Nanotechnology Education and Workforce Development through Higher Education: The Case of Malaysia

  • Kasthoory Rajalingam University of Malaya


This research aims to examine the main drivers of university nanotechnology programs in producing knowledge workers for the nanotechnology related job market. Three key drivers, namely multidisciplinary and complexity, hands-on training and transferability knowledge are determined in order to elicit experts' views on nanotechnology education. Ten in-depth interview sessions were conducted with middle- or high-level field experts from the various fields of nanoscience. The findings show that students stringing from an assortment of science disciplines will have an opportunity of surviving nanotechnology as the progression will be at full tilt; however, it would be challenging for management and business-oriented people to apprehend and cherish the impact of this technology. The balance between capstone experience and classroom teaching, as well as the aspects of malleability and transferability knowledge such as management and entrepreneurial skills are also important elements of university nanotechnology education. This paper ends with several key policy implications.


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How to Cite
RAJALINGAM, Kasthoory. Nanotechnology Education and Workforce Development through Higher Education: The Case of Malaysia. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 1, p. 215-227, mar. 2024. Available at: <>. Date accessed: 19 may 2024.
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