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The research discussed in this paper aims to study the impact of video footages on the academic performance of students. Video footages are usually inserted into video lectures — in addition to the verbal narration of any examples by the teachers — to explain and simplify concepts. Similarly, in conventional classrooms, teachers verbally narrate examples to clarify concepts — but, in this case, students have to rely on their imagination and previous exposure to similar situations to develop an understanding of the concepts.

A two-phase experiment was designed to compare these two teaching methods. A sample of 70 participants was drawn from non-psychology students in the Virtual University of Pakistan; and two groups, Group A and Group B, each with 35 participants, were formed through random assignment of the students. In the first phase of the experiment, members of Group A were taught through a 24-minute video lecture on psychology, which had four chunks of video footage in it. After the lecture, the students' academic learning was measured through a multiple-choice test with 27 items, which was developed by incorporating an equal number of questions on three levels of Bloom's taxonomy (viz. understanding, comprehension and application). The item levels were decided after agreement by three examiners who had at least three years of experience of developing such questions. In the second phase, a lecture with similar content was taught to Group B. The only difference was in the mode of delivery: in this case, the content was conveyed verbally and no video footages were used. The same test of students' learning was employed to get the scores of Group B. In addition, a qualitative study, involving data gathered through participants' feedback on the performance of the learning facilitators and weaknesses in both teaching modes was collected in order to explore the participants' perceptions and experiences of the phenomenon being studied. The results indicated that the two groups were significantly different in terms of academic achievement. The mean values suggested that those who were taught through video footages showed a higher level of academic learning than those who received a traditional verbal narration lecture. In addition, the students reported that the video footages and examples facilitated their learning, and helped them to remain focused and motivated in class. The findings have broad implications for teachers, content developers, academic policy-makers and producers involved in the production of academic content.

The purpose of this chapter is to examine how the broader characteristics of Pakistan’s public policies reflect Islamic law, how the financial crime rate has been affected by policy rules, and if the policies do indeed reflect Islamic law, how do they help the process?

It is a qualitative exploratory study where structured interviews have been conducted with experts and practitioners in Islamic Ideological Council and Parliament.

The findings constitute a threadbare discussion of financial crimes which policy takes into account under Islamic law; along with the relevant ramifications and recommendations.

It is suggested that the laws of Pakistan be studied taking Shariah density into consideration. Future research can focus on implementation of laws and policies as a factor improving governance.

This study is pertinent because financial crimes in light of Islamic law and public policy are not discussed in detail in previous research.

This study has two primary objectives: (1) to shed light on the mechanism by which authoritarian leadership unfolds its impact on such critical aspects of subordinates' work lives as job satisfaction and in-role performance and (2) to identify the moderating conditions which place limits on the impact of authoritarian leadership on work outcomes.

Data were collected on 552 supervisor-subordinate dyads from the United Arab Emirates. A series of research hypotheses were tested using a mixed-method statistical approach, including CFA and moderated hierarchical regression analysis.

As predicted, authoritarian leadership exerts negative impact on subordinates' job satisfaction and performance through poor quality LMX and weak employee organizational embeddedness. Both LMX and employee embeddedness mediated the negative relationship between authoritarian leadership and outcome measures while power distance moderated the relationship of authoritarian leadership with LMX and employee organizational embeddedness. Low power distance orientation was found to exacerbate the negative impact of authoritarian leadership on the quality of both LMX relationships and employee embeddedness.

The study shares limitations of most studies cast in the survey research design.

The findings underscore the importance of work environment in nurturing high quality LMX relationships and employee organizational embeddedness to buffer the negative effect of authoritarian leadership on subordinates' job satisfaction and performance. In high power distance cultures where workplace inequality is largely rationalized, subordinates who perceive their leaders as authoritarian tend to show low job satisfaction and poor in-role performance. These findings illustrate the importance of management intervention in the early stage of recruitment and selection to attract managers receptive to egalitarian leadership approaches who can equip subordinates with appropriate resources to enhance their job satisfaction and performance outcomes.

The study offers valuable new insights into the mechanism by which authoritarian leadership influences work outcomes in a high-power distance culture. It represents first systematic effort in the Middle Eastern context to identify the conditions that mediate the linkage between authoritarian leadership and work outcomes. The study adds value to the literature by investigating the moderating role of power distance at the individual level of analysis. It detects significant differences in subordinates' perception of power inequality in the workplace in a culture viewed as a high-power distance culture and illustrates how such differences in turn shape the quality of LMX and employee organizational embeddedness.

Before the British colonial regime, Muslims in South Asia recognized a transnational notion of education that stretched on all sides, including the Middle East, Africa, Europe, and Central and South-East Asia, with a great social awakening and consciousness about the importance of inclusive education. Academia included theological and secular subjects and focused on producing thoughtful, sophisticated, and confident individuals ready to defend their beliefs with sound knowledge and reasoning. However, the British Raj in the 19th and 20th centuries had a lasting and indelible impression on the Muslims and the Islamic education system. British colonial regime challenged the theological discourse and education and compelled a Western style of education. These transformations in the education system raised several dilemmas and impasses for the Muslims of South Asia. Pakistan has remained a silent recipient of this tension underpinned in its educational systems even before its inception. This chapter traces the roots of education systems operating in Pakistan starting from the ninth century with the victory of Mohammad Bin Qasim through the 19th-century colonial rule of Great Britain until today, when the country offers a blend of diverse education systems. The study explores values embedded in different education systems operating in Pakistan. It is essential to understand the values inherent in these systems to see the harmony or conflict prevailing as a consequence which might have repercussions for the different societal segments and communities. Renewed focus toward value realization will facilitate refining educational frameworks and a promise for the acceptance of global and international advancements.

Identify some of the most relevant factors that trigger a private school's workforce to foster a sustainable competitive advantage by reinforcing the intrinsic job satisfaction and the levels of teacher self-efficacy, engagement and job performance.

Surveys were applied to private school teachers to assess their perception concerning the studied variables, data were tested at a confirmatory level using the partial least squares path modelling (PLS-PM).

Teachers with a high sense of self-efficacy and possessing elevated intrinsic satisfaction tend to be highly productive and results-oriented. Intrinsic job satisfaction is a key factor that influences more than extrinsic job satisfaction in the previously mentioned relationship.

Although the obtained results are constrained and apply to the Mexican context, we suggest that virtual limitation can be overcome by extending the study due to the proposed construct that can be applied in other regions or organizations.

Principals will need to develop mainly the intrinsic job satisfaction in the teaching staff, to improve the job and organizational performance. This should be accompanied, secondly, by factors that encourage extrinsic satisfaction such as fair pay or recognition.

Open up an alternative explanation, based on the evidence of this study, to the theory of social exchange, since the factor that most influences teacher’s citizenship behaviours is not extrinsic but intrinsic satisfaction. That is, it is not what the employee receives from the institution, but what the employee does or gives to the institution the source of satisfaction that will encourage greater job performance.