A Review of Racial Microaggression in Malaysian Educational System and Its Higher Education Institutions

This paper reviews other forms of racial oppression among Malaysian students in the business of their school and campus life day. It begins with a brief demographic background of Malaysia as a pluralistic country together with explanation pertaining to the aspirations of its diverse society. Then, it reviews some literature and findings revealed from previous studies concerning various racial microaggression issues in Malaysia with reference to schools and higher learning institutions. The challenges reviewed in this paper may be relevant to the administrative parties concerned and educational practitioners mandated to manage and train these diverse students. Other than that, this paper also provides insights into the multiracial Malaysians, especially the majority race students concerning the sense of oppression and discontent that their other ethnic peers may feel resulting from the present distinctive practice of ethnic polarisation. This paper argues that microaggression is on the rise among Malaysian youngsters and this problem stems from the environment that shapes their learning landscape.

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Exploring Factors that Influence Academics’ Knowledge Sharing Behaviour in Higher Education Institutions

International Business Research ◽

10.5539/ibr.v14n5p40 ◽

2021 ◽

Vol 14 (5) ◽

pp. 40

Author(s):

Ashwaq Rushud Al Rushud

Keyword(s):

Higher Education ◽

Knowledge Sharing ◽

Higher Education Institutions ◽

Sampling Technique ◽

Higher Learning ◽

Individual Factors ◽

Snowball Sampling ◽

Structured Interviews ◽

Learning Institutions ◽

Snowball Sampling Technique

This study explores the organisational and individual factors that influence knowledge sharing behaviour among UK universities’ academics. Furthermore, the research also aims to provide recommendations on how knowledge sharing can be promoted. Few studies have been conducted to explore Knowledge Sharing behaviour in the context of higher education institutions. This research sheds light on the factors that influence knowledge sharing behaviour in higher learning institutions. Data for this research were collected from sixteen academics from four UK universities using semi-structured interviews and snowball sampling technique. The interview data was thematically analysed using Nvivo12 software. The interviews reveal that there is a positive attitude among academics toward knowledge sharing. Furthermore, there are several factors (organisational and individual) affecting knowledge sharing behaviour, such as unsupportive leadership, lack of facilities and lack of an effective rewards system.

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Innovative Ecosphere in Higher Education Institutions: An Exploratory Study

10.14293/s2199-1006.1.sor-.ppoetp1.v1 ◽

2018 ◽

Author(s):

Mohd Faiz Hilmi

Keyword(s):

Higher Education ◽

Tertiary Education ◽

Higher Education Institutions ◽

Well Being ◽

Higher Learning ◽

Innovation Ecosystem ◽

Innovative Environment ◽

Being There ◽

Learning Institutions ◽

Creativity And Innovation

Innovative higher learning institutions are the main factors in determining the nations success and well-being. However, fostering innovative human capital at higher education level is very challenging. In order to encourage the creation and development of a society that embraces a culture of creativity and innovation for the nations success and well being, there should be a coordinated innovation ecosystem capable of moving the nation towards an innovative society. Innovation ecosphere in Malaysian higher education institutions can be developed based on several parameters that act as enablers to its formation. Therefore, this study explores the identifies seven enablers of an innovative environment in Malaysian tertiary education institutions

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Student Voice in an Extended Curriculum Programme in the Era of Social Media: A systematic Review of Academic Literature

International Journal of Higher Education ◽

10.5430/ijhe.v10n1p147 ◽

2020 ◽

Vol 10 (1) ◽

pp. 147

Author(s):

Joshua Ebere Chukwuere

Keyword(s):

Higher Education ◽

Social Media ◽

Literature Review ◽

Systematic Literature Review ◽

Student Voice ◽

Higher Education Institutions ◽

Higher Learning ◽

University Management ◽

The Right ◽

Learning Institutions

Student voice in this digital age and across higher learning institutions is increasing exponentially with the function of social media. Student voice provides a vibrant communication pathway to extended curriculum programme students in higher education institutions. Social media ensures active participation of extended curriculum programme students in generating views and ideas that define the higher learning environment and experience towards better learning conditions and outcomes. A systematic literature review was used in gathering scientific papers through trusted academic databases. The systematic literature review was conducted between the period of 1 April 2019 and 28 September 2019, by looking into the contents of articles covering the current research objectives. The study’s findings show that social media provides an effective and instant spread of the extended curriculum programme students’ voice across higher education learning institutions. It also allows the students in the extended curriculum programme to engage with each other and the institutional management promptly. Social media promotes extended curriculum programme students’ voice in reaching the right audience at the right time. The results of this study are key for extended curriculum programme students, lecturers, and university management in understanding and applying social media effectively and in bringing transformation to South African higher education institutions and beyond.

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PENDIDIKAN ETIKA REKA BENTUK DALAM PROGRAM INDUSTRI KREATIF DI INSTITUSI PENGAJIAN TINGGI MALAYSIA [DESIGN ETHICS EDUCATION FOR CREATIVE INDUSTRIES PROGRAMMES IN MALAYSIAN HIGHER EDUCATION INSTITUTIONS]

Muallim Journal of Social Science and Humanities ◽

10.33306/mjssh/185 ◽

2022 ◽

pp. 118-134

Author(s):

MOHD AFIQ RIDHWAN TARMIZU ◽

BALAMURALITHARA BALAKRISHAN ◽

MUHAMMAD FADHIL WONG ABDULLAH

Keyword(s):

Higher Education ◽

Ethics Education ◽

Higher Education Institutions ◽

Higher Learning ◽

Creative Industry ◽

Ethical Aspects ◽

Design Ethics ◽

Ethical Education ◽

Institutions Of Higher Learning ◽

Industry Professionals

Nowadays, the creative industry is rapidly developing with various technologies and creativity moving forward. However, problems and issues involving ethical aspects are still often seen on social media, television and print media, it clearly shows the lack of values and ethical aspects of the individual in the production of designs. Therefore, this study is conducted to propose the guidelines on ethical education design for creative industry programs in the institutions of higher learning. The objective of this study is to evaluate students' behavior towards design ethics among students of higher education institutions, evaluate teaching practices implemented by educators of higher education institutions as well as to assess challenges related to design ethics faced by creative industry professionals in submitting proposal regarding ethical education guidelines for creative industry programs. This study uses quantitative method which is the survey method in which questionnaires are distributed to respondents. For the sampling of studies, which is stratified sampling that refers to individual specific characteristic features in terms of his/her involvement in the creative industry. The numbers of respondents were 164 for the students, 108 respondents for the teaching staff and 89 respondents were from creative industry professionals. The findings of this study that are based on the mean value and standard deviation from the data collected through the survey study, show that students' behavior on ethical aspects is an important aspect of design ethics. Meanwhile, for the lecturers, the teaching practices implemented show that ethical aspects are a crucial element in the teaching sessions. Next, for the creative industry professionals, ethical aspects are considered as an important element in facing the challenges regarding design ethics. This is explained through the findings of students, lecturers and creative industry professionals through high recorded mean value. Therefore, it is clear that ethical aspects are a vital element to these three groups. Thus, a guideline on ethical education design for creative industry programs in institutions of higher learning is produced through the findings. Hence, this study provides a module on design ethics education that can be practiced in creative industry programs in Institutions of Higher Learning in Malaysia.

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Race as a Learned Identity

Supporting Multiculturalism and Gender Diversity in University Settings - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-4666-8321-1.ch006 ◽

2015 ◽

pp. 101-119

Author(s):

Molly Y. Zhou

Keyword(s):

Growth And Development ◽

The United States ◽

Higher Learning ◽

Academic Learning ◽

Racially Diverse ◽

Academic Knowledge ◽

The Us ◽

Diverse Society ◽

Identity Based ◽

Learning Institutions

The chapter focuses on the concept of race as a learned identity based on lived experiences of the story teller. Her experience carried her through academic learning in two higher learning institutions in the United States in the south. Besides her learning of academic knowledge, her discovery of relationships on race in education was something not expected before her journey to the west in the US. The journey is a process of rediscovery of herself and her search for knowledge. The repositioning of herself in a racially diverse society such as the US sheds light on the complex issues on race, academic learning and issues on the support and structure of academic learning and professional development for marginalized populations in higher learning institutions. The finding revealed the question of what race is: it is not the knowledge that matters the most, it is the process of finding one's self in diversity that speaks louder on one's growth and development professionally and personally. It is the process of discovering one's race that matters.

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On Culture-General Training of Master�s Degree Students at Higher Pedagogical Institutions

Standards and Monitoring in Education ◽

10.12737/17984 ◽

2016 ◽

Vol 4 (1) ◽

pp. 32-35

Author(s):

�� ◽

B. Elkanova

Keyword(s):

Higher Education ◽

Educational System ◽

Higher Education Institutions ◽

Federal State ◽

System Call ◽

Methodological Basis ◽

Cultural Competencies ◽

Educational Standard ◽

General Training ◽

Set Up

The ongoing reforms of the Russia�s educational system call for improvements in the system of higher education. Thus there is a critical need to provide the theoretical and methodological basis for training Master�s degree students, and particularly for the culture-general training. Meanwhile the Federal State Educational Standard of the 3rd generation does not describe in detail the concept of culture-general training of Master�s students, providing only the set of general cultural competencies, which students are required to develop to graduate with the Master�s degree. As higher education institutions are free to set up their own mechanisms of culture-general training, the author emphasizes, that she and her colleagues place a particular focus on culture-general training of Master�s degree students attending the higher pedagogical institutions, because the graduates would not become valued society members, unless they have mastered and enhanced the whole range of culture-general competencies.

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Life Roles and College Life: Exploring Experiences of International Female Students in Higher Education

Journal of Educational and Social Research ◽

10.36941/jesr-2020-0025 ◽

2020 ◽

Vol 10 (2) ◽

pp. 41

Author(s):

Beatrice Asante Somuah

Keyword(s):

Higher Education ◽

Formal Education ◽

Female Students ◽

Higher Learning ◽

College Life ◽

Face To Face ◽

Women's Participation ◽

Analyse Data ◽

Learning Institutions ◽

Life Roles

Studies have identified that women enter higher learning institutions for personal enrichment and lifelong education. In spite of these benefits, societal perception and traditional roles affect women’s participation in formal education. This qualitative study sought to explore the experiences of female students on how they deal with their lifecycle roles as they access higher education outside their home countries. The study was conducted in a Kenyan university using seven graduate international female students. These participants were purposively selected for face-to-face interviews. Content analysis was used to analyse data based on similarities and differences. It was revealed that the female faced challenges such as psychological stress, financial problems and time constraints. They managed these roles through support from family and friends as well as the use of self-motivation strategies. It was therefore recommended that interventions geared towards the needs of these female students are developed by institutions who admit international students.

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Higher Education in the 21st Century: Relevance, Sufficiency, Challenges and Remedies from Graduates’ Perspective

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2020/v33i830248 ◽

2020 ◽

pp. 23-37

Author(s):

Wangui Patrick Mwangi ◽

Diana Ingado

Keyword(s):

Higher Education ◽

21St Century ◽

Sampling Method ◽

College Graduates ◽

Modern Society ◽

Higher Learning ◽

Microsoft Excel ◽

R Software ◽

Self Employment ◽

Learning Institutions

Changes in life are ever bound to take place and as a result, what was important yesterday may be obsolete tomorrow, and education is not an exception. Prior to the 21st century, necessity of changes in education had been identified by many researchers and international organizations concerned with education. This had been brought about by the fact that things were changing and education had to keep the pace. In light to this fact, this study was carried out in Eldoret town, Kenya, in order to investigate whether education was up-to-date in the 21st century. It targeted university and college graduates. It was guided by four objectives namely: the relevance of education in this century, the sufficiency, the challenges facing the education in the century and the solutions to the challenges. 300 graduates from 28 different higher learning institutions were considered and data collected using questionnaires. Purposive sampling method was employed. Data analysis was performed in R software and Microsoft Excel for both descriptive and inferential statistics. The results show that, the rate of unemployment among graduates in Eldoret stands at 56.3% (p=0.0163) and 83.4% (p<0.0001) of these unemployed graduates are seeking employment. Among the employed, 59.5% (p=0.0180) are in non-self-employment. At higher learning institutions, majority (74.3%) of the graduates feel that they only gained knowledge while only 3.7% gained both skills and knowledge. Those who don’t find higher education in the 21st century useful in preparing graduates for 21st century’s life are 93.0% (p<0.0001), which is the same as those who don’t find what they gained from higher education useful in their life. The need for reforms in higher education in 21st century for the sake of meeting modern expectations and realization of developments was supported by 98.7% (p<0.0001). 99.7% (p<0.0001) admitted to have faced challenges when studying, which is the same as those with remedies to the challenges. The conclusions are: the higher education in the 21st is not useful, sufficient and relevant for modern life, it is full of challenges and reforms are necessary to help realize developments and modern expectations, and graduates can be useful in finding solutions to the challenges. Recommendations are: the stakeholders should embrace these findings and make necessary reforms to ensure that higher education in 21st century meets the 21st century’s expectations in transforming the modern society, and more research to be done involving wider scope.

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Discovering Higher Education Institutions before Solerno

Journal for the Study of Postsecondary and Tertiary Education ◽

10.28945/3892 ◽

2017 ◽

Vol 2 ◽

pp. 195-205

Author(s):

Crystal R Chambers

Keyword(s):

Higher Education ◽

Western Europe ◽

Higher Education Institutions ◽

Higher Learning ◽

Future Research ◽

History Of Higher Education ◽

Communities Of Learners ◽

Institutions Of Higher Learning ◽

History Of ◽

Education Coursework

Aim/Purpose: The purpose of this manuscript is to bring communities of learners before Solerno, Bologna, and Paris from the margin to the center of history of higher education discourse. Background: Most history of higher education coursework in the global west begins with institutions of higher learning in western Europe – Solerno, Bologna, and Paris. However, this tradition discounts the histories of higher education particularly of institutions in the global east, which predate European models Methodology: The author brings these communities of learners from the margins to the center of higher education histories by way of historical overview. Contribution: In so doing, the author informs scholar instructors of ancient higher education from a more globalized perspective. Findings: The major finding of this work is that there is a history of higher education prior to the rise of institutions in the global west. Recommendations for Practitioners: From this work, history of higher education coursework in the global west should be adjusted to include acknowledgement as well as greater exploration of ancient higher education institutions as part of our collective global under-standing of the history of higher education. Future Research: This work more broadly identifies for open exploration of ancient higher education institutions.

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