scholarly journals Attitude to Business Reality, Perceived Value Creation and Subjective Norms: How They Impact on Students of Higher Learning Institutions’ Self-Employment Intentions in Malaysia

2015 ◽  
Author(s):  
Mudashir Gafar ◽  
Wan Fauziah Wan Yusoff ◽  
Rozilah Kasim ◽  
David Martin
Keyword(s):  
Value Creation ◽  
Perceived Value ◽  
Subjective Norms ◽  
Higher Learning ◽  
Self Employment ◽  
Learning Institutions

scholarly journals SMALL SCALE STUDIO SETUP (4S) CREATION : CURRENT TRENDS IN ANIMATION INDUSTRY ENTREPENEURSHIP

2020 ◽  
Vol 3 (1) ◽  
pp. 10-20
Author(s):  
Ahmad Azaini Abdul Manaf ◽  
Fytullah Hamzah ◽  
Azwan Abidin
Keyword(s):  
Higher Learning ◽  
Self Management ◽  
Small Scale ◽  
Flexible Work ◽  
Animation Industry ◽  
Self Employment ◽  
Current Trends ◽  
Economic Trends ◽  
Learning Institutions ◽  
And Control

Self-employment and self-entrepreneurship activities among graduates in local and global economic trends lead to the birth of small scale animation studios. Government funding and business exposure in higher learning institutions are driving the young workforce to establish their own company rather than working for others. The current generations of graduates are very much in favor of entrepreneurship and begin to break away from the notion of stability in conventional professions due to the lack of flexible work-life balance and office benefits. Company ownership and financial freedom self-management remain the most recent phenomena in today's graduates. The idea of maintaining self-expression and control of the personal intellectual property is driving the young animator to venture into a small scale studio setup (4S).

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

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.

Knowledge sharing behaviors among non academic staff of higher learning institutions

2016 ◽  
Vol 65 (1/2) ◽  
pp. 65-83 ◽  
Author(s):  
Muhammad Sabbir Rahman ◽  
Aahad M Osmangani ◽  
Nuraihan Mat Daud ◽  
Fadi Abdel Muniem AbdelFattah
Keyword(s):  
Knowledge Sharing ◽  
Structural Equation ◽  
Academic Staff ◽  
Subjective Norms ◽  
Higher Learning ◽  
Equation Modeling ◽  
Content Type ◽  
Knowledge Sharing Behavior ◽  
Learning Institutions ◽  
Sharing Behavior

Purpose – This paper aims to develop and combined an understanding of the antecedents of knowledge sharing behavior among the non-academic staff of different higher learning institutions in Malaysia. Design/methodology/approach – The researchers tested the hypotheses from the survey data from the non-academic staff of different private and public higher learning institutions in Malaysia. This research also applied confirmatory factor analysis and structural equation modeling to examine the proposed hypothesis of this inquiry. Findings – The results indicate that attitude and subjective norms both influence the staff knowledge sharing behavior significantly and positively. Additionally, this research also revealed that intention of knowledge sharing variable plays a substantial role as a mediating variable in those relationships. Research limitations/implications – This research is a cross-sectional survey. As a result, the limited sample size in this study may affect the power of generalizability. Further research may prove the model across different times to respect the nature of the knowledge sharing behavior among the non-academic staff of higher learning institutions. Practical implications – The results of this research clearly explain how academic institutions may proceed for knowledge sharing culture in their respective department by considering the variables used in this inquiry. If the office of any academic institution feels that the knowledge sharing among the non-academic staff is still low, they can utilize the factors as a tool to facilitate the advancement of the knowledge sharing environment in their respective sections. Originality/value – Previous research primarily focuses on the knowledge sharing behavior of students and lectures ' perspective. This research minimizes the gap by including the non-academic staff of higher learning institutions. In summation, this research also examined the mediating role of knowledge sharing intention in the relationship between attitude, subjective norms and knowledge sharing behavior.

scholarly journals Determinants of Self-Employment Intentions among Students in Tanzania Higher Learning Institutions

2019 ◽  
Vol 8 (3) ◽  
pp. 7-14
Author(s):  
Kelvin M. Mwita
Keyword(s):  
Significant Relationship ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Simple Random Sampling ◽  
Multiple Linear Regression Analysis ◽  
Higher Learning ◽  
Self Employment ◽  
Alternative Sources ◽  
Learning Institutions

This study aimed at examining determinants of self-employment intentions among students in Tanzania higher learning institutions. The study was guided by the theory of planned behavior which postulates that an intention is influenced by the attitude toward behavior, the subjective norms of the behavior, and the individual’s control of the behavior. The study used Mzumbe University as a case study from which 400 respondents were drawn by using a simple random sampling technique. A standard questionnaire was used to collect data and a study attained a response rate of 82%. Data analysis involved multiple linear regression analysis. The study found that gender (β=-.028, p=.751) and academic performance (β=.016, p=.671) had no significant relationship with self-employment intentions of students while entrepreneurship education (β=.303, p=.000) and having parents who are self-employed (β=.211, p=.031) had significant relationship with self-employment intentions. The study recommends higher learning institutions to have curriculums that help students to acquire entrepreneurship education sufficiently. Moreover, students are advised to have personal initiatives in looking for entrepreneurship knowledge and skills. Parents are also recommended to establish businesses as their main or alternative sources of income in order to influence entrepreneurial tendencies in the current and coming generations as a solution towards unemployment problem.

What Support Can Higher Learning Institutions Provide to Motivate Students to Engagement in Self-Employment? Evidence from Tanzania

2020 ◽  
pp. 231971452096680
Author(s):  
Felix Adamu Nandonde ◽  
Charles Omollo Malaki
Keyword(s):  
University Students ◽  
Developing Economies ◽  
Higher Learning ◽  
Self Employment ◽  
Number Of Factors ◽  
Rotation Method ◽  
Analysis Technique ◽  
Education Support ◽  
Learning Institutions ◽  
Resource Support

Numbers of universities are increasing in developing economies. With a rise on the universities in developing economies, there is a call for more research on the role of universities in developing entrepreneurs. This article aimed at understanding the kind of support, which university students in developing economies need to engage in self-employment. The study recruited 230 students, who were provided with questionnaires during class sessions. Students were allowed to carry questionnaires and fill them in their hostels. After two weeks, the questionnaires were collected through the assistance of class representatives. Likert scale was used in the questionnaire with 5-point itemized scale. Factor analysis technique and varimax rotation method were employed for data analysis. Scree plot was used to evaluate the number of factors significant for the study. Four factors namely business education support, compulsory training, resource support and moral support loaded significantly. The results of the study can inform the ways in which university students want their institutions to assist them to become entrepreneurs.

scholarly journals CHALLENGES IN DEVELOPING AND SUPPORTING ENTREPRENEURSHIP EDUCATION: A CASE STUDY OF THE UNIVERSITY OF ZULULAND

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Thobile N Radebe ◽  
◽  
Makhosazana F Vezi-Magigaba
Keyword(s):  
South African ◽  
Education System ◽  
Entrepreneurship Education ◽  
Higher Learning ◽  
Primary Data ◽  
Self Employment ◽  
Entrepreneurial Culture ◽  
The University ◽  
Learning Institutions

Entrepreneurship education is broadly considered an important factor in promoting an entrepreneurial culture among higher education students. Considering the importance of entrepreneurship with regard to economic growth, job creation and poverty alleviation, there is a need to train entrepreneurs and to equip them with an entrepreneurial culture that promotes entrepreneurship. However, the South African education system is lacking when it comes to entrepreneurship education. The education system seems to promote the white-collar jobs rather than self-employment, and the methodology that is used to teach entrepreneurship studies, focuses more on the theory of entrepreneurship than on its practice. Against this background, this study sought to identify the challenges to develop and support entrepreneurship education by focusing on the University of Zululand as a case study. The researcher used primary data for this study. The study adopted a qualitative approach, where data was collected using interview schedules from 11 heads of departments of the university’s faculties. The results from the study show that the development of curriculum, inexperienced educators, and the methodology used to teach entrepreneurship education, are some of the challenges that are hindering the promotion of entrepreneurship education. A policy implication that arose from these findings, is that there is a need for the development of entrepreneurship-based curriculum to promote entrepreneurship. The policymakers were also encouraged to employ educators who are qualified and experienced in teaching entrepreneurship. The development of incubation centres for grooming entrepreneurs at higher learning institutions was also recommended.

scholarly journals Needs of lifelong learning for professionalisation of industrial workers: Opportunities and challenges

2019 ◽  
Vol 25 (1) ◽  
pp. 65-73
Author(s):  
Zarina Kassim ◽  
Nor Aishah Buang ◽  
Lilia Halim
Keyword(s):  
Lifelong Learning ◽  
Tertiary Education ◽  
Higher Learning ◽  
Personal Satisfaction ◽  
Industrial Workers ◽  
Face To Face ◽  
Perceived Needs ◽  
Human Resource Department ◽  
The Government ◽  
Learning Institutions

Only 23% of Malaysian workforce has tertiary education compared to Organisation for Economic Co-operation and Development countries such as Singapore and Finland that have tertiary education with an average of 28% and around 35%, respectively. This study investigates perceived needs lifelong learning programmes for professionalisation among the workers. A survey was conducted on workers from the industries. Most of the workers felt that lifelong learning programmes provide personal satisfaction. In terms of perceived needs, workers from higher positions in industries need lifelong learning programmes to get better positions and better salaries as compared to those with lower positions in industries to get better job and education. Both groups have different preferences for means of learning whether face-to-face or online learning. The implications are that the government has to change their policy in terms of requirement for these companies to register with the Human Resource Department Fund so that their workers be subsidised for attending lifelong learning programmes and to encourage the participation of public higher learning institutions for providing online and weekend lifelong learning programmes to the workers.

Generation “X” and “Y” knowledge sharing behaviour

2017 ◽  
Vol 9 (2) ◽  
pp. 325-342 ◽  
Author(s):  
Muhammad Sabbir Rahman ◽  
Nuraihan Mat Daud ◽  
Hasliza Hassan
Keyword(s):  
Knowledge Sharing ◽  
Generational Differences ◽  
Structural Equation ◽  
Academic Staff ◽  
Peninsular Malaysia ◽  
Higher Learning ◽  
Cross Sectional ◽  
Content Type ◽  
Learning Institutions ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between employee motivation and intention for knowledge sharing behaviour. Inter-generational differences (generations X and Y only) were assumed to moderate in the relationship between intention and knowledge sharing behaviour of non-academic staff of higher learning institutions. This research also aims to test the role of behavioural intention as mediation between motivation and knowledge sharing behaviour. Design/methodology/approach This research tested a conceptual framework derived from widely accepted theories. This study was carried out on non-academic staff working at the different higher learning institutions in Malaysia. Respondents from private and public higher learning institutions in Peninsular Malaysia were asked to complete a self-administered questionnaire. This research also applied confirmatory factor analysis and structural equation modelling to examine the proposed hypothesis of this inquiry. Findings Results indicate that non-academic staff knowledge sharing behaviour was significantly mediated by intention between motivation and knowledge sharing behaviour relationship. More specifically, inter-generational differences (generations X and Y) play a significant moderation role between intention and knowledge sharing behaviour. Research limitations/implications The generalizability of this cross-sectional study can be strengthened by adopting a longitudinal approach in the next phase of the study. Practical implications The results of this research highlighted that the higher learning institutions need to institutionalize knowledge sharing behaviour among their non-academic staff (executive and non-executive) by facilitating knowledge sharing-oriented work environment. Originality/value This paper has attempted to furnish a comprehensive understanding of knowledge sharing behaviour among the non-academic staff of higher learning institutions.

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