ORCID Profile
0009-0004-4097-2864
Current Organisations
Swinburne University of Technology Sarawak Campus
,
Shandong University
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Publisher: Universiti Malaysia Sabah (UMS)
Date: 30-06-2023
Abstract: Staff turnover is costly to organizations and often has a relationship with human resource management (HRM) practices and career satisfaction. However, based on the literature, the relationship between these three is unclear, especially in emerging countries. This study investigates the relationship between HRM practices, career satisfaction, and turnover intention among employees in the manufacturing sector in an emerging country. 71 employees responded to 49-item online questionnaires. Using Partial Least Square Modelling analysis, the findings show that compensation, training and development, performance appraisal, promotion, and job security significantly affect turnover intention. The results also show that training and development, employee empowerment, and job security have a significant relationship with career satisfaction. Furthermore, career satisfaction has a mediating effect on the relationship between training and development and turnover intention as well as job security and turnover intention. This study has significant contributions to the HRM practitioners in emerging countries.
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2023
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 04-11-2022
DOI: 10.14742/AJET.7848
Abstract: Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to understand students’ perceptions of how lecturers’ EI impacted their learning and engagement in an online learning environment. We conducted four online focus group interviews of 14 students pursuing a bachelor’s degree at two c uses of an Australian university, one in Melbourne and the other in Malaysia. Four main themes were identified using thematic analysis. Students discussed their perceptions and experiences on (a) vulnerabilities, coping and empathy (b) relationships with lecturers, trust and safety (c) communication, tone and voice and (d) managing emotions of lecturers. Our findings suggest that lecturers’ EI impacted students’ learning and engagement in online learning spaces. However, the impact differs between Australia and Malaysia due to cultural differences. Drawing on the findings, we present online education good practices grounded in the theory of EI. Lecturers delivering online courses should consider employing these practices for effective teaching. Implications for practice or policy: Higher educational institutions need to support lecturers in developing the necessary EI skills to engage students in online learning. Lecturers need to make meaningful attempts to develop positive relationships with students in online forums to support students’ engagement. Lecturers working in online learning environments need to support students to develop friendships and connections with their peers. Lecturers need to include regular discussion breaks during online lectures to allow students to share their opinions and experiences.
Publisher: Alberta Journal of Educational Research
Date: 2021
Publisher: Wiley
Date: 25-04-2022
DOI: 10.1002/JOE.22162
Abstract: War produces devastating impacts on humankind, especially in terms of lives and livelihoods. While war is a widely studied topic in history, it remains relatively understudied in business. To address this gap, this article explores the impact of war for business and society. To do so, this article undertakes a prospective evaluation of the Ukraine and Russia conflict as a recent case of war. In doing so, this article reveals that a war can impact society within (e.g., limit access to basic necessities and monetary resources , increase unemployment and reduce purchasing power , and increase asylum seekers and refugees ) and outside (e.g., supply shortage and inflation and threat of false information ) as well as business within (e.g., threat of cyberattacks , threat to digital and sustainable growth , and short‐term and long‐term sanctions and support ) and outside (e.g., test of business ethics and moral obligations and test of brand management ) war‐torn countries . The article concludes with an agenda for future research involving war, business, and society.
Publisher: IGI Global
Date: 24-06-2022
DOI: 10.4018/978-1-6684-4364-4.CH002
Abstract: Higher education institutions worldwide were compelled to deliver their courses online due to mobility restrictions and lockdowns during the COVID-19 pandemic. This sudden shift has disrupted the educational system leaving millions unprepared for the new mode of instruction. One critical area that received little attention during this transition is student assessment. Many assessment methods designed for face-to-face classes have been adapted for online learning without much consideration. The conversion to emergency remote education has likewise exacerbated existing and uncovered new socioeconomic issues that demand immediate action. A scoping review has been carried out to map the concepts and develop a socioeconomic inclusive assessment framework for online learning in higher education. This framework will serve as a guide in designing assessment tasks that are more socioeconomically inclusive, making online learning more equitable. This chapter offers practical implications for developing a more inclusive assessment design that is beneficial to a broader group of students.
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