Assoc. Prof. Yusliza Mohd-Yusoff
Universiti Malaysia Terengganu, Malaysia

 Dr. YUSLIZA, M. Y has been an Associate Professor with the Faculty of Business, Economics & Social Development, Universiti Malaysia Terengganu. She is the author of more than 100 articles. Her research interests are organizational and behavioural studies, human resource management, green human resource management, international human resource management (international students adjustment), electronic human resource management, line managers involvement in human resource management, empowerment, human resource roles and competencies.

Topic: Modeling the Effect of Supportive Work Environment on Employee Retention using Structural Equation Modeling
This study explores the relationship between peer group interaction, perceived climate, perceived organizational support, supervisory relationship on employee retention. Data were collected among academic staff in one of the public universities in Malaysia. A cross-sectional survey using hardcopy and online was used to collect data, 225 valid responses were analyzed. Besides, the structural equation modeling technique has been used to test the proposed hypothesized model. The study concludes the positive effect of peer group interaction, perceived climate, perceived organizational support, supervisory relationship on employee retention. Universities need to provide supportive environments that enable staff to remain focused and dedicated to maintain high morale and reduce academic staff turnover. As a result, employees' positive perception of their work environment reduced their turnover intention decisions. The findings of this study further elucidate how a supportive work environment impacts employee retention among academic staff in Malaysia context.


Asst. Prof. Ana Luísa Rodrigues
University of Lisbon, Portugal

Assistant Professor at the Institute of Education, University of Lisbon. She works in the areas of Social Sciences with an emphasis on Education and in Economics and Management. She completed the Doctorate in ICT in Education in 2017 by the Institute of Education (IE) of the University of Lisbon (UL). Master in Economics and Accounting Teaching in 2012 by IE/UL, Master in Administration and Industrial Strategy in 2001 at ISEG/UL and Degree in Business Organization and Management in 1997. Publish articles in scientific journals, a book and book chapters. In its curriculum, the most frequent terms in the context of scientific production are: Teacher education; Active training; Teaching, assessment and learning methodologies; Digital technologies; Online teaching; Higher Education; Didactics of economics; and Didactics of accounting.

Topic: The Importance of Technological Skills in Higher Education
Digital technologies have been playing an increasingly relevant role in the personal, social, academic, and professional lives of all citizens, constituting the higher education system a privileged place for the development of technology skills.After the COVID-19 pandemic the need to develop technological competence was evident. The pandemic has had a severe impact on Education including in higher education. Especially at this level, it was a quick change from face-to-face lectures to online learning. However, the crisis raises questions about the value offered by a university education which includes educational content, but also networking and social opportunities. In this way, universities will need to reinvent their learning environments and should promote the development of technological skills in students and teachers. In this way, the question is which technological skills are built and developed by higher education students and what their perception about the importance of technological skills in employment, personal life, and social relationships in the future. This issue is a central for any country's education and development policies.
In this way a survey was carried out with an online questionnaire applied to HEIs students, to verify which areas of technological skills (based on the European Digital Competence Framework for Citizens) are most developed and understand repercussions they may have. The questionnaire was applied to students from three public education institutions located in the North, Centre, and South of Portugal.