International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 | Vol. 4 No. 3 [September 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
PERCEPTION OF THE STUDENT TOWARDS THE EFFECTIVENESS OF THE INDUSTRIAL VISITING LECTURER PROGRAM IN TVET HIGHER INSTITUTION
Jamaah Suud1*, Ahmad Zambree Abdul Ghani2 and Herasuhanti Hermain3
1 2 Department of Electrical Engineering, Polytechnic Kuching Sarawak, Kuching, MALAYSIA
3 Department of Information Technology and Communication, Polytechnic Kuching Sarawak, Kuching, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 13 July 2022 Revised date : 25 August 2022 Accepted date : 1 September 2022 Published date : 8 September 2022
To cite this document:
Suud, J., Abdul Ghani, A. Z., & Hermain, H. (2022).PERCEPTION OF THE STUDENT TOWARDS THE EFFECTIVENESS OF THE
INDUSTRIAL VISITING LECTURER PROGRAM IN TVET HIGHER
INSTITUTION. International Journal of Education and Pedagogy, 4(3), 65-79.
Abstract: Nowadays, competition among graduates to get a job parallel with their qualifications level and high salary is quite tough. It is significant for higher education institutions to provide students with quality learning to fulfill the industry expectations and demands. One of the strategies for institution and industry collaboration activity to achieve such quality learning is the industrial visiting lecturer program. However, there is very limited research conducted to find out the student’s perception towards the effectiveness of the industrial visiting lecturer program at Polytechnic Kuching Sarawak (PKS). The objective of this study is to determine the student’s perception towards the effectiveness of the visiting lecturer program at PKS. Data were collected from 88 students with a Diploma in Electrical and Electronics Engineering and Diploma in Electronic Engineering (Communication) Session 1 2021/2022 who followed the industrial visiting lecturer activity "Three Phase Generation Course and the Application of Transformers for Transmission and Distribution" at PKS.
The Kirkpatrick model of evaluation, which consists of four levels of training outcomes, was employed in this study.
Based on the finding obtained, students’ perception towards the effectiveness of the industrial visiting lecturer program at PKS is a high level of acceptance in terms of their reaction, learning, behavior, and result from the program.
These results show that students understand and value the benefits of gaining knowledge and skills from working
1. Introduction
In this challenging competitive era, by only having academics such as diplomas or degree qualifications without practical experience and understanding the scope of jobs, it is hard for the students to get a job with a high income. As a result, it is significant for higher education institutions to provide students with quality learning that includes both practical experience and theoretical knowledge. Traditional teaching methods have their strength and benefit in conveying a fundamental understanding. However, students benefit greatly from exposure to the industry and work experience to prepare them for the challenges, expectations, and demands of the modern workplace. One of the strategies to achieve quality TVET graduates highlighted in Malaysia Education Development Plan (Higher Education) 2015-2025, also known as the PPPM (PT) 2015-2025 is "Industry Based Curriculum". To achieve this strategy, the institution collaborates with the industry to improve existing programs and make them more relevant. In achieving this strategy, institution-industry collaboration is one of the improvement activities. One of these is the involvement of industrial visiting lecturers, who bring the perspectives of working professionals into the classroom to enhance teaching and learning (T&L). The implementation of these activities expected students to gain knowledge, share experiences, and learn about the latest technology directly from industry practitioners, either in the lecture room or in the field. Hence, the purpose of this research is to investigate the perception of the student towards the effectiveness of the industrial visiting lecturer program in TVET higher institutions specifically at Polytechnic Kuching Sarawak. To achieve this objective, the feedback from 88 students with Diploma in Electrical and Electronics Engineering and Diploma in Electronic Engineering (Communication) who participated in the activity "Three Phase Generation and the Application of Transformers for Transmission and Distribution" under "Electrical Circuit" course in PKS have been studied. The Kirkpatrick evaluation model is adopted to analyze the success rate of the program which includes reaction, learning, behavior, and result level. Reaction level refers to how people felt, thought, and interpreted after participating in the program. After completing the program, participants are asked to fill out a questionnaire to reflect on how they felt throughout the program. Learning level is the extent to which trainees have gained professional expertise through exposure to and engagement with the course material. Workplace behavior is the focus of behavior level, which aims to influence change through observation of actual behavior. This behavior level look at how well participants implement what they've learned, how much they teach their co-workers, whether they adopt a more optimistic outlook, and how much their performance improves as a result of the program. Meanwhile, the focus of the result level was on the outcomes achieved by the participants as a result of implementing the program. The findings of this study can professionals in the field. The findings of this study can help those in positions of authority like governments, institutions, and policymakers determine whether or not to revise, stop, or continue the program designed to give students a ready- to-work in the job market by giving them exposure to and knowledge of real-world industry practice.
Keywords: industrial visiting lecturer, polytechnic, kirkpatrick model, acceptance level.
assist institutions in improving the quality of the program and either revising, stopping, or continuing the program. The rest of the paper is divided into four parts after this introduction. In Section 2, the literature review is presented. In Section 3, the research design and methodology are explained, which includes the respondent profile and feedback. Results and discussion of the questionnaires are presented in Section 4. Lastly, the conclusion is outlined in Section 5.
2. Literature Review
The role and significance of industrial talks have been positively accepted in higher education institutions, for students to gain better knowledge and learning in terms of practical exposure and real-life industry experience in comparison to theoretical knowledge provided in classrooms. Several studies have highlighted the importance of industrial visits and talks for students in higher education institutions as mentioned next.
(Singh, S et al., 2021) reveal that although formal classroom instruction will always play a vital role in shaping professionals, regular talks given by professionals in the industry can help students retain more of what they learn and apply it in the workplace. Although industrial talks can never take the place of actual site visits, they may be chosen in the event of a widespread epidemic. Therefore, the most effective method of providing quality education to students is through a curriculum that emphasizes basic classroom learning and incorporates periodic industrial talks and industrial visits.
(Gentelli, L., 2015) finding indicated that students agree that it is beneficial to learn from working experts in their field. However, they strongly supported bringing back tutorials, recorded lectures, and a unit reader. Instead of forcing students to choose between two unsatisfactory options, such as a unit delivered only by the unit coordinator or a seminar-style format in which a guest lecturer gives short presentations, it has been shown that offering them both is more beneficial. This may be accomplished by the use of both guest lecturers and the unit coordinator, more contact with guest lecturers to maintain consistency and the development of a unit reader, and the use of regular small group tutorials. (Sui, L. K. M. et al., 2019) found that Industry-academia collaboration (IAC) in the classroom is a holistic approach and best practice since it enhances academic learning, increases career prospects and helps students sharpen their soft skills. Therefore, the authors of this study suggest that institutions of higher learning work together with industries to better equip undergraduates for them with the skills they'll need to find work after graduation. (Casado-Aranda, L. A. et al., 2021) findings show that the students who took part in the students who participated in the work-integrated learning (WIL) program reported higher levels of intrinsic motivation, comfortable, and passion for the courses. As a result, they were better able to apply the ideas in practice, had more confidence in their managerial skills, and had a firmer grasp of the economic climate. These results represent a step forward because they highlight the value of WIL in knowledge- based industries where graduates' mastery of specialized skills is essential for graduates to successfully enter the job market. (Johan, K., 2015) presented the concept of learning via experience.
Learning via experience strategies allows lecturers to assist students through the learning process and make the lecture more of a student-centered, interest-based learning environment. Lecturers of engineering courses who also have professional working experience in industry might benefit their institution by passing on not just their knowledge of the subject matter but also the skills that students will need to succeed in the job market. More than 80% of students feel their lecturers contribute value to their education because they encourage students' confidence and openness to new ways of thinking
about old problems, and they are professional in their interactions with students. All of these characteristics should be present in the role models they look up to as they work toward becoming successful engineers.
Evaluating a program is a way to assess its performance and determine whether or not to implement it. When the decision-maker or other stakeholders want to know how well the program is doing, they evaluate it, according to (Irambona, A. et al., 2015). The evaluation process plays a crucial part in every successful program's operation. It is impossible to determine the program's effectiveness and determine what steps should be performed next without evaluating the program. The evaluation's findings may be used by policymakers, decision-makers, and program developers to make adjustments to the program's direction, or to decide whether to end or continue as mentioned in (Abrory, M., 2014). Each planned program or training must be evaluated to provide information to organizations following the defined objectives or goals according to (Azizi, Y. et al., 2007, Kamaruzzaman, A. M. et al., 2016, McNeil, R. C., 2011, and David, R. et al., 2010). This statement is also supported by Arikunto, S., 2008), who believes that the evaluation is carried out to determine whether the program is being implemented following the plan and objectives. Therefore, an effective program evaluation process requires a specific approach or model that serves as the foundation for the evaluation. A program evaluation study can assist management in determining whether a program should be continued, improved, or terminated (Fadzil, M. et al., 2013).
In this study, the Kirkpatrick model from (Fitzpatrick, J. L et al., 2011) is adapted which is frequently used as an indicator and serves as a comprehensive framework model for conducting program evaluation studies. The Kirkpatrick model is adaptable to a wide range of applications and is widely used in educational assessment research around the world. (Du, J., 2021) stated that the Kirkpatrick model is the most popular and commonly used method for assessing the effectiveness of training programs. The Kirkpatrick model is a reliable and valid tool for assessing training's effectiveness in a variety of contexts, including scientific investigations and business applications. (Smith, A. D., 2019) study employed the Kirkpatrick model to analyze college students' perceptions and experiences with the SuPPort College Learning Program in Georgia. (Eryanto, H. et al., 2019) used the Kirkpatrick model approach to evaluate the effectiveness of entrepreneurship training and practice programs in West Java high schools. (Lee, S. Y. et al. 2019) evaluated the effectiveness of the Medical Humanities Course curriculum at Seoul National University College of Medicine using the Kirkpatrick model. Sequentially, (Hakan, K. et al., 2011) determined the validity and reliability of an assessment scale developed in the context of English curriculum assessment at Yildiz Technical University based on the principles of the Kirkpatrick Assessment Model. (Norazilawati, A. et al., 2015) used the Kirkpatrick model in a study to evaluate the implementation of science subject assessment among secondary school teachers using quantitative and qualitative methods. The evaluation of the context, input, and product dimensions revealed moderate results, while the process dimensions show high results. Various studies have been developed using various levels in the Kirkpatrick Model. (Ahmad, A., 2010) and (Mohamad Fadzil, C. A et al., 2013) studies focus on the evaluation's input, process, and product dimensions. Some studies elaborate on input and process dimensions (Zul Azwal, M. 2017), as well as a single input dimension (Zulkifli, H et al., 2016).
3. Research Design and Methodology
The data in this research was collected using a survey. This research surveyed 99 college students who had earned diplomas in Electrical and Electronics Engineering and a Diploma in Electronic Engineering (Communication) who followed the Industrial Visiting Lecturer activity "Three Phase Generation Course and the Application of Transformers for Transmission and Distribution" and 88 students have responded to the distributed questionnaires. This course is one of the topics in the subject "Electrical Circuit" to be taken by students of Diploma in Electrical and Electronics Engineering and Diploma in Electronic Engineering (Communication) at PKS. This sample research population is based on (Krejcie, R. V. et al., 1970). The quantitative method was used in this study.
Students are given a survey form in the form of "google form" and distributed through the WhatsApp group. The survey included two parts of the questionnaire. Table 1 displays the results of the first part, in which respondents' demographic information such as gender, academic semester, and age were collected. Table 2 shows the industrial visiting lecturer program survey which displays the 20 items in the second part, which covers several levels of the reaction, learning, behavior, and result.
The questionnaire was adopted from the Kirkpatrick model. The research employed a Likert scale with 1 representing "strongly agree" and 5 representing "strongly disagree" for each of the 20 items.
The SPSS statistical program version 26 has been used to analyze the data.
Table 1: Demographic Profile Questions Variables Gender Male
Female Semester 2
3 4
Age 17-20
21-24 25 and above
Table 2: Industrial Visiting Lecturer Program Survey Reaction
B1. The industrial visiting lecturer achieved the objective of the program.
B2. The program duration is appropriate.
B3. The program location/medium is appropriate.
B4. The program material fulfills the program needs.
B5. The industrial visiting lecturer presentation is suitable.
B6. The program activity is relevant.
B7. The content of the program was appropriate.
Learning
C1. The program gave me new information and knowledge.
C2. The program provided me with practical skills in my field that I did not have before.
C3. The program motivated me and made me interested in learning more.
C4. The program helped me to succeed in my work in a way that I would not have been able to do before.
Behavior
D1. The program inspired me to improve my achievement.
D2. The program developed some aspects of my behavior.
D3. The program increased my ability to perform well in my job role.
D4. My job behavior changed after completing the program.
Result
E1. Learning in the activities opens my mind positively.
E2. This activity helps me to be more productive.
E3. The skills acquired in this activity can improve the quality of my work.
E4. This activity encourages me to work more efficiently.
E5. This activity increases my commitment to the organization.
Mean score interpretation analysis was evaluated based on the mean score interpretation table presented by the study by (Jamil, A., 2002). The interpretation of this mean score refers to the level of process that a mean score between 1.00 and 2.33 indicated a low level of agreement, there was a medium level agreement between a score of 2.34 and 3.66, and there was a high-level agreement between a score of 3.67 and 5.00. Table 3 shows the score interpretation used.
Table 3: Mean Score Interpretation Mean Score Interpretation
3.67-5.00 High 2.34-3.66 Medium 1.00-2.33 Low
The reliability tests on the variable of the questionnaire for this study were found high reliability with a value of 0.97 (Cronbach, L. J., 1951). The results of Cronbach's alpha indicate that the suggested model is highly reliable and consistent internally.
4. Results and Discussion
Table 4 shows the frequency and percentage of respondents by demographic profile. Table 4 displays the frequency distributions of the variables that were derived from the response to the various demographic questions.
Table 4: Frequency and Percentage Distribution of Respondents by Demographic Profile
Variables Frequency Percent (%)
Gender Male 70 79.5
Female 18 20.5
Semester 2 86 97.7
3 0 0
4 2 2.3
Age 17-20 75 85.2
21-24 12 13.7
25 and above 1 1.1
A total of 88 respondents were involved in the survey. A total of 70 respondents (79.5%) are male while 18 respondents (20.5%) are female. About 86 respondents (97.7%) are in semester 2 while 2 respondents (2.3%) are in semester 4. Overall, there are 75 responses (85.2%) and their ages range from 17 to 20. This is followed by 12 respondents (13.7%) aged 21 until 24 years old and the lowest percentage is for respondents aged 25 and above years old (1.1%).
4.1 Respondent’s Perception Toward Reaction Level
Table 5 shows the mean score and level of acceptance interpretation for the reaction items.
Respondents were tested with 7 items and the mean score were shown in Table 5 below. Thus, the study found that the highest mean score was 4.36 for item B7 (The content of the program was appropriate). Meanwhile, item B5 (The industrial visiting lecturer presentation is interesting) had a 4.35 mean score, followed by item B6 (The program activity is relevant) had a 4.18 mean score, B1 (The program objective was achieved) had a 4.18 mean score, B4 (The program material fulfills the program needs) had a 4.15 mean score, and B2 (The program duration is appropriate) had a 4.11 mean score. The lowest mean score was recorded by item B3 (The program location/medium is appropriate), which is a 4.07 mean score.
Table 5: Mean Score and Level of Acceptance for Reaction Item Item Mean Std.
Deviation
Interpretation Reaction
B1. The program objective was achieved.
4.18 0.578 High
B2. The program duration is appropriate.
4.11 0.685 High
B3. The program location/medium is appropriate.
4.07 0.621 High
B4. The program material fulfills the program needs.
4.15 0.653 High
B5. The industrial visiting lecturer's presentation is interesting.
4.35 0.588 High
B6. The program activity is relevant.
4.18 0.537 High
B7. The content of the program was appropriate.
4.36 0.550 High
From Table 5, the result indicated that all the respondents were a high acceptance level towards a reaction to the program. Respondents agreed that the program objective was achieved. They also agreed that the industrial visiting lecturer's presentation is suitable, the program activity is relevant, the program objective was achieved, the program material fulfills the program needs, and the program duration is appropriate. This finding is supported by (Vonny, R. P. E. et al., 2016) state that the good facilities aspect is one of the indicators that give the satisfaction of the program participants. Similar to what we found, (Putri, Y. E., et al., 2016) found that students are most satisfied when their teachers are both knowledgeable and entertaining. This finding is supported by (Utomo, A. P. et al., 2014) informed suitable material delivered during the program is important to achieve the program
objectives. Meanwhile, this study found that the program location/medium appropriately obtained the lowest score. This is because the program was conducted through online platforms. The results are consistent with those obtained by (Kemp, N. et al., 2014), who concluded that in-person education had advantages over online training due to its interactive nature. Besides that, (Xu, D. et al., 2016) mention that there are many advantages to classroom interaction that are lacking in their virtual learning environments. Meanwhile, (Paul, J. et al., 2019) reveal that teaching face-to-face does not need the use of computer networks. Because of the nature of online education, the student must have constant and reliable connectivity to the Internet. If there are technological issues, students taking an online course may be unable to interact with one another, turn in their work, or get access to course materials. As a result, the student may experience increased frustration, decreased performance, and a general lack of motivation to study. According to (Zahro, S. et al., 2016), a program's time allocation used within a program should be assessed for a more efficient timetable for future coaching. There should be a committee responsible for overseeing the internship program to prepare for the instructor who has not followed the correct timetable. According to (Rohani, E., 2015), a quality control staff is essential for performing an effective supervisory role. Supervisors, for instance, should verify the coaching hours once every week. They need to be there for the whole of the coaching session and not simply drop in to reduce prejudice. This implies that even if a student performs an excellent job of teaching, they will still face disadvantages since no supervisor will check up on them. This is consistent with the findings of (Sahraini, S. et al., 2015), who state that instructors with superior teaching skills would be unrecognized due to the lack of a consistent assessment schedule. Similar points are made by (Utomo, A. P. et al., 2014) on the significance of ensuring that course content is consistent with the overall goals of the program. Consequently, only relevant materials should be preserved, while those that were not necessary for the internship experience might be discarded.
4.2 Respondent’s Perception Toward Learning Level
Table 6 shows the mean score and level of acceptance interpretation for the learning items.
Respondents were tested with 4 items and the mean score were shown in Table 6 below. Thus, the study found that the highest mean score was 4.44 for item C2 (The program provided me with practical skills in my field that I did not have before). Meanwhile, item C1 (The program gave me new information and knowledge) had a 4.42 mean score, followed by item C4 (The program helped me to succeed in my work in a way that I would not have been able to do before) had a 4.36 mean score. The lowest mean score was recorded by item C3 (The program motivated me and made me interested in learning more), which is a 4.34 mean score.
Table 6: Mean Score and Level of Acceptance for Learning Item Item Mean Std.
Deviation
Interpretation Learning
C1. The program gave me new information and knowledge.
4.42 0.601 High
C2. The program provided me with practical skills in my field that I did not have before.
4.44 0.584 High
C3. The program motivated me and made me interested in learning more.
4.34 0.641 High
C4. The program helped me to succeed in my work in a way that I would not have been able to do before.
4.36 0.610 High
From Table 6, the result indicated that all the respondents were a high acceptance level towards learning from the program. Respondents agreed that the program provided them with practical skills in my field that they did not have before. They also agreed that the program gave them new information and knowledge, the program helped them to succeed in their work in a way that they would not have been able to do before, and the program motivated them and made them interested in learning more. From the obtained result, the application of the industrial visiting lecturer program in the field of electrical engineering resulted in significantly more motivated students with a greater interest in learning more. These findings are consistent with those of other study areas (Crebert, G. et al., 2004, Drewery, D. W. et al., 2020, and Jackson, D. et al., 2015) verify that the Guest Industrial Program (GIP) has a positive effect on motivation and engagement of students majoring in electrical engineering. This might be a major step toward improving how we learn and using that learning in the workplace.
These findings theoretically investigate the advantages of guest industry engagement programs over more conventional teaching methods in higher education. Some studies have compared the effectiveness of alternative teaching methods with conventional lectures, such as the flipped classroom (Sailer, M. et al., 2021, and O'Flaherty, J. et al., 2015), role-playing (Moreno-Guerrero, A.
J. et al., 2020), and participatory learning (Mareca, M. P. et al., 2019). This study is an important step in this direction because it highlights the value of participating in industrial guest lecturer programs for students majoring in knowledge-intensive disciplines like electrical engineering, where the development of marketable skills is essential for career success after graduation. To be more precise, we find that having experienced electrical engineering specialists present in university lectures boosts students' belief in their abilities to lead businesses and address economic and monetary issues. We also demonstrate that the guest industrial lecturer program has a positive effect on students' motivation and their capacity to apply what they learn in the real world. So, the gap between the academic world and practicing electrical engineers may be bridged if experienced specialists were invited to supplement the standard lectures given in classrooms.
4.3 Respondent’s Perception Toward Behavior Level
Table 7 shows the mean score and level of acceptance interpretation for the behavior items.
Respondents were tested with 4 items and the mean score were shown in Table 7 below. Thus, the study found that the highest mean score was 4.20 for item D2 (The program developed some aspects of my behavior.). Meanwhile, item D3 (The program increased my ability to perform well in my job role) had a 4.18 mean score, followed by item D4 (My job behavior changed after completing the program.) had a 4.17 mean score. The lowest mean score was recorded by item D1 (The program inspired me to improve my achievement), which is a 4.16 mean score.
Table 7: Mean Score and Level of Acceptance for Behavior Item Item Mean Std.
Deviation
Interpretation Behavior
D1. The program inspired me to improve my achievement.
4.16 0.741 High
D2. The program developed some aspects of my behavior.
4.20 0.714 High
D3. The program increased my ability to perform well in my job role.
4.18 0.751 High
D4. My job behavior changed after completing the program.
4.17 0.746 High
From Table 7, the result indicated that all the respondents were a high acceptance level towards behavior from the program. Respondents agreed that the program developed some aspects of their behavior. They also agreed that the program increased their ability to perform well in their job role, the program changed their job behavior after completing the program, and the program inspired them to improve their achievement. This result is supported by the finding of (Johan, K. et al., 2015) that the industrial-based program among students can add value to them by building confidence, encouraging novel approaches to problems, and displaying a high level of professionalism as a means of preparing them for future employment. Besides that (Tanius Erni, B., 2015) stated that by talking to an industrial advisor the student can sharpen talents in critical thinking, problem-solving, negotiation, public speaking, and strategic planning are highly interested candidates for employers.
4.4 Respondent’s Perception Toward Result Level
Table 8 shows the mean score and level of acceptance interpretation for the results items. Respondents were tested with 5 items and the mean score were shown in Table 8 below. Thus, the study found that the highest mean score was 4.25 for item E1 (Learning in this program opens my mind positively).
Meanwhile, items E2 (This program helps me to be more productive) and E3 (The skills acquired in this program can improve the quality of my work) had a 4.22 mean score. The lowest mean score was recorded by item E4 (The skills acquired in this program can improve the quality of my work) and E5 (This program increases my commitment to the organization) which is a 4.19 mean score.
Table 8: Mean Score and Level of Acceptance for Result Item Item Mean Std.
Deviation
Interpretation Result
E1. Learning in this program opens my mind positively.
4.25 0.747 High
E2. This program helps me to be more productive.
4.22 0.750 High
E3. The skills acquired in this program can improve the quality of my work.
4.22 0.686 High
E4. This program encourages me to work more efficiently.
4.19 0.741 High
E5. This program
increases my commitment to the organization.
4.19 0.692 High
From Table 8, the result indicated that all the respondents were a high acceptance level of results from the program. Respondents agreed that the program opens their minds positively. They also agreed that the program helps them to be more productive., The skills acquired in this program can improve the quality of their work, this program encourages them to work more efficiently and the program increases their commitment to the organization. This result is supported by the finding by (Johan, K. et al., 2015) that highly valued industrial experience lecturers think their students are optimistic about their ability to find work after graduation. Lecturers from Industrial can reflect their teaching mode in the real work environment through their industrial experience. The combination of these reflections and a positive attitude could increase students' confidence levels and readiness to work. Besides that, these results are in line with the earlier studies by (Crebert, G. et al., 2004, Drewery, D. W. et al., 2020, and Jackson, D. et al., 2015), when students use active learning techniques like Work Integrated Learning, which includes input from professionals in the field, they can make significant gains in terms of both knowledge acquisition and its practical application.
5. Conclusion
This study aims to identify students’ perceptions towards the effectiveness of the industrial visiting lecturer program at PKS. For this research, the authors adopted the four-level Kirkpatrick assessment model that was first proposed in 1959 to measure students’ perceptions towards the effectiveness of the industrial visiting lecturer program at PKS. Based on the finding obtained, students’ perception towards the industrial visiting lecturer program at PKS is a high level of acceptance. It shows that students acknowledge and value the benefits of gaining knowledge from working experts in the field.
Participants' responses to the industrial visiting lecturer programs reveal a high level of acceptance with the level of reaction. Respondents agreed that the program objective was achieved. They also agreed that the industrial visiting lecturer's presentation is suitable, the program activity is relevant, the program objective was achieved, the program material fulfills the program needs, and the program duration is appropriate. Participants are highly accepted with the program's overall level of efficacy in terms of learning. With regards to knowledge acquisition, it demonstrates that participants generally believed that the program helped them acquire work-related abilities they lacked previously.
Furthermore, they all agreed that the program taught them something new, that it improved their chances of professional success, and that it inspired them to continue their education. The behavior level of effectiveness of the program indicates that the participants are at a high acceptance level. At the behavior level, respondents agreed that the program developed some aspects of their behavior.
They also agreed that the program increased their ability to perform well in their job role, the program changed their job behavior after completing the program, and the program inspired them to improve their achievement. A high level of participant acceptance in result level determines the program's effectiveness. Respondents agreed that the program opens their minds positively. They also agreed
that the program helps them to be more productive, the skills acquired in this program can improve the quality of their work, this program encourages them to work more efficiently, and the program increases their commitment to the organization. In conclusion, this study finds that the implementation of an industrial visiting lecturer program is a comprehensive strategy and best practice methodology to improve student industrial knowledge, motivation, and soft skills and need to continue. This program approach also hopes to provide ready-to-work students having hands-on experience as well as the information gained through real-world industry practice as outlined in item 5.11 Policies and Principles Curriculum Planning and Delivery of the 2014 Edition of the Study Program which emphasizes the need for more intensive industry involvement in Teaching and Learning to produce graduates who are ready to work (work ready). This study is limited to the student in the Department of Electrical Engineering Department, perhaps in the future, it could include other departments such as the Civil Engineering Department, Mechanical Engineering Department, Department of Information Technology and Communication, Petrochemical Engineering Department, and Commerce Department in PKS.
6. Acknowledgement
We acknowledge the Polytechnic Kuching Sarawak, Malaysia for motivation support and provision of enabling working environment. Also appreciate the conference organizer of the 4th International Conference on Business, Economy, Education, Engineering, Inter-Disciplinary, Technology, and Social Sciences, Kuala Lumpur Malaysia given the opportunity for us to join the conference.
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