The moderating effects of innovative work behaviour towards performance factors among entrepreneurship lecturer in Malaysia polytechnic

This study designed to determine the student evaluations to improve teaching ability performance among entrepreneurship lecturers in polytechnic. It used explanatory research to provide evidence on relationship of effective teaching factors to entrepreneurship lecturer performance under moderating effects of innovation work behaviour. The design of this study is based on survey method using questionnaire and using IBM SPSS 22.0 and Smart SEM-PLS 3.2.4 software to analyse the premier data from respondents. The population of the study consists of engineering students who take the entrepreneurship subject which involves 375 respondents from 33 polytechnics in Malaysia. This involves constructing and testing eight research hypotheses to establish the theory's worth and its ability to predict about social phenomena.. The analysis answered eight research questions and achieve objectives based on the problem statement. Results of the study found six out of eight hypotheses are supported while two hypotheses are not supported. Innovation method in teaching, educational technology tools, and lecturers' social integration showing the direct relationship with the entrepreneurship lecturer performance except for lecturers' learning capabilities. Innovative work behaviour as a moderating variable affecting the relationships between innovation method in teaching, educational technology tools, and lecturers' social integration. This study resulted in a theoretical framework that contributes to the knowledge of the effectiveness of teaching among entrepreneurs educator in improving the ability to achieve the mission and vision of institutions whereas to achieve the goal of job creator among engineering students. The study concludes with a discussion of the theoretical implications, practical and methodological, limitations of the research and future research recommendations

Teaching for quality learning: a leadership challenge

Many educational policies, strategies and action plans are developed based on the available theories and best practices. As learning is central to educational success, this lecture reexamines the field of education, particularly learning and teaching, and how research findings have informed policy development and practices in effecting teaching for quality learning – meaningful change in the knowledge, skills, attitude and behaviour of the learner. First, it explores the dynamic field of education, learning and teaching, zooming into the changing focus of teaching towards student-centred, self-determined, deep and meaningful learning in the wake of 21st century education. Second, teacher effectiveness will be scrutinised to understand how the notion, amid differences in its conception, could bring about impactful teaching on learning. Third, using four major studies undertaken over a span of three decades, teacher and lecturer beliefs and their classroom practices will be analysed to investigate their struggle in implementing the recommended student-centred pedagogies, culminating in the barometer of policy success in educational reforms, and arguing the case of improving teaching for quality learning. The first study highlights how ‘effective’ teachers grapple to understand the concept of student-centredness and teacher effectiveness, implying that continuous empirical investigations are necessary to embed their beliefs and practices that are characteristics of effective teaching for quality learning and, hence, to illuminate the progress of curriculum development and implementation in the uniquely Malaysian context. The second study, the recipient of the Washington Symphony’s International High Notes in Education Award for the year 2000 and has been emulated in the Korean Smart Education initiative, indicates the level of teachers’ and students’ knowledge about smart teaching and learning, confirming the widely held belief that issues of information dilution are widespread in the top-down innovation process, thereby suggesting that a more engaging teacher training strategy should be employed in implementing successful innovation. The third study emphasises the necessity for high order thinking skills as well as a more effective model of teacher recruiting, training, and career development that have become the thrusts of the Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education). The final study encapsulates the findings of 15 student-centredness inquiries in higher education institutions that express the demand for a more effective training programme on pedagogy and the need to develop leadership in the pursuit of teaching for quality learning. Fourth, based on the research findings, teacher and academic training and development will be reexamined to facilitate teachers and lecturers. Finally, this lecture explores educational leadership, a contentious but promising academic field of research that has tremendous potential to facilitate the transformation agenda of teaching and learning being put forward in volumes of policies, strategies and action plans. Indeed, visionary, persistent, engaging, continuous and well-informed efforts to bring substantial and sustainable changes in teaching for quality learning, especially through teacher and lecture development and leadership, are pertinent for educational reform

Tinjauan ke atas hubungan di antara motivasi dengan transformasi budaya kehidupan dalam kalangan pelajar baharu di institut pengajian tinggi (IPT)

Pelajar-pelajar peringkat universiti khususnya pelajar tahun pertama yang baru menyambung pengajian di universiti cenderung untuk mempunyai masalah dalam menjalani kehidupan baharu mereka. Hal ini mempunyai perkaitan dengan tahap motivasi pelajar yang berkait dengan perubahan dalam gaya kehidupan seharian mereka

Assessing the uses and impacts of Facebook for teaching and learning in classroom education contexts in Malaysian universities

This study examined the uses of Facebook by lecturers and students in classrooms and their outcomes and impacts for teaching and learning practices in Malaysian higher education. The research objectives were to identify how and why lecturers and students use Facebook as a teaching and learning platform in a formal classroom environment, and to evaluate how lecturers and students perceive the outcomes and impacts of Facebook for teaching and learning practices. A multiple-methodology design using a number of qualitative methods was adopted. Empirical data were collected through: (1) semi-structured interviews with eight lecturers and 12 students from seven Malaysian universities; (2) participant virtual observation of two Facebook closed-group pages; and (3) content analysis of 38 students’ reflection journals. Findings revealed that the use of Facebook by Malaysian lecturers and students of this study arises due to its affordances for teaching and learning in classroom education, including ease of use and usefulness for reaching out to students, supporting online discussions, and interactivity. However, participants felt that disadvantages and challenges of using Facebook in formal learning environments do exist. This study provides in-depth insights about the adoption of Facebook by students and lecturers in formal classroom education for enhancing learning experiences as well as supporting and improving teaching practices. The study contributes to current understanding about how and why lecturers and students leverage social media technologies as teaching and learning tools as well as how Facebook enhances engagement and communication among students and with their lecturers. Original contributions from this study are: the identification of similarities of and differences between lecturers’ and students’ uses and perspectives on Facebook in formal learning environments; the presentation of theoretical frameworks related to factors that affect uses and impacts of Facebook for teaching and learning in classroom education in Malaysian universities; as well as an analysis and identification of elements of Facebook features which support learning per se and the management of learning. Ultimately, it contributes to a growing body of empirical research about uses and impacts of social media technologies for classroom education in Malaysian higher education

Climate variability and the australian sugarcane farmer: a phenomenographic analysis of farmer experiences of managing and discussing climate risk

This research contributes to the understanding of how Australian sugarcane farmers conceive of their management of the impacts of the highly variable climate in which their businesses are situated. The historical group extension and information communication environment which support farmer discussions and consideration of climate information is described, particularly in the way in which participative Managing for Climate Risk workshops have been delivered in Queensland, Australia. The decline in the provision of traditional extension services is discussed, and the consequent opportunity that improvements in digital networks provide to augment and or replace extension services with different communication tools. Novel discussion support tools (a series of four machinima, animations produced in a virtual world format) are developed, evaluated and tested in a farmer workshop, delivered in a collaborative, social learning environment, using adult learning principles. Developmental phenomenography is used as the principal qualitative research methodology to understand and describe farmer conceptions of managing and discussing climate risk. Post-workshop survey and semi-structured interview data are analysed phenomenographically within the research to articulate the variation in farmer conceptions to related phenomena. Conclusions and recommendations for the climate science and communication community are developed which may lead to improvements in the ways that farmers are engaged and supported in their learning about managing the impacts of climate variability in the future. Additionally, the opportunity to use phenomenography as a qualitative evaluation methodology in agriculture extension programs is discussed

Climate variability and the Australian sugarcane farmer: a phenomenographic analysis of farmer experiences of managing and discussing climate risk

This research contributes to the understanding of how Australian sugarcane farmers conceive of their management of the impacts of the highly variable climate in which their businesses are situated. The historical group extension and information communication environment which support farmer discussions and consideration of climate information is described, particularly in the way in which participative Managing for Climate Risk workshops have been delivered in Queensland, Australia. The decline in the provision of traditional extension services is discussed, and the consequent opportunity that improvements in digital networks provide to augment and or replace extension services with different communication tools. Novel discussion support tools (a series of four machinima, animations produced in a virtual world format) are developed, evaluated and tested in a farmer workshop, delivered in a collaborative, social learning environment, using adult learning principles. Developmental phenomenography is used as the principal qualitative research methodology to understand and describe farmer conceptions of managing and discussing climate risk. Post-workshop survey and semi-structured interview data are analysed phenomenographically within the research to articulate the variation in farmer conceptions to related phenomena. Conclusions and recommendations for the climate science and communication community are developed which may lead to improvements in the ways that farmers are engaged and supported in their learning about managing the impacts of climate variability in the future. Additionally, the opportunity to use phenomenography as a qualitative evaluation methodology in agriculture extension programs is discussed