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Several studies in higher education have attempted to study the impact of quality management practices on organisational innovation processes and outcomes in higher education institutions (HEIs). However, there is relatively limited research examining the impact of multidimensional quality management practices (QM-practices) on academics' innovative behaviour and performance. This paper aims to explore the relationship between QM-practices and academics' innovative work behaviour and examine how innovative behaviour affects academics' innovative work performance. A total of 586 responses were collected from public and private universities with self-accreditation status in Malaysia. The results indicated a significant and positive relationship between Social QM-practices and academics' innovative work behaviour. Also, a significant and positive relationship was found between innovative work behaviour and work performance. However, there is no direct impact between Social and Technical QM-practices on academic work performance. The relationship between Social QM-practices and work performance is indirectly established through innovative work behaviour. The findings signified the importance of innovative work behaviour on academic's work performance and highlighted the indirect impacts of Social QM-practices on innovative performance through innovative work behaviour in Malaysian HEIs. Efforts to improve Social QM-practices especially in promoting leadership for quality management, developing strategic vision, and providing effective educational support, as well as training may facilitate innovative work behaviour and enhance work performance at Malaysian HEIs. [ABSTRACT FROM AUTHOR]

This paper uses a 2016/2017 sample of 1107 freshly minted university graduates from a public and a private university in Malaysia. Against a backdrop of an institutional setting very much different from that of western countries' and issues of high living costs and graduate unemployment, we analyse how academic performance affects graduates' employment likelihood, salaries, and salary distribution. Using quantile estimations, we find that academic performance is not a key determinant in whether or not a graduate secures a job upon graduation, and that having better academic performance would only be beneficial if the graduates are working in jobs at the lower half of the salary distribution. We fill the literature gap by analysing how academic performance affects new graduates in terms of where they are on the salary distribution continuum; such analyses are neglected in the literature. [ABSTRACT FROM AUTHOR]

Lecturing is widely considered to be a passive, teacher-centred teaching method that fails to foster learning, yet it remains the most feasible method of teaching among higher institutions. Some modern lectures, aligned with recommendations from published guidelines on effective lecturing, are less didactic and more interactive than others, but little is known about converting the classical knowledge-transfer process of lecturing to actual learning. We introduce a cognitive load theory-based lecture guideline that adopts various types of empirically proven strategies to manage learners’ mental loads during lectures. We conducted a randomised controlled trial to evaluate its effectiveness by determining the between-group difference in cognitive load level, self-perceived learning, knowledge acquisition and knowledge retention. This study discusses the practical application of the guideline and several examples of the principles. [ABSTRACT FROM AUTHOR]