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The chapters in this book show that it is possible to conduct studies on the intersections between gender, criminalization, imprisonment, and human rights in Southeast Asia. In this conclusion, we draw out the implications of this emerging scholarship. More specifically, we critically examine how common talk about “individual needs” risks blinding criminal justice reformers to the structural, gendered dynamics that render people criminalizable and imprisonable. We explore the potential of the concept of participation to strengthen understandings and activism around gendered harms, and grapple with the thorny issue of for whom we speak. We advocate for cross-cultural understandings, developed in collaboration and through partnership, to productively challenge the ethnocentrism of criminology and propel truly transformative agendas. Three steps are identified to decenter research and activism: Scholars and activists must acknowledge the risks of attending to need while not attending to the drivers of need; resist the temptation to operate only within the limits defined by the authorities, the state, the academy, or agencies set up to protect; and generate “home grown,” counter-hegemonic solutions that push back against the tendency to universalize, colonize and deny difference.

This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues.

The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim format.

The findings show that most students have never written a reflective log or essay in the formative assessment. As a consequence, they had difficulty in writing the reflection when being requested to do so. A total 75 (approximately 55 percent) of the reflective logs were identified as level 1 (from 1 to 5 percent) in which reflections were simply written in a descriptive manner, resulted in a balance of 61 learning logs being utilized for further analysis. The students’ reflections on their entrepreneurship’s experience systematically categorize into four different themes comprised of: the nature of entrepreneurship module, entrepreneurial characteristics, opportunity recognition, and creativity and innovation.

As for the limitation of the study, it is important to not to underestimate the challenges of introducing a grade assessment that most of them are not familiar with in their university academic journey. Students need guidance, assurance and confidence writing something that require personal opinion, own thinking, sensitive and personal nature of narration. For most students as found out in this study, self-confessional writing is hard to come by (they dare not attempt it in the first place), only a handful appreciating the writing start with “I,” “me” as first person. More research in this study should be conducted across the university to gauge the response from the students to see if the result of this study is only applicable to this group of students or to this discipline of studies. The researchers would also like to recommend for future studies which take the form of a longitudinal study of similar kind to examine the problems and challenges with regards to promoting learning reflection at the undergraduate level.

Based on the result of the 61 students who had demonstrated an ability in reflective writing, it is suggested that perhaps the university should consider offering coursework that contains a component of reflective writing as part of the assessment. As such, if this is implemented, students of such ability like the one in this sample group would have been benefitted from such assessment which look at reflective ability (Greene, 2014) and which they were allowed to form a broader perspective in relation to the module undertaken. This in turns will foster the growth of reflective ability which is recognized as a learned behavior (Gustafson and Bennett, 1999). In addition, for the future exercise of this reflective learning log, the researcher opined that we should encourage our students to engage with another student (e.g. close friend) in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. In addition, students were able to distance themselves from their actions, ideas and beliefs, by holding them up for scrutiny in the company of a peer with whom they are willing to take such risks (Hatton and Smith, 1995).

The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.

The apparel industry of Bangladesh is rethinking lean manufacturing (LM) deployment because of the challenges imposed by the COVID-19 pandemic. Due to COVID-19, LM implementation in the apparel industry has become more difficult. Thus, the purpose of this study is to explore the barriers to implementing LM practices in the apparel industry of Bangladesh in the context of COVID-19 pandemic.

For evaluating the barriers, an integrated framework that combines the Delphi method and fuzzy total interpretive structural modeling (TISM) has been designed. The application of fuzzy TISM has resulted in a structured hierarchical relationship model of the barriers with driving and driven power.

The findings reveal that “lack of synchronization of lean planning with strategic planning”, “lack of proper understanding of lean concept” and “low priority from the top management” are the three top most important barriers of LM implementation in apparel industry.

These findings will help the apparel industry to formulate strategy for implementing the LM practices successfully. The proposed model is expected to contribute to the sustainable development goals (SDGs) such as Responsible Consumption and Production (SDG 12); Decent Work and Economic Growth (SDG 8); Industry, Innovation and Infrastructure (SDG 9) via resilient strategies.

This study is one of few initial efforts to investigate LM implementation barriers during the COVID-19 epidemic in a real-world setting.