Assoc. Prof. Yusliza Mohd-Yusoff
Universiti Malaysia Terengganu, Malaysia
Dr. YUSLIZA, M. Y has been an Associate
Professor with the Faculty of Business,
Economics & Social Development, Universiti
Malaysia Terengganu. She is the author of
more than 100 articles. Her research
interests are organizational and behavioural
studies, human resource management, green
human resource management, international
human resource management (international
students adjustment), electronic human
resource management, line managers
involvement in human resource management,
empowerment, human resource roles and
competencies.
Topic: Modeling the Effect of Supportive
Work Environment on Employee Retention using
Structural Equation Modeling
Abstract: This study explores the
relationship between peer group interaction,
perceived climate, perceived organizational
support, supervisory relationship on
employee retention. Data were collected
among academic staff in one of the public
universities in Malaysia. A cross-sectional
survey using hardcopy and online was used to
collect data, 225 valid responses were
analyzed. Besides, the structural equation
modeling technique has been used to test the
proposed hypothesized model. The study
concludes the positive effect of peer group
interaction, perceived climate, perceived
organizational support, supervisory
relationship on employee retention.
Universities need to provide supportive
environments that enable staff to remain
focused and dedicated to maintain high
morale and reduce academic staff turnover.
As a result, employees' positive perception
of their work environment reduced their
turnover intention decisions. The findings
of this study further elucidate how a
supportive work environment impacts employee
retention among academic staff in Malaysia
context.
Asst. Prof. Ana Luísa
Rodrigues
University of Lisbon, Portugal
Assistant Professor at the Institute of
Education, University of Lisbon. She works
in the areas of Social Sciences with an
emphasis on Education and in Economics and
Management. She completed the Doctorate in
ICT in Education in 2017 by the Institute of
Education (IE) of the University of Lisbon
(UL). Master in Economics and Accounting
Teaching in 2012 by IE/UL, Master in
Administration and Industrial Strategy in
2001 at ISEG/UL and Degree in Business
Organization and Management in 1997. Publish
articles in scientific journals, a book and
book chapters. In its curriculum, the most
frequent terms in the context of scientific
production are: Teacher education; Active
training; Teaching, assessment and learning
methodologies; Digital technologies; Online
teaching; Higher Education; Didactics of
economics; and Didactics of accounting.
Topic: The Importance of Technological
Skills in Higher Education
Abstract: Digital technologies have been
playing an increasingly relevant role in the
personal, social, academic, and professional
lives of all citizens, constituting the
higher education system a privileged place
for the development of technology
skills.After the COVID-19 pandemic the need
to develop technological competence was
evident. The pandemic has had a severe
impact on Education including in higher
education. Especially at this level, it was
a quick change from face-to-face lectures to
online learning. However, the crisis raises
questions about the value offered by a
university education which includes
educational content, but also networking and
social opportunities. In this way,
universities will need to reinvent their
learning environments and should promote the
development of technological skills in
students and teachers. In this way, the
question is which technological skills are
built and developed by higher education
students and what their perception about the
importance of technological skills in
employment, personal life, and social
relationships in the future. This issue is a
central for any country's education and
development policies.
In this way a survey was carried out with an
online questionnaire applied to HEIs
students, to verify which areas of
technological skills (based on the European
Digital Competence Framework for Citizens)
are most developed and understand
repercussions they may have. The
questionnaire was applied to students from
three public education institutions located
in the North, Centre, and South of Portugal.