International Business Education Journal (IBEJ) <p style="text-align: justify;"><strong>International Business Education Journal (IBEJ) ISSN 1985 2126</strong> is an international peer-reviewed journal published twice a year (June &amp; December) by the Faculty of Management and Economics (Universiti Pendidikan Sultan Idris) and Penerbit Universiti Pendidikan Sultan Idris. It aims to become the leading multi-disciplinary, open access, online academic journal in the field of current matters. The IBEJ is dedicated to promote original research and insightful debate in contemporary issues and thought by publishing academic original articles, analytical and simulation models, empirical research, policy analysis and book reviews across a number of disciplines, including accounting banking, business, economics, education, entrepreneurship development, finance, international relation, law, management, population studies, public administration, science and social welfare.</p> en-US (Norlaile Salleh Hudin) (Mdm. Asiah Abd Rahman) Tue, 18 Feb 2020 09:34:45 +0000 OJS 60 Factors Affecting Students’ Academic Performance in Higher Education: Evidence from Accountancy Degree Programme <p style="text-align: justify;">The increasing demands for accountants in the future have resulted in an increased number of students enrolling in the accounting programmes of Malaysian universities. This expansion, however, has caused some concern about whether these students are likely to succeed in their studies. This study, therefore, aims to examine the factors that drive the academic performance of accounting students at Malaysian universities. The factors included gender, ethnic groups, type of secondary school, sponsorship, and family income. The students’ academic performance was represented by their cumulative grade point average (CGPA) obtained at the end of their programs. The study used a quantitative research design using secondary data of 367 undergraduate accounting students graduated in 2016 from the Universiti Utara Malaysia (UUM) for analysis. The findings suggested that there were significant differences in students’ academic performance related to ethnic groups, type of secondary school, and family income. Specifically, Malay, Indian, and other students performed less well than did Chinese students. Gender and sponsorship, however, had no significant influence on their academic performance. The study’s findings could help higher learning institutions, parents, and policymakers to formulate effective intervention mechanisms and to introduce a more holistic approach to improve student performance.</p> Haslinda Hassan, Rosli Mohamad, Raja Haslinda Raja Mohd Ali, Yurita Yakimin Abdul Talib, Hafizah Mohamad Hsbollah ##submission.copyrightStatement## Tue, 18 Feb 2020 09:34:29 +0000