iii

To:

New Choon Seng and Tiu Ngan

G.P. Chua

Wei Fang, Yue Fang, Sean & Ming Yuan

Brothers, Sisters & all family members.

iv

ACKNOWLEDGMENTS

I have spent a considerable length of time in writing this thesis and during

that time many people have provided invaluable assistance in making this a reality,

without their generous help and support it would not have been completed, and so it

is that I remain deeply indebted to those who have helped me during the writing of

these five chapters.

First, I would like to thank my supervisor Professor Dr. Mohamed Najib bin

Abdul Ghafar. I especially am grateful to him for his encouragement and for

directing me into the world of research. This research has been completed as a result

of the insightful comments and suggestions that he has offered throughout the

writing process. I would also like to extend my thanks to Prof. Dr. Richard Spear for

helping me through editing and criticizing the wording of my work. I am grateful for

his being there when I had difficulties during the early stages of my writing. Thank

you to Prof. Dr. Anne Cooper-Chen, Ohio University, Dr. Bambang Sumintono, and

University Technology of Malaysia. Not forgetting to thanks 17 Scholars of SUSI

2011 for your sharing and constructive inputs on this project.

In particular, I would like to thank all the students who have participated in

this research by allowing themselves to be interviewed. Their willingness to

cooperate and contribute has made this thesis a success one. Thank you.

Last but not least, I want to thank all my family members, my children and

GP Chua for supporting me and giving me the precious time to meet my deadlines.

Thank you for continuing to be my lifeline and the inspiration that has provides me

with the will power to work long hours in writing this thesis. Your love and affection

have been sustaining and affirming.

Finally I would like to dedicate this thesis to all who love teaching and enjoy

being with students. Thank you all.

v

ABSTRACT

This research examines the process of social change in a private higher

learning institution. It is geared towards gaining a clearer understanding of social

change as experienced by college students introducing an effective model for further

research. Social changes are moderations due to interactions among people as they

strive to fit into the society. This research makes use of a qualitative ethnographic

case study method and data were gathered through in-depth interview with college

students in a private higher learning institution. The data analysis utilized inductive

grounded with the theory being systematically generated and allowed to „emerge‟

from the data through the process of a rigorous analysis. The findings showed that

there were four elements in the social change process. Firstly, it is the element of

self-awareness whereby students become aware of their social conditions both in the

past and present. Second is the element of adaptability whereby the students came to

understand how to interact within their circumstances and are able to find effective

ways by which to adapt to their environment. Third is the element of responsibility

whereby students obtained the potential to become individuals with independencies,

thoughtfulness, supportiveness, determination and leadership abilities. Last is the

potentiality element, which helps students in progressing to a higher stage of life by

actualizing their newly acquired abilities. This process is continuous and cyclical.

The model has a profound implication for private institutions of higher learning for it

provides an integrated framework to identify how colleges can make a significant

contribution to society.

vi

ABSTRAK

Kajian proses perubahan sosial ini telah memaparkan satu kerangka dalam

memahami proses perubahan sosial di institusi pengajian tinggi swasta dan

seterusnya mengutarakan model yang berkesan untuk kajian selanjutnya. Perubahan

sosial merujuk kepada perubahan yang berlaku hasil interaksi manusia ketika

menyesuaikan diri dalam masyarakat. Kajian ini menggunakan kaedah kualitatif

ethnografik kajian kes, data dikutip melalui temubual secara mendalam ke atas

pelajar-pelajar kolej swasta. Seterusnya, data dianalisis dengan kaedah “grounded

theory” secara induktif. Kaedah ini membolehkan teori dihasilkan secara sistematik

melalui prosses “kewujudan” tema hasil analisis data secara mendalam. Hasil kajian

menunjukkan terdapat empat unsur dalam proses perubahan sosial. Pertama, unsur

kesedaran diri iaitu pelajar mengetahui keadaan sosial diri sendiri sama ada yang

lampau mahupun samasa. Kedua, unsur penyesuaian diri iaitu pelajar-pelajar

memahami bagaimana cara hendak berinteraksi dalam sesuatu keadaan serta dapat

mencari cara penyelesaian yang berkesan. Ketiga, unsur bertanggungjawab iaitu

pelajar-pelajar mencapai suatu tahap boleh berdikari, berkeperihatinan,

berpenyokong, berkecekalan dan berkepimpinan. Akhirnya ialah unsur potensi diri

iaitu pada tahap ini pelajar berkembang ke suatu tahap yang lebih tinggi dalam hidup

dan berkebolehan merealisasikan keupayaan yang baru dipelajari. Proses in

berterusan dan dalam satu kitaran. Model ini memberi implikasi besar terhadap

institusi pengajian tinggi swasta, kerana ia menyediakan satu rangka kerja bersepadu

sebagai panduan kepada kolej untuk memberi sumbangan yang signifikan dalam

pembangunan masyarakat.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOLEDGEMENTS iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xii

LIST OF FIGURES xiii

LIST OF ABBREVIATIONS xiv

LIST OF APPENDIXES xv

1 INTRODUCTION

1.1 Introduction 1

1.2 Background of the Problem 4

1.3 Statement of Problem 15

1.4 Objective of the Study 17

1.5 Research Questions 17

1.6 The Relevance of the Study 18

1.7 Scope of this Study 19

1.8 Theoretical Framework 23

1.9 The Terminology 27

1.9.1 Aims of Higher Education Institution 27

viii

1.9.2 Private Higher Education Institution 28

1.9.3 College Students 30

1.9.4 Social Change 30

1.9.5 Ethnographic Case Study 33

2 LITERATURE REVIEW

2.1 Introduction 35

2.2 Educational Development Studies 35

2.2.1 Psychosocial Development Perspective 37

2.2.2 Sociological Perspective 37

2.3 Theory for Education 38

2.4 Theory of Sociology 41

2.4.1 Social change 42

2.4.2 Components of Social Change 44

2.4.3 Impact and Sources of Social Change 45

2.5 Theories of Social Change 46

2.6 Revolutionary Theory 47

2.6.1 Conflict Theory 47

2.7 Evolutionary Theory 49

2.7.1 Functionalist Theory 50

2.8 Research findings on Social Change among College

Students 59

2.9 Summary 62

3 METHODOLOGY

3.1 Introduction 64

3.2 Research Design 64

3.2.1 Ethnography Case Studies: Strengths and

Limitations 66

3.2.2 In-depth Interviews 68

ix

3.3 Population, Sampling and Location 70

3.3.1 Participants 72

3.4 Instruments 74

3.4.1 Semi-structured Question 74

3.4.2 Participants Observation 81

3.4.3 The Researcher 83

3.5 Data Collection: Procedures and Analysis 84

3.5.1 Data Analysis Procedures 86

3.5.2 Saturation 88

3.6 Pilot study 88

3.7 Validity Checks 89

3.8 Summary 90

4 RESULTS AND INTERPRETATION

4.1 Introduction 91

4.2 Social Change Schemas 92

4.2.1 Self-Awareness 93

4.2.1.1 Social Awareness 94

(a) Family Integration 98

(b) Culture, Religion and Language 99

(c) Economic Status 105

(d) Work Experiences 106

4.2.1.2 Experience with Success and Failure 109

4.2.1.3 Scholastic Relationships 113

(a) Faculty Relationships 114

(b) Peer Relationships 117

4.2.1.4 Autonomy 125

4.2.1.5 Summation of Self Awareness 128

4.2.2 Adaptability 129

x

4.2.2.1 Duration of Adjustments 131

4.2.2.2 Strategies to Overcome Problems 132

(a) Self Reflection 133

(b) Peer help 135

(c) Complaints 136

4.2.2.3 Participation in Social Activities 140

(a) Face-to-Face Communication 143

(i) Active in Group Activities 146

(ii) Volunteerism 148

(b) Non-Face-to-Face Comm. 149

(i) Computer Mediated Com. 150

(ii) Self-Closed-up 152

4.2.2.4 Summation of Adaptability 153

4.2.3 Responsibility 155

4.2.3.1 Leadership Skills 156

(a) Thoughtfulness 158

(b) Independence 159

(c) Responsible 160

(d) Supportive 162

(e) Determination 163

(f) Self Confidence 164

4.2.3.2 Problem Solving Skills 166

(a) Communicative 167

(b) Critical Thinking 169

(c) Good at Timing 170

(d) Decisive 171

(e) Analytical 172

(f) Self Controlled 174

(g) Action Oriented 175

(h) Realistic 176

xi

4.2.3.3 Summation of Responsibility 177

4.2.4 Potentiality 179

4.2.4.1 Pro-Social Behavior 179

(a) Pro-active behavior 180

(b) Willing to Contribute 182

(c) Appreciative 183

(d) Respectful of Differences 184

(e) Prepared for the Future 186

(f) Readiness for the Change 188

(g) Has High Self Expectation 190

(h) Highly Flexible 192

4.2.4.2 Constructive 192

4.2.4.3 Self Evaluative 194

4.2.4.4 Summation of Potentiality 196

4.3 Summation of Field Notes 197

4.4 Factors Trigger Social Change 199

4.5 Chapter Summary 203

5 CONCLUSIONS & RECOMMENDATIONS

5.1 Introduction 207

5.2 Summary of Findings 207

5.3 Discussion 212

5.4 Contribution to the Advancement & Application

of Knowledge 217

5.5 Suggestions for Future Research 221

5.6 Concluding Remarks 222

REFERENCES 224-257

APPENDIX A – E 258-340

xii

LIST OF TABLES

TABLE NO. TITLE PAGE

1.1 The enrolment figures for students‟ in IPTS from 2004 to 2007 4

1.2 Total enrolment at public and private higher education institution

in 2001, 2005 to 2010 in Malaysia 6

1.3 Private Higher Education Institution (IPTS) and number of

students in the Years 2002 – 2007 7

1.4 Total Student Enrolment in Higher Education Institutions, 2002-2007 8

1.5 Students flow in IPTA and IPTS year 2007 9

3.1 Demographics Data of Participants 73

3.2 List of Standard Interview Questions 75

3.3 Sample of Field Notes. 83

4.1 The Important Information on the Participants 198

5.1 Schemas, categories Identified in the Process of Social Change 208

xiii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1.1. Interrelations of four major fields in Higher Education. 3

1.2. Process of social relations in college students‟

Development 19

1.3. Theoretical Framework (Schemata) 24

2.1 Stages of Evolution 45

2.2 AGIL Scheme of Social System 51

4.1 Data Analysis Process 84

4.2 The First Social Change Schema- Self Awareness and

its sub categories. 86

4.3 The Scholastic Relationships 104

4.4 The Second Social Change Schema: Adaptability 119

4.5 The Third Social Change Schemas: Responsibility 142

4.6 The Leadership Traits Founds in College Students. 145

4.7 Leadership Components 152

4.8 The Problem Solving Skills 153

4.9 The Fourth Social Change Schemas: Potentiality 165

4.10 The Pro-Social Behavior of College Students. 181

4.11 The Factors which Trigger Social Change among

College Students 187

4.12 The Process of Social Change among College Students 188

5.1 The Process of Social Change among College Students 192

5.2 The Model of Social Change Process in a Private Higher

Learning Institution 202

xiv

LIST OF ABBREAVIATIONS

AD Art and Design

AGIL Adaptation, Goal Attainment, Integration and Latency

BMS Business Management Studies

CS Computer Science

EEE Electrical and Electronic Engineering

IPTA Public Higher Education Institution

IPTS Private Higher Education Institution

MP4 Multi Player 4th

generation

S.P.M Sijil Pelajaran Malaysia

SSH Social Sciences and Humanities

S.M.K Sekolah Menengah Kebangsaan

S.T.P.M Sijil Tinggi Plejaran Malaysia

UEC United Education Council

IT Information Technologies

xv

LIST OF APPENDICS

APPENDIX TITLE PAGE

A. Semi structured interview questions 258-263

B. Samples of Transcripts from Recorded Field Interviews 264-322

C. Field Notes 323-337

D. List of Articles & Papers Presented and Published

in International Conference and Journals 339

E. The Mind Map of Students‟ Social Change Process 340

CHAPTER 1

INTRODUCTION

1.1 Introduction

The world is increasingly a knowledge interdependent complex (Marginson,

2006; Altbach, 2007 and Sarjit, 2008), a complex in which we all need to be able to

work together, to know about each other well and learn how to work together to

build bridges to the future. These are the skills and capabilities that a liberal

education provides by helping students develop their creativity, critical thinking,

communication skills, and cultural sensitivity; all of which are needed if people of

diverse cultures are to work together both locally and globally. The “soft” skills that

are provided by education, the values made available through the liberal arts, are

extremely important in our ever more complex world.

Higher education, in Malaysia specifically, has a variety of demands placed

upon it. It is expected to produce highly educated people through its teaching and

learning programmes. In fact, in some countries it is expected to play an active and

growing part in commercialization and exploitation of the knowledge base both to

generate income and to support economic growth (Sirat, 2005 and Morris, 2007).

Higher education contributes to wealth creation, increased competitiveness, social

inclusion, cultural enrichment, and a healthy and safe society. Thus it provides better

care for the environment and more employable graduates (Southern College, 2006;

2

Tomlinson, 2005 and Sirat, 2005). Economic changes affect standards of living and

patterns of employment. Relevant education helps to improve society by making

people contributive. Higher education in Malaysia has an educational philosophy that

is good for developing the system and society. Education here is designed to

development of the potential of individuals in a manner that is integrated and holistic

(Abdul Rashid, 2002; Sirat, 2005 and Morris, 2007). The educative process is based

on principles that are aimed at producing Malaysian citizens who are able to

contribute to the nation.

Higher education is transformative; it allows gifted individuals to rise, and

contribute in new, more powerful ways to the common good of society (Ka & Tan,

2004). It equips individuals to take advantage of the opportunities offered by society

for self-fulfillment and to make the best use of their talents (Archer, 1979; Bjarnason

& Coldstream, 2003; Sirat, 2005 & 2006; Tomlinson, 2005 and Morris, 2007).

Higher education prepares students to fulfill specialized social functions in society.

Private colleges and universities complement the efforts of their public counterparts

in meeting the nation‟s manpower and professional needs. Much research has shown

that higher education makes a positive impact on life, both with respect to earnings

and social status (Haralambos & Heald, 1985; Abdul Rashid, 2002; Gorard, 2007;

Kabilan Abdullah & Shuib, 2008; McIntyre, 2008 and McMahon, 2009).

In recent times, economists have determined that the income of college

graduates is at an all-time high. The health benefits derived from education are due to

a greater capacity to choose lifestyles and demonstrate more future-oriented behavior.

Innes (2004), Edward (2006) and Watson (2007) also point out that higher education

facilitates a wiser and more frequent use of health care services. Community

members expect students to acquire the skills needed to become productive citizens.

According to the Functionalist view, students learn the values that are essential for

survival in the workforce through formal and informal means. As all are well aware

universities are crucial for the production and dissemination of knowledge in

developed economies, in speeding up the process of innovation and fostering

technical progress. The role of universities in developing countries is not focused so

much on generating new knowledge as on raising the skills of the citizens to create

3

human capital and help absorb ideas from developed countries. This process involves

both industry and academia.

World culture, since World War II, has emphasized progress and justice

(Fagerlind & Saha, 1989) and in the process produced a clearer understanding of the

central role of education. Citizens, whose education is essential for the development

of their nation, should be the means for achieving national development.

Figure 1.1: Interrelations of the four major fields in higher education.

Source: Bjarnason and Coldstream (2003).

The heart of any university is its teaching and research, the main means of

building a nation‟s intellectual capital. They transfer knowledge through their

teaching; they generate new knowledge through their research. Teaching encourages

people and leads to professional qualifications; research discovers new aspects of the

world, new concepts and new ideas. Teaching and research are undertaken in

response to their unique contexts. These are the people for whom the work is

intended and who set criteria for judging its success.

Societal

Driver

Research Teaching

Academic

Driver

Context

4

1.2 Background of the Problem

There are two primary roles for any institution of higher education. The

Academic Context: The academic disciplines with their agenda are the „Internal

roles‟: The wider social functions are the „External roles‟. A country will benefit

from a rich variety of universities and institutions of higher education that contain a

full range of disciplines. In 21st century Malaysia there is the need for institutions of

higher education that are forward-looking both academically and socially.

Table 1.1: Total enrolment figures for students in IPTS from 2004 to 2007

Year Course Educational levels Total

Certifi

cate

Diploma Degree Master Ph

D

2004

Arts 57,533 68,868 59,643 1,733 66

322,891

Science &

Technology

13,046 36,741 30,790 982 16

Technical &

Vocational

13,633 24,656 14,892 266 26

TOTAL 84,212 130,265 105,325 2,981 108

2005

Arts 41,532 50,157 61,724 3,173 360

258,825

Science &

Technology

5,802 31,712 29,252 1,075 108

Technical &

Vocational

3,338 19,442 10,419 601 130

TOTAL 50,672 101,311 101,395 4,849 598

2006

Arts 56,099 61,270 75,012 4,377 496

323,787

Science &

Technology

7,825 39,065 36,390 1,367 166

Technical &

Vocational

4,518 23,602 12,669 733 198

TOTAL 68,442 123,937 124,071 6,477 860

2007

Arts 60,563 68,528 86,378 2,753 329

364,737

Science &

Technology

9,110 51,780 35,977 999 298

Technical &

Vocational

5,321 24,395 17,347 620 339

TOTAL 74,994 144,703 139,702 4,372 966

Source: Annual Report, Department of Private Higher Education 2010.

5

There were 20 public universities for higher education in year 2007; 18

private universities and 15 private college universities. There were altogether 525

Private institutions of higher education including colleges with non-university status

(Ministry of Higher Education, 2009). The demand for higher education in Malaysia

was strong in 2007, private college and university enrolment in IPTS had increased

by 25.5% – student enrolment in 2002 was 294,600 and in 2007 it was 365,800. In

public universities (IPTA) the 281,839 students in 2002 had increased to 382,997 in

the year 2007, increasing by 35.9%. One of the major entities of public expenditure

in Malaysia is education and the government continues to allocate 19 to 20 per cent

of the national budget to the education sector of which almost 5 per cent goes to

financing public institutions of higher education (The Ninth Malaysia Plan; Morris,

2007). This suggests that education, especially in higher institutions, is contributing

significantly to the progress of the nation and its people. As of January 2003, a total

of 36,466 international students had furthered their studies in IPTS Malaysia. In 2005

an estimated 50,000 international students came to Malaysia to further their studies,

and this country realized an estimated profit of RM 1.5 billion ringgit (Ahmad Badawi,

2003).

According to Sirat (2006) and Russayani (2007), public education is well

supported by the Malaysian government, particularly at the university level. The

students pay less than 10% of the actual educational cost. There are currently 20

public universities offering certificate, diploma, and degree programs. Table 1.2

shows the total enrolment at both public and private institutions in 2001, 2005 to

2010:

Table 1.2: Total enrolment at public and private higher education institution

in 2001, 2005 to 2010 in Malaysia:

2001 2005 2010

Level of

study

Total Public Private Total Public Private Total

Certificate 105,70 37,391 94,949 132,880 141,290 143,480 284,770

6

Diploma 208,454 98,953 131,428 230,381 285,690 188,680 474,370

First

degree

230,726 212,326 110,591 322,917 293,650 134,550 428,200

Masters 26,181 34,436 4,202 38,638 14,550 5,770 117,320

PhD 3,490 6,742 140 6,882 21,410 270 21,630

Total 574,421 390,388 341,310 731,698 853,590 472,250 1,32634

Source: The 9th

Malaysia Plan Schedule 11.6, page 257

There are some 400 thousand students from various types of secondary

schools who sit for the Sijil Pelajaran Malaysia (SPM) examination each year. In

2002 the total students were 412,577, while for Sijil Tinggi Persekolahan Malaysia

(STPM) in 2002 there were 47,022 students. In the year 2003, only 30% of these

total numbers were able to further their studies in either local or overseas institutions

of higher education. Places in IPTA were limited, and it was only possible to recruit

10% of the total students from SPM and STPM who were qualified for further

studies (Ahmad Badawi, 2003). Even in later years, a report by the Ministry of

Higher Education states that only one third of the academically qualified students

obtained places in public colleges or universities. In the 2007/8 academic session, for

the 135,558 applicants only 25,842 places are available. Within 10 years the numbers

of students had increased 200% for degree courses; i.e. from 75,709 in 1995 to 244,

527 in 2005 (Osman & Zakariya, 2005). There is still a shortage of places for

students to further their studies in local institutions of higher education.

This indicates that more education providers are needed to meet of

educational demands in this country. In 2010, the total estimated demand on higher

education reached 1.326 million students i.e. an increment of more than 81%. Thus,

the total funds needed to fulfill the demand also increased to 40% in cohort age

group 17-23 who were striving to be educated at the higher levels (Ministry of

Education Malaysia, 2003). In this instance, the public local institutions of higher

education alone were not able to cope with the demands of the market. The

7

institutions of private tertiary education must play a more significant role in the

nation‟s development.

Table 1.3 shows that for IPTS with University status the number of students

was 29,747 in 2002 and had increased to 110,820 by 2007. This is almost a fourfold

increase. For IPTS with College University status, the student number was 488 in

2002 and had increased to 39,806 in 2007. Total numbers of IPTS with non-

university status in Malaysia were 518 institutions in 2002, and it had been reduced

to 488 institutions in 2007. The total number of students in IPTS non-university

status had also decreased. There were 252,789 students in 2002 and 174,005 in 2007.

These figures strongly suggest that more institutions of higher education with

university college status are needed in order to provide sufficient places to meet the

needs of the market. Local higher education institutions should make appropriate

adjustments to fit the market‟s demand for relevant and beneficial education. The

programmes offered should be market-driven and suitable for the changes in the

world (Ahmad Badawi, 2003), while colleges of non-university status should be up-

graded.

Table 1.3: Private Higher Education Institution (IPTS) and number of students in the

Years 2002-2007

Private Higher

Education Institution

(IPTS)

YEAR

2002 2003 2004 2005 2006 2007

IPTS with University

Status

11 11 11 10 12 18

29,747 50,139 58,763 39,588 41,699 110,820

IPTS with College

University status

1 5 10 11 15 15

488 12,938 15,163 33,097 46,596 39,806

IPJJ with University

status

1 1

37,076 43,924

8

IPTS University

(university branch

campus in country)

3* 3* 11* 11* 14* 15*

6,836 8,389 9,832 16,668 31,346 30,644

IPTS with university

status ( branch

campus of overseas

universities )

4 4 5 5 5 4

252,789 5,039 5,906 1,901 8,137 10,525

IPTS with non-

university status

518 519 533 532 482 488

252,789 237,839 233,227 185,647 152,085 174,005

TOTAL College and

University

534 539 559 559 515 525

Total numbers of

Students

294,600 314,344 322,891 313,977 323,787 365,800

* Branch campus of Private Universities in Malaysia is not included in the total private

universities in the country. Source: http://www.mohe.gov.my (retrieved on 15 Feb 2009)

Following is Table 1.4, which shows the total student enrollment in

institutions of higher education from 2002 to 2007. The increase in the enrolment

rate is readily observable.

Table 1.4: Total Student Enrolment in Higher Education Institutions, 2002-2007

Higher Education

Institution

YEAR

2002 2003 2004 2005 2006 2007

Total in IPTA

(public)

281,839 294,359 293,978 307,121 331,025 382,997

Total in IPTS

(private)

294,600 314,344 322,891 258,825 323,787 365,800

Others 56,105 59,916 73,327 83,707 93,318 98,688

Grand Total 664,402 698,156 716,294 674,499 774,280 873,238

Source: http://www.mohe.gov.my (retrieved on 15 Feb 2009)

9

Table 1.5 shows student flow in IPTA and IPTS in 2007. There were 54,915

Malaysian students studying abroad, while overseas students studying in Malaysia

were only 47,928. This shows that there are still significantly more Malaysian

students going out from this country for higher education than students who are

coming into Malaysia for further study.

Table 1.5: Students flow in IPTA and IPTS year 2007

Items Quantity

Malaysian students studying abroad 54,915

Overseas students studying in Malaysia 47,928

Net in-out -6,987

Source: http://www.mohe.gov.my (retrieved on 15 Feb 2009)

The government finds it unable to cope with this strong demand for education

and wants the private sector to build more colleges and other institutions of higher

learning (Wilkins, 1973). There is definitely room for growth and opportunities for

business to participate in this area. So, colleges with non-university status should be

ready to take up this challenge and strive to compete globally. In so doing,

institutions of higher education will be able to provide courses that are specially

designed according to the latest syllabi and in step with the changes in the society‟s

demands and its needs globally.

With respect to the issues that face education in the contemporary setting, too

little research has been done as compared to the dynamic changes of the world. As

Ballantine (2002), Allen (2004) and Edward (2006) have stated “change is a dynamic

process”. It may occur at the level of individuals, organizations, societies or cultures.

In the world of education, change is a process that constantly forces institutions to

adjust to new demands made by either the local society or the international market.

10

As for individuals, higher education is believed to have certain attributes that allow

them to be more receptive to and deal more successfully with change. This study has

as it purpose to find the obstacles to social change; with the key interest being

students in group situations.

The major issue with respect to social change is that they are too culturally

broad in scope for the researcher to go into detail on the subject. Most often the

researcher does not study what is obviously observable viewed from a cultural

perspective. Sociology related to education spends a great deal of time and effort

getting useful results. It is for this reason that this study explores how individual

female and male college students cope with social change. Beyond this it strives to

understand and describe how students embrace changes in their college life. By

employing guidelines from social theory that provide a means of critically

questioning, this study attempts to show clearly, what ought to be seen as common-

sense understanding, but is all too often simply overlooked.

Society contains the conventional truths and dynamics of an evolving

organism and thus is continually changing to maintain a degree of stability among its

citizens. The increase in the demand for higher education is only one of the elements

of social change that are sweeping the world today. What is happening inside of each

institution of higher learning should for this reason be an important concern. The

study of social change among students is an urgent need, especially in this country.

Research on the developmental sector in private institutions of higher education is

still not at a satisfactory level. There is a lack of fund allocation in this area, and so

research on the developmental aspect of the problem has not as yet become a field

that is able to attract the attention that will allow for the further development of the

nation. It must be asked here why social change has been chosen as the main concern

in this research.