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Asian echoes volume one : unveiling higher education in the Maldives, Indonesia, and Malaysia
(2024) Waheeda, Aishath; Shina, Aishath; Shaheeda, Fathimath; Reesha, Aishath; Moosa, Aishath Dheeba; Muna, Fathimath
Welcome to a heartfelt exploration of higher education in the enchanting landscapes of the Maldives, the vibrant tapestry of Indonesia, and the dynamic milieu of Malaysia. As you embark on this journey with us, we invite you to step into the corridors of academia and join us in unravelling the stories that shape the educational narratives of these three unique nations. Curiosity and Passion Ignite the Path This venture began as a personal odyssey fuelled by curiosity and passion. Having worn various hats in higher education - from eager student to dedicated lecturer and administrator - I found myself captivated by the intricate mechanisms that breathe life into academic institutions. This book is a testament to the profound impact that quality education and the global exchange of ideas can have on shaping the future. Local Realities, Global Perspectives, and the Art of Bridging In the tapestry of global education, it is essential not only to recognize the challenges and successes that define each country but also to celebrate the individuals navigating this terrain. Our authors, dedicated educators, bring you personal narratives infused with cultural richness, historical context, and the daily triumphs and tribulations that mold the educational landscape. Consider this book as more than a compilation of chapters; think of it as a bridge connecting different perspectives. It is a testament to the power of collaborative learning, an invitation to embrace the unique approaches to higher education, and a recognition of the universal challenges and aspirations that bind educators worldwide. Together, we aim to foster a global dialogue on the evolving nature of higher education. Embark on a Shared Learning Journey As you embark on this shared learning journey, we hope the narratives of educators navigating the complexities of higher education in these three countries will not only inform but also resonate with you. May this exploration ignite a curiosity that extends beyond these pages, prompting you to delve deeper into the transformative power of education in diverse cultural and institutional contexts. Gratitude to Our Authors: The Heartbeat of this Endeavor Lastly, a special note of gratitude extends to the authors whose dedication, expertise, and passion breathe life into these pages. Your insights into the higher education realms of the Maldives, Indonesia, and Malaysia have transformed this project into a rich and enriching experience. Thank you for joining us on this collaborative and personal exploration.
The impact of organizational citizenship behavior on employee’s job satisfaction, commitment and turnover intention in dining restaurants Malaysia
(IJABM, 2015-04) Hassan, Zubair; Huak, M.; Pivi, Fazi Gisele
Organizational Citizenship Behaviors (OCBs) are those discretionary behaviors that employees are willing to exhibit without expecting any kind of reward in return. One of the most important challenges faced by the management has been evaluating employees' performance; this is because the key to accessing constant organizational enhancement is in the aptitude to frequently assess employees’ performance. The purpose of this study is to examine the Impact of organization citizenship behavior (OCB) on employees’ Job Satisfaction, Job Commitment and Turnover Intentions. The study uses past literatures and the combination of two frameworks from Islam et al. (2011) and Aslam (2012) framework as a model to evaluate employees’ behavior in The Seduction Restaurant group Sdn Bhd. (OCB) factors include Altruism, Conscientiousness and Civic Virtue. This study was conducted in a private company in Malaysia, and for this purpose 100 employees of the Seduction Restaurant group Sdn Bhd were used as sample. A convenience sampling was used, questionnaires were used as primary data collection instrument, and the Statically Package for Social Sciences Program 20. (SPSS) was used to analyze the data. The result of the study showed that OCB dimensions are positively related to Job satisfaction and job commitment, and negatively related to turnover intentions. Therefore OCB dimensions have a great effect on Job satisfaction, Job commitment and Turnover intentions which were held accountable for employees’ of dinning restaurants in Malaysia. This study provides procedures and insight that will help managers, to understand the benefit of OCB dimensions on employees’ Job satisfaction, Job commitment and turnover intentions.
Store attributes : a sustainable strategy to influence customer satisfaction and purchase intention
(2018-06-10) Hassan, Zubair; Basit, Abdul; Peng, Low Foong
This research examines the influence of store attributes namely store assortment, aesthetics, store convenience, and store service and customer relation on customer satisfaction and purchase intention. A sample of 373 customers were used to collect data using convenient sampling methods at the time of shopping from various hypermarkets located in Selangor. A Likert-scale questionnaire from 1 to 5 was used to measure the items. To analyses the data, SPSS and AMOS software were used. The path analysis showed that store assortment, aesthetics and store convenience had a positive and significant impact on customer satisfaction and purchase intention except store service and customer relation. Therefore, it is very vital for retail managers and marketers to promote these attributes and make it visible for customers to increase satisfaction and purchase volumes. This research potentially contributes to develop and implement more successful relationship marketing strategies for retailers and managers. Also future researchers could emphasis on extending this research by comparing local and foreign hypermarkets attribute and whether there exit any difference in the eyes of customer
Factors affecting Muslim tourists choice of halal concept hotels and satisfaction in Malaysia : moderating effect of religious devotedness
(2015-11) Hassan, Zubair
The purpose of this study is to examine the factors that influence Muslim Tourist preference towards a Halal Concept Hotels in, particularly Malaysia. Based on the review of past literature we found that there is very limited empirical research done to examine the factors that affects the choice of Muslim Tourists decision to stay in Halal Concept Hotel. Numerous researches based on Islamic tourism, Shariah Compliant Hotels or Tourism was examined to identify the factors that influence Muslim Tourist preference and how it influences their satisfaction. Based on the literature we found six variables that influence directly Muslim Tourists preference of Halal Concept Hotels. These include availability and easy access to Halal Food, Prayer facilities in the room and access to Masjids (mosques), Prohibition of behaviours that violates General Islamic Moral behaviour, Muslim friendly tour packageswhich considers festive seasons, Religious affiliated sites and Religious devotedness towards Islam. Past literature shows that these factors have direct or indirect influence on Muslims Tourist Satisfaction. Also we concluded that selection and satisfaction of staying in Halal Concept Hotel might be moderated by Religious devotedness of Muslim Tourist. Therefore a survey must be conducted to collect Muslim Tourist perception on these factors to establish
Quality assurance in Maldives Higher Education Institutions (HEIs)
(INTI International University, 2024) Aishath Waheeda , Fathimath Muna, Aishath Shina , Fathimath Shaheeda, Aishath Reesha, Aishath Dheeba Moosa; Yin Ling Lai
Welcome to a heartfelt exploration of higher education in the enchanting landscapes of the Maldives, the vibrant tapestry of Indonesia, and the dynamic milieu of Malaysia. As you embark on this journey with us, we invite you to step into the corridors of academia and join us in unravelling the stories that shape the educational narratives of these three unique nations. Curiosity and Passion Ignite the Path This venture began as a personal odyssey fueled by curiosity and passion. Having worn various hats in higher education - from eager student to dedicated lecturer and administrator - I found myself captivated by the intricate mechanisms that breathe life into academic institutions. This book is a testament to the profound impact that quality education and the global exchange of ideas can have on shaping the future. Local Realities, Global Perspectives, and the Art of Bridging In the tapestry of global education, it is essential not only to recognize the challenges and successes that define each country but also to celebrate the individuals navigating this terrain. Our authors, dedicated educators, bring you personal narratives infused with cultural richness, historical context, and the daily triumphs and tribulations that mold the educational landscape. Consider this book as more than a compilation of chapters; think of it as a bridge connecting different perspectives. It is a testament to the power of collaborative learning, an invitation to embrace the unique approaches to higher education, and a recognition of the universal challenges and aspirations that bind educators worldwide. Together, we aim to foster a global dialogue on the evolving nature of higher education. Embark on a Shared Learning Journey As you embark on this shared learning journey, we hope the narratives of educators navigating the complexities of higher education in these three countries will not only inform but also resonate with you. May this exploration ignite a curiosity that extends beyond these pages, prompting you to delve deeper into the transformative power of education in diverse cultural and institutional contexts. Gratitude to Our Authors: The Heartbeat of this Endeavor Lastly, a special note of gratitude extends to the authors whose dedication, expertise, and passion breathe life into these pages. Your insights into the higher education realms of the Maldives, Indonesia, and Malaysia have transformed this project into a rich and enriching experience. Thank you for joining us on this collaborative and personal exploration.
Using differentiated instruction in multigrade classes : a case of a small school
(Routledge, 2021-01-02) Shareefa, Mariyam
This paper presents findings of a case-study set in one of the small schools of Maldives which was practising the concept of multigrade teaching. The aim of the study was to investigate teachers’ experiences of using Differentiated Instruction (DI) in multigrade classes. It also explored the benefits as well as challenges for using DI in the combined classes. Participants of the study included the school principal and four respective teachers who were teaching in multigrade classes. Data for the study were obtained through semi-structured interview, classroom observation and document analysis of teachers’ lesson plans.
Mainstream and special education teachers' implementation of differentiated instruction
(2019) Shareefa, Mariyam; Jawawi, Rosmawijah; Abdullah, Nor Zaiham Midawati; Matzin, Rohani
This study examines the difference between mainstream teachers and Special Education Needs (SEN) teachers’ implementation of Differentiated Instruction (DI) in Maldivian schools. A total of 64 teachers (32 mainstream teachers and 32 SEN teachers) were randomly selected, and data were collected using survey (N= 64) and classroom observation (N= 8). Independent sample t-test was adopted to analyse survey data, while mean scores of the rating scale were used to analyse observation checklist. Findings revealed that there is no significant difference between the two groups of teachers’ implementations. Both mainstream teachers and SEN teachers adopt DI at a very low level. Hence, findings suggest that despite the special training, and the importance of DI to SEN students, SEN teachers did not implement DI at any higher level than mainstream teachers. Therefore, a review of training programs conducted for both mainstream teachers and SEN teachers are found necessary.
Legal landscapes of inclusive education in the Maldives : evolution, implementation, and future directions
(SEAMEO Regional Centre for Special Educational Needs, 2023-10-03) Shareefa, Mariyam; Moosa, Visal; Rizwan, Shuhudha
The purpose of this research is to document the legal transition of a developing island nation, namely Maldives, to establish a nation-wide inclusive education system that caters to all students, including those with special needs. The study sheds light on the significant milestones achieved, current status of implementation of the legislations, and suggests a roadmap towards achieving inclusion in schools. The investigation draws heavily on the relevant legal, policy, and other local documents to elicit the story on the legal domain. Data from reports and similar documents are used for examining the status of implementation. Major milestones and transitions that took place over the three and half decades in the inclusive education journey of the country are discussed in the paper. These milestones in implementation are cross-checked against the expectations stipulated in the relevant legislations. The study offers recommendations to improve and widen the scope of inclusive education in the country which could be lessons for countries similar in context.
Institutional and teacher readiness for inclusive education in schools of Hithadhoo, Addu, Maldives : a study of the perceptions of teachers
(2016-01) Shareefa, Mariyam
The Inclusive Educational Policy of Maldives (Ministry of Education, 2013), declares that all students should be given equal educational opportunities regardless of their physical, intellectual, social, emotional or other conditions. The aim of this study was to find out what teachers believe, perceive, and feel about their schools ‘readiness for inclusive education, with regard to the school leadership, school climate, curriculum instructions, individual student support, and teachers ‘knowledge, skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo, Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general, teachers had a positive view towards all the readiness factors related to inclusive education. However, the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education, lack of facilities, lack of awareness among all stakeholders, curriculum difficulties, and time restrictions.
Evolution and implementation of inclusive education in the Maldives : hurdles and the way forward
(GI Global, 2023) Shareefa, Mariyam; Moosa, Visal; Rushdhee, Adhila; Rizwan, Shuhudha
This chapter shares the journey of a developing island nation in their effort to implement a nation-wide inclusive education system. The chapter intends to bring to forefront key milestones, challenges faced, and the way forward in the expedition towards realizing full inclusion in schools. Towards this end, the authors engaged multiple sources of data including (i) legal, policy and other relevant documents from the local context,(ii) focus group discussions with experts, and (iii) interviews with practitioners. Insights from these multi-source explorations are triangulated and discussed in the light of local and international literature. Recommendations for moving towards enhancing and expanding inclusion in the education system are offered with specific focus on policy and practice, which can benefit the education system not only at the local level but also at the global level.
Enhancing virtual learning during the crisis of COVID-19 lockdown : a case study of a higher education institution in Maldives
(2021-11) Shareefa, Mariyam; Muneez, Mohamed; Hammad, Aaidha; Shihamaa, Mariyam
Regardless of whether educational institutions had experience of using online teaching, the COVID-19 pandemic forced a sudden switch to fully virtual delivery mode, which presented challenges at both institutional and instructional levels. At the time, not much information about these experiences was available to guide education during lockdown. This study, therefore, explored the virtual learning experiences of a Maldivian higher education institution that had practiced virtual learning before and during the pandemic. Data was collected from 52 participants–a senior management member, four lecturers, and 47 students-through conducting semistructured interviews, studying students’ reflection journals, doing lesson observations, and reviewing documents. Thematic analysis of the data revealed several changes had occurred in the teaching process of the college. Significant modification of the instructional setup, structural arrangements, and the psychological readiness of students had both positive and negative impacts. This study endeavors to be of value to other higher education institutions who adopt virtual learning.
Differentiated instruction : definition and challenging factors perceived by teachers
(Atlantis Press, 2019-12) Shareefa, Mariyam; Zin, Rohani Hj Awg Mat ; Abdullah, Nor Zaiham Midawati; Jawawi, Rosmawijah
Differentiated Instruction (DI) is a teaching strategy teachers adopt to attend to student diversity in inclusive classrooms. The aim of this paper is to explore teachers’ definition of DI while identifying the challenges experienced in implementing DI strategies. Data for the study were collected from both mainstream teachers and Special Education Needs (SEN) teachers selected from 30 Maldivian schools in which inclusive education is practiced. A total of 368 mainstream teachers and 32 SEN teachers were surveyed with an open-ended questionnaire, and a semi-structured interview was conducted for 8 teachers purposively selected from survey participants. To analyse the data of both the survey and interviews, the open coding strategy (Rossman & Rallis, 2011) was used. Findings revealed that definition of DI can be explained by associating three major facets:(1) use of different strategies (2) addressing student diversity, and (3) advancement of student learning. Six major categories pertaining to challenges were also identified:(1) time,(2) resources,(3) knowledge,(4) class size,(5) support, and (6) workload. These findings are discussed in depth, and implications for practice are suggested.
Demystifying the impact of teachers’ qualification and experience on implementation of differentiated instruction
(2023-01-01) Shareefa, Mariyam
According to many educators, teachers’ knowledge and experience are identified as key factors that facilitate effective classroom instruction. The aim of this study was to investigate the role of teachers’ experience and qualifications in the implementation of differentiated instruction (DI). The study employed convergent mixed method design with 400 teachers surveyed, out of which 16 were interviewed, and 8 teachers’ classroom teaching sessions were observed. Both quantitative and qualitative approaches were used to analyze data collected from instruments that were adapted from previous studies. The survey data were analyzed using inferential statistics of ANOVA, while interview transcripts were analyzed using content analysis method, and observation checklists were analyzed using a mixed approach. Findings of these analyses showed that there is no significant difference in teachers’ implementation of DI based on their experience, while teachers’ qualifications showed otherwise. These findings indicate the importance of teachers’ pre-service and in-service professional development in the area of differentiated instruction. Further research is required to confirm and crossvalidate these findings in other educational contexts.
A challenge made easy : contributing factors for successful multigrade teaching in a small school
(2020-09-01) Shareefa, Mariyam; Moosa, Visal; Zin, Rohani Mat; Abdullah, Nor Zaiham Midawati; Jawawi, Rosmawijah
The purpose of this case study is to investigate the factors that contributed to the success of multigrade teaching in a small school in Maldives. Data were collected using semistructured one-to-one interviews, observation of classroom teaching, and field notes. The interview was conducted with the principal of the school and four teachers who taught in multigrade classes while classroom teaching of three of the teachers were observed. Content analysis of the data revealed four major factors that contributed to successful multigrade teaching; leadership, professional development, structural support, and parent awareness. These factors could be considered to enable multigrade teaching in schools.
Students' perception of written corrective feedback : a case study of pre-university ESL learners in the Maldives
(2021-06-11) Sameer, Khadheeja Mohamed; Moosa, Dheeba
In language teaching pedagogy, feedback is crucial for English as a Second Language (ESL) students to achieve the target language competency they desire. According to literature, effective feedback can only be given when educators understand the way individual students perceive the feedback that they are given. Unfortunately, there are very few published studies on the Maldivian students’ perception of feedback till date. Therefore, to understand pre-university students’ perception of feedback, this qualitative case study used data through focus group discussions and stimulated recall sessions from a sample of six students. The findings indicated that the students from the selected institute felt encouraged as well as appreciated when the lecturers gave feedback. Moreover, they felt apprehensiveness when the lecturers failed to provide enough feedback, or any at all. This indicated that the students highly regarded the importance of feedback. Therefore, it is advisable for educators to consider how students perceive the written corrective feedback provided for them so that it may result in successful uptake.
Influence of reading strategies on ESL students' reading comprehension in secondary schools in Malé, Maldives
(2024) Naushan, Aminath; Rajanthran, Subashini K; Ali, Aniyath; Moosa, Dheeba
The use of reading strategies plays an integral part in the reading comprehension level of students. However, English as a Second Language (ESL) learners are unaware of the impact of reading strategies on their reading comprehension level. Moreover, teachers also lack a solid foundation for teaching reading strategies to students and are unable to understand the reading strategies preferences of the students. Only a few studies have been conducted highlighting the significance of reading strategies on studentsâ€™ comprehension levels, especially in the context of Maldivian secondary schools. The main objective of this study is to identify the use of reading strategies to improve the reading comprehension level of ESL learners in secondary school. This research employed an experimental design. A total of 118 students from grades 9 and 10 from a secondary school participated in the study. Two instruments were utilized to collect data- a questionnaire, a pre-test, and a post-test. Statistical analysis revealed a strong positive correlation between reading strategies and comprehension achievement. Moreover, a significant difference in strategy use was found between male and female students. Recommendations include implementing school-wide reading programs, using think-aloud technique to model strategies, and consistent teacher training in Maldives as well as monitoring of students' reading strategies to improve comprehension and learning opportunities.
Does successful action research merely require a culture of reflective practice or is there more to it?
(2018-03-20) Moosa, Dheeba
This article explores the issue of whether a reflective culture is a necessary condition for sustaining action research in the Maldives. Drawing on data gathered for a study conducted in the Maldives and supplemented by a discussion of literature on the appropriateness of AR in developing countries, I consider why AR might be useful for professional development in the Maldives. As in many developing country contexts, there are many practical difficulties, such as time constraints that can prevent teachers from engaging in AR. However, the main focus of this article is to reflect whether it is simply a case of the absence of a reflective culture or AR itself that may be acting as a barrier to teacher engagement in it. Based on these findings, I argue that familiarity with reflective practices in teaching may be a prerequisite to the development of AR in the Maldives, and therefore, it may be that introducing the notion of reflective practice into initial teacher training is the first step. I also argue that it is important to carefully and critically consider the assumptions and practices within AR and adapt it for use as a professional development tool.
Transformational leadership practices and student satisfaction in an educational setting in Malaysia
(2013) Hassan, Zubair; Yau, Sagir
The purpose of this study is identifying the transformational leadership practices in an educational setting in Malaysia and its impact on students’ satisfaction. A sample size of 250 full-time students was randomly chosen from various faculties of the educational institution. A multi-factor leadership questionnaire with a Likert-Scale from 1-5 was used to collected the data to determine students perception of transformational leadership practices or behaviour displayed by lecturers and its influences on satisfaction. 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 TL behaviour including IA, IB, IS, IM and IC were significant and highly correlated with student satisfaction. However, multiple regression analysis shows only that TL behaviour of inspirational motivation, intellectual stimulations, and individual consideration were significant and positively influence student satisfaction level. We found that idealised attributes and behaviour were not significant. The current study contributes to the body of research by investigating the combined impacts of TL on student satisfaction using one instrument, in one area setting. This research shows that TL is crucial in improving student satisfaction. 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.
The influence of leadership on employee performance among jewellery artisans in Malaysia
(2017) Lor, Wendy; Hassan, Zubair
The purpose of this paper is to examine the leadership influence on employee job performance, in this case, in the jewellery industry in Malaysia. Various studies tried to examine leadership style and its influence on employee performance, job performance, firm’s performance and commitment. The results was mixed, some are positive and some are negative. In the past, most of the research have taken various leadership styles that are cited under different leadership theories. This study has selected leadership styles such as supportive, participative, servant, transactional and transformational leadership styles as independent variables that are assumed to have direct influence on employee job performance, which is the dependent variable. A survey self-rating scale questionnaire was developed using past literature to examine leadership styles and employee performance. A sample of 115 respondents were recruited using simple random probability sampling technique. The collected data was recorded and analysed using SPSS 22.0. The finding shows that only supportive and transformational leadership behaviour positively and significantly influences employee performance at workplace. We found the other three leadership behvaiour such as servant, participative and transactional leadership behaviours are not significant in influencing employee performance.
The relationship between personality and team conflict
(2015) Fui, Low Dong; Hassan, Zubair
This study aimed to identify the relationship between personality and team conflict. This study employed a sectional approach in collecting data. Data were collected from one of the company in Melaka, Malaysia namely LTK Sdn Bhd. This study collected a sample of 100 full time employees using simple random probability sampling technique. A multicultural experience questionnaire with a likert-scale rating 1-5 was used. The data was processed using the Statistical Package for Social Science (SPSS) version 20.0 for window. To ensure reliability and validity the questionnaire was checked by Cronbach’s alpha and principal components analysis. The correlation analysis shows that personality has positive and significant association with relationship conflict except openness of personality. Neuroticism of personality was found to have a positive and significant association with task conflict while other dimensions of personality were found to have positive but non-significant with task conflicts. Similarly this study found that neuroticism and agreeableness only is significant and positively associated with process conflict. Implication and suggestion for future research are discussed.

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