Public and Private Provision of Higher Education in Malaysia: A Comparative Analysis

Wilkinson, R. K.; Yussof, Ishak

doi:10.1007/s10734-004-6354-0

Cited by 78 publications

(58 citation statements)

References 13 publications

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“…It is broadly accepted that availability and quality of physical facilities offer some clue of efficiency and quality of educational (Wilkinson & Yussof, 2005). Institutes should be responsible for enhancing the quality of physical facilities including classrooms and workshops, training equipment, sports and recreational, cafeteria, and accommodations.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Determining Factors of Students’ Satisfaction with Malaysian Skills Training Institutes

Ibrahim¹,

Rahman²,

Yasin³

2014

IES

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The purpose of this study is to examine students' perception of quality of service offered in Malaysian skills training institutes and how it influences overall satisfaction. This study employed a questionnaire survey involving seven skills training institutes in Klang Valley, Malaysia. From 600 questionnaires distributed, 419 were returned (69.8 percent response rate). Causation relationship was analysed using Partial Least Squares Structural Equation Modelling technique. Results show that campus environment was the most significant predictor of student satisfaction, followed by management of institute and support services. Interestingly, the study found that physical facilities and training delivery were not significant predictors of students' overall satisfaction. Enriching knowledge in service quality and customer satisfaction is important for skills training institutes to identify priorities for performance improvement. The implication of this finding is deemed valuable and useful for institution management, policymakers and researchers in the training and educational sector.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Determining Factors of Students’ Satisfaction with Malaysian Skills Training Institutes

Ibrahim¹,

Rahman²,

Yasin³

2014

IES

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“…It would be useful for future research to conduct a longitudinal study that follow students into their industrial training in order to measure their moral development, in order to determine benefits gained from real working environment. Secondly the study only focuses on students from public university; hence it is very meaningful if private university being considered for future research due to the distinction on both institutions [35]. The third limitation in this study is regarding the method used.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Ethics of Undergraduate Students: A Study in Malaysian Public Universities

Rodzalan¹,

Saat²

2016

IJIET

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Abstract-This paper aims to determine the ethics of undergraduate students in four aspects of moral processes; awareness, judgement, intention and behaviour. It further explores the impact of gender and academic disciplines on these four moral processes. A total of 2000 undergraduate students from six public universities in Malaysia involved in this study. Data were collected through survey consists of 14 ethical statements developed based on previous studies. Descriptive analysis (such as mean), t-test and Analysis of Variance (ANOVA) were employed for the data analysis. Overall, results reveal that student's ethical level was mixed. The results also demonstrate that engineering students have low level of ethics, as compared to social science and science students. In terms of gender differences, female students appear to have higher level of ethics than their male counterparts. The findings of this study provide some educational and theoretical implications.

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“…The results show that the courses with Ql contents are present at a number of engineering departments and at some humanities, but still lacking at humanistic departments. Similar to Wilkinson and Yussof (2005) we include fields of study ( Table 2). The results show that faculties from categories I and II belong to the technical and technological group of faculties, whereas within category III there are present technical and social faculties.…”

Section: Resultsmentioning

confidence: 99%