Effects of collegial management leadership training programme on academic leaders’ transfer of training in a public university in Malaysia
Nowadays leading a ‘republic of scholars’ in universities through hierarchical lens, is deemed an irrelevant approach. Collegial management leadership (CML) has been hugely lacking among academic leaders in Malaysian universities, although it can improve the performance of faculties. The Ministry...
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| Format: | Thesis |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/98396/1/FPP%202021%2032%20-%20IR.pdf http://psasir.upm.edu.my/id/eprint/98396/ |
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| Summary: | Nowadays leading a ‘republic of scholars’ in universities through hierarchical
lens, is deemed an irrelevant approach. Collegial management leadership (CML)
has been hugely lacking among academic leaders in Malaysian universities,
although it can improve the performance of faculties. The Ministry of Higher
Education (MOHE), Malaysia through its Higher Education Leadership
Academy (AKEPT) emphasised the need for university academic leaders to be
well-equipped with CML competencies. Therefore, this study aimed to measure
the effects of collegial management leadership training (CMLT) programmes on
transfer of training through participants’ perceived ability to practice the
training conduct in their respective roles as leaders at a public university in
Malaysia. This study integrated Baldwin and Ford’s (1988) transfer process
model and Bess’ (1992) collegial model to measure the effects of the training
interventions.
Sixty university academic leaders comprising of deans, deputy deans, heads of
departments and subject coordinators who are working in a public university in
Malaysia participated in this study and they were non-randomly assigned to
Cohort 1 (n=30) and Cohort 2 (n=30). This study adopted quasi-experimental
design (pre-test and post-test, one group design) to determine the difference in
training design (perceived content validity and transfer design), CML and
transfer of training, before and after the training programmes. The two cohorts
received structured CMLT programmes, namely CMLT-A (for Cohort 1) and
CMLT-B (for Cohort 2). Both training programmes were guided by AKEPT’s CML module, but differs in training design, whereby CMLT-A incorporated one
participant-centred learning tool (case study), while CMLT-B incorporated
three. Participants were then assessed using a self-assessment survey
questionnaire. Participants were assessed two times; before (pre-test) and after
(post-test) the CMLT programmes, respectively. The post-test was administered
six weeks after the training programme took place.
The findings of this study suggested that most participants of Cohort 1 and
Cohort 2 rated an increased level of training design, CML and transfer of training
after they attended the training programme. There were positive, significant
differences found between the pre- and post-test scores of training design, CML
and transfer of training among both cohorts without controlling for covariates.
However, after controlling for covariates, perceived content validity was found
to be positive, significantly different among participants of Cohort 1.
Nonetheless, only training participants of Cohort 2 showed positive, significant
differences between the pre- and post-test scores of CML and transfer of training.
In conclusion, CMLT-B programme affects transfer of training among the
academic leaders. Behavioural level training evaluation is important to
determine the effectiveness of a training programme. Furthermore, participantcentred
learning tools, such as case study is crucial in designing an effective
training programme. Through the amalgamation of transfer of training and
collegial theories, this study theoretically confirmed and contributed to the HRD
body of knowledge regarding the vitality of training design to best facilitate
academic leaders’ transfer of training. Practically, this study may assist HRD
units and the academic leaders to identify a working training design that allows
participants to transfer the training through the use of participant-centred
learning tools, such as case study. |
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