Thesis Guidelines UUM PDF

THESIS GUIDELINES FOR PhD AND MASTER BY RESEARCH
Engaging Minds for a Better Tomorrow
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 Advisors 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
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 thesisbased Masters 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) b) develop the ability to analyse, interpret and synthesise information; provide sound knowledge in the general and the specific fields of research and the skills to seek that knowledge independently; develop appropriate research methodologies and procedures; teach the techniques for the presentation of research results in a correct, clear, sequential and logical manner; enhance the ability to discuss fully and coherently the knowledge acquired, the methodologies used and the meaning of the results obtained; develop awareness of appropriate ways to deal with questions of research ethics and ownership of intellectual property; and provide suggestions for timely, interesting and manageable research topics, which fit the candidates interests and abilities.
c) d)
e)
f)
g)
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; the quality of the research produced by the candidates meets the standards of the University, the discipline and the academic community; and
b)
c)
2 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 Masters 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
Refer to Procedure for Doctoral/Masters Student Selection
Graduate Programme Committee evaluates and decides on the appointment of the supervisor
Dean (School) forwards the proposed supervisors 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? YES
NO Letter is sent to the candidate to inform him/ her of the appointed supervisor Copy of the letter is sent to the Dean (School)
Candidate is registered in the supervisors portal
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)
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)
Graduate Programme Committee meets
NO
Change allowed? YES
Graduate Programme Committee proposes to Dean (AHSGS) to either Add/Drop or appoint a new supervisor
College Graduate Programme Committee endorses appointment of the supervisor
Dean (AHSGS) issues an appointment letter to the new supervisor
END
Figure 2: Procedure for Changing Thesis Supervisor
5 PROCEDURE FOR APPOINTING ADDITIONAL SUPERVISOR

START Supervisor must ensure that the additional supervisor is willing
Supervisor submits Nomination of Additional Supervisors form to proposed co-supervisor
Proposed co-supervisor endorses form and submits to Dean (School)
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
Figure 3: Procedure for Appointing Additional Supervisor
6 PROCEDURE FOR DISCONTINUING THE SERVICES OF A SUPERVISOR

START
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)
Candidate submits Application to Discontinue Services of Supervisor form to the Dean (School)
Supervisor(s) endorses form and submits to 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).
Candidates portal is updated
END
Figure 4: Procedure for Discontinuing the Services of a Supervisor
7 PROCEDURE FOR WITHDRAWING FROM SUPERVISION

START
Withdrawal of Supervision form is available at the Office of the Dean (School)
Supervisor submits Withdrawal of Supervision form to the Dean (School)
Graduate Programme Committee meets
NO
Withdrawal allowed? YES
Refer to and start Procedure for Appointment of Thesis Supervisor
Graduate Programme Committee proposes to Dean (AHSGS) the appointment of a new supervisor
College Graduate Programme Committee endorses appointment of the supervisor
Dean (AHSGS) issues an appointment letter to the new supervisor
END
Figure 5: Procedure for Withdrawing from Supervision
8 PROCEDURE FOR OBTAINING A PhD [FULL-TIME]

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.
Register at Postgraduate Office
First meeting with supervisor

Candidate may be required to undertake a maximum of 12 credit hours of coursework Defend proposal within 12 months?*
Prepare Proposal
Candidate is allowed to re-defend once. Maximum duration is 24 months
Attend Research Seminar/ Coursework
Minimum duration for proposal defense is 6 months Maximum duration for proposal defence is 24 months*
Re-defend Proposal
NO Candidate submit Request for Extension form
YES
Proposal approved by panel?
YES NO Dean (AHSGS) issues letter of termination to the candidate
NO
YES YES YES with research Proceed
Proposal Defence within 18 months?
Write thesis
Refer to Procedure for Monitoring Graduate Programme Candidates (Ph.D Full-time) Proposal Defence within 24 months?
Oral Examination (Viva)
YES
NO
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
Dean (AHSGS) issues letter of termination to the candidate
Figure 6: Procedure for Obtaining a PhD [Full-time]
9 PROCEDURE FOR OBTAINING A PhD [PART-TIME]

START

Candidate may be required to undertake a maximum of 12 credit hours of coursework Defend proposal within 18 months?
Prepare Proposal
Re-defend Proposal
YES
YES NO Dean (AHSGS) issues letter of termination to the candidate
NO
Write thesis
Refer to Procedure for Monitoring Graduate Programme Candidates (Ph.D Full-time) Proposal Defence within 36 months?
YES
NO
END
Dean (AHSGS) issues letter of termination to the candidate
Figure 7: Procedure for Obtaining a PhD [Part-time]
10 PROCEDURE FOR MONITORING PhD CANDIDATES (PhD) [FULL-TIME]

START
Attend Research Seminar/Coursework

At least 6X recorded supervision with progress report (Log sheets/ File/eFile)
Prepare Proposal
Candidate should be within 6 months of registration at this stage
Pre-proposal (Colloquium 1)
Defend Proposal Re-defend Proposal NO YES

Candidate is allowed to re-defend once
Proposal Approved?
YES NO Proceed with research
Dean (AHSGS) issues a letter of termination to the candidate
Present research progress (Colloquium 2)

Candidate should be within 12-18 months of registration at this stage
Present research findings (Colloquium 3)

Refer to Procedure for Oral Examination (Viva)
END
Figure 8: Procedure for Monitoring PhD Candidates [Full-time]
11 PROCEDURE FOR MONITORING PhD CANDIDATES [PART-TIME]

START

Prepare Proposal

Proposal Approved?


END
Figure 9: Procedure for Monitoring PhD Candidates [Part-time]
12 PROCEDURE FOR OBTAINING A MASTER'S DEGREE [FULL-TIME]

START

Candidate may be required to undertake a maximum of 8 credit hours of coursework Defend proposal within 6 months?*
Prepare Proposal
Re-defend Proposal
YES
YES NO Dean (AHSGS) issues a letter of termination to the candidate
NO
Write thesis
Refer to Procedure for Monitoring Graduate Programme Candidates (Masters Full-time) Proposal Defence within 12 months?
YES
NO
END
Figure 10: Procedure for Obtaining a Master's Degree [Full-time]
13 PROCEDURE FOR OBTAINING A MASTER'S DEGREE [PART-TIME]

START

Candidate may be required to undertake a maximum of 8 credit hours of coursework
Prepare Proposal
Defend proposal within 9 months?*
Re-defend Proposal
YES
YES NO Dean (AHSGS) issues a letter of termination to the candidate
NO
Write thesis
Refer to Procedure for Monitoring Graduate Programme Candidates (Masters Part-time) Proposal Defence within 18 months?
YES
NO
END
Figure 11: Procedure for Obtaining a Master's Degree [Part-time]
14 PROCEDURE FOR MONITORING MASTER'S BY RESEARCH CANDIDATES [FULL-TIME]

START

Prepare Proposal

Proposal Approved?


END
Figure 12: Procedure for Monitoring Master's by Research Candidates [Full-time]
15 PROCEDURE FOR MONITORING MASTER'S BY RESEARCH CANDIDATES [PART-TIME]

START

Prepare Proposal

Proposal Approved?


END
Figure 13: Procedure for Monitoring Master's by Research Candidates [Part-time]
16 PROCEDURE FOR CHANGING RESEARCH TOPIC

START
Applicable only to candidates who have defended their proposals. Change of Topic form is available at the Office of the Dean (AHSGS/ School).
Candidate submits Change of Topic form to Supervisor
NO
Change approved?
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
YES Supervisor submits form to Dean (School)
Dean (School) endorses form and submits it to the Office of the Dean (AHSGS)
College Graduate Programme Committee evaluates the form
NO
Change approved?
YES Office of the Dean (AHSGS) updates GAIS
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).
END
Figure 14: Procedure for Changing Research Topic
17 PROCEDURE FOR CHANGING PROGRAMME

START
Change of Programme form is available at the Office of the Dean (AHSGS/School).
Candidate submits Change of Programme form to the Office of the Dean of the current School
NO
Releasing Office approves change?
YES Office of the Dean of the releasing school forwards form to the Office of the Dean of the intended School
NO
Accepting Office approves change?
YES Dean of the accepting School forwards form to the Office of the Dean (AHSGS)
Refer to Procedure for Appointment of Thesis Supervisor 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).
Office of the Dean (AHSGS) updates GAIS
END
Figure 15: Procedure for Changing Programme
18 PROCEDURE FOR DEFERMENT OF STUDIES

START
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 maximum number of deferments allowed is two semesters for the whole duration of the study period. This process should be completed within one week.
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
END
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 Masters degrees. The flowcharts below show the procedures for submitting and defending the research proposal (Figures 17-22). PROCEDURE FOR SUBMITTING PROPOSAL
START
Intent to Submit Proposal form is available at the Office of the Dean (AHSGS/School) Candidate must submit four (4) copies of proposal to the supervisor.
Candidate submits Intent to Submit Proposal form
Main supervisor verifies and endorses the forms

Dean (School) starts the Procedure for Appointment of Chairperson and Panel for Proposal Defence
Candidate submits the forms together with 4 copies of the proposal to the Office of the Dean (School)
END
Figure 17: Procedure for Submitting Proposal
20 PROCEDURE FOR APPOINTING CHAIRPERSON AND PANEL FOR PROPOSAL DEFENCE

START Form is available at the office of the
Dean (AHSGS/School).
Candidate submits Intent to Submit Proposal form to Dean (School)
Graduate Programme Committee appoints a Chairperson and two to three panel members
Process to be conducted within two weeks of receiving Intent to Submit Proposal form. Supervisor is allowed to nominate panel members.
Dean (School) forwards names and 4 copies of proposal to Dean (AHSGS) together with proposed date
Dean (AHSGS) notifies candidate, Supervisor, Chairperson and panel members
Letter to include date, time and location of defence session. Notification letter is sent within three working days.
END
Figure 18: Procedure for Appointing Chairperson and Panel for Proposal Defence
21 PROCEDURE FOR DEFENDING RESEARCH PROPOSAL

START
Prepresentation
During Presentation
Postpresentation
END
Figure 19: Procedure for Defending Research Proposal
22 PROCEDURE FOR DEFENDING RESEARCH PROPOSAL: PREPRESENTATION

START
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.
Main Supervisor verifies and endorses form
Candidate submits endorsed form together with proposal to Dean (School)
Refer to Procedure for Appointment of Chairperson and Panel for Proposal Defence
Graduate Programme Committee appoints a Chairperson and two to three panel members
Dean (School) submits names and copies of proposal to Deans Office (AHSGS) Book proposal venue. Order refreshments. Ensure venue has necessary facilities. Dean (AHSGS) Office announces session to UUM staff and students.
Deans Office (AHSGS) makes necessary arrangements for proposal defence
Figure 20: Procedure for Defending Research Proposal: Prepresentation
23 PROCEDURE FOR DEFENDING RESEARCH PROPOSAL: DURING PRESENTATION

Refer to Procedure for Research Proposal: Pre-Presentation
Candidate distributes presentation materials to the Panel members
Candidate presents proposal
Candidate is allocated twenty (20) minutes.
Panel conducts Q&A session
Panel provides oral suggestions for improvement to the candidate and completes Proposal Examination Report form
Form is available at Dean

(AHSGS/School) Office.
Panel chairperson submits form to Graduate Programme Chair
Office of the Dean (School) distributes copies of Proposal Examination Report form to Dean (AHSGS) within three (3) working
days.
Figure 21: Procedure for Defending Research Proposal: During Presentation
24 PROCEDURE FOR DEFENDING RESEARCH PROPOSAL: POSTPRESENTATION

Refer to Procedure for Research Proposal: During Presentation
Panel Chairperson submits Proposal Examination Report form to the Office of the Dean (School)
Form is available at Office of

the Dean (AHSGS/School).
Report to be submitted within one working (1) day.
Office of the Dean (School) submits Proposal Examination Report form to Deans Office (AHSGS)
Report to be submitted within three (3) working days.
Deans Office (AHSGS) notifies Supervisor and candidate of result of session
Notification letter to be sent within three (3) working days.
END
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 candidates work fulfils the requirements for the PhD or Masters 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 candidates 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 supervisors 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 Masters 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 candidates 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 Deans 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 Deans Office to ensure that the candidates 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

START
Intent to Submit Graduate Thesis form is available at the Office of the Dean (AHSGS/ School).
Candidate submits Intent to Submit Graduate Thesis form and thesis abstract to Supervisor
Main Supervisor verifies and endorses form

Supervisor submits CVs of internal and external examiners. Supervisor ensures that examiners are willing. Supervisor should not inform candidate of examiners identity.
Main Supervisor submits form to Deans Office (School)

Refer to and start: a. Procedure for Appointment of Internal and External Examiners; and b. Procedure for Appointment of Chairperson for Oral Examination (VIVA).
Dean (School) endorses Intent to Submit Graduate Thesis form
Student must submit within three (3) months four (4) copies of draft thesis Deans Office (AHSGS)
Format must be approved by Deans Office (AHSGS) before printing.
NO
Copies submitted?
YES
Candidate completes Draft Thesis Submission form
Draft Thesis Submission form is available at Deans Office (AHSGS). Form is to be submitted to Deans Office (AHSGS).
END
Figure 23: Procedure for Submitting Draft Thesis
28 PROCEDURE FOR APPOINTING CHAIRPERSON FOR ORAL EXAMINATION

Refer to: Procedure for Submission of Draft Thesis; and Procedure for Appointment of Internal and External Examiners.
Student submits Intent to Submit Graduate Thesis form and Abstract.
START
Dean (AHSGS) nominates Chairperson for Oral Examination
College Graduate Programme Committee evaluates and endorses appointment
Meeting to be held within one week after submission of name by Dean (School).
NO
Appointment endorsed?
YES
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.
END
Figure 24: Procedure for Appointing Chairperson for Oral Examination
29 PROCEDURE FOR APPOINTING INTERNAL AND EXTERNAL EXAMINERS

Refer to Procedure for Submission of Draft Thesis Candidate submits Intent to Submit Graduate Thesis form and Abstract.
START
Criteria for PhD Examiners: Professor For other positions only with doctoral degree Criteria for Masters Examiners: All lecturers/practitioners with at least Masters 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. This step is optional and at discretion of Dean (School) 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.
Supervisor proposes names of two internal and two external examiners to Dean (School)
Dean (School) identifies alternative examiners
Graduate Programme Committee evaluates and decides on one internal* and one external examiner
Names of examiners are forwarded to Dean (AHSGS)
College Graduate Programme Committee evaluates and endorses appointment
Meeting to be held within two weeks after submission of names by Dean (School).
NO
Appointment endorsed?
YES
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.
Dean (AHSGS) prepares appointment letters for examiners chosen
END
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 Deans 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
Refer to Procedure for Submission of Draft Thesis
Previva
During viva
Postviva
END
Figure 26: Procedure for Oral Examination (VIVA)
31 PROCEDURE FOR ORAL EXAMINATION (VIVA): PREPRESENTATION

START
Candidate submits Draft Thesis Submission form to Deans Office (AHSGS)
Form is available at the Office of the Dean

(AHSGS/School).
Refer to Procedure for Appointment of Internal and External Examiners
Deans Office (AHSGS) sends appointment letters together with copies of draft thesis to 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.
Reminder sent to Examiners
NO
Thesis examined within 1 month?
YES
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.
Thesis received within 1 month?
YES
Deans Office (AHSGS) makes necessary arrangements for oral examination
NO
Send copy of notification letter to Dean (School).
Repeat Procedure for Appointment of External and Internal Examiners
Figure 27: Procedure for Oral Examination (VIVA): Prepresentation
32 PROCEDURE FOR ORAL EXAMINATION (VIVA): DURING PRESENTATION

Refer to Procedure for Oral Examination: Prepresentation
Candidate distributes presentation materials to Panel members
Candidate presents orally
Candidate is allocated twenty (20) minutes.
Panel conducts Q&A session
Candidate leaves room
Panel deliberates
Candidate informed of decision
Pass without correction?
Pass with minor corrections?
Pass with major corrections?
Reschedule Examination?
Award M.Phil?
Fail
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
Deans Office (AHSGS) informs candidate
Chairperson informs Deans 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

Refer to Procedure for Oral Examination: During Presentation
Chairperson submits Viva Results form to the Deans Office (AHSGS)
Deans Office (AHSGS): notifies candidate result of oral examination; and processes honorarium to Chairperson, internal and external Examiners.
Deans Office (AHSGS) waits for resubmission of thesis
Reminder sent to candidate 1 week before due date
NO
Thesis received within set duration? YES
Thesis received within 2 weeks? NO
YES Internal/external Examiner reviews correction and informs the Deans Office (AHSGS) of status of thesis
Examiner is given one (1) week to review corrections. Candidate must submit copies within 1 week. Candidate fills out Submission of Thesis form when submitting thesis.
Candidate required to submit letter of extension to Deans Office (AHSGS)
Satisfactory? NO NO
YES
Deans Office (AHSGS) instructs candidate to prepare 3 bound copies, 1 loose copy and a softcopy in a CD
College Graduate Programme Committee evaluates extension request
Within set duration? YES
Deans Office (AHSGS) submits name of candidate for endorsement by College Graduate Programme Committee
Extension approved? NO
YES
Deans Office (AHSGS) returns thesis to candidate together with internal Examiners comments
Deans Office (AHSGS) notifies candidate
Oral examination panel re-convenes to discuss candidates position
END
Reschedule Examination? Award M.Phil? Fail
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 Masters 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 Deans 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

Refer to Procedure for Oral Examination (VIVA): Postpresentation Dean (AHSGS) notifies candidate of oral examination result.
START
Candidate submits Thesis Correction form to Supervisor
Supervisor endorses form
Candidate submits form and one copy of corrected thesis to Deans Office (AHSGS)
Internal/External Examiner is given one week to review correction.
Deans Office submits thesis to internal/external Examiner for review
Examiner requests to review corrections again
Examiner satisfied?
NO
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.
Examiner leaves it to supervisor to review corrections Candidate makes corrections until supervisor is satisfied (up to maximum duration of study period)
Examiner completes Thesis Correction Report form and submits to Dean (AHSGS)
Dean (AHSGS) notifies candidate by sending Notification of Status of Thesis form to candidate and Supervisor within three working days. Candidate completes Declaration of Thesis Work Candidate must submit 2 bound copies, 1 loose copy and 1 softcopy in CD to the Deans Office (AHSGS) within 1 week.
Supervisor satisfied?
NO YES Supervisor completes Endorsement of Thesis Correction form and submits to Dean (AHSGS)
Dean (AHSGS) notifies candidate and Supervisor of result

Candidate submits Submission of Thesis form
College Graduate Programme Committee endorses student for graduation END
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 Deans 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 Masters 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 Masters 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 photographers 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 Deans 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 Deans 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 (Masters) 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 supervisors 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 authors 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 Deans 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 ones 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 2.2 Introduction to Distance Education Types of Distance Education 2.2.1 2.2.2 2.2.3 Branch Campus Correspondence 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 Level 2 Level 3 Level 4 Level 5 14 point, bold, centred, UPPER CASE (Chapter Heading) 12 point, bold, left aligned, Title Case (Text Heading) 12 point, bold, italics, left aligned, Title Case (Text Subheading) 12 point, italics, left aligned, Title Case (Text Sub-subheading) 12 point, left aligned, Title Case, underlined (Text Sub-subsubheading)
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 Masters 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 Masters 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 authors 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 Deans office. Candidates are required to bring one copy of the fully-assembled thesis to the Deans office for approval before having the final version photocopied and bound.
47
UUMCAS/AHSGS/0001
APPENDIX 1: NOMINATION FORM FOR ADDITIONAL SUPERVISOR
NOMINATION OF ADDITIONAL SUPERVISOR

SECTION I (To be completed by the Supervisor) Candidate Information Name: Research Title: Matric No.:
Supervisor Information Name: Telephone: (Office): (Mobile): Proposed Additional Supervisor: Reason for nomination of additional supervisor: Staff No.: Email:
Signature and Official Stamp
Date:
SECTION II (To be completed by the additional supervisor) I to act as a supervisor for the above candidate. hereby agree/disagree
Date:
48
SECTION III[To be completed by the Dean (School)]
Recommended
Not Recommended
Date
SECTION IV[To be completed by the Dean (Awang Had Salleh Graduate School of Arts and Sciences)]
Recommended
Not Recommended
Date
VERIFICATION BY POSTGRADUATE STUDIES OFFICE Received Date: Processing Date: ________________________________ ________________________________
Signature and Stamp: ________________________________
49 UUMCAS/AHSGS/0002
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: Research Title: Matric No.:
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): (Mobile): Candidate's Signature: Proposed Supervisor's Signature: Staff No.: Email: Date: Date:
50
SECTION II [To be completed by the Current Supervisor(s)] Supervisor 1 Name: Agree Comments: Disagree
Signature & Official Stamp Supervisor 2 Name: Agree Comments: Disagree
Date
Signature & Official Stamp SECTION III [To be completed by the Dean (School)] Recommended Comments: Not recommended
Date
Signature & Official Stamp
Date
51
SECTION IV [To be completed by the Dean (Awang Had Salleh Graduate School of Arts and Sciences)] Approved Comments: Disapproved
Date
SECTION IV (To be completed by the Unit of Postgraduate Studies) Date received: Date processed: Signature & Official Stamp:
UUMCAS/AHSGS/0003
APPENDIX 3: FORM FOR WITHDRAWAL FROM SUPERVISION
52
APPLICATION FOR WITHDRAWAL FROM SUPERVISION

SECTION I (To be completed by the Supervisor) Supervisor's Particulars Name: Telephone No.: (Office): (Mobile): Candidate's Particulars Name: Research Title: Matric No.: Staff No.: Email:
Proposed Supervisor: Supervisor's Signature: Date:
SECTION II [To be completed by the Dean (School)] Comments:
Recommended
Not recommended
Date
SECTION III [To be completed by the Dean (Awang Had Salleh Graduate School of Arts and Sciences)]
53
Comments:
Recommended
Not recommended
Date
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: Research Title: Matric No.:
Main Supervisor: Second Supervisor: Supervisor to be discontinued: Reason(s) to discontinue services of supervisor (please use additional paper if necessary):
55
SECTION II [To be completed by the Supervisor(s)] Supervisor 1 Name: Agree Comments: Disagree
Signature & Official Stamp Supervisor 2 Name: Agree Comments: Disagree
Date
Signature & Official Stamp SECTION III [To be completed by the Dean (School)] Recommended Comments: Not recommended
Date
Date
56
SECTION IV [To be completed by the Dean (Awang Had Salleh Graduate School of Arts and Sciences)] Approved Comments: Disapproved
Date
APPENDIX 5: FORM FOR DEFERMENT OF STUDY
APPLICATION FOR DEFERMENT OF STUDY

SEMESTER: 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: Programme: Mailing Address: Matric. No.: Current CGPA: SESSION:
Telephone No.: (Home): (Mobile): Mode of Study: Programme Structure: Full-time Coursework Research
Email:
Part-time Coursework & Thesis/ Dissertation
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 Date received: Date processed: Signature and Official Stamp: Rejected
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. 3. Name: Mailing Address: 2. 4. Matric No.: Telephone No.: Home : Office : Mobile : 5. 6. 8. Current Programme: Current Structure of Study: Coursework Coursework and Thesis/Dissertation Research 10. Mode of Study: Full-time Part-time 12. Reasons for Change of Status: (Please use additional paper if necessary) Applicants Signature: Date: 7. 9. E-mail: Intended Programme: New Structure of Study: Coursework Coursework and Thesis/Dissertation Research 11. Sponsor of Studies:
59
SECTION B
(To be completed by the Dean of the Releasing School)
Recommended
Not Recommended Date: ______________________
Signature & Official Stamp:__________________________________ SECTION C
(To be completed by the Dean of the Accepting School)
Recommended
Not Recommended
Signature & Official Stamp:__________________________________ SECTION C
Date: ______________________
(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: ________________________________ ________________________________ ________________________________
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: Mobile No: Programme of Study: PhD Master's Proposal Title: Matric. No: Email:
Reason(s) for extension (please use additional paper if necessary):
Proposed date of proposal defence:
Candidates Signature
Date
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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.
Date
PART III [To be completed by Dean (Awang Had Salleh Graduate School)]
Date
VERIFICATION BY POSTGRADUATE STUDIES OFFICE Received Date: Processing Date: ________________________________ ________________________________
Signature and Stamp: ________________________________
62
UUMCAS/AHSGS/0008
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: Mobile No: Matric. No: Email:
Programme of Study:
PhD Master's
Proposal Title:
Date
[Candidate must submit four (4) bound copies of the proposal to Dean of Schools Office, UUM College of Arts & Sciences, Universiti Utara Malaysia]
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 I hereby nominate the following panellists: Name (Chair):
Date
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:
Date
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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: ____________________________________________
APPENDIX 9: FORM FOR PROPOSAL EXAMINATION REPORT
Proposal Examination Report

Name of Student: Proposal title: Matric No:
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? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
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: (Signature)
Tarikh: (Date)
Prof/Prof. Madya/Dr: (Prof/Assoc. Prof/Dr.)
Pusat Pengajian: (School)
APPENDIX 10: FORM FOR CHANGE OF THESIS TOPIC
APPLICATION FOR CHANGE OF THESIS TOPIC

SECTION I (To be completed by the Candidate) Name: Programme: Mailing Address: Matric. No.:
Telephone No.: (Home): (Mobile): Current Topic:
Email:
Proposed Topic:
Candidates Signature:
Date:
SECTION II (To be completed by the Supervisor)
Recommended
Not recommended
Date
70
71
SECTION III [To be completed by the Dean (School)]
Recommended
Not recommended
Date
SECTION IV [To be completed by the Dean (Awang Had Salleh Graduate School of Arts and Sciences)]
Recommended
Not recommended
Date
SECTION V (To be completed by the Unit of Postgraduate Studies) Date received: Date processed: Signature and Official Stamp:
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.: ___________________ Programme of Study: Ph.D Masters Thesis title: H/P:
Date
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: Division: _________________________College: 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: E-mail: 2. Name: Address (Office):
___________ / _____________ Fax No.: ____________
______________________________
Telephone/Mobile No:
___________ / _____________ Fax No.: ____________
E-mail: ______________________________ INTERNAL EXAMINER 1. Name: Division: _________________________College: Ext. No: _____________H/P: _________________E-mail: __________________ 2. Name: Division: _________________________College: Ext. No:_____________H/P: _________________E-mail: __________________ VIVA CHAIRPERSON:
Signature and Official Stamp [Dean (School)]
Date
75
PART IV [to be filled up by Dean (AHSGS)]
Internal Examiners: External Examiners: Viva Chairperson:
Signature and Official Stamp Dean ((AHSGS)
Date
PART V
(for Office Use Only)
Date Received: Date of Appointment of Examiners: Date Thesis Submitted to Examiners: Date of Viva:
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 a candidate of the programme of hereby submit my Draft Thesis entitled , Matric No.:
(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).
SUBMISSION OF DRAFT THESIS (FOR OFFICE USE ONLY) Recipient: Signature: College Official Stamp: Date:
APPENDIX 13: FORM FOR THESIS EXAMINATION REPORT
Laporan Pemeriksaan Tesis Thesis Examination Report

Nama Calon: Candidates 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
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: Signature Tarikh: Date
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)
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: Viva Chairperson Pemeriksa Luar External Examiner Pemeriksa Dalam: Internal Examiner Tarikh: Date
Tandatangan: Signature Tandatangan: Signature Tandatangan: Signature
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/Masters 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.
Date
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/Masters 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.
Date
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/Masters 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 requirements for a doctoral/master's degree. Thank you. . I accept the corrections with no further revision and agree the thesis fulfils the necessary
Date
87
UUMCAS/AHSGS/0018
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)
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UUMCAS/AHSGS/0019
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: Viva Chairperson Pemeriksa Luar: External Examiner Pemeriksa Dalam: Internal Examiner Penyelia Pertama: First Supervisor Penyelia Kedua: (Second Supervisor) Tarikh: Date Tandatangan: Signature Tandatangan: Signature Tandatangan: Signature Tandatangan: Signature Tandatangan: Signature
89
UUMCAS/AHSGS/0020
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 a candidate of the programme of hereby submit my Thesis entitled , Matric No.:
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.
Supervisor's Signature
SUBMISSION OF THESIS (FOR OFFICE USE ONLY) Recipient: Signature: College Official Stamp: Date: ______________________
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 Universiti Utara Malaysia 06010 UUM Sintok Kedah Darul Aman
91
APPENDIX 22: LAYOUT OF TABLE OF CONTENTS
TABLE OF CONTENTS Page PERMISSION TO USE ABSTRAK (BAHASA MALAYSIA) ABSTRACT (ENGLISH) ACKNOWLEDGMENTS LIST OF TABLES LIST OF FIGURES CHAPTER ONE: INTRODUCTION 1.1 The context of the study 1.2 Statement of the problem 1.3 The goals and objectives of the study 1.3.1 Goals 1.3.2 Specific objectives 1.4 Significance of the study 1.5 Scope, assumptions, and limitations of the study 1.5.1 Scope of the study 1.5.2 Assumptions of the study 1.5.3 Limitations of the study 1.6 Definition of terms 1.7 Organization of thesis i ii iii iv xii xiv
1 3 8 8 9 10 11 11 12 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 Universiti Utara Malaysia
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 Universiti Utara Malaysia
by Zolkafli b. Hussin
2008, Zolkafli
94
APPENDIX 25: THESIS COVER
95
APPENDIX 26: SAMPLE OF NUMBERED THESIS FORMAT
6 cm
2.5 cm
SD-SVBR: A NEW SHAPED VARIABLE BIT RATE ALGORITHM FOR VIDEO TRANSMISSION SYSTEM
2.5 cm
5 double spaces
Font: Times New Roman Size:14 pt Style: Bold
AHMAD SUKI CHE MOHAMED ARIF
7 double spaces
DOCTOR OF PHILOSOPHY UNIVERSITI UTARA MALAYSIA 2011
6 cm
PERAKUAN KERJA TESIS / DISERTASI (CERTIFICATION OF THESIS / DISSERTATION)
Kami, yang bertandatangan, memperakukan bahawa (We, the undersigned, certify that) AHMAD SUKI CHE MOHAMED ARIF calon untuk Ijazah (candidate for the degree of) PhD
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: (Chairman for VIVA) Pemeriksa Luar: (External Examiner) Pemeriksa Luar: (External Examiner) Prof. Dr. Rahmat Budiarto Tandatangan Budiarto _______________________________________ (Signature) ______________ Prof. Dr. Kasmiran Jumari Tandatangan Kasmiran _______________________________________ (Signature) ______________ Assoc. Prof. Dr. Mazleena Salleh Tandatangan Mazleena _______________________________________ (Signature) ______________
Nama Penyelia/Penyelia-penyelia: Assoc. Prof. Dr. Suhaidi Hassan Tandatangan uhaidi (Name of Supervisor/Supervisors) ________________________________________ (Signature) ______________ Tarikh: (Date) July 04, 2011
ii 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 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 UUM College of Arts and Sciences Universiti Utara Malaysia 06010 UUM Sintok
ABSTRAK
Font: Times New Roman Size:12 pt Line Spacing: Single
iii
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
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 employees 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 systems 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 Ibrahims 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 fiance 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 fiance 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 Sectors 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 2.0 3.0 4.0 Background ....................................................................................................... 1 Problem Statement ............................................................................................ 1 Research Questions........................................................................................... 2 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 3.1 4.0 4.1 5.0 5.1 Introduction ..................................................................................................... 9 Research Model and Research Dimensions...................................................... 9 Data Analysis Method .................................................................................... 12 Data Analysis Strategy ................................................................................... 13 Introduction .................................................................................................... 15 Suggestions for Future Research .................................................................... 15
CHAPTER FOUR FINDINGS ...................................................................................... 12
CHAPTER FIVE DISCUSSION AND CONCLUSION ............................................. 15
REFERENCES ................................................................................................................ 17
viii LIST OF FIGURES
1.0 Structure of the Thesis 2.1 Problems of Traditional Training 2.2 participation 2.3 Structure of E-learning and D-learning 2.4 Technology Acceptance Model (TAM) 2.5 Theory of Reasoned Action 2.6 Theory of Planned Behavior 2.7 UTAUT 3.1 Relationship between System Factor and BI 3.2 Relationships between Implementation Environment Factor and BI 3.3 Relationships between Individual Factor and BI 3.4 Basic Concept Underlying User Acceptance Models 3.5 Proposed Research Model 4.1 Exogenous Correlations
23 44 45 49 59 64 67 76 93 93 94 97 113 150
ix LIST OF TABLES
1.1 Four Stages of the Research Approach 2.1 Comparison of Learning Modes 2.2 UTAUT Constructs From Other Combination Models 3.1 Previous Studies Which Investigated the Proposed Model Constructs 3.2 Hypotheses Resources 3.3 Relevant Situation for Different Research Strategies 3.4 Studies of The Research Models Constructs 3.5 Measures Resources 3.6 Cronbachs Alpha Test for Performance Expectancy 3.7 Cronbachs Alpha Test for Effort Expectancy 3.8 Summary of Comparison Reliability Values of All Constructs 4.1 Respondents Profile Summary 4.2 Summary of Composite Reliability 4.3 Exogenous Correlations 4.4 Fit Measures 4.5 Chronologies to Goodness of Exogenous, Endogenous and Integrated Mode 4.6 New Paths 4.7 Square Multiple Correlation 4.8 Hypotheses Testing Results 4.9 Regression Weight and Significant Different Between Paths Across Men and Women Groups 4.10 Regression Weight and Significant Different Between Paths Across Older and Younger Groups
17 43 79 106 110 117 123 124 130 131 132 139 145 148 152 153 155 157 160 163 164
x APPENDICES
Appendix A Research Questionnaire Appendix B The Studies Which Examined the Acceptance of E-learning System Appendix C Information Technology Acceptance Models and Theories Appendix D Cronbchs Alpha Values for all Factors in the Pilot Test Appendix E Missing Data Appendix F Normality Test Appendix G Discriminant Validity Test
212 219
227
241
249
251
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 persons 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 innovations 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 ANX ASTD AVE B-learning BI CA CBDTS CFA CFI CMIN cr CR CHEA CSE C-TAM-TPB df D-learning DOI EE
Adjusted goodness-of-fit index Computer anxiety American Society for Training and Development Average variance extracted Blended learning Behavioral intention Cronbachs alpha Computer-based distance training system Confirmatory factor analysis Comparative Fit Index Minimum sample discrepancy function Critical ratio Composite reliability Council for High Education Accreditation Computer self-efficacy Combined TAM and TPB Degrees of freedom Distance learning Diffusion of innovation theory Effort expectancy
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 sectors 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.
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 learnings 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.
CHAPTER THREE RESEARCH METHODOLOGY

3.0 Introduction This chapter explains how the extended UTAUT include the successful factors of elearning 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 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.
Performance expectancy Effort expectancy
System enjoyment
System flexibility System interactivity Figure 3.1. System factor and BI
Behavioral Intention (BI)
Italics for figure number and normal text for figure title
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 computerbased 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 studys hypotheses in stage five (Hair et al., 2010).
14 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 Chi-square (X2) P-Value X2 / df Normal text for table number (above) Italics text for table title (below) Research value 348.9 0.074 1.118 Recommended values P > 0.05 indicates an acceptable fit. A value > 0.05 A value < 3 indicates a good fit A value < 1 indicates over fit model. CFI TLI 0.998 0.997 A value >0.9 indicates a very good fit. Close to one indicates a very good fit Greater than one indicates over fit model NFI GFI AGFI RAMSEA 0.978 0.937 0.918 0.018 0< value < 1 indicates fit model. A value > 0.9 indicates a very good fit. A value > 0.9 indicates a good fit. 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 Cronbachs Alpha in the information technology acceptance context, in order to measure the constructs of this research model.
17 APA Sixth Edition format
REFERENCES
Abbad, M. M., Morris, D., & Nahlik, C. (2009). Looking under the bonnet: Factors affecting 12.5 mm student adoption of e-learning systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1492-383. Agarwal, R., Sambamurthy, V., & Stair, R. (2000). Research report: The evolving relationship between general and specific computer self-efficacy - An empirical assessment. Information Systems Research, 11(4), 418-430. Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human Decision Processes. 50(2), 179-211. Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888- 918. Ajzen, I., & Fishbein, M. A. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Addison-Wesley: Addison-Wesley publishing. Al-ammari, J., & Hamad, S. (2008). Factor influencing the adoption of e-learning at UOB. Retrieved from: http://www.uqu.edu.sa/page/ar/2643#E-Commerce_&_E-Learning. Alavi, M. A., & Yoo, Y. (1997). Using information technology to add value to management education. Academy of Management Journal, 40(6), 1310-1333. Al-Harby, F., Qahwaji, R., & Kamala, M. (2010). Users' acceptance of secure biometrics authentication system: Reliability and validate of an extended UTAUT model. 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 communications. IEEE Signal Processing Letters, 11(2), 278-28. 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.
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APPENDIX 27: SAMPLE OF UNNUMBERED THESIS FORMAT
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SD-SVBR: A NEW SHAPED VARIABLE BIT RATE ALGORITHM FOR VIDEO TRANSMISSION SYSTEM
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AHMAD SUKI CHE MOHAMED ARIF
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DOCTOR OF PHILOSOPHY UNIVERSITI UTARA MALAYSIA 2011
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PERAKUAN KERJA TESIS / DISERTASI (CERTIFICATION OF THESIS / DISSERTATION)

Kami, yang bertandatangan, memperakukan bahawa (We, the undersigned, certify that) AHMAD SUKI CHE MOHAMED ARIF calon untuk Ijazah (candidate for the degree of) PhD
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: (Chairman for VIVA) Pemeriksa Luar: (External Examiner) Pemeriksa Luar: (External Examiner) Prof. Dr. Rahmat Budiarto Tandatangan Budiarto _______________________________________ (Signature) ______________ Prof. Dr. Kasmiran Jumari Tandatangan Kasmiran _______________________________________ (Signature) ______________ Assoc. Prof. Dr. Mazleena Salleh Tandatangan Mazleena _______________________________________ (Signature) ______________
Nama Penyelia/Penyelia-penyelia: Assoc. Prof. Dr. Suhaidi Hassan Tandatangan uhaidi (Name of Supervisor/Supervisors) ________________________________________ (Signature) ______________ Tarikh: (Date) July 04, 2011
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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 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 UUM College of Arts and Sciences Universiti Utara Malaysia 06010 UUM Sintok
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ABSTRAK
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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
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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 employees 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 systems acceptance and usage.
Keywords: system interactivity, system enjoyment, computer anxiety, significantly determine performance expectancy
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 Ibrahims 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 fiance 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 fiance 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.
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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 Sectors Employees. IADIS International Conference on Internet Technologies & society (ITS 2010). 267 272, Perth, Australia.
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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 2.1 Comparison of Learning Modes 2.2 UTAUT Constructs From Other Combination Models 3.1 Previous Studies Which Investigated the Proposed Model Constructs 3.2 Hypotheses Resources 3.3 Relevant Situation for Different Research Strategies 3.4 Studies of The Research Models Constructs 3.5 Measures Resources 3.6 Cronbachs Alpha Test for Performance Expectancy 3.7 Cronbachs Alpha Test for Effort Expectancy 3.8 Summary of Comparison Reliability Values of All Constructs 4.1 Respondents Profile Summary 4.2 Summary of Composite Reliability 4.3 Exogenous Correlations 4.4 Fit Measures 4.5 Chronologies to Goodness of Exogenous, Endogenous and Integrated Mode 4.6 New Paths 4.7 Square Multiple Correlation 4.8 Hypotheses Testing Results 4.9 Regression Weight and Significant Different Between Paths Across Men and Women Groups 4.10 Regression Weight and Significant Different Between Paths Across Older and Younger Groups 17 43 79 106 110 117 123 124 130 131 132 139 145 148 152 153 155 157 160 163 164
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LIST OF FIGURES 1.0 Structure of the Thesis 2.1 Problems of Traditional Training 2.2 Participation 2.3 Structure of E-learning and D-learning 2.4 Technology Acceptance Model (TAM) 2.5 Theory of Reasoned Action 2.6 Theory of Planned Behavior 2.7 UTAUT 3.1 Relationship between System Factor and BI 3.2 Relationships between Implementation Environment Factor and BI 3.3 Relationships between Individual Factor and BI 3.4 Basic Concept Underlying User Acceptance Models 3.5 Proposed Research Model 4.1 Exogenous Correlations 23 44 45 49 59 64 67 76 93 93 94 97 113 150
APPENDICES Appendix A Research Questionnaire Appendix B The Studies Which Examined the Acceptance of E-learning System Appendix C Information Technology Acceptance Models and Theories Appendix D Cronbchs Alpha Values for all Factors in the Pilot Test Appendix E Missing Data Appendix F Normality Test Appendix G Discriminant Validity Test
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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 persons 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 innovations 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.
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LIST OF ABBREVIATIONS AGFI ANX ASTD AVE B-learning BI CA CBDTS CFA CFI CMIN cr CR CHEA CSE C-TAM-TPB df D-learning DOI EE Adjusted goodness-of-fit index Computer anxiety American Society for Training and Development Average variance extracted Blended learning Behavioral intention Cronbachs alpha Computer-based distance training system Confirmatory factor analysis Comparative Fit Index Minimum sample discrepancy function Critical ratio Composite reliability Council for High Education Accreditation Computer self-efficacy Combined TAM and TPB Degrees of freedom Distance learning Diffusion of innovation theory Effort expectancy
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CHAPTER ONE INTRODUCTION
Background
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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 4.0 cm 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
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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 sectors 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.
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.
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.
Materials Design 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. Level 4: Text Sub-subheading Font: Times New Roman Size:12 pt Style: Italics, left aligned Spacing: Double
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 learnings 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
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.
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 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.
Performance expectancy Effort expectancy System enjoyment System flexibility System interactivity Figure 3.1. System factor and BI Italics for figure number and normal text for figure title Behavioral Intention (BI)
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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 computerbased 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 studys hypotheses in stage five (Hair et al., 2010).
14 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 Chi-square (X2) P-Value X2 / df Normal text for table number (above) Italics text for table title (below) Research value 348.9 0.074 1.118 Recommended values P > 0.05 indicates an acceptable fit. A value > 0.05 A value < 3 indicates a good fit A value < 1 indicates over fit model. CFI TLI 0.998 0.997 A value >0.9 indicates a very good fit. Close to one indicates a very good fit Greater than one indicates over fit model NFI GFI AGFI RAMSEA 0.978 0.937 0.918 0.018 0< value < 1 indicates fit model. A value > 0.9 indicates a very good fit. A value > 0.9 indicates a good fit. 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 Cronbachs Alpha in the information technology acceptance context, in order to measure the constructs of this research model.
17
APA Sixth Edition format
REFERENCES
Abbad, M. M., Morris, D., & Nahlik, C. (2009). Looking under the bonnet: Factors affecting 12.5 mm student adoption of e-learning systems in Jordan. International Review of Research in Open and Distance Learning, 10(2), 1492-383. Agarwal, R., Sambamurthy, V., & Stair, R. (2000). Research report: The evolving relationship between general and specific computer self-efficacy - An empirical assessment. Information Systems Research, 11(4), 418-430. Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human Decision Processes. 50(2), 179-211. Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888- 918. Ajzen, I., & Fishbein, M. A. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Addison-Wesley: Addison-Wesley publishing. Al-ammari, J., & Hamad, S. (2008). Factor influencing the adoption of e-learning at UOB. Retrieved from: http://www.uqu.edu.sa/page/ar/2643#E-Commerce_&_E-Learning. Alavi, M. A., & Yoo, Y. (1997). Using information technology to add value to management education. Academy of Management Journal, 40(6), 1310-1333. Al-Harby, F., Qahwaji, R., & Kamala, M. (2010). Users' acceptance of secure biometrics authentication system: Reliability and validate of an extended UTAUT model. 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 communications. IEEE Signal Processing Letters, 11(2), 278-28. 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.

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THESIS GUIDELINES FOR PhD AND MASTER BY RESEARCH

Engaging Minds for a Better Tomorrow

THESIS FORMAT GUIDE

3 PROCEDURE FOR APPOINTING THESIS SUPERVISOR

Refer to Procedure for Doctoral/Masters Student Selection

College Graduate Programme Committee endorses the appointment of the supervisor

Dean (AHSGS) issues an appointment letter to the supervisor

Appointment accepted? YES

Candidate is registered in the supervisors portal

Figure 1: Procedure for Appointing Thesis Supervisor

4 PROCEDURE FOR CHANGING THESIS SUPERVISOR

Candidate submits Change of Thesis Supervisor form to the Dean (School)

Graduate Programme Committee meets

Change allowed? YES

College Graduate Programme Committee endorses appointment of the supervisor

Dean (AHSGS) issues an appointment letter to the new supervisor

Candidate is registered in the supervisors portal

Figure 2: Procedure for Changing Thesis Supervisor

5 PROCEDURE FOR APPOINTING ADDITIONAL SUPERVISOR

Supervisor submits Nomination of Additional Supervisors form to proposed co-supervisor

Proposed co-supervisor endorses form and submits to Dean (School)

Graduate Programme Committee endorses the appointment of the additional supervisor

Dean (AHSGS) issues an appointment letter to the supervisor

Candidate is registered in the supervisors portal

Figure 3: Procedure for Appointing Additional Supervisor

6 PROCEDURE FOR DISCONTINUING THE SERVICES OF A SUPERVISOR

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

Dean (School) endorses the form and submits to Dean (AHSGS)

Candidates portal is updated

Figure 4: Procedure for Discontinuing the Services of a Supervisor

7 PROCEDURE FOR WITHDRAWING FROM SUPERVISION

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

Graduate Programme Committee meets

Withdrawal allowed? YES

Refer to and start Procedure for Appointment of Thesis Supervisor

College Graduate Programme Committee endorses appointment of the supervisor

Dean (AHSGS) issues an appointment letter to the new supervisor

Figure 5: Procedure for Withdrawing from Supervision

8 PROCEDURE FOR OBTAINING A PhD [FULL-TIME]

Register at Postgraduate Office

First meeting with supervisor

Attend Research Seminar/ Coursework

NO Candidate submit Request for Extension form

YES NO Dean (AHSGS) issues letter of termination to the candidate

Proposal approved by panel?

YES YES YES with research Proceed

Proposal Defence within 18 months?

NO Candidate submit Request for Extension form

Oral Examination (Viva)

Dean (AHSGS) issues letter of termination to the candidate

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

9 PROCEDURE FOR OBTAINING A PhD [PART-TIME]

Register at Postgraduate Office

First meeting with supervisor

Attend Research Seminar/ Coursework

NO Candidate submit Request for Extension form

YES NO Dean (AHSGS) issues letter of termination to the candidate

Proposal approved by panel?

YES YES YES with research Proceed

Proposal Defence within 27 months?

NO Candidate submit Request for Extension form

Oral Examination (Viva)

Dean (AHSGS) issues letter of termination to the candidate