It is expected that the income generated by paddy industry will increase up to 988 million per year. In order to achieve this, extension agents plays important role in educating farmers by encouraging them to learn, adopt new technologies and spread them to other farmers. To ensure the success of extension program, the agents should recognize their roles as change agents (as a catalyst, solution giver, process helper, and resource linker) and have ability to acquire competencies to accomplish these roles. Thus, this study aims to explore the level of roles among extension agents. Using a quantitative survey methodology, self-administered questionnaires measuring the roles of extension agents as change agents. A total of 117 extension agents had participated in this study. The extension agents were the officers from various agricultural departments and agencies who serve paddy farmers in Malaysia region in related to extension, marketing, financing, farmers association, production, and others. The finding showed that the level of roles among extension agents is high. Hence, the competency of extension agents in Malaysia is indeed especially as a change agents and one of the important determinants of success for agriculture industry in Malaysia. This study emphasized that in order to improve the performance of agricultural extension agents, one of the way is by getting to know their competencies, skills and abilities. The extension agents, Farmers, policy makers, researchers, academics and people working in agriculture can learn a great deal about what individuals and institutions need to do to develop farmers, personally and professionally.

This paper explores the conceptualization of global leadership and identification of global leadership competencies. It attemptsto answer what are the competencies for global leadership? Researchers indicated that global leaders require a unique set of global leadership competencies to effectively fulfil their roles. They further identified seven competencies for global leaders that include: (1) culture awareness and sensitivity, (2) global mindset or perspectives, (3) learning from experiences, (4) developing and maintaining relationships, (5) communication, (6) traits or attitudes, and ( 7) knowledge and skills. They also have discussed on the importance to describe and identify global leadership competencies. Many organizations do not even have a set of global leadership competencies. Most have only competencies related to domestic leaders. But with rapid globalization, there is recognition for the need of more global leaders. This research examined global leadership competencies. The study employed the qualitative methodology through the in-depth interviews. The interviews were conducted with past and present top leaders of a local research university. The data from the interviews were then transcribed verbatim, coded, analysed, interpreted and discussed accordingly. The findings in this research related to global leadership competencies includes attributes, skills and knowledge. Based on the findings recommendations will be made for improving global leadership competencies.

The emergence of globalization and diversity brings out new demands for leaders. They should become global leaders who develop new skills and abilities to lead in multicultural environments. This paper discusses how to develop global leadership with a different set of competencies in diverse situations. After reviewing the related literature, the researchers conclude that the diverse environments such as multiculturalism have a significant influence on the development of global leadership. This paper is based on a research conducted using a qualitative method involving in-depth interviews of selected participants. The data collected is transcribed verbatim and categorized into themes. The research will attempt to answer the questions: 1) What is global leadership? 2) What are the competencies needed by global leaders to lead in diversity?3) How are these competencies developed for global leaders? Based on the findings recommendations are put forward to improve the effectiveness of global leadership.

The purpose of this study is to determine students' levels of self-regulated learning by adjusting Motivated Strategies for Learning Questionnaire (MSLQ) developed by (Pintrich et al., 1993). This study involved 436 undergraduate students. The validity of instrument used was checked by convergent validity and discriminate validity in Structural Equation Modeling. The reliability of scale was measured by internal consistency analyses whilst students' levels of self-regulated learning detected by descriptive analyses involving percentage, frequency, means, t-tests and standard deviation . As a result it can be concluded that MSLQ is recognized as a valid and reliable scale in order to examine levels of self-regulated learning among university students in Malaysia. Besides, the students' self-regulated learning strategies are found to be generally in the middle range; their highest level of skills being Effort regulation, whereas the lowest skill is Metacognitive strategies. The students' level of self-regulated learning in social sciences faculties was significantly lower than students in science faculties.

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