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With close to two billion people occupying some 50 countries and spending in excess of US$2tn on food and recreational services alone, Muslim societies represent a significant segment of the world’s population, which warrants greater research attention and better understanding. While Islamic scholarship dates back over 1,400 years, few scholars have studied the impact of Islamic teachings and their effect on surrounding business and policy. The purpose of this paper is to better connect business strategy with Islamic philosophy.

This research is a theoretical paper based on literature review of existing works in academia and from the Koran. The researchers consulted academics and religious leader to better understand the written word and its implications on the various philosophies. This paper offers a sound foundation for further research on Islamic business philosophy.

This research is the base for further exploration into Islamic business philosophy and their underpinnings. To better understand Islamic business models, this study introduces three main and three minor schools of thought to provide a foundation for further research. The schools differ in their theological assumptions and worldviews. Some of them place emphases on traditional approaches, i.e. Jabria (like contemporary Salafies) and some underscore the virtue of reasons and enlightenment (e.g. Mu’tazila or the rationalists).

In brief, the study posits six different perspectives and interpretations relevant to Islamic policy that will be useful for both managerial practitioners and scholars to consider when undertaking business in a Muslim context.

This paper aims to adopt the dynamic capabilities view to investigate the relationship between managerial ties (i.e. business and political ties), dynamic capabilities and innovation climate on ambidextrous innovation (i.e. balanced and combined ambidextrous innovation), in the renewable and sustainable energy context. It also examines the mediating effects of dynamic capabilities between managerial ties and ambidextrous innovation (i.e. balanced and combined ambidextrous innovation), and moderating effects between dynamic capabilities and ambidextrous innovation relationships.

Multilevel analyses conducted using AMOS 26 on 288 employees working in 47 UAE energy firms.

Results found that business ties influences balanced and combined ambidextrous innovation indirectly, whereas political ties only impact combined ambidextrous innovation indirectly through dynamic capabilities. Dynamic capabilities insignificantly mediated managerial ties–ambidextrous innovation and political ties–balanced ambidextrous innovation relationships, with stronger indirect effect on combined than on the balanced dimension. Findings also indicate that innovation climate is the crucial moderator between dynamic compatibilities and ambidextrous innovation, as well as balanced and combined ambidextrous innovation, with stronger effect on balanced dimension than the combined.

This study addresses recent calls by highlighting the role of dynamic capabilities, an important yet underexplored organizational capabilities in the innovation and ambidexterity literature. Also, this study advances insight into how balanced and combined exploration–exploitation innovation and dynamic capabilities are connected and enhances the understanding into how organizational factors stimulate dynamic capabilities leading to superior innovation.

Despite the growing prevalence of Sukuk issuances, there remains a significant knowledge gap concerning their specific risk exposures to originators of issuances rather than to investors, particularly compared to conventional bonds, and the implications of this for the corporate governance (CG) of originators. This study aims to examine the risks faced by originators and sponsors of Sukuk issuances, drawing insights from unique Sukuk case studies. The distinct characteristics of Sukuk include legal intricacies and Shari’ah compliance, which pose particular challenges to originators. Effective risk management is a key issue for CG in these areas.

A sequential explanatory case study method is employed, utilising the content analysis approach to extract information from various articles, reports and Sukuk case studies, including Tamweel Residential Mortgage Backed Sukuk and Tamweel Sukuk Limited.

The findings underscore the critical issues for originators in navigating risks within Sukuk structures, particularly concerning Shari’ah non-compliance and default risk. This highlights the importance of managing risks inherent in Sukuk structures, considering both Shari’ah compliance obligations and the sustainability of Sukuk in terms of default risk. Default scenarios raise unique questions regarding stakeholders' interests, specifically those of shareholders, investors and creditors, contingent on the Sukuk issuance's structure and contractual basis of the Sukuk issuance.

The need for a CG framework conducive to the effective management of these risks, thereby ensuring both Shari’ah compliance and long-term viability, which is crucial for the sustainable growth of Sukuk in the financial landscape.

This study offers a unique perspective by focusing on the risks faced by originators of Sukuk issuances, a largely unexplored area, and underscores the importance of effective risk management for CG and sustainability of Sukuk issuances.

Creating active learning opportunities requires building a learning culture in which the instructor plays the role of a facilitator, leaving the ultimate responsibility of learning to the student. The question, however, is whether this is happening in practice. This study aims to answer this question through instructors' perceptions of active learning in a higher education institution in Oman.

The study participants were 85 instructors working for a private university in Oman. Data were collected by surveying these instructors' perceptions of active learning practice indicators, such as active teaching strategies and student educational practices. This was followed by interviewing a random sample of the same instructors (N = 10) to obtain a deeper understanding of their implementation of the active learning approach.

Data collected through the survey revealed that the shift from passive to active learning in higher education in Oman created a discrepancy between instructors' willingness to practice active learning and learners' unpreparedness to become autonomous learners. The follow-up interview findings confirmed this point, revealing instructors' negative perceptions of student participation and engagement in out-of-class activities.

This study is among the first to investigate the application of active learning in a higher education institution in Oman from the perspective of instructors.

The purpose of this study is to explore the role of entrepreneurial skills and entrepreneurial education on students’ intention to become entrepreneurs through the theory of planned behaviour and the mediating effect of subjective norms on the relationship between entrepreneurial education and students’ entrepreneurial intentions.

A total of 257 students in the Higher Institute of Management at Gabès University participated in this study by means of a questionnaire. The hypotheses were tested using structural equation modeling.

Subjective norm was found to be the strongest predictor of student’s entrepreneurial intentions followed by entrepreneurial skills and entrepreneurial education. Moreover, the findings revealed that the relationship between entrepreneurial education and entrepreneurial intentions was mediated by subjective norm.

It is expected that the findings of this study can help policy makers, researchers and academicians in better understanding the intentions of nascent entrepreneurs.

This study is one of the few studies that have empirically tested the indirect effects of entrepreneurial skills and entrepreneurship education on students’ entrepreneurial intentions using the theory of planned behaviour in developing countries, particularly in Arab countries. The results suggest that subjective norms mediate the relationship between entrepreneurial education and entrepreneurial intentions of students. It is an unexplored issue to date, and helps to understand how and why entrepreneurial intentions emerge.