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A decade after 2008 crisis, scholars in mainstream field of finance are yet to proffer lasting solutions to the menace that target the root cause of the crisis. Islamic finance offers a simple message for the whole episode and others similar to it: introduction of God consciousness, removal of interest from the system, and its replacement with profit and loss sharing together with establishment of an ethic base corporate governance structure. Absence of ethical considerations is the main factor for financial crisis in the past hundred years. Models utilized by Islamic finance industry for financing and sharing of risk are musharakah and mudarabah. This chapter provides an overview of risk management and governance in both Islamic and conventional finance in the process outlining similarities and differences between the systems. It dissected through developments in the two fields and highlighted recent controversial topics affecting the field of finance in the modern world.

The purpose of this study is to examine the key challenges currently prevalent in the Machinery and Equipment (M&E) sector of Malaysia and to offer an integrative Industry 4.0 strategic roadmap. The Environmental Scan 2016 and 2018 provides a basis for the identification of the challenges in the M&E sector of Malaysia. The study further investigates the challenges by analyzing the responses of four major stakeholders in a Focus Group Discussion. The findings reveal that the M&E sector suffers from very low automation adoption. This study is among the first few to analyze the challenges in the M&E sector and lay out a strategic roadmap encompassing the role of each stakeholder at every phase of the transition toward Industry 4.0. The proposed method of transitioning through targeted incentive schemes will help academics and practitioners in developing concrete and workable action plans to conduct the transition process.

Curriculum design is an essential task that is complex, painstaking, thought provoking, and cognitively demanding. Often, educators leave curriculum design up to the “experts,” such as textbook makers, program directors, and curriculum leaders. Although deference to “experts” can be perceived as the more efficient way to approach curriculum design, it removes the power from the instructors to exert their expertise, content knowledge, pedagogical artistry, and ability to address the needs of their specific students. In turn, students’ learning and ultimate generalization and application of that learning may not be fully realized. This chapter seeks to challenge that deference of power and illustrate that curriculum design should be a fundamental component to any course design and implementation. This chapter will illustrate considerations that instructors must keep at the forefront of their thinking when designing curricula; specifically, the provision of relevant content that serves as a basis for sustained and successful employability and addressing diverse student learning needs. This chapter will also provide reasonable, practical frameworks for educators to use to embark on executing this critical component of teaching and learning.

This chapter relies on comparative case analysis to examine how and why particular social entrepreneurs in a higher Asian middle income economy broke new grounds in private higher education. The study provides arguments as to why these private higher education entrepreneurs, when viewed inclusively, are social entrepreneurs. Findings from the study suggest that social entrepreneurs distinctively used prior insights from their working experiences to harness the financial power of local capital to fund the scaling up of their social ventures while simultaneously engaging with the country’s economic and social challenges.

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research documents that students who leave school as more self-determined young people achieve more positive employment and independent living outcomes and experience a higher quality of life. Further, promoting self-determination can provide an entry point to the general education curriculum for students with disabilities, and instruction to promote self-determination can enable students to better engage with and learn in the general education curriculum. This chapter defines the self-determination construct as it applies to the education of students with disabilities, examines the importance of such instruction, and provides information with regard to prevailing practices in assessment and instruction to promote this outcome.