Dissertations / Theses on the topic 'Education; higher Malaysia'
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Bakar, Rosni. "The distributional effects of higher education in Malaysia." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245943.
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Ishak, Naimah. "Colonization and higher education : the impact of participation in western universities on Malaysian graduates who have returned to their academic and professional lives /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998037.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 372-391). Also available for download via the World Wide Web; free to University of Oregon users.
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Subramani, Surendra. "Cultural preservation measures adopted in the higher education system of Malaysia /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986763.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 312-325). Also available for download via the World Wide Web; free to University of Oregon users.
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Haji, Din Mohd Salleh. "The development of entrepreneurship and enterprise in higher education in Malaysia." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1522/.
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Sengupta, Enakshi. "Integration in an international university in Malaysia." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28878/.
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The purpose of the current study is to investigate the relationship between experiences with diversity offered in an international university in Malaysia and the ways students and staff view integration. The problem that promoted this study arose from the researcher’s own experience of being an international student with difficulties in integrating in a multi-cultural environment in the university. Two outcomes are investigated in this study, the meaning of the term ‘integration’ as viewed by the students and staff and the conscious effort that is being implemented by authority and the students themselves towards achieving an optimal level of integration. This research intends to investigate the gap between the ideal level of integration and the existing level, and offer solution towards bridging the gap. Although several studies have been conducted in the past that extol the benefits of being educated in a more racially diverse environment, it is a relatively new area of educational research especially in the South Asian context and in Malaysia. Malaysia is on its way to becoming a hub for international students. The policy-makers in Malaysian higher education realize that with the influx of foreign students comes the issue of integrating these students and faculty that have come from other countries. This study had been designed to bridge the gap that exists between the local and international students and with the local community outside the campus. Findings from the study along with the theories from the literature review present the current scenario on integration and the recommendations suggest a way forward for the institution to reduce inter-group prejudices and foster optimal integration in the campus. The thesis begins with an introduction to the current scenario and summarizes the meaning of the term integration, race and ethnicity and its relevance to the concept of internationalisation as proposed by exponents in this field of research. The thesis then elaborates on the context of the study with the focus on Malaysian Higher Education policies and policies on internationalisation as drafted by the University of Nottingham and the relevance of such policies towards the study. The researcher explores literature found in this field of work and selects three theories to form the foundation of the study. The chapter on the literature review explains the theories in detail and how these three theories have been used to explore the current study. The research methodology is explained with the University of Nottingham Malaysia Campus being chosen as a single case study to help focus attention on the case. A mixed method was used in designing the research, combining both quantitative and qualitative research methods in different ways, where both distinctive approaches contribute towards an understanding of the phenomenon. Quantitative research was conducted with 291 students from various departments in the second and third year of their studies and qualitative interviews were conducted with 15 participants comprising students and members of the teaching and administrative staff. The findings were analysed using SPSS version 20 and NVivo software. The analysis of the quantitative data was further discussed and the data showed that more than half the participants lacked clarity on the meaning of the word integration and its significance in their lives. Students and staff members showed a lack of clarity and understanding of the policies promoted by the university to foster integration. Students preferred being in their homogeneous race groups when it came to their academic activities. They also preferred spending their leisure time with students of their own race. The students were appreciative of the fact that the faculty respects every student equally and tries consciously to mix the races in assignment groups. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted factors which influence student perception and behaviour in relation to optimal integration. Taking the findings from relevant literature and the results of the present study into account, recommendations for the university have been formulated regarding student integration. The recommendations consist of a clear vision and realistic goals in terms of integration. Recommendations also consist of promoting intercultural exchange through inculcating diversity in the curriculum and promoting intercultural interaction between international students and the local community outside the university campus and to carefully monitor integration and react appropriately to changes. The thesis ends with a conclusion summarizing the key findings, the significance of the study, limitations of the study and the scope for future research. The study recommends interventions to be used at different stages to measure and monitor the impact of such interventions towards creating optimal integration in the university and reduce the prejudice prevalent amongst racial groups in the campus at present.
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Abdul, Samad Adlina. "An e-discourse framework for the qualitative analysis of inquiry-based web forums." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0147.
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Hashim, Laili. "A study on the perceptions of library services and usage in selected higher education institutions in Malaysia." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7370.
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The study examines the perception of faculty members and students towards library services and usage in three selected Higher Education Institutions in Malaysia. It attempts to find out how academic users felt towards library staff/library services, their actual needs, library usage and their expectations of the library. It also looks closely at the feasibility and possible impact of the library/information skills course as part of the Higher Education Institutions' Curriculum. An extensive review of related and relevant literature that includes previous and present studies is also discussed. In addition, a profile of Malaysia, its educational system and the development of academic libraries are also presented in the study. The population studied was drawn from faculty members and students of three selected Higher Education Institutions. Data was collected using selfadministered questionnaires, personal interview, group interviews/ discussions with focus groups and a short skill test. The Statistical Package for the Social Sciences (SPSS) was used to analyse the data collected from the questionnaires and the short skill test. As for the interviews, important and relevant comments or suggestions were collated and incorporated in the research. The study concludes that users are not really getting the full benefit of the library services and some of the services are under-utilised. The major causes or reasons for this problem are the lack of knowledge and the low state of awareness of certain services, attitude of staff, inadequate training to use the services and the lack of computer facilities. Finally. the idea of having an in-class library/information skills course for students is well received by users of the three Higher Education Institutions.
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Ahmad, Abdul Aziz bin. "A process study of enterprise systems implementation in higher education institutions in Malaysia." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/a-process-study-of-enterprise-systems-implementation-in-higher-education-institutions-in-malaysia(cd75e49e-1a67-496a-9b21-92b740036f2e).html.
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The implementation of information technology and its impact on organisational change has been an important phenomenon, discussed in the IS literature over the last 30 years. Treating information system (IS) implementation as organisational change is a complex phenomenon. This complexity is mainly due to its multidisciplinary, socio-technical, dynamic and non-linear nature. This challenging nature of IS implementation complexities has a direct relationship to the IS implementation project outcomes - its success or failure. In view of this complexity, this research aims to understand how process studies can improve the understanding of enterprise system implementation. We argue that the socio-technical nature of IS development is inevitable thus the only way to go forward is to explore and understand the phenomenon. Following this, we adopt the stakeholder's perspective solely for the purpose of identification of stakeholders and their embedded interests and expectations. While prior research concentrated on a limited number of stakeholders of IS, we attempt to adopt Pouloudi et al. (2004) in mobilizing a stakeholder perspective to incorporate non-human stakeholders within the analysis. Within the actor-network perspective, complexity is resolved through simplification (black-boxing) - unpacking or collapsing the complexity. However, during this simplification process, the risk of removing useful description of the phenomenon through labelling was avoided. To support this research, the punctuated socio-technical information systems change (PSIC) model was applied. In this model, interactions and relationships between its components (antecedent condition, process, outcomes and organisational context) play a vital role. This research focuses on the implementation of an integrated financial system in three Malaysian universities through three interpretive case studies. Our findings show that each of our case studies provides a unique IS development trajectory. Following stakeholder analysis, the different cases provide interesting combinations of conflicts and coalitions among human and non-human stakeholders which further dictates the project outcomes or the process of IS black-boxing. The relationship between the three case studies on the other hand provides an interesting illustration of IS technology transfer.
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Mohamad, Rokimah. "An investigation of the construction of the leadership in higher education in Malaysia." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:8421.
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This study explores the construction of leadership and identity in higher education in Malaysia. It is a qualitative research, adopting a postmodern view in favour of social constructionist approach. The study is looking into the relational process of the leadership, examining how the social identity of the leadership being constructed around the contextual phenomena. The study was guided by three research questions: 1) how do the external factors affect the leadership in public higher education? 2) how do the internal factors affect the leadership in public higher education? 3) how do the emerging leadership identities constructed from the context? This study employs an in-depth interview as the main method in collecting data. The respondents were leaders from the central administration office of the Ministry of Higher Education, Malaysia, and the public universities. They were selected based on purposive sampling. The interviews were conducted in both language - English and Malay, ranging from one to two and half hours for each interview. The interviews were digitally tape recorded, transcribed and translated into English, and analysed manually. The findings suggested both the external and internal factors plays significant roles in constructing the leadership and leadership identities in Malaysian higher education, with the external being the stronger influencing factors. The historical and cultural factors become the backdrop of the construction process. Subsequently, the findings provide the basis for developing a new model of the construction of the leadership and leadership identity in this context. The rigour and richness of the findings will contribute to the development of organisational behaviour knowledge particularly in leadership and organisational studies, by providing empirical evidences from a Malaysian perspective.
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Aihara, Akihito. "The political economy of higher education and labour markets : the case of Malaysia." Thesis, SOAS, University of London, 2009. http://eprints.soas.ac.uk/29547/.
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This thesis starts by critically assessing human capital theory in the study of education and labour markets. It is argued that, while revealing the statistical significance of factors like ethnicity in education and labour markets, it does not help us to imderstand how education is provided and how labour markets are structured. The reason for this is that it leaves aside the historical and institutional contexts from the analysis, so that the question of why factors like ethnicity gain significance in education and labour markets carmot be addressed appropriately. These fundamental flaws undermine the relevance of human capital theory in the study of higher education and labour markets, and they are indeed compounded in the empirical application to the Malaysian case. Rather than applying the theory or remedying its analytical deficiencies, therefore, this thesis breaks with it and instead adopts a political economy approach that places the role of government at the analytical centre. Being a multi-ethnic coimtry, Malaysia's higher education and labour market policies reflect the trade-off between equity, or inter-ethnic distribution, and efficiency, or economic growth. The main purpose for this is to maintain social stability by lifting up the socio-economic status of Malays whilst increasing the economic pie to distribute. The New Economic Policy set the institutional foundation on which these policies are introduced and implemented. Access to higher education and provision of higher educational services are institutionally arranged in favour of Malays, and the public sector is geared towards employing them. Empirical analysis of the Population and Housing Census Malaysia 2000 points to ethnic differentials in access to higher education and sector selection in labour markets. It is also found that the ethnic factor persists from higher education through to labour markets, implying that the decisions of higher education enrolment and sector selection are made simultaneously.
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Chew, Esyin. "A blended learning model in higher education : a comparative study of blended learning in UK and Malaysia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-blended-learning-model-in-higher-education(34470b43-d024-47cd-9d67-b88bdc46bcc9).html.
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Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory.
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Arunasalam, Nirmala. "A defining moment : Malaysian nurses' perspectives of transnational higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.
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Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and adjusting to new ways of learning. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to enable data saturation. Semi-structured interviews were conducted to enable the nurses’ voices to define, describe and evaluate their TNHE experiences that were focused on personal and professional development, implementation and reaction of others towards change. In addition to the interviews, three threads of my own personal, professional and researcher experiences were reflected upon, to provide the contextual lens to shape the research process and situate the work firmly in the practice context. Data was analysed using thematic analysis. Four pre-determined key areas drawn from the literature were investigated and eight new sub-themes emerged. Findings indicated nurses’ improved self-confidence, knowledge, questioning skills and professionalism. The extent to which TNHE theory was applied in clinical practice was unable to be determined due to conflicting perceptions, contradicting views and restricted number of nurse-led examples. The main contribution this thesis offers to practice is what the voices of nurses tell about their experiences in TNHE programmes and in applying the taught theory in clinical settings. This study indicates enhanced application of theoretical knowledge in practice for improved quality and culturally competent patient care is unlikely to occur under current TNHE arrangements. Nurses’ motives for enrolling were mainly to obtain the high status western degree and the extrinsic benefits of a financial incentive and promotion. However, drawing on their resilience, nurses developed self and professional perspective transformation. The research provides new insights to inform continuous professional education policy for nurses, employers and the Malaysian Nursing Board, and can assist TNHE provider institutions to improve their programme delivery.
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Yaacob, Arzmi. "Organisational commitment among academics in an institution of higher learning : the case of Malaysia." Thesis, Coventry University, 1998. http://curve.coventry.ac.uk/open/items/ca3ce295-6354-e563-5fa6-0e1157057d60/1.
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Attitudes are commonly investigated in management research as they have predictive value to achievement and a positive attitude helps to produce desirable outcome. This thesis explores organisational commitment among academic staff in a Malaysian institution of higher learning. A thorough review of the literature revealed that there have been a number or previous studies of organisational commitment but none within this context. As the term organisational commitment is abstract it is operationally defined by simplifying it into observable characteristics. Organisational commitment is manifested in a) a strong belief in and acceptance of organisational goals and values; b) a willingness to exert considerable energy on behalf of the organisation; and c) a strong desire to maintain membership in the organisation. These elements can be measured using a questionnaire developed by Porter and Smith (1970). Factor Analysis is used to group responses into categories as dependent variables. Multiple Regression Analysis is then used to explore statistical relationships between organisational commitment factors derived from Factor Analysis and attitudes towards pay and promotion and to socio-demographic characteristics. The sample size of 818 respondents was derived from 2000 accessible academics from all schools and branches (except Sarawak) of the MARA Institute of Technology (ITM). A self administered questionnaire was selected as the mode of data collection. Overall organisational commitment among the academics towards their Institution was found to be high. Differences in levels of individuals' measured indicated organisational commitment could be statistically determined by demographic factors. However attitudes towards pay and promotion were found to be much more important as determinants of organisational commitment when they were included in the analysis and relationships tested with the use of Multiple Regression Analysis.
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Wan, Husain W. R. "Comparative evaluation of public universities in Malaysia using data envelopment analysis." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55309/.
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Applications of Data Envelopment Analysis (DEA) for the assessment of performance of universities have been widely reported in the literature. Often the number of universities under the assessment is relatively small compared to the number of performance measures (inputs and outputs) used in the analysis, which leads to a low discriminating power of DEA models on efficiency scores. The main objective of this thesis is the development of improved DEA models that overcome the above difficulty, using a sample of public universities in Malaysia as an illustrative application. The proposed new approach combines the recently introduced Hybrid returns to scale (HRS) model with the use of additional information about the functioning of universities stated in the form of production trade-offs. The new model developed in this thesis, called Hybrid returns to scale model with trade-offs (HRSTO), is applied to a sample of eighteen universities, which is considered to be a very small sample for the DEA methodology. Our results show that, in contrast with standard DEA models, the new model is perfectly suitable for such samples and discriminates well between good and bad performers. The proposed combined use of HRS model with production trade-offs is a novel methodology that can be used in other applications of DEA. Overall, the thesis makes several contributions of the theory and practice of DEA. First, for the first time, it is shown that the higher education sector satisfies the assumptions and can be modelled using the proposed HRSTO model. Second, also for the first time, it is shown that production trade-offs can be assessed for such applications and the methodology of their assessment has been developed and used in the thesis. Third, it is demonstrated that the HRSTO model significantly improves the discriminating power of analysis compared to standard DEA models, which is particularly important for small data sets. Fourth, it is concluded that the HRS model is further improved if production trade-offs are used. Fifth, by experimenting with different specific values of production trade-offs, it is shown that even the most conservative estimates of trade-offs notably improve the model. Finally, our results contribute to the more general discussion of the performance of universities in Malaysia and identification of the best performers among them.
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Saufi, Roselina F. Ahmad. "Job pressure, job dissatisfaction and psychological health among managers in higher education institutions in Malaysia." Thesis, University of Sheffield, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366357.
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Mohamed, Sofiadin Aidrina binti. "Development and Evaluation of a Sustainable e-Learning Framework for Higher Education Institutions in Malaysia." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/73514.
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This thesis focuses on developing and evaluating a sustainable e-learning framework (SeLF) for the higher education institutions in Malaysia. A mixed methods approach was used. Data was collected through surveys from Malaysian universities to assess the characteristics of SeLF. The framework was then evaluated through expert interviews. The thesis highlights SeLF elements and their contribution to the Triple Bottom Line, facilitating sustainable e-learning and its contribution to society, the environment, and the economy.
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Deng, Jin. "Expatriate Students' Perceptions of Attendance and Persistence at a Private Malaysian Institution." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4278.
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Although Malaysia primarily relies on expatriates to develop its economy, a private Malaysian institution had not examined the retention of expatriate students who might contribute toward the country's future economy. The problem that prompted this study was the institution showed low graduation rates for expatriate students and had not assessed the perceptions of key factors that impacted their attendance and persistence. The purpose of this study was to provide insights about expatriate students' perceptions of key factors about attendance and persistence at the institution. Tinto's longitudinal model of dropping out and the conceptual model guided this study. With a guiding question about students' perceptions, specific research questions explored expatriate students' perceptions of individual characteristics, the interactions within the institutional environment, and institutional characteristics that influenced their decisions to attend and persist at the institution. Qualitative data were collected using interviews from a purposeful sample of 5 expatriate students. Data were transcribed and coded inductively, resulting in 10 themes: Malaysia as a destination for higher education, the Ministry of Higher Education (MoHE) institution as an institution, supporting group, English language, past educational experiences, academic integration, commitment, social integration and institutional commitment, college quality, and institutional type. A white paper was proposed as a project that included recommendations to stakeholders. The positive social changes were to promote future expatriate students' persistence and graduation rates, enhance their learning, and prepare them to be the future leaders in Malaysia, their country of origin, or elsewhere internationally.
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Abu, Baharin. "Teaching effectiveness and staff professional development programmes at a higher learning institution in Malaysia." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368412.
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Mydin, Kutty Faridah. "First-generation student transition to university : an exploratory study into the first-year experience of students attending University Kebangsaan Malaysia." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/364628/.
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Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.
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Lau, Hieng Soon. "Financing of higher education in Malaysia : an equity and efficiency analysis of student loans and scholarships." Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/6634/.
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Yussof, Ishak. "An evaluation of the contributions of private sector provision to the development of higher education in Malaysia." Thesis, University of Sheffield, 2001. http://etheses.whiterose.ac.uk/3509/.
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The purpose of this study is to evaluate the contribution made by the private sector to the provision of higher education in Malaysia. Specifically, it analyses the nature and extent of the private sector contribution in terms of efficiency, equity and quality of provision. Private sector involvement in the provision of higher education in Malaysia is still a relatively new phenomenon and, therefore, this is so far the only attempt to undertake a comprehensive study of its contribution. Currently, since there is a gap in the provision of higher education owing to the lack of public resources, the private sector is invited to fill this gap. The private sector comprises of conglomerate colleges and, since 1997, universities which are company-owned and -focused. Because the private universities are so new, the colleges enrol most of the students in the private sector and therefore are the subject of this analysis. Since Malaysia is not untypical of the group of developing economies, the analysis is also intended to add to our understanding of the issues in higher education which confront these economies in general. From the literature, the contribution of higher education to economic growth and national development is explained through the human capital concept that views education as an investment which brings future benefits through increased productivity measured in terms of higher lifetime earnings. The benefits are so great that they, in turn, increase the demand for higher education and therefore put pressure on Government budget. The huge expansion in demand has forced many governments to search for alternative resources to fund the further expansion of higher education, especially from the private sector. However, since the benefits are shared not only by the individuals and their families but also by society at large, it raises critical issues of appropriate funding criteria if higher education is privately provided. Theoretically, private sector provision stems first, from excess demand, and second, from differentiated demand, the former indicating a general deficit in provision, and the latter, a specific deficit in provision. In this study we hypothesise that in case of excess demand, since the public sector is the first preference, the private sector emerges as a residual sector, and therefore, is likely to exhibit several deficiencies in provision. Moreover, if the private sector institutions are profit seeking rather than non- profit making, their profit maximising behaviour is likely to have a significant effect on the efficiency, equity and quality of the provision. To investigate this, we examined both the characteristics of supply and demand of private sector provision and compared them with those of the public sector. This required a considerable amount of fieldwork to provide data for analyses because of the scarcity of published information on private sector provision. Two surveys were carried out, the first of the institutions' supply of higher education and, the second, of the characteristics of student demand. The results show that although private colleges are technically cost efficient, in terms of economic or allocative efficiency, they perform less well than the public universities in satisfying demand. On the whole, our analysis shows that the private colleges offer courses that are inferior in quality and at a relatively high price compared with the public universities. The private colleges complement the public universities and deal with a substantial number of students thus providing greater opportunities for higher education. However, since the price of private higher education is relatively high, it is accessible only to wealthy students. The situation is made worse in the case of Malaysia because of the socio-economic imbalance of the distribution of wealth by race. The results also confirm that the characteristic behaviour of the private sector providers was profit maximising and this was linked to a relatively high price and a lower quality of provision. The study concluded that the main impediment to equitable access to, and better quality of, private higher education stems from the lack of governmental support both for colleges and for students. Finally, several policy measures that aim to ensure equality of access, provide and appropriate funding mechanism, and improve and maintain the quality of provision are suggested for consideration.
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Stapa, Siti Hamin. "The effects of the process approach on writing apprehension and writing quality among ESL students at university level in Malaysia." Thesis, University of Glasgow, 1994. http://theses.gla.ac.uk/1394/.
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This study was designed to investigate the effects of two methods of teaching written composition (i.e. traditional and process approach) on writing apprehension among ESL students, and also the effect of the process approach on the overall quality and length of their writing. Students enrolled in Written Communication 1 course at the National University of Malaysia were chosen as the subjects of this study. The students had been placed in three groups based on the results of previous courses and for the purpose of this study the top and the bottom groups were selected as the experimental groups and the middle one as the control. From the findings, it was concluded that both methods were successful in reducing writing apprehension, but that the process approach was considerably more effective in achieving this than the traditional approach. Moreover, the subjects in the process/experimental group were found to write better and longer essays than the subjects in the control group taught in the usual way.
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Misieng, Jecky. "Translation, Adaptation and Invariance Testing of the Teaching Perspectives Inventory: Comparing Faculty of Malaysia and the United States." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4921.
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As a result of growing attention in cross-cultural research, existing measurement instruments developed in one language are being translated and adapted for use in other languages and cultural contexts. The benefits of having the same instrument across cultures can only be realized if the process of translation and adaptation of the measurement instruments produces measurement operations that function similarly across national and cultural boundaries. Producing invariant measurement instruments that assess educational and psychological constructs provide a way of testing the cross-cultural generality of theories that include these constructs.
The major purposes of the study were to translate and adapt the Teaching Perspectives Inventory (Pratt, 1992, 1990) from English to Bahasa Malaysia and compare the psychometric properties of the two versions. The TPI is an instrument developed by Pratt (1992) to ascertain the different conceptions that teachers in higher education have about teaching. The TPI has 45 items, which are divided into five subscales or perspectives referred to as Transmission, Apprenticeship, Developmental, Nurturing, and Social Reform. The first phase of this study translated and adapted the TPI from English into the Malay language of Malaysia or Bahasa Malaysia (BM) using multiple approaches as recommended by the International Test Commission. The approaches used to translate the TPI included forward and back translations, an expert panel review, a pilot study, and cognitive interviews. In the translation process, three initial translators, two back translators, and six expert panel members, including the researcher, came up with a pre-final version of the Malay TPI. During the translation process, two items were found to contain expressions that had no exact equivalent forms in Malay: "virtuoso performers" and "higher ideals." Overall, translating the TPI was a challenging task due to the relatively large number of items in the instrument (45) as well as the complexity and very abstract nature of the constructs. Many of the words and expressions that were brief and concise in the English version became longer and more verbose when translated in Malay. As a result, the translated TPI version appeared longer than the original version. Pilot testing with 25 native speakers of Malay who were faculty members from a number of public universities in Malaysia revealed nine items that needed modification. Cognitive interviewing with five participants from the pilot group revealed one item requiring a change by adding a borrowed word "novis" in brackets next to the Malay expressions, which refers to the original word novice. Due to the confusion with the words referring to `people' in many of the items, additional instructions were added at the beginning of the survey to ensure that the participants responded according to the original intention of the items, which focuses on learners in the faculty's specific classroom context instead of people in the society in general. Following changes to the TPI, this instrument was administered in phase two to a Malaysian sample of 561 faculty.
In the second phase, the study assessed the psychometric properties of the original English version of the TPI with 605 faculty in the U. S. and the translated TPI version of the TPI with the Malaysian sample. The overall internal consistency reliability of both the English (α=.88) and the Malay TPI (α=.93) appeared to be adequate. At the subscale level, the internal consistency reliabilities of all the scales were on the lower side considering the large number of items (9) for each subscale (range = .67 to .83 for the U. S. and .59 to .81 for Malaysia). It was found that three out of the five subscales of the U. S. and Malay TPI had similar alpha reliabilities (Apprenticeship, Nurturing, Social Reform). To assess the cross-cultural factorial validity and measurement invariance of the TPI, confirmatory factor analysis (CFA) was carried out for both the original and the Malay TPI. The sample size for the U. S. group was 605 and the Malay group was 561. The fit for both the U. S. and the Malay correlated five-factor models was less than adequate with the Malay model showing a much worse fit. Correlated errors were found between 64 item pairs in the U. S. model and 389 item pairs in the Malay model. The correlations between the five perspectives in the Malay sample were much higher than those in the U. S. sample suggesting that the perspectives had limited discriminant validity. For example, the correlations between the Nurturing and Developmental perspectives and Nurturing and Social Reform perspectives were 1.0. The inadequate fit of the five-factor correlated model in the Malaysian sample and the minimally acceptable fit in the U. S. sample led to the decision to carry out analyses and compare the groups one subscale at a time. Model modifications for each subscale of both samples were carried out to improve the fit by adding one or more parameters (i.e., correlated errors) for each subscale model to obtain acceptable baseline models. The results of the invariance testing for each subscale did not support the existence of measurement invariance. Overall, the results indicate that the Malay version of the TPI is not ready for use and additional translation and adaptation work is recommended. Future efforts could incorporate improvements in the translation process in the form of recruiting a larger number of certified translators who have in-depth knowledge of teaching in higher education as well as a deep knowledge of the philosophy and purposes behind the TPI. Additional cognitive interviews before and after pretesting and pilot testing of the pre-final version are recommended. Finally, adding a large sample of bilingual educators who would complete both the Malay and English versions of the TPI would provide important psychometric data on the equivalence of the TPI items.
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Lim, Ah Kee. "Factors influencing career choice of bioscience and chemistry double major graduates from Malaysia." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28021.
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The thesis explores the career decisions of a case of graduates who have completed a Bioscience and Chemistry double major award. The study seeks to explore the careers these graduates have entered, and the factors influencing their choice. The study also looked into the extent of the link between the jobs and the disciplines studied. The career path taken was also explored. The findings of the study will enhance better preparation of future graduates for diversified careers. This study used mixed methods to collect and analyse data. The first part of this study used a questionnaire to quantify those factors that influenced the career decisions. The second part of the study employed a qualitative method. Specifically, interviews of eleven graduates selected from the initial quantitative study provided a data source for developing a deeper understanding about their career decisions. The integration of results from the quantitative and qualitative methods provided in-depth answers for the five research questions. The study shows that 30% of graduates surveyed were with discipline-related jobs, 50 % with jobs somewhat related to their curriculum and 20 % with discipline- unrelated jobs. Reasons for choosing non-discipline-related jobs were: being bored with routine laboratory jobs, having low salaries, being confined to the laboratory or lack of job opportunities. Cognitive values were considered to be more important than environmental and affective values in career choice. The factors considered to be most important were opportunity for growth, having interesting jobs, having a considerate boss, and having job responsibility. Financial rewards were ranked 14 out of 32 factors. Influences from family and lecturers were not as important. However employability skills played a role in career choice. The study concluded that career decision-making is a complicated process. The findings of this study may contribute to the literature of career choice of science graduates in Malaysia, and have implications for the practice and future research in the innovative careers of science graduates.
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Symaco, Lorraine Pe. "Higher education and development in the Philippines and Malaysia : an analysis of the perception of the main stakeholders in government, education and business." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503990.
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Fernandez-Chung, Rozilini M. "A study of the impact of education and immigration policies on the recruitment of foreign students to PHEIs in Malaysia." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/8245.
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The strategic location, economic and political stabilities, regional and international developments and a relatively cheaper cost of living collectively contribute to the development and growth of education in Malaysia, in line with the vision of becoming a regional hub of education excellence. To attract more foreign students, Private Higher Education Institutions (PHEIs) were encouraged to provide world-class qualifications and holistic education through collaborations with foreign academic partners. However, the education industry was ill equipped to meet the issues that emerged with the influx of foreign students and the underlying advantages were not sufficient to ensure sustainable and continuous recruitment of foreign students. Raising the standards of the infrastructure alone is not enough; there is a need to look at the existing Policies, which form the backbone of a successful education export industry. This Study investigates the impact of Education and Immigration Policies on the recruitment of foreign students to PHEIs in Malaysia using the Cheng and Cheung Policy Analysis Framework and the qualitative and quantitative research paradigms. It concludes that the Policy Analysis Framework is suitable in the current context and that generally the findings suggest that Education and Immigration Policies impact the recruitment of foreign students to PHEIs in Malaysia. Specifically, Education Policies, in relation to the administration of the Institutions, such as marketing strategies, and the teaching of the Compulsory Subjects, affect recruitment of foreign students. As for Immigration Policies, the carrying of Student Passports is inconvenient and the alternative of the International Student Card is timely and necessary and the Immigration Procedures should be more student-friendly. The policy to allow foreign students to work may not increase the number of foreign students, as the current conditions are too restrictive. To overcome the current shortcomings in the policies concerned, there is a need for the review of these policies by looking at their formulation, implementation and impact. Any attempts to re-draw the policies must be supported with substantive research and participation from PHEIs. Policies are only successful if the objectives are formulated and implemented correctly and stakeholders’ participation is incorporated from the very beginning.
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Selvaratnam, Ratna Malar. "The impact of e-learning implementation on the management of private higher education institutions in Malaysia : a case study." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/4435.
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E-learning is a force to be reckoned with in education, where lifelong learning is taking on a significant presence now. As with all educational institutions, Private Higher Educational Institutions (PHEIs) too need to consider adapting and embracing e-learning with greater success and efficiency to compete in the marketplace. In investigating the extent of impact of e-learning on management structures of PHEIs in Malaysia, this research can potentially set the course for other institutions of higher learning in Malaysia to be able to successfully introduce and proceed with e-learning in their education agenda. For successful e-learning implementation, though, it is argued that the four factors which need to be addressed are Rosenberg's 4 Cs: the presence of an e-learning champion, the management of change (to include e-learning in the organisation), effective communication, and the organisation's culture, especially of learning. These affect the way e-learning is implemented. Furthermore, both e-learning and its arms of change have an influence on an institution of learning. The methodology used in this research is the case study, with a three-pronged data collection format. The questionnaire was chosen to track the trend of practice and awareness, the interview to get a greater depth of understanding on the issues, and finally, documents and records to illustrate the current state of e-learning and management culture within the organization. It was found from the results of this research that e-learning implementation requires a democratic, devolved approach to holistic change. Much of the strengths and weaknesses of PHEI management structures are brought out to the open with the adoption of c-learning. A flatter organizational structure would help cope with the demands of technological inclusion and national needs within the private education setting in Malaysia. However, it is emphasized here that e-learning implementation requires a management of the transition in PHEIs that may bring about the redefinition of the identity of the institution itself.
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Rathore, Animesh S. "The Influence of Gender and Ethnicity on the Use of ICT in Higher Education: A Case of Arts and Social Sciences Students in Universiti Malaya." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1227064208.
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Yusof, Normah. "An empirical study of the use of computer-based material for the teaching of the listening skill in English as a second language to students of a higher education institution in Malaysia." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:3881.
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The primary concern of the present study was to investigate the effective uses of computer-based software in teaching the listening skill in English as a Second Language (ESL) at higher education institutions. It aimed to find out if computer-based software can be used as a teacher replacement or supplement, either at the beginning or end of the listening lesson. This study also aimed to measure students' motivational reactions to instructional materials, to examine students' computer background, to examine any significant relationships between any of the variables and also to see if there are gender differences in any of these. In order to assess the effect of CALL use, an experimental study was carried out.The respondents consisted of 80 post-SPM students enrolled in Intensive English course at KUSZA, Malaysia. Two achievement post-tests and two sets of questionnaires were administered for data collection. The data results were analysed using SPSS (Statistical Package for Social Science) with statistical techniques of ANOVA, analysis of covariance, Pearson's product-moment correlation and t-tests for independent samples. The results of the study revealed that the way computerised material was used made a considerable effect on the achievement of the students. When it was used as a supplement at the beginning of the lesson, the students scored better results than those students received computerised treatment at the end of the lesson. When it was used as a teacher replacement, the students did not score well in the tests. The results also showed that non-computerised treatment was effective for teaching the listening skill.In the light of these results, certain recommendations were made for the teaching of the listening skill in ESL at KUSZA. It was recommended that computerised instruction be used as a supplement to teacher teaching at the beginning of the lesson rather than at the end of it. Further research is needed to be carried out with larger groups of respondents so that the findings can be generalised to other situations.
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Ng, Lai Hong. "Service encounter behaviour (SEB) in higher education: a Malaysian perspective." Thesis, Northumbria University, 2006. http://nrl.northumbria.ac.uk/3362/.
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Nowadays, marketing activities of HE institutions are increasingly important as they operate within their competitive and regulated environment. HE institutions have borrowed service industrial concepts to focus on the services they provide to students. They need to identify and implement tools to further understanding of the issues that impact on students' experiences. Apart from, focussing specifically on the learning experience in the sense of formal learning (where most of the past research has concentrated on), studies have also shown that support services are just as important in influencing students' learning experience. Hence, one of the support services, programme administration (PA) has become increasingly important due to the diversity of programmes offered and it contributes to the learning experience of students as well as indirectly impacting upon institutions' competitiveness. In order to enhance the learning experience of students and to manage the service encounter between students and programme leaders (PLs), it is argued that there must be an understanding of the service encounter behaviour (SEB) of the interacting parties and more importantly from a dyadic perspective since a service encounter is a two-way interpretive process. Thus, this research is set in the HE context, focussing particularly in PA, exploring the SEB (the situational definition and situational roles) of student-PL from a dyadic perspective (from student's and employee's perspective) to improve the management of service encounters as well as to enhance the learning experience of students. The conceptual framework is based on Czepiel et al. (1985) concept of a service encounter emphasising that it is purposeful where tasks need to be completed within a set of rules constrained by the nature of service and the behaviour bounded by roles assumed by the interacting parties. To manage a service encounter, the SEB of the interacting parties needs to be understood and from a dyadic perspective paying attention to roles represented by each participant. This research has borrowed literature from the social psychology discipline i.e. Mead (1934) SI perspective of role and McHugh's (1968) situational definition to further understanding of the dynamism of interactions to gain further understanding of the SEB (role expectations and role response of the interacting parties). Taking the social constructionist epistemology, this research seeks to understand the meanings student- PL construct when interacting and how these meaning have led to specific SEB. By adopting the interpretivists' paradigm embedded in symbolic interactionism, the researcher tries to interpret the underlying meaning of students'-PLs' SEB from a dyadic perspective. Qualitative case study methodology is employed using the critical incident technique (CIT) as a method to elicit student-PL experiences in service encounters, helping them to focus on specific situations when recounting their SEB. To make sense of these data, narrative analysis is used to interpret the constructions of students¬PLs in their interactions. The study has included 42 participants (26 students and 16 PLs) from 4 private colleges in Malaysia. It has yielded 63 service encounters categorised into 11 types of service encounter, covering most of the situations where a student would approach their PLs in a typical semester. The findings have indicated that defining a service encounter is significant and is functional in shaping the situational roles to be represented, thereby influencing the outcome of the situation. It has shown that even though service encounters can be similar, different situational roles can lead to different outcomes. These key findings are evidenced in a SEB guide, giving a bundle of possible situational roles in identified service encounters. These outcomes have implications for students, PLs and the management as well as future research.
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Hamzah, Mohd Isa. "The impact of educational change in Malaysian Smart Schools on Islamic Education teachers and students." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2891/.
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This study is an attempt to investigate the impact of educational change in Malaysian Smart Schools on Islamic Education teachers and students. This study is trying to understand all aspects of the change process in Smart Schools and to understand the problems of students and teachers as they endeavour to improve learning and teaching in Smart Schools. Following the implementation of the Smart School pilot projects in the Malaysian secondary schools. this study is aimed at suggesting an approach that can be used to incorporate the use of computers and ICT in Islamic Education by taking into consideration the views. experiences, expectations and needs of the teachers and the students themselves. In examining the new initiative of Smart Schools, a mixed methods design was adopted to gather the data needed from Islamic Education teachers and students. A grounded theory approach was used in the early phase of the study as this approach is suitable for this relatively new field where little research has been done. This research began with an exploratory phase which involved the use of focus groups as a means to gain knowledge of respondents' views, perceptions and attitudes about Smart Schools. The results from the focus group were used as initial data to develop a structured questionnaire for a large survey study in the Smart Schools. The last phase of research involved an in-depth interviewing process to clarify and validate the previous two phases of research. This study found that the use of computers was the core feature of the change phenomenon in Smart Schools. Islamic Education teachers and students were hardly coping with the task of incorporating the use of new technology in their teaching and learning. Many barriers and obstacles in using new technology were reported by Islamic Education teachers and students. The most important barriers identified in this study are the lack of computers and available resources, lack of training, shortage of time and the pressure of a heavy syllabus and examination centred learning. This study also notes the influence of subject culture in determining the use of computer in Islamic Education. This study also suggests some recommendations for the future implementation of Smart Schools throughout Malaysia by year 2010.
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Meor, Osman Wan Sofiah. "Understanding Educator Beliefs in Teaching and Assessing Soft Skills: An Examination within the Malaysian Public Higher Education Sector." Thesis, Meor Osman, Wan Sofiah (2017) Understanding Educator Beliefs in Teaching and Assessing Soft Skills: An Examination within the Malaysian Public Higher Education Sector. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/36441/.
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Higher education plays a significant role in determining the growth and income of a country through the development of graduates with discipline-specific technical skills. However, employers consider graduates who have developed generic skills, or soft skills, as most employable. To address this, the Malaysian Ministry of Higher Education (MOHE) established the soft skills development module for the advancement of soft skills in higher education with the aim of producing the work-ready graduates demanded by employers. The module is flexible and provides for the development of seven soft skills: communication; critical thinking and problem solving; teamwork; lifelong learning and information management; entrepreneurship; moral and professional ethics; and leadership. Despite this innovative policy-level approach, little is yet known about the experiences of individual educators within the Malaysian higher education system in delivering and assessing soft skills.
A mixed methods approach was used in this study in order to gain a better understanding of educator experiences. An in-depth qualitative phenomenological approach was followed by a quantitative study to explore educator perceptions. The outcomes of this research highlight educator personal beliefs as a significant antecedent to perceptions of teaching and assessing soft skills. The varied and interdependent role of the educator as teacher, facilitator and consultant is also a central theme of this research, which recognises the central role of educators in the development by students of soft skills via formal, non-formal and informal modes with a student-learning focus.
Results across the two phases of this study have been integrated, leading to the development of two frameworks. The first enables a better understanding of educator perceptions about their role, and specifically “individual responsibility” in developing soft skills. The second guides the teaching and assessing of soft skills. These frameworks have implications for teaching and learning strategies associated with soft skills development, and have applicability across the higher education sector.
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Shamsuri, Nurul Ashiqin. "THE CONTRIBUTION OF MALAYSIA’S HIGHER EDUCATION SYSTEM TOWARDS TN50 ASPIRATIONS." Thesis, Сучасна правова освіта: [матеріали VIІ Міжнародної науково-практичної конференції, Київ, Національний авіаційний університет, 23 лютого 2018 р.]. – Тернопіль: «Вектор», 2018, 2018. http://er.nau.edu.ua/handle/NAU/32807.
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Yee, Wee Chun. "Strategy formation at Malaysian higher education institutions : interaction between deliberate versus emergent approach." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/8791/.
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There is a large body of literature on what strategies are, and how they are formed in organisations. Building upon the two traditional approaches of deliberate and emergent strategy, recent studies have suggested that strategy formation should seek to integrate various processes, especially in different contexts. In the area of strategy formation in the higher education sector, however, it remains the case that some strategic researchers advocate more deliberate planning while others favour emergent strategy formation. Literature on strategy formation is in large part theoretical rather than empirical, especially in the private higher education sector. To fill the gap, the purpose of this study is to identify how strategy formation takes place in Malaysian Private Higher Education Institutions (HEIs). The main objectives of this research are to examine the key reasons behind typical strategy formation activities, and whether HEI leaders in Malaysia believe that the actions taken are effective in achieving their strategic objectives. This study takes a unique research approach to investigating strategy formation processes. Informed by subtle realism ontology and social constructionism epistemology, symbolic interactionism is employed to inform the research’s theoretical perspective. Consistent with this research philosophy, ethnography is employed in this study. To ensure the high quality of this research, reflexivity is also used as an important methodology to evaluate the whole research process. A total of eight in-depth interviews were conducted amongst Malaysian Private HEI leaders, all of them key strategic decision makers and who have been involved in strategy formation at their institutions. The findings of this study suggest that strategy formation in the HEI industry in Malaysia is more emergent than deliberate, reflecting the dynamic environment and unique features of Malaysian HEIs. Some important patterns, including logical incrementalism, the political /generative process and cultural/symbolic process, were discovered in relation to emergent strategy formation processes. These emergent approaches were however not employed entirely independently, but were combined with externally imposed deliberate strategy processes. This study further explores why this is the case, and identifies the key reasons why certain strategy processes have had to be adapted in the Malaysian Private Higher Education sector. These are to be found mainly in the external environment, namely uncertainty, scarcity of information, and the significant influence of the MOHE (Malaysian Ministry of Higher Education). In addition, the study identifies three moderating factors in relation to the choice of strategy formation process: multidivisional versus simple/small insitutions; main versus subsidiary level campuses; and collective versus high power distance and high uncertainty avoidance cultures in HEI organisations. This research has been designed with the intention of bringing new insights to strategy formation in different contexts. Its conclusions make substantial contributions from both theoretical and practical perspectives. Theoretically, the study extends the mainstream of strategy formation literature into the context of private higher education in an Asian context (in this case Malaysia). For practitioners, the findings confirm that strategic decision makers face no easy task. Strategy formation is a complex process, and is highly dependent on the given context. Practitioners may use multiple strategy formation processes, balancing more emergent and deliberate thought. The findings also signal the importance of understanding the rich reality of strategy formation, which requires practitioners to have an open mind.
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Chhooi, Pauline. "Choosing Home: International Pushes and Pulls for Malaysian Alumni of U.S. Graduate Programs." UKnowledge, 2013. http://uknowledge.uky.edu/epe_etds/7.
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Malaysians’ journeys to pursue graduate education in the U.S. generate more than just degree attainment. This dissertation looks at how experiences in the U.S., both in graduate school and in the workplace, influenced highly educated Malaysians, especially in their exploration of push and pull factors that influence their decisions to remain in the U.S. or to return to Malaysia. This study focuses on twenty-two participants comprised of those who have returned to Malaysia, those who are working in the U.S. on non-immigrant visas, those who became Permanent Residents and those who are naturalized U.S. citizens.
The first major finding demonstrates that decisional turning points emerged mainly based upon national policies and employment opportunities prompted by the high demand for talented human capital. Such turning points are crucial telling moments of when individuals make decisions. The second major finding is that push and pull factors -- which include economic conditions and opportunities, quality of life, social justice and freedom perspectives, as well as social network/ social capital -- are assessed through the comparative views acquired between living in Malaysia and in the U.S. The third major finding is that the challenges and experiences participants encountered in the U.S. prompted the formation of transnationalism, wherein their identities, behaviors and values are not limited by the location in which they live. They use a dual frame of reference to evaluate their experiences in the U.S. and the continuous relationships with their family and communities in Malaysia.
Understanding the notion of transnationalism in the process of individuals’ decision making could help states develop policies that promote brain circulation. Policies that support this global mobility of the highly educated and skilled workforce would not just benefit those nations that send and receive students for higher education enrollment. Because 1) the knowledge economy demands the global flow of highly educated workers and 2) people who study transnationally develop a flexible sense of identity and location, policies that enable international mobility for brain circulation are significant for all nations.
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Liau, Michael. "Factors Influencing Senior Secondary School Retention in Malaysia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1441.
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In this thesis a model to predict whether Form Five students in six secondary schools in Malaysia would continue with their Form Six studies and maintain their career aspirations was tested and the influence of motivation as a mediating variable was examined. There are two public examinations in Malaysia, which are not only important to the students themselves but also to their parents and to the employers who will be seeking credentials. The aspirations of students for their future careers are dependent on their performance at the Form Five public examination and the second Form Six public examination. This study sought to examine whether their performance at the Form Five examination was affected by their family background, goal commitment, school achievement, school commitment, social integration, and academic integration, and to examine whether these factors could separately or together influence a student's motivation to enter Form Six and later pursue tertiary education. Questionnaires were administered to 377 Form Five students before their Final Form Five examinations. Interviews were conducted after the administration of the questionnaires and after the release of the Form Five examinations results, some months later. Statistical analysis making use of the SPSS/PC statistical package and the Windows for SPSS was used, and it was found that the theoretical model did predict which students would proceed to Form Six and which would leave school at the end of Form Five.
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Goh, Jing Pei, and Jing Pei Goh. ""Chineseness" in Malaysian Chinese Education Discourse: The Case of Chung Ling High School." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12443.
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The Chinese education issues in Malaysia appear frequently in political discourse, often featuring contentious discussions of language learning and national education policies. Applying an historical approach to contextualize a political discourse, this thesis examines the politics and transformation of Malaysian Chinese education, in microcosm, at the level of a renowned Chinese school, Chung Ling High School in Penang. It explores and maps the question of "Chineseness" through the examination of the history and development of Chung Ling since its establishment in 1917. This thesis also aims to elucidate the complex negotiation between multiple stakeholders of the Chinese community which took place at different historical junctures in a postcolonial and multi-ethnic nation. I discuss memorial activities for two deceased educationists, David Chen and Lim Lian Geok, which have been readapted into contemporary discourse by different factions of educationists to express their dissatisfactions toward state hegemony on education policies. Lastly, I argue that the persistent pursuit of "Chineseness" is counterproductive to the aim of safeguarding interests of Chinese schools within and outside the national education system today.
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Tin, Tan Bee. "A study of group interaction patterns of overseas Malaysian students on British undergraduate programmes : framing of ideas." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/938/.
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The thesis investigates the way ideas are developed and framed in group interaction tasks on British undergraduate programmes for Malaysian students. The introductory chapter of this thesis states the three major aims of the study - educational, linguistic and cross-cultural. The study aims to investigate the role of talk in constructing valuable educational knowledge in group discussion tasks, the role of language in mediating the process of generating ideas, and the way knowledge is constructed by students from different socio-cultural educational backgrounds and what this tells us about the socio-cultural view of knowledge students might have been socialised into. The thesis proceeds with a discussion of the methodological issues involved in data collection, analysis and description. This is followed by a discussion of the theoretical parameters on which the study is grounded and the educational linguistic approach which is adopted in the study. Each of the three following chapters of the thesis addresses each of the aims of the study. The findings arising from the study are illustrated with reference to various group discussion tasks recorded and interview data. The thesis concludes with a review of the implications of the findings of the study for pedagogy and research.
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Aishah, binti Awi N. "The effect of Lean Kaizen application on student's satisfaction in Malaysian higher education sector." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/abd4114f-c873-4208-bbc2-78f69ad03e8f/1.
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Lean has been applied in the manufacturing sector for many years now. However, Lean implementation in the education sector has been somewhat slow in comparison, especially in the academic area. This motivates the conduct of this study, which is to identify waste in one of the academic work processes by applying value steam mapping and other lean tools. An experimental study was conducted to examine the effect of Lean kaizen application in the course planning and delivery process on students’ satisfaction level at the end of a semester. The experimental study involved two groups of undergraduate students, one group with lean application and another group without lean application, from two universities in Malaysia. A questionnaire was used to collect the data totalling 205 respondents from University X and 201 respondents from University Y. The empirical results demonstrated that the use of Lean kaizen techniques did help to identify and reduce the waste by focusing on value adding activities. Furthermore, the finding of this study has showed that there is a significant difference in students’ satisfaction between a group with lean application and a group without lean application. The mean of satisfaction for the group with lean application is higher than the group without lean application. Thus, this study has confirmed that Lean kaizen can be successfully applied in the Higher Education Sector to improve the academic work processes. This study has also provided the opportunity and guideline to other universities to change for the better.
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Abdul, Kadir Nor. "Strategy management process in higher education : a case study on a Malaysian public university." Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/40570/.
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This study has explored the strategy management process of a public University in Malaysia. An inductive approach was adopted in the study to illuminate strategy issues from participants’ experience. Thirty semi-structured interviews were conducted with three groups of participants comprising the Executive Management Team, the Operation and Management Team, and the Academics. The inductive approach allows the flexibility for findings to emerge without a predetermined conceptual framework in the research inquiry. This enabled the researcher to elicit views on the strategy management process as experienced by the participants. The findings have brought to the surface the influence of government in the University’s strategy management process. Evidence suggests that the strategy has been used as a means of legitimacy of the University with the government. This has been apparent in the conformity to the institutional rules. In the context of a Malaysian university, the institutional rules are produced by the government. In line with this, institutional theory is found pertinent for the development of the conceptual framework in the study. The conformity to institutional rules has contributed to the challenges in the University’s strategy management process. At the same time, the study has also shown the existence of tight and loose coupling in the University. In the study, the combination of tight and loose coupling was mainly for the purpose of resolving conflicts as the University manages its legitimacy with the government. The study provides empirical evidence of a Malaysian University’s strategy management process and its influence from a context that has not yet been widely researched. In doing so, it has elicited the relevance of institutional theory.
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Hassan, Aminuddin. "Academic productivity and the impact of the national education philosophy in higher education institutions as viewed by Malaysian academics." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2675/.
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The purpose of this research is to highlight the valuable perspectives of Malaysian academics in the agenda for accessing productivity achievement and some other factors affecting it. This research is also about the National Education Philosophy (NEP) in terms of how successful its implementation on Higher Education Institutions (HEI) in Malaysia is. The researcher draws eight major conclusions in answering the main research questions. The thesis argues that the most productive role among the academics is teaching, compared to research and administration. Also, different factors give significant effect to different academic roles. Only about 59% of the professors were thought to have been appointed on merit (deserve their appointment). About 35%, 30% and 12% of the respondents have fair, good and very good knowledge about NEP respectively. All NEP elements are considered well implemented, where each of them has an average rating of more than 3 in an increasing scale of 1-5 (least to most). The most frequent constraint among the academics for NEP to be implemented in HEI is the significant burdens that are time-consuming faced by them. There is a significant relationship between implementation success of NEP and administration productivity. Lastly, there is a significant relationship between the perspective of academics concerning professorial appointments and the successful implementation of NEP in HEI. However, the last two have modest correlation values in general. It is shown in the thesis that this is pioneering research because it is the first that has been conducted on a large scale involving academics in a single country. Furthermore, it is also the first research that has been conducted on academics in Malaysia by using an online survey questionnaire, an invention of a new procedure in Social Science research. The response rate of 42.43% looks very promising in comparison with similar procedures in the past. This study is also the first to look at the impacts of elements of NEP and their implementation in HEI in Malaysia. The study reveals the outcomes of academics' productivity by looking at their roles and the factors which affect their productivity, and the impacts of NEP in HEI alongside the possible constraints that could bring valuable positive indicators of the performance of current HEI in Malaysia as a whole.
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Wong, Shin Pyng. "Correspondence or discrepancy? : a multi-method examination of internationalisation agendas in Malaysian private higher education." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/129823/.
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Internationalisation has become a central agenda in higher education sectors around the world. Malaysia, where this research is conducted, represents a growing world education hub, where there are more than 40 private universities which has led to a growing international student population. As non-government sponsored institutions, Malaysian private universities have a higher degree of autonomy in expanding their internationalisation agendas; they are able to establish more partnerships, recruit international talents, and grow international student markets without imposed limitations. Thus, the aim of this study is to examine the extent to which internationalisation legislation, policy and practice result in a relation of the correspondence or discrepancy in Malaysian private universities. It is also to explore the multiple factors that interact and influence the process of internationalising private tertiary institutions in Malaysia. The findings of this research can assist the stakeholders of private higher education to make informed decisions about how to effectively include an international dimension into the processes of policy making and practice. To elucidate this relationship the study employs a mixed methods approach combining textual analyses and qualitative interviews. First, 6 legislative texts which relate directly to private higher education internationalisation were analysed, followed by the interviews with 20 Senior Management Leaders (SMLs) from 4 Malaysian private universities. It is through the triangulation of data that an in-depth understanding of the phenomenon of internationalisation in Malaysian private higher education emerges. Theoretically, the thesis employs a synthesis of Pierre Bourdieu's theory of practice, and Engeström's activity theory. It is argued here that SMLs interactions with legislation, policy and practice, reveal the centrality of strong habitus at the organisational level of the university. This manifests in individualised and institutionally-specific internationalisation policies, which then must interact and align with government legislation. The textual findings indicate that legislation has granted the private university with a higher degree of autonomy in developing its power hierarchy and habitus geared towards internationalisation. The increasing self-governance of the private higher education field has allowed negotiations between the SMLs and the governmental authority in aligning the university internationalisation policy and practice with legislation. This advocates Engeström's notion of knotworking in developing the SMLs' and the governmental authority's stable and institutionalised activity systems, and maintaining the power balance between both for implementing individualised internationalisation policies. The fierce local and international competitions between private universities have increased their motivations to individualise their internationalisation policies, for sustaining growth into the future. The discrepancy between legislation, internationalisation policy and practice is due to the strict legislative control on specific internationalisation areas such as accreditation and student autonomy, which impedes knotworking between the activity systems of the SMLs and the governmental authority. It results in the SMLs' disempowerment, procrastination, negligence and eventually abandonment of realising an important internationalisation strategy. Both interacting activity systems have to address tension and disagreements, derived from their individual agenda of internationalisation, in order to establish the common internationalisation objective.
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Lee, Alex Khim Kian. "Revealing the unspoken : Malaysian students' intrinsic influences in selecting the UK for higher education migration." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/16314.
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The UK has been amongst the leaders in providing higher education for both home and international students, especially from developing countries such as Malaysia. The recent budget cuts on the UK higher education sector implemented in the academic year 2012/13 have increased the competition for UK Higher Education Institutions (HEIs) to secure home [UK and EU] students as the opportunity cost is greater compared to starting a career. Therefore, it is almost imperative for UK HEIs to attract more international students to fill the gap left by home students to remain financially sustainable. Previous researches on the decision making process for higher education destinations looked extensively at rational factors such as financial viability, size of institutions and availability of programmes as well as reputation related factors, such as university ranking and league tables. The question is: Are these the factors - rational factors - that influence the decision making of prospective international students' evaluation and selection of the UK as a possible host country for higher education migration? This research aims to elicit and understand the non-rational factors that may intrinsically influence the decision making behaviour of Malaysian students when selecting the UK as the destination for HE migration. Interpretive phenomenology was utilized as the research approach and the Ethnographic principle of cultural interpretation was enhanced by the researcher's reflexive stances. Data was analysed using Interpretative Phenomenological Analysis. Six emergent constructs were revealed which then led to the emergence of three core themes reflecting the intrinsic influences hidden within Malaysian students' HE migration decision behaviour. Twelve ZMET interviews and two focus group conversations with participants whom were recruited using the stratified random sampling method - covering three geographical regions of the UK, eleven UK universities within four main university groups. ZMET, short for Zaltman Metaphor Elicitation Technique, is an eleven-step in-depth interview technique that elicits both conscious and unconscious thoughts by exploring metaphoric expressions. Findings from previous researches employing ZMET as data collection method showed that data saturation is achievable with just four to five interviews, providing 90% validity. Focus group conversations functioned as methodology triangulation to validate findings. Both of these data collection methods were guided by two overarching questions: (1) why do you choose a UK university? and (2) what and how does being a UK university student make you feel? The six emergent constructs: (1) Egotism; (2) Self-concept; (3) Current security; (4) Future security; (5) Freedom and independence; and (6) Future opportunities, were then interpreted through the researcher's reflexive stances - personal and epistemic - to signify the insights of the three emergent themes: (1) Fulfilling their emotional needs for acceptance; (2) Satisfying their spiritual pleas for freedom and independence; and (3) Providing a promise for a greater self-worth. These six emergent constructs were embedded into the conceptual framework of this research - Consumer Decision Making model underpinned by Push/Pull Theory of Migration - resulting in a revised conceptual framework depicting Malaysian students' HE migration behaviour. This research contributes to academic knowledge, research methodology, practitioners and policy makers of HEIs - both in Malaysia and the UK. Suggestions for further research are longitudinal study, geographical extension study, comparison study and a study using this research's revised conceptual framework as the research model.
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Njiru, Joseph Njeru. "Measuring academic motivation to achieve for high school students using a Rasch measurement model." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1320.
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Many models have been offered on students' motivation to achieve academically. However, most studies on motivation of students to achieve academically are called into question because they do not use an interval level scale, based on a good theoretical model, where attitude items are connected to behaviour items, even though motivation is defined as linked to behaviour. On the other hand, many researchers do not use qualitative methodologies as a preferred method to validate and triangulate data obtained from the questionnaire so as to add scope and breadth to the study. Most researchers have only used either qualitative or quantitative methods but not both. This study uses both the questionnaire and the Interview format so as to allow for flexibility and 'the opportunity to clarify questions and responses with the subjects in order to understand more about students' motivation to achieve academically. The study had two phases. The first phase involved completing a questionnaire on motivation to achieve academically. In this phase, a person convenience sample of 522 high school students of senior (A-level) classes (Years 12 and 13) was used. The sample was taken from three high schools in Kota Kinabalu, Sabah state in Malaysia. The sample consisted of 294 girls (56%) and 228 boys (44%). The stem-item sample• was initially 50, and was written in ordered-by-difficulty patterns. Phase one involved testing a conceptual model of academic motivation involving attitudes and behaviours in relation to three main aspects (striving for excellence, desire to learn, and personal incentives) and 12 sub-aspects. The motivation scale created in this study supports the view that nine out of 12 sub-aspects form the structure of motivation for years 12 and 13 students in Malaysia. The supported structure involves striving for excellence (standards, goals, tasks, effort, and ability) (but not values), desire to learn (interest and learning from others) (but not responsibility for Learning), and personal incentives (extrinsic, intrinsic) (but not social rewards). A unidimensional, linear scale of academic motivation was created with 20 stem-items (30 were discarded) using the Extended Logistic Model of Rasch (Andrich, 1988a, 1988b; Rasch, 1980/1960) with the computer Program Rasch Unidimensional Measurement Models (RUMM-2010) (Andrich, Sheridan, Lyne & Luo, 2000). The iii structures, patterns and the psychometric properties of the scale were analysed to understand the meaning of the results. Twenty Motivation items fitted the model and were 'easier' than their corresponding behaviour items, as conceptualised. They fanned an excellent scale in which the proportion of observed variance considered true was 0.92. There was good agreement amongst students to the different 'difficulties’ of the items on the scale and there was a good fit to the measurement model. A good scale of academic motivation to achieve for high school students was created, and the data for the 20 stem-items were valid and reliable. The structure of motivation that was created is based on three 151 order orientations, striving for excellence, desire to learn and personal incentives and nine 2nd order orientations. These are standards, ability, goals, tasks, effort as part of striving for excellence; interest, and learning from others as part of desire to learn and intrinsic rewards, extrinsic rewards as part of personal incentives. In the second phase of the study, semi-structured face-to-face interviews were conducted, using a sample of 45 students, who had participated in answering the questionnaire. This was done to validate and triangulate data obtained from the questionnaire, and to add scope and breadth to the study. The interviews explored students' opinions, experiences, and perceptions of motivation to achieve academically. The interviews were based on validating, clarifying, and seeking further information, on issues identified in the questionnaire. Participation in the interviews was on a voluntary basis, and interviews were conducted in the students' schools. Twenty-five of the student participants were boys and the other twenty were girls. Students' responses suggest that students have different perceptions of academic motivation, have different levels of motivation, and are motivated to achieve academically for various reasons. The results also show that students lack motivation to achieve academically because they make faulty attributions and do not recognise the importance of the aspects of their own motivation to achieve academically. Fear of failure is a way for students to protect their self-esteem and is also common among students. The findings of this research project have implications for high school teachers, administrators, teacher educators, Rasch measurement models and future research on motivation.
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Omar, Suhaida. "Exploring teachers' cognitions and practices of teaching L2 reading in Malaysia." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/49126/.
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Reading is a powerful tool that could affect the students’ achievement personally and academically. Some researchers suggest that teachers are an important factor in developing students’ reading proficiency and teachers’ cognitions could be an influential factor in their teaching reading practices (Borg, 2006; Harrison, 2004; Anders et al., 2000). This study investigates English language teachers’ cognitions and practices about reading in L2 in the Malaysian context, including identifying the factors that influence their current cognitions and practices. The respondents were twelve English language secondary school teachers who have been teaching in secondary schools, and they ranged from trainees to experienced teachers. The data were obtained through stimulated recall interviews, semi-structured interviews, and related document analysis such as researcher’s field notes and teachers’ lesson plans. The research data showed that generally all of the teachers were positive towards reading. The factors affecting the teachers’ cognitions and practices of teaching L2 reading were identified as their home reading experiences, past learning experiences (in secondary schools and teacher education programmes) and current teaching contexts. However, there is a mismatch between their beliefs and practices. Despite their beliefs that reading is an active process, these teachers taught reading using traditional practices which were passive and mostly teacher-centred, and some teachers cited the teaching context as the most influential factor of their current practices. The findings also showed that whilst the novices and transition teachers’ practices were greatly affected by their teaching context, it also influenced the beliefs of the latter group of teachers. Finally, in order to be constructivist teachers who could facilitate and motivate students’ reading, they should take on the challenges of reconstructing their practices from teacher-centred and passive, to active.
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Ridzuan, Abang Ahmad. "Factors relating to achievement of high school students in Kuching City, Malaysia." Thesis, University of Hull, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333761.
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Watson, Ian R. "Eastern and Western learning theories in transnational higher education : an interpretive phenomenological analysis case study of a Malaysian college." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36240/.
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The current and past research into Trans National Higher Education (TNHE) from the experiences of teaching staff is limited and principally from the perspective of the western staff member teaching overseas students. This research bridges the gap that exists in the research literature, as the role and experiences of, and the influences upon Malaysian staff when teaching a western degree is one that is overlooked but has an important influence on the students they teach. The western learning style is very individualistic and student centred, whilst the eastern learning style is very collectivist with strong influences from Confucian Heritage Culture (CHC). The methodology chosen to investigate the views, opinions and feelings of the five volunteers from Hotec College, was Interpretative Phenomenological Analysis (IPA). IPA allows the voice of the Malaysian teacher to be heard, as it is grounded in the participant’s world, it enables interpretation through Phenomenology and Hermeneutics. IPA’s ideographic approach means that one interviewee transcript is analysed at a time to elicit meaning and the development of themes, these themes allow group superordinate and subordinate themes to be generated. The results generated three superordinate themes and nine subordinate themes. Findings indicate that the Malaysian teacher exhibits three selves: eastern, transitional and western. There are also CHC effects on teaching, and strong influences of the CHC concept of Li. Additionally there are influences on the Malaysian teachers that impacts on their self, these included the CHC concept of saving face. Existing studies into TNHE demonstrate a progression of the student from an eastern self to a western self. This investigation realises that Malaysian teachers demonstrate the same acculturation to the western educational style as students, but they must also be able to revert to their eastern self as they teach in both learning styles.
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Rathore, Animesh S. "The influence of gender and ethnicity on the use of ICT in higher education a case of arts and social science students in Universiti Malaya /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1227064208.
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Mohamad, Mariam. "Mobile learning in English vocabulary acquisition : towards implementation in Malaysian secondary schools." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/346646/.
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This thesis explores the use of mobile phones to support English vocabulary learning in Malaysian schools and develops an implementation strategy which consists of the policy and procedure through an Educational Research and Development (ER&D) methodology (Borg and Gall, 1979) with the interview as the main research tool. The methodology consists of rigorous steps in developing, evaluating and disseminating the implementation strategy as well as exploring other issues associated with mobile learning implementation in Malaysian schools. Based on the respondent’s perspectives, it has been established that the implementation strategy developed in this study would have the potential to provide guidance in the implementation of mobile learning in Malaysian schools. There is also a potential to utilise mobile phones to complement the existing practices in Malaysian schools: adding value to the existing initiatives for teaching the English Language in Malaysian schools; complementing the ICT policy in the Malaysian Education System; complementing the Malaysian Smart School vision to utilise mobile technologies; and becoming an alternative teaching and learning tool. This study also explores emerging themes in the implementation of mobile learning. These are the opportunities of utilising mobile phones including: to support English Language subject; as an affordable device; as a common device among students; as a future teaching and learning tool; as an engaging and motivational learning device; to support various learning activities; and to prepare students for their future with digital literacy. The challenges identified are: misuse, current educational policy, management and maintenance, stakeholders’ attitude, digital divide and personal space invasion. The study sheds light on the situation regarding the utilisation of mobile phones including the challenges that need to be addressed to make it a reality. It is envisaged that the implementation strategy would help towards the realisation of mobile learning implementation in Malaysian schools.
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Paramasivam, Sivajothi. "Investigating university-industry partnership of higher engineering education using cause-effect analysis and multi-criteria decision making : a Malaysian perspective." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36191/.
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In recent years, there has been growing interest towards integrating industry into the teaching and learning processes. This is due to many factors including increased concerns about the mismatch between the skills and abilities of the talent pool, strengthening partnership and improving quality of engineering education. Thus, greater emphasis on the teaching and learning processes to enhance the students’ learning experience leads to the university-industry partnership to the forefront interest of the university. On the other hand, exclusion of industry’s engagement in the teaching and learning processes have been identified as the main source of chronic criticism on the higher engineering education segment in recent years. This study demonstrates a research model that hypothesised the influence of teaching and learning domains on the university-industry partnership towards enhancing the learning experience of the engineering students. Using the structural equation modelling (SEM), the hypothesis was tested on the primary data collected from 212 communities of the industry. Furthermore, the study investigated the preference of industry on the type of linkages to foster university-industry partnership using analytical hierarchy process (AHP). The results revealed that nine out of the thirteen hypotheses had significant associations including six direct paths and three indirect effects in the model. The findings indicated the need for industry-university partnership in three main constructs including cooperation in education, the mobility of people and intellectual enhancement. Moreover, internship programme was the important linkage in achieving the overall university-industry partnerships goals, followed by the staff training programme, academic development, consultancy work, student learning activity and publication activity. In summary, the study demonstrates that teaching and learning relevance could be enhanced through optimizing industry’s enrichment activities into the learning process, improving the measures for accreditation in narrowing the gap between theory and practice and proactively improving the quality of teaching by exploring the staff training programmes.