2018 Jurnal Kejuruteraan, Teknologi dan Sains Sosial
Vol. 1 Issue 1 (Special Issue - NaCoSC’18)
MODELLING THE RELATIONSHIP BETWEEN LEARNING APPROACHES AND EMPLOYABILITY SKILLS OF ENGINEERING STUDENTS
Halida Mokhtar1, Zamiah Rahman1Rosli Mustapha 2
1Politeknik Ungku Omar
2Universiti Pendidikan Sultan Idris
ABSTRACT
IT Outsourcing is an organization strategy towards improvement of business processes and services. However, it entails some risks. One of the major risks in IT outsourcing is anInformation security risks. Therefore, the information security risks in IT outsourcingintroduce in this paper are based on literature review and theoretical foundation.This paper explores the information security risks in IT outsourcing process in information confidentiality, integrity and availability risks.
Keywords: Information security risks, IT outsourcing, information confidentiality, information integrity, information availability.
1. Introduction
Transition towards the knowledge economy requires graduates having technical and employability skills. Therefore, these skills should be incorporated in the curriculum of the education system (Male & Chapman, 2005). According to Sanguinetti (2004), ……..
2. Method
2.1. Participants and procedure
A total of 600 questionnaires were distributed to eight technical institutions in Malaysia. The percentage of questionnaires that could be used was 527 (88%). Samples were adequate based on the recommendations of Hair et al. (2006),
2.2. Instruments
The questionnaire comprised of 75 items and was divided into two sections. The first section contains 20 items on Learning Approaches (LA) adapted from the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) (Biggs et al., , 2001).
3. Results
In SEM, it is recommended that a two-step approach be adopted (Bryne, 2005), the analysis of the measurement model through confirmatory factor analysis (CFA), followed by the analysis of the structural model. In this article, only the findings of the overall measurement model that was reported, rather than the single measurement model.
3.1. Measurement Model
The results indicated that the model had acceptably fit with CMIN / df = 1.942, CFI =0.961, TLI =0.955, IFI= 0.961 and RMSEA =0.042. The factor loadings ranged from β=0.51, p < 0.05 to β=0.84, p < 0.05, and were significant at p<0.05; hence, convergent validity was established for this overall measurement model.
3.2. Structural Equation Model
Following CFA for the measurement model, the theoretical model and hypotheses were then tested for fitness with the data. Figure 1 shows the nomological network or the hypothesised structural model with the relevant parameter estimates. The summary of fit indices (CMIN / df = 1.942, CFI =0.961, TLI =0.955, IFI= 0.961 and RMSEA =0.042) indicated that an adequately fitting model was established. In addition, the path coefficient estimates were all significant (p<0.05).
Summary of fi t indexes:
CMIN / df = 1.942, CFI =0.961, TLI =0.955, IFI= 0.961 and RMSEA =0.042
Note. All error terms are not shown in this simplified diagram for ease of
reading of the numerical values.
Figure 1. Structural model of Learning Approaches and Employability Skils .
4. Discussion
This study found that there is a significant relationship between learning approaches and employability skills. The findings show that there are positive relationships between the deep learning approach and employability skills but negative relationships between the surface learning approach and employability skills. The findings were consistent with the findings of Lizzio et al.(2002) who found that employability skills has a negative relationship with the surface learning approach but positive relationships with deep learning approach.
5. Conclusion
Surface approaches are seen as being motivated by the learner’s desire to meet minimum requirements with minimum effort.
References
Biggs, J. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12(1), 73–85.
Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham: Open University Press.
Biggs, J. (1987) The Study Process Questionnaire (SPQ) users’ manual .Hawthorne, Victoria, ACER.
Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149.
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