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This study aims to explore and identify potential challenges and prospects for conducting the professional shariah audit training programme via an e-learning approach during coronavirus disease 2019 (COVID-19).

Questionnaires were administered to 296 participants who were enrolled in the professional shariah audit training programme via e-learning during the COVID-19 pandemic outbreak in 2020. These participants were final-year students from selected Malaysian public universities.

Findings show that several main challenges are faced in adopting an e-learning approach for conducting the professional shariah audit training programme such as the inability to do more hands-on, group and physical activities, different understandings based on academic backgrounds, difficulty in learning practical and technical topics, technical issues and problems during e-learning sessions. These lead to the unsuitability of conducting professional training via the e-learning approach. In terms of prospects of knowledge learnt via the e-learning approach, participants showed that they are able to master all six modules covered in the professional shariah audit training programme via the e-learning approach. These include (1) shariah principles; (2) shariah governance; (3) Islamic financial transactions; (4) shariah risk management; (5) shariah audit planning and programme; and (6) shariah audit fieldwork and communication.

Based on the findings, it is suggested to have more time spent and earlier preparation on the learning contents and sessions, more discussion on actual contents and practical exercises and competency of the trainers in delivering e-learning sessions.

This study is believed to be one among the pioneering studies on the potential challenges and prospects in adopting e-learning for conducting the professional shariah audit training programme due to COVID-19.

Starting in the late 1950s with the creation of the National Council of University Research Administrators (NCURA), followed by the formation of other professional organisations both in the USA and Europe, there was a growing sense that research management was indeed a profession. One goal was the creation of professional standards that would lead to a standard training curriculum and, ultimately, a professional credential, and there have been many attempts at developing research administration certification. Now, in the US, accreditation through the Research Administrators Certification Council (RACC) exam has become ubiquitous, whereas in other parts of the world, certification by portfolio is more common. This chapter will compare and contrast the salient features of certification, certificates, and degree programs in research administration and review their development and growth over the past 30 years. The chapter will discuss their relative merits and how they work to advance the profession of research administration.

Present article seeks to analyze the impact of training programmes on the professional development skills of the academics working primarily at the Regional Centers of Indira Gandhi National Open University spread across the country. Article also seeks to analyze how the issues pertaining to the academics which include educational, administration, student support, supervision and maintenance of study centers. monitoring, staff development, survey and research activities, development of self instructional material, admission, examination, teleconferencing, interactive radio counseling, gyanvani, tele-learning center activities, maintenance of database, financial and administrative matters were taken up while imparting training. Interrelationship among the variables was also analyzed in order to asses the impact one variable on the other variables by using regression technique, i.e while dealing with the issues pertaining to educational administration the impact of training on monitoring was also assessed.

The economic crisis of 2008 has caused a significant increase in the number of unemployed in Spain and a decrease in investments in active training policies. In this context, it is even more necessary to demand improvements in the degree of efficiency of the training programs aimed at unemployed people.

This paper presents the opinions of a group of experts in labor intermediation on the need to include transversal competences in the training contents of employment courses aimed at the tourism sector to improve the degree of employment of the unemployed.

All the experts consulted have indicated the need to enrich the subjects of the training courses by incorporating workshops that favor the implementation of certain transversal competences such as team work, management in stress situations, problem-solving, willingness to learn, self-initiative, verbal communication and mastery of social networks.

The main limitations are given by the small number of experts in the field. However, their long career and participation in employment programs make their opinions valuable.

The main practical implication is in the fact that the proposed suggestions about modifications in the contents of the training courses for employment in the tourism sector are perfectly applicable, and according to the expert’s opinions, they would improve the degree of labor insertion of the participants.

The improvement of the degree of employability of the unemployed who participate in the training actions and a greater adaptation to the specific characteristics of the jobs offered by the entrepreneurs of the sector.

The adaptation of the formative contents of the courses focused on the unemployed can make possible two desirable effects. On the one hand, the improvement of the quality of the tourist resources and on the other hand, increase the degree of employability of the unemployed, and in this way improve the efficiency of training programs.

Human resource development (HRD) has been considered in enhancing organisational operations as human resources are vital for organisational performance. This study aims to examine the role of HRD on the effectiveness of public procurement in Tanzania.

This study employed a cross-sectional research design under which data was collected from 168 procurement professionals in Dodoma city, Tanzania. Structural equation modelling (SEM) was employed to analyse the collected data and examine the structural relationships between HRD and the effectiveness of public procurement in Tanzania.

The findings revealed that all the variables of human resource development; career development, training and performance appraisal, are statistically significant and positively related to the effectiveness of public procurement. Therefore, the findings reveal that career development, training and performance appraisal as HRD practices play an important role in enhancing the effectiveness of public procurement in the surveyed public procuring organisations in Tanzania.

This current study divides HRD into three main practices: career development, training and performance appraisal. This limits the study's applicability to other HRD practices that organisations may institutionalize to public procurement professionals who work in various public organisations in Tanzania.

This paper integrates the concept of HRD and public procurement effectiveness. Therefore, the study adds value to the literature on human resource management and public procurement management.

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.

This study aims to examine the entrepreneurship profiles of migrants and refugees relying on a neo-configurational approach that increases understanding of causal complexity, equifinality and causal asymmetry patterns to high entrepreneurial intentions in the two groups.

Using a fuzzy set qualitative comparative analysis method, the authors analysed 52 respondents – migrants and refugees. The findings show the existence of equifinality in which different configurations can lead to high and low entrepreneurial intentions, underlying that traumatic experiences have a major role in entrepreneurial intention. It also demonstrates that core conditions are associated with refugee’s configurations and causal asymmetry. The cross-sectional character of this research impedes the searching for a better causal relationship. The lack of studies that approach the subject of refugees makes it challenging to develop a robust theory in this sense.

The paper highlights five main configurations – two related to migrants’ profile and three related to refugees’ profile – that enable expanding the current knowledge and practices to better customize practices to increase entrepreneurial intention.

To the best of the authors’ knowledge, this is the first research using a configurational approach to explore migrant and refugee entrepreneurship intention profiles.

Among the various pro-sustainability strategies that universities adopt, Stellenbosch University’s 2030 Agenda further challenges universities to provide sustainability education that enables students to become change agents for sustainability. The Listen, Live and Learn (LLL) initiative is a co-curricular programme developed at Stellenbosch University, South Africa, that seeks to foster social cohesion and develop change agency among students. This study aims to understand how LLL students had developed agency for change through their experiential learning in the programme.

Using a transformative sustainability learning approach, this study examined secondary data containing qualitative and quantitative data from the 2018 LLL end-of-year survey. The qualitative data was analysed thematically, and the quantitative data was analysed using counts and frequencies.

Through their participation in the programme, the students learned about their character and opened up to engage with the ‘others’ whom they lived with in the same residence. They also reported becoming more open-minded, intentional, reflective and confident. Another personal change reported by the students was their ability to collaborate with their housemates. The learners recommended that the programme could be improved by providing resources for house projects, guidance with inviting house theme experts and help with conflict resolution.

Through this research, the authors have demonstrated the ability of a transformative sustainability learning programme to effect a change in the attitudes, norms and behaviours of students at a higher educational institution towards a sustainable and just society.

This study aims to examine the rationales for and obstacles to developing a national qualifications framework (NQF) in Japan. From a research perspective, it attempts to propose a model of a qualifications framework in the national context to provoke further political discussion in developing the Japanese Qualifications Framework (JQF).

To propose a possible model of a qualifications framework in the Japanese context, this study employs a qualitative document analysis approach to known NQFs. Next, based on documents and the literature, including government data and the United Nations Educational, Scientific and Cultural Organization’s Tokyo Convention (2011a, b), this study analyzes the motives and challenges in developing the JQF.

Japanese motives to develop the JQF can be summarized in four conditions: (a) International expectations along with the Tokyo Convention and establishment of the National Information Center, (b) avoiding qualification holders’ disadvantages in mobility, (c) quality assurance of qualifications with a competence-based approach and (d) lifelong learning by promoting recognition of diverse learning. The challenges in developing the JQF are (a) fitness with the traditional employment system and (b) multiple stakeholders’ involvement. The current priority in developing an NQF in Japan is to make educational qualification information “visible” based on legal grounds, particularly entrance requirements, to facilitate mobility.

This study explores the possibility of the JQF by summarizing the background and roles of NQFs worldwide and clarifying the motives and challenges for developing the JQF. This study provides suggestions for the possible qualifications framework model in the Japanese context from academic and practical perspectives in Japan, where official discussions on establishing an NQF have not progressed. Ensuring the international compatibility of qualifications so that qualification holders can smoothly take the next step in their studies and employment is important.