Search

Purpose: This study aims to identify the dimensions of business student satisfaction in the Malaysian private higher educational environment and evaluate the influence that demographic factors have on satisfaction. Design/Methodology/Approach: A questionnaire was developed and distributed to 1,200 undergraduate business students at four private higher educational (PHE) institutions in Malaysia. Exploratory factor analysis was used to identify the underlying dimensions that drive student satisfaction. ANOVA and t-tests were conducted to evaluate the influence that demographic factors have on the results. Findings: Factor analysis resulted in the adoption of a 12-factor solution from an original set of 53 satisfaction items. The results also indicated the influence of demographic factors on the level of business student satisfaction. Originality/Value: This study identified 12 factors or the underlying dimensions that drive business student satisfaction in the Malaysian PHE. The 12 factors are: professional comfortable environment; student assessments and learning experiences; classroom environment; lecture and tutorial facilitating goods; textbook and tuition fees; student support facilities; business procedures; relationship with teaching staff; knowledgeable and responsive faculty; staff helpfulness; feedback; and class sizes. Understanding these factors could help educational institutions to better plan their strategies and inform academics interested in studying student satisfaction.

This paper reports the findings of a national study involving 534 lecturers from 33 higher learning institutions in Malaysia to find out their self-reported practices and perceived competencies in assessment for learning. Data were collected using a 24-item assessment practice inventory drawn from five of the six standards stipulated in an established US developed assessment competency framework for teachers. Principal Component Analysis (PCA) and descriptive statistics were used to analyse lecturers' reported practices and competencies. The PCA procedures extracted four underlying dimensions of AfL practice among the lecturers that corresponded to four of the five standards used. Further descriptive analysis produced a rank order of the four AfL dimensions in terms of practice and competency. Lecturers reported to quite frequently practise "communicating results and feedback to students" and "using diverse AfL methods." They also perceived to be more competent in these two aspects than in AfL compliant grading practices and recognising unethical uses of assessment information. The findings produced adequate empirical support for instructional interventions and training to be provided at the national level to upgrade lecturers' current competencies in assessment and support their adoption of AfL.

The purpose of this research is to analyse the influence of change management and e-learning in Malaysian private higher education institutions focusing on educators' perspectives. The conceptual framework was modified in combination of various theories from Systemic Change Models and E-learning Cycle Models. A self-administered questionnaire adapted from Siebel 4.0-2 Survey Questionnaires (SSQ) by Hambling, 2010 was the data collection instrument. The sample consisted of educators from private higher education institutions with visions or missions based on e-learning implementation in Malaysia. As per findings, through review of the visions and missions, the selected private higher education institutions integrated teaching and learning with Stepwise Multiple regression analysis, has a significant relationship on independent variables that contribute to e-learning implementation. [ABSTRACT FROM AUTHOR]