developed
a framework suggesting the approach that should be
undertaken in implementing soft skills. Thus, the Institute
of Higher Learning in Malaysia can adopt the proposed
approach, although the implementation which is done at
Faculty level varies with each Faculty dependent on the
type of courses offered. While the Malaysian Institute of
Higher Learning recommended that higher institutions in
Malaysia work within the given framework as shown in
Fig. 1, these higher institutions are allowed to make vari-
ations and additions in the implementation aspect.
Development of soft skills through stand-alone subject
Faculties can offer stand-alone subjects which will provide
students with the opportunity to develop soft skills on a
formal basis. These courses which are offered as elective
courses such as English (both written and oral),
123
R. Shakir
Fig. 1 Model for implementation of soft skills in Institute of Higher
Learning. Source Ministry of Higher Education Malaysia (2006)
Entrepreneurship, and others can be offered as stand-alone
subjects and can be taken up by the students in any semester.
Since the subjects are elective in nature, students may
decline to register for these subjects, as they may have their
own preference. In cases such as this, it is the lecturers’ role
as student advisers to advice these students accordingly.
Development of soft skills by embedding
it in existing courses
Soft skills can also be introduced at Institutes of Higher
Learning by interweaving them with the current course
content. This is probably one of the most practical ways in
inculcating soft skills to students, as minimal or almost no
changes need to be made to the current course structure. In
this model, students develop soft skills throughout the full
duration of their course, as some if not all of the skills are
incorporated in the subjects taught. It is, however, the task
of the department/faculty to identify which subjects can be
embedded with the most and the least soft skill elements.
As such, lecturers should be heavily involved in the
implementation aspect, while students need to be told how
and in what aspect they will be assessed. Since lecturers
play a key role in the implementation and assessment
aspect, lecturers should be creative in designing their
teaching modules so as to incorporate the relevant skills.
Teaching styles should be student centered where students
are expected to participate actively in the learning process,
while the teacher undertakes the role as a facilitator.
Problem-based learning, case study, and other teaching and
learning techniques such as presentations and group work
should be widely used in place of the traditional teaching
and learning methods. Lecturers can also emulate how soft
skills are incorporated in universities abroad. At Curtin
Business School, Western Australia, for example, ‘‘CBS
Professional skills mini project’’ was developed in a third-
year Management course to support students in developing
Soft skills
their presentation and writing skills where students work-
ing in groups are assessed based on 60% skills and 40%
academic weight (Soontiens and de la Harpe 2002).
However, with the exception of lecturers from the
Education Faculty who are continuously exposed to new
teaching and learning techniques, academics from other
faculties have limited training and knowledge on teaching
and learning aspects. As such, lecturers from other faculties
should be continuously trained on these aspects so as to
enhance and further equip them with appropriate teaching
skills.
Development of soft skills based on support programs
Soft skills can also be developed indirectly through support
programs such as cocurricular activities. Activities such as
these are non-academic in nature, but indirectly assist
students in developing their personality and character.
These programs allow the students to explore their interest
which can be nurtured by enrolling them in co-curricular
and extra-curricular activities that is reflective of their
interest.
Development of soft skills based on campus life
A sizeable number of university students reside in resi-
dential colleges. The head of colleges could take this
opportunity to plan activities that will involve the partici-
pation of all the students living in college residences.
Activities such as debates, drama competition, sports car-
nival which includes tally match, charity bazaar, and
singing competitions are amongst many activities that
could be carried out. Besides increasing social interaction
among students, leadership qualities, teamwork, and
entrepreneurship can be nurtured through such activities.
These informal activities should be carefully planned and
carried out continuously throughout the semester, and to
improve teamwork capabilities they should encompass all
races and gender.
Development of soft skills based on formal
and informal activities at faculty levels
Faculties can also play a significant role in enhancing soft
skills amongst students on formal activities such as in
organizing seminars, workshops, and conferences. Although
these activities will most probably benefit those students
who are already active, the less active ones can be requested
to assist. In a more informal approach, the Faculty could
organize activities during weekends for social activities
such as visits to shelter homes, games between departments,
and the like. While the Faculty is not taking the role of head
of colleges, informal activities at Faculty levels can involve
313
all students regardless of whether they are college residence
or not.
‘‘Soft’’ finishing school
In a more formal approach before the end of the semester,
every department in the Faculty should identify students
who lack soft skills to register for a formal ‘‘soft finishing
school’’ offered by the Faculty. The formal soft skill course
can be carried out by professional trainers or by trained
lecturers. The progress of these students can then be
monitored during the following semester and if they fail to
achieve specified soft skill levels, they are requested to
enroll in the following ‘‘soft finishing school.’’ Through
this process, students who really lack in soft skills even
after undergoing all the models specified as above can be
‘‘treated.’’ This is due to the nature of the soft finishing
school that will target those students with the very least soft
skills with a ratio of one facilitator to 20 students. The
drawback of this approach is that it will be costly and time
consuming. However, this specialized training with a low
facilitator to student ratio will enable the facilitators/lec-
turers to monitor the progress of the students while build-
ing their confidence on a progressive manner.
At the end of the course, the students will tend to have a
bond with the facilitators/lecturers, as these facilitators/
lecturers are aware of their level of confidence and the
students would naturally confide in the facilitators/lecturers
at a later stage if they still feel their soft skills level is not at
the required level. Hence, the process is much easier if the
facilitators are internal lecturers. If the number of students
who lacks soft skills in a Faculty is too small whereby it is
not economical to run the ‘‘soft finishing school,’’ a few
Faculties can combine to organize the finishing school.
Practical/industrial training
In most Faculties, students undertake their industrial
training at the end of the final year of their studies. Students
who have been identified as lacking in soft skills can be
encouraged to undertake an informal industrial training at
the end of year 2 of their studies. This is, however, an
addition to the formal industrial training undertaken at the
end of the course. Apart from gaining practical experience,
students will realize the importance of possessing a certain
level of soft skills as they have an ‘‘early preview’’ of what
is expected out of them.
Discussion
Given the long duration (6 years of Primary School and
7 years of High School) that students are exposed to rote
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learning styles and examination-oriented education system
in their formative years upon which their personal char-
acteristics were formed, it is not an easy task to undo these
traits during their 3 to 4 years of tertiary education. The
development of soft skills through stand-alone subjects, for
instance, is only taught for a duration of three semesters
(14 weeks per semester). Furthermore, as these subjects are
perceived as non-core courses, students tend to pay the
least attention when undertaking these courses. However,
embedding soft skills elements in the curriculum design
will probably be a better solution. In line with this, all the
public universities in Malaysia have been instructed to
review their existing curriculum where soft skills elements
have to be reflected in every course design. As for the
support programs, formal and informal activities, these
programs have been conducted since the 1990s. However,
since it is non-compulsory in nature, the less interactive
students will normally shy away from participating in these
activities and prefer to be on-lookers thus only enriching
the already active students. The ‘‘soft finishing’’ school
approach suggested can be criticized as a short-term mea-
sure, as attending soft skills lessons for a week does not
seem effective in transforming these students to active
participants. Nevertheless, if the programs are to be con-
ducted by professional trainers, it can unlock the students’
capabilities and enhance their confidence level.
Given the belief that graduates often over rate them-
selves in believing that they are well qualified and do not
lack any necessary skills coupled by the belief that soft
skills are part of personal traits that is not possible to be
enhanced, Institutes of Higher Learning must create
awareness to graduates on the needs and expectation of the
globalized job market. Acknowledging the fact that these
traits should be part of the students when they leave high
school, the lack of these skills amongst students is largely
attributed to the education system in Malaysia that focuses
on rote learning. Thus, graduates must be made aware of
their shortcomings so that they are able to identify their
weaknesses and limitations and take the opportunity to
acquire as much good traits as possible while in University
to prepare them for the demanding job market. The effort
to enhance soft skills amongst Malaysian university stu-
dents to prepare them for the globalized job market should
be a joint effort between the students, lecturers, Faculties,
Colleges of Residence, and Universities. More importantly,
students must be made to realize the importance of
enhancing their soft skills so that they are able to compete
in the world without boundaries. While suggestions on
infusing soft skills have been deliberated by the Institute of
Higher Learning, the evaluation of these elements is left to
the academics. At present, there are no clear guidelines on
how to assess the level of soft skills amongst students
although several faculties have adopted their own
123
R. Shakir
approach. Future research should thus focus on the
appropriate assessment method to facilitate the effective
implementation of soft skills development.
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