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Chang, M. (2004, July). Why some graduates are more marketable than others: Employers’ perspective. Paper presented in a Workshop on Enhancing Graduate Employability in a Globalised Economy, Economic Planning Unit, Malaysia.

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2.4 Chapter Summary

In sum, this chapter of literature review is divided to three sections; (1) the development of generic skills, (2) the concept of academic achievement, and (3) the relationship between generic skills discussed in previous section and academic achievement. The chapter of review provides some theoretical perspectives of the current scenario relevant to this research and researchers’ debate regarding the status of academic achievement, generic skills and the relationship between the two variables. The review also provides the empirical findings about significance of generic skills and its relation to student academic settings.

2.3 Relationship between Generic Skills and Academic Achievement

There are various factors that influence the outcome of top academic performers. The students themselves play critical role in making them to be high achievers having effective learning strategies or styles, learning goals, ability to build on knowledge and strategic thinking. Successful students use strategic thinking in their approach to learning, reasoning, problem solving, and concept learning. They understand and can use a variety of strategies to help them reach learning and performance goals, and to apply their knowledge in various situations (Azizi, 2003). In addition, they also know what to do if a problem occurs or if they are not making sufficient or timely progress towards a goal. They can generate alternative methods to reach their goal or even reassess the appropriateness and utility of the goal.

For many years in higher education across the world, it was believed that only those students who possessed the talents and achieved good grades in examination would succeed in their future. Today, however, with increased mass and expensive higher education, this philosophy in no longer appropriate, since restricting failure or dropout cannot be viewed as sole criteria of quality and hallmarks of high standards (Favish, 2003). A new view of what constitutes quality and success in higher education has become imperative – one that accommodates increased student diversity and considers processes that contribute to holistic development (Harvey and Green 1993).

In view of the complex expectations of higher education and the difficulty of predicting the needs of constantly changing societies, it is important to determine the perceptions and expectations of students in higher education, instead of merely depending on impressive academic achievement. Generic skills are almost essential to do well in examination because a large component of the final exam in higher learning institution is usually based on case studies, and students are expected to apply their knowledge of the unit’s theoretical concepts.

Raymond and Chadi (2008) noted that in addition to any general weaknesses, undergraduate accounting students do not fully understand the importance of generic skills in the accounting profession. They have a tendency to underestimate the importance placed by employers and educators on non-technical skills (such as communication skills) and rank technical accountancy skills much higher (Usoff and Feldmann 1998).

Other studies show that “hard skills” trump “soft skills” as determinants of academic success. Based on analyses of data from six longitudinal studies, Duncan et al. (2007) find that early math and reading skills are stronger predictors of later achievement than non-cognitive traits, such as attention-related capacities, social strengths and behavioral deficits. Lleras (2008) reports similar results from a study analyzing data from the National Educational Longitudinal Study, as do Claessens et. al. (2009) based on data from the Early Childhood Longitudinal Study.

Students change significantly in a number of ways throughout studying at higher learning institution. One of these areas is their perception of confidence in their own ability to demonstrate generic skills. For instance, confidence levels in some skills relate more strongly to actual academic performance. While it is too early for this study to point any value of perceptual change for development purpose, it appears that positive perception of problem solving and decision making for example, might appear to be potentially strongly linked to better academic performance, and need further investigation.

2.2 Concept of Academic Achievement

Academic performance according to the Cambridge University Reporter (2003) is frequently defined in terms of examination performance. Academic achievement refers to what the student have learned or what skills the student has learned and is usually measured through assessments like standardized tests, performance assessments and portfolio assessments (Santrock, 2006). The descriptive assessment information will usually be translated through grading system such as Grade Point Average (GPA) and course grade. This study will make use of Cumulated Grade Point Average (CGPA) since it provides information of the students’ academic performance across time.

Academic performance, which is measured by the examination results, is one of the major goals of a school. Hoyle (1986) argued that schools are established with the aim of imparting knowledge and skills to those who go through them and behind all this is the idea of enhancing good academic performance. The academic deans and the quality assurance committee are concerned about those who do not perform well because if this poor performance goes unchecked, the university may lose its reputation, which may result in loss of confidence in UCU graduates (Kyoshaba, 2009).

Thelma (1998) in her research on variables that associated with academic achievement of African-American has identified non-cognitive as one of the main contributor. African-American with high scores on measures of educational aspirations, values (courage, exciting life, cleanliness, imagination, and helpfulness), emotional intelligence, acceptability of mixed dating, self-confidence, satisfaction with academic advising and tutoring, being in control of academic outcomes, preference for long-term goals, academic self-concept, self-esteem, self-concept of ability, specific personality traits (achievement aspirations, affiliation, dominance, endurance, exhibition, harm avoidance, nurturance, order, play, and understanding), favorable opinions of their study habits and relationships with others, and low scores on alienation and reliance on family and institutions to solve social and academic problems, had higher grade-point averages than those with contrasting scores on these variables.

Another research by Raymond and Chadi (2008) on the initiative to reduce the failure rate in an undergraduate Accounting Information Systems course without compromising academic standards, he found out that initiative relied on the development of generic skills in the major assessment tasks. Further evidence in his research suggests the generic skills intervention was responsible for the majority of the improvement in students’ academic achievement. It addressed the issue of student perception by heavily weighting the internal assessment to encourage students to focus on the generic skills assessment tasks. Students had a clear understanding that the skills to be mastered in the generic assessment tasks related to 80% of the overall course (internal assessment plus final exam).

CHAPTER 2: LITERATURE REVIEW

2.1       Development of Generic Skills

Generic skills are also known by many other terms such as soft skills, key skills, common skills, essential skills, employability skills, basic skills, necessary skills, competencies skills, and transferable skills. Nabi and Bagley (1998), have divided the generic skills into three categories which are personal skills, communication skills, and problem solving skills. Bennett, Dunne and Carre (2000) have reported based on their research findings that generic skills can be presented in four broad areas of management skills namely management of self, management of others, management of task, and management of information. Crosbie (2005) had listed the eight soft skills that are needed by all individuals: collaboration/teamwork, communication skills, initiative, leadership ability, people development/coaching, personal effectiveness/personal mastery, planning and organizing, and presentation skills. Generic skills include “effective reading, writing, analytical, conceptual thinking and critical thinking skills, an ability to solve problems in an unstructured setting, an understanding of organizations, international and multicultural knowledge and the ability to resolve ethical dilemmas” (Nathan and Dunn, 1997).

Generic skills are vital for all graduates to acquire, regardless of their field of study. These skills such as communication skills, analytical, critical and problem solving skills, lifelong learning ability, entrepreneurship and management skills are the ones that employers value as important skills for potential employees to possess. This has aroused concern among many parties whish has led to the development of the Framework on Incorporating Soft Skill in Teaching and Learning in Malaysia Higher Education Institution. The Malaysian Institute of Higher Learning interprets soft skills as incorporating aspects of generic skills which include non-academic skills such as leadership, teamwork, communication, and lifelong learning. Below are the seven traits of ‘‘soft’’ skills that are to be embedded in the syllabus taught at Institutes of Higher Learning:

I.          Communication skills

Students are expected to be fluent and able to communicate effectively in both Bahasa Malaysia and English language. As graduates they should be able to convey their thoughts with clarity and confidence both in written and oral forms. They are also expected to be active listeners while providing the necessary response. Graduates should also be capable of giving and using technology during presentations confidently

II.        Critical thinking and problem solving skills

With this skill, graduates should be able to think in a critical, creative, innovative, and analytical manner which includes the ability to apply knowledge. Elements that graduates must possess under this aspect are the ability to identify and analyze complex situation as well as making evaluations that are justifiable. They should also have the ability to expand and improve thinking skills, to provide ideas, and alternative solutions

III.        Team work

Team work skills involve the ability to work and cooperate with people from various social and cultural backgrounds so as to achieve a common goal. In order to build a good working relationship with his/her peers, it is essential that graduates are respectful toward others’ attitude, behavior, and belief. From time to time graduates are also expected to undertake the role of a leader and a group member interchangeably

IV.       Lifelong learning and information management skills

In acquiring skills and knowledge, graduates should be able to do self-regulate learning independently. They should have the skills to search for relevant information from various sources and able to manage them efficiently. They should also be receptive to new ideas and able to develop an inquiry mind.

V.         Entrepreneurship skill

This skill involves the ability to venture into business and work-related opportunities while creating risk awareness. This skill includes the ability to identify business opportunities and be able to prepare, build, and explore business plans which eventually leads to self-employment.

VI.       Ethics and professional moral

With the above skill, graduates are able to practice with high moral standards in the relevant professional practice. Graduates should also be able to understand the effects of economy, environment, and socio-cultural factors on their respective professional practice. In relation to ethical issues, graduates should be able to analyze and arrive at decisions in matters concerning ethics. Beyond the working environment, graduates should be able to practice good ethics while having a sense of responsibility toward society.

VII.      Leadership skill

Leadership skill entails the ability to lead in various activities. Graduates should have the knowledge on basic leadership theories which will enable the graduates to lead a project. It is also essential that graduates are able to understand the role of a leader and a group member and be able to carry out those roles interchangeably.

1.5 Significance of the Study

There is considerable concern on the quality of Malaysian students that sometimes are seemed as only regurgitating information after considerable amount of memorization. The A’s-oriented students that the school in Malaysia produced is debatable in article, “Note-memorizing, straight-A students with little creativity or people skills” (The New Straits Times, 2006).

A student is regarded as having met the expectation in their academic filed if they show their mastery of the knowledge or skills they have learned (Santrock, 2006). They must be able to not only retrieve the information  that they have gained throughout their learning, but also must demonstrate their understanding of what they have learned, through higher order thinking skills in Bloom’s Taxonomy which include synthesis, analysis and evaluation (Santrock, 2006). This show that it is not enough to assess a student’s academic achievement performance by what they have memorized as what has happened in our educational system. Thus, the assessment method used in the higher education institution is currently viewed as more holistic is determining student’s academic achievement since it involves coursework, attendance, portfolios and such which do not only focus on the intellectual aspect but also attitude, interest and skills (O’Connor & Paunonen, 2007).

Therefore, instead of focusing on the cognitive development, it is hoped that generic skills will develop in line with their cognition. . Enhancing employability skills is seen as an effective way to the current teaching and learning strategies used in higher institutions. It also will be practical way to scrutinize the strengths and weaknesses of current curricular towards holistic development of the students. Also, the hope and intention that this study could help other relevant parties to be able to prepare the students to meet the challenging world when they do their training or when they work once graduated. Generally, the outcome of this study should be beneficial to all especially the students, lecturers, university and stakeholders.

1.4 Research Questions

 

1.4.1    What is the level of academic achievement among undergraduate students of PTPL College, Ampang, Selangor?
 

1.4.2    What are the generic skills acquire by undergraduate students of PTPL College, Ampang, Selangor based on seven generic skills: (1) Communications skills; (2) Critical thinking and problem solving skills, (3) Team work, (4) Lifelong learning and information management skills, (5) Entrepreneurship skills, (6) Ethics and professional moral, and (7) Leadership skills?

1.4.3      Is there any significant relationship between generic skills and academic achievement among undergraduate students of PTPL College, Ampang, Selangor?