Prof. Abdul Rashid Mohamed
Universiti Sains Malaysia, Malaysia
Prof. Dato’ Dr. Abdul Rashid Mohamed is the former Dean, School of Educational Studies, Universiti Sains Malaysia (2004-2015) and the former Chairman Malaysian Education Deans Council (2008-2015). He is currently the Deputy Chairman Education Cluster, Malaysian Professor Council (since 2010). He is a visiting professor at Hiroshima University and advisor to Ministry of Education, Republic of Maldives, IDEC (Graduate School for International Development and Cooperation) Hiroshima University and Malaysian Education Deans Council.
He obtained his Bachelor of Education from Universiti Putra Malaysia and his Masters and Ph.D. from University of East Anglia, England. He has been awarded numerous research grants and his current research interest include; Smart School Qualification Standards, Reading Evaluation and Decoding System, Grammar Assessment System and Project InSPIRE.
He is the Chief Editor to Asia Pacific Journal of Educators and Education and Malaysian Education Deans Council Journal. He has written numerous articles in reputable journals and books on education. He has often been invited as keynote speaker on education nationally and internationally.
Abdul Rashid has been running a education program called AGES (Advance Guidance Education System) for underprivileged children in Penang since 2004. He has also won numerous awards for his innovations such as at the MTE 2012 where his received the Best Award and GOLD Medals for READS and at ITEX for GrAMS. For his contribution the Penang State Government conferred upon him the highest state award the Darjah Setia Pangkuan Negeri that carries the title Dato’.
Keynote Speech Title: Hybrid Professionals
A Hint for the Preparation of the Next Gen Teachers in the Malaysian Education System
Abstract: The present scenario in the Malaysian Education System is best described as one fill with trials and experiments especially in the efforts to provoke the temptation for change to ensure that the teachers of our future generation are true professionals and well prepared to face the challenges of globalization. The new breed of teachers also must be committed to support an education system that can realize the needs and aspirations of a nation. To this outcome we believe there are seven major concerns that need to be confronted and addressed in order to achieve this challenge. The seven major concerns are: recruitment of student-teachers, pre-service teacher curriculum, governance and quality control, research, professionalism, teacher educators, and professional development. In this paper we will concentrate on the concern of professional development particularly on the aspect of new breed of teachers for a more hybrid professionalism. There is a tendency among Malaysian teachers that learning stop upon graduation from university and it restarts only when they undertake a postgraduate program. Professionalism is not a static matter but a dynamic affair. It changes as the characteristics of the profession changes.
Assoc. Prof. Dr. Jason Miin-Hwa LimMalaysian University of Sabah (University Malaysia Sabah), Malaysia
Jason Miin-Hwa Lim is an Associate Professor at Universiti Malaysia Sabah (UMS). He has successfully supervised Ph.D. and Master’s students in research pertaining to Applied Linguistics, English Language, and English for Specific Purposes. Associate Professor Lim has numerous research-based publications including papers on Applied Linguistics and Language Education in national and international refereed journals, books and anthology series. His recent publications indexed in ISI Web of Science include research-based papers in English for Specific Purposes (Elsevier) in 2006 and 2014, Iberica: Journal of the European Association of Languages for Specific Purposes (AELFE) in 2011 and 2014, Journal of English for Academic Purposes (Elsevier) in 2010, 2012, 2015 and 2016, System: An International Journal of Educational Technology and Applied Linguistics (Elsevier) in 2007 and 2014, and Discourse Studies (Sage) in 2011 and 2013. He was invited to be a Keynote Speaker for the Second International Conference on Languages, Literature and Linguistics in 2012, the Second International Conference on Humanity, Culture and Society in 2013, the International Seminar on Language Teaching in 2014, and the 2015 International Conference on Culture, Languages and Literature. He was also the Convenor of the International Conference on Languages, Linguistics and Society (ICLALIS) in 2013. Currently Associate Professor Lim is (i) an Editorial Board Member of Journal of English for Academic Purposes (Elsevier), (ii) an International Advisory Board Member of Journal of Modern Languages (University of Malaya), and (ii) a reviewer of eight ISI-indexed journals in Applied Linguistics and Language Education. Apart from being an External Course Assessor, he has been an External Examiner of doctoral theses submitted to research universities. Dr. Lim has conducted various workshops (for lecturers and postgraduate candidates) on Academic Writing and Research Writing in Southeast Asian countries. He was also a recipient of (i) the prestigious Fulbright Scholar Award (for research at the University of Michigan, Ann Arbor, USA) in 2009 and 2010, and (ii) the RELC (Singapore) Research Fellowship Award in 2014 and 2015.
Keynote Speech Title: Expert Writers’ Descriptions and Justifications of Their Data Collection Procedures in Language Education: Implications for Reading and Writing Instruction
Abstract: Investigations into how expert writers present research procedures in the Methods sections of their journal papers have attracted massive attention of scholars in recent years. While it is widely known that the Methods sections in social sciences can be elaborate and detailed, little attention has been devoted to how these published writers use communicative resources to boost the chances of getting their works published in high impact journals. Using a genre-based analytical framework and relevant qualitative data elicited from specialist informants, this study looked into how expert writers employ communicative moves, constituent steps, rhetorical shifts and language resources to (i) lucidly present their data collection procedures, and (ii) cogently justify these procedures in a bid to maximise the acceptability of their research methods. This study has found that expert writers, in their attempt to describe research procedures, employ recurrent parallel structures, agentless passive structures exhibiting varying degrees of obligation, and specific adverbials in selected sentential positions. I have also ascertained key differences between published advice presented in a manual and the actual practice of expert writers in order to find out how instructors can sensitize learners to the useful language resources for reporting experimental procedures. This paper also reports on how expert writers present justifications using a repertoire of language resources, especially (i) infinitive clauses, participial phrases and nominal modifiers that explicitly evaluate procedures, (ii) non-integral citations that implicitly justify the adoption of procedures, and (iii) predicator-object structures that subtly demonstrate writers’ awareness of their research participants’ behaviours. It demonstrates how supervisors and EAP instructors can make informed choices while preparing teaching materials aimed at raising learners’ consciousness of the lexico-grammatical structures which are recurrently employed by expert writers to gain disciplinary gatekeepers’ acceptance of their data collection procedures. The gamut of language resources and rhetorical shifts can also be introduced to academics and novice writers intending to get their works published in high impact journals on language education.
Assoc. Prof. Dr. Tang Siew Fun
Taylor’s University, Malaysia
Assoc. Prof. Dr. Tang Siew Fun is Dean of Learning and Teaching at Taylor’s University. She has a proven record in educational leadership with great contribution in driving innovative and pioneer teaching and learning initiatives. She prides herself leading the way for the university towards transforming the teaching and learning landscape in the country. Under her leadership, the Integrated Teaching and Lifelong Learning Centre at Taylor’s University (INTELLECT) has embarked on an ambitious journey to re-define student learning for better academic outcomes. This has made INTELLECT always being at the forefront of transformational teaching and learning journey and contributes significantly towards strengthening the Taylor’s brand values nationally and internationally.
Assoc. Prof. Dr. Tang has been with Taylor’s University since 2000 having taught previously at other public and private universities in Malaysia and worked with two multi-national companies. She is a teacher developer who has always be in touch with the teachers she develops and creates valuable experiences for them. Her major work focuses on designing teaching evaluation processes, coaching systems, and defining training plans, and developing students holistically. She is noted for her personal and professional efforts to develop lecturers, as she believes “students learn successfully if teachers teach successfully”. She also believes that all students deserve an education that will challenge, inspire and prepare them to become better citizens as well as for a better future. Her recent work includes development of a 360o university teaching engagement scale (TES) and development of a holistic development for students i.e. the Taylor’s Shine Award Programme that leads to the Second Transcript. She has published in internal peer-reviewed journals and has been the conference chair for the Taylor’s Teaching and Learning Conference, an international conference, since 2013.
Assoc. Prof. Dr. Tang’s work has evolved from being a passionate excellent teacher to an effective educational leader, shifting the paradigm for the teaching profession in ensuring student success.
Keynote Speech Title: A Holistic Approach to Linking Academic Development with 360o Teaching Engagement Assessment towards Academic Excellence
Abstract: Linking development activities to productivity is a management dilemma as higher education instructions and learning is becoming more complex involving multiple dimensions. Learning process has advanced from the predetermined and structured learning activities to self-directed and discovery driven learning knowledge under the influence of changing industry patterns, globalization, innovation, and human desires. The heutagogical approach to teaching and learning increases the engagement with students hence learning is enhanced.
Noticebly, the characteristics and profile of academics in higher education is also changing in light of bridging the gap between what is being instructed inside the classroom and what is being practiced in reality. Taylor's University, in response to these growing challenges, has developed a holistic approach in classifying academics based on their instructive foundation, teaching experience and teaching engagement result. The evaluation of the teaching engagement is based on an online assessment instrument, which is specifically developed for this purpose. The assessment also helps to identify academics’ needs and aspirations at all stages of their advancement to assist in designing a comprehensive and sustainable academic staff development programme.