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All Journal International Journal of Evaluation and Research in Education (IJERE) IJEBA (International Journal of Economic, Business & Applications) JOLLT Journal of Languages and Language Teaching
Al-Hudawi, Shafeeq Hussain Vazhathodi
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Scientific Management Theory: a Critical Review from Islamic Theories of Administration Paramboor, Jafar; Musah, Mohammed Borhandden; Al-Hudawi, Shafeeq Hussain Vazhathodi
International Journal of Economic, Business & Applications Vol. 1 No. 1 (2016): International Journal of Economic, Business and Applications
Publisher : Program Pascasarjana, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijeba.2

Abstract

Early management theory consisted of numerous attempts at getting to know some newcomers to industrial life at the end of the nineteenth century and the beginning of the twentieth century, in Europe and United States. As far as these newcomers were concerned, almost all fields of industry expected that they could open a new way of pattern in the area of conceptualizing the management field with new ideas and thoughts. One of these newcomers was the scientific management theory, the theory of Frederic Winslow Tylor (1896-1915). This paper is a critical review on scientific management theory looking from the descriptive and normative angles of Islamic theories of administration. Starting from the background of the author, and his theory, the paper highlights some of the criticisms arose from the West, followed by Islamic dimensions on the theory of administration, focusing on the individual and social aspects. The paper argues that the values should be taken from Islamic theories of administration which refers to the present world as well as hereafter. Further, some of the implications and possible areas of practicing Islamic theory of administration in higher education management are presented.
Practices of distributed leadership in two Islamic secondary schools Amin, Syed Nazmul; Musah, Mohammed Borhandden; Tahir, Lokman Mohd; Farah, Adnan Mohammad; Al-Hudawi, Shafeeq Hussain Vazhathodi; Issah, Mohammad; Abdallah, Asma Khaleel
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.27423

Abstract

Purpose-distributed leadership (DL) continues to draw practitioners and researchers’ attention in the context of education leadership as early as the 21st century. While an increasing amount of literature strongly advises principals to shift toward DL practices, there is a paucity of studies that indicate the extent to which this shift is taking place in practice across Islamic secondary schools. Consequently, this study investigates the distributed of leadership practices of two Islamic secondary schools located in two different countries. Design/methodology/approach-the study uses a collective case study methodology with a mixed-method approach, and collected data from 30 school teachers and interviews six school teachers. Findings-the findings reveal that both selected Islamic secondary schools have a definite hierarchy decided by top management. The findings also indicate that when leadership roles are distributed among classroom teachers, the schools do not seem to have fixed criteria. In addition, the findings illustrate that novice teachers are slowly given responsibilities and prepared to take on leadership roles. Implications–the findings could serve as a supportive literature in practicing DL across Islamic secondary schools to reduce the workload of headteachers. The findings further link DL to the development of a professional learning community though teacher leadership. Originality/value–The significance and originality of this research arguably falls along the fact that; it is the first of its kind to empirically investigate DL practices across Islamic secondary schools in two different geographical locations.
A Conceptual Framework for Enhancing Academic Research Writing: Integrating Context-Specific Guidance and Swale’s CARs Model Paramboor, Jafar; Effendi Kamaruddin, Ahmad Kamal; Al-Hudawi, Shafeeq Hussain Vazhathodi
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13579

Abstract

Academic research writing (ARW) is a complex, epistemic, and disciplinary practice fundamental to postgraduate scholarship. Despite its centrality in higher education, novice researchers (NRs) often face persistent challenges, including limited epistemological awareness, difficulties with disciplinary conventions, and inadequate pedagogical support. This study addresses these gaps by proposing a conceptual framework that integrates Swales’ Create a Research Space (CARS) model with context-specific guidance to enhance ARW instruction. A narrative review methodology was employed to synthesize research on four core domains: content, context, language and structure, and cognitive ability. These constituent characteristics were mapped against common difficulties experienced by NRs and aligned with pedagogical strategies for scaffolding academic writing. The findings underscore the need for inclusive and responsive writing instruction that supports epistemic development and academic identity formation. The framework offers practical implications for writing curriculum design, mentoring, and instructional interventions. It also lays the groundwork for future empirical research to test its efficacy across varied educational contexts.
A Conceptual Framework for Enhancing Academic Research Writing: Integrating Context-Specific Guidance and Swale's CARs Model Paramboor, Jafar; Effendi Kamaruddin, Ahmad Kamal; Al-Hudawi, Shafeeq Hussain Vazhathodi
JOLLT Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13579

Abstract

Academic research writing (ARW) is a complex, epistemic, and disciplinary practice fundamental to postgraduate scholarship. Despite its centrality in higher education, novice researchers (NRs) often face persistent challenges, including limited epistemological awareness, difficulties with disciplinary conventions, and inadequate pedagogical support. This study addresses these gaps by proposing a conceptual framework that integrates Swale's Create a Research Space (CARS) model with context-specific guidance to enhance ARW instruction. A narrative review methodology was employed to synthesize research on four core domains: content, context, language and structure, and cognitive ability. These constituent characteristics were mapped against common difficulties experienced by NRs and aligned with pedagogical strategies for scaffolding academic writing. The findings underscore the need for inclusive and responsive writing instruction that supports epistemic development and academic identity formation. The framework offers practical implications for writing curriculum design, mentoring, and instructional interventions. It also lays the groundwork for future empirical research to test its efficacy across varied educational contexts.
Co-Authors Abdallah, Asma Khaleel Amin, Syed Nazmul Effendi Kamaruddin, Ahmad Kamal Farah, Adnan Mohammad Issah, Mohammad Musah, Mohammed Borhandden Paramboor, Jafar Tahir, Lokman Mohd