Ulasan buku / artikel

Management Good Practices…
E-book:
Ulasan buku / artikel......
Oleh:
Nurhafiza Abu Seman
(Pensyarah Fakulti Sains
Pentadbiran dan Pengurusan Polisi)
The tradition of book reading continues…
by: Azyanee Luqman
I read with great interest a new article appeared in the Star
online on 7th May 2009. It was about an effort made by Terengganu state government to supply electronic books or ebooks free of charge to 23,000 Year Five pupils all over the
state. According to State Education, Higher Learning, Science, Technology and Human Resources Committee Chairman Ahmad Razif Abdul Rahman, the e-book project was
part of the state government’s aim at providing quality education as well as reducing the burden of heavy schoolbags for
the children. Undoubtedly, the Internet-enabled e-books will
be able to transform our education system as pupils are now
being fully digital, enabling them to access education-related
portals and archives online. The evolution of electronic books
started back in 1971, many years before the era of the Internet. It was when Michael Hart began to produce the Declaration of Independence and proceeded to put more than 2000
classic books online at the University of Illinois’ Computer
Center. Later in 1990, a New York-based media company
began putting books such as Jurassic Park and Alice in Wonderland on CDs. However, the project was not a commercial
success as the CDs were expensive to produce and distribute, and during that time people were still not ready to buy
CD-formatted books. Moreover, the CD-formatted books appeared in the marketplace before most PC users had CDROM drives built in their computers. After having had a glorious history of birth, death, re-birth, and death again, e-books
are now back as major companies such as Amazon and Sony
produced the much talked-about dedicated e-book readers.
In 2007, Sony Reader was born and received tremendous
success from e-book readers worldwide. Not long after that,
Amazon, the world’s largest book retailer, has joined the fray
with the birth of its Kindle. In February 2009, Jeff Bezos, Amazon’s boss, unveiled the improved version named Kindle
2. Kindle 2 is the latest dedicated e-book reader that has
become a must-have gadget among the evolving e-reader
market. It creates quite a phenomenon as a result of its huge
success. This kind of acceptance is about to imitate the success of the iPod, the distinguished portable media player designed and marketed by Apple. It is estimated that the future
growth of e-book sales will increase significantly in the years
to come. This explains the high interest of major, powerful
companies such as Google and Apple to compete with Sony
and Amazon in developing e-book applications and devices.
Apart from that, e-books offer many advantages compared
to traditional published books, e.g. portability and availability.
However, they will not completely put an end to traditional
published books industry, yet. As what Jeff Bezos said, “Kindle 2 is about preserving a great tradition—book reading—
and improving it, not about replacing it.”
References
Laudon, K. C., & Traver, C. G. (2009). E-commerce: business, technology, society
(5th ed.). New Jersey: Pearson Prentice Hall.
The Economist .com. (2009, February 12). The march of the
Kindle. Retrieved May 7, 2009 from http://www.economist.
com/business/displaystory.cfm?story_id=13109804
The Star Online. (2009, May 7). E-books to be free, will
benefit 23,000 pupils. Retrieved May 7, 2009 from http://
www.thestar.com.my/news/story.asp?file=/2009/5/7/
nation/3851723&sec=nation
Nama Buku: Slumdog Millionnaire
Pengarang:
Vikas Swarup
Buku ini mengisahkan Ram Mohammad Thomas, anak yatim dan
seorang pelayan restoran yang tidak pernah bersekolah telah menjadi juara untuk rancangan tersebut. Namun, kejayaannya mengundang padah kerana syarikat yang bertanggungjawab tidak menyangka
yang Ram akan mampu menjawab kesemua soalan dan tawaran 1
billion itu sebenarnya hanyalah sebuah commercial gimmick. Untuk
mengelak daripada membayar duit kemenangan Ram, syarikat itu telah mendakwa Ram atas tuduhan menipu. Tuduhan yang kelihatan
wajar kerana hakikat kehidupan Ram. Logiknya, kalau tidak pernah
bersekolah, masakan mampu menjawab soalan yang bukan calangcalang susahnya. Ram kemudiannya dibawa ke balai polis untuk soal
siasat usai rancangan tersebut. Dia kemudiannya didera oleh polis
bagi mendapatkan kepastian mengenai kemenangan dan kebolehannya untuk menang sehinggalah seorang peguam wanita muda bernama Smita tampil untuk membelanya. Dalam usaha menyelamatkan
dirinya, Ram kemudiannya bercerita kepada Smita apa yang berlaku.
Ceritanya mengikut nilai duit yang dimenangi (bermula daripada 1,000
rupees hinggalah ke 1,000,000,000 rupees) kerana setiap soalan
yang mampu dijawab olehnya berbetulan dengan apa yang dia alami
di dalam hidupnya. Novel itu membuatkan saya merasa seluruh pahit manis hidup Ram - sebermula kehidupannya sebagai bayi yang
dibuang di dalam tong sampah di depan sebuah gereja hinggalah
kepada kegembiraannya mendapat wang kemenangan dan cinta hatinya - Nita. Saya paling terkesan pada babak 100,000,000 rupees X Gkrz Opknu (or A Love Story) - cerita Ram mengenai Shankar,
anak autistik dan istimewa yang tidak diingini oleh ibunya, seorang
bangsawan, Swapna Devi. Swapna Devi dikenali sebagai seorang
yang pemurah. Dia mempunyai ramai pembantu dan mempunyai ramai penyewa. Shankar itu diberitahu kepada semua orang sebagai
seorang anak cacat dan terbiar, dan atas ihsan Swapna Devi, Shankar
diambil tinggal bersama. Cerita Swapna Devi terbongkar apabila diari
Shankar yang maut akibat penyakit rabies ditemui oleh Ram dengan
lukisan Shankar mengenai ibu yang tidak pernah mengakuinya anak.
Apapun, saya memang puas membaca novel ini. Saya jadi takjub dengan keupayaan penulisnya, Vikas Swarup menjalin cerita kehidupan
yang ‘biasa’ dengan pelbagai warna emosi. Dan, saya masih tercaricari kalau-kalau ada penulis-penulis kita yang boleh menulis sebegini
(kemungkinan besar ada, tapi mungkin saya belum jumpa!). Kesudahan yang menggembirakan
Just For Fun/Cuit-Cuit Hati...
Management Lessons - 1
Can I also sit
like you and
do nothing
all day long?
Sure,
why not
To be sitting and doing nothing,
you must be sitting very, very high up...
Moral of the story: Unless you are FIRST IN COMMAND, do not neglect
your work or doing nothing...
AUGUST09 - Vol 4
Patrons
Prof. Madya Tg. Yusoff Tg.Mahmud
Prof. Madya W. Dorishah W. Abd. Manan
Advisors
Najah Lukman
Haslenna Hamdan
Roseziahazni Abdul Ghani
Editorial Team
Noor Malinjasari Ali
Raslina Mohamad Nor
Hasmida Mohd Nor
ext 1981
ext 1984
ext 1984
Publication
UPENA UiTM Terengganu
e Mail Editor
Chief Editor
[email protected]
The editorial team would like to thank for
the support and contribution of articles.
Materials for publication are welcome and
should be sent to:
The Chief Editor
BIZNEWZ
Faculty of Business Management,
Universiti Teknologi MARA, Terengganu
23000 Dungun, Terengganu.
Tel: 09-8403 777
Fax: 09-8403 700
email : [email protected]
When Academician Writes….
PENDEKATAN BERSEPADU DALAM
KURIKULUM KEUSAHAWANAN
oleh: PM Norsidah Ahmad
Persekitaran ekonomi yang agak suram mengupayakan sumber dan pelaksanaan
ditambah dengan masalah pengangguran tindakan untuk memaksimumkan semua
di kalangan siswazah telah menyumbang peluang (Kuratkom et al.,2001). Definisi
kepada keperluan program pembangunan ini perlulah ditakrifkan dalam bentuk yang
usahawan sebagai satu pendekatan un- lebih meluas lagi dan ini termasuklah indituk memantapkan ekonomi dan sebagai vidu yang terlibat dalam industri kecil sedsalah satu usaha mengelakkan pengang- erhana, juga individu yang terlibat dalam
guran di kalangan siswazah dan lepasan sektor korporat atau kerajaan.Pentakrifan
sekolah. Keusahawanan bukan hanya kepada usahawan melibatkan individu
dilihat sebagai salah satu yang pent- tetapi keusahawanan boleh ditakrifkan
ing untuk pengeluaran atau penciptaan sebagai kewujudan organisasi yang inproduk baru tetapi juga untuk mewujud- novatif dengan tujuan untuk meraih atau
kan persekitaran kompetitif yang mantap meningkatkan lagi kadar pertumbuhan
oleh firma-firma yang berwibawa. Oleh itu, ekonomi di bawah keadaan yang berisiko
firma-firma ini semakin memerlukan modal atau tidak menentu (Dollinger, 2003).
insan dengan keupayaan keusahawanan.
Jika kita mengkaji, beberapa elemen yang
Ini membawa kepada keperluan institusi
biasa dijumpai dalam takrifan keusahawapendidikan menawarkan bidang keusahanan, ia melibatkan:
wanan atau setidak-tidaknya setiap pelajar
diberi pengetahuan yang asas mengenai
• Kreativiti adan Inovasi;
bidang keusahawanan.
• Pengumpulan sumber dan asas organisasi ekonomi;
Definisi Usahawan dan Keusahawanan
• Peluang untuk mendapatkan sesSeorang usahawan boleh ditakrifkan seuatu keuntungan di bawah keadaan
bagai seseorang individu yang boleh meberisiko atau tidak menentu;
lihat kepada persekitaran, mengenal pasti
• Mencari peluang luar biasa.
peluang untuk memperbaiki keadaan,
(bersambung di keluaran hadapan)
From The Editor Desk:…
Bertemu kembali untuk Volume keempat Biznews 2009. Pelbagai perkara mewarnai kampus kita
sepanjang detik ini, daripada meraikan kemenangan UiTM Terengganu sempena Sukan Staf
2009 (tahniah diucapkan kepada staf yang mengambil bahagian), kemasukan para pelajar baru
dan semester baru bermula hinggalah kepada ancaman H1N1 di kampus kita. Di kesempatan ini juga, saya mewakili
warga FPP mengucapkan sekalung penghargaan buat Puan Roseziahazni atas iltizam dan kegigihan beliau sepanjang
menjadi Koordinator BBA F/ISB dan semoga Puan Roseziahazni bakal meneruskan kecemerlangan di kampus Kuala
Terengganu dan tahniah buat Koordinator baru, Puan Fathiyah Ismail atas kesinambungan kerja. Moga kampus Dungun
dan warga kerja FPP khususnya akan sentiasa ceria dan sebagaimana biasa, ucapan terima kasih diucapkan kepada
penyumbang yang sudi mencoretkan pena mereka di Biznews. Di kesempatan ini FPP mengucapkan Salam Ramadhan
Al-Mubarak. Moga kita semua mendapat redha Ilahi. Sampai bertemu lagi di keluaran hadapan.
Insya Allah. Wassalam.
Salam Hormat,
NOOR MALINJASARI BINTI ALI
([email protected])
Isu Semasa
By : Nik Fakrul Hazri (FPP)
1.0 Introduction
According to Prince (2004) in Hayn, G. E. (2006), Problem Based Learning (PBL) is part of active teaching and
learning techniques and it emphasizes on students’ involvement in learning process (students center). Based
on current studies, this technique is very suitable to assist our students in gaining knowledge by allowing them
to apply their understanding on theories to solve problems in real situations by engaging them in real problems.
(Rhem. J, 1998). PBL is not only able to enhance cognitive skills and problem solving skills but also develop self
– directed and lifelong learning skills (Khairiyah Mohd.
Yusof, Jamaludin Harun, and Mohd Salleh Abu (2004).
In this learning process, the role of a lecturer is to act as
a facilitator or a mediator. In other words, the lecturer
becomes co-learner, co-planner, co-producer, co-evaluator, and resource person. Meanwhile, the students are
to be more active, and become problem solvers, decision makers, and meaning makers. PBL technique can
be implemented to develop proactive attitude and entrepreneurial intention among students especially UITM students. The suitable time for using this technique is during
tutorial class based on the scheme of work provided by
the lecturer. To assist our students, every single student
must have a copy of the scheme of work for references of
which its contents must be related directly to the subject
syllabus. To further discuss PBL technique in active leaning process, I will use Business Development (MGT362)
subject as an example. The continuous assessment for
this subject is as follows; individual assignment - 10%,
class participation - 10%, sales activities and business
week - 10%, group and individual presentation - 20%,
brief summary on report (done individually) - 10%, and
group final report - 25%, total up to 85% of the overall marks. If we look at the assessment for this subject,
entire tasks given to the students can be completed by
applying PBL technique. The technique can help gather
round information and draw students’ attention to any topics related to business development subject.
2.0 Implementation of Problem Based
Learning Approach
2.1 Establishing Purpose and Process
In order to establish active learning technique process,
lecturers must provide information regarding a topic or issue to students. Explanation about objectives and learning outcomes of the subject must be declared from the
beginning to prevent misunderstanding and it includes
assessment method used for the subject. For example,
based on the Business Development (MGT 362) syllabus
objectives, our students should have the ability to demonstrate their understanding on the subject accumulated
from past courses (Part 1 to Part 5 or 6). At the same
time, students should also be more analytical and creative
in handling business issues or situations. Lastly, students
should work in groups as to establish team spirit and PBL
technique can be used to achieve that purpose.
2.2 Implementation Process
First, a lecturer needs to divide his/her class into groups
of approximately five students each and he/she is responsible to provide issues or problems to the students and this
is an important element in implementing PBL technique.
For Business Development subject, issues or topics can
come from newspaper and also from the environment.
A lecturer can also bring his/her students to real events
or locations and assign them tasks regarding the issues
(Rhem. J, 1998). The implementation of PBL technique
for this subject based on suggestions by previous research
and articles are as follows;
2.2.1 Step 1: Explore the issues
Students will start gathering information needed to redefine the problems or issues, for example, issues on “Boycott US Product Campaign, killing our local company”. The
students need to list out the significant parts of the issues
and at the same time they will learn new concepts, principles, or skills. This is a trigger number one and students
will start working together to deal with the issue. This step
will help them to achieve subject syllabus objective and
promote team spirit among them.
2.2.2 Step 2: List “What do we know?”
The students will discuss information and facts regarding
the issues. This is a trigger number two. The students
start to focus on current situations surrounding the problem and relate them with their knowledge from past experiences (reading from newspaper or watching news, etc). In
this session, one person from each group is responsible to
take notes and list all relevant information. After that, the
students should be able to adapt all the knowledge that
they learned from past courses. For example like the relationship between political, economic, socio-cultures, legal
issues, etc. and the business development.
2.2.3 Step 3: “What do we need to know to solve the
problem or issues?”
Next, our students need to develop statements regarding
the issues. Brainstorming process will be used to develop hypothesis and solutions to solve the problem. In this
section, the students start to use all analytical and creative skills that they have acquired from past courses, and
experiences accumulated from lifelong learning process.
Referring back to the example; Boycotting US products
will give direct impact to local companies (franchise) that
sell US products such as McDonald, KFC, etc. This statement is going to be trigger number three to our students
as they need to look at both sides of the arguments; the
positive and negative impacts of boycotting US products.
2.2.4 Step 4: “What should we do?”
In this session, the groups of students will test their hypothesis by gathering all information from classroom,
resource reading, texts, library sources, video, and from
external experts on the subject. In this session also, students do brainstroming and come out with arguments. For
example, they will generate ideas to support Halal Product
Campaign in order to reduce demand for US products or
to have boycott campaign only targeted to products that
come directly (import) from US in order to save our local
franchise company.
2.2.5 Step 5: List out the solutions, actions, or implications
Get the general agreement regarding the solutions, actions, or implications and choose the best explanation regarding the issues or problems.
2.2.6 Step 6: Supporting the outcome, solution, or
finding
Each group needs to present the findings or recommendations to the class at the end of the session and get direct
feedback from the lecturer and other groups of students.
All the solution must be supported by facts and a short
report regarding the issues need to be submitted in the
next class session.
The lecturer will monitor the process and the PBL technique process can be repeated and recycled to get new
information and redefine the problem.
Karya Kreratif/Cerita Saya...
Never Quit
(Anonymous)
Believe in yourself
And your vision of the future
Surround yourself with
Those who believe in you
And will help you achieve your goals
Keep your dream alive despite the challenges along the way
There is only one key to success
Never quit until you win
It may require a lot of changing
But you can do it
The seed of greatness
Lies within you
Nurture it with faith in God
Firm believe in Him and there will be nothing you can’t do
2.3 PBL Assessment
Assessment based on close observation narrow down
to learning process and focusing on group of students or
individuals that actively demonstrate their understanding and ability to apply their understanding or knowledge. Another work assessment is based on learners’
achievement (Purser, R. E., n.d.). For more information
regarding the assessment, please refer to University of
Miami School of Medicine Website.
3.0
Benefits
In general, PBL method (active teaching and learning
techniques) provide new perspective to enhance teaching and learning delivery technique for lecturers. By using this method, our students will be able to apply their
knowledge in real situations and develop critical thinking, problem-solving, leadership, and communicative
competence (Purser, R. E., n.d.). For a subject such as
MGT362, this technique will be able to help our lecturer
to achieve all its objectives and learning outcomes.
4.0
Lensa Aktiviti FPP.
FAKUL
TI
PENGURUSAN
..(Gambar Pensyarah Kewangan)
PBL technique is part of active teaching and learning
approaches. Implementation of this technique will encourage participation and commitment among our students in learning process and also help utilize university
facility such as library and electronic information system
effectively. By using this technique, we are also able to
create proactive students.
4
References
Hayn, G. E. (2006). An entrepreneurial approach to entrepreneurship education: active teaching [On – line]
Available
http://www.sbaer.uca.edu/research/sbi/2006/pdffiles/papers/cases/037.pdf
5
Khairiyah Mohd. Yusof, Jamaludin Harun, & Mohd Salleh
Abu (2004). Promoting Active Learning in Universiti Teknologi Malaysia: A Bottom-up, Top-down Approach [On
– line] Available
http://www.ctl.utm.my/research/pdf/ral01.pdf
Purser, R. E. (n. d). Problem based learning description.
Retrieved March – October, 2006, [On – line] Available
http://online.sfsu.edu/~purser/revised/pages/problem.
htm
Rhem, J. (1998). Problem based learning. Oryx Press.
Retrieved 1998, [On – line] Available
http://www.ntlf.com/html/pi/9812/pbl_1.htm
Study Guides and Strategies. (2009). Problem-based
learning (PBL) is an exciting alternative. Retrieved 1996,
[On – line] Available
http://www.studygs.net/pbl.htm
Further Information
PBL Assessment
University of Miami School of Medicine.
http://edo.miami.edu./x48.xml
1
PERNIAGAAN
Conclusion
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3
6
8
7
10
11
14
13
1. Fathiyah Ismail (Koordinator Program Finance/Islamic Banking)
2. Johari Haron 3. Mohd Husnin Mat Yusoff
4. Nor Azidah Shamsudin 5. PM Haji Zamri Mohd Noor
6. Prof. Dr. Haji Wan Mansor Wan Mahmood
7. PM Haji Hussain Dollah
8. Nurul Syuhada Baharuddin
9. Suhaily Maizan Abdul Manaf 10. Wan Anisabanum Salleh
11. Zaleha Khamis
12. Zetty Zahureen Mohd Yusoff 13.A’tiqah Rashidah Abu Samah 14. Zuraida Mohamad
15.Hajah Bahiyah Ishak
16. Roseziahazni Abd Ghani
(mantan KP ISB/F)
(tiada dalam gambar: Fazli Fizari Abu Hassan Asari, Zarina )
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15
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