Factors on The Choice and Selection of Postgraduate Programs at The Islamic University College, Perlis
Bibi Noraini Mohd Yusuf1*, Muhammad Fathullah Al Haq Muhamad Asni2, Razinda Tasnim Abd Rahim1, Roshazril Japri3
1Faculty of Business and Management Sciences, Kolej Universiti Islam Perlis
2Faculty of Islamic Studies, Kolej Universiti Islam Perlis
3Centre for Graduate Studies, Kolej Universiti Islam Perlis
*Corresponding Author: [email protected] Received: 15 April 2023 | Accepted: 10 June 2023 | Published: 30 June 2023
DOI:https://doi.org/10.55057/ajress.2023.5.2.14
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Abstract: There is a higher tendency among students who have completed their bachelor's or master's degree to pursue their studies at a higher academic postgraduate level. Certainly, there is an amplitude of factors driving students to choose specific postgraduate programs offered by a certain institution. Postgraduate programs available at the Islamic University College, Perlis (KUIPs) have been offered by KUIPs since February Semester 2021/2022 session and have been overwhelmingly well received by both local and international students.
This Study was performed to address the three main objectives, namely 1) Identify the factors that influence/drive students to choose postgraduate programs at KUIPs; 2) Explore how students manage/balance their time between work, study, and personal life; and 3) Study the parties involved in the decision-making process of students to choose suitable postgraduate programs at KUIPs. This Study applied a survey methodological approach with a total of 17 respondents participating. From Objective-1, the results of the study found that the factors for students to choose KUIPs were the availability of scholarships, good program management process, closed vicinity, and suitability of teaching experts in the relevant fields of study offered. The 2nd Objective showed students dividing their time effectively and preparing a study time schedule. Lastly, Objective-3 produced two themes, KUIPs staff itself and oneself coupled with family influences. The results and outcomes of this Study are useful guidelines for relevant stakeholders in enticing higher student enrolment in taking up postgraduate programs in their institutions.
Keywords: Factors that influence students to choose postgraduate programs; decision-making process to further study and work; study and personal life balances.
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1. Introduction
The Islamic University College, Perlis (KUIPs) was first established on 03 March 2013 as a private institution of higher education and was fully owned by the Council of Islamic Religion and Malay Customs of Perlis (MAIPs). In addition to offering programs at the pre-university (foundation) level, diplomas, and bachelor's degrees, KUIPs has now transformed its academic mission by also offering programs at the upper echelon levels, such as for the Master's and Doctorate degrees, to aspiring students, involving both the local and international students.
There are now three (3) postgraduate programs offered so that students can choose from, including a Master's Degree in Islamic Studies (research mode), a Doctorate’s Degree in
Islamic Studies (research mode), and a Doctorate’s Degree in Al Quran and Al Sunnah Language (research mode) since February 2023. All these three postgraduate programs have received temporary accreditation from the Malaysian Qualifications Agency (MQA) and a Letter of Authorization from the Department of Higher Education for the purpose of marketing and offering these said programs.
Based on data obtained from the Center for Graduate Studies, KUIPs (2023) as of the February 2023 Semester enrolment, KUIPs has accepted a total of 39 postgraduate students, undergoing both the Master's and the Doctorate programs, comprising 19 and 20 students respectively. The first maiden intake for such postgraduate programs was made during the February 2021/2022 Semester session when the Master's Degree Programs were not yet offered. These were only offered in the 2022/2023 Semester session.
As of the February 2022/2023 Semester session, KUIPs has accepted local students to further pursue their studies at both the Master's and Doctorate degree levels. It is KUIPs mission to accept international students in the future for these postgraduate programs.
Table 1: Total Overall Post-Graduates (KUIPs)
Semester Sessions Total Overall Post-Graduates
February 2021/2022 3
September 2022/2023 19
February 2022/2023 17
TOTAL 39
Figure 1: Total Overall Post-Graduates (KUIPs)
Table 2: Total Overall Post-Graduates (KUIPs) - Breakdown by Programs
Semester Sessions Master’s Degree Doctorate’s Degree
February 2021/2022 0 3
September 2022/2023 13 6
February 2022/2023 7 10
TOTAL 20 19
Figure 2: Total Overall Post-Graduates (KUIPs) - Breakdown by Programs
It is essential for all higher educational institutions (HEIs), whether those of private or public institutions, to offer appropriate postgraduate programs for selection by students, by enticing students in terms of marketing and sustainability purposes, as well as to remain competitive in the education fraternity. There is a myriad of options for students to choose suitable postgraduate programs and umpteen HEIs are now offering postgraduate programs with attractive packages, supports, and incentives. According to Adefulu, Farinloye, and Mogaji (2020), there are four (4) factors for students to choose a typical postgraduate program, namely the facilities provided by the university, geographical locations, programs offered, and lastly the influence of stakeholders such as parents, siblings, and colleagues.
Besides having extensive marketing strategies, tools, and techniques to entice interest in programs offered by these HEIs, it is also necessary for these institutions to identify the proper needs of students for the programs offered and the facilities provided. This is crucial as these needs shall pre-empt the university’s management to prepare for any forthcoming challenges that will be faced once postgraduate programs are offered (Olalaye et al., 2019).
In a nutshell, the Researcher foresees the importance of conducting this specific study to identify the factors driving students choosing postgraduate programs at KUIPs, as well as being able to understand and identify the needs of existing students in the selection of postgraduate programs. In addition, based on available existing works of literature, there have not been any studies performed on student selection factors or criteria for undertaking postgraduate programs offered by KUIPs and not elsewhere.
Thus, the main objectives of this Study are three folds, mainly to:
Identify the factors that influence / drive students to choose postgraduate programs at KUIPs;
Explore how students manage / balance their time between work, study and personal life; and Study the parties involved in the decision-making process of students to choose suitable Postgraduate Programs at KUIPs.
2. Literature Review
The Islamic University College, Perlis (KUIPs) is increasingly gaining profound interest among both local and foreign students pursuing professional studies in HEIs. As of February 2023, there were a total of 1,099 active students at KUIPs, undergoing a total of 27 academic programs (English intensive, foundation, diplomas, bachelor's degree, master's degree, and
doctorate degree). Out of this total, a total of 125 (11.37%) comprised international students from several foreign countries (KUIPs Admissions and Student Records Unit, 2023).
Quality Program Factors
Multiple factors influence students to choose a particular postgraduate program offered at any HEIs. There have been several past studies conducted exploring factors driving students to HEIs in postgraduate programs. Saiti, Papa, and Brown (2017), who conducted studies in Greece’s HEIs, observed that the two most important factors students choose for taking postgraduate programs in Greek universities were“ Quality Program” and “Institutional Motivation”. Echchabi and Al-Hajri (2018), noted that the factors students choose HEIs in Oman were Reputation, Duration of Study, Academic Quality, and Staff Academic Quality.
Lastly in Turkey, a study by Ilgan, Ataman, Ugurlu, and Yurdunkulu (2018), stated that the factors that students choose to continue their studies in Turkish HEIs included a Good Career future, the Quality and Popularity of the programs, and familiarity or compatibility with the Location. In addition, the Quality of the program also has a significant relationship with the variety of programs offered and the Duration of the study. Mingin et al. (2015) stated that the period of study is related to cost, where the longer the period of study, the higher the cost that the student must bear.
Parent and Family Factors
Undeniably, the choice of a specific HEI by students to further their studies is also influenced by the roles played by parents and family. According to Husin and Md. Nor (2018), among the selection factors observed from the results of their study among students included interest, family and prospective job market upon graduation. The factor of interest includes students who are keen to pursue the chosen field of study, while the family factor is related to the level of education of their parents, the occupation of their parents, and the family size itself. In China, a study by Liu et al. (2021) observed that three factors were singled out that encouraged student to choose postgraduate programs in the country, namely the quality of the program, satisfaction and interest in the chosen program, and lastly family support.
Campus Location, Facilities and Support Systems
A student's decision to pursue further study at the postgraduate level is also related to the Location of the campus, the facilities offered, and the support systems available in the preferred HEI. Multiple past studies have linked students choosing to continue studying at a specific HEI arising from the cost factor (Kaur, 2016; Oliveira & Soares, 2016). The cost factor includes living costs, program fees, and the ease of finding a part-time job to cover daily living expenses.
Winter et al. (2015) stated that consideration of the cost factor that will be incurred is highly emphasized by students when choosing public or private universities.
In addition, support facilities, such as availing of sponsorships / scholarships by these institutions, are also one of the factors considered by students before deciding to choose the preferred institution. The factor of low fees offered at KUIPs, compared with other HEIs in Malaysia, coupled with the low cost of living in the state of Perlis, has proven to be positive driving factors in enticing the selection by students of choosing KUIPs.
This is analogous with previous studies, which have stated that the low cost of living in the vicinity of the campus coupled with the reasonable tuition fee structure, are the two most crucial factors that attracted an array of students to choose KUIPs as their preferred choice of HEIs to continue their studies. Kaur (2016), Ahmad and Buchanan (2015), and Chloe (2019) have all observed that the number of facilities available on campus and good support systems (namely
libraries, access to the internet, laboratories, sports facilities, recreation centers, cafes, and conducive boarding colleges) are factors that students would consider in choosing a university before continuing their higher education studies.
Theoretical Framework and Study Model
There are basically three (3) theoretical frameworks and models appropriate to be discussed for the title of this specific research Study, namely the Student’s Choice Model (1980), Chapman’s Model (1984) and the Theory of Pushing Factors and Pulling Factors (1885).
The Student’s Choice Model (1980) was first introduced in 1980 when several smaller models were combined to create this specific Model. The said Model is now widely used by researchers to understand the decision and behaviors of students in the selection of HEIs for the purpose of continuing their studies and this Model is also closely related to the Customer Behavior Model (Hossler et al., 1999; Kusumawati, 2013).
The second model, The Chapman Model (1984), stated that the behavior of students in choosing HEIs is influenced by external factors, whereby these external factors will influence the decision of students to choose a specific HEI. This Model also discusses the expectations of students while in the HEI when undertaking the study program that has been chosen to be followed. Student characteristics discussed by the Chapman Model included socioeconomic status and academic abilities (academic performance and educational aspirations), while external factors include significant influences (parents, friends, and high school staff) and college characteristics (cost, location, HEIs marketing programs, and efforts). In addition, this model emphasizes that family income has a direct impact on the type of HEI chosen and considered during the pre-search stage by students.
Lastly, the Theory of Pushing Factors and Pulling Factors (1885), was first developed as early as the 19th century when Ernst Ravenstein published an article on the 'Law of Migration' in the Journal of the Statistical Society, whereby the author proposed that migration is governed by a set of 'push and pull' factor processes. Push factors are factors that prevent and cause people to move or move away from their current situation, and on the other hand, the Pull factors are factors that encourage and attract people to move to a new place. Originally this theory was widely used in the study of migration until this theory began to be used in the study of students’
mobility (Lee, 1996). This theory has since been widely used in students’ mobility research to explore the pattern of student migration from one place to another (Mazzarol & Soutar, 2002).
3. Methodology
This Study used a survey methodology approach. The research questions were developed based on frameworks of previous studies conducted by Margaret et. al. (2015) and Kusumawati (2013). The questions for this study were taken and subsequently modified to suit the study’s objectives. The research questions were designed in semi-structured formats which required each respondent participant (participant) to write the answer(s) in the space(s) provided. The main survey question form was prepared in a Google form format version for the sole purpose of facilitating the distribution of the form to each of the 17 participants.
The route of distribution of the main survey question version, via the Google form to each Participant, was taken mainly due to logistics of locality, since a few of them were staying quite far away from the main campus location. Nevertheless, there is a potential research exploration on this topic despite taking this route. This method was used because it was suitable for this
Study and conformed to the methodology as suggested by Zikmund and Babin (2007), stating that semi-structured interviews usually come in written form and ask each participant for short essay types or responses to specific open-ended questions. In this case, the researcher allowed Participants to write in inputs as much as they wanted.
The advantages to this approach are manifold, including the ability to address more specific issues. In addition, this research methodology has also been applied by Kusmuwati (2013) in her methodological study of data collection.
The feedback and answers given by the 17 participants were analyzed using an Atlas.ti software. The answers were segregated into themes and factors according to the objectives established and research questions that have been developed earlier. The survey questions for this study were divided into four (4) parts, namely Part A (Demographics), Part B (Factors for students to choose KUIPs postgraduate program), Part C (Balance between personal life, work and study), and lastly, Part D (Parties that suggest students applying for postgraduate programs at KUIPs).
4. Findings
In terms of Demographics (Part A), the results showed that the participants for the first 3 cohorts at KUIPs were aged between 25 - 61 years old. The majority of participants (15) were male with only 2 female participants. All the participants were Malay Muslims. In terms of places of domicile, they came from Perlis, Selangor, Kuala Terengganu, Penang and Kedah.
All of them had minimal working experiences beforehand, including in fields such as education (lecturers and teachers), administration (officers, preacher, mosque and research), banking and business.
Table 3: Participant Demographics No.
Participant Age Gender Religion Race Domicile Occupation
Work Experience
(years)
Program
Participant-1 28 Male Islam Malay Perlis Lecturer 3 PhD-FPI
Participant-2 61 Male Islam Malay Perlis Lecturer 34 MA-FPI
Participant-3 43 Male Islam Malay Kuala
Terengganu Teacher 20 MA-FPI
Participant-4 33 Male Islam Malay Perlis Lecturer 6 PhD-FPI
Participant-5 29 Male Islam Malay Penang Businessman 3 PhD-FPI
Participant-6 29 Female Islam Malay Perlis Teacher 3 PhD-FPI
Participant-7 51 Male Islam Malay Perlis Teacher 17 MA-FPI
Participant-8 31 Male Islam Malay Perlis Officer 3 MA-FPI
Participant-9 35 Male Islam Malay Perlis Lecturer 10 PhD-FQS
Participant-10 25 Male Islam Malay Penang Teacher 2 MA-FPI
Participant-11 25 Male Islam Malay Perlis Mosque
Official 2 MA-FPI
Participant-12 31 Female Islam Malay Kedah Teacher 7 MA-FPI
Participant-13 33 Male Islam Malay Selangor Preacher 2 MA FPI
Participant-14 28 Male Islam Malay Perlis Assistant
Researcher 5 (months) MA-FPI Participant-15 31 Male Islam Malay Perlis Admin
Officer 3 MA-FPI
Participant-16 37 Male Islam Malay Selangor Banker 13 MA-FPI
Participant-17 30 Male Islam Malay Perlis Lecturer 2 MA-FPI
Note:
MA Master Program PhD Doctorate in Philosophy FPI Faculty of Islamic Studies FQS Faculty of Al-Quran and Sunnah
Next, Part B is related to the factors for choosing postgraduate programs at KUIPs in pursuit of higher education courses. Participants had indicated more than one (1) answer to this question. The first theme in terms of factors for choosing postgraduate programs at KUIPs was primarily due to financial assistance in the form of scholarships provided. A total of 12 Participants concurred with this lone factor reason, some of the comments were:-
“Peluang untuk memperoleh biasiswa bagi menanggung kos pembiayaan PhD.”
“Opportunity to obtain a scholarship to cover the cost of PhD courses.”
(Participant-1)
“Biasiswa yang diberikan menarik.”
"The scholarship provided is attractive."
(Participant-4)
“Diberikan biasiswa atau potongan yuran. Perkara ini sangat penting kerana perjalanan sarjana dan doktor falsafah tidak cukup sekadar minat dan rajin. Ramai diluar sana terpaksa lupakan cita-cita untuk memakai topi bulat kerana kekangan kewangan. Apatah lagi biasiswa untuk Pengajian Islam sangat jarang untuk ditemui.”
"Given a scholarship or fee reduction. This matter is very important because of the duration of the Master’s and Doctor of Philosophy programs and it is just not enough to have interestand be diligent. Many out there have to forgo the ambition of wearing a round hat on graduation day due to financial constraints. Not to mention that scholarships for Islamic Studies are very rare to find.”
(Participant-10)
“Biasiswa yang ditawarkan memudahkan proses pembelajaran saya sebagai pelajar pascasiswazah yang tidak berkemampuan, namun ingin menyambung pembelajaran.”
"The scholarship offered had facilitated my learning process as a postgraduate student who is not able to but wants to continue my study."
(Participant-12)
Nine (9) Partcipants replied that the good postgraduate management process was one of the factors that made them choose to continue their studies at KUIPs, such as smooth management of study applications and the convenience of classes, having held on to weekends.
“Staf KUIPs berhemah tinggi, ramah, kemudahan perpustakaan, suasana pembelajaran yang selesa, struktur pengurusan yang licin dan baik.”
"KUIP's staff are highly prudence, friendly, good library facilities, comfortable learning atmosphere, smooth, and good management structures."
(Participant-2)
“Pengurusan pascasiswazah di KUIPs walaupun masih baru, saya dapat rasakan ia amat memenuhi keperluan pelajar pascasiswazah yang berada jauh di tempat masing-masing.
Seperti diadakan sharing session dengan menggunakan online platform. Demikian juga dihantar surat pengesahan biasiswa.”
"The postgraduate management process at KUIPs is still new, but I can feel that it really meets the needs of postgraduate students who are staying far away from their respective places. An example was holding a sharing session using an online platform. Similarly, a scholarship confirmation letter was sent.”
(Participant-12)
“Kelas pengajian lebih fleksibel dan hanya dilaksanakan pada hujung minggu sahaja.”
"Classes are more flexible and are only held on weekends."
(Participant-14)
“Pembelajaran dipermudahkan untuk pelajar jarak jauh.”
"Learning made easier for distance learners."
(Participant-16)
“Program PhD yang ditawarkan diurus dengan baik dan dapat melatih pelajar untuk menjadi penyelidik yang baik. So, mod penyelidikan akan banyak mengajar saya yang sebelum ini tidak berpengalaman dalam dunia penyelidikan.”
"The PhD program offered is well managed and can train students to become good researchers. So, the research mode will educate me a lot when previously I had no experience in the world of research."
(Participant-18)
In Part C, the third theme on the choice of post-graduate programs, participants had chosen such programs at KUIPs owing to its location factor, being in close proximity with both workplace and home to the university’s campus. This also makes it easier for them to interact with their respective research supervisors to discuss the progress of their theses. There were eight (8) participants who gave answers in this Part C, among them were: -
“Rumah satu negeri dengan KUIPs lebih mudah untuk berjumpa dan berbincang dengan supervisor.”
"Home and KUIPs campus within the same state, easier to meet and talk with the Supervisor."
(Participant-6)
“Dekat dengan tempat kerja.”
"Closer to the workplace."
(Participant-8)
“Dekat dengan rumah.”
"Closer to home."
(Participant-9)
“Mudah untuk berurusan sepanjang pengajian kerana berdekatan dengan tempat kerja.”
"It's easy to deal with issues throughout my studies because it's close to the workplace."
(Participant-17)
The fourth theme, Part D, developed for the selection of postgraduate programs at KUIPs, was the Lecturer factor, who were stated to be experts and captains in their respective fields and disciplines. A total of eight (8)Participants provided various feedback on this factor, among them, were:
“Kesediaan calon SV dalam bidang untuk memberikan tunjuk ajar dan kepakarannya sepanjang tempoh penyeliaan yang akan dilalui.”
"SV candidates' willingness in the field to provide guidance and expertise throughout the supervision period."
(Participant-1)
KUIPs mempunyai pensyarah bidang hadis yang berkaitan dengan penyelidikan saya.”
KUIPs has hadith lecturers who are related to my research works.”
(Participant-7)
‘KUIPs mmepunyai pensyarah yang berkemampuan dalam bidang penyelidikan saya.”
"KUIPs has lecturers who are capable in my research field."
(Participant-8)
“Supervisor saya merupakan pensyarah yang mempunyai kelulusan yang sesuai dengan bidang kajian saya, walaupun jika ingin dibandingkan dengan universiti awam lain, pensyarahnya lebih berpengalaman, namun di KUIPs dengan pensyarahnya yang menitikberatkan ilmu dan proses pembelajaran, saya sangat selesa. Tidak semata-mata mengejar 'ranking' untuk menuntut ilmu.”
"My Supervisor is a lecturer who has qualifications suitable for my field of study. If you want to compare here with other public universities, where the lecturers are more experienced, but at KUIPs, with lecturers emphasizing knowledge and the learning process, I am very comfortable. It is just not chasing 'ranking' to acquire knowledge
(Participant-12)
“Penyelia ada dari bidang muamalat yang berkenaan dengan tajuk tesis saya.”
"The supervisor is from the field of education related to the title of my thesis."
(Participant-16)
Notwithstanding the above findings, there were four (4) Participants who stated that they chose to continue their studies at KUIPs because they saw that KUIPs had practiced the Sunnah study methodology approach, which was compatible with their understanding of such practice.
Nevertheless, although this unique factor could not form the main theme, such findings, however, could form an interesting input to probe deeper into future studies dwelling on similar topics.
In the second questionnaire, participants were asked about time management since all of them were working elsewhere and had enrolled on a part-time basis. Two (2) themes have been formed out of this Study research, namely Efficient Time Management and Preparing a Study Schedule, thereby creating an equal balance between time spent at work and study. Ten (10) Participants answered that good time management was important.
“Memperuntukkan waktu yang khusus dan terancang bagi setiap keperluan peribadi, pekerjaan dan pengajian.”
"Allocating specific and planned time for each personal, work, and study needs."
(Participant-1)
“Perancangan masa untuk kajian, interaksi bersama pensyarah adalah penting.”
"Time planning for study and interaction with lecturers are important."
(Participant-2)
“Terpaksa curi - curi masa pada hujung minggu.”
"Had to take time-offs on the weekends."
(Participant-6)
“Membahagikan peruntukan masa dengan semaksima mungkin.”
"Allocate the time usage as much as possible."
(Participant-7)
“Pengurusan masa yang efektif penting untuk seimbangkan antara pekerjaan dan pengajian.”
"Effective time management is important to balance between work and study."
(Participant-7)
“Saya seimbangkan dari sudut pengurusan masa antara kerja dan menulis.”
"I managed time in terms of balancing between work and research writing."
(Participant-15)
“Fokus progress pengajian di hujung minggu. Waktu cuti juga ada yang diluangkan untuk pembelajaran dan pembacaan.”
“Focus on study progress during weekends. Vacation time is also spent on learning and reading.”
(Participant-16)
On the second theme, Preparation of Study Schedule, feedback was provided by seven (7) Participants, as follows:
“Saya buat jadual antara waktu kerja pejabat, peribadi waktu petang dan malam, untuk pengajian dan penyelidikan saya ambil sedikit waktu jam 10.00 hingga 12.00 malam.”
"I prepared a schedule between office work hours and personals - evening and night. For studies and research, I spent some time from 10.00 to 12.00 at night."
(Participant-3)
“Saya buat jadual.”
"I prepared a schedule."
(Participant-4)
“Buat jadual. Siang kerja, malam study.”
“Prepared a schedule. Work during the day and study at night."
(Participant-5)
“Jadual yang teratur. Saya focus bekerja pada hari bekerja siang, dan pada sesi malam saya fokuskan untuk kehidupan peribadi dan keluarga. Manakala pada waktu cuti
sekolah dan cuti2 tertentu saya berikan sedikit ruang masa untuk membaca dan menulis apa yang berkaitan tesis.”
"Regular schedule. I focus on work during the day and in the evening sessions, I would focus on my personal and family life. During school holidays and certain holidays, I spent some time reading and writing texts related to the thesis."
(Participant-13)
“Menyusun jadual harian dengan mengambil kira semua perkara, dan cuba untuk konsisten dengannya. Reward diri jika boleh konsisten.”
"Prepared a daily schedule taking everything into account and trying to be consistent with it. Rewarded myself for being consistent."
(Participant-17)
The third question in this study explored parties that have encouraged participants to study postgraduate programs at KUIPs. Participants had given more than 1 answer to this question.
Two (2) main themes developed were close friends from KUIPs staff and family members. In respect of the first theme, a total of 15 Participants mentioned that they obtained information about KUIPs postgraduate programs through close friends who were also KUIPs staff, using various social media.
“Staf KUIPs yang mempromosikan kepada saya.”
"The staff of KUIPs who promoted to me."
(Participant-2)
“Nampak iklan promosi diskaun yuran di FB Rektor KUIPs dan ini menggalakkan saya untuk memohon.”
"I saw a fee discount promotional ads on KUIPs Rector's FB and this encouraged me to apply."
(Participant-5)
“Staf KUIPs yang memaklumkan kepada saya berkenaan program pascasiswaah KUIPs.”
"The KUIPs staff informed me about KUIPs postgraduate programs."
(Participant-9)
“Para pensyarah KUIPs yang menggalakkan saya mengikuti program pascasiswaah KUIPs.”
"The KUIPs lecturers who encouraged me to enroll into KUIPs postgraduate programs."
(Participant-10)
“Ada beberapa rakan yang berkongsi mengenai pascasiswazah di KUIPs melalui posting media sosial mereka.”
"There are some friends sharing the postgraduate studies at KUIPs through their social media posts."
(Participant-12)
“Melalui media sosial dan kawan-kawan sepengajian di Universiti Islam Madinah.”
"Through social media and fellow students studying at Madinah Islamic University."
(Participant-13)
As for the second theme, a total of eight (8) Participants stated that they chose to continue their postgraduate studies on their own initiatives and encouragement given by their immediate families.
“Saya sendiri yang memilih untuk mengikuti pengajian pascasiswazah KUIPs. Ahli keluarga juga menyokong hasrat saya ini.”
"I personally chose to follow KUIPs postgraduate studies. Family members also supported my wish."
(Participant-1)
“Isteri saya menyokong hasrat saya menyambung belajar peringkat pascasiswazah di KUIPs.”
"My wife supports my ambition to continue studying postgraduate level at KUIPs."
(Participant-3)
“Ibu bapa saya menggalakkan belajar di KUIPs.”
"My parents encouraged me to study at KUIPs."
(Participant-5)
“Suami menyokong saya sambung belajar.”
"My husband encourages me to continue studying."
(Participant-6)
“Isteri yang banyak memberi sokongan dan dorongan untuk belajar.”
"My wife gives a lot of support and encouragement to study."
(Participant-7)
Based on the feedback provided by the participants for each question and research objectives developed for this study, the researcher has developed a study model encompassing the factors of students choosing the KUIPs postgraduate programs (research mode), as shown in Table 2 below.
Figure 3: Research Model Developed by Researcher
Scholarships
Good Management Process
Factors In Selection of Programs
Closed Proximity
Experts in Fields / Disciplines
Time Management Methodology
Effective Time Management Post-Graduate
Programs at
KUIPs Time Study Schedule
Driving Factors to Higher Education Study
KUIPs Staff
Own Initiative & Family
5. Conclusions and Recommendation
This Study has had 3 main objectives, primarily to study the factors of students choosing KUIPs postgraduate programs, secondly the method of managing time with studies and work, and thirdly the motivational factors driving students to choose their postgraduate studies at KUIPs
In respect of the first factor, 4 (four) main themes observed were the availability of scholarships, good postgraduate management systems, KUIPs location being closer to home and workplace, and lastly the presence of experts in the fields and disciplines of study.
The first theme was scholarships, where participants stated that they were very grateful as KUIPs had provided scholarship facilities to sustain their interest in continuing their studies at both the Master's and PhD levels. These findings are analogous to previous studies by Connie et al. (2022), who found that students choose programs at universities because of the availability of scholarships and low fees.
The results of another study by Liu et al. (2021) also found that the choice of a university by students is also influenced by major satisfaction, including good study management, and this is significant with the second theme developed in this study, having a good postgraduate management process.
The third theme that was developed, locality, where students had chosen to study postgraduate programs at KUIPs because the campus location was close to homes and proximity to workplaces, is significant with a previous study conducted by Adília Mendonça da Costa e Silva Gaspar and José Miguel Aragão Celestino Soares (2021), who had stated that there were 3 factors driving the selection of universities by students, these being the ranking of research, lecturers, and close location.
Finally, on the fourth theme, the presence of experts in the field of study, was significant in a previous study conducted by (Ismail Nor, 2018), stating that the selection of students to university programs depends on academic reputation, programs offered, and lecturers’
expertise.
Findings on time management entailed understanding how students balanced time between study, works, and personal lives. Participants answered that they managed time effectively and prepare suitable study schedules according to priorities. This result was significant to a study by Margaret et al. (2015), who stated that students divide their time and have a schedule to balance time for study, work, and personal life. Good time allocation is important so that students are not stressed by having conflicting priorities (Cada, 2021; Lowe and Gayle, 2007)
As for the motivation factors that encourage students to continue their postgraduate studies at KUIPs, there were two (2) themes developed, namely encouragement from KUIPs internal staff as well as personal and family initiatives. The influence of colleagues, friends, and educational consultants had a significant influence on the choice of students to continue their studies at their preferred university (Sundarrajh and Zulkifli, 2020). The results of this study found that the staffs at KUIPs were also friends of the participants, which prompted them to choose post- graduate programs at KUIPs as the only option to continue their studies. Participants obtained information about postgraduate programs at KUIPs through KUIPS staff, that is, through their social media platforms, such as Facebook as well as from KUIPs Rector's Facebook. Good family support to continue studies is significant to previous research by Ze Liu et al. (2021)
who stated that the final decision-making process to continue higher education studies, was influenced by academic performance satisfaction, major satisfaction, and family support.
Adília Mendonça da Costa e Silva Gaspar and José Miguel Aragão Celestino Soares (2021), citing research outcomes of Chapman (1981), stated that factors influencing students to choose a particular university for further study are related to student characteristics, where education level aspirations will attract students to find initiatives to continue study at the preferred university. In addition, Saiti, Papa and Brown (2017) in their study stated that postgraduate students have self-motivation on their own initiative to choose postgraduate programs and universities without any external influences.
Study Limitations
This Study only involved a total of 17 Participants and appropriately going forward, any typical research study should involve a greater number of respondents across a wider geographical coverage. In addition, the participants involved in this study are current KUIPs postgraduate students. The title of this study can be further developed to include the student population of other public and private HEIs in Malaysia. The unique outcome of this study discovered another factor for consideration by students before pursuing degrees in HEIs, this being related to the flow of faith, which is the Manhaj Sunnah. This unique factor is very interesting and should be further studied by researchers dwelling on this congruent topic in the future.
Acknowledgement
This research initiative was greatly supported and financed by Faizuddin Centre of Educational Excellence (FCoEE), by way of a Short-Term Research Grant Scheme. It is thus our sincere thanks and great appreciation to FCoEE and Kolej Universiti Islam Perlis (KUIPs) for the said grant, as well as to the management and staff of FCoEE, and lastly to the Research Management and Innovation Centre (KUIPs) for the varied forms of assistance (directly or indirectly, and supervisory or non-supervisory), guidance’s, inputs, and advice given. We would also like to take this golden opportunity to express our utmost gratitude too to other parties than above, directly, or indirectly, who have greatly helped us in this research, for the completing our study.
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