Malaysian Higher Education Institutions Research Articles

Mitigating Challenges in the Administration of Private Higher Educational Institutions in Malaysia

Education plays a crucial role in creating individuals who contribute positively to the development of a country. The private education sector in Malaysia, has proven to be a major source of revenue for the Malaysian government, and it is the government’s aspiration to capture a large percentage of the higher education global market. The purpose of this paper is to analyse the challenges faced by academic leaders in managing private universities in Malaysia and to provide feasible recommendations to overcome them. The findings are expected to provide valuable information to the management of Malaysian private universities, policymakers, and regulatory agencies. The information gathered could provide enlightenment regarding the difficulties faced in order to design and implement further policies to elevate their operational method and ensure long-term survival. Valuable recommendations have been provided to ensure the institutions remain profitable and sustainable as the development of Malaysia’s social and economic sector is dependent on its education sector.

Assessing students’ environmental literacy on sustainability through Knowledge -Attitude-Practice (K-A-P) approach in the Ecosystem Discovery Journey (EDJ) Programme

A successful transition towards sustainability in the university context requires incorporation of three important aspects based on knowledge, beliefs, values and actions among all stakeholders, particularly students, through environmental education and literacy. Hence, this study aims to assess the level of environmental literacy, encompassing knowledge, attitude and practice (KAP) of undergraduate students enrolled in the LMCP1522: Ecosystem Discovery Journey (EDJ) course in Universiti Kebangsaan Malaysia. A quantitative study was conducted, involving a survey and structured questionnaires completed by 108 students, also known as Eco-volunteers (Ekorelawan). The collected data were analysed by applying the descriptive and inferential statistics. The findings showed a high level of environmental knowledge (94.4%), positive environmental attitude (56.5%) and fair/moderate environmental practice (69.5%) among students. The study also found positive and significant relationships between environmental knowledge, attitude and practice among the students through Spearman correlation test. The analysis discovered that students acquired environmental knowledge through electronic media, particularly social media as their primary source. The findings of the study illustrated a general depiction of environmental literacy level among students and provided general direction for policy discussion with respect to environmental education in Malaysian higher education institutions.

Green human resource management and employee ecological behaviour: Testing green culture and green satisfaction as parallel mediators in Malaysian higher education

AbstractThis research examines the influence of green human resource management (green HRM) on employee ecological behaviour (EEB) by drawing on Ability‐Motivation‐Opportunity theory. The mediating roles of green culture and green satisfaction are also investigated. The paper employs a quantitative design using a convenience sampling technique/approach by collecting data using a structured questionnaire from 308 academics working in the Malaysian higher education institutions. Partial least squares‐structural equation modelling is employed to verify the proposed hypotheses. The results demonstrate that green HRM positively impacts green culture and green satisfaction. Furthermore, green satisfaction positively influences EEB, where it fully mediates the association between green HRM and EEB. These results are helpful for HR professionals and senior management in terms of how green HRM may impact employee green outcomes. To date, the literature on green HRM in the higher education context is limited. This study not only enriches the general literature on green HRM but also offers a novel contribution regarding the introduction of green culture and green satisfaction as mediating variables in the association between green HRM and EEB.

Proposed Knowledge Transfer Key Factors Model in Malaysian Higher Education Institutions

Proposed Knowledge Transfer Key Factors Model in Malaysian Higher Education Institutions

Assessing progressive green university campus maturity: A framework for sustainable development in Malaysian higher education institutions

The concept of "Green University Campus" is used in a more general sense to refer to social, economic, environmental, and educational aspects. In order to assist in directing sustainability initiatives among educational institutions, this study will discuss the progressive green university campus maturity assessment instrument and framework. In order to help universities and colleges build more environmentally friendly campuses, this study analyses the ecocity theory and examines the consequences of its suggested usage in higher education. The study looks at prior attempts at sustainability and shows how the idea of an eco-campus can be used effectively and practically. Plans for sustainability and the "Green Campus" concept are present at most Malaysian universities. On college campuses, sustainability and turning green are topics that are becoming more and more popular. In Malaysia's higher education system, a strategic framework is required as a road map for developing green campuses. This study employs compliance plans and methods to monitor and manage environmentally sustainable indicators and categories. It was determined to evaluate the performance of each model in relation to achieving sustainability goals.

Recent Trends and A Future Direction of Malaysia’s Climate Change Law Program

Climate change is a critical global issue that is predominantly caused by human activities. To equip students in higher education institutions (HEIs) with the necessary knowledge and skills to play an active role in mitigating the effects of climate change, HEIs need to incorporate climate change-related programs into their teaching curricula. These programs should emphasize law and policy, enabling students to become environmentally aware and motivated to act. The Climate Change Institute (Institut Perubahan Iklim or IPI) at Universiti Kebangsaan Malaysia is among several (HEIs) in Malaysia offering a master’s program in Climate Change (Coursework), with a specialization in Environmental Science and Earth Science. This paper aims to analyse the structure of existing climate change programs at both public and private HEIs in Malaysia. Desk research is conducted to gather various information from the available structures involving seven public universities and two private universities in Malaysia which offer 24 environmental-related programs both in undergraduate and postgraduate studies. The findings were analysed by a constant comparative approach that is guided by the key themes of the study. The finding shows that all universities that offer law programs do not have climate change postgraduate law programs offered at their faculties. Other faculties, should they have such a similar program, are more related to sciences, engineering, technology and management. This paper concludes by providing insights into the key features of recent trends in the offering of climate change postgraduate law programs in Malaysia. Accordingly, the findings of the study would serve as a significant guide for the development of any new climate change policy and law programs in the future in line with United Nation’s Sustainable Development Goal SDG13 on climate action which focus on Target 13.3 in improving education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning. The new climate change postgraduate law program will also contribute to the sustainability of climate action, particularly in capacity building of the people on teaching delivery methods of climate change policy and law, protecting the planet, promoting prosperity, maintaining peace and establishing connections and partnerships in the teaching methods, such as global learning.

Exploring students' perceptions of bullying: a case study in a Malaysian higher education institution

Recognized as a significant source of trauma for adolescents, bullying necessitates an ecological framework to achieve a comprehensive understanding. Thus, this study pursued three main objectives: evaluating students' perceptions of bullying in a higher learning institution, analyzing influencing factors, and comparing perceptions between male and female students. To gather the required data, questionnaires were administered to a sample of students from an institution. Out of a total student population of 6190, 361 questionnaires were distributed, resulting in a 41% response rate. The results indicated a high perception of bullying occurrence. Peer pressure emerged as the most influential factor, obtaining the highest agreement with an average rating of 4.41, emphasizing its significance. The family factor ranked second at 4.07, while the individual factor received the lowest mean rating at 3.91. Meanwhile, no significant gender impact was observed. A key recommendation for future research is for students to proactively address bullying by reporting incidents, asserting their rights, and avoiding silence to prevent potential mental and physical health issues. Cultivating friendships is crucial, and parents should focus on bonding with their children to deter bullying. Boosting self-esteem is another vital measure to reduce the likelihood of becoming a target for bullies. Given the absence of gender-based distinctions in bullying, higher educational institutions should actively promote awareness about bullying for all students, regardless of gender.

Correction to: Interplay of perceived organizational and external e-readiness in the adoption and integration of augmented reality and virtual reality technologies in Malaysian higher education institutions

Correction to: Interplay of perceived organizational and external e-readiness in the adoption and integration of augmented reality and virtual reality technologies in Malaysian higher education institutions

Determining Significant Factors for Selection of Private Higher Education Institutions in Malaysia using Binary Logistic Regression

This study aims to statistically identify significant factors that influence IPTS selection in Malaysia using binary logistic regression. There are three phases in this study namely Identification of Variables, Distribution of Questionnaire and Analysis of Results. The variables used in the questionnaire were adapted from the past study of the authors. Nine factors in the selection of HEIs were identified and adapted in this study. Questionnaire was selected as the research tool and electronically distributed to the students of seven IPTS throughout Terengganu with a total response of 305. Results were loaded into SPSS for statistical analysis using descriptive, exploratory, normality, correlation, reliability, and binary logistic regression. The results reveal three significant factors in the selection of IPTS namely Cost, Social Factors and Job Prospects. Although accuracy is high, the model is not suitable for prediction since the variation is less than 70%. Findings for this study could support IPTS marketing strategies and better understanding of IPTS selection criteria in Malaysia.

The Relationship Between Service Quality and Student Retention in Private Higher Education Institutions in Malaysia

The Relationship Between Service Quality and Student Retention in Private Higher Education Institutions in Malaysia

Creating a positive behavior intention using an online learning platform technology: the mediating role of perceived online learning enjoyment

Purpose Since there is lack of studies in determine factors that affecting enjoyment sentiment when using online learning system, this study aims to explore the antecedents of perceived online learning enjoyment by using extended technology acceptance model (TAM) and its effect on behavioral intentions (BIN) among higher education institutions students.Design/methodology/approach The research framework was empirically evaluated using a cross-sectional research design and the data was collected from 715 undergraduate students from public higher education institutions in Malaysia using an online survey method. A structural equation modeling using partial least square method was used to examine the hypothesized model.Findings The results of partial least squares structural equation modeling indicated that the main predictive variables of TAM along with the extended variables were significantly influence the perceived online learning enjoyment. Meanwhile, the analysis also identified that perceived online learning enjoyment can significantly generate positive BIN for using online learning platforms as well as it also plays as a significant mediator role.Practical implications This study has significant implications for higher education institutions that wish to develop online learning environment for their students by providing answers to higher education institutions on how to successfully use the learning management system to assist students' learning performance from the aspect of online learning enjoyment sentiment.Originality/value This study is remarkable because it is the first attempt to explore the effect of these five predictors on students' learning enjoyment toward online learning platforms and subsequently on BIN to use this learning platforms, especially in the context of Malaysian higher education system. It is also unique in the way to extend the use of TAM predictive variables with others variables to produce more informative results about the study. Hence, this study also has a new contribution in the literature in the domain of digital learning.

Sustainable Learning Environment Amidst the Pandemic: An Adoption of Mobile Learning Readiness Among Undergraduate Students in Malaysia's Higher Institutions

Aim/Purpose: The present study explores the key determinants that influence the intention of public higher education institutions in Malaysia to utilize mobile learning. Furthermore, this study investigates the correlation between these attributes and the components that affect the sustainability viability of mobile learning. Background: The proliferation of mobile devices and the impact of COVID-19 have both played a role in the exponential growth of mobile learning. Mobile learning has emerged as an essential instrument and principal approach to student education within the higher education system amidst the pandemic. Nevertheless, research concerning the sustainability of mobile learning is still in its nascent phases in the post-pandemic period. Methodology: Structural equation modeling is utilized to analyze the gathered data and validate the hypotheses in this study, which comprises an online survey of 280 undergraduate students attending public higher education institutions in Malaysia. Contribution: This mobile learning research on the sustainability of learning environments during COVID-19 adds to the educational literature. This study reconstructs the antecedent factors of three fundamental constructs of the Theory of Planned Behavior (TPB) to explain the features of mobile learning sustainability. This research provides a theoretical framework for mobile learning sustainability. Findings: Based on the empirical evidence, the intention to adopt mobile learning in Malaysian higher education institutions is notably and directly influenced by attitude, subjective norms, and perceived behavioral control. Additionally, the core constructs of TPB are significantly impacted by perceived usefulness, instructor readiness, student readiness, perceived self-efficacy, and learning autonomy. Nevertheless, in Malaysian higher education institutions, the intention to adopt mobile learning is not significantly affected by the perceived ease of use. Recommendations for Practitioners: Mobile learning providers should work on enhancing the performance of this technology to improve content appropriateness and support. Higher education administrators should improve faculty readiness to strengthen the sustainability and efficacy of mobile learning. Improving students’ self-discipline in mobile learning and their perceived preparedness and self-efficacy is critical. Recommendation for Researchers: This study provides future researchers with a comprehensive perspective on mobile learning, which should be studied regarding technology acceptance, self-perception, and external influences, as well as a holistic research framework that combines internal and external aspects to explain mobile learning adoption behavior. Furthermore, future researchers should broaden their study horizons to include other educational institutions and populations and identify disparities to encourage broader use of mobile learning. Impact on Society: COVID-19 has profoundly impacted educational quality and the achievement of sustainable development goals (SDGs). This study demonstrates how mobile learning gives a unique chance for students to continue their learning journey from the comfort of their homes, lessening the disruption caused by pandemics and contributing to the progress of excellent education globally. Future Research: Based on the findings, future research should broaden the study’s scope to include selecting students (undergraduate and postgraduate) and instructors from multiple universities in various states of Malaysia, collecting data and examining the differences between them, and providing an overall view of mobile learning adoption behaviors (intention to adopt and actual usage) from the perspective of both interactions.

Data Privacy Practices of Private Higher Education Institutions in Malaysia: A Preliminary Study

Private higher education institutions as data users are subjected to the requirements of the Personal Data Protection Act 2010 (PDPA). These institutions process employee data as well as data of potential students, active students and alumni. They also deal with data of third parties such as vendors, visitors and contractors. Ten years after the coming into effect of the PDPA in 2013, the education sector has yet to develop their personal data protection code of practice as required by the Act. The General Code of Practice (CoP) of Personal Data Protection was introduced in December 2022 with the objective to provide guidelines to the Class of Data Users who have not prepared a Code of Practice and there is no data user forum to develop the relevant Code of Practice for the Class of Data Users. As the General CoP is legally binding, it is an offence punishable under the Act for any data user for failure to comply with any provision of this General CoP. As data users, private higher education institutions need to introduce certain mechanisms to adhere to the requirements such as privacy policy and procedure. This paper aims to compare the data privacy practices of private higher education institutions in Malaysia in order to determine to what extent the law has been complied with. Being a qualitative study, this paper applies content analysis technique. Data privacy policies of four private higher education institutions in Malaysia were examined to attain the objective. The four private higher education institutions are Universiti Tenaga Nasional (UNITEN), Universiti Teknologi PETRONAS (UTP), Taylor’s University and University of Nottingham Malaysia. The data privacy policies of the four institutions are accessible on the official website of the institutions. The study indicates that in the absence of a personal data protection code of practice for the education sector as a guideline, the data privacy practices of the institutions vary from one to another. While some of the privacy policies contain provisions which are general in nature which may lead to confusion to the data subjects, the data privacy policies show that the four institutions have, to a certain extent, complied with the requirements of the PDPA in general.

Empowering human potential and fostering values: A vision for private higher education in Malaysia

The purpose of this study is to investigate the empowerment of human potential and how it fosters values in Private Higher Education in Malaysia. Due to the high demand for postsecondary education, the private higher education sector is experiencing fierce competition, making strategic communication more crucial. The study employs a quantitative approach with a sample size of 24 respondents, namely academic and non-academic staff from private higher education institutions in Malaysia, where a statistical analysis was performed using SMART-PLS. The study employed a random sampling method to gather samples from private higher education institutions in Malaysia. The results of the analysis indicated that talent does not influence strategic communication positively. The β value result of this variable is 0.767, the t value is 1.730, and the p-value of 0.084 did not meet the benchmark where the t value is less than 1.96 and the p-value is less than 0.05. The results of human values also do not influence strategic communication positively. The β value is 0.007, the t value is 0.021, and the p-value of 0.983 again did not meet the benchmark for the t value and the p-value. The findings of this study pave the way for future research on strategic communication in private higher education institutions and provide practitioners with actionable mechanisms to enhance this area of practice. This research concludes that strategic communication plays a crucial role in the private higher education sector and that talent and human values are crucial to achieving successful communication strategies.

Leadership Impact on Lecturer Retention at University Preparation Programs in Malaysia

Many higher education institutions (HEIs) offer pre-university/foundation programs that help students transition from secondary school to universities, in Malaysia, or around the world. To be globally competitive and meet the needs of students looking to enter world class universities, HEIs in Malaysia often need to employ expatriate lecturers (ELs) (Trembath, 2016). Many ELs choose to depart their institution at the end of their first contract. This can have a negative impact on programs and adds additional recruitment costs to program budgets (Theron et al., 2014). This study’s purpose was to understand the importance of leadership and organizational climate on ELs’ decision to either renew their contract or depart. The objective was to provide the leaders of such programs with insights to help them mitigate the challenges expatriates face and develop a supportive environment that encourages longer-term commitment of lecturers beyond an initial contract.
 A convergent, parallel mixed methods research design was used for this study in which 63 participants completed an online questionnaire. In addition, 31 participants also completed a semi-structured interview. The research population for this study included current and former ELs who have worked at university preparation programs at Malaysian HEIs.
 Five themes that affect EL retention surfaced from the analysis of the qualitative and quantitative data: (a) professional growth and fulfilment, (b) the direct influence of the leader, (c) institutional factors, (d) cultural adjustment factors (Froese, 2012), and (e) country-specific factors. These key factors have influenced the decision making around contract renewal for ELs at Malaysian HEIs.
 Based on the results of this study, The Leadership Model for Expatriate Lecturer Satisfaction and Fulfillment was developed in order to guide program directors in developing a system to foster the conditions that encourage EL retention.

Interplay of perceived organizational and external e-readiness in the adoption and integration of augmented reality and virtual reality technologies in Malaysian higher education institutions

Interplay of perceived organizational and external e-readiness in the adoption and integration of augmented reality and virtual reality technologies in Malaysian higher education institutions

International Students’ Academic Adjustment in Private Universities in Malaysia

Malaysia is known for having a mixed population with diverse backgrounds and religions living in peace. Malaysian education systems opened their doors to foreign countries in 1996, allowing for the establishment of branch campuses, and the private education system entered our educational sector. Since then, many international students have travelled to Malaysia to study. According to the Star Online in 2019, Malaysian higher education institutions have registered more than 170,000 international students from over 135 countries for their intercultural adaptation experiences. The top three countries are from Bangladesh, Indonesia, and China. This qualitative study investigates the academic adjustment experiences of international students in private universities in Malaysia through the lens of Cross-Cultural Adaptation (CCA) theory. Employing in-depth interviews, the research seeks to unveil the intricate processes, challenges, and adaptive strategies that shape the academic trajectories of international students within the Malaysian higher education landscape. The study aims to explore how cultural, linguistic, and academic factors influence the academic adaptation of international students. Through purposive sampling, participants will share their personal narratives, shedding light on the dynamic interplay between cultural nuances and the pursuit of academic success. Thematic analysis of the qualitative data will uncover patterns and insights into the ways in which international students negotiate academic challenges and integrate into the Malaysian educational milieu. The findings aim to contribute to the broader understanding of cross-cultural adaptation in academic settings, providing context-specific knowledge that can inform institutional policies and practices to foster a more inclusive and supportive environment for international students in Malaysian private universities. Keywords: International Students, undergraduate, adaptation, challenges, Malaysia.

Permissive Attitude towards Premarital Sex Among University Students in Malaysia - Does Childhood Abuse Play A Role?

Introduction: Despite it being culturally forbidden, youth are voluntarily engaging in premarital sex which could lead to poor sexual behaviour in adult life. This nationwide study aimed to determine the prevalence of permissive attitude towards premarital sex among young university students and its associated factors. Methods: A cross-sectional study was conducted from June 2021 to December 2021 among students attending higher education institutions in Malaysia using stratified random sampling. A self-administered online questionnaire was used that captured participants’ sociodemographic characteristics, knowledge of sexual health, childhood abuse, and attitudes toward premarital sex. Data were analysed using SPSS 27. Results: Out of 1171 respondents, 42.4% have demonstrated permissive attitude towards premarital sex. Half had adequate knowledge on sexual health (50.2%). Among the four types of childhood abuse, only emotional abuse (p=0.02) was found more likely (AOR: 2.01; 95% CI: 1.30-3.12, p=0.02) to have permissive attitude towards premarital sex. Being a Muslim (p<.001) and living in urban area (p=0.03) were protective factors against having permissive attitude towards premarital sex. Participants who have and adequate knowledge on sexual health (p<.001), smoke or vape (p=0.05) and consume alcohol (p<0.001) were more likely to have permissive attitude towards premarital sex. Conclusion: Childhood abuse, especially emotional abuse, should not be underestimated. Permissiveness regarding premarital sex is of great concern. Permissiveness can lead to risky sexual behaviour. Preventive measures should be taken to promote positive attitudes toward premarital sex and to raise awareness about childhood abuse.

Leadership and change management in the transition to online curriculum delivery in Malaysia: a comparative case study

PurposeThis research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their computer science programs in response to the demands of Education 4.0.Design/methodology/approachA phenomenological, comparative case study approach was used to delve into the leadership and management practices of these institutions during the transition to online learning. Data were collected through interviews and document analysis.FindingsThis study explores the leadership strategies employed by two higher education institutions in Malaysia during their transition to online learning due to the COVID-19 pandemic. Five key themes emerged from the data: leadership and team coordination, training and skill development, adaptation to new assessment methods, resource management and work culture and environment. Both institutions demonstrated effective leadership, continuous training and adaptability in assessment methods. However, differences were noted in resource management and work culture. Institution A's leader had to liaise with various departments and personally invest in equipment, while Institution B was already well-equipped. The work culture at Institution A demonstrated flexibility and mutual understanding, while Institution B used key performance indicators to measure progress. Despite these differences, both leaders successfully managed the shift to online teaching, underscoring the importance of effective leadership, continuous training, flexibility, resource management and a supportive work culture in managing change. The study also highlighted the distinct roles of curriculum leaders in both institutions, with Institution A's leader focusing on multiple activities, while Institution B's leader was able to focus solely on curriculum change due to their institution's preparedness.Research limitations/implicationsThis study provides a rich, qualitative exploration of the strategies and challenges faced by program leaders in managing the shift to online teaching during the COVID-19 pandemic. Future research could build on these findings by conducting similar studies in other educational contexts or countries to compare and contrast the strategies and challenges faced by program leaders. Additionally, future research could also employ quantitative methods to measure the effectiveness of different strategies in managing the shift to online teaching. This could provide a more comprehensive understanding of the factors that contribute to successful change management in educational institutions.Practical implicationsThis study provides valuable insights for program leaders, educators and policymakers in managing change in educational institutions. The themes identified in this study – effective leadership, continuous training and skill development, flexibility in adapting to new assessment methods, effective resource management and a supportive work culture and environment – can serve as a guide for program leaders in managing future changes in their institutions. Moreover, the strategies employed by the program leaders in this study, such as forming a powerful coalition, providing training on online tools and prioritizing student welfare, can be adopted or adapted by other program leaders in managing change.Originality/valueThis study presents a unique contribution to the existing literature by offering a comparative analysis of change management strategies in two distinct educational institutions during the shift to online teaching due to the COVID-19 pandemic. It uncovers the nuanced differences in leadership styles, resource management and pedagogical adaptations, providing a rich, context-specific understanding of the change process. The study fills a research gap by examining the practical application of Kotter's 8-Step Change Model and the McKinsey 7S Model in real-world educational settings. The findings offer valuable insights for other institutions navigating similar changes, thereby extending the practical and theoretical understanding of change management in higher education.

Antecedents of employees’ engagement in malaysian private higher education

This research study aims to examine the direct relationships between peer influence, leadership style, and organizational culture, and their impact on organizational commitment and employee engagement in private higher education institutions in Malaysia, for both academic and non-academic staff. The significance of this research lies in the fact that many private higher education institutions in Malaysia are experiencing low levels of employee engagement, which can negatively affect organizational performance and productivity. The research model consists of three independent variables (peer influence, leadership style, and organizational culture), with organizational commitment acting as a mediator and employee engagement as the dependent variable. To gather primary data, the study used a survey questionnaire adapted from previous research studies and collected 268 usable responses. The data was then analysed using structural equation modelling to test the hypotheses. The first step in the analysis was to evaluate the measurement model for convergent validity by assessing construct reliability and validity. Then, discriminant validity was assessed and confirmed using cross-loading and Hetrotrait-Monotrait (HTMT) ratios. Finally, the structural model was assessed to test the research hypotheses. The results indicate that peer influence, leadership style, and organizational culture all have a significant positive impact on organizational commitment, which in turn strongly affects employee engagement. These findings suggest that private higher education institutions in Malaysia should focus on improving peer relationships, leadership style, and organizational culture to enhance employee engagement and ultimately improve organizational performance.