A preliminary study to investigate the expressive syntactic ability of normal speakers

Grammatical problem was one of the most prominent characteristics of speech in persons with aphasia (Gordon, 2006) and progressive aphasic syndromes (Knibb, Woollams, Hodges, & Patterson, 2009). Measures used to investigate the grammatical deficits on the discourse performance of persons with aphasia could be roughly classified into to two categories, one related to the level of lexicon, the other concerned with the level of syntax. Most of the measures belonged to the former category used words to analysis the variation on the speech performance, such as correct information units (CIUs; Nicholas & Brookshire, 1993), type token ratio (TTR); while the measures applied in studies related to the syntactic ability was more varied. Such as proportion of sentences well formed, auxiliary scores, proportion of verbs inflected, proportion of obligatory determiners in quantitative production analysis (QPA) (Gordon, 2006), and the mean length of the syntactic units, the proportion of syntactic units suggested by Lind, Kristoffersen, Moen, and Simonsen (2009). However, the measures used to depict the syntactic ability of a person was separated, could not provide a profile to reveal a pattern of syntactic ability in a consecutive picture. In order to develop a syntactic scoring system that can capture the changes in the characteristics of narrative speech, we adopted the concept from studies in child language development (Hsu, 2003) and widen the category to encompass the imperfect parts in natural speech. The applicability of this scoring system was firstly tested by the normal population in order to examine if the range of the scope is suitable for reflecting the expressive syntactic ability of a normal speaker

Predicting the Influence of Digital Leadership on Performance of Private Higher Education Institutions: Evidence from Malaysia

This paper aims to investigate the impact of digital leadership on the institutional performance of private higher education institutions (PHEIs) in the digital era. Supported by the Resource-Based View Theory and the digital leadership dimensions based on the International Society for Technology in Education-Administrators (ISTE-A) standards, the study examined the roles of visionary leadership, digital-age learning culture, professional excellence, systemic improvement, and digital citizenship influencing the performance of PHEIs in Malaysia. An online questionnaire survey was adopted, and a non-probability sampling method utilizing purposive sampling was applied.  A total of 121 usable responses were collected from leaders in Malaysia PHEIs and analyzed based on structural equation modelling via the SmartPLS 3.3. The results showed that digital-age learning culture, professional excellence, and digital citizenship positively affect the PHEIs performance. However, visionary leadership and systemic improvement do not have a significant positive relationship with performance. The findings provide information to future researchers and leaders in PHEIs on the vital roles of a digital-age learning culture, professional excellence and digital citizenship in today’s institutions. The novelty of this study contributed to the body of knowledge in digital leadership and performance in the context of PHEIs in an emerging market. Research paper Keywords: Digital Leadership; Learning Culture; Professional Excellence; Digital Citizenship; Higher Education Institutions; Performance Reference to this paper should be made as follows: Lim, C. H., & Teoh, A. P. (2022). Predicting the Influence of Digital Leadership on Performance of Private Higher Education Institutions: Evidence from Malaysia. Journal of Entrepreneurship, Business and Economics, 10(1), 1–38