Quality management (QM) literature highlights that service quality is a critical determinant of organizational competitiveness. The ability of an organization implements service quality program will positively motivate customers' perceive value; this may lead to increased their satisfaction. The nature of this relationship is less emphasized in service quality service models. In this study, a survey research method was used to gather 102 usable questionnaires from academic staffs who have studied in one Malaysian public institution of higher learning in East Malaysia (HIGHINSTITUTION). The outcomes of hierarchical regression analysis showed three important findings: firstly, interaction between perceive value and responsiveness insignificantly correlated with customer satisfaction. Secondly, interaction between perceive value and assurance insignificantly correlated with customer satisfaction and thirdly, interaction between perceive value and emphathy significantly correlated with customer satisfaction. This result demonstrates that perceive value has increased the effect of emphathy customer satisfaction, but perceive value has not increased the effect of responsiveness and assurance on customer satisfaction. Further, this study confirms that perceive value does act as a partial moderating variable in the service quality models of the organizational sample. In addition, implications and limitations of this study, as well as directions for future research are discussed.
The aim of this study is to discuss the use of the inquiry method in the teaching and learning process. The inquiry method is a student-centered learning approach with the concept of students who are actively involved in the teaching and learning activity under the monitoring and supervision of teachers. This study describes how to implement the inquiry method in the classroom. Five aspects such as planning behavioral objectives, designing teaching materials, designing questioning strategies, designing teaching and learning strategies, and evaluating are emphasized in the designing of the inquiry method in the teaching and learning process. Teaching and Learning based on the inquiry method is an approach that helps students build their knowledge and understanding through research and exploration activities based on existing knowledge. The inquiry method requires higher-order thinking skills and critical thinking to make conclusions. Besides that, teachers play a vital role in the success of the inquiry method for the realization of educational reforms.
The post-colonial state in Malaysia has been driven primarily by the logic of pacification and accumulation, as reflected in its sustained reliance on export-oriented industrialisation and high levels of political control. These fundamental characteristics of the Malaysian state are reproduced in the realm of employment relations, which are dominated by managerial unilateralism as a consequence of a long history of union repression. Malaysia's adherence to a minimalist version of the tripartite framework promoted by the International Labour Organization and its long-standing status as a middle-income country have meant the kinds of international pressure and support for change evident in some other Southeast Asian countries is largely absent. Internally, pressure for change has been minimal because of the heavy hand of the state, which has made it clear that any challenge will be dealt with severely both at the individual and the organisational level. The situation has been exacerbated by the fact that many traditionally unionised export-oriented industries have shifted to contract workers and regulatory adjustments have allowed for enhanced employment flexibility.
This paper attempts to explain the various concepts related to self-directed learning and also the various theories and models regarding adult participation and also non-participation in self-directed learning programs. Because of the extensive amount of previous literature and research findings dealing with self-directed learning, it is necessary to synthesize the relevant literature so that it can be useful as a basis for this and also for further research in this field. Conceptualization of self-directed learning will be reviewed in the wider and broader perspective. Also reviewed will be the development of self-directed learning, the definitions and characteristics of self-directed learning. Different conceptualization and factors contributing to adult participation in self-directed learning will be touched. In order to design an instrument and to develop a conceptual model, which adequately reflects those factors that have been reasonably determined to be relevant, it is felt that there was a need to identify those variables or factors, reported in earlier studies, which have been found to be significantly associated with adult participation in self-directed learning.
Gaining and understanding of the motivation which drives adults to commit to, and complete, higher education through distance learning is an important requirement for the design and the delivery of adult programs for educational institutions in Malaysia and abroad. Through an in-depth empirical examination, this paper provides the insight of one individual and his commitment to, and motivation to complete a Masters program through distance learning. The paper supports the empirical findings with a theoretical overview, discussing contemporary research in the field of adult education. Various factors that relate to adult participation in distance learning program are discussed in this paper. AbstractGaining and understanding of the motivation which drives adults to commit to, and complete, higher education through distance learning is an important requirement for the design and the delivery of adult programs for educational institutions in Malaysia and abroad. Through an in-depth empirical examination, this paper provides the insight of one individual and his commitment to, and motivation to complete a Masters program through distance learning. The paper supports the empirical findings with a theoretical overview, discussing contemporary research in the field of adult education. Various factors that relate to adult participation in distance learning program are discussed in this paper.
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