1. Describe the Malaysian reporting environment and  the conceptual framework for  financial  accounting and reporting. (C2, PLO 1)

2. Apply appropriate accounting principles to accounting for asset and liabilities.(C3, PLO 2)

3. Analyze the presentation of financial statement. (C4, PLO 7)

 

The journey towards becoming a scholar in the field of Islamic banking and finance is a lifetime endeavor and with that in mind my teaching philosophy has evolved over the years. I started my teaching profession when I became an Islamic finance industry trainer in 2010 for Islamic Financial Planner Program. In 2012, I decided to join IBFIM (Islamic Banking and Finance Institute Malaysia), an Islamic finance industry outfit. This is the turning point in my life where I found my love in sharing and imparting knowledge with people. While I was still holding corporate position at IBFIM, majority of my time was on training industry practitioners on Islamic finance. During this period, I decided to complete my Master in Islamic Banking and Finance. In 2017 I decided to enter academia. While my expertise based on my industry experience and master qualification, I also teaching accountancy. I hope to impart my industry experience to my students.

 

I am very lucky to be given this tremendous chance to be able to share my industry knowledge and experience, something that not all can experience in their life. The chance to impart knowledge and experience and transforming my students’ life, Insyaallah. I understand that all of my knowledge and experience will not make me an effective educator unless I really understand the need and well-being of my students, be able to see things from their perspective and have the patience to listen and hear beneath the surface of their words and actions. 

 

Teaching, in my opinion, is a two-way street between lecturer and students. Lecturers, I believe, have responsibilities to their students, and students, in turn, have responsibilities to their lecturers. As an educator, I think it is my job to deliver the following to my students:

 

- a suitable learning environment

- knowledge that will assist them in reaching their life's objectives

- learning materials, chances, and feedback

- assist students in becoming and maintaining motivated to succeed in both their studies and 

- in applying their knowledge to real-life challenges.

 

I also feel that my students have responsibilities to me, their peers, and themselves. These responsibilities, I feel, will help me fulfill my responsibilities to students. As a result, I feel it is the students' responsibility to help their lecturer and peers by being:

 

- prepared for class

- willing to work hard to complete course tasks 

- eager to bring their life experiences into the classroom to improve discussions, and 

- willing to try to use what they learn in class to address difficulties they have at work and in their personal lives

 

I don’t believe in treating students as customers or clients due to the reciprocal nature of the duties between lecturer and students. Viewing students as customers or clients is a fundamental mistake, as it incorrectly implies that the primary duties in the relationship are the teachers' duties to the students, ignoring the duties of students to their teachers, fellow students, and themselves. 

 

When grading students' tests and coursework, I would like to explain my grades to them. Students should see exams and coursework not just as means of evaluation, but also as means of learning to do better. They should talk to me to learn from their mistakes and do better in the future. I want to emphasize to my students that the best students are those who continually follow up and learn what they don't know to use for next time.