2020
DOI: 10.1108/heswbl-06-2019-0079
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Students’ continuing personal development (S-CPD) - a scheme to promote student engagement in extra-curricular activities

Abstract: PurposeThis paper presents an overview of a lifelong learning scheme. It outlines the design of the scheme that was initially targeted for electrical and electronic engineering students and later students across the faculty of engineering in the University of Nottingham Malaysia (UNM). The scheme named “Students’ Continuing Personal Development (S-CPD)” is developed to improve student participation in extra-curricular activities and at the same time, to create awareness among students of the importance of life… Show more

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Cited by 6 publications
(4 citation statements)
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“…The fourth factor of professional development events is participation in fairs, courses, seminars, workshops, which strengthen knowledge, experiences, and contribute to the development of work skills (Berchin et al, 2018), they are extracurricular activities that continue the student's personal development and contribute to the continuous learning of the person (Ooi, 2021).…”
Section: Resultsmentioning
confidence: 99%
“…The fourth factor of professional development events is participation in fairs, courses, seminars, workshops, which strengthen knowledge, experiences, and contribute to the development of work skills (Berchin et al, 2018), they are extracurricular activities that continue the student's personal development and contribute to the continuous learning of the person (Ooi, 2021).…”
Section: Resultsmentioning
confidence: 99%
“…An example of such an initiative was designed by Ref. [15] for electrical and electronic engineering students and later for students from all faculties of engineering at the University of Nottingham Malaysia (UNM), with the aim of encouraging students to participate in extracurricular activities, promoting lifelong learning, and facilitating the development of such skills. Further, Ref.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Also, Watjatrakul (2020) found a significant and positive effect of perceived value on the intention to study online courses. However, past research exploring the relationship between perceived value and engagement is rare, and still, other outcomes were expected in the online learning context (Ooi, 2021;Wilhelm-Chapin et al, 2020). In the parallel commercial world, customers engage with organizations that perceive value as linked with their services (Barari et al, 2021).…”
Section: Perceived Value and Online Engagementmentioning
confidence: 99%