Islamic Economics was started to be taught in 1983 in International Islamic University Malaysia as an undergraduate degree. One of the huge challenges for the effective teaching of Islamic Economics is the issue of qualified human capital, which itself is multi-dimensional.
Keeping in mind the strong connectivity between agriculture sector and Islamic economics, the department of Islamic economics at the Bogor Agricultural University (IPB) with its Bachelor of Islamic Economics and Management program focuses on the four sides of the discipline; i.e., theoretical, philosophical, technical and philosophical aspects
The scarcity of well-balanced human resources that are expert in both conventional and Islamic economics has always been felt, a reason why STEI Tazkia felt as an encouragement to its establishment. The graduates are believed to possess ethical and moral values when they graduate, as much as they are academicians and practitioners
Bangor University has a long track record in banking research, combined with interest in the Islamic Banking and Finance (IF) field. This paper, highlights some of the findings of those researches and issues facing Islamic Finance today such as the deviation of Islamic banks from the principles in practice, complexity of Islamic modes of finance and investment limitations and risk taking. It also explains the IF course structure of the University and how it aims to continue to be among the leaders in this field in the future.
This paper presents an overview of Islamic Finance as an academic programme in UK universities/ higher education institutions and the challenges it is facing. It cites the challenges of curricula, reading materials and the quality of students and instructions as the main ones faced by UK currently. It concludes by emphasizing on the importance of having concerted efforts by both academics and practitioners to develop the field of Islamic Finance to be a dynamic, responsive, and sustainable field.
The chapter provides an outline of the Italian experience in the Islamic Finance higher education. Among its findings are how national initiatives provide few dedicated initiatives while more coherent programmes (Master’s degree or PhD) are at a preliminary stage. The chapter concludes with final considerations on the current and prospective trends in Islamic Finance, both in relation to the level of internationalization and competitiveness of the Italian academic system, and with special reference to the ongoing political revolution in the Mediterranean.
Due to the growing interest in Islamic Finance (IF) in the Europe, the Reims Management School is offering courses in IF to respond to the needs of the financial industry for skills in this field, and to offer an alternative economic model for its students to study and develop their critical analysis and natural curiosity. Since the establishment of the IF programme, many students have had opportunity for internships or jobs within the field. It also states that one of RMS’s interest is making training accessible for candidates hoping to make a career in Islamic Finance.
This chapter demonstrates how to create the human capital needed in the Islamic Finance (IF) industry, in a multi-culture and multi-faith community, drawing from the experience of La Trobe University. It also demonstrates the motivation for IF education globally and in Australia and covers the rationale, marketing aspects and curricula design of IF courses in La Trobe. It concludes by stating the need for developing a generation of Islamic Scholars to have a standardized global framework of IF standards and to actively contribute to the national strategy and development of IF
Since 2008, Islamic Finance has gained attention in France. However, despite its dynamism and interest, it has not gained much attention from the academic community. This paper provides a general overview of Islamic Fianance Education in France, and the experience of some higher institutions in their attempt to implement Islamic Finance education. The study finds that the most common formula in France is to create an education programme entirely dedicated to Islamic Finance, instead of being offered as a minor with another specialisation.
The aim of this paper is to provide a well-documented track of the features and trends of Islamic Finance Education. It provides an analysis of the study of Islamic Finance Education based on continents, economic blocs, medium of instruction, level of study and types of instruction. It concludes by mentioning how United Kingdom is leading in this field, followed by Malaysia.