Faculty Business Management

Urban Sustainability is one of the most important agendas for a country to focus on as it makes
the society and communities live in balance and defensible. The pleasant surrounding will create
better production and economic growth. Most of the researchers found that the urban
population will increase environmental degradation. It is involved the destruction of the
environment and is included as one of the ecological footprints produced by humanity. The
ecological footprint will increase and affect the health level of the nation. People may suffer skin
irritation because of air pollution, diarrhea from water pollution, and others. Urbanization itself
may directly influence health expenditure as it refers to the demographic transition from rural to
urban. Since the population of urban is increasing, their health spending also increases. This
paper will provide a conceptual framework on the relationship between urban sustainability and
ecological footprints on health expenditure which can help spread the importance of
urbanization policy to reduce the ecological footprint and spending. Therefore, the government
may focus on other types of expenditure for the country’s development

Purpose of the study: The purpose of this study is to examine the relationship between religiosity commitment, self-study concept, study habits, and English proficiency. Besides, this paper aims to investigate the way English proficiency mediates the relationship between religiosity commitment, self-study concept, and study habits with perceived stress, respectively, among undergraduates, enrolled in a Management course. Methodology: A quantitative method was employed in this study involving 243 undergraduates of Universiti Teknologi MARA (UiTM) Pahang. The respondent selection method employed a simple random sampling technique. A questionnaire survey was designed based on previous literature. Statistical Package for Social Sciences (SPSS) 22.0 and Structural Equation Modelling (SEM) using AMOS software were used to analyze and test all hypotheses developed. Main Findings: This study found a significant relationship between religiosity commitment, study habits, and self-study concep...

Purpose-Students' incompetence to deal with the intricacies of technology during the teaching and learning process may have negatively affected their online learning process particularly throughout the COVID-19 pandemic. It is critical to research technostress influence on online learning behaviours among undergraduates. Thus, this research intends to examine the predicting factors that contribute to technostress and the correlation between undergraduates' technostress and the behavioural intention to use online learning.

Technostress can be seen as a relevant factor that may affect student satisfaction and student performance. However, a lack of research has been carried out to analyse the simultaneous effect of the four technostress dimensions, namely techno-overload, techno-complexity, techno-insecurity, and techno-uncertainty on student satisfaction and performance expectancy. Performance expectancy is appropriate to use as an endogenous construct since this research was carried out during open and distance learning (ODL) implementation and before the final examination. Hence, this study aims to investigate the association between the four technostress dimensions towards student satisfaction. This research also seeks to examine the relationship between student satisfaction and performance expectancy among undergraduates. A total of 500 self-administered questionnaires were distributed but 458 valid questionnaires were found. All of the respondents were at the diploma level from UiTM Pahang Branch Campus. An online survey questionnaire was used since all respondents were in their hometowns due to the Malaysian government's Movement Control Order (MCO). In this study, SEM-AMOS was conducted to evaluate the measurement model and to test the hypotheses. This study found that techno-complexity displays a more significant contribution to student satisfaction and performance expectancy than techno-uncertainty. However, the results explicitly imply that the influence of technooverload and techno-insecurity on students' satisfaction and performance expectancy is not significant.