thesis guidelines~uum.pdf

THESIS GUIDELINES FOR PhD

AND MASTER BY RESEARCH

Engaging Minds for a Better Tomorrow

i

THESIS FORMAT GUIDE

This guide has been prepared to help graduate students prepare their dissertation

and theses for acceptance by Awang Had Salleh Graduate School of Arts and

Sciences, Universiti Utara Malaysia. The regulations contained within have been

updated for the benefit of students, faculty advisors, departments and the Graduate

School. Any questions about the contents of this guide should be directed to the

Format Advisor, Awang Had Salleh Graduate School of Arts and Sciences,

Universiti Utara Malaysia, 06010 UUM, Sintok .

The Format Advisor is concerned solely with the format of the manuscripts. It is

the Advisor‟s responsibility to make certain that any dissertation or thesis

submitted in partial fulfilment or fulfilment of a graduate degree at Awang Had

Salleh Graduate School of Arts and Sciences, Universiti Utara Malaysia conforms

to the regulations outlined in this guide. Responsibility for the content of any

manuscript remains with the student and the faculty advisor(s).

ii

TABLE OF CONTENTS

Thesis Format Guide ............................................................................................................. i

Table of Contents ................................................................................................................. ii

Table of Figures .................................................................................................................. iv

INTRODUCTION ............................................................................................................... 1

1.0 RESEARCH PROPOSAL .................................................................................... 19

2.0 THE THESIS AS PART OF THE GRADUATE PROGRAMME ...................... 25

2.1 Permission to Write the Thesis .................................................................... 25

2.2 Preparation for Submission of Thesis .......................................................... 25

2.3 Preparation for the Oral Defence ................................................................. 26

2.4 The Oral Defence ......................................................................................... 30

2.1 Submission of Thesis ................................................................................... 34

2.2 Convocation ................................................................................................. 34

3.0 REGULATIONS FOR PREPARATION OF A THESIS ..................................... 36

3.1 General Form and Style ............................................................................... 36

3.2 Paper Type and Quality ............................................................................... 36

3.3 Typing or Computer Printing ....................................................................... 37

3.4 Margins ........................................................................................................ 37

3.5 Numbering of Pages ..................................................................................... 37

3.6 Illustrative Materials .................................................................................... 38

3.6.1 Diagrams and Tables ....................................................................... 38

3.6.2 Photographs and Plates .................................................................... 38

3.6.3 Oversized Pages .............................................................................. 38

3.6.4 Other Material ................................................................................. 39

3.6.5 Long Theses .................................................................................... 39

3.7 Arrangement of Contents ............................................................................. 39

3.7.1 Title Page ......................................................................................... 40

3.7.2 Certification of Thesis/Dissertation ................................................. 40

3.7.3 Permission to Use ............................................................................ 40

3.7.4 Abstract ........................................................................................... 40

3.7.5 Permission to Reproduce ................................................................. 41

3.7.6 Acknowledgements ......................................................................... 41

3.7.7 Dedication ....................................................................................... 41

3.7.8 Table of Contents ............................................................................ 41

3.7.9 List of Tables ................................................................................... 42

3.7.10 List of Figures ................................................................................. 42

3.7.11 List of Abbreviations ....................................................................... 42

3.7.12 Body of the Thesis ........................................................................... 42

3.7.13 List of References ............................................................................ 42

3.7.14 Appendices ...................................................................................... 42

3.7.15 Vita .................................................................................................. 43

4.0 SPECIFIC ITEMS ................................................................................................ 43

4.1 Titling the Thesis ......................................................................................... 43

4.2 Copyright and Subsequent Use of the Thesis .............................................. 43

4.3 Equations...................................................................................................... 44

iii

4.4 Notes ............................................................................................................ 44

4.5 Referencing .................................................................................................. 45

4.6 Layout of a Chapter ..................................................................................... 45

4.6.1 Numbered Format ............................................................................... 45

4.6.2 Unnumbered Format ........................................................................... 45

4.7 Layout of a Table ......................................................................................... 46

4.8 Layout of a Figure ........................................................................................ 46

4.9 Binding the Thesis ....................................................................................... 46

Appendix 1: Nomination Form For Additional Supervisor ............................................... 47

Appendix 2: Form For Change Of Thesis Supervisor ....................................................... 49

Appendix 3: Form For Withdrawal From Supervision ...................................................... 51

Appendix 4: Form For Discontinuing Services Of Supervisor .......................................... 54

Appendix 5: Form For Deferment Of Study ...................................................................... 57

Appendix 6: Form For Change Of Programme ................................................................. 58

Appendix 7: Form For Extending Defence Of Proposal ................................................... 60

Appendix 8: Form For Intent To Submit Porposal ............................................................ 62

Appendix 9: Form For Proposal Examination Report ....................................................... 65

Appendix 10: Form For Change Of Thesis Topic ............................................................. 69

Appendix 11: Form For Intent To Submit Graduate Thesis .............................................. 72

Appendix 12: Form For Submission Of Draft Thesis ........................................................ 76

Appendix 13: Form For Thesis Examination Report ......................................................... 77

Appendix 14: Form For Viva Results ................................................................................ 82

Appendix 15: Form For Thesis Correction (Supervisor) ................................................... 84

Appendix 16: Form For Thesis Correction (Examiner) ..................................................... 85

Appendix 17: Form For Endorsement Of Thesis Correction (Supervisor)........................ 86

Appendix 18: Form For Notification Of Status Of Thesis ................................................ 87

Appendix 19: Form For Certification Of Thesis................................................................ 88

Appendix 20: Form For Submission Of Thesis ................................................................. 89

Appendix 21: Permission To Use ...................................................................................... 90

Appendix 22: Layout Of Table Of Contents...................................................................... 91

Appendix 23: Layout Of Title Page (Doctor Of Philosophy) ............................................ 92

Appendix 24: Layout Of Title Page (Master's) .................................................................. 93

Appendix 25: Thesis Cover ............................................................................................... 94

Appendix 26: Sample Of Numbered Thesis Format.......................................................... 95

Appendix 27: Sample Of Unnumbered Thesis Format.................................................... 127

iv

TABLE OF FIGURES

Figure 1: Procedure for Appointing Thesis Supervisor ....................................................... 3

Figure 2: Procedure for Changing Thesis Supervisor .......................................................... 4

Figure 3: Procedure for Appointing Additional Supervisor ................................................ 5

Figure 4: Procedure for Discontinuing the Services of a Supervisor ................................... 6

Figure 5: Procedure for Withdrawing from Supervision ..................................................... 7

Figure 6: Procedure for Obtaining a PhD [Full-time] .......................................................... 8

Figure 7: Procedure for Obtaining a PhD [Part-time] .......................................................... 9

Figure 8: Procedure for Monitoring PhD Candidates [Full-time] ..................................... 10

Figure 9: Procedure for Monitoring PhD Candidates [Part-time] ..................................... 11

Figure 10: Procedure for Obtaining a Master's Degree [Full-time] ................................... 12

Figure 11: Procedure for Obtaining a Master's Degree [Part-time] ................................... 13

Figure 12: Procedure for Monitoring Master's by Research Candidates [Full-time] ....... 14

Figure 13: Procedure for Monitoring Master's by Research Candidates [Part-time]........ 15

Figure 14: Procedure for Changing Research Topic .......................................................... 16

Figure 15: Procedure for Changing Programme ................................................................ 17

Figure 16: Procedure for Deferment of Studies ................................................................. 18

Figure 17: Procedure for Submitting Proposal .................................................................. 19

Figure 18: Procedure for Appointing Chairperson and Panel for Proposal Defence ........ 20

Figure 19: Procedure for Defending Research Proposal.................................................... 21

Figure 20: Procedure for Defending Research Proposal: Prepresentation......................... 22

Figure 21: Procedure for Defending Research Proposal: During Presentation ................. 23

Figure 22: Procedure for Defending Research Proposal: Postpresentation ....................... 24

Figure 23: Procedure for Submitting Draft Thesis ............................................................ 27

Figure 24: Procedure for Appointing Chairperson for Oral Examination ......................... 28

Figure 25: Procedure for Appointing Internal and External Examiners ............................ 29

Figure 26: Procedure for Oral Examination (VIVA) ......................................................... 30

Figure 27: Procedure for Oral Examination (VIVA): Prepresentation .............................. 31

Figure 28: Procedure for Oral Examination (Viva): During Presentation ......................... 32

Figure 29: Procedure for Oral Examination (Viva): Postpresentation............................... 33

Figure 30: Procedure for Submitting Corrected Thesis ..................................................... 35

1

INTRODUCTION

Graduate theses are required of candidates for advanced degrees as evidence of

competence in research. The thesis is, in fact, the major component of the thesis-

based Master‟s and all PhD degree programmes. The foremost requirement of a

thesis is that it be a significant contribution to knowledge. This requirement

implies accurate research, effective presentation of that research and correct use of

scientific and scholarly language. While the theses are done under supervision,

with research frequently carried out in collaborative circumstances, it must be

demonstrable that they are the product of work done independently. This is

particularly the case for doctoral theses, in which the contribution to knowledge

must be original, substantial and verifiable. Since these are contributions to

knowledge and are placed in the public domain, sound academic standards must

be adhered to in their preparation and presentation.

Scholarly activity and research should be encouraged from the onset of enrolment

and not introduced at an advanced stage. The objectives of the early research

involvement are to:

a) develop the ability to analyse, interpret and synthesise information;

b) provide sound knowledge in the general and the specific fields of

research and the skills to seek that knowledge independently;

c) develop appropriate research methodologies and procedures;

d) teach the techniques for the presentation of research results in a

correct, clear, sequential and logical manner;

e) enhance the ability to discuss fully and coherently the knowledge

acquired, the methodologies used and the meaning of the results

obtained;

f) develop awareness of appropriate ways to deal with questions of

research ethics and ownership of intellectual property; and

g) provide suggestions for timely, interesting and manageable

research topics, which fit the candidate‟s interests and abilities.

Candidates and supervisors must be aware of their responsibilities and of their

rights in order to ensure that:

a) the quality of the candidates‟ experience in the graduate

programme is good and problems which could lead to dropping out

are addressed and minimized, and programmes are completed

expeditiously;

b) the quality of the research produced by the candidates meets the

standards of the University, the discipline and the academic

community; and

2

c) procedures and regulations of the College are observed, deadlines

are respected and all required forms are completed in a timely way.

The flowcharts below show the procedures for appointing and changing thesis

supervisors (Figures 1-5), supervision processes for the PhD and Master‟s

programmes offered at the UUM College of Arts and Sciences (Figures 6-13), the

procedures for changing research topic and programme (Figures 14-15) and the

procedure for the deferment of study (Figure 16).

3

PROCEDURE FOR APPOINTING THESIS SUPERVISOR

START

Graduate Programme Committee evaluates and

decides on the appointment of the supervisor

Dean (School) forwards the proposed supervisor’s name to

the Dean (AHSGS) and the research proposal to the

proposed supervisor

College Graduate Programme Committee endorses the

appointment of the supervisor

Dean (AHSGS) issues an appointment letter to the

supervisor

Appointment

accepted?

Candidate is registered in the supervisor’s portal

YES

NO

Refer to “Procedure

for Doctoral/Master’s

Student Selection”

· Letter is sent to the

candidate to inform him/

her of the appointed

supervisor

· Copy of the letter is sent

to the Dean (School)

END

Figure 1: Procedure for Appointing Thesis Supervisor

4

PROCEDURE FOR CHANGING THESIS SUPERVISOR

START

Candidate submits “Change of Thesis Supervisor” form to the

Dean (School)

Graduate Programme Committee meets

Graduate Programme Committee proposes to Dean (AHSGS) to either Add/Drop or appoint a new supervisor

Dean (AHSGS) issues an appointment letter to the new

supervisor


· Student may only request for a

change of supervisor before proposal

defence.

· “Change of Thesis Supervisor” form is

available at the Office of the Dean

(AHSGS)

Change allowed?

YES

NO

END

College Graduate Programme Committee endorses


Figure 2: Procedure for Changing Thesis Supervisor

5

PROCEDURE FOR APPOINTING ADDITIONAL SUPERVISOR

START

Supervisor submits “Nomination of Additional

Supervisors” form to proposed co-supervisor

Graduate Programme Committee endorses the

appointment of the additional supervisor

College Graduate Programme Committee endorses the

appointment of the additional supervisor

Dean (AHSGS) issues an appointment letter to the

supervisor


END

· Supervisor must

ensure that the

additional supervisor is

willing

Proposed co-supervisor endorses form and submits to

Dean (School)

Figure 3: Procedure for Appointing Additional Supervisor

6

PROCEDURE FOR DISCONTINUING THE SERVICES OF A SUPERVISOR

START

Candidate submits “Application to Discontinue

Services of Supervisor” form to the Dean (School)

Dean (School) endorses the form and submits to Dean

(AHSGS)

Dean (AHSGS) endorses the form and issues a letter to

notify the student the status of his/her application and copies are sent to the supervisor(s).

Candidate’s portal is updated

END

Supervisor(s) endorses form and submits to Dean (School)

· Student may only request to

discontinue the services of a

supervisor before proposal defence.

· “Application to Discontinue Services

of Supervisor” form is available at the

Office of the Dean (AHSGS)

Figure 4: Procedure for Discontinuing the Services of a Supervisor

7

PROCEDURE FOR WITHDRAWING FROM SUPERVISION

START

Supervisor submits “Withdrawal of Supervision” form to the Dean (School)

Graduate Programme Committee meets

Graduate Programme Committee proposes to Dean (AHSGS) the appointment of a

new supervisor

Dean (AHSGS) issues an appointment letter to the new

supervisor

· “Withdrawal of Supervision” form is


(School)

Withdrawal allowed?

YES

NO

END

College Graduate Programme Committee endorses


Refer to and start

“Procedure for

Appointment of

Thesis Supervisor”

Figure 5: Procedure for Withdrawing from Supervision

8

PROCEDURE FOR OBTAINING A PhD [FULL-TIME]

Register at Postgraduate Office

First meeting with supervisor

Prepare Proposal

Defend proposal

within 12 months?*

YES

NO

START

Refer to and start:

a. Appointment of Chairperson and

Panel for Proposal Defence;

b. Procedure for Submission of

Research Proposal; and

c. Procedure for Research Proposal

Presentation.

Candidate submit “Request

for Extension” form

Proposal Defence

within 18 months?



NO

Proposal

approved by panel?

YES

YES

NO

Proceed with research

Write thesis

Refer to Procedure for Monitoring

Graduate Programme Candidates

(Ph.D – Full-time)

Oral Examination (Viva)

Refer to and start:

a. Procedure for Submission of

Draft Thesis;

b. Procedure for Appointment of

Internal and External Examiners;

c. Procedure for Appointment of

Chairperson for Oral

Examination (Viva); and

d. Procedure for Oral

Examination.

END

Attend Research

Seminar/ Coursework

Proposal Defence

within 24 months?YES

NO

Dean (AHSGS) issues

letter of termination to the

candidate

· Candidate is allowed to

re-defend once.

· Maximum duration is 24

months

Re-defend Proposal

Proposal

approved by panel?

YES

NO

Dean (AHSGS) issues


candidate

Candidate may be required

to undertake a maximum of

12 credit hours of

coursework

· Minimum duration for

proposal defense is 6

months

· Maximum duration for

proposal defence is 24

months*

YES

Figure 6: Procedure for Obtaining a PhD [Full-time]

9

PROCEDURE FOR OBTAINING A PhD [PART-TIME]



Prepare Proposal

Defend proposal

within 18 months?

YES

NO

START

Refer to and start:






Presentation.



Proposal Defence

within 27 months?



NO

Proposal

approved by panel?

YES

YES

NO


Write thesis



(Ph.D – Full-time)


Refer to and start:


Draft Thesis;







Examination.

END

Attend Research

Seminar/ Coursework

Proposal Defence


NO

Dean (AHSGS) issues


candidate


re-defend once.


months

Re-defend Proposal

Proposal

approved by panel?

YES

NO

Dean (AHSGS) issues


candidate

Candidate may be

required to undertake a

maximum of 12 credit

hours of coursework



months



months*

YES

Figure 7: Procedure for Obtaining a PhD [Part-time]

10

PROCEDURE FOR MONITORING PhD CANDIDATES (PhD) [FULL-TIME]


Pre-proposal (Colloquium 1)

Prepare Proposal

Proposal Approved?

YES

NO

START


Present research progress

(Colloquium 2)

Present research findings

(Colloquium 3)

END


Defend Proposal

Candidate should be within

6 months of registration at

this stage


12 months of registration

at this stage


12-18 months of

registration at this stage


18-34 months of


Refer to Procedure

for Oral Examination

(Viva)

At least 6X recorded

supervision with

progress report (Log

sheets/ File/eFile)


supervision with


sheets/ File/eFile)

Attend Research

Seminar/Coursework



this stage

Re-defend Proposal

Proposal

approved by panel?

YES

NO

Dean (AHSGS) issues a


candidate

Candidate is allowed

to re-defend once

Figure 8: Procedure for Monitoring PhD Candidates [Full-time]

11

PROCEDURE FOR MONITORING PhD CANDIDATES [PART-TIME]



Prepare Proposal

Proposal Approved?

YES

NO

START



(Colloquium 2)


(Colloquium 3)

END


Defend Proposal



this stage



at this stage


18-24 months of



24-40 months of


Refer to Procedure


(Viva)


supervision with


sheets/ File/eFile)


supervision with


sheets/ File/eFile)

Attend Research

Seminar/Coursework



this stage

Re-defend Proposal

Proposal

approved by panel?

YES

NO



candidate


to re-defend once

Figure 9: Procedure for Monitoring PhD Candidates [Part-time]

12

PROCEDURE FOR OBTAINING A MASTER'S DEGREE [FULL-TIME]



Prepare Proposal

Defend proposal

within 6 months?*

YES

NO

START

Refer to and start:






Presentation.



Proposal Defence

within 9 months?



NO

Proposal

approved by panel?

YES

YES

NO


Write thesis



(Master’s – Full-time)


Refer to and start:


Draft Thesis;







Examination.

END

Attend Research

Seminar/ Coursework

Proposal Defence


NO



candidate


re-defend once.


months

Re-defend Proposal

Proposal

approved by panel?

YES

NO



candidate

Candidate may be

required to undertake a

maximum of 8 credit

hours of coursework



months



months*

YES

Figure 10: Procedure for Obtaining a Master's Degree [Full-time]

13

PROCEDURE FOR OBTAINING A MASTER'S DEGREE [PART-TIME]



Prepare Proposal

Defend proposal

within 9 months?*

YES

NO

START

Refer to and start:






Presentation.



Proposal Defence

within 13 months?



NO

Proposal

approved by panel?

YES

YES

NO


Write thesis



(Master’s – Part-time)


Refer to and start:


Draft Thesis;







Examination.

END

Attend Research

Seminar/ Coursework

Proposal Defence


NO



candidate


re-defend once.


months

Re-defend Proposal

Proposal

approved by panel?

YES

NO



candidate

Candidate may be required to

undertake a maximum of 8

credit hours of coursework



months



months*

YES

Figure 11: Procedure for Obtaining a Master's Degree [Part-time]

14

PROCEDURE FOR MONITORING MASTER'S BY RESEARCH CANDIDATES [FULL-TIME]



Prepare Proposal

Proposal Approved?

YES

NO

START



(Colloquium 2)


(Colloquium 3)

END


Defend Proposal



this stage



at this stage


6-10 months of registration

at this stage


10-16 months of


Refer to Procedure


(Viva)


supervision with


sheets/ File/eFile)


supervision with


sheets/ File/eFile)

Attend Research

Seminar/Coursework



this stage

Re-defend Proposal

Proposal

approved by panel?

YES

NO



candidate


to re-defend once

Figure 12: Procedure for Monitoring Master's by Research

Candidates [Full-time]

15

PROCEDURE FOR MONITORING MASTER'S BY RESEARCH CANDIDATES [PART-TIME]



Prepare Proposal

Proposal Approved?

YES

NO

START



(Colloquium 2)


(Colloquium 3)

END


Defend Proposal



this stage



at this stage


9-18 months of registration

at this stage


18-28 months of


Refer to Procedure


(Viva)


supervision with


sheets/ File/eFile)


supervision with


sheets/ File/eFile)

Attend Research

Seminar/Coursework



this stage

Re-defend Proposal

Proposal

approved by panel?

YES

NO



candidate


to re-defend once

Figure 13: Procedure for Monitoring Master's by Research

Candidates [Part-time]

16

PROCEDURE FOR CHANGING RESEARCH TOPIC

Candidate submits “Change of

Topic” form to Supervisor

Change approved?

START

NO

Supervisor submits form to Dean (School)

Dean (School) endorses form

and submits it to the Office of the

Dean (AHSGS)


updates GAIS

END

Change approved?

· Notification letter to be sent to the candidate

within three (3) working days.

· Copies of the letter to be sent to the

Supervisor and the Dean (School).

YES

College Graduate Programme

Committee evaluates the form

YES

NO

· Applicable only to candidates who have

defended their proposals.

· “Change of Topic” form is available at

the Office of the Dean (AHSGS/

School).

If needed, refer to:

a. Procedure for Change of

Thesis supervisor;

b. Procedure for Nomination

of Additional Supervisors; or

c. Procedure for Withdrawing

from Supervision

Figure 14: Procedure for Changing Research Topic

17

PROCEDURE FOR CHANGING PROGRAMME

Candidate submits “Change of

Programme” form to the Office of

the Dean of the current School

Releasing Office

approves change?

START

NO

Office of the Dean of the releasing school forwards form to

the Office of the Dean of the intended School


updates GAIS

END

Accepting Office

approves change?

· Notification letter to be sent to the candidate

within three (3) working days.

· A copy of the letter to be sent to the

Supervisor and the Dean (School).

YES

YES

NO

· “Change of Programme” form

is available at the Office of the

Dean (AHSGS/School).

Refer to “Procedure for

Appointment of Thesis

Supervisor”

Dean of the accepting School

forwards form to the Office of the

Dean (AHSGS)

Figure 15: Procedure for Changing Programme

18

PROCEDURE FOR DEFERMENT OF STUDIES

Candidate completes the

“Deferment of Study” form and

submits to the Office of the Dean

(AHSGS)

“Deferment of Study” form is available at the

Office of the Dean (AHSGS).

The Office of the Dean (AHSGS)

verifies that all requirements are

met and approves the application

The Office of the Dean (AHSGS)

notifies the candidate of the

decision

A copy of the letter is to be sent to:

· the Supervisor;

· the Dean (School); and

START

END

· The maximum number of deferments allowed

is two semesters for the whole duration of the

study period.

· This process should be completed within one

week.

Figure 16: Procedure for Deferment of Studies

19

1.0 RESEARCH PROPOSAL

Candidates are expected to work with their supervisors to prepare for the defence

of the research proposal. This should be done within 12 months for full-time and

18 months for part-time candidates. Once the proposal is ready for presentation,

the candidate is required to complete the "Intent to Submit Proposal" form. The

proposal presentation is done to obtain feedback from other faculty members of

UUMCAS. The candidate can only proceed with his/her research once the

proposal defence panel is satisfied that the research proposal fulfils the

requirements for the PhD or Master‟s degrees.

The flowcharts below show the procedures for submitting and defending the

research proposal (Figures 17-22).

PROCEDURE FOR SUBMITTING PROPOSAL

Candidate submits “Intent to Submit Proposal” form

· “Intent to Submit Proposal” form is


(AHSGS/School)

· Candidate must submit four (4)

copies of proposal to the supervisor.

Main supervisor verifies and

endorses the forms

Candidate submits the forms

together with 4 copies of the

proposal to the Office of the

Dean (School)

START

END

Dean (School) starts

the “Procedure for

Appointment of

Chairperson and Panel

for Proposal Defence”

Figure 17: Procedure for Submitting Proposal

20

PROCEDURE FOR APPOINTING CHAIRPERSON AND PANEL FOR PROPOSAL DEFENCE

START

Candidate submits “Intent to Submit Proposal” form to

Dean (School)

Graduate Programme Committee appoints a

Chairperson and two to three panel members

Dean (AHSGS) notifies

candidate, Supervisor,

Chairperson and panel

members

END

Dean (School) forwards

names and 4 copies of

proposal to Dean (AHSGS)

together with proposed date

· Form is available at the office of the

Dean (AHSGS/School).

· Letter to include date, time

and location of defence

session.

· Notification letter is sent

within three working days.

· Process to be conducted

within two weeks of receiving

“Intent to Submit Proposal”

form.

· Supervisor is allowed to

nominate panel members.

Figure 18: Procedure for Appointing Chairperson and

Panel for Proposal Defence

21

PROCEDURE FOR DEFENDING RESEARCH PROPOSAL

START

END

Prepresentation

During

Presentation

Postpresentation

Figure 19: Procedure for Defending Research Proposal

22

PROCEDURE FOR DEFENDING RESEARCH PROPOSAL: PREPRESENTATION

Candidate submits “Intent to Submit Proposal” form to

Supervisor

· Form is available at the Office of the Dean

(AHSGS/School).

· Candidate must also submit four (4)

copies of proposal.

Candidate submits endorsed

form together with proposal to

Dean (School)

Graduate Programme Committee appoints a

Chairperson and two to three panel members

Dean (School) submits names

and copies of proposal to Dean’s

Office (AHSGS)

Dean’s Office (AHSGS) makes

necessary arrangements for

proposal defence

START


for Appointment of

Chairperson and

Panel for Proposal

Defence”

· Book proposal venue.

· Order refreshments.

· Ensure venue has necessary facilities.

· Dean (AHSGS) Office announces

session to UUM staff and students.

a

Main Supervisor verifies and

endorses form

Figure 20: Procedure for Defending Research Proposal: Prepresentation

23

PROCEDURE FOR DEFENDING RESEARCH PROPOSAL: DURING PRESENTATION

Candidate distributes presentation materials to the

Panel members

· Candidate is allocated twenty

(20) minutes.Candidate presents proposal

Panel conducts Q&A session

Panel provides oral suggestions

for improvement to the candidate

and completes “Proposal

Examination Report” form

a


Research Proposal:

Pre-Presentation

Office of the Dean (School) distributes copies

of “Proposal Examination Report” form to

Dean (AHSGS) within three (3) working

days.

Panel chairperson submits form

to Graduate Programme Chair

b

· Form is available at Dean

(AHSGS/School) Office.

Figure 21: Procedure for Defending Research Proposal: During Presentation

24

PROCEDURE FOR DEFENDING RESEARCH PROPOSAL: POSTPRESENTATION

Panel Chairperson submits “Proposal Examination Report” form to the Office of the Dean

(School)

· Notification letter to be sent

within three (3) working

days.

Dean’s Office (AHSGS) notifies

Supervisor and candidate of

result of session

END

· Form is available at Office of

the Dean (AHSGS/School).

· Report to be submitted within

one working (1) day.

b


Research Proposal:

During Presentation”

Office of the Dean (School) submits “Proposal Examination Report” form to Dean’s Office

(AHSGS)

· Report to be submitted within

three (3) working days.

Figure 22: Procedure for Defending Research Proposal: Postpresentation

25

2.0 THE THESIS AS PART OF THE GRADUATE PROGRAMME

2.1 Permission to Write the Thesis

Once the proposal has been defended and the supervisor(s) is(are) satisfied

that the candidate‟s work fulfils the requirements for the PhD or Master‟s

degrees, the candidate can commence the writing of the thesis. Candidates

should seek guidance from their supervisors regarding the use of a style

manual appropriate to the academic discipline in which they are working,

as well as other pointers needed to write correctly and effectively.

2.2 Preparation for Submission of Thesis

The supervisor(s) is(are) responsible for advising and assisting the

candidate to prepare for the submission of the thesis. The supervisor(s)

is(are) responsible for ensuring, within reasonable limits, that the thesis

presented to the internal and external examiners is of an acceptable

standard and quality for the degree sought. It is the shared responsibility of

the candidate and the supervisor(s) to ensure that the thesis is written in

correct scholarly/scientific Bahasa Malaysia or English; that it is free of

errors in punctuation and typing; and that it respects academic standards

and conventions, which are specific to the discipline. It is the candidate‟s

responsibility to prepare, assemble and distribute all materials in all copies

of the thesis. The supervisor(s) shall evaluate the thesis in order to

determine whether it is ready to proceed to the oral defence stage. The

supervisor(s) shall advise the Dean of Postgraduate Studies and Research

(after this referred to as Dean) in writing immediately after a positive

decision is reached so that the oral defence examination can be scheduled.

The supervisor‟s notification will also indicate the definitive title of the

thesis and will also propose the names of three external examiners with

appropriate biographical information.

For the Master‟s oral examinations, four weeks must be allowed between

the time that the defence date is set and the actual defence. This period is

necessary to give examiners the opportunity to examine the thesis

carefully. Six weeks must be allowed in the case of PhD oral

examinations. Additional time may be considered, particularly when it is

necessary to facilitate the participation of the External Examiner.

It is the candidate‟s responsibility to deliver copies of the thesis to the

Office of the Dean of Postgraduate Studies and Research within the

stipulated time. The candidate must provide four/five copies of the thesis

to the Dean. They will be given to the supervisor(s), internal and external

examiners, and the defence panel chairperson.

The flowcharts below show the procedures for submitting the draft thesis

(Figure 23), and appointing the chairperson and the examiners for the oral

defence (Figures 24 & 25).

26

2.3 Preparation for the Oral Defence

It is the responsibility of the supervisor(s) to inform the candidate in a

timely way of all requirements pertaining to the oral defence and to

provide advice and support to the candidate in preparing for the oral

defence.

For the thesis defence all arrangements are made by the Dean‟s Office

after receiving the Intent to Submit Draft Thesis form from the candidate

and the copies of the draft thesis (refer to Figures 16 - 18). It is the

responsibility of the Dean‟s Office to ensure that the candidate‟s academic

file is complete and up- to- date, with all the requirements for the degree

clearly indicated. It is the responsibility of the candidate to ensure that in

the semester immediately preceding the Convocation during which he/she

will receive the degree that all monies owed to the University have been

fully paid.

27

PROCEDURE FOR SUBMITTING DRAFT THESIS

Candidate submits “Intent to

Submit Graduate Thesis” form

and thesis abstract to Supervisor

· “Intent to Submit Graduate Thesis” form is

available at the Office of the Dean (AHSGS/

School).

Main Supervisor verifies and

endorses form

Main Supervisor submits form to

Dean’s Office (School)

· Supervisor submits CVs of internal and

external examiners.

· Supervisor ensures that examiners are

willing.

· Supervisor should not inform candidate of

examiners’ identity.

Dean (School) endorses “Intent

to Submit Graduate Thesis” form

START

END

Student must submit within three

(3) months four (4) copies of

draft thesis Dean’s Office

(AHSGS)

Copies

submitted?

Candidate completes “Draft

Thesis Submission” form

YES

NO

Refer to and start:

a. Procedure for

Appointment of Internal and

External Examiners; and

b. Procedure for

Appointment of Chairperson


(VIVA).

· Format must be approved by Dean’s

Office (AHSGS) before printing.

· “Draft Thesis Submission” form is

available at Dean’s Office (AHSGS).

· Form is to be submitted to Dean’s Office

(AHSGS).

Figure 23: Procedure for Submitting Draft Thesis

28

PROCEDURE FOR APPOINTING CHAIRPERSON FOR ORAL EXAMINATION

Dean (AHSGS) nominates


Examination

College Graduate

Programme Committee

evaluates and endorses

appointment

Appointment

endorsed?

YES

NO

· Meeting to be held within one week

after submission of name by Dean

(School).

Dean (AHSGS) prepares

appointment letter for

Chairperson chosen for

Oral Examination

· Notification letter to be sent to

Chairperson within three working

days.

· Dean (AHSGS) can decide on

alternative Chairperson if required.

· A copy of draft thesis to be given to

selected Chairperson a week prior

to Oral Examination.

· A copy of appointment letter to be

sent to Supervisor.

START

END

· Student submits “Intent to Submit

Graduate Thesis” form and Abstract.Refer to:

· Procedure for

Submission of Draft

Thesis; and

· Procedure for

Appointment of

Internal and External

Examiners.

Figure 24: Procedure for Appointing Chairperson for Oral Examination

29

PROCEDURE FOR APPOINTING INTERNAL AND EXTERNAL EXAMINERS

Supervisor proposes

names of two internal and

two external examiners to

Dean (School)

Criteria for PhD Examiners:

· Professor

· For other positions only with doctoral degree

Criteria for Master’s Examiners:

· All lecturers/practitioners with at least Master’s

degree and 5 years of experience.

· Supervisor needs to submit complete CVs of internal

and external examiners.

· Supervisor must ensure that examiners are willing.

· If there is no suitable internal examiner, two external

examiners will be appointed.

· For UUM staff, two external examiners will be

appointed.

Dean (School) identifies

alternative examiners

Graduate Programme

Committee evaluates and

decides on one internal*

and one external examiner

· Meeting to be held within one week after

submission of “Intent to Submit Graduate Thesis”

form.

· Supervisor not to be present during selection

process.

· *If there is no suitable internal examiner, two

external examiners will be appointed.

· *For UUM staff, two external examiners will be

appointed.

Names of examiners are

forwarded to Dean

(AHSGS)

College Graduate

Programme Committee

evaluates and endorses

appointment

Appointment

endorsed?

YES

NO

· Meeting to be held within two weeks after

submission of names by Dean (School).

Dean (AHSGS) prepares

appointment letters for

examiners chosen

· Notification letters and draft theses to be sent to

examiners within three (3) working days after

receiving copies of draft theses.

· Copies of appointment letters to be sent to

Supervisor and student.

· Bursars Office to be informed to charge Oral

Examination fees.

START

END

· This step is optional and at discretion of Dean

(School)

· Candidate submits “Intent to Submit Graduate

Thesis” form and Abstract.Refer to “Procedure

for Submission of

Draft Thesis”

Figure 25: Procedure for Appointing Internal and External Examiners

30

2.4 The Oral Defence

The Examining Panel Chairperson will invite the candidate to make an

oral presentation, highlighting the major issues dealt with in the thesis, the

conclusions which have been reached and the significance of the findings.

This oral presentation should not exceed 20 minutes (refer to Figure 21).

Candidates should inform the Dean‟s Office at least two weeks in advance

if they need any special equipment or requirements for the defence. A

whiteboard and an LCD projector are available at all times in the viva

room.

All members of the Examining Panel are expected to ask probing

questions on the methodology and the contents of the thesis and/or on the

research field. Candidates should respond directly to the questions. They

should not hesitate to make clarifications should they have the impression

that the questions asked arise from misconceptions about the research

material or the literature.

At the conclusion of the examination, the candidate will be asked to leave

the room to allow the examiners to deliberate. Standards prevailing will be

those of the discipline. The candidate will pass the oral examination if the

majority of the Examining Panel members (including the person chairing)

vote in favour of acceptance. An abstention is counted as a negative vote.

The flowcharts below show the procedures for the oral examination

(Figures 26 - 29).

PROCEDURE FOR ORAL EXAMINATION (VIVA)

START

END

Previva

During viva

Postviva


for Submission of

Draft Thesis”

Figure 26: Procedure for Oral Examination (VIVA)

31

PROCEDURE FOR ORAL EXAMINATION (VIVA): PREPRESENTATION

Candidate submits “Draft Thesis

Submission” form to Dean’s

Office (AHSGS)

· Form is available at the Office of the Dean

(AHSGS/School).

Dean’s Office (AHSGS) sends

appointment letters together with

copies of draft thesis to

Examiners

Dean’s Office (AHSGS) makes

necessary arrangements for oral

examination

START

· Set date.

· Book venue.

· Order refreshments.

· Ensure venue has necessary facilities.· Send notification letters to Chairperson,

Examiners and Supervisor(s) within three (3)

working days after receiving copies of

examined thesis.

· Send copy of notification letter to Dean (School).


Appointment of Internal

and External

Examiners”

· Notification letters and copies of draft thesis

together with thesis examination report form

to be sent to examiners within three (3)

working days after receiving copies of draft

thesis.

· Copies of the appointment letters to be sent to

Supervisor and student.

· Examiners to be given one month to examine

thesis.

Thesis examined

within 1 month?

Reminder sent to

Examiners

YES

NO

Thesis

received within 1

month?

YES

NO

Repeat “Procedure for

Appointment of External

and Internal Examiners”

a

Figure 27: Procedure for Oral Examination (VIVA): Prepresentation

32

PROCEDURE FOR ORAL EXAMINATION (VIVA): DURING PRESENTATION

Candidate distributes presentation materials to Panel

members

· Candidate is allocated twenty

(20) minutes.

Candidate presents orally

Panel conducts Q&A session

Candidate leaves room

a

b


Oral Examination:

Prepresentation

Panel deliberates

Pass without

correction?

Candidate informed of decision

Pass with minor

corrections?

Pass with major

corrections?

Reschedule

Examination?Award M.Phil? Fail

Dean’s Office (AHSGS) informs

candidate

Candidate given

up to 3 months to

make corrections

Candidate given

up to 12 months

to make

corrections

Candidate given up

to 18 months to make

corrections and sit for

another oral

examination

· Chairperson informs Dean’s Office (AHSGS) results of

oral examination within three (3) working days after oral

examination together with “Viva Results” form.

· Notification letters signed by Dean (AHSGS) to be sent

to candidate, Chairperson, Examiners and Supervisor(s)

within five (5) working days after oral examination.

Figure 28: Procedure for Oral Examination (Viva): During Presentation

33

PROCEDURE FOR ORAL EXAMINATION (VIVA): POSTPRESENTATION

Dean’s Office (AHSGS) waits for re-submission of thesis

· Examiner is given one (1) week to

review corrections.

Internal/external Examiner reviews

correction and informs the Dean’s

Office (AHSGS) of status of thesis

END

Satisfactory?

NO

b


Oral Examination: During

Presentation

Thesis received within

set duration?

Reminder sent to candidate

1 week before due date

Thesis

received within 2

weeks?

NO

Candidate required to submit

letter of extension to Dean’s

Office (AHSGS)

College Graduate

Programme Committee

evaluates

extension request

Oral examination panel

re-convenes to discuss

candidate’s position

Extension

approved?

YES

NO

Reschedule

Examination?Award M.Phil? Fail

NO

Chairperson submits “Viva Results” form to the Dean’s Office (AHSGS)

Dean’s Office (AHSGS)

submits name of candidate

for endorsement by College

Graduate Programme

Committee


notifies candidate


instructs candidate to prepare

3 bound copies, 1 loose copy

and a softcopy in a CD

Dean’s Office (AHSGS):

· notifies candidate result of oral

examination; and

· processes honorarium to Chairperson,

internal and external Examiners.

YES

Within set duration?

Dean’s Office (AHSGS) returns

thesis to candidate together with

internal Examiner’s comments

· Candidate must

submit copies

within 1 week.

· Candidate fills

out

“Submission of

Thesis” form

when

submitting

thesis.

NO

YES

YES

YES

· Candidate is given opportunity to make

corrections up to maximum duration of study

period.

· Dean (AHSGS) will call Examining Committee

to re-sit once duration of study surpasses

maximum duration.

· Refer to “Procedure for Thesis Correction”.

Figure 29: Procedure for Oral Examination (Viva): Postpresentation

34

2.1 Submission of Thesis

It is the responsibility of the candidate to make all revisions and

corrections to the thesis as required by the Examining Panel (refer to

Figure 30). The research supervisor(s) is(are) expected to advise the

candidate in making these changes and to verify that they have been made.

If members of the Examining Panel have withheld their signatures on the

certification page at the time of the oral defence, it is the responsibility of

the research supervisor(s) to ensure that they see the changes and indicate,

on behalf of the Examining Panel, that they deem the changes to be

complete and appropriate.

The Examiners who are responsible for checking the corrections must

provide an official letter stating their satisfaction on the corrections made.

Candidates for Master‟s and PhD degrees who have successfully

completed their thesis oral examinations (viva) and received approval for

all the changes required by the Examining Panel must follow the

regulations and procedures indicated elsewhere in this Guide.

2.2 Convocation

A list of the candidates who have completed all of the requirements for a

particular degree is presented to the University Senate in preparation for

the Convocation. Deadlines are set in order to complete the requirements

for the Convocation. All candidates wishing to receive their degrees after

fulfilling all the requirements must fill out all the appropriate forms

(available in Dean's Office (Research and Postgraduate Studies)) in order

to graduate. It is the responsibility of the candidates to ensure that all

outstanding fees and other obligations to the University have been settled.

The University will not allow a candidate to attend the Convocation if

there are outstanding fees. The Dean‟s Office, on its part, will ensure that

all relevant forms are completed and regulations are followed in a timely

way.

Candidates should also consult the Academic Affairs Office on regulations

governing the type of academic gown to be worn.

CONVOCATING STUDENT CHECKLIST

Submit the required number of copies of thesis to Dean of Research and

Postgraduate Studies.

Sign “Permission to Use” and "Declaration of Thesis Work”.

Settle all fees and monies owed to Universiti Utara Malaysia as soon as

possible.

Inform College of any change of address.

35

PROCEDURE FOR SUBMITTING CORRECTED THESIS

Candidate submits “Thesis

Correction” form to Supervisor

Supervisor endorses form

Candidate submits form and one

copy of corrected thesis to


· Internal/External Examiner is given

one week to review correction.Dean’s Office submits thesis to

internal/external Examiner for

review

Examiner

satisfied?

YESNO

Dean (AHSGS) notifies

candidate and Supervisor of

result

· Dean (AHSGS) notifies candidate by

sending “Notification of Status of Thesis

form” to candidate and Supervisor

within three working days.

Candidate submits “Submission

of Thesis” form

· Candidate completes “Declaration of

Thesis Work”

· Candidate must submit 2 bound copies,

1 loose copy and 1 softcopy in CD to

the Dean’s Office (AHSGS) within 1

week.

START

END

· Dean (AHSGS) notifies candidate of

oral examination result.Refer to “Procedure for

Oral Examination (VIVA):

Postpresentation”

Examiner requests to

review corrections

again

Examiner leaves it to

supervisor to review

corrections

Supervisor satisfied?

YES

NO

Examiner completes “Thesis

Correction Report” form and

submits to Dean (AHSGS)

Supervisor completes

“Endorsement of Thesis

Correction” form and

submits to Dean

(AHSGS)

College Graduate Programme

Committee endorses student for

graduation

Candidate makes

corrections until

supervisor is satisfied

(up to maximum

duration of study

period)

· Candidate is given opportunity to

make corrections up to maximum

duration of study period.

· Dean (AHSGS) will call Examining

Committee to re-sit once duration of

study surpasses maximum duration.

Figure 30: Procedure for Submitting Corrected Thesis

36

3.0 REGULATIONS FOR PREPARATION OF A THESIS

Candidates should read carefully the following discussion of the Regulations of

the Dean's Office and should familiarize themselves with the particular thesis

requirement of their respective disciplines. If any point is still unclear, candidates

are advised to consult their supervisor(s) and/ or assistant registrar of the Dean‟s

Office before proceeding with the preparation of the thesis. If a thesis does not

follow the accepted format, is not on the required quality of paper, is not free of

mechanical errors, or is not of letter quality, it will not be accepted and the degree

will not be conferred until an acceptable standard has been met. Refer to

Appendix 26 and 27 for examples of the format of a Master/PhD thesis.

3.1 General Form and Style

The main point to keep in mind is consistency of style throughout the

thesis. The style selected must be maintained throughout the thesis.

Accepted rules of grammar must be followed, and forms of spelling and

punctuation must be used with consistency. It is the responsibility of the

candidate and the supervisor(s) to ensure that before the thesis is presented

for oral defence (viva) that typographical errors have been eliminated, and

that the language of the thesis reflects the finest standards of correct,

scholarly expression.

The recommended length of the main body of a Master‟s thesis is between

50 and 150 pages. The recommended length of the main body of a PhD

thesis is between 150 and 300 pages. The main body of a thesis should

contain:

Introduction;

Literature Review;

Methodology;

Results; and

Discussion of Results and Conclusion.

The relative size of each one of these components will be determined by

the nature of the problem under investigation and by the discipline

involved. The candidate, in consultation with his or her supervisor(s),

should decide the components of the thesis. Candidates are reminded that

the purpose of a thesis is to give a candidate the opportunity to

demonstrate his/her ability to carry out a research project and to produce

significant results. Its purpose is not to produce definitive or exhaustive

research on a subject. Supervisors should counsel graduate candidates

early in their programme on the judicious selection of a manageable and

suitable thesis topic. Research topics should be chosen so that the time for

completion is controlled: full-time Master‟s degrees to be completed in no

more than 2 years; PhD degrees in no more than 5 years.

3.2 Paper Type and Quality

With the exception of photographs, one type and brand name of paper

must be used throughout the thesis for reason of appearance and

preservation. The standard paper size is 210 by 297 m, of A4 size and must

be of good quality (80 gm) with a hard, bright and even surface.

37

3.3 Typing or Computer Printing

All typing and printing must be on one side of the paper only. Right

justification is permitted. The body of the thesis may be one-and-a-half or

double-spaced, with the exception of (foot) notes and long quotations,

which must be single-spaced. Quotations, which are single-spaced, should

be indented and not enclosed in quotation marks.

The bibliography, figure legends, and other items such as appendices

should be single-spaced.

Fonts chosen must provide black, evenly spaced, neat and dense

characters, the size of which must be 10 to 12 characters per inch. The

same font and size must be used throughout the thesis, although boldface

type for headings and italics for emphasis is permitted. Characters not

available on standard typewriters or word processors (e.g. mathematical

symbols, Greek letters, etc.) are acceptable if neatly executed by hand with

black Indian ink.

Laser printing is recommended. However, all letter-quality printers may be

considered. Due to variations in form and style of printing, candidates are

advised to submit samples of printed pages to the Chairperson for approval

before making multiple copies of their theses. Copies of a thesis which are

disfigured by corrections will not be accepted by the College. All pages of

all copies must be clean, clear and error-free showing letter-quality

printing.

3.4 Margins

For binding purposes, a minimum left margin of 4 cm is required on each

page. Other margins must be at least 2.5 cm, except for the first page of

each chapter. Margin regulations must be met on all pages of the thesis

including pages with figures, tables, or illustrations.

The top margin of the first page in each chapter should be 5 cm.

3.5 Numbering of Pages

Each page in a thesis, including those in the appendices, must be numbered

consecutively. Illustrative material is to be numbered as well as the text. If

photographic paper is used, numbers must be placed neatly in black ink on

the reverse side.

Page numbers are to appear in the upper right hand corner 1.5 cm from

each edge.

Roman numerals are used for the prefatory pages and the numerals are

placed in the upper right hand corner of the page. All items in the prefatory

section should be on separate pages. All pages of the main body of the

thesis, beginning with the introduction (Chapter One), must be numbered

consecutively with Arabic numerals. This includes pages containing

illustrations, tables, bibliography and appendices.

38

After all materials have been assembled, the thesis should be verified

carefully for completeness, for the order of the pages and sections, and for

the correctness of pagination.

3.6 Illustrative Materials

3.6.1 Diagrams and Tables

The presentation of illustrative material should be consistent throughout

the thesis. All tables and figures must be numbered consecutively with

Arabic numerals. Tables and figures should be dispersed throughout the

body of the text. The Table of Figures should appear on the page

immediately following the first text reference to it. If possible, titles of

figures and tables should be on the same page as the figure or table. In

cases where this is impossible, the title and explanation of the figure or

table may be placed on the reverse side of an immediately preceding blank

page so that it faces the figure or table. However, the number of such a

page must appear on the blank side in conformity with the position of

other page numbers in the rest of the thesis. More than one figure may be

placed on a page which offers adequate space. Tables and figures may be

placed in either portrait or landscape mode. In either case the title and any

accompanying information must be placed in the same mode.

3.6.2 Photographs and Plates

Wherever possible, photocopies should be used instead of photographs.

When using photographs, each should have the full range of contrast from

true black to pure white. Dry mounting-tissue provides the neatest and

most permanent method of affixing photographs. Do not use rubber

cement or glue. The presence of photographs may make page-trimming

difficult.

Photocopying is also suggested instead of colour photographs, since it is

now possible to make photocopies that are of high quality as photographs.

If the thesis includes colour photographs, the unbound copy submitted for

microfilming must include black and white photographs of the same

subject (either originals or photographer‟s reproductions). Photographs

with glossy finish and photographs with dark backgrounds should be

avoided.

3.6.3 Oversized Pages

Wherever possible, charts, graphs, maps, and tables which are larger than

the standard page-size must be photo-reduced in such a way that the

material remains clearly legible. Where this is not possible, they must be

carefully folded for binding into the manuscript. The fold should be made

at least 1.5 cm from the edge of the page in case the edges are trimmed by

the binder, thus destroying the foldout. Make as few folds as possible.

Folding is to be avoided in the case of PhD theses, since oversized page

may be impossible to microfilm. Excessively long tables, particularly

those from computer printouts, should be placed in an appendix.

39

3.6.4 Other Material

The Dean‟s Office is aware that the research environment and research

paradigms are changing rapidly. Candidates must be encouraged to take

full advantage of the rapidly expanding technical and information

resources. This may result in the thesis containing material other than

paper copy. When this occurs, candidates should consult, at an early stage,

with their supervisor(s), the research officer of the Dean‟s Office and the

company which will ultimately bind the thesis. It is likely that a pocket, to

be bound into the thesis, can be designed to contain such material.

3.6.5 Long Theses

Theses of more than 150 (Master‟s) or 300 (PhD) pages are to be avoided,

particularly if their length is an indication of repetitive presentation or an

overly ambitious research project. If however, the thesis is presented in

more than one volume, volume one should have a table of contents for the

entire thesis. Each subsequent volume must contain a duplicate of the title

page of the first volume, a table of contents, a list of figures, and a list of

tables to cover the portion of work found in that particular volume, and its

own prefatory pages. The page numbering (in Arabic numerals) of the

body of the thesis and the prefatory parts (in small Roman numerals)

should flow consecutively from one volume to the next. The bibliography

and the appendices for all the volumes are to be at the end of the last

volume and referred to in the table of contents of each volume.

When the appendix is bound in a separate volume, this volume should

have a title page duplicating that of the main volume but with the addition

of the word “appendix or appendices” just before the title of the thesis. The

word “appendix” as well as the short title must then appear on the spine.

Numbering the pages of the appendix (Arabic numerals) must flow in

sequence from the first volume.

3.7 Arrangement of Contents

Following is the order of all the elements of the thesis:

Title Page

Certification of Thesis/Dissertation

Permission to Use

Abstrak (in Malay)/Abstract (in English)

Acknowledgement

Declaration Associated With The Thesis (Optional)

Table of contents

List of Tables

List of Figures

Glossary of Term (Optional)

List of Abbreviations (Optional)

Body of the Thesis

References

Appendices (if any)

40

3.7.1 Title Page

The title page should contain the following information: the title of the

thesis, the name of the College, the degree for which the thesis is

submitted, the name of the institution, the full name of the author, the

month and year of submission (e.g. July 1995) and the copyright notation.

The supervisor‟s name should not appear on the title page.

3.7.2 Certification of Thesis/Dissertation

A photocopy of the certification form must be included, after it has been

signed by the supervisor(s) and the Examining Panel members.

3.7.3 Permission to Use

Candidates are expected to include, in the front of their thesis, a statement

in paragraph form granting permission to use the thesis under specifically

stated conditions and indicating the address of the person to whom request

for such permission should be sent.

3.7.4 Abstract

An abstract in both Bahasa Malaysia and English must be included, with

the former version appearing before the latter.

The abstract should identify clearly the purpose of the research, the

methods used, the results obtained and the significance of the results or

findings. The abstract must not exceed 350 words.

Abstract submitted must follow the guidelines suggested by APA as

follows:

“An abstract of a report of an empirical study should describe

· the problem under investigation, in one sentence if possible;

· the participants, specifying pertinent characteristics such as age, sex,

and ethnic and/or racial group; in animal research, specifying genus

and species;

· the essential features of study method - you have a limited number

of words so restrict your description to essential and interesting

features of the study methodology - particularly those likely to be

used in electronic searches;

· the basic findings, including effect sizes and confidence intervals

and/or statistical significance levels; and

· the conclusions and the implications or applications.

An abstract for a literature review or meta-analysis should describe

· the problem or relation(s) under investigation;

· study eligibility criteria;

· type(s) of participants included in primary studies;

· main results (including the most important effect sizes) and any

important moderators of these effect sizes;

· conclusions (including limitations); and

41

· implications for theory, policy, and/or practice.

An abstract for a theory-oriented paper should describe

· how the theory or model works and/or the principles on which it is

based and

· what phenomena the theory or model accounts for and linkages to

empirical results.

An abstract for a methodological paper should describe

· the general class of methods being discussed;

· the essential features of the proposed method;

· the range of application of the proposed method; and

· in the case of statistical procedures, some of its essential features

such as robustness or power efficiency.

An abstract for a case study should describe

· the subject and relevant characteristics of the individual, group,

community, or organization presented;

· the nature of or solution to a problem illustrated by the case

example; and

· the questions raised for additional research or theory.” (APA

Publication Manual Sixth Edition, 2010, pp. 26-27)

3.7.5 Permission to Reproduce

When a candidate wishes to reproduce a substantial part of a work in the

thesis, it is necessary to obtain permission from the rights-holder.

Candidates must be aware that obtaining this permission may take some

time and may require a fee. Allowance must be made for this.

3.7.6 Acknowledgements

The content of this single page is left to the discretion of the candidate. It

is suggested however, that the page makes reference to the guidance

received by the candidate from his or her supervisor(s) and other relevant

parties. Reference should also be made to any financial assistance received

to carry out the project. Any extraordinary assistance received by the

candidate, for example, in word processing, data collection, data analysis,

and so on, should be properly acknowledged. The acknowledgements

should not exceed 250 words.

3.7.7 Dedication

Inclusion of a dedication is permissible.

3.7.8 Table of Contents

The table of contents must list and provide page references for all elements

of the thesis. For the text of the thesis it will indicate chapters, sections and

important subdivisions of each section. The numbering and format of

material in the table of contents must be identical to the way this material

appears in the text of the thesis. The title of each chapter or section should

be written in full capital with no terminal punctuation. The title of a

42

subdivision of a chapter or section should be in small letters, with the

exception of the first letter of significant words. Dots between titles and

page numbers are optional.

3.7.9 List of Tables

The list of tables follows the table of contents. This list includes the

number of each table, the title and the page number.

3.7.10 List of Figures

The list of figures follows the list of tables. The list includes the number of

each figure, the title and the page number.

3.7.11 List of Abbreviations

This list includes all non-standard abbreviations used in the text of the

thesis. If follows the list of figures.

3.7.12 Body of the Thesis

The method chosen to organize the body of the thesis should be discussed

with the research supervisor(s). The number and the title of each chapter or

section must be given in the same form as it appears in the table of

contents.

It is in the body of the thesis that the candidate presents and develops, in

an orderly fashion, all relevant aspects of the research project for which

the degree is to be granted. Appropriately credited references to other

works can form an integral part of this presentation and are likely to take

several forms.

A direct quotation of less than three lines can be incorporated into the text

using quotation marks. If the quotation is more than three lines it should be

arranged in the following format: indented 1.5 cm from the left margin and

typed in single-space format without quotation marks. Any borrowed

thoughts or expressions, or use of non-original material must be

acknowledged and documented.

3.7.13 List of References

This list must contain every reference cited, mentioned or used in the text

of the thesis. The references in this list should be arranged alphabetically.

They may be divided into two or more sections.

Most programmes in UUMCAS require the candidates to use the APA 6th

Edition style. However, candidates in the Applied Sciences Division doing

research in Information Technology may use the IEEE, ACM or the APA

style.

3.7.14 Appendices

The purpose of an appendix is to contain those research materials which

are pertinent to the thesis, but which are not essential to an understanding

43

of the work which the candidate has completed. The types of material

which may be contained in an appendix are:

o proof of equations;

o raw data for analyses, figures, or tables. Details of methods used on

a specialized topic which are not of crucial importance to the

discussion;

o a lengthy debate on a topic of secondary importance to the issues

discussed;

o questionnaires used;

o computer programmes; and

o illustrative material.

Appendices should be numbered consecutively using capital letters of the

alphabet. Pages of the appendices are also numbered consecutively

respecting the overall pagination of the thesis.

3.7.15 Vita

A brief bio-bibliography of the candidate is permitted.

4.0 SPECIFIC ITEMS

4.1 Titling the Thesis

A thesis will be a valuable source for other scholars only if it can be

located easily. To locate a thesis, modern retrieval systems use the words

in the title and sometimes a few other descriptive words. It is essential that

the title be meaningful and descriptive of the content of the work. If

possible, candidates should use word substitutes for formulas, symbols,

superscripts, subscripts, Greek letters, etc. The title as it appears on the

thesis certification page, the title page, and the thesis cover must be

identical. On the front cover of the thesis, each line in the title must not

exceed twenty-six characters including spaces. When planning the title of

the thesis, candidates should bear in mind that most bookbinders charge

extra for overly long titles.

When a thesis title is lengthy, a short title not exceeding forty characters

including spaces is needed for the spine of the bound thesis. This should

follow the wording of the original title as closely as possible. The object of

the short title is to facilitate easier recognition of the thesis leg on the

library shelf. The author‟s name, initials, and year of convocation should

also appear on the spine.

4.2 Copyright and Subsequent Use of the Thesis

The author of a thesis claims copyright on the title page by using the

appropriate notation. As a condition for the award of the degree the author

should note that the University Library may make the thesis available for

inspection and permit copying of the thesis in any manner, in whole or in

part, for scholarly purposes only. It is understood that any copying or

publication of the thesis in any manner, in whole or in part, for financial

gain requires the permission of the author.

44

To remind readers that the thesis is protected by copyright, candidates

must insert the paragraph statement of “Permission to Use” immediately

after the title page (see 3.7 c).

Candidates hold copyright to their theses even when agreements have been

reached with other parties regarding ownership of some parts of the

research material. Careful attention must be paid to any previous

agreements signed regarding ownership of research findings. Consult the

Dean‟s Office if there are any questions regarding materials that can be

patented or commercialised.

Candidates are reminded that they are required to respect the standards of

academic honesty and intellectual property in the case of all materials used

in the thesis. In order to do this, it is usually sufficient to use notes and

bibliographical references. When a substantial part of a work is used, it is

necessary to obtain prior permission from the author. Definition of a

“substantial part of a work” depends on several factors, principally the

quantity and quality of the portion taken and the economic impact of the

ability of the copyright owner to profit from the exploitation of the work.

In some instances, copying even a short excerpt may be sufficient to

constitute an infringement.

Remember at all times that plagiarism is a serious offence and could

jeopardize an entire academic career. Plagiarism is the representation as

one‟s own of any idea or ideas, expressions of an idea, or the work of

another author.

4.3 Equations

Each equation in a chapter is to be numbered consecutively using a

decimal system appearing flush with the right-hand margin. For example:

Y = mx + b (5.1)

The numbers in parentheses are the chapter number and the equation

number respectively. Every new symbol used in the thesis text for the first

time must be explained. When a large number of special symbols are used,

it is permissible to collect them in a table or in a special appendix.

4.4 Notes

Following the advice of their supervisor(s), candidates may use any

appropriate combination of footnotes at the bottom of the pages in the text,

endnotes at the end of each chapter and direct reference to the

bibliography.

Any change in the level of the argument, such as a change in the rigour, a

change in terms of empirical content, or definitions of key words or

concepts should be put in the form of a note. Any cross referencing of the

material contained either in the main body or in the appendices should also

be indicated with the help of a note.

45

The first line should be indented and the text of the footnote should be one

half space below and one space to the right, using a single-spaced format.

Endnotes should appear at the end of each chapter. They should be single

spaced with double space left between each note. Endnote numbering must

be done consecutively and separately for each chapter.

4.5 Referencing

The fundamental rule of good scholarship is that the basic research be

complete, reliable and correct, with all sources duly acknowledged. The

format used for references must be consistent throughout the thesis.

Candidates are required to use the APA 6th

Edition style in their choice of

format for notes and references.

4.6 Layout of a Chapter

UUMCAS allows for two layout formats: (1) Numbered Format and (2)

Unnumbered Format. Students should consult their School to determine

the required format.

4.6.1 Numbered Format

Each subsection in a chapter must be numbered and arranged in such a

manner to maximize clarity for the reader. The following format is to be

used:

2. Distance Education

2.1 Introduction to Distance Education

2.2 Types of Distance Education

2.2.1 Branch Campus

2.2.2 Correspondence

2.2.3 Teleconferencing

The numbering system used for different sections denotes the following:

the first number refers to the chapter number; the second refers to the

secondary section number. Thus, the number 2.2.1 denotes chapter 2,

primary section 2, and secondary section 1. All chapters should begin on a

new page and should have a top margin of 5cm.

4.6.2 Unnumbered Format

Each subsection in a chapter is identified by levels of headings using

different font sizes and styles (Refer to Appendix 28). The following

format is to be used:

Level 1 14 point, bold, centred, UPPER CASE (Chapter Heading)

Level 2 12 point, bold, left aligned, Title Case (Text Heading)

Level 3 12 point, bold, italics, left aligned, Title Case (Text Subheading)

Level 4 12 point, italics, left aligned, Title Case (Text Sub-subheading)

Level 5 12 point, left aligned, Title Case, underlined (Text Sub-sub-

subheading)

46

4.7 Layout of a Table

Each table has a table number and a title. The first number refers to the

chapter number and the second refers to the table number in that chapter.

The table must conform to the margin requirements of the thesis format.

Contents of the table must be preceded and followed by a single solid line.

Similarly, solid lines must appear at other appropriate places horizontally

inside the table. The table should not be folded. It is strongly

recommended that oversized tables be reduced by photocopying in such a

way that they remain clearly legible. The title of the table should be as

short as possible but should indicate the major focus of the table. Ordinary

rules of referencing and footnoting apply. The numbering of footnotes in

the table is independent of that followed in the text (see section 3.6

“Illustrative Material” for advice on the presentation of tables).

4.8 Layout of a Figure

Each figure must contain a figure number and a title. The same numbering

system for tables is used for figures. The number and title of the figure

appear at the bottom of the figure in the figure legend. Both axes of the

figure must be properly labelled. If a figure shows more than one

relationship, each relationship should be properly labelled with the

appropriate axis (see section 3.6 “Illustrative Material” for advice on the

presentation of figures).

4.9 Binding the Thesis

Candidates for Master‟s and Doctoral degrees who have successfully

completed their thesis oral examinations (viva) and made all the revisions

and corrections required by the Examining Panel must submit THREE

bound copies, ONE (1) loose copy and ONE (1) soft copy in a CD to the

Office of the Dean (Research & Innovation), College of Arts & Sciences,

Universiti Utara Malaysia by the date indicated in the Graduate Calendar

preceding the Convocation in which they plan to receive their degrees.

The University requires that all PhD theses be bound in MAROON cover

with gold lettering and Master‟s theses be bound in BLACK cover with

gold lettering. There are strict regulations regarding which information

appears on the cover and the spine and the form used for presenting this

information. Lettering on the spine should be legible when the volume is

laid face down on a shelf on its front cover. Other decorations must not be

used under any circumstances. The title which appears on the cover will be

in upper case only. The author‟s name will also be in upper case on the

cover, in smaller letters.

Candidates should enquire at the bindery whether special characters (e.g.

superscript, subscript, Greek letters, etc.) or alternate-sized lettering are

available. A list of binderies familiar with the University regulations can

be obtained from the Dean‟s office.

Candidates are required to bring one copy of the fully-assembled thesis to

the Dean‟s office for approval before having the final version photocopied

and bound.

47

APPENDIX 1: NOMINATION FORM FOR ADDITIONAL SUPERVISOR

NOMINATION OF ADDITIONAL SUPERVISOR

SECTION I (To be completed by the Supervisor)

Candidate Information Name: Matric No.: Research Title: Supervisor Information Name: Telephone: (Office): Staff No.: (Mobile): Email: Proposed Additional Supervisor: Reason for nomination of additional supervisor: Date: Signature and Official Stamp

SECTION II (To be completed by the additional supervisor)

I hereby agree/disagree

to act as a supervisor for the above candidate.

Date: Signature and Official Stamp

UUMCAS/AHSGS/0001

48

SECTION III[To be completed by the Dean (School)]

Recommended Not Recommended Signature and Official Stamp Date SECTION IV[To be completed by the Dean (Awang Had Salleh Graduate

School of Arts and Sciences)]

Recommended Not Recommended Signature and Official Stamp Date

VERIFICATION BY POSTGRADUATE STUDIES OFFICE Received Date: ________________________________ Processing Date: ________________________________

Signature and Stamp: ________________________________

49

APPENDIX 2: FORM FOR CHANGE OF THESIS SUPERVISOR

APPLICATION FOR CHANGE OF THESIS SUPERVISOR

INSTRUCTION: Complete Section I and submit to the Office of the Dean (School). SECTION I (To be completed by the Candidate) Candidate's Particulars Name: Matric No.: Research Title: Current Supervisor: Reason(s) for change (please use additional paper if necessary): Proposed Supervisor's Particulars (Leave blank if no replacement

supervisor has been identified) Name: Telephone No.: (Office): Staff No.: (Mobile): Email: Candidate's Signature: Date: Proposed Supervisor's Signature: Date:

UUMCAS/AHSGS/0002

50

SECTION II [To be completed by the Current Supervisor(s)] Supervisor 1 Name:

Agree Disagree Comments:

Signature & Official Stamp Date Supervisor 2 Name:

Agree Disagree Comments: Signature & Official Stamp Date SECTION III [To be completed by the Dean (School)]

Recommended Not recommended

Comments: Signature & Official Stamp Date

51

SECTION IV [To be completed by the Dean (Awang Had Salleh Graduate


Approved Disapproved Comments:

Signature & Official Stamp Date SECTION IV (To be completed by the Unit of Postgraduate Studies) Date received: Date processed: Signature & Official Stamp:

APPENDIX 3: FORM FOR WITHDRAWAL FROM SUPERVISION

UUMCAS/AHSGS/0003

52

APPLICATION FOR WITHDRAWAL FROM SUPERVISION

SECTION I (To be completed by the Supervisor)

Supervisor's Particulars Name:

Telephone No.: (Office): Staff No.: (Mobile): Email: Candidate's Particulars Name: Matric No.: Research Title: Proposed Supervisor:

Supervisor's Signature: Date: SECTION II [To be completed by the Dean (School)] Comments:

Recommended Not recommended Signature & Official Stamp Date

SECTION III [To be completed by the Dean (Awang Had Salleh Graduate


53

Comments:

Recommended Not recommended Signature & Official Stamp Date SECTION IV (To be completed by the Unit of Postgraduate Studies) Date received: Date processed: Signature & Official Stamp:

54

APPENDIX 4: FORM FOR DISCONTINUING SERVICES OF SUPERVISOR

APPLICATION TO DISCONTINUE SERVICES OF SUPERVISOR

INSTRUCTION:

Complete Section I and submit to the Office of the Dean (School). SECTION I (To be completed by the Candidate)

Candidate's Particulars Name: Matric No.: Research Title: Main Supervisor: Second Supervisor: Supervisor to be discontinued: Reason(s) to discontinue services of supervisor (please use additional paper if necessary):

UUMCAS/AHSGS/0004

55

SECTION II [To be completed by the Supervisor(s)] Supervisor 1 Name:

Agree Disagree Comments:

Signature & Official Stamp Date Supervisor 2 Name:

Agree Disagree Comments: Signature & Official Stamp Date SECTION III [To be completed by the Dean (School)]

Recommended Not recommended

Comments: Signature & Official Stamp Date

56



Approved Disapproved Comments:

Signature & Official Stamp Date SECTION IV (To be completed by the Unit of Postgraduate Studies) Date received: Date processed: Signature & Official Stamp:

57

APPENDIX 5: FORM FOR DEFERMENT OF STUDY

APPLICATION FOR DEFERMENT OF STUDY

SEMESTER: SESSION:

INSTRUCTIONS

Please complete Section I and submit this form to the Office of the Dean (Awang Had

Salleh Graduate School of Arts and Sciences), UUM College of Arts and Sciences.

SECTION I (To be completed by the Candidate)

Name: Matric. No.:

Programme: Current CGPA:

Mailing Address:

Telephone No.: (Home): Email:

(Mobile):

Mode of Study: Full-time Part-time

Programme Structure: Coursework Coursework & Thesis/

Dissertation

Research

Reason(s) for deferment (please use additional paper if necessary):

Candidate's Signature: Date:

SECTION II (To be completed by the Unit of Postgraduate Studies)

Approved Rejected

Date received:

Date processed:

Signature and Official Stamp:

UUMCAS/AHSGS/0005

58

APPENDIX 6: FORM FOR CHANGE OF PROGRAMME

APPLICATION FOR CHANGE OF PROGRAMME

SEMESTER : ____________________ SESSION: ____________________

INTRUCTIONS

To Applicant

· Please complete Section A and submit this form to the Dean of your current School.

To Dean of the Releasing School. · Please complete Section B and submit this form to Dean of the Accepting School.

To Dean of the Accepting School. · Please complete Section C and return this form to the Dean (Awang Had Salleh Graduate School of Arts and

Sciences).

Note

This application is valid for applicants who are registered for the first regular semester of their studies.

SECTION A

(To be completed by Applicant)

1. Name:

2. Matric No.:

3. Mailing Address: 4. Telephone No.:

Home :

Office :

Mobile :

5. E-mail:

6. Current Programme: 7. Intended Programme:

8. Current Structure of Study: Coursework

Coursework and Thesis/Dissertation

Research

9. New Structure of Study: Coursework

Coursework and Thesis/Dissertation

Research

10. Mode of Study: Full-time Part-time

11. Sponsor of Studies:

12. Reasons for Change of Status: (Please use additional paper if necessary)

Applicant’s Signature:

Date:

UUMCAS/AHSGS/0006

59

SECTION B

(To be completed by the Dean of the Releasing School)

Recommended Not Recommended Signature & Official Stamp:__________________________________ Date: ______________________ SECTION C

(To be completed by the Dean of the Accepting School)

Recommended Not Recommended Signature & Official Stamp:__________________________________ Date: ______________________ SECTION C

(To be completed by the Dean of Awang Had Salleh Graduate School of Arts and Sciences)

Recommended Not Recommended Signature & Official Stamp:__________________________________ Date: ______________________ VERIFICATION BY UNIT OF RESEARCH AND POSTGRADUATE STUDIES Date Received: ________________________________ Date Processed: ________________________________ Signature & Official Stamp: ________________________________

60

APPENDIX 7: FORM FOR EXTENDING DEFENCE OF PROPOSAL

REQUEST TO EXTEND DEFENCE OF PROPOSAL To: Dean Awang Had Salleh Graduate School of Arts and Sciences UUM College of Arts and Sciences Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman PART I (To be completed by the Candidate)

Name of Candidate: Matric. No:

Mobile No: Email:

Programme of Study: PhD Master's Proposal Title:

Reason(s) for extension (please use additional paper if necessary): Proposed date of proposal defence: Candidate’s Signature Date

UUMCAS/AHSGS/0007

61

PART II (To be completed by the Major Supervisor)

I hereby agree/ disagree with the candidate's request to extend the defence of his/her proposal. Signature & Official Stamp Date

PART III [To be completed by Dean (Awang Had Salleh Graduate School)]

Signature and Official Stamp Date

VERIFICATION BY POSTGRADUATE STUDIES OFFICE Received Date: ________________________________ Processing Date: ________________________________ Signature and Stamp: ________________________________

62

APPENDIX 8: FORM FOR INTENT TO SUBMIT PORPOSAL

INTENT TO SUBMIT PROPOSAL To Dean School of (_______________________________________________) UUM College of Arts and Sciences Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman PART I (To be completed by the Candidate)

Name of Candidate: Matric. No:

Mobile No: Email:

Programme of Study: PhD Master's Proposal Title: Candidate’s Signature Date

[Candidate must submit four (4) bound copies of the proposal to Dean of School’s Office, UUM College of Arts & Sciences, Universiti Utara Malaysia]

UUMCAS/AHSGS/0008

63

PART II (To be completed by the Major Supervisor)

I am satisfied with his/her progress and have no objection regarding his/her intention. Signature and Official Stamp Date I hereby nominate the following panellists: Name (Chair):

Mobile No.:

Name (Panel):

Mobile No.:

Name (Panel):

Mobile No.:

PART III [To be completed by the Dean (School)] I hereby nominate the following panellists: Name (Chair):

Mobile No.:

Name (Panel):

Mobile No.:

Name (Panel):

Mobile No.:

Name (Supervisor):

Mobile No.:

Proposed date for proposal presentation:

Proposed venue for proposal presentation:


64

PART IV [For use of Dean's Office (Research and Postgraduate Studies)]

Date form and proposal received:

Date proposal submitted to panellists: ________________________________________

Date of presentation:

Date proposal report received: ____________________________________________

Date report sent to candidate:

65

APPENDIX 9: FORM FOR PROPOSAL EXAMINATION REPORT

Proposal Examination Report

Name of Student: Matric No:

Proposal title:

1. Introduction and Theoretical Framework

• Framework for the research is established and readers can understand how it is related to

other research

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

• If the student is working within a particular theoretical framework/line of inquiry, is the

line of inquiry adequately introduced and discussed.

__________________________________________________________________________

__________________________________________________________________________

2. Statement of the Problem

• Does the problem stand out and easily recognizable?

• It is presented within a context? Is the provided and briefly explained (including a

discussion of the conceptual or theoretical framework in which it is embedded)? Are the

constructs clearly explained?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

UUMCAS/AHSGS/0009

66

3. Purpose of the Study

• Does the purpose of study provides a „foreshadow‟ for the hypotheses it tested or the

questions to be raised?

• Is the rationale for study included?

__________________________________________________________________________

__________________________________________________________________________

4. Review of Literature

• Does it provide the background and context for the research problem?

• Does it establish the need for the research?

• Does it share the results of other studies that are closely related to be study being

reported?

• Does it relate the study to the large, on-going dialogue in the literature about the topic?

• Does if „frame‟ the problem in the study?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

5. Questions and / or Hypotheses

• Are the questions and Hypotheses grounded in the theoretical framework?

• Are there a clear distinction between dependent and independent variables?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

6. Methods and Procedures

• Does this section indicate the methodological steps student will take to answer every

question or to test every hypothesis?

• Does the student explain how he / she intend to control any confounding variables?

• Does the student explain how he / she intend to take care of randomization?

Representativeness?

• How he / she intends to do to ensure external and internal validity?

• Is the use of instrument properly outlined? If instruments have previously been, used are

previous studies and findings related to reliability and validity identified? If instrument

development and testing adequately outlined? Does the instrument match the operation

definition of the constructs in the study?

• Does the student provide an outline of for the general plan for collecting the data?

• Has the student specify procedures for data analysis?

67

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

7. Limitation and Delimitation

• Would the limitation become a threat to internal validity?

• Is the study sufficiently bounded?

8. Significance of the study

• How will the study refine / revise / extend existing knowledge in the area under

investigation?

• How will the study affect scholarly research, theory, practice, etc.?

9. References

• Determine the extensiveness of the reference / Bibliography list.

• Are current references included?

• Are there any reference cited in the text missing or wrongly cited?

• Is a consistent format used throughout the list?

__________________________________________________________________________

__________________________________________________________________________

Note: It is acceptable for amendments to be made on the proposal manuscript. In this case, the

pages of the manuscript should be noted.

68

Sila beri perakuan sama ada cadangan penyelidikan ini:

(Please give your recommendations for this proposal)

Lulus

Pass

Lulus dengan pindaan kecil

Pass with minor revision

Lulus Bersyarat dengan pindaan besar

Conditional Pass with major revision

Ujian diulang

Redefence

Gagal

Fail

Tandatangan: Tarikh:

(Signature) (Date)

Prof/Prof. Madya/Dr:

(Prof/Assoc. Prof/Dr.)

Pusat Pengajian:

(School)

69

APPENDIX 10: FORM FOR CHANGE OF THESIS TOPIC

APPLICATION FOR CHANGE OF THESIS TOPIC

SECTION I (To be completed by the Candidate)

Name: Matric. No.: Programme: Mailing Address: Telephone No.: (Home): Email: (Mobile): Current Topic: Proposed Topic: Candidate’s Signature: Date: SECTION II (To be completed by the Supervisor)

Recommended Not recommended Signature and Official Stamp Date

UUMCAS/AHSGS/0010

71

SECTION III [To be completed by the Dean (School)]

Recommended Not recommended Signature and Official Stamp Date



Recommended Not recommended Signature and Official Stamp Date SECTION V (To be completed by the Unit of Postgraduate Studies) Date received: Date processed: Signature and Official Stamp:

72

APPENDIX 11: FORM FOR INTENT TO SUBMIT GRADUATE THESIS

INTENT TO SUBMIT GRADUATE THESIS

To Dean (Awang Had Salleh Graduate School of Arts and Sciences) UUM College of Arts and Sciences Universiti Utara Malaysia 06010 Sintok Kedah

PART I (to be filled up by student)

I intend to submit my thesis to be examined within 3 months. Name of Student: Matric No.: ___________________ H/P: Programme of Study: Ph.D Master’s Thesis title:

Candidate’s Signature Date

UUMCAS/AHSGS/0011

73

PART II (to be filled up by the major supervisor)

I hereby nominate the examiners as details below: (Please attach CVs of the examiners) EXTERNAL EXAMINER

1. Name:

Address (Office):

Telephone/Handphone: ___________ / _____________ Fax No.: ____________

E-mail: ______________________________

2. Name:

Address (Office):

Telephone/Handphone: ___________ / _____________ Fax No.: ____________

E-mail: ______________________________

INTERNAL EXAMINER

1. Name:

Division: _________________________College:

Ext. No: _____________H/P: _________________E-mail: __________________

2. Name:


Ext. No:_____________H/P: _________________E-mail: __________________ I am satisfied with his/her progress and have no objection regarding his/her intention. Signature and Official Stamp (Supervisor) Date

74

PART III [to be completed by the Dean (School)]

I hereby nominate the examiners as details below: (Please attach CVs of the examiners) EXTERNAL EXAMINER

1. Name:

Address (Office):

Telephone/Mobile No: ___________ / _____________ Fax No.: ____________

E-mail: ______________________________

2. Name:

Address (Office):

Telephone/Mobile No: ___________ / _____________ Fax No.: ____________

E-mail: ______________________________

INTERNAL EXAMINER

1. Name:


Ext. No: _____________H/P: _________________E-mail: __________________

2. Name:


Ext. No:_____________H/P: _________________E-mail: __________________

VIVA CHAIRPERSON:

Signature and Official Stamp Date [Dean (School)]

75

PART IV [to be filled up by Dean (AHSGS)]

Internal Examiners:

External Examiners:

Viva Chairperson:

Signature and Official Stamp Date Dean ((AHSGS)

PART V (for Office Use Only)

Date Received: Date of Appointment of Examiners: Date Thesis Submitted to Examiners: Date of Viva:

76

APPENDIX 12: FORM FOR SUBMISSION OF DRAFT THESIS

SUBMISSION OF DRAFT THESIS

UUM/CAS/L-4 Date:

Dean (Awang Had Salleh Graduate School of Arts and Sciences) UUM College of Arts & Sciences Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman Sir/Madam SUBMISSION OF DRAFT THESIS

I , Matric No.:

a candidate of the programme of

hereby submit my Draft Thesis entitled

(Candidate must submit four (4) bound copies of the draft thesis to the Office of the Dean (Awang Had Salleh Graduate School of Arts and Sciences), College of Arts & Sciences, Universiti Utara Malaysia).

Candidate’s Signature

SUBMISSION OF DRAFT THESIS (FOR OFFICE USE ONLY)

Recipient:

Signature:

College Official Stamp:

Date:

UUMCAS/AHSGS/0012

77

APPENDIX 13: FORM FOR THESIS EXAMINATION REPORT

Laporan Pemeriksaan Tesis

Thesis Examination Report

Nama Calon: Candidate’s Name:

Sila beri ulasan dan cadangan pindaan tentang perkara-perkara berikut: Please give comments and suggest amendments pertaining to the following items:

1. Tajuk Tesis Thesis Title

2. Cadangan Tajuk Terakhir Suggested Final Title

3. Permasalah Kajian Problem Statement

4. Soalan-soalan Penyelidikan Research Questions

UUMCAS/AHSGS/0013

78

5. Objektif Objectives

6. Kesesuaian/Kepentingan Kajian Relevance/Significance of Study

7. Sorotan Literatur Literature Review

8. Perkaedahan (Bahan, Jadual dan Teknik Mengumpul Data) Methodology (Material, Duration and Data Gathering Techniques)

79

9. Subjek (Populasi dan Sampel) Subjects (Population and Sample)

10. Instrumen Instruments

11. Analisis dan Tafsiran Analysis and Interpretation

12. Penyampaian Presentation

80

13. Pencapaian Accomplishments

14. Kebaikan Merits

15. Kelemahan Demerits

Note: It is acceptable for amendments to be made on the dissertation/thesis manuscript. In this case, the pages of the manuscript should be noted.

81

Sila beri perakuan sama ada tesis ini: Please give your recommendations for this thesis

Lulus – calon akan dianugerahkan ijazah yang sesuai Pass - candidate be awarded relevant degree

Lulus dengan pindaan kecil – calon akan dianugerahkan ijazah yang sesuai,

tertakluk kepada pindaan dan perubahan yang dilakukan (Dalam tempoh 3

bulan) Pass with minor revision - candidate be awarded relevant degree, subject to

making required amendments and corrections (Within Three (3) months)

Lulus Bersyarat dengan pindaan besar – calon perlu membuat pindaan besar

kepada tesis dan mengemukakan semula tesis kepada pemeriksa untuk penilaian semula tetapi Viva kedua tidak diperlukan (Dalam tempoh Enam (6)

bulan untuk Sarjana dan Dua Belas (12) bulan untuk Kedoktoran) Conditional Pass with major revision - candidate is required to make major

alterations to his/her thesis and resubmit work for another assessment to examiners concerned, but a second viva is not required (Within Six (6) months for Master's and Twelve (12) months for PhD)

Ujian diulang – calon perlu membuat pindaan besar kepada tesis dan

mengemukakan semula tesis kepada pemeriksa untuk penilaian semula dan

Viva kedua diperlukan dan keputusan sama ada lulus atau gagal (Dalam

tempoh Dua Belas (12) bulan untuk Sarjana dan Lapan Belas (18) bulan untuk Kedoktoran)

Reschedule examination - candidate is required to make major alterations to his/her thesis and resubmit work for another assessment to examiners concerned and a second viva is required and outcome is either pass or fail (Within Twelve (12) months for Master's and Eighteen (18) months for PhD)

Sarjana Falsafah – calon akan diberi ijazah yang rendah statusnya M Phil - candidate be conferred a degree of a lower status

Gagal – calon telah gagal Fail – candidate has failed

Pengakuan oleh Pemeriksa Approval by *Internal/External Examiner

Adalah disahkan bahawa saya telah membaca tesis ini yang bertajuk: I hereby certify that I have read this thesis entitled:

oleh Encik/Puan/Cik written by Mr/Mdm/Ms

dan berpendapat bahawa tesis ini adalah sesuai untuk dibawa ke sesi

mempertahankan tesis sebagai syarat keperluan Ijazah Doktor Falsafah. and in my opinion this thesis is fit to be submitted for Viva as partial requirement for PhD.

Prof./Prof. Madya/Dr.: Prof./Assoc. Prof./Dr.

Institusi: Institution

Tandatangan: Tarikh: Signature Date

82

APPENDIX 14: FORM FOR VIVA RESULTS

Keputusan Viva

Viva Results Kami yang bertandatangan, memperakukan bahawa We, the undersigned, certify that

calon untuk Ijazah candidate for the degree of

telah mengemukakan tesis /disertasinya bagi tujuan Viva. Tajuk tesis beliau ialah: has presented his/her thesis for an oral examination (Viva). The title of the work is:

Sebagai ahli Jawatankuasa Pemeriksa Tesis, kami bersetuju calon ini diberi status yang berikut: (We as members of the Thesis Examination Board, have agreed that the candidate be awarded the following status):

Lulus – calon akan dianugerahkan ijazah yang sesuai Pass - candidate be awarded relevant degree

Lulus dengan pindaan kecil – calon akan dianugerahkan ijazah yang sesuai,

tertakluk kepada pindaan dan perubahan yang dilakukan (Dalam tempoh 3

bulan) Pass with minor revision - candidate be awarded relevant degree, subject to

making required amendments and corrections (Within Three (3) months)

Lulus Bersyarat dengan pindaan besar – calon perlu membuat pindaan besar

kepada tesis dan mengemukakan semula tesis kepada pemeriksa untuk

penilaian semula tetapi Viva kedua tidak diperlukan (Dalam tempoh Enam (6)

bulan untuk Sarjana dan Dua Belas (12) bulan untuk Kedoktoran) Conditional Pass with major revision - candidate is required to make major

alterations to his/her thesis and resubmit work for another assessment to examiners concerned, but a second viva is not required (Within Six (6) months for Master's and Twelve (12) months for PhD)

Ujian diulang – calon perlu membuat pindaan besar kepada tesis dan

mengemukakan semula tesis kepada pemeriksa untuk penilaian semula dan

Viva kedua diperlukan dan keputusan sama ada lulus atau gagal (Dalam

tempoh Dua Belas (12) bulan untuk Sarjana dan Lapan Belas (18) bulan untuk

Kedoktoran) Reschedule examination - candidate is required to make major alterations to

his/her thesis and resubmit work for another assessment to examiners concerned and a second viva is required and outcome is either pass or fail (Within

Twelve (12) months for Master's and Eighteen (18) months for PhD)

UUMCAS/AHSGS/0014

83

Sarjana Falsafah – calon akan diberi ijazah yang rendah statusnya M Phil - candidate be conferred a degree of a lower status

Gagal – calon telah gagal Fail – candidate has failed

Bahawa tesis/disertasi tersebut boleh diterima dari segi bentuk serta kandungan dan

liputan bidang ilmu yang memuaskan, sebagaimana yang ditunjukkan oleh calon

dalam ujian lisan yang diadakan pada

that the thesis/dissertation is acceptable in form and content, and that a satisfactory

knowledge of the field covered by the thesis was demonstrated by the candidate through

an oral examination held on

Pengerusi Viva: Tandatangan: Viva Chairperson Signature

Pemeriksa Luar Tandatangan: External Examiner Signature

Pemeriksa Dalam: Tandatangan: Internal Examiner Signature

Tarikh: Date

84

APPENDIX 15: FORM FOR THESIS CORRECTION (SUPERVISOR)

THESIS CORRECTION (SUPERVISOR) Dean (Awang Had Salleh Graduate School of Arts and Sciences)

UUM College of Arts and Sciences Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman Sir/Madam SUBMISSION OF THESIS CORRECTION

With reference to the PhD/Master’s thesis of candidate:

,

entitled:

I am pleased to inform that I have fully examined the corrections made in the

thesis by the above candidate as per the requirements of the oral examination,

which was held on .

I hereby request that the thesis be forwarded to the examiners concerned for further review. Thank you. Signature and Official Stamp Date

UUMCAS/AHSGS/0015

85

APPENDIX 16: FORM FOR THESIS CORRECTION (EXAMINER)

THESIS CORRECTION REPORT (EXAMINER)

Dean (Awang Had Salleh Graduate School of Arts and Sciences) UUM College of Arts and Sciences

Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman Sir/Madam SUBMISSION OF THESIS CORRECTION

With reference to the PhD/Master’s thesis of candidate:

,

entitled:

I am pleased to inform that I have fully examined the corrections made in the

thesis by the above candidate as per the requirements of the oral examination,

which was held on . I am of the opinion that

the corrections made are satisfactory and the thesis requires no further amendments.

the thesis requires further corrections (supervisor to review corrections).

the thesis requires further corrections (I would like to re-review the corrections).

Thank you. Signature and Official Stamp Date

UUMCAS/AHSGS/0016

86

APPENDIX 17: FORM FOR ENDORSEMENT OF THESIS CORRECTION (SUPERVISOR)

ENDORSEMENT OF THESIS CORRECTION (SUPERVISOR)

Dean (Awang Had Salleh Graduate School of Arts and Sciences) UUM College of Arts and Sciences Universiti Utara Malaysia

06010 UUM Sintok Kedah Darul Aman

Sir/Madam

ENDORSEMENT OF THESIS CORRECTION

With reference to the PhD/Master’s thesis of candidate: ,

entitled:

I am pleased to inform that I have fully examined the corrections made in

the thesis by the above candidate as per the requirements of the oral

examination, which was held on . I accept the corrections

with no further revision and agree the thesis fulfils the necessary

requirements for a doctoral/master's degree.

Thank you.


UUMCAS/AHSGS/0017

87

APPENDIX 18: FORM FOR NOTIFICATION OF STATUS OF THESIS

NOTIFICATION OF STATUS OF THESIS

UUM/CAS/L-4

Date:

Mr/Ms

NOTIFICATION OF STATUS OF THESIS

It is with great pleasure that I inform you that your thesis corrections have been accepted without the need for any further amendments. You are required to collect the "Certification of Thesis" form at the Dean's

Office (Awang Had Salleh Graduate School of Arts and Sciences) within two weeks of this notice.

Thank you.

Dean (Awang Had Salleh Graduate School of Arts and Sciences) UUM College of Arts and Sciences

Universiti Utara Malaysia

cc:

(Supervisor)

UUMCAS/AHSGS/0018

88

APPENDIX 19: FORM FOR CERTIFICATION OF THESIS

PERAKUAN KERJA TESIS / DISERTASI

(CERTIFICATION OF THESIS / DISSERTATION)

Kami, yang bertandatangan, memperakukan bahawa We, the undersigned, certify that calon untuk ijazah candidate for the degree of

telah mengemukakan tesis / disertasi yang bertajuk: has presented his/her thesis / dissertation entitled:

seperti yang tercatat di muka surat tajuk dan kulit tesis / disertasi. as it appears on the title page and front cover of the thesis / dissertation.

Bahawa tesis/disertasi tersebut boleh diterima dari segi bentuk serta

kandungan dan meliputi bidang ilmu dengan memuaskan, sebagaimana yang

ditunjukkan oleh calon dalam ujian lisan yang diadakan pada: That the said thesis/dissertation is acceptable in form and content and displays a satisfactory knowledge of the field of study as demonstrated by the candidate through the oral examination held on: .

Pengerusi Viva: Tandatangan: Viva Chairperson Signature

Pemeriksa Luar: Tandatangan: External Examiner Signature

Pemeriksa Dalam: Tandatangan: Internal Examiner Signature

Penyelia Pertama: Tandatangan: First Supervisor Signature

Penyelia Kedua: Tandatangan: (Second Supervisor) Signature

Tarikh: Date

UUMCAS/AHSGS/0019

89

APPENDIX 20: FORM FOR SUBMISSION OF THESIS

THESIS SUBMISSION

UUM/CAS/L-4 Date: Dean (Awang Had Salleh Graduate School of Arts and Sciences) UUM College of Arts & Sciences Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman Sir/Madam SUBMISSION OF THESIS

I , Matric No.:

a candidate of the programme of

hereby submit my Thesis entitled

Candidate must submit three (3) bound copies, one (1) loose copy and one (1) soft copy in a CD to the Dean's Office (Awang Had Salleh Graduate School of Arts and Sciences), College of Arts & Sciences, Universiti Utara Malaysia.

Candidate’s Signature Supervisor's Signature

SUBMISSION OF THESIS (FOR OFFICE USE ONLY)

Recipient:

Signature:

College Official Stamp:

Date: ______________________

UUMCAS/AHSGS/0020

90

APPENDIX 21: PERMISSION TO USE

LAYOUT OF PERMISSION TO USE

(to be bound in the thesis)

PERMISSION TO USE

In presenting this thesis in fulfilment of the requirements for a postgraduate degree from

Universiti Utara Malaysia, I agree that the Universiti Library may make it freely available

for inspection. I further agree that permission for the copying of this thesis in any manner,

in whole or in part, for scholarly purpose may be granted by my supervisor(s) or, in their

absence, by the Dean of Postgraduate Studies and Research. It is understood that any

copying or publication or use of this thesis or parts thereof for financial gain shall not be

allowed without my written permission. It is also understood that due recognition shall be

given to me and to Universiti Utara Malaysia for any scholarly use which may be made of

any material from my thesis.

Requests for permission to copy or to make other use of materials in this thesis, in whole

or in part, should be addressed to :

Dean (Awang Had Salleh Graduate School of Arts and Sciences)

UUM College of Arts and Sciences


06010 UUM Sintok

Kedah Darul Aman

91

APPENDIX 22: LAYOUT OF TABLE OF CONTENTS

TABLE OF CONTENTS

Page

PERMISSION TO USE i

ABSTRAK (BAHASA MALAYSIA) ii

ABSTRACT (ENGLISH) iii

ACKNOWLEDGMENTS iv

LIST OF TABLES xii

LIST OF FIGURES xiv

CHAPTER ONE: INTRODUCTION

1.1 The context of the study 1

1.2 Statement of the problem 3

1.3 The goals and objectives of the study

1.3.1 Goals 8

1.3.2 Specific objectives 8

1.4 Significance of the study 9

1.5 Scope, assumptions, and limitations of the study

1.5.1 Scope of the study 10

1.5.2 Assumptions of the study 11

1.5.3 Limitations of the study 11

1.6 Definition of terms 12

1.7 Organization of thesis 19

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction 21

….

….

….

….

92

APPENDIX 23: LAYOUT OF TITLE PAGE (DOCTOR OF PHILOSOPHY)

Layout of the Title Page in Fulfilment of a Programme - (Doctor of Philosophy)

VENDOR AND ORIGINAL EQUIPMENT MANUFACTURER

(OEM) RELATIONSHIP IN THE MALAYSIAN AUTOMOTIVE

COMPONENT INDUSTRY

A Thesis submitted to the UUM College of Arts and Sciences in

fulfilment of the requirements for the degree of Doctor of Philosophy


by

Zolkafli b. Hussin

© 2008, Zolkafli

93

APPENDIX 24: LAYOUT OF TITLE PAGE (MASTER'S)

Layout of the Title Page in Fulfilment of a Programme - (Master of Science)

VENDOR AND ORIGINAL EQUIPMENT MANUFACTURER

(OEM) RELATIONSHIP IN THE MALAYSIAN AUTOMOTIVE

COMPONENT INDUSTRY

A Thesis submitted to the UUM College of Arts and Sciences in

fulfilment of the requirements for the degree of Master of Science


by

Zolkafli b. Hussin

© 2008, Zolkafli

94

APPENDIX 25: THESIS COVER

95

APPENDIX 26: SAMPLE OF NUMBERED THESIS FORMAT

2.5 cm 2.5 cm

5 double spaces

7 double

spaces

SD-SVBR: A NEW SHAPED VARIABLE BIT RATE ALGORITHM

FOR VIDEO TRANSMISSION SYSTEM

AHMAD SUKI CHE MOHAMED ARIF

DOCTOR OF PHILOSOPHY

UNIVERSITI UTARA MALAYSIA

2011

6 cm

6 cm

Font: Times New Roman Size:14 pt Style: Bold

i



Kami, yang bertandatangan, memperakukan bahawa (We, the undersigned, certify that)


calon untuk Ijazah

PhD

(candidate for the degree of)

telah mengemukakan tesis / disertasi yang bertajuk: (has presented his/her thesis / dissertation of the following title):

“SD-SVBR: A NEW SHAPED VARIABLE BIT RATE ALGORITHM FOR VIDEO TRANSMISSION

SYSTEM”

seperti yang tercatat di muka surat tajuk dan kulit tesis / disertasi.

(as it appears on the title page and front cover of the thesis / dissertation).

Bahawa tesis/disertasi tersebut boleh diterima dari segi bentuk serta kandungan dan meliputi bidang ilmu dengan memuaskan, sebagaimana yang ditunjukkan oleh calon dalam ujian lisan yang diadakan pada : 04 Julai 2011. That the said thesis/dissertation is acceptable in form and content and displays a satisfactory knowledge of the field of study as demonstrated by the candidate through an oral examination held on:

July 04, 2011.

Pengerusi Viva: Prof. Dr. Rahmat Budiarto Tandatangan Budiarto (Chairman for VIVA) _______________________________________ (Signature) ______________ Pemeriksa Luar: Prof. Dr. Kasmiran Jumari Tandatangan Kasmiran

(External Examiner) _______________________________________ (Signature) ______________

Pemeriksa Luar: Assoc. Prof. Dr. Mazleena Salleh Tandatangan Mazleena (External Examiner) _______________________________________ (Signature) ______________

Nama Penyelia/Penyelia-penyelia: Assoc. Prof. Dr. Suhaidi Hassan Tandatangan Suhaidi

(Name of Supervisor/Supervisors) ________________________________________ (Signature) ______________

Tarikh:

(Date) July 04, 2011

ii

PERMISSION TO USE



for inspection. I further agree that permission for the copying of this thesis in any

manner, in whole or in part, for scholarly purpose may be granted by my supervisor(s) or,

in their absence, by the Dean of Awang Had Salleh Graduate School of Arts and

Sciences. It is understood that any copying or publication or use of this thesis or parts

thereof for financial gain shall not be allowed without my written permission. It is also

understood that due recognition shall be given to me and to Universiti Utara Malaysia for

any scholarly use which may be made of any material from my thesis.



Dean of Awang Had Salleh Graduate School of Arts and Sciences



06010 UUM Sintok


iii

ABSTRAK

Penggunaan jaringan teknologi yang maju dan aplikasi komputer dalam pembelajaran

jarak jauh membangkitkan isu peri pentingnya penghantaran bahan-bahan dan sumber

dalam sistem pembelajaran jarak jauh kepada pelajar di kawasan terpencil. Inovasi

teknologi ini menawarkan organisasi dan para pekerja satu peluang untuk menyelesaikan

masalah yang berkait dengan kaedah latihan tradisional. Dalam hal ini, penerimaan

sistem latihan jarak jauh, sejenis pembelajaran jarak jauh, dianggap kritikal dalam

menentukan kejayaan pelaksanaan teknologi berkenaan. Bagaimanapun, bilangan kajian

yang telah dibuat untuk meneliti penerimaan sistem e-pembelajaran secara umumnya dan

sistem pembelajaran jarak jauh khasnya oleh pekerja di sektor awam di negara Jordan

masih kurang. Oleh itu, model dan teori penerimaan teknologi yang telah dibangunkan

dan dikembangkan dalam kajian lalu untuk mengkaji penerimaan sistem latihan jarak

jauh berasaskan komputer dalam kalangan pekerja di sektor awam di negara Jordan boleh

dipersoal. Persoalan juga ditimbulkan tentang kemungkinan terdapat faktor lain yang

turut memainkan peranan dalam konteks ini. Oleh itu, objektif utama kajian ini ialah

untuk menentukan faktor yang mempengaruhi penerimaan sistem latihan jarak jauh di

kalangan pekerja sektor awam dan seterus mencadangkan model penerimaan teknologi

sistem latihan jarak jauh oleh pekerja sektor awam. Soal selidik telah digunakan untuk

mengutip data daripada 600 orang pekerja sektor awam di negara Jordan. Tinjauan

menghasilkan 386 soal selidik, dengan kadar respons sebanyak 64.3%. Structural

equation model (SEM) telah digunakan dengan versi AMOS 16.0 untuk menganalisis

data. Hasil kajian menunjukkan bahawa enam penentu utama iaitu jangkaan prestasi,

jangkaan usaha, keanjalan sistem, kegembiraan menggunakan sistem, pengaruh sistem,

dan keadah yang memudahkan mempengaruhi secara signifikan niat pekerja. Lima

penentu utama iaitu interaktiviti sistem, kegembiraan menggunakan sistem, kebimbangan

terhadap komputer, keberkesanan kendiri dengan komputer, dan keadaan yang

memudahkan mempengaruhi secara signifikan jangkaan usaha, manakala hanya empat

dari penentu utama tersebut iaitu interaktiviti sistem, kegembiraan menggunakan sistem,

kebimbangan terhadap komputer, dan jangkaan usaha mempengaruhi secara signifikan

jangkaan prestasi. Hasilnya, model akhir yang diubah suai yang dikenali sebagai model

penerimaan latihan jarak jauh berasaskan komputer (CBDTAM) telah dicadangkan

untuk menjelaskan dan meramal niat pekerja di organisasi sektor awam di negara Jordan.

Kefahaman menyeluruh tentang model ini dapat membantu pembuat keputusan untuk

mengenal pasti punca penolakan atau penerimaan sistem latihan jarak jauh berasaskan

komputer oleh pekerja dan membantu mereka untuk meningkatkan penerimaan dan

penggunaan sistem berkenaan.

Katakunci: interaktiviti sistem, kegembiraan menggunakan sistem, kebimbangan

terhadap komputer, signifikan jangkaan prestasi

Font: Times New Roman Size:12 pt Line Spacing: Single

iv

ABSTRACT

The utilization of advanced network technologies and modern computer applications in

distance learning raises the importance of distance learning system in the delivery of

learning materials and resources to remote trainees. This innovation offers the

organizations and their employees an opportunity to solve the problems associated with

traditional training methods. In this respect, the acceptance of computer based distance

training system (CBDTS) is considered critical in determining the success of its

implementation. However, the number of studies that have been conducted to examine

the acceptance of distance training system by employees of public sector organizations in

the Kingdom of Jordan is very limited. It is also questionable whether the information

system acceptance models that have been previously developed can be used to examine

the acceptance of CBDTS by public sector employees in Jordan. Questions are also raised

to the idea that perhaps there may be other factors that play important roles in this

context. The main objectives of this study therefore are to determine the factors that lead

to the acceptance of public sector employees on computer-based distance training system

and finally to propose a model of technology acceptance of computer-based distance

training system by public sector employees. A total of 600 questionnaires were

distributed through a survey to public sector employees in Jordan. The study received

about 386 responses, which represents 64.3% returned rate. Structural equation model

(SEM) was used with AMOS version 16.0 to analyze the data. The findings indicate that

six core determinants, namely, performance expectancy, effort expectancy, system

flexibility, system enjoyment, social influence, and facilitating conditions significantly

influenced employee intention to use distance training system. Five core determinants;

system interactivity, system enjoyment, computer anxiety, computer self efficacy, and

facilitating conditions significantly determine effort expectancy while only four of them

including system interactivity, system enjoyment, computer anxiety, and effort

expectancy significantly determine performance expectancy. Consequently, based on

these findings, the final research model known as computer-based distance training

acceptance model (CBDTAM) is proposed to explain and predict public sector

employee’s intention in using computer-based distance training system. A comprehensive

understanding of this model will assist decision makers to identify the reasons for the

acceptance or resistance of computer based distance training system among public sector

employees in the future and finally to support them to enhance the system’s acceptance

and usage.

Keywords: system interactivity, system enjoyment, computer anxiety, significantly

determine performance expectancy

v

ACKNOWLEDGEMENT

I would like to express my appreciation and gratitude to everyone contributed in

completing this thesis. It was my pleasure to study under Dr. Huda Hj Ibrahim’s

supervision. It is not enough to say her that thank you very much for her guidance to help

me to achieve my goal. Without her valuable support, my thesis would not have been

possible. I would like to express my thanks to my co-supervisor Dr. Shafiz Affendi Mohd

Yusof for his comments which help improving my work.

I would like also to give my thanks to my parents, my fiancée and all of my relatives for

their love and support. My goal would not have been achieved without them. I dedicate

this work to my parents and my fiancée Roba Soub.

I am very grateful to Dr Haslina and Dr Shariza. They were very kind during the viva and

during period of the correction. Additionally their comments have helped to improve this

work.

I had a very fortune to study at Universiti Utara Malaysia (UUM). Not only, it has a

beautiful nature but the university also has a helpful staff.

Finally, I would like to thank all of my friends for their encouragement during my study.

vi

DECLARATION ASSOCIATED WITH THIS THESIS

Ahmad, T. Ibrahim, H & Affendi, S. M. (2011). Issues and Challenges in Applying

Computer-Based Distance Training System. GSTF International Journal on

Computing, 2.

Ahmad, T. Ibrahim, H., & Affendi, S. M. (2010). Distance Training System as an

Alternative to Traditional Training. International Conference on Infocomm

Technologies, Singapore.

Ibrahim, H. & Ahmad, T. (2010). Distance Learning System as an Alternative to

Traditional Training: A case of Jordanian Public Sector’s Employees. IADIS

International Conference on Internet Technologies & society (ITS 2010). 267 – 272,

Perth, Australia.

vii

TABLE OF CONTENTS

Perakuan Kerja Tesis / Disertasi (Certification of thesis / dissertation) ............................. i Permission to Use ............................................................................................................... ii Abstrak ............................................................................................................................... iii Abstract .............................................................................................................................. iv Acknowledgement .............................................................................................................. v Table of Contents .............................................................................................................. vii List of Figures .................................................................................................................. viii List of Tables ..................................................................................................................... ix

Appendices .......................................................................................................................... x Glossary of Term ............................................................................................................... xi List of Abbreviations ........................................................................................................ xii

CHAPTER ONE INTRODUCTION .............................................................................. 1

1.0 Background ....................................................................................................... 1 2.0 Problem Statement ............................................................................................ 1 3.0 Research Questions........................................................................................... 2 4.0 Research Objectives ......................................................................................... 3

CHAPTER TWO LITERATURE REVIEW ................................................................. 4

2.0 Introduction ...................................................................................................... 4 2.1 Historical Review of Distance Learning .......................................................... 4 2.2 Distance Learning Definition ........................................................................... 5 2.3 Distance Learning Technologies and Methods ................................................ 6

2.3.1 Materials Design Technologies and Methods ........................................... 7 2.3.2 Distance Learning Generations ................................................................. 7

2.3.2.1 First Generation ..................................................................................... 7

2.3.2.2 Second Generation ................................................................................. 8

CHAPTER THREE RESEARCH METHODOLOGY ................................................. 9

3.0 Introduction ..................................................................................................... 9

3.1 Research Model and Research Dimensions ...................................................... 9

CHAPTER FOUR FINDINGS ...................................................................................... 12

4.0 Data Analysis Method .................................................................................... 12 4.1 Data Analysis Strategy ................................................................................... 13

CHAPTER FIVE DISCUSSION AND CONCLUSION ............................................. 15

5.0 Introduction .................................................................................................... 15

5.1 Suggestions for Future Research .................................................................... 15

REFERENCES ................................................................................................................ 17

viii

LIST OF FIGURES

1.0 Structure of the Thesis 23

2.1 Problems of Traditional Training 44

2.2 participation 45

2.3 Structure of E-learning and D-learning 49

2.4 Technology Acceptance Model (TAM) 59

2.5 Theory of Reasoned Action 64

2.6 Theory of Planned Behavior 67

2.7 UTAUT 76

3.1 Relationship between System Factor and BI 93

3.2 Relationships between Implementation Environment Factor and BI 93

3.3 Relationships between Individual Factor and BI 94

3.4 Basic Concept Underlying User Acceptance Models 97

3.5 Proposed Research Model 113

4.1 Exogenous Correlations 150

ix

LIST OF TABLES

1.1 Four Stages of the Research Approach 17

2.1 Comparison of Learning Modes 43

2.2 UTAUT Constructs From Other Combination Models 79

3.1 Previous Studies Which Investigated the Proposed Model Constructs 106

3.2 Hypotheses’ Resources 110

3.3 Relevant Situation for Different Research Strategies 117

3.4 Studies of The Research Model’s Constructs 123 3.5 Measures’ Resources 124 3.6 Cronbach’s Alpha Test for Performance Expectancy 130

3.7 Cronbach’s Alpha Test for Effort Expectancy 131

3.8 Summary of Comparison Reliability Values of All Constructs 132

4.1 Respondents Profile Summary 139

4.2 Summary of Composite Reliability 145


4.4 Fit Measures 152

4.5 Chronologies to Goodness of Exogenous, Endogenous and Integrated Mode 153

4.6 New Paths 155

4.7 Square Multiple Correlation 157

4.8 Hypotheses Testing Results 160

4.9 Regression Weight and Significant Different Between Paths Across Men

and Women Groups 163

4.10 Regression Weight and Significant Different Between

Paths Across Older and Younger Groups 164

x

APPENDICES

Appendix A

Research Questionnaire 212

Appendix B

The Studies Which Examined the Acceptance of E-learning System 219

Appendix C

Information Technology Acceptance Models and Theories 227

Appendix D

Cronbch’s Alpha Values for all Factors in the Pilot Test 241

Appendix E

Missing Data 249

Appendix F

Normality Test 251

Appendix G

Discriminant Validity Test 254

xi

GLOSSARY OF TERM

Acceptance of Information Technology: The demonstrable willingness within a user

group to employ information technology for the tasks it is designed to support.

Affect: A persons’ negative or positive feeling associated with using a particular system.

Anxiety: A persons’ emotional reaction he/she uses a particular technology.

Asynchronous Distance Learning: A distance learning method in which the learners are

geographically separated from the instructor and is based on the learners’ access to the

learning materials at any time from any place.

Attitude: A person’s feeling (negative or positive) towards using particular technology.

Behavioral Controls: How a person perceives that he/she is able to perform a particular

behavior.

Compatibility: The degree to which a user perceives that he/she has knowledge and

resources to use an innovation.

Complexity: The degree of ease associated with an innovation’s use.

Computer-Based Distance Training System: The use of computer and network to

convey the training materials and provide resources to the remote employees.

Construct Validity: The degree to which measured items (measured variables) represent

their intended constructs (latent variables).

Content Validity: The correspondence between the instrument items and the concept.

Content validity is also known as face validity.

Diffusion of Innovation: A process used to convey an innovation among members of a

social system via particular channels over specific time periods.

xii

LIST OF ABBREVIATIONS

AGFI Adjusted goodness-of-fit index

ANX Computer anxiety

ASTD American Society for Training and Development

AVE Average variance extracted

B-learning Blended learning

BI Behavioral intention

CA Cronbach’s alpha

CBDTS Computer-based distance training system

CFA Confirmatory factor analysis

CFI Comparative Fit Index

CMIN Minimum sample discrepancy function

cr Critical ratio

CR Composite reliability

CHEA Council for High Education Accreditation

CSE Computer self-efficacy

C-TAM-TPB Combined TAM and TPB

df Degrees of freedom

D-learning Distance learning

DOI Diffusion of innovation theory

EE Effort expectancy

1

CHAPTER ONE

INTRODUCTION

1.0 Background

The development of Information Technology (IT) has urged employees in

organizations all over the world to upgrade their knowledge and skills. One way of doing

this is by attending various kinds of training including traditional training or workshop.

Behling et al. (2007) defined traditional training (i.e. face-to-face training) as the training

process that takes place when the trainees and the trainer are present at the same time in

the same place. Even though traditional training provides several benefits such as places a

trainee in a stimulating and challenging group environment, and creating and facilitating

business networking between one trainee and colleagues who come from different

working background (Training Directory, 2007), not every employee has an opportunity

to attend it.

This chapter is organized as follows: the first section is the background, followed

by the statements of the problem, and the research questions. The objectives of research

will be described in the fourth section, followed by the scope of the research, the research

significance, the research contribution, and the research approach and methodology.

Finally, the structure of the thesis will be highlighted.

2.0 Problem Statement

Many educational institutions and private and public sector organizations over the

world have adopted e-learning system to offer teaching and training materials to the

2

remote students and trainees (Burgess & Russell, 2003; Chatzoglou et al., 2009). Yet, for

technologies to be successful in the organizations, they must be accepted by the

employees. The acceptance of technology is often described as one of the most important

areas in the modern information system (Venkatesh et al., 2003).

Public sector’s employees in Jordan are demanded to sit for one certified IT

training, known as International Computer Driving License (ICDL). This training has

been implemented in Jordan as standard for end user computer skills across the kingdom

since 2001. Most of the Jordanian ministries, for instance the Ministry of Education,

Ministry of Health, Ministry of High Education, ministry of water and irrigation and

Ministry of Information and Communication Technology (ICT), have adopted this

program for their employees since 2003 (Advance Learning, 2008). Approximately

70000 employees of the Ministry of Education must participate in this program (ICDL

foundation, 2007). However, according to an initial study results, due to the

inappropriateness training time that is continuously unfit with the employees’ schedule,

the Ministries faced difficulties to conclude the computer skills training (ICDL) for its

employees. To employees, this challenge has prevented them from attending the program

training and sitting to the certificate exam, which could affect their career.

3.0 Research Questions

This study aims to examine the acceptance of computer-based distance training

system by the public sector employees. Therefore, the following are the research

questions to be solved:

3

1. What are the issues and challenges in implementing computer-based distance

training system in public sector organizations in Jordan?

2. How can computer-based distance training system support the traditional training

method in public sector organizations in Jordan?

3. What are the factors that determine the acceptance of public sector employees on

computer-based distance training system?

4.0 Research Objectives

The research objectives are formulated as below:

1. To investigate the issues and challenges in implementing computer-based distance

training system.

2. To identify the roles of computer-based distance training system in supporting the

traditional training method in public sector organization in Jordan.

3. To determine the factors that lead to the acceptance of public sector employees on

computer-based distance training system.

4

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

There is much evidence in the literature that the development of information and

communication technology plays a vigorous role in the evolution of e-learning.

Nowadays educational institutions offer their courses online and have distance learning

as one of their strategic alternatives for reaching big number of students. Similarly, many

organizations have taken practical steps to provide training materials to their employees

through distance training programs (Burgess & Russell, 2003).

This chapter describes the situation of distance learning in public and private

organizations and educational institutions. It also explains the advantages and

disadvantages of distance learning system for employees, organizations, institutions and

trainers, and how distance learning has managed to solve problems of employee training.

Additionally, this chapter includes a review of literature on the acceptance of information

system models, and the dimensions of distance training system acceptance (successful

factors), which will be used to develop the acceptance model for this research.

2.1 Historical Review of Distance Learning

Works on distance learning began in Britain in the 18th

century. It was meant to

provide courses to everyone who wanted to extend his/her personal knowledge, get

education degree or develop his/her career. In the 19th

century, the United States and

many European countries started to apply distance learning. Consequently, distance

5

learning has become a popular practice all over the world (Ruhig, 2002). Given that, it is

evident that Great Britain was the first country to conduct distance learning in 1858. The

Queensland University offered some courses that led to an external degree through

distance learning program in 1890. Today, the Open University in London is one of the

largest international universities that offer courses through distance learning programs.

Different technologies are used to support the implementation of distance learning

programs. For example, about 56 percent of all public higher education institutions in the

United States provide courses to their students using online mode (Arafeh, 2004).

Additionally, TV is another technology that plays an important role in conveying the

materials and programs of distance learning to remote students.

Based on the above, the number of educational institutions that use distance

learning system has rapidly increased all over the world, due to its advantages. Later,

organizations have begun to take the advantages of distance learning program to train

their employees, as mentioned later in this chapter. Thus, this research is going to

investigate the acceptance of distance learning system by public sector employees, to

understand why employees accept or reject such system and to determine the challenges

of applying distance learning system for employee training.

2.2 Distance Learning Definition

There is no specific definition of distance learning (Arafeh, 2004; Elena, 2006)

because it is a mixture of many sciences such as education, business, psychology,

information technology, and information technology. As a result, researchers have

defined distance learning according to their field (Burgess & Russell, 2003). Whatever

6

differences the meaning they attach to distance learning, these definitions are made based

on the philosophy of distance learning, grounded on two concepts: (1) flexibility, and (2)

openness. Flexibility means that students or trainees can access any learning materials

from any place at any time (Burgess, and Russell, 2003).

In educational context, distance learning is the process in which education occurs

when the students are physically separated from the instructors. In such a context, there is

a need for designing special methods and electronic tools to connect students with

teachers and each other and other managerial and administrative arrangements (Angel et

al., 2004). This is to provide flexibility of teaching and learning process to students and

instructors. In the context of business and organizations, distance learning can refer to the

training method that is developed by companies to train or retrain employees to overcome

the obstacle of a fast-paced work environment. Many organizations have used computer,

Internet, video, and audio technologies to conduct such training (Burgess & Russell,

2003; and Gagne and Rojas, 1991). In the information technology and information

system context, distance learning is defined as a delivery system that is used to deliver

instructions and provide resources to remote students (Gordon et al., 2004).

2.3 Distance Learning Technologies and Methods

Technologies, such as web-based technologies, computer-based technologies,

multimedia technology, satellite and so on, are essential for the development and

implementation of distance learning. These technologies have been used by institutions

over time to develop distance learning materials, to deliver the distance learning materials

7

to remote students, and to create interaction among students and instructors. This section

sheds light on these distance learning technologies and methods.

2.3.1 Materials Design Technologies and Methods

Educational institutions deliver learning materials in many formats. The early

format used to deliver learning or training materials was the written materials such as

textbooks and documents. This format was used since the introduction of distance

learning until the end of 1970 (Castro et al., 2001; Jackson, 2002). After 1970s, audio

and video documents started to be used. These technologies include speech and video

tools like audio cassettes, audio tapes, and video tapes.

2.3.2 Distance Learning Generations

The development of information and communication technologies has played a

great role in advancing distance learning. The development of technologies in distance

learning have take place in four generations. This section presents these generations in

detail.

2.3.2.1 First Generation

The first generation of distance learning started in the eighteenth century. The

instructor and adviser play essential role in the teaching process. In this generation

distance learning’s written materials (for instance written documents and books) are

delivered to remote students (Castro, 1998).

8

2.3.2.2 Second Generation

The second generation began at the end of 1970. At this stage, in addition to the

books, text and documents some technologies are added, for instance, audio cassette,

videocassette, and telephone (Castro, 1998). The appearance of these technologies has

enhanced the distance learning materials format, has improved the distance learning

delivery methods by the introduction of cassette tape to the distance learning delivery

methods, and has improved the interaction between the instructors and students by the

introduction of the telephone system (Campbell et al., 2007). However, the interaction

technique between students and instructors, and between students themselves is still

weak.

9

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter explains how the extended UTAUT include the successful factors of e-

learning system acceptance and how these factors were chosen. Additionally, it discusses

the research hypotheses formulated to answer the research questions. Furthermore, in

this chapter, the methodology of this research is presented. It distinguishes among

exploratory, descriptive and explanatory researches. The chapter also highlights the

differences between quantitative and qualitative researches and describes the research

strategy. Finally, sampling method, data collection method, validity and reliability of the

instruments and data analysis method used in this research will be explained.

3.1 Research Model and Research Dimensions

Review of the literatures pertinent to information system shows that the acceptance

of information system, especially e-learning system, is influenced by three factors,

namely, (1) individual factor, (2) system factor, and (3) implementation environment

factor (Chau & Hu, 2002; Dadayan & Ferro, 2005; Hu et al., 1999; Nanayakkara, 2005).

In this study Unified Theory of Acceptance and Use Technology (UTAUT) is adapted as

a framework to investigate the acceptance of computer-based distance training system by

employees in public sector organizations.

There are many advantages that can be obtained from UTAUT. Reflecting on the

model, the researcher believes that UTAUT is more suitable to large organizations than

10

other models of acceptance technology because the design of this model is based on the

data collected from employees’ environment (Venkatesh et al., 2003). Additionally, it

could successfully predict the adoption of information technology in approximately 70

percent of the cases, but other user adoption models could do so in about 40 percent of

the cases (Davis et al., 1989; Venkatesh et al., 2003). Furthermore, the constructs of

UTAUT have been adopted from eight other user acceptance models (Venkatesh et al.,

2003). Moreover, the prior scales used to measure the constructs can be combined to

come up with new scales that can be applied to the distance learning context. Last but not

least, this model covers almost the main factors that influence user acceptance of

technology such as technology factor and organization factor (Marchewka et al., 2007;

Venkatesh et al., 2003).

The proposed model of this study therefore includes employee intention to use

computer-based distance training system as the dependant variable. Because individual

factor is a critical successful factor in the e-learning and information technology contexts

(see next section 4.1.2) and UTAUT does not consider it, this study decided to add a new

factor (that is individual factor) in UTAUT. The model also covers two factors i.e. (i)

system factor, and (ii) implementation environment factor.

The first factor included in the proposed research model is system factor that

includes five sub-factors: (a) performance expectancy, (b) effort expectancy, (c) system

enjoyment, (d) system interactivity, and (e) system flexibility. According to Venkatesh et

al. (2003), performance expectancy and effort expectancy have a significant influence on

the behavioral intention to use an information technology. Additionally, there is strong

evidence that system enjoyment, system interactivity and system flexibility are important

11

Italics for figure number and normal text for figure title

in the e-learning context because they have significant influence on employee intention to

use e-learning system (Abbad et al., 2009; Chatzoglou et al., 2009; Chesney, 2006; Conci

et al., 2009; Hsia & Tseng, 2008; Nanayakkara, 2005)

Therefore, the system factor in this study will include (i) performance expectancy

(PE), (ii) effort expectancy (EE), (iii) system flexibility of distance learning, (iv) system

enjoyment, and (v) system interactivity. Figure 3.1 presents the possible relationship

between system factor, behavioral intention and usage behavior.

Figure 3.1. System factor and BI

Performance expectancy

Effort expectancy

System enjoyment

System flexibility

Behavioral Intention (BI)

System interactivity

12

CHAPTER FOUR

FINDINGS

4.0 Data Analysis Method

This chapter presents the results of data analysis which was carried out by

applying AMOS 16.0 and SPSS 16.0. It starts with description of the analysis associated

with respondents’ profile, followed by the results of data quality tests, including the

results of missing data test, outlier test and data normality test. Additionally, the chapter

provides the results of the test of the proposed research model and how the research

model fits with the data. Finally, the chapter discusses the results of the hypotheses

testing, with the impact of the moderators.

One of the research objectives is to propose an acceptance model of computer-

based distance training system that best describes public sector employee intention to use

such technology (Section 1.3). In achieving this objective, Structural Equation Model

(SEM) was considered a suitable data analysis method toward the end. According to

Byrne (2006), a proposed model should be substantively meaningful and statistically well

fitting. In addition, SEM has potential to analyze multiple relationships between

independent and dependent variables simultaneously, in contrast to other generation

regression models (such as liner regression, ANOVA, and MANOVA),

13

which, can analyze only one causal relationship at a time (Gerbing & Anderson, 1988).

The model generated from SEM is also known as a model of relationships because it

figures all the relationships between the exogenous (dependant variables) and

endogenous (independent variables) variables (Sharma, 1996).

Furthermore, one of the most advantages of SEM is the use of confirmatory factor

analysis that can examine measurement error by using multiple indicators per latent

variable, model mediating variables, examine the model overall as a one unit, handle

difficult data such as incomplete data and non-normal data, and examine models with

multiple endogenous variables.

4.1 Data Analysis Strategy

Data analysis strategy is a general plan of how the researcher will analyze the data

that he/she has collected. In this study, the data analysis was carried out in five stages.

The first stage focused on the analysis of the demographic information. The second stage

presented the data quality (data management) by conducting three tests including missing

data test, outliers test, and normality test. The third stage focused on the reliability and

validity of measurement (goodness of data) by examining the composite reliability,

convergent validity, and discriminant validity. Subsequently, measurements of model fit

were applied in stage four to measure the fit of proposed model with the collected data.

Finally, path coefficient (not equal to zero), critical ratio (recommended value is > 1.96)

and P-value (recommended value is < 0.05) had been used to test the study’s hypotheses

in stage five (Hair et al., 2010).

14

Normal text for table number (above) Italics text for table title (below)

Five common measures were used for models analysis including X2/ df, GFI, CFI,

REMSEA, and TLI (Holmes-smith, 2006). Table 4.1 reveals that this research model is a

very fit model because all measures fit are within the ranges of the recommended values

(all the test results were generated from Amos 16.0, and mentioned in Appendix H

Section 2).

Table 4.1

Fit Measures

Measures Research value Recommended values

Chi-square (X2)

P-Value

348.9

0.074

P > 0.05 indicates an acceptable fit.

A value > 0.05

X2

/ df 1.118 A value < 3 indicates a good fit

A value < 1 indicates over fit model.

CFI 0.998 A value >0.9 indicates a very good fit.

TLI 0.997 Close to one indicates a very good fit

Greater than one indicates over fit model

NFI 0.978 0< value < 1 indicates fit model.

GFI 0.937 A value > 0.9 indicates a very good fit.

AGFI 0.918 A value > 0.9 indicates a good fit.

RAMSEA 0.018 A value <0.08 indicates fit of the model.

15

CHAPTER FIVE

DISCUSSION AND CONCLUSION

5.0 Introduction

The last chapter aims to summarize the findings of the study, especially the

computer-based distance training system model. Further, the theoretical, methodological

and practical implications are discussed, together with the limitations of the study, and

suggestions for future research.

5.1 Suggestions for Future Research

The results of this study provide opportunities for future research in relation to

using a computer-based distance training system. As the model tested in this study is

produced from the perspective of public sector employees, a future study can explored

with a focus to measure the intention to use the distance learning system among the

private sector employees, either in and outside Jordan. A similar study can also be

conducted to investigate such a phenomenon in educational environment such as higher

institution education, and schools.

This study concerns on the impact of three moderators namely age, gender and

experience. In future, more research can be carried out to explore more on the

possibilities of identifying significant relationship between other moderators on the

acceptance of information technology within computer-based distance training system in

the organizations context. Among other moderators could include language, education

level. The moderator such as age, gender and experience can also be further tested on

other dependant variables such as actual usage.

16

Most importantly, system characteristics such as system enjoyment, system

flexibility, and system interactivity are verified to have a direct relationship on

performance expectancy, effort expectancy and behavioral intention. Such finding is very

useful that become a starting point for a future work in learning more about system

characteristics and intention of using computer based training system. One aspect that is

opened out for future study is associated with using measurement items, which have low

Cronbach’s Alpha in the information technology acceptance context, in order to measure

the constructs of this research model.

17

12.5 mm

REFERENCES

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Agarwal, R., Sambamurthy, V., & Stair, R. (2000). Research report: The evolving relationship

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Alavi, M. A., & Yoo, Y. (1997). Using information technology to add value to management

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Al-Harby, F., Qahwaji, R., & Kamala, M. (2010). Users' acceptance of secure biometrics

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Communications in Computer and Information Science, 87(1), 254-258.

Arbuckle, J. L. (2005). AMOS 6.0 guide. SPSS: Chicago.

Asif, A. (2004). Multimedia and cooperative learning in signal processing techniques in

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Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social

psychological research: Conceptual, strategic, and statistical considerations. Journal of

Personality and Social Psychology, 51(6), 1173-1182.

Bollen, P. M. (1998). Structural equations with latent variables. New York: Wiley.

Bouras, C., Destounis, P., Garofalakis, J., Gkamas, A., Sakalis, G., Sakkopoulos, E., and

Tsaknakis, J. (2000). Efficient web-based open and distance learning services. Telematics

and informatics, 17(3), 213-237.

APA Sixth Edition format

127

APPENDIX 27: SAMPLE OF UNNUMBERED THESIS FORMAT

2.5 cm 2.5 cm

5 double

spaces

7 double spaces

SD-SVBR: A NEW SHAPED VARIABLE BIT RATE ALGORITHM

FOR VIDEO TRANSMISSION SYSTEM


DOCTOR OF PHILOSOPHY

UNIVERSITI UTARA MALAYSIA

2011

6 cm

6 cm


i



Kami, yang bertandatangan, memperakukan bahawa (We, the undersigned, certify that)


calon untuk Ijazah

PhD

(candidate for the degree of)

telah mengemukakan tesis / disertasi yang bertajuk: (has presented his/her thesis / dissertation of the following title):

“SD-SVBR: A NEW SHAPED VARIABLE BIT RATE ALGORITHM FOR VIDEO TRANSMISSION

SYSTEM”

seperti yang tercatat di muka surat tajuk dan kulit tesis / disertasi.

(as it appears on the title page and front cover of the thesis / dissertation).

Bahawa tesis/disertasi tersebut boleh diterima dari segi bentuk serta kandungan dan meliputi bidang ilmu dengan memuaskan, sebagaimana yang ditunjukkan oleh calon dalam ujian lisan yang diadakan pada : 04 Julai 2011. That the said thesis/dissertation is acceptable in form and content and displays a satisfactory knowledge of the field of study as demonstrated by the candidate through an oral examination held on:

July 04, 2011.

Pengerusi Viva: Prof. Dr. Rahmat Budiarto Tandatangan Budiarto (Chairman for VIVA) _______________________________________ (Signature) ______________ Pemeriksa Luar: Prof. Dr. Kasmiran Jumari Tandatangan Kasmiran

(External Examiner) _______________________________________ (Signature) ______________

Pemeriksa Luar: Assoc. Prof. Dr. Mazleena Salleh Tandatangan Mazleena (External Examiner) _______________________________________ (Signature) ______________

Nama Penyelia/Penyelia-penyelia: Assoc. Prof. Dr. Suhaidi Hassan Tandatangan Suhaidi

(Name of Supervisor/Supervisors) ________________________________________ (Signature) ______________

Tarikh:

(Date) July 04, 2011

ii

PERMISSION TO USE



for inspection. I further agree that permission for the copying of this thesis in any

manner, in whole or in part, for scholarly purpose may be granted by my supervisor(s) or,

in their absence, by the Dean of Awang Had Salleh Graduate School of Arts and

Sciences. It is understood that any copying or publication or use of this thesis or parts

thereof for financial gain shall not be allowed without my written permission. It is also

understood that due recognition shall be given to me and to Universiti Utara Malaysia for

any scholarly use which may be made of any material from my thesis.



Dean of Awang Had Salleh Graduate School of Arts and Sciences



06010 UUM Sintok


iii

ABSTRAK

Penggunaan jaringan teknologi yang maju dan aplikasi komputer dalam pembelajaran

jarak jauh membangkitkan isu peri pentingnya penghantaran bahan-bahan dan sumber

dalam sistem pembelajaran jarak jauh kepada pelajar di kawasan terpencil. Inovasi

teknologi ini menawarkan organisasi dan para pekerja satu peluang untuk menyelesaikan

masalah yang berkait dengan kaedah latihan tradisional. Dalam hal ini, penerimaan

sistem latihan jarak jauh, sejenis pembelajaran jarak jauh, dianggap kritikal dalam

menentukan kejayaan pelaksanaan teknologi berkenaan. Bagaimanapun, bilangan kajian

yang telah dibuat untuk meneliti penerimaan sistem e-pembelajaran secara umumnya dan

sistem pembelajaran jarak jauh khasnya oleh pekerja di sektor awam di negara Jordan

masih kurang. Oleh itu, model dan teori penerimaan teknologi yang telah dibangunkan

dan dikembangkan dalam kajian lalu untuk mengkaji penerimaan sistem latihan jarak

jauh berasaskan komputer dalam kalangan pekerja di sektor awam di negara Jordan boleh

dipersoal. Persoalan juga ditimbulkan tentang kemungkinan terdapat faktor lain yang

turut memainkan peranan dalam konteks ini. Oleh itu, objektif utama kajian ini ialah

untuk menentukan faktor yang mempengaruhi penerimaan sistem latihan jarak jauh di

kalangan pekerja sektor awam dan seterus mencadangkan model penerimaan teknologi

sistem latihan jarak jauh oleh pekerja sektor awam. Soal selidik telah digunakan untuk

mengutip data daripada 600 orang pekerja sektor awam di negara Jordan. Tinjauan

menghasilkan 386 soal selidik, dengan kadar respons sebanyak 64.3%. Structural

equation model (SEM) telah digunakan dengan versi AMOS 16.0 untuk menganalisis

data. Hasil kajian menunjukkan bahawa enam penentu utama iaitu jangkaan prestasi,

jangkaan usaha, keanjalan sistem, kegembiraan menggunakan sistem, pengaruh sistem,

dan keadah yang memudahkan mempengaruhi secara signifikan niat pekerja. Lima

penentu utama iaitu interaktiviti sistem, kegembiraan menggunakan sistem, kebimbangan

terhadap komputer, keberkesanan kendiri dengan komputer, dan keadaan yang

memudahkan mempengaruhi secara signifikan jangkaan usaha, manakala hanya empat

dari penentu utama tersebut iaitu interaktiviti sistem, kegembiraan menggunakan sistem,

kebimbangan terhadap komputer, dan jangkaan usaha mempengaruhi secara signifikan

jangkaan prestasi. Hasilnya, model akhir yang diubah suai yang dikenali sebagai model

penerimaan latihan jarak jauh berasaskan komputer (CBDTAM) telah dicadangkan

untuk menjelaskan dan meramal niat pekerja di organisasi sektor awam di negara Jordan.

Kefahaman menyeluruh tentang model ini dapat membantu pembuat keputusan untuk

mengenal pasti punca penolakan atau penerimaan sistem latihan jarak jauh berasaskan

komputer oleh pekerja dan membantu mereka untuk meningkatkan penerimaan dan

penggunaan sistem berkenaan.

Katakunci: interaktiviti sistem, kegembiraan menggunakan sistem, kebimbangan

terhadap komputer, signifikan jangkaan prestasi

Font: Times New Roman Size:12 pt Line Spacing: Single

iv

ABSTRACT

The utilization of advanced network technologies and modern computer applications in

distance learning raises the importance of distance learning system in the delivery of

learning materials and resources to remote trainees. This innovation offers the

organizations and their employees an opportunity to solve the problems associated with

traditional training methods. In this respect, the acceptance of computer based distance

training system (CBDTS) is considered critical in determining the success of its

implementation. However, the number of studies that have been conducted to examine

the acceptance of distance training system by employees of public sector organizations in

the Kingdom of Jordan is very limited. It is also questionable whether the information

system acceptance models that have been previously developed can be used to examine

the acceptance of CBDTS by public sector employees in Jordan. Questions are also raised

to the idea that perhaps there may be other factors that play important roles in this

context. The main objectives of this study therefore are to determine the factors that lead

to the acceptance of public sector employees on computer-based distance training system

and finally to propose a model of technology acceptance of computer-based distance

training system by public sector employees. A total of 600 questionnaires were

distributed through a survey to public sector employees in Jordan. The study received

about 386 responses, which represents 64.3% returned rate. Structural equation model

(SEM) was used with AMOS version 16.0 to analyze the data. The findings indicate that

six core determinants, namely, performance expectancy, effort expectancy, system

flexibility, system enjoyment, social influence, and facilitating conditions significantly

influenced employee intention to use distance training system. Five core determinants;

system interactivity, system enjoyment, computer anxiety, computer self efficacy, and

facilitating conditions significantly determine effort expectancy while only four of them

including system interactivity, system enjoyment, computer anxiety, and effort

expectancy significantly determine performance expectancy. Consequently, based on

these findings, the final research model known as computer-based distance training

acceptance model (CBDTAM) is proposed to explain and predict public sector

employee’s intention in using computer-based distance training system. A comprehensive

understanding of this model will assist decision makers to identify the reasons for the

acceptance or resistance of computer based distance training system among public sector

employees in the future and finally to support them to enhance the system’s acceptance

and usage.

Keywords: system interactivity, system enjoyment, computer anxiety, significantly

determine performance expectancy

v

ACKNOWLEDGEMENT

I would like to express my appreciation and gratitude to everyone contributed in

completing this thesis. It was my pleasure to study under Dr. Huda Hj Ibrahim’s

supervision. It is not enough to say her that thank you very much for her guidance to help

me to achieve my goal. Without her valuable support, my thesis would not have been

possible. I would like to express my thanks to my co-supervisor Dr. Shafiz Affendi Mohd

Yusof for his comments which help improving my work.

I would like also to give my thanks to my parents, my fiancée and all of my relatives for

their love and support. My goal would not have been achieved without them. I dedicate

this work to my parents and my fiancée Roba Soub.

I am very grateful to Dr Haslina and Dr Shariza. They were very kind during the viva and

during period of the correction. Additionally their comments have helped to improve this

work.

I had a very fortune to study at Universiti Utara Malaysia (UUM). Not only, it has a

beautiful nature but the university also has a helpful staff.

Finally, I would like to thank all of my friends for their encouragement during my study.

vi

DECLARATION ASSOCIATED WITH THIS THESIS

Ahmad, T. Ibrahim, H & Affendi, S. M. (2011). Issues and Challenges in Applying

Computer-Based Distance Training System. GSTF International Journal on

Computing, 2.

Ahmad, T. Ibrahim, H., & Affendi, S. M. (2010). Distance Training System as an

Alternative to Traditional Training. International Conference on Infocomm

Technologies, Singapore.

Ibrahim, H. & Ahmad, T. (2010). Distance Learning System as an Alternative to

Traditional Training: A case of Jordanian Public Sector’s Employees. IADIS

International Conference on Internet Technologies & society (ITS 2010). 267 – 272,

Perth, Australia.

vii

TABLE OF CONTENTS

Perakuan Kerja Tesis / Disertasi (Certification of Thesis / Dissertation) ........................... i Permission to Use ............................................................................................................... ii

Abstrak ............................................................................................................................... iii Abstract .............................................................................................................................. iv Acknowledgement .............................................................................................................. v Declaration Associated with this Thesis ............................................................................ vi Table of Contents .............................................................................................................. vii

List of Tables ................................................................................................................... viii List of Figures .................................................................................................................... ix

Appendices .......................................................................................................................... x Glossary of Term ............................................................................................................... xi List of Abbreviations ........................................................................................................ xii

CHAPTER ONE INTRODUCTION .............................................................................. 1

Background ................................................................................................................. 1 Problem Statement ...................................................................................................... 1

Research Questions ..................................................................................................... 3 Research Objectives .................................................................................................... 3

CHAPTER TWO LITERATURE REVIEW ................................................................. 4

Introduction ................................................................................................................. 4

Historical Review of Distance Learning ..................................................................... 4 Distance Learning Definition ...................................................................................... 5 Distance Learning Technologies and Methods ........................................................... 6

Materials Design Technologies and Methods ......................................................... 7 Distance Learning Generations ............................................................................... 7

First Generation .................................................................................................. 7 Second Generation .............................................................................................. 7

CHAPTER THREE RESEARCH METHODOLOGY ................................................. 9

Introduction ................................................................................................................. 9

Research Model and Research Dimensions ................................................................ 9

CHAPTER FOUR FINDINGS ...................................................................................... 12

Data Analysis Method............................................................................................... 12 Data Analysis Strategy .............................................................................................. 13

CHAPTER FIVE DISCUSSION AND CONCLUSION ............................................. 15

Introduction ............................................................................................................... 15 Suggestions for Future Research .............................................................................. 15

REFERENCES ................................................................................................................ 17

viii

LIST OF TABLES

1.1 Four Stages of the Research Approach 17

2.1 Comparison of Learning Modes 43

2.2 UTAUT Constructs From Other Combination Models 79

3.1 Previous Studies Which Investigated the Proposed Model Constructs 106

3.2 Hypotheses’ Resources 110

3.3 Relevant Situation for Different Research Strategies 117

3.4 Studies of The Research Model’s Constructs 123 3.5 Measures’ Resources 124 3.6 Cronbach’s Alpha Test for Performance Expectancy 130

3.7 Cronbach’s Alpha Test for Effort Expectancy 131

3.8 Summary of Comparison Reliability Values of All Constructs 132

4.1 Respondents Profile Summary 139

4.2 Summary of Composite Reliability 145


4.4 Fit Measures 152

4.5 Chronologies to Goodness of Exogenous, Endogenous and Integrated Mode 153

4.6 New Paths 155

4.7 Square Multiple Correlation 157

4.8 Hypotheses Testing Results 160

4.9 Regression Weight and Significant Different Between Paths Across Men

and Women Groups 163

4.10 Regression Weight and Significant Different Between

Paths Across Older and Younger Groups 164

ix

LIST OF FIGURES

1.0 Structure of the Thesis 23

2.1 Problems of Traditional Training 44

2.2 Participation 45

2.3 Structure of E-learning and D-learning 49

2.4 Technology Acceptance Model (TAM) 59

2.5 Theory of Reasoned Action 64

2.6 Theory of Planned Behavior 67

2.7 UTAUT 76

3.1 Relationship between System Factor and BI 93

3.2 Relationships between Implementation Environment Factor and BI 93

3.3 Relationships between Individual Factor and BI 94

3.4 Basic Concept Underlying User Acceptance Models 97

3.5 Proposed Research Model 113


x

APPENDICES

Appendix A

Research Questionnaire 212

Appendix B

The Studies Which Examined the Acceptance of E-learning System 219

Appendix C

Information Technology Acceptance Models and Theories 227

Appendix D

Cronbch’s Alpha Values for all Factors in the Pilot Test 241

Appendix E

Missing Data 249

Appendix F

Normality Test 251

Appendix G

Discriminant Validity Test 254

xi

GLOSSARY OF TERM

Acceptance of Information Technology: The demonstrable willingness within a user

group to employ information technology for the tasks it is designed to support.

Affect: A persons’ negative or positive feeling associated with using a particular system.

Anxiety: A persons’ emotional reaction he/she uses a particular technology.

Asynchronous Distance Learning: A distance learning method in which the learners are

geographically separated from the instructor and is based on the learners’ access to the

learning materials at any time from any place.

Attitude: A person’s feeling (negative or positive) towards using particular technology.

Behavioral Controls: How a person perceives that he/she is able to perform a particular

behavior.

Compatibility: The degree to which a user perceives that he/she has knowledge and

resources to use an innovation.

Complexity: The degree of ease associated with an innovation’s use.

Computer-Based Distance Training System: The use of computer and network to

convey the training materials and provide resources to the remote employees.

Construct Validity: The degree to which measured items (measured variables) represent

their intended constructs (latent variables).

Content Validity: The correspondence between the instrument items and the concept.

Content validity is also known as face validity.

Diffusion of Innovation: A process used to convey an innovation among members of a

social system via particular channels over specific time periods.

xii

LIST OF ABBREVIATIONS

AGFI Adjusted goodness-of-fit index

ANX Computer anxiety

ASTD American Society for Training and Development

AVE Average variance extracted

B-learning Blended learning

BI Behavioral intention

CA Cronbach’s alpha

CBDTS Computer-based distance training system

CFA Confirmatory factor analysis

CFI Comparative Fit Index

CMIN Minimum sample discrepancy function

cr Critical ratio

CR Composite reliability

CHEA Council for High Education Accreditation

CSE Computer self-efficacy

C-TAM-TPB Combined TAM and TPB

df Degrees of freedom

D-learning Distance learning

DOI Diffusion of innovation theory

EE Effort expectancy

1

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CHAPTER ONE

INTRODUCTION

Background

The development of Information Technology (IT) has urged employees in

organizations all over the world to upgrade their knowledge and skills. One way of doing

this is by attending various kinds of training including traditional training or workshop.

Behling et al. (2007) defined traditional training (i.e. face-to-face training) as the training

process that takes place when the trainees and the trainer are present at the same time in

the same place. Even though traditional training provides several benefits such as places a

trainee in a stimulating and challenging group environment, and creating and facilitating

business networking between one trainee and colleagues who come from different

working background (Training Directory, 2007), not every employee has an opportunity

to attend it.

This chapter is organized as follows: the first section is the background, followed

by the statements of the problem, and the research questions. The objectives of research

will be described in the fourth section, followed by the scope of the research, the research

significance, the research contribution, and the research approach and methodology.

Finally, the structure of the thesis will be highlighted.

2.5 cm 4.0 cm

2.5 cm

2

Problem Statement

Many educational institutions and private and public sector organizations over the

world have adopted e-learning system to offer teaching and training materials to the

remote students and trainees (Burgess & Russell, 2003; Chatzoglou et al., 2009). Yet, for

technologies to be successful in the organizations, they must be accepted by the

employees. The acceptance of technology is often described as one of the most important

areas in the modern information system (Venkatesh et al., 2003).

Public sector’s employees in Jordan are demanded to sit for one certified IT

training, known as International Computer Driving License (ICDL). This training has

been implemented in Jordan as standard for end user computer skills across the kingdom

since 2001. Most of the Jordanian ministries, for instance the Ministry of Education,

Ministry of Health, Ministry of High Education, ministry of water and irrigation and

Ministry of Information and Communication Technology (ICT), have adopted this

program for their employees since 2003 (Advance Learning, 2008). Approximately

70000 employees of the Ministry of Education must participate in this program (ICDL

foundation, 2007). However, according to an initial study results, due to the

inappropriateness training time that is continuously unfit with the employees’ schedule,

the Ministries faced difficulties to conclude the computer skills training (ICDL) for its

employees. To employees, this challenge has prevented them from attending the program

training and sitting to the certificate exam, which could affect their career.

3

Research Questions

This study aims to examine the acceptance of computer-based distance training

system by the public sector employees. Therefore, the following are the research

questions to be solved:

1. What are the issues and challenges in implementing computer-based distance

training system in public sector organizations in Jordan?

2. How can computer-based distance training system support the traditional training

method in public sector organizations in Jordan?

3. What are the factors that determine the acceptance of public sector employees on

computer-based distance training system?

Research Objectives

The research objectives are formulated as below:

1. To investigate the issues and challenges in implementing computer-based distance

training system.

2. To identify the roles of computer-based distance training system in supporting the

traditional training method in public sector organization in Jordan.

3. To determine the factors that lead to the acceptance of public sector employees on

computer-based distance training system.

4

CHAPTER TWO

LITERATURE REVIEW

Introduction

There is much evidence in the literature that the development of information and

communication technology plays a vigorous role in the evolution of e-learning.

Nowadays educational institutions offer their courses online and have distance learning

as one of their strategic alternatives for reaching big number of students. Similarly, many

organizations have taken practical steps to provide training materials to their employees

through distance training programs (Burgess & Russell, 2003).

This chapter describes the situation of distance learning in public and private

organizations and educational institutions. It also explains the advantages and

disadvantages of distance learning system for employees, organizations, institutions and

trainers, and how distance learning has managed to solve problems of employee training.

Additionally, this chapter includes a review of literature on the acceptance of information

system models, and the dimensions of distance training system acceptance (successful

factors), which will be used to develop the acceptance model for this research.

Historical Review of Distance Learning

Works on distance learning began in Britain in the 18th

century. It was meant to

provide courses to everyone who wanted to extend his/her personal knowledge, get

education degree or develop his/her career. In the 19th

century, the United States and

many European countries started to apply distance learning. Consequently, distance

5

learning has become a popular practice all over the world (Ruhig, 2002). Given that, it is

evident that Great Britain was the first country to conduct distance learning in 1858. The

Queensland University offered some courses that led to an external degree through

distance learning program in 1890. Today, the Open University in London is one of the

largest international universities that offer courses through distance learning programs.

Different technologies are used to support the implementation of distance learning

programs. For example, about 56 percent of all public higher education institutions in the

United States provide courses to their students using online mode (Arafeh, 2004).

Additionally, TV is another technology that plays an important role in conveying the

materials and programs of distance learning to remote students.

Based on the above, the number of educational institutions that use distance

learning system has rapidly increased all over the world, due to its advantages. Later,

organizations have begun to take the advantages of distance learning program to train

their employees, as mentioned later in this chapter. Thus, this research is going to

investigate the acceptance of distance learning system by public sector employees, to

understand why employees accept or reject such system and to determine the challenges

of applying distance learning system for employee training.

Distance Learning Definition

There is no specific definition of distance learning (Arafeh, 2004; Elena, 2006)

because it is a mixture of many sciences such as education, business, psychology,

information technology, and information technology. As a result, researchers have

defined distance learning according to their field (Burgess & Russell, 2003). Whatever

differences the meaning they attach to distance learning, these definitions are made based

6

on the philosophy of distance learning, grounded on two concepts: (1) flexibility, and (2)

openness. Flexibility means that students or trainees can access any learning materials

from any place at any time (Burgess, and Russell, 2003).

In educational context, distance learning is the process in which education occurs

when the students are physically separated from the instructors. In such a context, there is

a need for designing special methods and electronic tools to connect students with

teachers and each other and other managerial and administrative arrangements (Angel et

al., 2004). This is to provide flexibility of teaching and learning process to students and

instructors. In the context of business and organizations, distance learning can refer to the

training method that is developed by companies to train or retrain employees to overcome

the obstacle of a fast-paced work environment. Many organizations have used computer,

Internet, video, and audio technologies to conduct such training (Burgess & Russell,

2003; and Gagne and Rojas, 1991). In the information technology and information

system context, distance learning is defined as a delivery system that is used to deliver

instructions and provide resources to remote students (Gordon et al., 2004).

Distance Learning Technologies and Methods

Technologies, such as web-based technologies, computer-based technologies,

multimedia technology, satellite and so on, are essential for the development and

implementation of distance learning. These technologies have been used by institutions

over time to develop distance learning materials, to deliver the distance learning materials

to remote students, and to create interaction among students and instructors. This section

sheds light on these distance learning technologies and methods.

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Educational institutions deliver learning materials in many formats. The early

format used to deliver learning or training materials was the written materials such as

textbooks and documents. This format was used since the introduction of distance

learning until the end of 1970 (Castro et al., 2001; Jackson, 2002). After 1970s, audio

and video documents started to be used. These technologies include speech and video

tools like audio cassettes, audio tapes, and video tapes.

Distance Learning Generations

The development of information and communication technologies has played a

great role in advancing distance learning. The development of technologies in distance

learning have take place in four generations. This section presents these generations in

detail.

First Generation

The first generation of distance learning started in the eighteenth century. The

instructor and adviser play essential role in the teaching process. In this generation

distance learning’s written materials (for instance written documents and books) are

delivered to remote students (Castro, 1998).

Second Generation

The second generation began at the end of 1970. At this stage, in addition to the

books, text and documents some technologies are added, for instance, audio cassette,

videocassette, and telephone (Castro, 1998). The appearance of these technologies has

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8

enhanced the distance learning materials format, has improved the distance learning

delivery methods by the introduction of cassette tape to the distance learning delivery

methods, and has improved the interaction between the instructors and students by the

introduction of the telephone system (Campbell et al., 2007). However, the interaction

technique between students and instructors, and between students themselves is still

weak.

9

CHAPTER THREE

RESEARCH METHODOLOGY

Introduction

This chapter explains how the extended UTAUT include the successful factors of

e-learning system acceptance and how these factors were chosen. Additionally, it

discusses the research hypotheses formulated to answer the research questions.

Furthermore, in this chapter, the methodology of this research is presented. It

distinguishes among exploratory, descriptive and explanatory researches. The chapter

also highlights the differences between quantitative and qualitative researches and

describes the research strategy. Finally, sampling method, data collection method,

validity and reliability of the instruments and data analysis method used in this research

will be explained.

Research Model and Research Dimensions

Review of the literatures pertinent to information system shows that the

acceptance of information system, especially e-learning system, is influenced by three

factors, namely, (1) individual factor, (2) system factor, and (3) implementation

environment factor (Chau & Hu, 2002; Dadayan & Ferro, 2005; Hu et al., 1999;

Nanayakkara, 2005). In this study Unified Theory of Acceptance and Use Technology

(UTAUT) is adapted as a framework to investigate the acceptance of computer-based

distance training system by employees in public sector organizations.

10

There are many advantages that can be obtained from UTAUT. Reflecting on the

model, the researcher believes that UTAUT is more suitable to large organizations than

other models of acceptance technology because the design of this model is based on the

data collected from employees’ environment (Venkatesh et al., 2003). Additionally, it

could successfully predict the adoption of information technology in approximately 70

percent of the cases, but other user adoption models could do so in about 40 percent of

the cases (Davis et al., 1989; Venkatesh et al., 2003). Furthermore, the constructs of

UTAUT have been adopted from eight other user acceptance models (Venkatesh et al.,

2003). Moreover, the prior scales used to measure the constructs can be combined to

come up with new scales that can be applied to the distance learning context. Last but not

least, this model covers almost the main factors that influence user acceptance of

technology such as technology factor and organization factor (Marchewka et al., 2007;

Venkatesh et al., 2003).

The proposed model of this study therefore includes employee intention to use

computer-based distance training system as the dependant variable. Because individual

factor is a critical successful factor in the e-learning and information technology contexts

(see next section 4.1.2) and UTAUT does not consider it, this study decided to add a new

factor (that is individual factor) in UTAUT. The model also covers two factors i.e. (i)

system factor, and (ii) implementation environment factor.

The first factor included in the proposed research model is system factor that

includes five sub-factors: (a) performance expectancy, (b) effort expectancy, (c) system

enjoyment, (d) system interactivity, and (e) system flexibility. According to Venkatesh et

al. (2003), performance expectancy and effort expectancy have a significant influence on

11

Italics for figure number and normal text for figure title

the behavioral intention to use an information technology. Additionally, there is strong

evidence that system enjoyment, system interactivity and system flexibility are important

in the e-learning context because they have significant influence on employee intention to

use e-learning system (Abbad et al., 2009; Chatzoglou et al., 2009; Chesney, 2006; Conci

et al., 2009; Hsia & Tseng, 2008; Nanayakkara, 2005)

Therefore, the system factor in this study will include (i) performance expectancy

(PE), (ii) effort expectancy (EE), (iii) system flexibility of distance learning, (iv) system

enjoyment, and (v) system interactivity. Figure 3.1 presents the possible relationship

between system factor, behavioral intention and usage behavior.

Figure 3.1. System factor and BI

Performance expectancy

Effort expectancy

System enjoyment

System flexibility

Behavioral Intention (BI)

System interactivity

12

CHAPTER FOUR

FINDINGS

Data Analysis Method

This chapter presents the results of data analysis which was carried out by

applying AMOS 16.0 and SPSS 16.0. It starts with description of the analysis associated

with respondents’ profile, followed by the results of data quality tests, including the

results of missing data test, outlier test and data normality test. Additionally, the chapter

provides the results of the test of the proposed research model and how the research

model fits with the data. Finally, the chapter discusses the results of the hypotheses

testing, with the impact of the moderators.

One of the research objectives is to propose an acceptance model of computer-

based distance training system that best describes public sector employee intention to use

such technology (Section 1.3). In achieving this objective, Structural Equation Model

(SEM) was considered a suitable data analysis method toward the end. According to

Byrne (2006), a proposed model should be substantively meaningful and statistically well

fitting. In addition, SEM has potential to analyze multiple relationships between

independent and dependent variables simultaneously, in contrast to other generation

regression models (such as liner regression, ANOVA, and MANOVA),

13

which, can analyze only one causal relationship at a time (Gerbing & Anderson, 1988).

The model generated from SEM is also known as a model of relationships because it

figures all the relationships between the exogenous (dependant variables) and

endogenous (independent variables) variables (Sharma, 1996).

Furthermore, one of the most advantages of SEM is the use of confirmatory factor

analysis that can examine measurement error by using multiple indicators per latent

variable, model mediating variables, examine the model overall as a one unit, handle

difficult data such as incomplete data and non-normal data, and examine models with

multiple endogenous variables.

Data Analysis Strategy

Data analysis strategy is a general plan of how the researcher will analyze the data

that he/she has collected. In this study, the data analysis was carried out in five stages.

The first stage focused on the analysis of the demographic information. The second stage

presented the data quality (data management) by conducting three tests including missing

data test, outliers test, and normality test. The third stage focused on the reliability and

validity of measurement (goodness of data) by examining the composite reliability,

convergent validity, and discriminant validity. Subsequently, measurements of model fit

were applied in stage four to measure the fit of proposed model with the collected data.

Finally, path coefficient (not equal to zero), critical ratio (recommended value is > 1.96)

and P-value (recommended value is < 0.05) had been used to test the study’s hypotheses

in stage five (Hair et al., 2010).

14

Normal text for table number (above) Italics text for table title (below)

Five common measures were used for models analysis including X2/ df, GFI, CFI,

REMSEA, and TLI (Holmes-smith, 2006). Table 4.2 reveals that this research model is a

very fit model because all measures fit are within the ranges of the recommended values

(all the test results were generated from Amos 16.0, and mentioned in Appendix H

Section 2).

Table 4.2

Fit Measures

Measures Research value Recommended values

Chi-square (X2)

P-Value

348.9

0.074

P > 0.05 indicates an acceptable fit.

A value > 0.05

X2

/ df 1.118 A value < 3 indicates a good fit

A value < 1 indicates over fit model.

CFI 0.998 A value >0.9 indicates a very good fit.

TLI 0.997 Close to one indicates a very good fit

Greater than one indicates over fit model

NFI 0.978 0< value < 1 indicates fit model.

GFI 0.937 A value > 0.9 indicates a very good fit.

AGFI 0.918 A value > 0.9 indicates a good fit.

RAMSEA 0.018 A value <0.08 indicates fit of the model.

15

CHAPTER FIVE

DISCUSSION AND CONCLUSION

Introduction

The last chapter aims to summarize the findings of the study, especially the

computer-based distance training system model. Further, the theoretical, methodological

and practical implications are discussed, together with the limitations of the study, and

suggestions for future research.

Suggestions for Future Research

The results of this study provide opportunities for future research in relation to

using a computer-based distance training system. As the model tested in this study is

produced from the perspective of public sector employees, a future study can explored

with a focus to measure the intention to use the distance learning system among the

private sector employees, either in and outside Jordan. A similar study can also be

conducted to investigate such a phenomenon in educational environment such as higher

institution education, and schools.

This study concerns on the impact of three moderators namely age, gender and

experience. In future, more research can be carried out to explore more on the

possibilities of identifying significant relationship between other moderators on the

acceptance of information technology within computer-based distance training system in

the organizations context. Among other moderators could include language, education

16

level. The moderator such as age, gender and experience can also be further tested on

other dependant variables such as actual usage.

Most importantly, system characteristics such as system enjoyment, system

flexibility, and system interactivity are verified to have a direct relationship on

performance expectancy, effort expectancy and behavioral intention. Such finding is very

useful that become a starting point for a future work in learning more about system

characteristics and intention of using computer based training system. One aspect that is

opened out for future study is associated with using measurement items, which have low

Cronbach’s Alpha in the information technology acceptance context, in order to measure

the constructs of this research model.

17

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APA Sixth Edition format

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