Research and supervision have become a vital process in the successful of postgraduate studies. Building an academic career path after Higher National Degree or Bachelor Degree needs intensive training and preparation. This culminates in writing of thesis or dissertation. In this process, the supervisor is designated to facilitate the student's research development based on good resources offered by the institution. At this stage, one of the most common complaints from research students concerns infrequent or erratic contact with supervisors, who may be too busy with administrative or teaching responsibilities, have too many students or be away from the university too often. The main objective of this paper is to expose what are postgraduate students' problems in research and supervision. The paper's thrust will be to highlight the importance of supervisory contribution to graduate study and to propose the best practice of supervisory inputs. Developing skills towards an effective supervision needs to be tackled in various ways. Effective supervision is essential to guide postgraduate students during their progress in postgraduate study.

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Mentoring is a part of educational training to develop people in the professions. It is related to self-development, professional growth and career development of the mentee. Not only do mentors have to play their role but the mentees too, and all this must be placed within a specific institutional context. The mentoring relationship has been described as an invaluable learning activity for beginners as well as experienced practitioners such as teachers, administrators, managers, and other professionals. This article is designed to summarize the existing literature on mentoring in order to assist mentors-mentees in enhancing the best practices for effective mentoring for mentees development. Thus, it focuses on two major areas: the concept of mentoring, and its theoretical foundations; and the nature of the mentor-mentee relationship.

The embedment of soft skills into education programs in higher education is closely related to the curriculum philosophy brought by the respective institutions. The soft skills are embedded through understanding belief systems and practices among the teacher trainers. Furthermore it provides an insight into the curriculum philosophy on how to implement soft skills embedment. Therefore, this study aimed to understand teacher trainers' understanding and teaching practice in embedding soft skills while teaching core courses for the Bachelor of Teaching Program (PISMP) at the Malaysia Institute of Teacher Education (IPG). This understanding is necessary in order to resolve the misunderstanding that embedding soft skills are burdensome for the teacher trainers and that it is only documented without being practiced. The case study methodology was used through a qualitative approach. Five teacher trainers with different backgrounds and teaching experience participated as respondents. The findings resulted in improved understanding on teacher trainers' understanding about soft skills embedment and how the actual process of embedding soft skills occurred. The results of this study allow those involved in the development of student-teachers' soft skills to generate ideas to develop models for soft skills embedment that are in line with the interpretation of PISMP soft skills.

The purpose of this research is to explore the perspectives of Malaysian academics in relation to academic productivity and some factors affecting it. A large scale online questionnaire was used to gather information from six public universities. The most productive role in the eyes of the academics was found to be teaching. with research and administration coming second and third, respectively. Several factors were found to be related to productivity and some of these have policy implications. The universities themselves differed markedly and research productivity was related to the amount of time available, and linked negatively to the teaching load.

Curriculum philosophy may assist in learning practices that coincide with the philosophy of educational institution and community. This study was aimed to understand how the teacher trainees who pursued Bachelor of Teaching (PISMP) understand the embedment of soft skills into learning activities for core courses in Malaysian Institutes of Teacher Education (IPGMs). This is necessary because embedding soft skills is sometimes considered to be out of interest among the teacher trainees that may lead to neglect the aspects of soft skills development among them. The study was conducted using a case study methodology through the qualitative approach. The respondents comprised of nine teacher trainees from the final year of study. The results yielded the teacher trainees' beliefs and identified the ways soft skills were embedded among them as they pursued their course. The results of this study allowed those involved in the development of teacher trainees' soft skills to generate ideas to develop a model to embed soft skills, in line with the interpretation of soft skills, for the teacher trainees in the IPGM.

The objective of this study is to identify the relationship between study habits and academic achievements of Health Science Student's in Masterskill University College of Health Sciences. This study also identifies the different study habit used by health science students and the academic achievement of the health science students. The overall health science students who participated in this survey were 150 (125 female and 25 male). Survey method was used in order to collect data through questionnaire. Factor analysis was carried out to group the variables under three different construct (UON, MOS, and Reading). Descriptive statistic was used to determine the different study habit practiced by the health science students and to identify the academic achievements of the health science students. Pearson Correlation analysis was used to view the relationship between underlining, outline summary and note taking (UON), method of study (MOS), and Reading method with the academic achievement of the health science students. The results of this study discovered that majority of the students are using the three different study habits mentioned in the questionnaire and their academic achievement shows that most of them are getting average level of CGPA. In measuring the relationship, the results shows that there is no significant relationship between UON and reading towards the academic achievements of the health science students. Whereby the relationship between MOS shows that there is a significant relationship to the academic achievement but it does not assist the towards the student's academic performance as it shows a negative and weak relationship.