Search results

Sustainability reporting has been widely adopted by firms worldwide given stakeholders’ need for more transparency on environmental, social and governance (ESG) issues. This study aims to investigate the relationship between ESG and bank’s operational (return on assets [ROA]), financial (return on equity [ROE]) and market performance (Tobin’s Q) in a group of emerging countries in the Middle East and North Africa (MENA) region.

This study examines 59 banks listed on the stock exchanges of MENA countries over a period of 10 years (2008-2017). Only conventional banks with all data for at least two years are included in the sample. The core independent variable is ESG scores, and the dependent variables are ROA, ROE and Tobin’s Q. This study uses bank- and country-specific control variables to measure the relationship between sustainability reporting and bank’s performance.

The findings from the empirical results demonstrate a significant positive impact of ESG on performance and economic benefits to shareholders. However, the relationship between ESG disclosures varies individually; unlike the majority of published research, the authors found that social performance plays a negative role in determining bank’s profitability and value. Furthermore, the authors present evidence in support of the impact of bank- and country-specific factors in determining bank’s performance.

To the best of the authors’ knowledge, this is the first study to investigate the impact of sustainability reporting on banks’ performance in the MENA region. It provides evidence that questions the positive relationship between sustainability reporting and financial measures of performance.

This study aims to examine the relationship between sustainability reporting and bank performance after financial crisis in developed and developing countries.

This study examines 882 banks from developed and developing countries covering 11 years after the 2008 financial crisis. The independent variable is environmental, social and governance (ESG) scores. The dependent variables are return on assets, return on equity and Tobin’s Q. This study uses bank- and country-specific control variables to measure the relationship between sustainability reporting and bank performance.

The findings deduced from the empirical results demonstrate that ESG improves banks’ accounting and market-based performance in developed countries, supporting value creation theory. Using pooling regression and instrumental variable – generalized method of moments, this study finds that ESG weakens banks’ performance in developed and developing countries.

To the best of the author’s knowledge, this is the first study to investigate and compare the impact of sustainability reporting on banks’ performance in developed and developing countries. The study found similarities in the impact of sustainability reporting and the improvement of banks’ current and future performance.

For part models with complex shape features or freeform shapes, the existing build orientation determination methods may have issues, such as difficulty in defining features and costly computation. To deal with these issues, this paper aims to introduce a new statistical method to develop fast automatic decision support tools for additive manufacturing build orientation determination.

The proposed method applies a non-supervised machine learning method, K-Means Clustering with Davies–Bouldin Criterion cluster measuring, to rapidly decompose a surface model into facet clusters and efficiently generate a set of meaningful alternative build orientations. To evaluate alternative build orientations at a generic level, a statistical approach is defined.

A group of illustrative examples and comparative case studies are presented in the paper for method validation. The proposed method can help production engineers solve decision problems related to identifying an optimal build orientation for complex and freeform CAD models, especially models from the medical and aerospace application domains with much efficiency.

The proposed method avoids the limitations of traditional feature-based methods and pure computation-based methods. It provides engineers a new efficient decision-making tool to rapidly determine the optimal build orientation for complex and freeform CAD models.

The purpose of this paper is to analyse the Sharīʿah Basis of AAOIFI’s Sharīʿah Standard No. (60) – “Waqf” and gain an insight into the Islamic jurisprudential schools of thought depended on while drafting/issuing the standard.

This research uses a qualitative methodology and AAOIFI’s Sharīʿah Standard No. (60) – “Waqf” as a case study. This is referred to as a single/holistic case study design.

The findings of this study reveal that while AAOIFI’s Sharīʿah Standard No. (60) – “Waqf” did depend on the Maliki school of fiqh, it certainly referenced other jurisprudential schools of thought, such as Ḥanafī and Shāfiʿī schools of law. This raised a question of legal pluralism and how contemporary Sharīʿah jurisconsults are able to select rulings within particular Islamic jurisprudential schools to fit current needs and for the overall betterment of society.

This research does not delve into the technical aspects of AAOIFI’s waqf standard (furūʿ al-fiqh), but rather, is limited to understanding the basis of rulings therein and the jurisprudential schools of thought heavily depended on.

Given that the (revised) AAOIFI waqf standard is relatively new, limited studies have been conducted particularly focusing on the basis of Sharīʿah rulings therein. This research contributes to knowledge by providing one of the starting points to deliberate on this matter.

The purpose of this study is twofold. The first is to examine the impact of environmental disclosure on banks’ performance, while the second is to investigate the moderating role of a country’s economic activities and institutional quality on the relationship between environmental activities disclosure and banks’ operational, financial and market performance.

The sample includes 246 banks from emerging markets from 2008 to 2020, comprising 1,899 bank-year observations. The independent regressors are environmental disclosure, two moderators and two sets of control (bank and country) variables. The dependent variables are return on assets, return on equity and Tobin’s Q. This study adopts ordinary least squares, panel fixed effect and instrumental variables generalized method of moments to estimate the parameters of the models.

This study reveals a negative relationship between environmental disclosure and bank performance, lending credence to the agency and neoclassical theories. The moderator regressors show positive influence on banks performance. The results indicate that it is difficult to make a business case for environmental commitment.

There is a need for effective monitoring by shareholders to ensure that funds allocated for environmental activities are spent wisely.

This study provides new evidence on the ways in which economic and institutional quality influence the environmental practices of banks in emerging and frontier markets.

The digital technological revolution offers new ways for classrooms to operate and challenges the concept of whether brick and mortar schools should exist at all. At the same time, the changes to society as we move from a knowledge-based economy to an intelligent and innovation-based economy challenges us to reassess the purpose of education. This chapter investigates an overarching counterfactual question, “What if compulsory schooling was invented in the twenty-first century”? We used a foresight methodology, based on “anticipation,” to conceptualize possible models for a future system of compulsory schooling arising from an analysis of contemporary catalysts for remodeling. While anticipation does not predict the future, the concept is that when a current system and a model of a system interplay, they impact each other to change both the present as well as possible futures. The design principles of cities, such as Freiburg (Germany), Poundbury (England), and Christie Walk (Australia), which have been developed around the idea of ecologically sustainable and decentralized cities, are focused on approaches to living that can provide a springboard for exploring the impact of changing employment, economic, technological, and social change on future schooling models. Magnetic Resonance Imaging (MRI) has opened up a new field of study to investigate neuroscience, which can inform teaching practice. Postmodern and indigenous ways of thinking provide different insights about how schooling might be reconceptualized. Alternative models of future schooling are conceptualized about (i) the role of the learner and teacher, (ii) design of a school, and (iii) the purpose of compulsory schooling. For each area of remodeling, deviations to current practices as well as paradigm shifts are framed as part of scenario building. Related questions include: how schooling might be different if it had been created today for the first time? How might it better meet the needs of contemporary society? What aspects of schooling now might be lost if it was only invented in the twenty-first century? What are possible side effects from any change ideas as part of research practice? A vital aspect of this chapter is to explore the concept of learning as a general concept versus the more specific concept of schooling. We are at the precipice of a new vision of schooling based on a counterfactual way of thinking about the future of schooling as we have known it in the West.

This chapter concerns itself primarily with questions of how students in higher education studies can best acquire, apply, create, and share knowledge. Over the past several decades, multiple forms of active learning have been proposed in order to increase student engagement and deepen their understanding. This chapter, accordingly, examines the epistemological claims of the supporters and detractors of active learning while simultaneously exploring the nascence and development of some of the major understandings which presently underpin an epistemology of active learning. While the focus of earlier works may have been on changes that higher education instructors should make to improve student understanding of key STEM concepts, this chapter addresses changes in the roles of both students and instructors as the co-creators of active learning environments and learning communities. A particular focus is given to the significance of metacognition as a critical skill that enables students to assess their own learning and also critically assess sources of information. The chapter includes a framework which indicates trends toward high-impact active learning skills for students in STEM higher education and the research which theorizes and supports these new instructional imperatives.

This paper aims to commentate on the roles of sustainability reporting during the COVID-19 pandemic. It evaluates the Global Reporting Initiative’s (GRI) framework, designed as a guide for best-practice in sustainability reporting, for its applicability to cover COVID-19 issues and, more generally, issues arising in crisis conditions.

The GRI’s COVID-19 communications and the GRI framework are reviewed using three common theories of reporting, namely, institutional, stakeholder and legitimacy theory. For each theory, the authors contrast expectations under business-as-usual conditions against crisis conditions to identify gaps and avenues to guide COVID-19 responses.

This commentary opines the GRI framework risks perpetuating incremental change towards the “new normal”, rather than motivating the urgent responses needed in a crisis. The GRI can play a significant normative role to guide immediate and short-term best practice in COVID-19 reporting. Findings motivate the need to report for vulnerable rather than powerful stakeholders and to recognise and celebrate proactive change.

This paper commentates on the suitability of a major sustainability reporting framework and its role in improving responses to the current COVID-19 crisis. Findings propose challenges to the GRI and GRI framework to motivate urgent responses and communication for the pandemic.

As a company that has continuously achieved business innovation, Apple in the United States has successfully applied strategic knowledge creation to produce a series of products that integrate various digital devices as well as diverse contents and applications, such as the iPod, iPhone, and iPad, based on a corporate vision of a digital hub concept. At the same time, the redefining of corporate boundaries that expanded Apple’s business in a horizontal direction from the Macintosh PC business to the delivery of music, smartphones, and tablets is also an indication of the evolution of a corporate vision involving Apple’s strategic transformation. This chapter presents the strategic and creative processes that enabled practitioners, including the late Steve Jobs, to demonstrate “strategic innovation capability” by “holistic leadership” at every level of management at Apple and successfully achieve a business ecosystem strategy through “creative collaboration” across diverse boundaries within and outside the company.

Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has helped to develop novel teaching and learning solutions that are currently being tested in various contexts. Businesses and governments across the globe have been pouring money into a wide array of implementations, and dozens of EdTech start-ups are being funded to capitalise on this technological force. The penetration of AI in classroom teaching is also a profound matter of discussion. These have garnered massive amounts of student big data and have a significant impact on the life of both students and educators alike.

Purpose: The prime focus of this chapter is to extensively review and analyse the vast literature available on the utilities of AI in health care, learning, and development. The specific objective of thematic exploration of the literature is to explicate the principal facets and recent advances in the development and employment of AI in the latter. This chapter also aims to explore how the EdTech and healthcare–education sectors would witness a paradigm shift with the advent and incorporation of AI.

Design/Methodology/Approach: To provide context and evidence, relevant publications were identified on ScienceDirect, PubMed, and Google Scholar using keywords like AI, education, learning, health care, and development. In addition, the latest articles were also thoroughly reviewed to underscore recent advances in the same field.

Results: The implementation of AI in the learning, development, and healthcare sector is rising steeply, with a projected expansion of about 50% by 2022. These algorithms and user interfaces economically facilitate efficient delivery of the latter.

Conclusions: The EdTech and healthcare sector has great potential for a spectrum of AI-based interventions, providing access to learning opportunities and personalised experiences. These interventions are often economic in the long run compared to conventional modalities. However, several ethical and regulatory concerns should be addressed before the complete adoption of AI in these sectors.

Originality/Value: The value in exploring this topic is to present a view on the potential of employing AI in health care, medical education, and learning and development. It also intends to open a discussion of its potential benefits and a remedy to its shortcomings.