Market properties and shares are important in the field of finance in order to measure the economic growth of a country. These market properties are volatile time series as they have huge price swings in a shortage or an oversupply period. In this study, we use two time series models which are Box-Jenkins Autoregressive Integrated Moving Average (ARIMA) and Generalized Autoregressive Conditional Heterocedasticity (GARCH) models in modelling and forecasting Malaysia property market. The capabilities of ARIMA and GARCH models in modelling and forecasting Malaysia property market will be evaluated by using Akaike's Information Criterion (AIC), Mean Absolute Percentage Error (MAPE) and Root Mean Squared Error (RMSE). It can be concluded that Box-Jenkins ARIMA model perform better compared than GARCH model in modelling and forecasting Malaysia market properties and shares. 7002Nor Hamizah Miswan et al.

Many previous studies have solely focused on measuring job satisfaction in one category only either among academic or non-academic staff. However, in an educational institution, the two categories of workforce work hard in developing the university. Hence, it is crucial to measure the level of satisfaction in these jobs. Taking this into account, this study intends to identify the factors that contribute to job satisfaction among academic and non-academic staff in public universities. This study adapts the research frameworks from Lacy and Sheehan (1997), and Smerek and Peterson (2006) to measure job satisfaction among academic and non-academic staff, respectively.

Entrepreneurship education can emotionally impact students by instilling excitement, curiosity, and self-efficacy, influencing their decision-making when considering entrepreneurship as a career path. Emotions are essential in shaping student involvement in entrepreneurship, especially during the early stages of beginning a business. Thus, this study was aimed at determining the impact of entrepreneurship education on entrepreneurial emotions among university students in higher education institutions. Purposive sampling was employed, targeting final-year undergraduate students from Malaysian public universities. A survey was administered to 453 students in their final year of study. Data were analysed using IBM SPSS 22 for descriptive analysis and SmartPLS 3.3.0 for testing hypotheses. The results revealed that entrepreneurship education and negative entrepreneurial emotions were modest, whereas positive emotions were high. This finding confirmed that fear is the greatest obstacle for students wanting to become entrepreneurs. Through exposure to entrepreneurship education, students’ entrepreneurial abilities and emotions to venture into business were significantly heightened. This suggests that entrepreneurship education was advantageous as it inspired students toward entrepreneurship. The findings of this study implied that curriculum planning committees prudently design syllabi at the university to incorporate theoretical and practical aspects within the entrepreneurship education programme. The curriculum structure should also emphasize relevant and applicable practicality in the real world.

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