Reflective and Integrative Learning, The Role of Instructors & Institutions: Evidence from Malaysia

This journal was written from the findings of a research funded by the Ministry of Higher Education in 2018. A grant of RM250,000 was awarded to carry out this two-year research which consisted of eight researchers from Universiti Utara Malaysia, Islamic International University Malaysia, Nottingham University Malaysia and the School of Media and Communication, Taylor’s University. The shift in contemporary workplace has caused higher education institutions to place importance on developing non-academic attributes along with academic success to help students accomplish academic and occupational goals.


A total of 1892 final year Malaysian undergraduate students from 18 universities across Malaysia participated in the cross-sectional survey study. The hypothesized model was tested using structural equation modeling. The results revealed that reflective and integrative learning fully mediates the relationship between student-faculty interaction, assessment and feedback, campus environment, and academic as well as soft skills gains.