Long before Covid-19 transitioned in our lifestyle and the ‘New Normal’ began, digital communication through instant messaging application in smartphones has been used over the conventional way of communicating in Malaysia. WhatsApp is the most preferred application when it comes to communicating with peers, friends and family and that is also true for schools in Malaysia, especially in the Klang Valley. The present study aims to investigate the use of digital communication focusing on parent-teacher engagement in a public school in Putrajaya, Malaysia that uses WhatsApp as the application of choice. This qualitative research employs in-depth interviews to collect data to describe the themes that have emerged in the discussion between parents and teachers on WhatsApp as a medium of communication in parent-teacher engagement process. This study incorporates theories such as Uses and Gratifications Theory (UGT) and Epstein’s Theory of Overlapping Sphere’s of Influences (TOSI) in describing the data. The results suggest that both parents and teachers agree on the importance of using digital platform for communication and engagement between them. The versatility of digital communication, convenience, speed and cost effectiveness are the reasons for using digital communication. However, the challenges for teachers that have been identified in the use of digital communication are increase of stress, distractions of messages and abuse of working time. Theoretical and practical implications for academics, parents, teachers and students were also included in the study. Keywords: Parent, teacher, digital communication, WhatsApp, engagement.

The social nature of music can influence human emotions. Music allows listeners to express their emotions, whether positive or negative at intrapersonal and interpersonal levels. Pop music in particular has been known as a useful tool to facilitate students' learning and help them become creative, relieve their boredom, and help them get through difficult times.However, what is less known to date is how Pop music influences the emotions of youth and why they rely on the music to communicate their feelings. Available studies have mostly used surveys to collect data among pre-school and middle school children. Samples have also been mostly from Western countries. Utilising a qualitative research method, we recruited 12 undergraduate students from public and private university in Selangor, Malaysia. The participants were selected using the purposive sampling method and data were collected through semi-structured interviews conducted both online and face-to-face. Thematic analysis revealed that students experience joy, relaxation, happiness, and sadness when they listen to their favourite Pop songs. Pop music enables youth to release powerful emotional responses such as thrills and chills. The relatable and meaningful lyrics often mirror their inner thoughts and feelings and helps them express and explore their emotions when communicating with other people.

The reciprocity practice between sponsored body engagements and image improvements represent the most important objectives for the company. Sponsorship openings is vital in developing the positive image strategies. The objective of this study is to analyze the growing importance regarding the influential relationship between sponsor image formations toward sponsor's image. It is pertinent to improve the utilization of to what extent the brand sponsorship affects the image of sponsoring bodies. This study will be conducted using empirical data to examine the relationship by adopting the criterion of sponsor image formation to result the improvisation of sponsor's image. Three distinct forms were taken based on proposition by Grohs & Reisinger (2014) of proposed relationship between event image, event sponsor-fit and event commercialization to sponsor's image. This paper concludes with some reasons for the findings, implications for the choice and design of sponsorships, and further areas for research.

Objective - The objective of this research is to analyse the reward preferences of Generation X and Generation Y in the workplace Methodology/Technique - This research was conducted using the qualitative method. In-depth interviews were done to gain a deeper understanding of the phenomenon. Findings - One of the main findings is that Generation Y prefers non-monetary rewards over monetary. The findings will be able to help organisations to cater the demands of its employees that are predicted to consist of Generation Y in the near future. Novelty - This paper gains a deeper insight on the preference of Generation X and Generation Y in terms of reward preferences in the workplace. This paper contributes to the management literature and provides insights on what employees from different generations prefer to provide them with job satisfaction. Type of Paper : Empirical Keywords: Generation X; Generation Y; Management; Monetary; Non-monetary.

The coronavirus disease outbreak has disrupted the global economy on an unprecedented scale and speed and forced universities worldwide to abruptly adopt online teaching and learning. Although the concept of online learning is not new and that some universities possess the infrastructure to embrace online learning, many universities across the globe especially those in rural areas were largely unprepared to adapt to the new situation. Due to lack of preparation and many still being accustomed to traditional learning practices, the transition to online learning has taken an emotional toll not only on academics but also on their students. The present study aimed to understand the strategies students use to manage their emotions when engaged in online learning. Utilising a qualitative research method, we recruited 20 undergraduate students studying at a public university in Malaysia using the purposive sampling technique. Data were collected through semi-structured interviews conducted online. Thematic analysis revealed that some students experience fear, anger, and sorrow during online learning. These ‘difficult’ emotions can force the students to develop feelings of alienation and isolation and thus feel emotionally disconnected from their coursemates and lecturers. This is particularly due to the absence of in-person interactions compared to conventional face-to-face lectures. Furthermore, we found that the lack of verbal and non-verbal cues can cause students to lose motivation in learning. The findings of this study are expected to help academics and universities understand ways students cope with online learning and the need for their peers to help improve the students’ emotions.