scholarly journals Business Think and its Relation to the Humility of Department Managers

2018 ◽  
Vol 1 (126) ◽  
pp. 338-365
Author(s):  
Abbas Al Asadi ◽  
Noor Shaker Al Zaidi
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Demographic Variable ◽  
Demographic Variables ◽  
Research Community ◽  
Reliability Coefficient ◽  
Ministry Of Education ◽  
Cronbach Alpha ◽  
Search Results ◽  
Ministry Of Higher Education

The target of current search to know Business Think department managers, recognizing the differences in Business Think according to Gender, Academic achievement, Age, and Specialization. And Humility department managers, recognizing the differences in the Humility according to the same demographic variables. And Correlation between Business Think and Humility. To achieve research goals, we build two scales the first one is Business Think consists (28) items, and Humility consists (26) Items. Verified psychometric properties of the scales above, truly verified reliability coefficient also scales with Cronbach alpha (0.84) for managing Business Think scale, while reliability coefficient of Cronbach Alpha Humility scale (0.78). After application of a sample of measurements (338) member of department managers drawn from the research community, (222) male and (116) female  of (Ministry of Labor, and Social Affairs, Ministry of Health and the Environment, Ministry of Industry and Minerals, Ministry of Education, Ministry of Higher Education and Scientific Research, and Ministry of Culture and Tourism and Antiquities) and the current search results have been analyzed in the light of the theoretical framework adopted, contained a number of conclusions, including that section managers management Business Think and there is no interaction between demographic variables in administrative and Business Think that department managers have Humility. There is a difference in the demographic variable Sex in humility and for females and there is no interaction between demographic variables in Humility and there is a positive correlation between Business Think and modesty and management researcher emerged a set of recommendations and proposals.   

scholarly journals أثر استراتيجية إتقان التعلم في تحصيل طلاب مقررات تقنيات التعليم في كلية المعلمين بجامعة أم القرى و اتجاهاتهم نحوها

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
كنساره ، إحسان بن محمد بن عثمان ◽  
عطار ، عبد الله بن إسحاق
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Ministry Of Education ◽  
Strategic Learning ◽  
Teachers College ◽  
Technological Learning ◽  
The Subject ◽  
The Difference ◽  
Students Attitudes ◽  
Ministry Of Higher Education

The objective of this study is to know the cffect of applying the strategy of education in the subject of technological learning for students in the Teachers’ College at Umm Al-Qura University.   The study was applied to a group of students to know the effect, and attitudes towards the subjects they have studied.   The findings of study have shown significant differences between the groups of study for the expense of both groups which studied the educational subject in the way of their studies to the accuracy of both levels of study’s achievements and students attitudes towards the subject.   This means that this strategy increased the outcomes of students, and also, increased their attitudes towards the subject.   Accordingly, the above two researchers recommend the use of strategic learning for accuracy in the teaching of the difference of educational technology subjects, and other subjects for their advantage to the students’ abilities in acquiring different skills.   Also, they recommend that ministry of higher education, and ministry of education should put general plans to show teachers the curriculum and to let them practice wavs to achieve easily the objectives of learning for accuracy

scholarly journals Higher Education in Pakistan and Malaysia: A Comparative Analysis of their Education Policies in the Modern Era of Technology

2020 ◽  
Vol V (III) ◽  
pp. 103-113
Author(s):  
Kamal Haider ◽  
Ghulam Ali Kerio ◽  
Anjum Bano Kazimi
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Ministry Of Education ◽  
Education Policies ◽  
Research Papers ◽  
University Campuses ◽  
International University ◽  
The Government ◽  
Ministry Of Higher Education ◽  
Modern Era

The Government of Pakistan through the Ministry of Education (Now Ministry of Federal Education and Professional Training) has formulated various Education Policies since 1970, all could not have achieved the target objectives due to poor governance, lack of budget, and a dearth of implementation of formulated policies. While Malaysia through the Ministry of Higher Education has successfully introduced "NHEAP 2007-2010, NHESP 2011-2015 and MEBHE 2015-2025" to achieve the vision of making Malaysia an international hub for HE by 2020. To serve the mentioned purpose, five International University Campuses were established. The current study is conducted to compare Pakistan's and Malaysian HE policies so to highlight the gaps/weaknesses of Pakistan's HE policies and strategies adopted by Malaysian policymakers to form a better HE system. For the purpose qualitative approach was selected and contents of written documents were compared and analyzed, i.e., education policies & reports, research papers/scholarly articles, dissertations & books.

A Review of Religious Education in Malaysia and Thailand

2021 ◽  
Vol 7 (2) ◽  
pp. 138
Author(s):  
Nor Tasik Misba ◽  
Abd Halim Mohd Noor
Keyword(s):  
Higher Education ◽  
Religious Education ◽  
Educational System ◽  
Primary Source ◽  
The Other ◽  
Ministry Of Education ◽  
Religious Instruction ◽  
Islamic Country ◽  
Other Hand ◽  
Ministry Of Higher Education

Every country has a unique educational system to offer its citizens. The Ministry of Education and the Ministry of Higher Education are responsible for overseeing education in Malaysia. Since Malaysia is an Islamic country, the majority of religious education in the country is centered on Islam. In Malaysia, on the other hand, Tahfiz education is the most widely practiced. In contrast to Thailand, Thai Buddhist temples have surpassed all other institutions of learning as the primary source of religious instruction for the vast majority of the populace. Both religious education in these countries has developed in recent years, becoming more systematic and gaining in popularity. Hence, this article will review the religious education practices in Malaysia as well as Thailand.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

Influence of Competitiveness Factor towards Graduate Competency Level

2020 ◽  
Vol 16 (3) ◽  
pp. 292
Author(s):  
Marfunizah Ma'dan ◽  
Muhamad Takiyuddin Ismail ◽  
Sity Daud
Keyword(s):  
Higher Education ◽  
Regression Analysis ◽  
Service Sector ◽  
Survey Methods ◽  
Linear Regression Analysis ◽  
Organizational Management ◽  
Multiple Linear Regression Analysis ◽  
Emotional Control ◽  
Ministry Of Higher Education ◽  
Competency Level

Intensity to produce a quality human capital is not sufficient by having basic skills for certain field only. The need to have a competitive attitude to enhance their level of competency is much concern for many employers nowadays. Hence, this study is conducted to identify the competitiveness factors that influence the level of competency among graduates, especially who employed in the service sector in Malaysia. This study used survey methods by distributing questionnaires for data collection. The study used stratified purposive sampling by distributing a questionnaire to 450 graduates from 13 services sectors based on a statistic from the Ministry of Higher Education 2016. The finding from the exploratory factor analysis found that seven competitiveness factors were consisting of 47 items that form the competitiveness attitude among graduates. However, based on multiple linear regression analysis, only five models of competitiveness factors have a significant relationship with graduates’ competency which are job competitiveness, organizational management competitiveness, dominant competitiveness, goal competitiveness and self-improvement competitiveness. In fact, aggressive competitiveness and general competitiveness does not influence graduates’ competency level significantly. Thus, the more competitive attitude of graduates such as emotional control, innovation, and competitiveness to be the best is vital for their future marketability. In addition, it is hoped that their level of competence can be enhanced through the development of competitive factors for the advancement of the country's higher education talent.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

2021 ◽  
Vol 11 (3) ◽  
pp. 123
Author(s):  
Mª del Mar García-Vita ◽  
Marta Medina-García ◽  
Giselle Paola Polo Amashta ◽  
Lina Higueras-Rodríguez
Keyword(s):  
Higher Education ◽  
Risk Factors ◽  
Academic Achievement ◽  
Direct Impact ◽  
Structured Interviews ◽  
Sexual Diversity ◽  
Educational Perspective ◽  
High Level ◽  
Educational Inclusion ◽  
Diverse Groups

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

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