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To discover the important, practical factors that Make Change Work.

Global survey conducted through online and face‐to‐face interviews. Statistical analysis using correlation and cross tabulation.

Study identified four areas correlated with project success – real insights, solid methods, better skills, right investment. We call this the Change Diamond. Combined effectively, they make change work better.

Change practitioners can more effectively deploy their resources to deliver maximum change impact through targeted intervention. Change practitioners can focus on the Change Diamond facets to enable better change.

The largest study of its kind in the field of Change Management in the last decade.

The purpose of this paper is to highlight the possibility of structuring an Islamic option which includes an element of risk sharing as opposed to risk transfer.

The approach adopted in this research involved a combination of a wa’ad (promise) and murabaha (cost plus sale) and examining if they could form a risk-sharing Islamic option. The payoffs were assumed to be dependent on bi-period outcomes.

The paper attempted to create a hybrid risk-sharing option by combining elements of both wa’ad (promise) and murabaha (cost plus sale). The results yielded are dependent on the eventual direction of the market (in-the-money, at-the-money and out-the-money). While the results are not definitive, they do provide arguments for the adoption of a risk-sharing, as opposed to a risk-transfer, methodology when it comes to structuring risk management instruments.

One of the major limitations of this research is the inability to assess the Shariah compliance of the proposed instrument. Shariah compliance is determined by a Shariah Supervisory Board, and every effort has been made to ensure that Shariah financial principles are adhered to in the creation of this structure.

The structure provides some interest arguments in the creation of risk management tools under a Shariah financial framework. The structure illustrates the benefits of having a risk-sharing mode over the conventional risk-transfer stances of most risk management tools.

The paper offers a new way of structuring a risk management tool in Islamic finance. It explores the highly debated area of derivatives in Islamic finance and proposes a new way of creating a risk management tool that involves some elements of risk sharing.

Embedded in higher educational settings, work-integrated learning (WIL) is a key reflection to students' perceived employability. The purpose of this study is to explore the antecedents of internal and external perceived employability. The research attempts to test a theoretical model examining the relationships among human capital, work values, career self-management, internal perceived employability and external perceived employability.

Data were collected from 588 students who have internship experience from two self-financing higher education institutions in Hong Kong. We adopted structural equation modelling (SEM) to test the proposed research hypotheses.

Results support the idea that human capital and intrinsic work values are significant antecedents of perceived employability. Furthermore, this relationship is fully mediated by career self-management. The implications of the findings for understanding the process through which psychological variables affect an individual's perceived employability are discussed.

Previous studies have extensively examined the effectiveness of WIL in increasing graduates' employability. However, unclear focus has been given to examine psychological attributes, such as human capital, work values and career self-management in WIL. In addition, few researchers have empirically examined the linkages among human capital, work values, career self-management and employability through internships or WIL experiences. Therefore, to bridge these gaps, the present study examines the effect of human capital, work values and career self-management on students' perceived employability when gaining internships or WIL experiences in a higher education setting.

The purpose of this paper is to collect new evidence about the efficacy of the pedagogical principles derived from our earlier study on boosting students’ financial literacy, with the aim of providing a theoretically and practically powerful account of how generative learning in the domain of financial literacy can be enhanced.

This is an example of learning study consisting of a design experiment, which aims to test the conjectures of the variation theory of learning. A total of 156 students who were aged from 14 to 16 years were taught under the three learning conditions which embedded the test criteria, and a total of seven lessons were used by the two participating teachers for each of the classes. To assess students’ appropriation of the object of learning, four tests were conducted, i.e. a pre-test, post-test immediately after the lessons, delayed post-test after six weeks and second delayed post-test after six months.

This study shows that a systematic use of the pattern of “contrast-fusion-generalization” to deal with the individual core economic concepts identified can help students lay a solid conceptual foundation for developing financial literacy. Furthermore, with the use of the meta-level pattern of “contrast-fusion-generalization” through complex everyday financial problems or situations which transcend the specific concepts, students can make effective use of the core economic concepts learned and transform them organically into one’s analytical framework. This enables students to discern and focus upon the critical aspects of novel financial situations and have a greater likelihood of making well-reasoned and sound financial decisions.

This paper sheds light on the ways in which students’ generative learning in the domain of financial literacy can be enhanced through the conceptual approach grounded in the variation theory of learning.