Much has been said in the Malaysian
Abstract. Design and Build (DB) projects are prone with high risks. The appropriate risk allocation among contracting parties in Design and Build (DB) projects is an important and essential decision leading to the project performance. The establishment of risk allocation at early stage of the projects will contribute great impact to the project objective. It is required judgement and experiential knowledge of the construction experts to determine the appropriateness of risk allocation to the parties involved in DB projects. Therefore, this study has been carried out to investigate and determine the most responsible parties that should handle the risk in DB projects. A total of 170 responses from stakeholder's (Client, Consultant and Contractor) were received and analysed by using descriptive statistics and Kruskal-Wallis test. Sixty-four risk allocation criteria were used and the results of these analyses shows that 41 risks allocated to the contractor, 9 risks allocated to the client, 6 risks allocated to the consultant, and 8 risks are undecided. There were 17 risks allocations were found with significant differences in between stakeholders on their perceptions. This paper is to help stakeholders define clearly their responsibilities on risks in DB projects and make a better decision in handling it.
Succession planning has not been a distinct initiative undertaken by educational organisation in their strategic planning. The former has been clearly established in several high profile profit organisations to ensure smooth transition of leadership in their respective department. From several literatures, proponents of strategic planning have called for non-profit organisations to seriously consider succession planning as an indispensable initiative. This is because it promotes a clear vision of shared values, personnel efficiency and effectiveness and institutional credibility. Therefore, it has to be undertaken by the educational organisation as it promotes positive outlook within. Subsequently, it acts to provide motivational booster for the workers as in talent pooling, customers’ satisfaction due to institutional effectiveness and the organisation competent management at large. This paper explores the importance of succession planning on the sustainability of the educational organisation. It also attempts to put into perspective how succession planning transcends these effects on the performance of academicians, students and the organisation stability.
To identify the human capital construct that significantly relates to the performance of Islamic organizations, this study obtained data from Islamic microfinance organizations in Malaysia using the survey questionnaire method. In addition, we interviewed renowned scholars in the fields of Islamic accounting and Shariah law. Consequently, this study proposes an extended model of human capital that is applicable to Islamic organizations. Apart from knowledge and competency, this study includes spiritual value as another construct of human capital in Islamic organizations. Knowledge includes ideas that are relevant to the accounting and auditing spectra, as well as Shariah principles and jurisprudence. By contrast, competency refers to the ability to innovate unique Shariah-compliant products that are rare and difficult to imitate. Meanwhile, spiritual values embrace the elements of “Siddiq,” “Amanah,” “Fathonah,” and “Tabligh.” This study affirms that knowledge, competency, and satisfaction are the most significant constructs of human capital that explain performance. Factor analysis indicates that spiritual value is embedded in and forms part of the human capital construct. Hence, spiritual value is a key element in company culture and contributes significantly to organizational success. This model can be a platform for human capital reporting in the relevant Islamic and conventional organizations.
To identify the human capital construct that significantly relates to the performance of Islamic organizations, this study obtained data from Islamic microfinance organizations in Malaysia using the survey questionnaire method. In addition, we interviewed renowned scholars in the fields of Islamic accounting and Shariah law. Consequently, this study proposes an extended model of human capital that is applicable to Islamic organizations. Apart from knowledge and competency, this study includes spiritual value as another construct of human capital in Islamic organizations. Knowledge includes ideas that are relevant to the accounting and auditing spectra, as well as Shariah principles and jurisprudence. By contrast, competency refers to the ability to innovate unique Shariah-compliant products that are rare and difficult to imitate. Meanwhile, spiritual values embrace the elements of "Siddiq," "Amanah," "Fathonah," and "Tabligh." This study affirms that knowledge, competency, and satisfaction are the most significant constructs of human capital that explain performance. Factor analysis indicates that spiritual value is embedded in and forms part of the human capital construct. Hence, spiritual value is a key element in company culture and contributes significantly to organizational success. This model can be a platform for human capital reporting in the relevant Islamic and conventional organizations.
A career in academics entails far beyond teaching. Being an academician is a very good job. The freedom to think creatively and learn is priceless. In addition, an academician working towards a PhD goes through intellectually stimulating experience to be shared. Having a PhD is a must to all academics since the PhD experience is about much more than learning to do deep work in some technical area of expertise and being constructively critical. The key is to figure out ways of moving between the different facets of the job without becoming too crazy. In another aspect, an academician is most likely to encounter his role model in teaching, research and professional service environments which are the platforms in pursuit towards excellence. In fact, these are the three main areas within which a faculty member must demonstrate excellence and achievement in order to be promoted: research, teaching and professional service. Indeed, there may be an array of promotion tracks to fit such different career paths; these tracks may have different requirements for promotion. It is critically important that the junior faculty member be familiar with the requirements of their particular track early in the course of their career. He should find out the relevant requirements and expectations for promotion and be thinking about these matters from an early point in his career, rather than near the end when the promotion clock is ticking. This paper also focuses on the significance of getting a PhD, sharing good lessons and experiences during doctorate training, and giving practical job strategy description and academic solutions for a career roadmap towards excellence. The paper is written from the perspective of the authors, the former who has survived the fast track promotion process from a lecturer to a full professor at quite an early age of 39 years old and the latter having promoted to senior lecturer within five years of tenure. In the earlier section of this paper, it attempts to answer the questions: What is academic excellence and what defines "success" in academic excellence? What is required for promotion? The questions of where young and new academicians are heading to and how do they get there are also highlighted by laying out a general career roadmap academic excellence plan and importantly, present strategies to deal with the potential pitfalls and avoid some of the bumps in the road towards striving for academic excellence.
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