Software engineering is a booming industry and is contributing to world economy in terms of providing employment and monetary benefits. Unfortunately, despite its im portance, research in this field is still not mature. Studies so far done in this field have heavily focused on technical aspects rather than non-technical. In fact, software development is a human activity (performed by humans) which emphasizes the importance of research on non-technical (human or soft aspects) of software engineering. Recently there has been an increase on studies which are focusing more on the soft aspects of software engineering. This study also focuses on the human aspect of software engineering namely personality. Software engineers belong to various categories and their roles differ from each other based on their job requirements and skills needed to perform those jobs. This study mapped the hard and soft skills required by various software engineers and then linked them to personality traits using Big Five Personality Traits.

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Knowledge Management (KM) efforts cannot be successful unless employees open their minds to share their valuable knowledge. Knowledge sharing is a voluntary act which requires an individual's motivation. Based on the notion that an individual's motivation is of two types, namely intrinsic and extrinsic, a framework of intrinsic and extrinsic motivators of knowledge sharing was presented at the International Symposium on Information Technology (ITSIM) in June 2010, in Kuala Lumpur Malaysia. There is a lack of research work which attempts to understand knowledge sharing motivation from intrinsic as well as extrinsic motivational perspective. Hence, the proposed framework incorporated extrinsic rewards, representing extrinsic motivation, and Organisation Citizenship Behaviour (OCB), representing intrinsic motivation, in Theory of Reasoned Action (TRA). Apart from understanding the individual's knowledge sharing motivation from a two-dimensional motivation perspective, the primary aim of this study is to extend the framework proposed in ITSIM'10 by adding demographic variable as a moderating variable. This will help to understand individual differences in knowledge sharing behaviour. At the same time, the study will present the results of ITSIM paper in detail. This study has used training institutes of an oil and gas company in Malaysia as a case. The proposed framework will overcome the research gaps in the literature by re-analysing the impact of extrinsic rewards, OCB and demographic variables on knowledge sharing. To test six major and, in total, 19 hypotheses, the questionnaire method was used to gather data from the trainers and facilitators at three training institutes of the oil and gas company. The data was analysed by using multi-regression technique. The results have shown that intrinsic motivation, represented by OCB in this study, is one of the strongest motivating factors for knowledge sharing behaviour, whereas extrinsic motivation, represented by extrinsic rewards in this study, has a moderate effect on an individual's knowledge sharing intention. The results have also shown that individuals differ in manifesting their knowledge sharing intention into behaviour based on their gender and education level, whereas there is no difference among individuals with different experience levels in manifesting their knowledge sharing intention into behaviour. The study will help to understand the individual's knowledge sharing motivation from intrinsic as well as extrinsic motivational perspectives and, at the same time, individual differences in knowledge sharing behaviour. It will aid the managers at training institutes to promote knowledge sharing in their organisations.

Despite the increase in the number of female students in education indicating a reversal in the gender gap, their participation in Science, Technology, Engineering, and Mathematics (STEM) education in Malaysia is still a matter of concern. This study extends empirical explanations for this gender gap and identifies factors influencing high school students’ intentions to pursue Science, Technology, Engineering, and Mathematics (STEM) Education in Malaysia. The present study aims to develop a framework of female intention to pursue STEM education by examining the impact of five independent variables on STEM self-efficacy and in turn the impact of self-efficacy on intention. The independent variables include attitude towards STEM, self-concept, gender stereotype, motivation, and teacher stereotypes. The study also examines the independent and moderating impact of career outcome expectancy on the relationship between self-efficacy and intention. Data was collected from 211 secondary school female students in Forms 4 and 5, studying at eight secondary schools in two states in Malaysia. The data was analyzed using SmartPLS. The results of the study show that attitude, motivation, and career outcome expectancy are positive and are significant predictors of STEM self-efficacy, whereas gender and teacher stereotypes are the negative predictors. The results of the study also highlight that self-efficacy is a strong predictor of intention to pursue STEM education. These findings of the study would assist policymakers to develop suitable strategies to improve female participation in STEM education in Malaysia.