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DETERMINANTS OF ACEDEMICIAN CAREER SUCCESS

This study aims to determine the effect of organizational career management, individual career management and the competence of employee on career success of academic staff at Research University in Malaysia. The primary data used in this study is organizational career management, individual career management, competency and career success of academic staffs. The sample in this study amounted to 280 employees from various area of lecturer within the Research University organization. Data analysis in this study using multiple linear regression analysis using SPSS software. Based on literature review known that organizational career management individual career management and employee competency has posit a positive impact on employee career success of Research University in Malaysia. That mean the level of employee career success will increase if the level of organizational career management, individual career management and competence increases.

STATISTICAL ANALYSIS: NONPARAMETRIC TESTS

Advantages and Disadvantages of Nonparametric Tests The tests of statistical significance discussed in the two previous sections are known as parametric statistics. A parameter, you will recall, is a population score, whereas a statistic is a score for a sample randomly drawn from the population. Parametric statistics make certain assumptions about population parameters. One assumption is that the scores in the population are normally distributed about the mean; another assumption is that the population variances of the comparison groups in one’s study are approximately equal. When large deviations from these assumptions are present in the research data, parametric statistics should not be used. Instead, one of the nonparametric statistics should be selected since, as their name implies, they do not make any assumptions about the shape or variance of population scores. Parametric statistics assume that the scores being analyzed are derived from a measure that has equal intervals. The s

THE THESIS OR DISSERTATION

In carrying out your review of the literature, you will observe that all research articles are organized in essentially the same manner. Theses and dissertations follow this same organizational pattern, but because they are less restricted in length, some topics are covered more thoroughly than in the published research article. Figure 21.1 is an outline giving the usual organization of the thesis or dissertation. Some variations in this outline will be found in the requirements of different universities. Students often wait until all data have been collected and all analysis has been completed before starting to write their thesis or dissertation. It is more efficient; though, for the student to prepare some portions of the research report much earlier. It seems to be an almost inevitable features of research that the student encounters some periods when she is extremely busy and some periods when she must sit and wait. These lulls in the research routine can be used profitably

SAMPLING METHOD

SAMPLING METHOD Basically allows information obtained from sampling a larger group. Larger group is known as a population. For example, we want to know the opinions of university students of the Universities and university colleges. The entire community is a population of university students. Parts of the overall student selected for this study were a sample. Students are selected is known as an element in the sample. Several types of sampling designs are often used in research. The types of different designs used to reduce sampling error. These designs are simple random sampling, stratified random sampling, systematic sampling and sampling groups. There are four types of probability sampling. Basis for selecting each one is dependent on the research problem. For example, the sampling frame in terms of availability of a good level of accuracy is required and the most suitable method to obtain the data. All four of the sampling probability is a) Simple random sampling b) Stratified rand
Theory of Planned Behavior is the order of the theoretical reason of action, which takes into account the control of behavior is seen. According to this theory, a person will only perform his intention when he felt able to control the action. Control feels that the perception of difficulty varies according to the behavior. This perception is based on reflection and the experience of a barrier or barriers to perform the behavior. Ajzen (1980) concluded that the importance of perceived control (perceived control) to determine the relationship between attitudes and behavior has been demonstrated in several empirical studies. This study supports the hypothesis that is, those with high control will have a strong intention to perform a certain behavior and will do so when the state deemed appropriate. Both of these theories assume that behavior is the result of the decision noticed for acting in accordance with certain behaviors. For example, if someone should make a choice between two forms

Adult Learning

2.0 Introduction This chapter consists of two parts. The first section discusses some important aspects relating to adult learning, particularly non-formal learning. Among them are the definition, purpose, form and location, models of participation and adult learning theory. Talks on several aspects of adult learning in the first chapter aimed to get insights on learning in adults. The second part shows non-formal learning patterns based on findings from the study of earlier. 2.1 Adult Learning What is adult learning? As the discipline of adult learning has been developed (Thomas, 2001), especially in Western countries (Mohd Azhar et.al, 2004), there are various definitions of 16 adult learning that have been advanced by scholars in this field. According to Merriam and Brockett (1997), the first definition for adult learning proposed by Bryson in 1936. Bryson (in Merriam and Brockett, 1997) says study adults are all activities that have a purpose in the context of study carried out in

Pembelajaran Dewasa

TINJAUAN LITERATUR 2.0 Pengenalan Bab ini terdiri daripada dua bahagian. Bahagian pertama membincangkan beberapa aspek penting berkaitan pembelajaran dewasa terutamanya pembelajaran non-formal. Antaranya ialah definisi, tujuan, bentuk dan lokasi, model penyertaan dan teori pembelajaran dewasa. Perbincangan terhadap beberapa aspek dalam pembelajaran dewasa didahulukan pada bab ini bertujuan untuk mendapat kefahaman yang mendalam mengenai pembelajaran di kalangan orang dewasa. Bahagian kedua pula memaparkan pola pembelajaran non-formal berdasarkan dapatan daripada kajian-kajian terdahulu. 2.1 Pembelajaran Dewasa Apakah pembelajaran dewasa? Oleh kerana disiplin pembelajaran dewasa telah lama berkembang (Thomas, 2001) terutamanya di negara-negara Barat (Mohd Azhar et.al, 2004), maka terdapat pelbagai definisi bagi 16 pembelajaran dewasa yang telah dikemukakan oleh para sarjana dalam bidang ini. Menurut Merriam dan Brockett (1997), antara definisi terawal bagi pembelajaran dewasa dikemukaka