Students’ Experiences of their Leadership Development through the Leadership Subject Taught in Universiti Teknologi Malaysia

Abstract

Leadership is the process of influencing followers to achieve a goal. This study aims to explore the Afghan postgraduate students’ experiences of their leadership development through the leadership course taught in Universiti Teknologi, Malaysia. A quantitative research design was employed in the study. An online survey questionnaire with 19 items was used to collect the data. The survey questionnaire was administered to all 46 postgraduate students in Social Sciences, Humanities and Science faculties, but only 42 of them responded to the online survey. Statistical Package for Social Sciences has been used to analyze the data. Descriptive statistics were used to determine the mean, frequency and percentage. Inferential statistics such as Independent Sample T-Test and One Way ANOVA were used to find out the differences in the responses of the participants by their demographic variables, i.e., gender, year of study, faculty, work experience and age. The finding showed that the students had a positive perception of the leadership course. The participants believed that the course helped them to improve their leadership skills. The study recommends that the leadership course be taught in Afghanistan universities since it plays a crucial part in developing leadership skills in students, which is crucial for their career after graduation.

Exploring Language Learning Strategies of TESL Practicum Students Through a Phenomenological Lens for Enhancing Language Competency

“…Various motivations in English communication learning, such as enhancing TESL students' self-esteem and competitiveness, have been studied. While student motivation may not consistently correlate with English learning achievement, teachers' motivational strategies significantly influence language acquisition, emphasising the pivotal role of lecturers in promoting student engagement and academic progress (Khamis & Wahi, 2021;Luis & Beamud, 2021;Noori, 2021;Omar et al, 2020;Rahardjo & Pertiwi, 2020;Selwyn & Pariña, 2018). Moreover, motivation impacts classroom activities and learning methods (Filgona et al, 2020;Pawlak, 2021), with factors like gender, course, and enjoyment influencing its dynamics (Dörnyei, 2001).…”

The Effects of COVID-19 on Tertiary Institutions in Ghana: The Case of the Ghana Institute of Management and Public Administration (GIMPA)

“…To further boost students learning during interruptions triggered by global catastrophes like the corona virus, instructors are expected to adopt useful techniques and divert the process of learning to novel standards. This will require education managers to be creative and innovative in the learning process [53]. This transformation will then empower learners to take charge and be innovative as well.…”

“…This is because COVID-19 opened avenues for teachers to teach and students to study without restrictions to time and location. This was made possible through digital technology which became a very important aspect of the teaching and learning experience [27,53,40]. As a matter of fact, the unexpected migration of teaching and learning to these digital learning platforms have contributed to building the capacity of both instructors and learners.…”

“…Another important issue is the readily available and easily accessible online teaching experts that can be connected to [36,37,57,28,26]. The available literature indicates a general consensus on the efficacy of online teaching and learning, provided that all students have equal access to necessary resources and lectures [53,39,38].…”

“…However, it also recognizes the substantial challenges posed by the COVID-19 pandemic to higher education institutions (HEIs). Moreover, studies suggest that online education may not be as effective as in-person learning due to a lack of engagement and practical components in the sessions [53,61,65,1]. Others have observed that insufficient resources, lack of students self-discipline, technical issues and policy-related issues were some of the main obstacles that worked against the smooth rolling out of the online learning during the epidemic [49,6,9,24,18].…”