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Studies have shown that the behaviour of family, friends and significant others shapes young people’s self-belief and interest in Technical and Vocational Education and Training (TVET) programmes. However, limited research has documented how vocational self-efficacy can significantly impact the relationship between perceived social support and students’ interest in Pakistani TVET programmes. Thus, this study utilised quantitative research to examine the role of vocational self-efficacy as a moderator in the relationship between perceived social support and students’ interest in TVET programmes. A total of 386 secondary school students filled out three questionnaires: vocational self-efficacy, perceived social support, and interest in the TVET programmes scale using Social Cognitive Career theory as a theoretical framework. The data were analysed using Structural Equation Modelling (SEM) and statistical analysis using Statistical Package for the Social Sciences (SPSS). The correlation analysis revealed that perceived social support and students’ interest in the TVET programmes were negatively correlated, and vocational self-efficacy was not a moderator. This study benefits the authorities, policymakers, and researchers in supporting TVET programmes in Pakistan.

Curiosity is needed in Learning Design and Technology (D&T), which is practically work-oriented for students to explore knowledge and develop current skills in designing products. Curiosity can generate creative, critical, and innovative thinking for students in getting ideas and solving problems during the learning process. However, studies have found that students are less curious, ask questions, and are interested in exploring during their lessons. Hence, a case study was conducted to identify students’ views on curiosity in learning D&T subjects based on teachers’ teaching methods. A total of 11 respondents, 14 years old from lower secondary schools in a district of Selangor, were interviewed. Interviews were done using five dimensions of curiosity through open questions. The researcher also implemented observation of teaching and learning (T&L). The findings showed that the T&L’s methods and activities used by teachers can influence the discernment of students as it encourages them to explore in gaining knowledge, experience, and skills in their learning. Finally, this study recommends that further research be conducted in implementing T&L activities that can enhance students’ curiosity in their learning.

The implementation of inclusion in Malaysia demands the involvement of parents in the education of special needs students because empirical studies have proven that the involvement of parents can improve their academic achievement. This study aims to find out parent involvement and achievement of full inclusion special needs students in Design and Technology. Questionnaires were administered to 171 respondents in Klang Valley. This study has found that the involvement of parents in their children's learning and achievement of full inclusion special needs students in Design and Technology were low. The relationship between parent involvement and achievement of full inclusion special needs students in Design and Technology were tested using correlational method. A positive correlation was found between parent involvement and achievement of full inclusion special needs students in Design and Technology. This study recommends that parents be actively and effectively involved with their children’s learning either at home or at school so then the quality of inclusion and achievement of their children can be improved.

Technical and Vocational Education and Training (TVET) has been globally recognized as one of the most vital subjects in any educational system. Pakistan is currently confronted with numerous challenges because of globalization and the emergence of new economic and social orders. To satisfy the updated requirements of economic trends, current educational systems must prioritize TVET as the most effective tool for satisfying globalization expectations. This study aimed to determine the demographic differences of secondary school students' interest toward TVET programs, which may be considered success factors for future enrollment initiatives. We perform an in-depth investigation into the relationship between students' interest in TVET programs and their demographic features, including gender, field of education, and geography. A total of 386 secondary school pupils in Pakistan participated in the study. A cross sectional research approach was employed. The mean, frequency, t-test, and ANOVA results were calculated on the collected data using the Statistical Package for the Social Sciences (SPSS). The findings indicate that students' perceptions of their interest in the TVET programs on all three dimensions (i.e. affection, cognition and conation) were somewhat poor. The t-test revealed a statistically significant difference in male and female students' interest in TVET programs. Male students were more interested in TVET programs compared to females. According to their field of education, the one-way ANOVA test revealed a substantial difference in their interest in TVET programs. Tukey HSD post-hoc analysis results suggest that there is a substantial disparity in students' interest in TVET programs in the field of education. The mean scores indicate that students in the humanities group were more interested in TVET programs, followed by bioscience, and computer science. The t-test reveals that students who live in urban regions have a higher level of interest compared to those who live in rural areas. The data gathered from this study provide insight onto the possible approaches academic institutions can take to prepare for and address current problems associated with introducing TVET programs in secondary schools. This paper argues for the need to integrate TVET programs in Pakistan which can promote transformative, lifelong learning and provide vital implications with recommendations for policy and practice.

Personalized instruction in a smart classroom Education has evolved into a vital and effective instrument in the classroom. Smart classroom education is a strategy for focusing curriculum preparation on encouraging students to pursue research ideas. Different subjects necessitate the advancement of research. Smart classroom is studied and the results project since it is the foundation for research in either topic. Micro-courses will also be a supporting learning model for exploring any subject from such a research viewpoint, rather than a full course for just a subject. In this study, we are going to research on Personalized Teaching in Smart Classroom based on Deep Learning. The Back Propagation (BP) algorithm, that is a Deep Learning method, is developed in this study work to enhance research in smart classes.

This study aims to investigate career readiness among graduates of vocational colleges in Malaysia. Past research shows that graduates from technical and vocational institutions faced problems in choosing a career. In Malaysia, competency based learning adopted by vocational colleges to create opportunities for student personalized their own learning regardless of time, place and pace of learning. This ex post facto research design is intended to identify the level of career readiness of vocational college graduates, and to examine the effect of the CBL approaches implemented in vocational colleges on graduates’ level of career readiness. The total of 330 graduates from fifteen vocational colleges in Malaysia were randomly selected as respondents in this study. Finding shows that the graduate career readiness is at lower level whereas the one-way ANOVA analysis shows that the CBL approaches do not have a significant effect on the level of career readiness among vocational college graduates.

This study examined the influence of TVET teachers' competency required for effective implementation of inclusive education in Adamawa State, Nigeria. Five teachers' competence variables–methodological competence, motivational competence, material utilization competence, instructional process competence and teaching evaluation competence were studied. A case study was used in five secondary schools involving 20 technical and vocational education and training teachers. A period of six month was used for data collection in North East Nigeria. The study employed observation, interviews and document analysis as methods of data collection. The observation method was conducted three times in the classrooms. Two sets of interview questions were set up and used in four different sessions. The findings of the study showed that TVET teachers' motivational competence, methodological competence and evaluation competence had a high influence on the implementation of inclusive education curriculum. Based on the results, the research proposes recruiting more competent TVET teachers, adopting efficient teacher material utilization techniques and instructional process competence for TVET teachers to promote efficient application of inclusive education curriculum. In addition, further study is suggested in other parts of the country on a wider geographical area or a replication of this studies.

Teamwork skills are one of the soft skills prioritised by employers when recruiting employees. In fact, lack of teamwork skills among new graduates will affect hiring for job. This article is intended to study the influence of the learning environment based on the perception of the relationship among students and the relationship between student and teacher on the teamwork skills among final year students in vocational college in Malaysia. The correlational design was utilized for this study which involved 241 final year students as respondents. All respondents were randomly selected from six vocational colleges in the State of Selangor, Malaysia. Questionnaires were used to collect research data. Finding shows that the respondents' level of teamwork skills is high. Finding also reveals that respondents’ perception on the relationship among students and the relationship between student and teacher shows a positive learning environment. Furthermore, finding also shows the learning environment based on the relationship among students and the relationship between student and teacher that are able to provide a positive relationship that contributes to the increase of teamwork skills among students at vocational colleges.

Background/Objectives: Usage of pesticide, herbicide, inorganic fertilizers in conventional agriculture practices dramatically turn out to be more profitable orientation rather than responsible. Also, natural resources had been settler without preserves and conserves. In contrast, sustainable agriculture practices have proven conserves and preserve water, plant, and land. Furthermore, are environmentally healthy, economically viable and socially acceptable. However, findings from different studies reveal that, communities including younger generation do not have enough knowledge and understanding on sustainable agriculture. This study is focusing on self-reported knowledge on sustainable agriculture practices among students in agricultural program. Methods/Statistical Analysis: This study utilized survey design. Samples were randomly selected among students in agricultural programs in one of the Malaysian university. The data was collected using previous modified instrument that measure self-reported knowledge on sustainable agriculture practices. Findings: The result shows that the students’ self-reported knowledge on sustainable agriculture was at a moderate level. Applications/Improvements: This result can be used to improve students understanding and the betterment of sustainable agriculture curriculum. Keywords: Agricultural Education, Conventional Agriculture, Environmental Pollution, Technical and Vocational Education and Training (TVET)

The Malaysian Education Quality Standard 2010 ( SKPM 2010 ) which has been implemented in the Malaysian education administration emphasize on creative and innovative leadership in cultivating excellence in Malaysian schools. From the literature, leadership style that has creative and innovative elements is known as entrepreneurial leadership. This survey aimed to determine Malaysian primary school teachers’ perception on headmasters’ entrepreneurial leadership level, and the difference in the levels according to school type. A total of 324 teachers from 36 primary schools in Peninsular Malaysia participated in the study. Data was analysed descriptively and inferentially. Findings show that according to the teachers, National Schools ( SK ) and National-type Tamil Schools ( SJK(T) ) headmasters practice high level of entrepreneurial leadership, while National-type Chinese Schools ( SJK(C) ) headmasters practice moderate level of entrepreneurial leadership. In addition, findings also revealed that the level of entrepreneurial leadership of SK and SJK(T) headmasters are significantly higher than SJK(C) , and there is no significant difference in the level of entrepreneurial leadership in SK and SJK(T) . The findings of this study implicates that the practice of entrepreneurial leadership is confirmed to be already in place in Malaysian primary schools. This provides a new insight as there are lack of empirical evidence related to entrepreneurial leadership in Malaysian school administration prior to this research. Keywords: Entrepreneurial Leadership; School Performance; Malaysian Primary Schools; Teacher’s Perception Standard Kualiti Pendidikan Malaysia 2010 ( SKPM 2010 ) yang telah dilaksanakan dalam pentadbiran pendidikan Malaysia menekankan kepemimpinan kreatif dan inovatif dalam memupuk kecemerlangan di sekolah-sekolah Malaysia. Dari literatur, gaya kepemimpinan yang mempunyai unsur kreatif dan inovatif dikenali sebagai kepemimpinan keusahawanan. Kajian tinjauan ini bertujuan untuk menentukan persepsi guru sekolah rendah Malaysia terhadap tahap kepemimpinan keusahawanan guru besar, dan perbezaan tahap mengikut jenis sekolah. Seramai 324 guru dari 36 sekolah rendah di Semenanjung Malaysia mengambil bahagian dalam kajian ini. Data dianalisis secara deskriptif dan inferensi. Hasil kajian menunjukkan bahawa menurut guru, guru besar Sekolah Kebangsaan ( SK ) dan Sekolah Jenis Kebangsaan Tamil ( SJK(T) ) mengamalkan kepemimpinan keusahawanan di tahap yang tinggi, sementara guru besar Sekolah Jenis Kebangsaan Cina ( SJK(C) ) mengamalkan kepimpinan keusahawanan di tahap yang sederhana. Di samping itu, hasil kajian juga menunjukkan bahawa tahap kepemimpinan keusahawanan guru besar SK dan SJK(T) adalah secara signifikan lebih tinggi daripada SJK(C) , dan tidak terdapat perbezaan yang signifikan tahap kepemimpinan keusahawanan di SK dan SJK(T) . Hasil dapatan kajian ini mengimplikasikan bahawa amalan kepemimpinan keusahawanan adalah disahkan sudah diamalkan di sekolah-sekolah rendah di Malaysia. Ini memberikan pandangan baru kerana terdapat kekurangan bukti empirikal yang berkaitan dengan kepemimpinan keusahawanan dalam pengurusan sekolah di Malaysia sebelum penyelidikan ini dijalankan. Kata Kunci: Kepimpinan Keusahawanan; Prestasi Sekolah; Sekolah Rendah Malaysia; Persepsi Guru

Workplace skills are essential skills needed by graduates today to fulfill the demands of employers. Employers in the hospitality industry are looking for well-prepared Culinary Arts graduates that possess adequate training and are equipped with workplace skills to fill up positions in the job market. Apart from skills, teacher competency impacts the acquisition of knowledge and workplace skills among Culinary Arts students and contributes to the issue of unemployment. This study aims to differentiate workplace skills and teacher competency based on gender, socio-economic status, as well as academic and vocational achievements of Culinary Arts students. Furthermore, the relationship between workplace skills and teacher competency is assessed. This correlational study was conducted at Malaysian vocational colleges offering 2-year Culinary Arts programs involving 198 final year students. A 5-point Likert-scale questionnaire was used for data collection. The findings demonstrated that the students’ workplace skills and perception of teacher competency were at a moderate level. No significant differences were noted based on gender, socioeconomic status, as well as academic and vocational achievements. Teacher competency and workplace skills were correlated moderately and positively. This study provides a basis and serves as a reference to the Technical and Vocational Education and Training practitioners to design a curriculum for vocational college students in improving the acquisition of students’ workplace skills. Teachers are recommended to play an active role in efficiently integrating workplace skills in the learning process to enhance their competencies.

Teaching Design and Technology that focuses only on the end product had led to students less exposure to collaboration skills in their learning. Therefore, a study that determines the teaching method in applying collaboration skills among students and its effect is required. The two teaching methods used were the ‘doing a project’ method for the control group and project-based learning for the treatment group. A quasi-experimental study was carried out with a nonequivalent control group. Two groups were selected from two different daily schools consisting of 34 students for the control group and 32 students for the treatment group. A pre-test, followed by an intervention for 7 weeks was carried out. After the intervention, a post-test was carried out for both groups. A questionnaire regarding collaboration skills was used in both tests. The data obtained were analyzed descriptively and by inference. The pre-test showed that there was no significant difference in the level of collaboration of both groups. However, the results of the post-test showed that the level of collaboration in the treatment group is significantly higher than in the control group. Thus, the study showed that collaboration can be applied and cultivated among students by using project-based learning. This can be achieved by structured discussion from explicit planning, and student-centered learning activities with teaching and learning aids that support the execution of students’ project work.

Malaysia is committed to achieving sustainable growth along with fair and equitable distribution across income groups, ethnicities, regions, and supply chains. The commitment aims to enhance the nation’s prosperity and be prepared with a sufficient skilled and semi-skilled workforce. However, there is a lack of proficiency and sensitivity of the technical and vocational graduates for the various career-enhancing programs organized by the government. The graduates do not have clear action plans and strategies to meet the needs of the industrial market. In addition, there is a concern from the industries about the graduates’ job skills to succeed in their careers. Therefore, this study aimed to explore career decisions and the level of employability skills based on gender, academic achievement, and career exposure among engineering students in vocational colleges in Selangor, Malaysia. The researcher used a survey design and quantitative approach for this research. Respondents for this study are the first and second year of engineering students in Selangor vocational colleges. The findings show that the level of career decision and employability skills are at a moderate high level for most demographic groups. This study also serves as a reference to stakeholders to identify students’ career decisions and employability skills in vocational colleges. Administrators and educators are recommended to play an active role in integrating career information and guidance in the learning process efficiently in order to improve students’ career decisions and employability skills.

This study employed a cross-sectional survey research design to determine the receptivity to assessment for learning practices among Agricultural Integrated Living Skills (ILS) teachers in Malaysian secondary schools. The instrument used is a set of questionnaire which engaging Agricultural ILS teachers in secondary schools of Malaysia as samples. The purpose of this study specifically focused on the level of teacher receptivity and its difference towards assessment for learning practices among Agricultural ILS teachers in Malaysian secondary schools. The findings shows that the level of Agricultural ILS teachers’ receptivity to assessment for learning practices were mostly at the moderate level in secondary schools. Furthermore, there are significant differences in assessment for learning practices among Agricultural ILS teachers in regards to the level of receptivity. Several recommendations are made based on the findings especially for the improvement of teacher receptivity to assessment for learning practices in schools.

In the face of increasing unemployment partly due to decreasing employability skills of Nigeria polytechnic students, many graduates of Nigeria polytechnic have a dwindle self-efficacy. 420 HND 2 polytechnic engineering students in north central states of Nigeria were surveyed. Data were collected using questionnaire consisting of 4 Likert-type statements. Student’s self-efficacy was measured by asking students to rate themselves from 1 (“No confidence”) to 4 (“Complete confidence”).The self-efficacy of engineering students in Nigeria polytechnic were examined using mean and standard deviation. The mean score for Self-appraisal, Occupational Information, Goal selection, Planning and Problem solving are as follow (3.32), (2.97), (3.28), (3.082) and (3.012) respectively with self-appraisal scoring higher than the others. These findings enhance our understanding of the importance of self-efficacy in the development of employability skills of polytechnic engineering students in Nigeria, more importantly self-appraisal had the highest mean score. The practical implication is that the teaching style will have to shift from being teacher-centred leaning to student-centred learning in order to address and accommodate the need of student’s self-efficacy. Key words: Self-efficacy; Employability; Employability skills; Nigerian polytechnics; Engineering students

Teaching engineering drawings that focus only on the mastery of concepts and techniques without training students to manipulate and integrate the concepts and techniques learned preventing the application of critical thinking through this subject. Therefore, a study that determines the teaching method in applying and cultivating critical thinking disposition its effect is required. The two teaching approaches used were the conventional approach for the control group and the compounding approach for the treatment group. A quasi-experimental study with a nonequivalent control group design was carried out for 8 weeks on study groups selected from two different Technical Matriculation Colleges. A total of 31 students were selected for the control group and a total of 29 students were chosen for the treatment group in the sample study. A pretest, followed by an intervention for 8 weeks were carried out. After the intervention, a posttest was carried out on the control and treatment groups. The results of the pretest and posttest of the control group and treatment group were then compared and evaluated. Three instruments was used in the pretest and posttest is Malaysia Critical Thinking Instrument (MACTI). The pretest showed that there was no significant difference in the critical thinking dispositions of the control and treatment groups. However, the results of the posttest showed that the critical thinking dispositions of the treatment group were significantly higher than the control group.

The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and identify the relationship between teaching styles and the interest it generates towards students in the ILS subjects. Furthermore, the study will also focus on the cluster teaching styles which the students preferred. The study involved 240 students of Form 3 in Lower Secondary School of Puchong Perdana as samples. The instruments used are questionnaires of Grasha-Riechman Teaching Styles Inventory and all the data is processed utilizing SPSS software program to get the frequencies, percentage, mean scores and Pearson product moment correlation. Results show that there is a form of positive relationship between the teaching methods applied and the interest of students in ILS subjects. Several recommendations are made based on the findings of the study.

International journal for research in vocational education and training 3 (2016) 3, S. 212-229, This paper examined predictors of career adaptability skill among higher education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study. A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used to analyze the data. Results indicated that 33.3% of career adaptability skill was explained by the model. Four out of the five predictor variables significantly predicted career adaptability skill among higher education students in Nigeria. Among the four predictors, career self-efficacy sources was the most statistically significant predictor of career adaptability skill among higher education students in Nigeria, followed by personal goal orientation, career future concern, and perceived social support respectively. Vocational identity did not statistically predict career adaptability skill among higher education students in Nigeria. The study suggested that similar study should be replicated in other parts of the world in view of the importance of career adaptability skill to the smooth transition of graduates from school to the labor market. The study concluded by requesting stakeholders of higher institutions in Nigeria to provide career exploration database for the students, and encourage career intervention program in order to enhance career adaptability skill among the students. (DIPF/Orig.)

Often, when the public is asked of what teachers normally do in class, the most common response would be: What else will they do? Teaching students is their core business. In general, the role of teachers in school is restricted to the traditional conception of what teachers should teach. Undoubtedly, the notion of ‘to only teach’ was relevant in the last thirty years unlike now. With respect to this matter, this study explored the reasons why some teachers retain while some leave this noble profession based on previous studies. Also, Adam’s Equity Theory (AET) of motivation was examined. Essentially, the theory served as a guideline for the researchers to ascertain the job satisfaction factors that contributed to the narratives of TVET instructors with regards to their reasoning process. Notably, the research was carried out using a mixed-method design which employs a convergent parallel design. For the purpose of this article, the results were derived from the narrative section through an online survey named Qualtrics. The population of this survey comprised of Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions. In addition, a thematic analysis using the Atlas.ti software was employed to determine the reasons of TVET instructors retaining in the teaching profession and to identify the contributing factors of job satisfaction. Based on the findings, six themes with regards to teaching job satisfaction factors of TVET instructors were identified: conducive working environment, deep interest towards teaching profession, performing tasks well, satisfactory achievement among students, student factor, and students’ understanding during class. Ultimately, the understanding of teaching job satisfaction among TVET instructors can be construed as an eye-opener to enhance teaching motivation in alignment with the overarching advancement of this field.

The teaching profession in Malaysia has continued to be valued due to the continuous effort and commitment by teachers within the education profession and their desire to benefit better education for future generations. Indeed, the teaching profession has evolved to become a recognised benchmark towards the nation’s vision to develop human resource capital. However, despite the recognition, teachers are noticeably struggling in their attempt to provide high-quality teaching services. Many studies have reported many of the issues within the teaching profession and environment that exists. Many of the issues include severe depression, anxiety, demotivation, and behavioural issues. Consequently, many of these issues also become the reasons why teachers inevitably leave their chosen profession, either voluntarily or pressured by the educational environment and system. As a result, a study to understand the issues for their departure, and more importantly the factors contributing to job satisfaction and retention have investigated in this study. A target population targeting Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions were selected to participate in a survey. Descriptive and correlational studies were employed to determine job satisfaction the factors among TVET instructors and to identify the factors contributing towards job satisfaction and retention. The findings indicate that most instructors are satisfied with their teaching job. However, many are struggling and not coping with voracious issues brought about through present workloads, student disciplinary problems, and vague expectations from key stakeholders in the TVET system. The findings from this study will further help in determining the perspectives of the instructors and the factors that have attracted them to remain in their chosen profession and to enable them to enjoy their teaching profession and career.

This paper reveals the valuable perspectives of Malaysian academics in assessing the Malaysian Philosophy of Education (MPE) in terms of how successful its implementation is on Higher Education Institutions (HEI) in Malaysia. This research is also about productivity achievement. The researcher draws eight major conclusions in answering the main research questions. Firstly, the research argues that about 35%, 30% and 12% of the respondents have fair, good and very good knowledge about MPE respectively. All MPE 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 MPE to be implemented in HEI is the significant burdens that are time consuming faced by them. Then, the most productive role among the academics is teaching, compared to research and administration. It is also argued that different factors give significant effect to different academic roles. An interesting figure of approximately 59% of the professors were thought to have been appointed on merit (deserve their appointment). There is a significant relationship between implementation success of MPE and administration productivity. Lastly, there is a significant relationship between the perspective of academics concerning professorial appointments and the successful implementation of MPE in HEI. However, the last two have modest correlation values in general. In conclusion, the study highlights the impacts of MPE in HEI alongside the possible constraints, and the outcomes of academics’ productivity by looking at their roles and the factors which affect their productivity. These two approaches could bring valuable positive indicators of the performance of current HEI in Malaysia as a whole.

Project based learning (PoBL) offers promise as an instructional method that engaged student in school grounded through their experience with authentically learning. Findings from previous research shows results of positive effects on student such as create active, interesting and meaningful learning. The PoBL can be used as a teaching method in building 21st century skills. This article reports the effect of PoBL towards students’ level of knowledge in the Integrated Living Skills subject. This subject is a pre-vocational subject and has offers to students of lower secondary school education. The quasi experimental design was employed with the pre and post group design of two groups, the control group of 30 respondents and the treatment group of 33 respondents. The intervention executed took about eight weeks while the instruments used consist of a set of pre-test and post-test for one topic called Project Designs and Production in the subject. The finding shows that there is significant difference in mean scores between the treatment and control group. As a conclusion, the PoBL method can be practiced by teachers in the field of technical and vocational education as well as be made into a pedagogical practice besides traditional teaching in improving students’ level of knowledge. DOI: 10.5901/mjss.2015.v6n6s4p369

The purpose of this paper is to explore how institutions of higher learning, industries and businesses work together to accomplish mutual goals, intended to help shape and inform up-to-date curriculum and course design. The aim was to improve mutual understanding and exchange of ideas between the Education and business sectors that can lead to produce professional work-ready graduates. The research method was essentially qualitative case-study design method (Yin, 2003), was used. The researcher collected documents, conducted semi-structured interviews and recorded observations at the selected multinational companies and recognized institutions of higher learning. The emergent themes from the data, in form of field notes, interview scripts, audio recordings and information from documents, representing the views of both Educationists and Industrialists were analyzed. The four emergent themes as characterized by the participants views on collaborative efforts between business and Education were identified as; cooperative study programme, technical support and programme delivery, representation in the institution governing council and collaboration through shared facilities. The study represent a means of contributing quality in teaching and learning graduate employability skills, that is vital in the survival and challenge to industry to succeed in an increasingly competitive world market. This paper attempts to provide new ways of thinking as well as formal flexible commitments from business and Education in forming partnership, that enable both sectors share the needs, problems, issues, strengths and weakness of in training professional work-ready graduates. DOI: 10.5901/mjss.2015.v6n6p512

Dewasa ini masalah sosial dalam kalangan remaja semakin meningkat dan amat membimbangkan. Ini menimbulkan persoalan sejauhmanakah penghayatan nilai murni dalam kehidupan mereka dipraktikkan? Justeru, kertas kerja ini membentangkan dapatan kajian berkaitan penghayatan nilai murni dalam kalangan pelajar sekolah menengah masa kini. Kajian ini penting untuk menjelas dan mengesahkan status semasa penghayatan nilai murni pelajar supaya usaha membendung gejala sosial dapat diatasi. Kajian ini menggunakan reka bentuk kajian tinjauan deskriptif. Data dikutip melalui soal selidik yang melibatkan sampel kajian terdiri daripada 448 orang pelajar sekolah menengah harian terpilih di Semenanjung Malaysia dan disokong dengan data temubual separa struktur seramai 12 orang responden. Hasil kajian menunjukkan bahawa secara keseluruhannya penghayatan nilai murni pelajar berada pada tahap sederhana tinggi. Kajian ini mendapati hanya 3 dimensi nilai murni yang menunjukkan tahap penghayatan yang tinggi iaitu nilai kesyukuran, nilai patriotisme dan nilai hormat menghormati. Manakala 14 dimensi nilai murni menunjukkan tahap penghayatan yang sederhana tinggi. Di antara nilai-nilai tersebut, nilai yang terendah ialah nilai berdikari, nilai semangat bermasyarakat dan nilai kerajinan. Kesimpulannya, beberapa implikasi kajian turut dibincangkan dalam kertas kerja ini dalam usaha membentuk nilai murni pelajar.

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

Empirical evidences indicate that if institutions of higher education are to survive and achieve long-run viability, they must be effective. Organizational innovativeness is viewed as an important factor for improving the organizational effectiveness in these organizations. The aim of this study was to examine the correlations between organizational innovativeness types and organizational effectiveness. The method used in the study was survey research. Based on cluster sampling method, 485 full time faculty members from Islamic Azad University, Iran, were selected as the respondents of the study. Two questionnaires were developed according to an extensive review of literature for measuring organizational innovativeness types and organizational effectiveness. The results indicated that both technical and administrative innovations positively and significantly predicted organizational effectiveness. Therefore, universities must implement administrative and technical innovations to improve organizational effectiveness. However, each type of innovativeness affects different aspects of organizational performance.

The objective of the study was to predict students’ decision to enroll for a doctoral program at the Faculty of Educational Studies. A discriminant analysis was conducted to investigate the predictors that influence a student’s decision to enroll for a doctoral program. The predictors investigated were job factors, personal factors, program factors, social factors, satisfaction, and academic performance. The overall Wilk’s Lambda was significant, Λ = 0.87, Chi-Square (6, n = 117) = 15.99, p = 0.014. This indicated that the predictors were significantly different among groups of student who plan to enroll for a doctoral program (Group 1) and those who do not (Group 2). Of the total 117 students, 90 (76%) were classified correctly.