Guidelines on Thesis Format for Postgraduate 21may2013

8/13/2019 Guidelines on Thesis Format for Postgraduate 21may2013

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i | Thesis format for Post Graduate AHSGS- April 2013

THESIS FORMAT GUIDE

This guide has been prepared to help graduate students to prepare their

dissertation and theses for acceptance by Awang Had Salleh Graduate School

of Arts and Sciences, Universiti Utara Malaysia. The regulations containedwithin have been updated for the benefit of students, faculty advisors,

departments and the Graduate School. Any questions about the contents of

this guide should be directed to the Format Advisor, Awang Had Salleh

Graduate School of Arts and Sciences, Universiti Utara Malaysia, 06010

UUM, Sintok.

The Format Advisor is concerned solely with the format of the manuscripts.

It is the Advisors responsibility to make certain that any dissertation or

thesis submitted in partial fulfilment or fulfilment of a graduate degree at

Awang Had Salleh Graduate School of Arts and Sciences, Universiti Utara

Malaysia conforms to the regulations outlined in this guide. Responsibility

for the content of any manuscript remains with the student and the faculty

advisor(s).


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ii | Thesis format for Post Graduate AHSGS- April 2013

TABLE OF CONTENTS

Thesis Format Guide ............................................................................................................. iTABLE OF CONTENTS .....................................................................................................ii

1.0 REGULATIONS FOR PREPARATION OF A THESIS .............................. 41.1 General Form and Style ................................................................................. 41.2 Length of Thesis ............................................................................................ 41.3 Paper Type and Quality ................................................................................. 41.4 Typing or Computer Printing ......................................................................... 51.5 Margins .......................................................................................................... 51.6 Paragraphs ...................................................................................................... 51.7 Numbering of Pages ....................................................................................... 51.8 Illustrative Materials ...................................................................................... 6

1.8.1 Diagrams and Tables ......................................................................... 61.8.2 Figures and/or Plates ......................................................................... 61.8.3 Photographs and Plates ...................................................................... 71.8.4 Oversized Pages................................................................................. 7

1.9 Arrangement of Contents ............................................................................... 81.9.1 Title Page ........................................................................................... 81.9.2 Certification of Thesis/Dissertation ................................................... 81.9.3 Permission to Use .............................................................................. 91.9.4 Abstract.............................................................................................. 91.9.5 Permission to Reproduce ................................................................. 101.9.6 Acknowledgements ......................................................................... 101.9.7 Dedication........................................................................................ 101.9.8 Table of Contents ............................................................................ 101.9.9 List of Tables ................................................................................... 111.9.10 List of Figures.................................................................................. 111.9.11 List of Abbreviations ....................................................................... 111.9.12 Body of the Thesis ........................................................................... 111.9.13 List of References ............................................................................ 111.9.14 Appendices ...................................................................................... 111.9.15 Vita .................................................................................................. 12

2.0 SPECIFIC ITEMS ....................................................................................... 122.1 Titling the Thesis ......................................................................................... 122.2 Copyright and Subsequent Use of the Thesis .............................................. 122.3 Equations ...................................................................................................... 13


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iii | Thesis format for Post Graduate AHSGS- April 2013

2.4 Notes ............................................................................................................ 142.5 Referencing .................................................................................................. 142.6 Layout of a Chapter ..................................................................................... 14

2.6.1 Numbered Format ................................................................................ 142.6.2 Unnumbered Format ............................................................................ 15

2.7 Layout of a Table ......................................................................................... 152.8 Layout of a Figure ........................................................................................ 152.9 Binding the Thesis ....................................................................................... 15

APPENDIX : EXAMPLE OF THESIS ............................................................................. 17


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4 | Thesis format for Post Graduate AHSGS- April 2013

1.0 REGULATIONS FOR PREPARATION OF A THESISCandidates should read carefully the following discussion of the Regulations

of the Dean's Office and should familiarize themselves with the particularthesis requirement of their respective disciplines. If any point is still unclear,

candidates are advised to consult their supervisor(s) and/ or officer of the

Deans Office before proceeding with the preparation of the thesis. If a thesis

does not follow the accepted format, is not on the required quality of paper, is

not free of mechanical errors, or is not of letter quality, it will not be accepted

and the degree will not be conferred until an acceptable standard has been

met.

1.1 General Form and StyleThe main point to keep in mind is consistency of style throughout thethesis. The style selected must be maintained throughout the thesis.

Accepted rules of grammar must be followed, and forms of spelling

and punctuation must be used with consistency. It is the responsibility

of the candidate and the supervisor(s) to ensure that before the thesis

is presented for oral defence (viva) that typographical errors have

been eliminated, and that the language of the thesis reflects the finest

standards of correct, scholarly expression.

The main body of a thesis should contain:

Introduction; Literature Review; Methodology; Results; and Discussion of Results and Conclusion.

The relative size of each one of these components will be determined

by the nature of the problem under investigation and by the discipline

involved.

1.2 Length of ThesisThe recommended length of the main body of thesis is as followed:

Masters: 50 to 150 pages.

PhD: 150 to 300 pages

1.3 Paper Type and QualityWith the exception of photographs, one type and brand name of paper

must be used throughout the thesis for reason of appearance and

preservation. The standard paper size is 210 by 297 m, of A4 size and

must be of good quality (80 gm) with a hard, bright and even surface.


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1.4 Typing or Computer PrintingThe entire body text of the thesis, including heading and page

numbers, must be same font or typeface.

Font Style: Times New Roman

Font Size: 12 character per inch.

1.5 MarginsMargin specifications are meant to facilitate binding and trimming.

The stipulated margins for the general text are as follows:

Top edge : 2.5 cm (1 inch) Right side : 2.5 cm (1 inch)

Left side : 4.0 cm (1.5 inches) Bottom edge : 2.5 cm (1 inch)

All information including text heading, footnotes and illustrations

should be within these margins.

Note: It is imperative that the age set-up is formatted accordingly

prior to the drafting of the dissertation.

1.6 ParagraphsAll paragraphs should be justified

1.7 Numbering of PagesEach page in a thesis, including those in the appendices, must be

numbered consecutively. Illustrative material is to be numbered as

well as the text. If photographic paper is used, numbers must be

placed neatly in black ink on the reverse side.

Page numbers are to appear in the bottom centre 1.5 cm from each

edge.

Roman numerals are used for the prefatory pages and the numeralsare placed in the bottom centre of the page. All items in the prefatory

section should be on separate pages. All pages of the main body of

the thesis, beginning with the introduction (Chapter One), must be

numbered consecutively with Arabic numerals. This includes pages

containing illustrations, tables, bibliography and appendices.

After all materials have been assembled, the thesis should be verified

carefully for completeness, for the order of the pages and sections,

and for the correctness of pagination.


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1.8 Illustrative Materials1.8.1 Diagrams and TablesEach table caption must be centered at the top of the table (title case).Table Heading should be as shown below:

Table 1: Format of headings

(Centred, Italic, Sentence Case Heading)

Table Numbering

The relevant tables are grouped and numbered sequentially within the

respective chapter. For example, tables found in Chapter 4 should be

numbered Table 4.1, Table 4.2, Table 4.3, and so on.

Table PresentationTable presentation must be without vertical lines and used

consistently throughout the dissertation.

Example in Chapter 4

Table 4.1: Fit Measures

Measures Research value Recommended values

Chi-square

(X2)

P-Value

348.9

0.074

P > 0.05 indicates an acceptable fit.

A value > 0.05

RAMSEA 0.018 A value


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Only the word Figure and the figure number are italicised. A figure

normally should not extend beyond one page. If it does, the same

guidelines as for tables should be followed.

The relevant figures are grouped and numbered sequentially within

the respective chapter. For example, figures found in Chapter 4should be numbered Figure 4.1, Figure 4.2, Figure 4.3, and so on.

Figure 3.2 Implementation environment factor, BI, and actual use

If a figure is taken from another source, the reference must be cited

properly at the bottom left of the figure.

If any figure continues to the following or subsequent pages, the top

line of the page reads (for example): Figure 4.3 continued. The

caption is not repeated.

Schematic and line diagrams should be drawn with the aid of a

computer or with mechanical aids using black ink on white paper.

The same rules apply for the use of Plates.

1.8.3 Photographs and Plates

Wherever possible, photocopies should be used instead of

photographs. When using photographs, each should have the full

range of contrast from true black to pure white. Dry mounting-tissue

provides the neatest and most permanent method of affixing

photographs. Do not use rubber cement or glue. The presence of

photographs may make page-trimming difficult.

1.8.4 Oversized Pages

Wherever possible, charts, graphs, maps, and tables which are largerthan the standard page-size must be photo-reduced in such a way that

the material remains clearly legible. Where this is not possible, they

must be carefully folded for binding into the manuscript. The fold

should be made at least 1.5 cm from the edge of the page in case the

edges are trimmed by the binder, thus destroying the foldout. Make as

few folds as possible. Folding is to be avoided in the case of PhD

theses, since oversized page may be impossible to microfilm.

Excessively long tables, particularly those from computer printouts,

should be placed in an appendix.

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1.9.3 Permission to Use

Candidates are expected to include, in the front of their thesis, a

statement in paragraph form granting permission to use the thesis

under specifically stated conditions and indicating the address of theperson to whom request for such permission should be sent.

1.9.4 Abstract

An abstract in both Bahasa Malaysia and English must be included,

with the former version appearing before the latter.

The abstract should identify clearly the purpose of the research, the

methods used, the results obtained and the significance of the results

or findings. The abstract must not exceed 300 words.

Abstract submitted must follow the guidelines suggested by APA as

follows:

An abstract of areport of an empirical studyshould describe the problem under investigation, in one sentence if possible; the participants, specifying pertinent characteristics such as age,

sex, and ethnic and/or racial group; in animal research,

specifying genus and species;

the essential features of study method - you have a limitednumber of words so restrict your description to essential andinteresting features of the study methodology - particularly

those likely to be used in electronic searches;

the basic findings, including effect sizes and confidenceintervals and/or statistical significance levels; and

the conclusions and the implications or applications.An abstract for a literature reviewormeta-analysisshould

describe

the problem or relation(s) under investigation; study eligibility criteria; type(s) of participants included in primary studies; main results (including the most important effect sizes) and any

important moderators of these effect sizes;

conclusions (including limitations); and implications for theory, policy, and/or practice.An abstract for a theory-orientedpaper should describe

how the theory or model works and/or the principles on which itis based and

what phenomena the theory or model accounts for and linkagesto empirical results.

An abstract for a methodologicalpaper should describe


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the general class of methods being discussed; the essential features of the proposed method; the range of application of the proposed method; and

in the case of statistical procedures, some of its essentialfeatures such as robustness or power efficiency.

An abstract for a case studyshould describe

the subject and relevant characteristics of the individual, group,community, or organization presented;

the nature of or solution to a problem illustrated by the caseexample; and

the questions raised for additional research or theory. (APAPublication Manual Sixth Edition, 2010, pp. 26-27)

1.9.5 Permission to Reproduce

When a candidate wishes to reproduce a substantial part of a work in

the thesis, it is necessary to obtain permission from the rights-holder.

Candidates must be aware that obtaining this permission may take

some time and may require a fee. Allowance must be made for this.

1.9.6 Acknowledgements

The content of this single page is left to the discretion of the

candidate. It is suggested however, that the page makes reference to

the guidance received by the candidate from his or her supervisor(s)and other relevant parties. Reference should also be made to any

financial assistance received to carry out the project. Any

extraordinary assistance received by the candidate, for example, in

word processing, data collection, data analysis, and so on, should be

properly acknowledged. The acknowledgements should not exceed

250 words.

1.9.7 Dedication

Inclusion of a dedication is permissible.

1.9.8 Table of Contents

The table of contents must list and provide page references for all

elements of the thesis. For the text of the thesis it will indicate

chapters, sections and important subdivisions of each section. The

numbering and format of material in the table of contents must be

identical to the way this material appears in the text of the thesis. The

title of each chapter or section should be written in full capital with no

terminal punctuation. The title of a subdivision of a chapter or section

should be in small letters, with the exception of the first letter of

significant words. Dots between titles and page numbers are optional.


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1.9.9 List of Tables

The list of tables follows the table of contents. This list includes the

number of each table, the title and the page number.

1.9.10 List of Figures

The list of figures follows the list of tables. The list includes the

number of each figure, the title and the page number.

1.9.11 List of Abbreviations

This list includes all non-standard abbreviations used in the text of the

thesis. If follows the list of figures.

1.9.12 Body of the ThesisThe method chosen to organize the body of the thesis should be

discussed with the research supervisor(s). The number and the title of

each chapter or section must be given in the same form as it appears

in the table of contents.

It is in the body of the thesis that the candidate presents and develops,

in an orderly fashion, all relevant aspects of the research project for

which the degree is to be granted. Appropriately credited references

to other works can form an integral part of this presentation and are

likely to take several forms.

A direct quotation of less than three lines can be incorporated into the

text using quotation marks. If the quotation is more than three lines it

should be arranged in the following format: indented 1.5 cm from the

left margin and typed in single-space format without quotation marks.

Any borrowed thoughts or expressions, or use of non-original

material must be acknowledged and documented.

1.9.13 List of References

This list must contain every reference cited, mentioned or used in the

text of the thesis. The references in this list should be arrangedalphabetically. They may be divided into two or more sections.

Most programmes in UUMCAS require the candidates to use the

APA 6th Edition style. However, doing research in information

technology or computer science may use the IEEE, ACM or the APA

style.

1.9.14 Appendices

The purpose of an appendix is to contain those research materials

which are pertinent to the thesis, but which are not essential to an


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understanding of the work which the candidate has completed. The

types of material which may be contained in an appendix are:

o proof of equations;o raw data for analyses, figures, or tables. Details of methods

used on a specialized topic which are not of crucial

importance to the discussion;

o a lengthy debate on a topic of secondary importance to theissues discussed;

o questionnaires used;o computer programmes; ando illustrative material.

Appendices should be numbered consecutively using capital letters of

the alphabet. Pages of the appendices are also numbered

consecutively respecting the overall pagination of the thesis.

1.9.15 Vita

A brief bio-bibliography of the candidate is permitted.

2.0 SPECIFIC ITEMS2.1 Titling the Thesis

A thesis will be a valuable source for other scholars only if it can be

located easily. To locate a thesis, modern retrieval systems use the

words in the title and sometimes a few other descriptive words. It is

essential that the title be meaningful and descriptive of the content of

the work. If possible, candidates should use word substitutes for

formulas, symbols, superscripts, subscripts, Greek letters, etc. The

title as it appears on the thesis certification page, the title page, and

the thesis cover must be identical. On the front cover of the thesis,

each line in the title must not exceed twenty-six characters including

spaces. When planning the title of the thesis, candidates should bear

in mind that most bookbinders charge extra for overly long titles.

When a thesis title is lengthy, a short title not exceeding forty

characters including spaces is needed for the spine of the bound

thesis. This should follow the wording of the original title as closely

as possible. The object of the short title is to facilitate easier

recognition of the thesis leg on the library shelf. The authors name,

initials, and year of convocation should also appear on the spine.

2.2 Copyright and Subsequent Use of the ThesisThe author of a thesis claims copyright on the title page by using theappropriate notation. As a condition for the award of the degree the


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author should note that the University Library may make the thesis

available for inspection and permit copying of the thesis in any

manner, in whole or in part, for scholarly purposes only. It is

understood that any copying or publication of the thesis in any

manner, in whole or in part, for financial gain requires the permissionof the author.

To remind readers that the thesis is protected by copyright, candidates

must insert the paragraph statement of Permission to Use

immediately after the title page.

Candidates hold copyright to their theses even when agreements have

been reached with other parties regarding ownership of some parts of

the research material. Careful attention must be paid to any previous

agreements signed regarding ownership of research findings. Consult

the Deans Office if there are any questions regarding materials thatcan be patented or commercialised.

Candidates are reminded that they are required to respect the

standards of academic honesty and intellectual property in the case of

all materials used in the thesis. In order to do this, it is usually

sufficient to use notes and bibliographical references. When a

substantial part of a work is used, it is necessary to obtain prior

permission from the author. Definition of a substantial part of a

work depends on several factors, principally the quantity and quality

of the portion taken and the economic impact of the ability of the

copyright owner to profit from the exploitation of the work. In someinstances, copying even a short excerpt may be sufficient to constitute

an infringement.

Remember at all times that plagiarism is a serious offence and could

jeopardize an entire academic career. Plagiarism is the representation

as ones own of any idea or ideas, expressions of an idea, or the work

of another author.

2.3 EquationsEach equation in a chapter is to be numbered consecutively using adecimal system appearing flush with the right-hand margin. For

example:

Y = mx + b

(5.1)

The numbers in parentheses are the chapter number and the equation

number respectively. Every new symbol used in the thesis text for the

first time must be explained. When a large number of special symbols

are used, it is permissible to collect them in a table or in a specialappendix.


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2.4 NotesFollowing the advice of their supervisor(s), candidates may use any

appropriate combination of footnotes at the bottom of the pages in the

text, endnotes at the end of each chapter and direct reference to thebibliography.

Any change in the level of the argument, such as a change in the

rigour, a change in terms of empirical content, or definitions of key

words or concepts should be put in the form of a note. Any cross

referencing of the material contained either in the main body or in the

appendices should also be indicated with the help of a note.

The first line should be indented and the text of the footnote should be

one half space below and one space to the right, using a single-spaced

format.

Endnotes should appear at the end of each chapter. They should be

single spaced with double space left between each note. Endnote

numbering must be done consecutively and separately for each

chapter.

2.5 ReferencingThe fundamental rule of good scholarship is that the basic research be

complete, reliable and correct, with all sources duly acknowledged.

The format used for references must be consistent throughout the

thesis. Candidates are required to use the APA 6 th Edition style in

their choice of format for notes and references.

2.6 Layout of a ChapterUUMCAS allows for two layout formats: (1) Numbered Format and

(2) Unnumbered Format. Students should consult their School to

determine the required format.

2.6.1 Numbered Format

Each subsection in a chapter must be numbered and arranged in sucha manner to maximize clarity for the reader. The following format is

to be used:

2.1 Introduction to Distance Education2.2 Types of Distance Education2.2.1 Branch Campus2.2.2 Correspondence2.2.3 Teleconferencing

The numbering system used for different sections denotes thefollowing: the first number refers to the chapter number; the second


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refers to the secondary section number. Thus, the number 2.2.1

denotes chapter 2, primary section 2, and secondary section 1. All

chapters should begin on a new page and should have a top margin of

5cm.

2.6.2 Unnumbered Format

Each subsection in a chapter is identified by levels of headings using

different font sizes and styles (Refer to Appendix 28). The following

format is to be used:

Level 1 14 point, bold, centred, UPPER CASE (Chapter Heading)Level 2 12 point, bold, left aligned, Title Case (Text Heading)Level 3 12 point, bold, italics, left aligned, Title Case (Text

Subheading)Level 4 12 point, italics, left aligned, Title Case (Text Sub-subheading)Level 5 12 point, left aligned, Title Case, underlined (Text Sub-sub-

subheading)

2.7 Layout of a TableEach table has a table number and a title. The first number refers to

the chapter number and the second refers to the table number in that

chapter. The table must conform to the margin requirements of the

thesis format.

Contents of the table must be preceded and followed by a single solid

line. Similarly, solid lines must appear at other appropriate placeshorizontally inside the table. The table should not be folded. It is

strongly recommended that oversized tables be reduced by

photocopying in such a way that they remain clearly legible. The title

of the table should be as short as possible but should indicate the

major focus of the table. Ordinary rules of referencing and footnoting

apply. The numbering of footnotes in the table is independent of that

followed in the text.

2.8 Layout of a FigureEach figure must contain a figure number and a title. The samenumbering system for tables is used for figures. The number and title

of the figure appear at the bottom of the figure in the figure legend.

Both axes of the figure must be properly labelled. If a figure shows

more than one relationship, each relationship should be properly

labelled with the appropriate axis.

2.9 Binding the ThesisCandidates for Masters and Doctoral degrees who have successfully

completed their thesis oral examinations (viva) and made all the

revisions and corrections required by the Examining Panel mustsubmit THREE bound copies, ONE (1) loose copy and ONE (1) soft


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copy in a CD to the Office of the Dean (Awang Had Salleh Graduate

School of Arts and Sciences), College of Arts & Sciences, Universiti

Utara Malaysia by the date indicated in the Graduate Calendar

preceding the Convocation in which they plan to receive their

degrees.

The University requires that all PhD theses be bound in MAROON

cover with gold lettering and Masters theses be bound in GREEN

cover with gold lettering. There are strict regulations regarding which

information appears on the cover and the spine and the form used for

presenting this information. Lettering on the spine should be legible

when the volume is laid face down on a shelf on its front cover. Other

decorations must not be used under any circumstances. The title

which appears on the cover will be in upper case only. The authors

name will also be in upper case on the cover, in smaller letters.

Candidates should enquire at the bindery whether special characters

(e.g. superscript, subscript, Greek letters, etc.) or alternate-sized

lettering are available. A list of binderies familiar with the University

regulations can be obtained from the Deans office.

Candidates are required to bring one copy of the fully-assembled

thesis to the Deans officefor approval before having the final version

photocopied and bound.


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SD-SVBR: A NEW SHAPED VARIABLE BIT RATE

ALGORITHM FOR VIDEO TRANSMISSION SYSTEM

ALI BIN ABU

DOCTOR OF PHILOSOPHYUNIVERSITI UTARA MALAYSIA

2012


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< INSERT PERAKUAN KERJA TESIS / DISERTASI

(CERTIFICATION OF THESIS / DISSERTATION)>


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iii

Abstrak

Pembangunan aplikasi kepintaran perniagaan (BI) yang merangkumi sumber data,

Penggudangan Data (DW), Data Mart (DM) dan Operasian Storan Data (ODS)memberi cabaran yang besar kepada pembangun aplikasi BI. Hal ini disebabkan oleh

kekurangan model, garis panduan dan teknik yang mantap untuk membangunkan

aplikasi BI jika dibandingkan dengan pembangunan sistem dalam displin

kejuruteraan perisian. Tambahan pula, pembangunan aplikasi BI masa kini

menumpukan kepada pembangunan maklumat strategik berbanding maklumat

operasi dan taktikal. Oleh itu, tujuan utama kajian ini ialah untuk mengusulkan

model reka bentuk konseptual ODS (CoDMODS) bagi pembangunan aplikasi BI.

Melalui kaedah pengesahan pakar, model CoDMODS yang dibina dengan

pendekatan penyelidikan sains reka bentuk ini dapat memenuhi sembilan ukuran

dimensi kualiti model iaitu mudah difahami, meliputi langkah yang jelas, relevan,

mempunyai ciri-ciri fleksibiliti, skalabiliti, ketepatan, kesempurnaan, konsisten dan

menyokong jangka masa pengemaskinian. Selain itu, dua prototaip yang dibina

berdasarkan model CoDMODS untuk kajian kes perkhidmatan bekalan air (iUBIS)

dan penyelenggaraan telekomunikasi (iPMS) mencatatkan nilai purata min

kepenggunaan yang tinggi iaitu 5.912 melalui instrumen Computer System Usability

Questionnaire (CSUQ). Dapatan kajian ini terutamanya model yang diusulkan,

menyumbang kepada kaedah analisis dan reka bentuk pembangunan maklumat

operasi dan taktikal aplikasi BI. Model ini boleh dijadikan garis panduan oleh

pembangun aplikasi BI. Selain itu, prototaip yang dibangunkan dalam dua kajian kes

dapat membantu pengurusan organisasi menggunakan maklumat yang berkualiti

dalam operasi perniagaan.

Kata Kunci: Kepintaran perniagaan, Operasian storan data, Model reka bentuk

konseptual, Maklumat operasi dan maklumat taktikal.

Font: Times New

Roman

Size: 12 pt

S acin : 1.0

Font: Times New

Roman

Size: 14 pt

Style:Bold

i. 3 -5 keywords only.ii. Only the first word is capital letter (eg: Motivasi, Autonomi

guru)

iii. The word Keywords is BOLD


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iv

Abstract

The development of business intelligence (BI) applications, involving of data

sources, Data Warehouse (DW), Data Mart (DM) and Operational Data Store (ODS),

imposes a major challenge to BI developers. This is mainly due to the lack ofestablished models, guidelines and techniques in the development process as

compared to system development in the discipline of software engineering.

Furthermore, the present BI applications emphasize on the development of strategic

information in contrast to operational and tactical. Therefore, the main aim of this

study is to propose a conceptual design model for BI applications using ODS

(CoDMODS). Through expert validation, the proposed conceptual design model that

was developed by means of design science research approach, was found to satisfy

nine quality model dimensions, which are, easy to understand, covers clear steps, is

relevant and timeless, demonstrates flexibility, scalability, accuracy, completeness

and consistency. Additionally, the two prototypes that were developed based on

CoDMODS for water supply service (iUBIS) and telecommunication maintenance

(iPMS) recorded a high usability average min value of 5.912 using Computer System

Usability Questionnaire (CSUQ) instrument. The outcomes of this study, particularly

the proposed model, contribute to the analysis and design method for the

development of the operational and tactical information in BI applications. The

model can be referred as guidelines by BI developers. Furthermore, the prototypes

that were developed in the case studies can assist the organizations in using quality

information for business operations.

Keywords: Business intelligence, Operational data store, Conceptual design model,Operational information and tactical information.

Font: Times New

Roman

Size: 14 pt

St le:Bold

Font: Times New

Roman

Size: 12 pt

S acin : 1.0

i. 3 -5 keywords only.ii. Only the first word is capital letter (eg: Motivation, Teacher

autonomy)

iii. The word Keywords is BOLD


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v

Acknowledgement

I would like to express my appreciation and gratitude to everyone who has

contributed in completing this thesis. It was my pleasure to study under Dr. Huda HjIbrahims supervision. It is not enough to thank you very much to her for her

guidance to help me to achieve my goal. Without her valuable support, my thesis

would not have been possible. I would like to express my thanks to my co-supervisor

Dr. Shafiz Affendi Mohd Yusof for his comments which help to improve my work.

I would like also to thank my parents, my fiance and all of my relatives for their

love and support. My goal would not have been achieved without them. I dedicate

this work to my parents and my fiance Roba Soub.

I am very grateful to Dr Haslina and Dr Shariza. They were very kind during the

viva and during the period of the correction. Additionally their comments have

helped to improve this work.

I had a very enjoyable study at Universiti Utara Malaysia (UUM). Not only, does it

has a beautiful natural environment but the university also has helpful staff.

Finally, I would like to thank all of my friends for their encouragement during my

study.

Font: Times New

Roman

Size: 14 pt

Style:Bold

Font: Times New

Roman

Size: 12 pt

S acin : 1.5


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vi

Table of Contents

Permission to Use .................................................................................................................... iiAbstrak .................................................................................................................................... iii

Abstract ................................................................................................................................... iiiAcknowledgement ................................................................................................................... vTable of Contents .................................................................................................................... viList of Tables ......................................................................................................................... viiList of Figures ....................................................................................................................... viiiList of Appendices .................................................................................................................. ixCHAPTER ONE INTRODUCTION ....................................................................... 11.1 Background ............................................................................................................ 11.2 Problem Statement ................................................................................................. 11.3 Research Questions ................................................................................................ 21.4 Research Objectives ............................................................................................... 3CHAPTER TWO LITERATURE REVIEW .......................................................... 42.1 Introduction ............................................................................................................ 42.2 Historical Review of Distance Learning ................................................................ 42.3 Distance Learning Definition ................................................................................. 52.4 Distance Learning Techologies and Methods ........................................................ 6

2.4.1 Material Design Technologies and Methods ............................................... 72.4.2 Distance Learning Generations .................................................................... 7

2.4.2.1 First Generation ............................................................................... 72.4.2.2 Second Generation ........................................................................... 7

CHAPTER THREE RESEARCH METHODOLOGY .......................................... 93.1 Introduction ............................................................................................................ 93.2 Research Model and Research Dimensions ........................................................... 9CHAPTER FOUR FINDINGS ............................................................................... 134.1 Data Analysis Method .......................................................................................... 134.2 Data Analysis Strategy ......................................................................................... 14REFERENCES ......................................................................................................... 16

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List of Tables

Table 4.2 Fit Measures ............................................................................................................. 6

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List of Figures

Figure 3.1: System factor and BI ............................................................................... 11Figure 3.2 Implementation environment factor, BI, and actual use ............................. 7

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List of Appendices

AppendixA Sample Appendix ............................................................................................. 17

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CHAPTER ONE

INTRODUCTION

1.1BackgroundThe development of Information Technology (IT) has urged employees in

organizations all over the world to upgrade their knowledge and skills. One way of

doing this is by attending various kinds of training including traditional training or

workshop. Behling et al. (2007) defined traditional training (i.e. face-to-face training)

as the training process that takes place when the trainees and the trainer are present at

the same time in the same place. Even though traditional training provides several

benefits such as places a trainee in a stimulating and challenging group environment,

and creating and facilitating business networking between one trainee and colleagues

who come from different working background (Training Directory, 2007), not every

employee has an opportunity to attend it.

This chapter is organized as follows: the first section is the background, followed by

the statements of the problem, and the research questions. The objectives of research

will be described in the fourth section, followed by the scope of the research, the

research significance, the research contribution, and the research approach and

methodology. Finally, the structure of the thesis will be highlighted.

1.2 Problem Statement

Many educational institutions and private and public sector organizations over the

world have adopted e-learning system to offer teaching and training materials to the

remote students and trainees (Burgess & Russell, 2003; Chatzoglou et al., 2009). Yet,

for technologies to be successful in the organizations, they must be accepted by the

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employees. The acceptance of technology is often described as one of the most

important areas in the modern information system (Venkatesh et al., 2003).

Public sectors employees in Jordan are demanded to sit for one certified IT training,

known as International Computer Driving License (ICDL). This training has been

implemented in Jordan as standard for end user computer skills across the kingdom

since 2001. Most of the Jordanian ministries, for instance the Ministry of Education,

Ministry of Health, Ministry of High Education, ministry of water and irrigation and

Ministry of Information and Communication Technology (ICT), have adopted this

program for their employees since 2003 (Advance Learning, 2008). Approximately

70000 employees of the Ministry of Education must participate in this program (ICDL

foundation, 2007). However, according to an initial study results, due to the

inappropriateness training time that is continuously unfit with the employees

schedule, the Ministries faced difficulties to conclude the computer skills training

(ICDL) for its employees. To employees, this challenge has prevented them from

attending the program training and sitting to the certificate exam, which could affect

their career.

1.3 Research Questions

This study aims to examine the acceptance of computer-based distance training

system by the public sector employees. Therefore, the following are the research

questions to be solved:

1. What are the issues and challenges in implementing computer-based distance

training system in public sector organizations in Jordan?


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2. How can computer-based distance training system support the traditional training

method in public sector organizations in Jordan?

3. What are the factors that determine the acceptance of public sector employees on

computer-based distance training system?

1.4 Research Objectives

The research objectives are formulated as below:

1. To investigate the issues and challenges in implementing computer-based distance

training system.

2. To identify the roles of computer-based distance training system in supporting the

traditional training method in public sector organization in Jordan.

3. To determine the factors that lead to the acceptance of public sector employees on

computer-based distance training system.


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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

There is much evidence in the literature that the development of information and

communication technology plays a vigorous role in the evolution of e-learning.

Nowadays educational institutions offer their courses online and have distance

learning as one of their strategic alternatives for reaching big number of students.

Similarly, many organizations have taken practical steps to provide training materials

to their employees through distance training programs (Burgess & Russell, 2003).

This chapter describes the situation of distance learning in public and private

organizations and educational institutions. It also explains the advantages and

disadvantages of distance learning system for employees, organizations, institutions

and trainers, and how distance learning has managed to solve problems of employee

training. Additionally, this chapter includes a review of literature on the acceptance of

information system models, and the dimensions of distance training system

acceptance (successful factors), which will be used to develop the acceptance model

for this research.

2.2 Historical Review of Distance Learning

Works on distance learning began in Britain in the 18th century. It was meant to

provide courses to everyone who wanted to extend his/her personal knowledge, get

education degree or develop his/her career. In the 19th century, the United States and

many European countries started to apply distance learning. Consequently, distance

learning has become a popular practice all over the world (Ruhig, 2002). Given that, it

is evident that Great Britain was the first country to conduct distance learning in 1858.


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The Queensland University offered some courses that led to an external degree

through distance learning program in 1890. Today, the Open University in London is

one of the largest international universities that offer courses through distance

learning programs. Different technologies are used to support the implementation of

distance learning programs. For example, about 56 percent of all public higher

education institutions in the United States provide courses to their students using

online mode (Arafeh, 2004). Additionally, TV is another technology that plays an

important role in conveying the materials and programs of distance learning to remote

students.

Based on the above, the number of educational institutions that use distance learning

system has rapidly increased all over the world, due to its advantages. Later,

organizations have begun to take the advantages of distance learning program to train

their employees, as mentioned later in this chapter. Thus, this research is going to

investigate the acceptance of distance learning system by public sector employees, to

understand why employees accept or reject such system and to determine the

challenges of applying distance learning system for employee training.

2.3 Distance Learning Definition

There is no specific definition of distance learning (Arafeh, 2004; Elena, 2006)

because it is a mixture of many sciences such as education, business, psychology,

information technology, and information technology. As a result, researchers have

defined distance learning according to their field (Burgess & Russell, 2003).

Whatever differences the meaning they attach to distance learning, these definitions

are made based on the philosophy of distance learning, grounded on two concepts: (1)


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flexibility, and (2) openness. Flexibility means that students or trainees can access any

learning materials from any place at any time (Burgess, and Russell, 2003).

In educational context, distance learning is the process in which education occurs

when the students are physically separated from the instructors. In such a context,

there is a need for designing special methods and electronic tools to connect students

with teachers and each other and other managerial and administrative arrangements

(Angel et al., 2004). This is to provide flexibility of teaching and learning process to

students and instructors. In the context of business and organizations, distance

learning can refer to the training method that is developed by companies to train or

retrain employees to overcome the obstacle of a fast-paced work environment. Many

organizations have used computer, Internet, video, and audio technologies to conduct

such training (Burgess & Russell, 2003; and Gagne and Rojas, 1991). In the

information technology and information system context, distance learning is defined

as a delivery system that is used to deliver instructions and provide resources to

remote students (Gordon et al., 2004).

2.4 Distance Learning Techologies and Methods

Technologies, such as web-based technologies, computer-based technologies,

multimedia technology, satellite and so on, are essential for the development and

implementation of distance learning. These technologies have been used by

institutions over time to develop distance learning materials, to deliver the distance

learning materials to remote students, and to create interaction among students and

instructors. This section sheds light on these distance learning technologies and

methods.


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2.4.1 Material Design Technologies and Methods

Educational institutions deliver learning materials in many formats. The early format

used to deliver learning or training materials was the written materials such as

textbooks and documents. This format was used since the introduction of distance

learning until the end of 1970 (Castro et al., 2001; Jackson, 2002). After 1970s, audio

and video documents started to be used. These technologies include speech and video

tools like audio cassettes, audio tapes, and video tapes.

2.4.2 Distance Learning Generations

The development of information and communication technologies has played a great

role in advancing distance learning. The development of technologies in distance

learning have take place in four generations. This section presents these generations in

detail.

2.4.2.1 First Generation

The first generation of distance learning started in the eighteenth century. The

instructor and adviser play essential role in the teaching process. In this generation

distance learnings written materials (for instance written documents and books) are

delivered to remote students (Castro, 1998).

2.4.2.2 Second Generation

The second generation began at the end of 1970. At this stage, in addition to the

books, text and documents some technologies are added, for instance, audio cassette,

videocassette, and telephone (Castro, 1998). The appearance of these technologies has

enhanced the distance learning materials format, has improved the distance learning


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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter explains how the extended UTAUT include the successful factors of e-

learning system acceptance and how these factors were chosen. Additionally, it

discusses the research hypotheses formulated to answer the research questions.

Furthermore, in this chapter, the methodology of this research is presented. It

distinguishes among exploratory, descriptive and explanatory researches. The chapter

also highlights the differences between quantitative and qualitative researches and

describes the research strategy. Finally, sampling method, data collection method,

validity and reliability of the instruments and data analysis method used in this

research will be explained.

3.2 Research Model and Research Dimensions

Review of the literatures pertinent to information system shows that the acceptance of

information system, especially e-learning system, is influenced by three factors,

namely, (1) individual factor, (2) system factor, and (3) implementation environment

factor (Chau & Hu, 2002; Dadayan & Ferro, 2005; Hu et al., 1999; Nanayakkara,

2005). In this study Unified Theory of Acceptance and Use Technology (UTAUT) is

adapted as a framework to investigate the acceptance of computer-based distance

training system by employees in public sector organizations.

There are many advantages that can be obtained from UTAUT. Reflecting on the

model, the researcher believes that UTAUT is more suitable to large organizations

thanother models of acceptance technology because the design of this model is based on


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the data collected from employees environment (Venkatesh et al., 2003). Additionally, it

could successfully predict the adoption of information technology in approximately 70

percent of the cases, but other user adoption models could do so in about 40 percent of the

cases (Davis et al., 1989; Venkatesh et al., 2003). Furthermore, the constructs of UTAUT

have been adopted from eight other user acceptance models (Venkatesh et al., 2003).

Moreover, the prior scales used to measure the constructs can be combined to come up

with new scales that can be applied to the distance learning context. Last but not least,

this model covers almost the main factors that influence user acceptance of technology

such as technology factor and organization factor (Marchewka et al., 2007; Venkatesh et

al., 2003).

The proposed model of this study therefore includes employee intention to use computer-

based distance training system as the dependant variable. Because individual factor is a

critical successful factor in the e-learning and information technology contexts (see next

section 4.1.2) and UTAUT does not consider it, this study decided to add a new factor

(that is individual factor) in UTAUT. The model also covers two factors i.e. (i) system

factor, and (ii) implementation environment factor.

The first factor included in the proposed research model is system factor that includes

five sub-factors: (a) performance expectancy, (b) effort expectancy, (c) system

enjoyment, (d) system interactivity, and (e) system flexibility. According to

Venkatesh et al. (2003), performance expectancy and effort expectancy have a

significant influence on the behavioral intention to use an information technology.

Additionally, there is strong evidence that system enjoyment, system interactivity and

system flexibility are important in the e-learning context because they have significant

influence on employee intention to use e-learning system (Abbad et al., 2009;


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Chatzoglou et al., 2009; Chesney, 2006; Conci et al., 2009; Hsia & Tseng, 2008;

Nanayakkara, 2005).

Therefore, the system factor in this study will include (i) performance expectancy

(PE), (ii) effort expectancy (EE), (iii) system flexibility of distance learning, (iv)

system enjoyment, and (v) system interactivity. Figure 3.1 presents the possible

relationship between system factor, behavioral intention and usage behavior.

Figure 3.1: System factor and BI

The second factor included in the proposed model is the environment implementation

factor. In this study, the environment implementation factor includes (a) facilitating

conditions (FC) and (b) social influence (SI). According to Venkatesh et al. (2003),

the facilitating conditions construct has a positive and direct influence on the actual

use an information technology. Additionally, there is a significant relationship

between the social influence construct and behavioral intention (Venkatesh et al.,

2003). Figure 3.2 presents the possible relationship between FC, SI (items of

implementation environment factor), BI, and Actual Use.

Effort expectancy

System enjoyment

System flexibility

Behavioral Intention (BI)

System interactivity

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Figure 3.2 Implementation environment factor, BI, and actual use

The third factor proposed in this study is individual factor that includes (a) computer

anxiety and (b) computer self-efficacy. In this respect, Venkatesh et al. (2003) have

supported that self-efficacy and anxiety constructs have indirect influence on

behavioral intention to use an information technology.

Facilitatin conditions

Social Influence

Behavioral

intention Actual Use


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CHAPTER FOUR

FINDINGS

4.1 Data Analysis Method

This chapter presents the results of data analysis which was carried out by applying

AMOS 16.0 and SPSS 16.0. It starts with description of the analysis associated with

respondents profile, followed by the results of data quality tests, including the resu lts

of missing data test, outlier test and data normality test. Additionally, the chapter

provides the results of the test of the proposed research model and how the research

model fits with the data. Finally, the chapter discusses the results of the hypotheses

testing, with the impact of the moderators.

One of the research objectives is to propose an acceptance model of computer-based

distance training system that best describes public sector employee intention to use

such technology (Section 1.3). In achieving this objective, Structural Equation Model

(SEM) was considered a suitable data analysis method toward the end. According to

Byrne (2006), a proposed model should be substantively meaningful and statistically

well fitting. In addition, SEM has potential to analyze multiple relationships between

independent and dependent variables simultaneously, in contrast to other generation

regression models (such as liner regression, ANOVA, and MANOVA) which, can

analyze only one causal relationship at a time (Gerbing & Anderson, 1988). The

model generated from SEM is also known as a model of relationships because it

figures all the relationships between the exogenous (dependant variables) and

endogenous (independent variables) variables (Sharma, 1996).


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Furthermore, one of the most advantages of SEM is the use of confirmatory factor

analysis that can examine measurement error by using multiple indicators per latent

variable, model mediating variables, examine the model overall as a one unit, handle

difficult data such as incomplete data and non-normal data, and examine models with

multiple endogenous variables.

4.2 Data Analysis Strategy

Data analysis strategy is a general plan of how the researcher will analyze the data

that he/she has collected. In this study, the data analysis was carried out in five stages.

The first stage focused on the analysis of the demographic information. The second

stage presented the data quality (data management) by conducting three tests

including missing data test, outliers test, and normality test. The third stage focused

on the reliability and validity of measurement (goodness of data) by examining the

composite reliability, convergent validity, and discriminant validity. Subsequently,

measurements of model fit were applied in stage four to measure the fit of proposed

model with the collected data. Finally, path coefficient (not equal to zero), critical

ratio (recommended value is > 1.96) and P-value (recommended value is < 0.05) had

been used to test the studys hypotheses in stage five (Hair et al., 2010).

Five common measures were used for models analysis including X2/ df, GFI, CFI,

REMSEA, and TLI (Holmes-smith, 2006). Table 4.2 reveals that this research model

is a very fit model because all measures fit are within the ranges of the recommended

values (all the test results were generated from Amos 16.0, and mentioned in

Appendix H Section 2).


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Guidelines on Thesis Format for Postgraduate 21may2013

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