In the literature on the role of agency in the policy process, relatively little attention has been devoted to how agents define policy problems. This article helps to address this gap by asking when and how policy entrepreneurs are successful in defining problems. The article rests on a framework that shows how policy entrepreneurs holding specific ideas and given a propitious socioeconomic context are able to define problems, translate those problems into new frames, and draw on those frames, while using their personal skills and political and institutional resources, to help build supportive coalitions in favor of policy change. Illustrated by a puzzling case in the field of European mobility policy, the article offers a new perspective on the role of ideas at the problem definition stage of the policy process, while providing a richer understanding of the policy entrepreneur as a driver of policy change.

In 2010, more than 87,000 international students were studying in Malaysia. The Malaysian government wants to increase the number of international students to more than 200,000 by 2020. The case of Malaysia as an emerging player in international education is particularly interesting as it is not only one of the first former colonies of a European country to achieve such high international attractiveness, but also one of the first Muslim-majority countries to become a hub of international education. This article analyses both the supply and demand side of this remarkable trend. The historical and political circumstances for the institutional buildup of Malaysian higher education are discussed, followed by an analysis of the religious, linguistic, and developmental background of the international students coming to Malaysia. Lastly, factors affecting other prominent destinations of international student migration, such as the implications of the terrorist attacks of September 11, 2001, are taken into account.