Computational approach for roles selection via integrated multi-criteria decision making

Some characteristics and actions are necessary for qualification as an Academic Leader or Academic Manager. Yet, there is a lack of study on how to cultivate and prevent the loss of these qualities and characteristics among distinguished academics. Due to the lack of this training, vacant Academic Administrator positions will remain unfilled. Thus, throughout the Talent Development Intervention programme, an efficient approach for assessing the knowledge, abilities, and experience of potential academics is required. This paper compares and integrates the combination results of six (6) Multi-criteria Decision-Making methods using Simple Additive Weightage (SAW), Weight Product Method (WPM), TOPSIS (Technique for Order Preference by Similarity to Ideal Solution), ELECTRE (Elimination and Choice Expressing Reality), and CFPR (Consistent Fuzzy Preference Relations) based on the proposed model of Multi-Criteria Tacit Knowledge Acquisition. Based on the proposed model, one set of empirical research employs four (4) principal criteria and seven (7) sub-criteria to choose the best applicant for academic administrator positions. The research reveals that, with the exception of the SAW method, other processes provide identical results

The Impact of Online Learning on Academic Performance Mediated by Student’s Commitment: A Study on Malaysian Public Universities

Purpose: Due to Covid-19, online learning is extensively adopted by the education industry and is a common learning method nowadays. Even though it is preferred by most of the education providers, nevertheless, the student's performance is more pertinent. This research has been conducted to investigate the impact of online learning on the academic performance of public university students in Malaysia mediated by the student's commitment. Therefore, the objective of the study is to 1) examine the effect of online learning on academic performance; 2) investigate the effect of online learning affecting student commitment; 3) analyze the effect of student commitment on academic performance. Design/methodology/approach: This study is a quantitative study which the data gathered through questionnaire. PLS-SEM software version 3.3.3 was used to analyze the data obtained from 119 students at a Malaysian public university. Findings: The result indicates that online learning positively impacts academic performance and student’s commitment, and a positive relationship between student’s commitment and academic performance. Thus, all hypotheses are found to be supported. Research limitations: The study is limited to Malaysian public university only. Basically, the study is limited to three main variables that are independent variable which represent by online learning (learning platform, interaction, and technology); mediating variable which represent by student commitment (learning environment, time allocation, and peer relationship); and dependent variable of academic performance (CGPA and practical skill). Practical implications: It was determined that the findings of the study prove the impact of online learning on academic achievement as mediated by student commitment were important. As a result, online learning has a favourable effect on students' dedication and academic achievement. The findings might be significant to other institutions and at different level of education as well, hence, other variables could be explored. Lecturer, teachers, and education institutions should consider on improving the learning platform, interaction, and technology for the online learning efficiency. Whereas the student themselves should improve their learning environment, time allocation, and peer relationship in ensuring better academic performance particularly on CGPA and practical skill. Originality/value: This study focuses on variables and factors which could improve a student’s academic performance mainly on online learning mode. The data been collected after Covid-19 strikes which the online learning becomes the main platform and the only option that the student could go for. Therefore, the respondent’s feedback in the study might different compared to other research about online learning which the mode is voluntarily chosen by the student

A Sensitivity Analysis for Roles Selection in Hybrid Multi-Criteria Decision Making

The process of retaining leadership succession at higher education institutions (HEI) is crucial since it has entailed the process of selecting the ideal candidate. The goal is to guide universities toward maintaining organizations' excellence in their academic leadership and management (ALM) positions. Due to the lack of established standards for assessing the competency of possible successors at their home institutions, many ALM of Malaysia HEIs is difficult to identify the proper replacement for their posts. This study aims to propose a multi-criteria tacit knowledge acquisition framework (MC-TKAF) for supporting talent development intervention programs in Malaysia HEIs. It will be based on cognitive apprenticeship, socialization, and informal learning theory which is mostly used in acquiring knowledge from expertise to overcome talent bottlenecks among novices. Fuzzy Delphi will be used as the primary methodology in this study to gather agreement regarding the appropriate indicator to measure tacit knowledge competency among ALMs at Malaysian HEIs. There are three phases: Phase 1 involves analysing the current tacit knowledge acquisition (TKA) and identifying the appropriate parameters to build the intended framework. Phase 2 involves using the results of Phase 1 to create a new framework of tacit knowledge acquisition (TKAF) that is appropriate for the HEI environment. Phase 3's final objective is to assess the viability of the Talent Development Intervention Program's (TDIP) Tacit Knowledge Acquisition Framework (TKAF) utilizing the Multi-Criteria Decision Making (MCDM) approach. This paper's goal is to offer the hybrid MCDM approach as a talent performance indicator for the multi-criteria tacit acquisition framework. The final Phase 3 of the study design will essentially be the subject of this paper. The built-in indicators in this document may be utilized as a guide for the HEI sectors to create talent performance metrics that are appropriate for each TKA applied

Assessment Method for Potential Educational Technology Competency Standard based on TPCK in Malaysian Higher Education Institutions

Technology in education is purposely designed to help both educators and&#x0D; students in knowledge transfer and knowledge gain simultaneously. In many&#x0D; aspects, technology in education is supposed to prove that education can&#x0D; be delivered effectively and efficiently. However, there are cases in which&#x0D; technology in education can be frustrating and annoying for both parties.&#x0D; Government and university management have invested a lot of money to&#x0D; ensure that educators and students can really benefit from the technology.&#x0D; In spite of huge investment on educational technology tools (hardware and&#x0D; software) over the past decades in various education initiatives, the potential&#x0D; of technology usage at university level has not reached the desired level&#x0D; among educators and students. What is the missing link for the realisation of&#x0D; the expected return-of-investment? Recent researches (C Akarawang, 2015;&#x0D; Bibi, 2017; Hersh, 2014) indicate that the problem is due to the gap between&#x0D; technical ICT skills and the knowledge of good pedagogical practice among&#x0D; educators. The outcome of this study proposes an Educational Technology&#x0D; standard to be applied in university setting using TPCK (Technological&#x0D; Pedagogical Content Knowledge) as the basic framework. However, this&#x0D; paper will only discuss a part of our standard development highlighting&#x0D; the assessment method that was used during the implementation of ETC&#x0D; 68 standard in our institutions. Overall, the descriptive result using pre and&#x0D; post means scores as assessment method towards proposed standard shows&#x0D; that the educators’ acceptance score in our institutions are mostly good.&#x0D; However the element within the standard least accepted are TCK (Technology&#x0D; Content Knowledge) and TPK (Technology Pedagogical Knowledge). The&#x0D; assessment and finding in this study nevertheless are suggested to be used&#x0D; as a guidance for ETC Standard implementation in university setting in&#x0D; order to stress the importance of considering technological possibilities in&#x0D; light of developmentally appropriate practices and specific learning goals&#x0D; in ICT/ET training provided for educators in HEI in Malaysia.&#x0D;  &#x0D; Keywords: educational technology; TPCK, ICT standard, university,&#x0D; educators, student</jats:p