PARTICIPANT READINESS AND EXPECTATIONS FOR INNOVATIVE KNOWLEDGE TRANSFER IN AN INTERNATIONAL SULAM ISLAMIC FINANCE PROGRAMME
DOI:
https://doi.org/10.35631/IJEMP.935069Keywords:
Educational Innovation, Islamic Finance, Knowledge Transfer, Participant Readiness, Service-LearningAbstract
Service-learning can connect disciplinary learning with real knowledge-transfer activity; it is therefore important to not confuse participants’ positive opinion with evidence that the programme produced measurable educational or social impact. This study examined participants' readiness and expectations regarding their understanding of the topics, openness to change, interest in applying innovation, and the skills they expected to acquire in an international Service-Learning Malaysia-University for Society (SULAM) programme delivered collaboratively by universities in Malaysia and Indonesia. The programme used the Shariah Survival Kit as a structured resource for communicating foundational Shariah principles and finance-related applications to local and international communities. A descriptive, cross-sectional analysis was carried out using archival dataset of feedback from 220 participants. The five-point Likert-type items were analysed separately using frequencies, percentages, means, and standard deviations. The proportion of positive responses (agree or strongly agree) varied from 94.5% to 97.3%. The rate of positive responses for expected skill acquisition was the highest at 97.3% (mean = 4.60, SD = 0.54), while the mean for readiness to accept change was 4.60 (SD = 0.58). Anticipated topic understanding recorded (mean=4.57, SD=0.61), while interest in applying innovation recorded (mean=4.57, SD=058). The results indicate consistently positive expectations about the programme, but they do not show improvement in competence or causal effects of the programme. Future evaluations should use validated multi-item measures, objective assessments, and evidence from knowledge recipient communities.
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