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Browsing Research Papers | ދިރާސީ ލިޔުންތައް by Subject "Higher Education"

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    Comparison of lecturers’ competency in Maldives higher education institutes
    (2023) Zuha, Aishath; Waheeda, Aishath; Wong, Chee Hoo
    Researchers in the past have found that instructors’ levels of competence have an important effect on their ability to teach. This research aims to determine if there is a quality gap in Maldives’ higher education institutions between public and private institutions and between full-time and part-time lecturers. An online structured questionnaire was used to conduct a cross-sectional survey as part of the quantitative research strategy. Lecturers from both public and private universities took part in this investigation. The Mann-Whitney U test found a statistically significant difference between public (M= 67.52) and private (M= 48.07) institution lecturers in terms of competency; U= 829.50, p= 0.021. However, lecturers’ competency mean rank scores of full-time lecturers (M= 64.82) and part-time lecturers (M= 59.34) indicate the difference of mean scores of lecturers’ competency was not statistically significant, U= 937.50, p= 0.55. It is likely better recruitment and in-service professional development policies at public institutes are established at the institutional level, thereby improving lecturers’ competency compared to private institutes.
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    Correlation between lecturers’ professional development activities and their competencies in Maldives higher education institutes
    (2021-09-30) Zuha, Aishath; Intan, Marfarrina Omar; Waheeda, Aishath
    The quality of higher education (HE) is one of the key areas the higher education system of the Maldives focuses on to develop and expand the sector. Two of the factors that contribute to and influence the quality of HE are professional development (PD) and lecturers’ competency. However, in the context of Maldives, although efforts are made in the area of PD, little to no research has been conducted in this area. Hence, the purpose of this study is to examine the relationship between lecturer PD activities and their competencies in Maldives’ higher education institutes. A quantitative research design was adopted, which conducted a cross-sectional survey by administering a structured online questionnaire. A total of 171 lecturers participated, which included both full-time and part-time lecturers from two public and two private institutions. Data analysis revealed that there is a weak positive correlation between PD activities and lecturers’ competency; r s (129)= 0.232, p= 0.008. It is also possible that PD activities conducted do not cater for the needs of lecturers, and a culture where structured and individual PD activities are supported and encouraged is not efficiently established. In light of these findings, it is important to strengthen and expand the existing PD policies and focus on providing effective PD sessions on topics and areas that are most needed for lecturers, rather than on generic topics. This study contributes to the empirical literature on PD in the context of Maldives and to the overall development of the HE sector.
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    Exploring the dimensionality of the reflective functioning questionnaire in the context of Maldives higher education
    (2021-12-31) Shareefa, Mariyam; Moosa, Visal; Saeed, Khaulath; Hassan, Visama; Kashif, Muhammad
    Reflective functioning positively affects students' mental wellbeing. There are alternative scales already developed for measuring reflective functioning among which the reflective functioning questionnaire (RFQ) is one of the most widely used. Nonetheless, there have been some criticisms about RFQ in the recent literature, particularly concerning its dimensionality. This study intends to explore the dimensionality of RFQ in the context of higher education institutions of the Maldives. We gathered data from a sample of 333 students enrolled in higher education programs in various disciplines. Data were analysed following procedures of exploratory factor analysis (EFA) to examine the factor structure of the RFQ in the study context. Findings indicate that the reflective functioning of students, measured in the context of Maldivian higher education is a unidimensional construct. As the dimensionality of RFQ is a question that is being debated in current literature, and such validation is required in various contexts, this study adds to scholarly work on measuring reflective functioning. While future researchers may adhere to these findings when measuring reflective functioning, we proclaim that further studies are required to confirm our findings.
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    Intellectual behavior of module tutors to predict student satisfaction and intention to leave : an empirical study from Malaysian private higher education institutions
    (Innovative Space of Scientific Research Journals, 2014-09-23) Hassan, Zubair
    The purpose of this study is identifying the intellectual behaviour of module tutors and its impact on student’s satisfaction and intention to leave. A sample size of 151 full-time students was randomly chosen from various educational institutions. A multi-factor leadership questionnaire with a Likert-Scale from 1-5 was used to collected the data to determine students perception of intellectual behaviour displayed by module tutors at various level in key different academic institutions in Malaysia. Intellectual behaviour is measured using five variables namely idealised attributes, idealised behaviour, intellectual stimulations, inspirational motivation and individual considerations. These variables were initially established by previous studies as dimensions of transformational leadership. To ensure reliability and validity of the data set, sample size only includes students who have been with the educational institution for minimum one semester. The correlation analysis shows that all the in IA, IB, IS, IM and IC were significant and highly correlated with student satisfaction. However, this study found only IS is significant and negatively correlated with student’s intention to leave. Also this study found increased in level of satisfaction is significant and negatively correlated with intention to leave. In terms of multiple regression analysis, this study found that only idealised attributes (IA) and individual considerations (IC) were significant and positively influences students satisfaction. However, this study shows none of the variables of intellectual behaviour has any significant impact on student’s intention to leave. However, the increased level of satisfaction was found to have a significantly negative impact on student’s intention to leave. The current study contributes to the body of research by investigating the combined impacts of intellectual behaviour on student satisfaction using one instrument, in cross-sectional area setting. This research shows that intellectual; behaviour of transformational leadership is crucial in improving student satisfaction and intention to leave. Future research should be undertaken on different context or by increasing the sample size by widening the research context to ensure validity and reliability of the results.
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    Quality assurance in Maldives Higher Education Institutions (HEIs)
    (INTI International University, 2024) Reesha, Aishath; Shina, Aishath; Waheeda, Aishath; Moosa, Dheeba; Muna, Fathimath