Budi Ramadan MKitchen IIUM students 4July2022 ISBN

BUDI RAMADAN MKITCHEN
IIUM STUDENTS

Abdul Rahman bin Ahmad Dahlan
Majdan bin Alias

Jamaludin bin Ibrahim
Rahmah bt Ahmad H. Osman

Suhaimi bin Mhd. Sarif
Ghazali bin Jaapar
Saupi bin Man

Dzuljastri bin Abdul Razak
Noor Azian bt Mohd Ali
Normaziah bt Abdul Aziz

Noor Azizah bt Mohamadali
Nurhafizah bt Mahri

Amelia Ritahani bt Ismail
Andi Fitriah bt Abdul Kadir

Hafizah bt Mansor
Rizal bin Mohd Nor

Ahsiah bt Ismail
Asmarani bt Ahmad Puzi

Izyani bt Zulkifli
Sarah Arthirah bt Saruchi

Rafiqa bt Murdipi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

MKitchen

1

BUDI RAMADAN MKITCHEN
IIUM STUDENTS

Abdul Rahman bin Ahmad Dahlan
Majdan bin Alias

Jamaludin bin Ibrahim
Rahmah bt Ahmad H. Osman

Suhaimi bin Mhd. Sarif
Ghazali bin Jaapar
Saupi bin Man

Dzuljastri bin Abdul Razak
Noor Azian bt Mohd Ali
Normaziah bt Abdul Aziz

Noor Azizah bt Mohamadali
Nurhafizah bt Mahri

Amelia Ritahani bt Ismail
Andi Fitriah bt Abdul Kadir

Hafizah bt Mansor
Rizal bin Mohd Nor

Ahsiah bt Ismail
Asmarani bt Ahmad Puzi

Izyani bt Zulkifli
Sarah Arthirah bt Saruchi

Rafiqa bt Murdipi

2

BUDI RAMADAN MKITCHEN
IIUM STUDENTS

Please visit Facebook:
https://www.facebook.com/mkitchen.iium/
Youtube: mkitchen@iium Email: [email protected]

3

FIRST PRINT 2022
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical photocopying, recording, or otherwise, without the prior written
permission of the publisher.

Perpustakaan Negara Malaysia Cataloguing-in Publication Data

Budi Ramadan Mkitchen IIUM Students

Abdul Rahman Ahmad Dahlan
Budi Ramadan Mkitchen IIUM Students / Abdul Rahman bin Ahmad Dahlan,
Majdan bin Alias, Jamaludin bin Ibrahim, Rahmah binti Ahmad H. Osman,
Suhaimi bin Mhd Sarif, Ghazali bin Jaapar, Saupi bin Man, Dzuljastri bin Abdul
Razak, Noor Azian binti Mohd Ali, Normaziah binti Abdul Aziz, Noor Azizah
binti Mohamadali, Nurhafizah binti Mahri, Amelia Ritahani binti Ismail, Andi
Fitriah binti Abdul Kadir, Hafizah binti Mansor, Rizal bin Mohd Nor, Ahsiah
binti Ismail, Asmarani binti Ahmad Puzi, Izyani binti Zulkifli, Sarah Athirah
binti Saruchi, Rafiqa binti Murdipi.

1. Social service—Malaysia—Gombak (Selangor).
2. Community and college—Malaysia—Gombak (Selangor).
3. Academic-industrial collaboration—Malaysia—Gombak (Selangor).
4. Education, Higher—Activity programs—Malaysia—Gombak (Selangor).
I. Majdan Alias, . II. Normaziah Abdul Aziz,
III. Ghazali Jaapar, IV. Saupi Man,
V. Suhaimi Mhd. Sarif, VI. Rahmah Ahmad H. Osman,
VII. Jamaludin Ibrahim, VIII. Hafizah Mansor,
IX. Noor Azizah Mohamadali, X. Nurhafizah Mahri,
XI. Amelia Ritahani Ismail, XII. Andi Fitriah Abdul Kadir,
XIII. Noor Azian Mohamad Ali, XIV. Rizal Mohd. Nor,
XV. Dzuljastri Abdul Razak, XVI. Ahsiah Ismail,
XVII. Asmarani Ahmad Puzi, XVIII. Izyani Zulkifli, XIX. Sarah Athirah Saruchi,
XX. Rafiqa Murdipi. XXI.. Judul.
378.109595

Published by mKitchen, Kulliyyah of Information and Communication
Technology (KICT), Jalan Gombak, 53100 Kuala Lumpur. Email:
[email protected]

ISBN 978-967-26569-4-4 (4 July 2022)

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PREFACE

This book explains mKitchen IIUM students experience in the real
journey of integrating food entrepreneurship with Budi Sejahtera.
The students participated as a vendor in the Bazaar Ramadan
organized by EDC IIUM. This one-month Bazaar Ramadan
provides the students the real experience of food entrepreneurs.
While preparing premium food for Bazaar Ramadan, the students
also prepared premiums food for distribution to the asnaf.

JEL Classification: M13 and M15

Keywords: mKitchen®, Budi Sejahtera, Community Engagement,
IIUM.

Please visit Facebook:

https://www.facebook.com/mkitchen.iium/

Youtube: mkitchen@iium Email: [email protected]

5

TABLE OF CONTENTS PAGE
CONTENTS 7-15
Chapter 1
Mkitchen Road Map 16-19
Chapter 2 20-32
Formalizing Mkitchen Course 33-37
Chapter 3 38-65
Accreditation Assessment 66-81
Chapter 4 82-84
Preparation for Bazaar Ramadan 85-87
Chapter 5
Practical at Bazaar Ramadan
Chapter 6
Practical for Free Food
Chapter 7
Graduation Time
References

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CHAPTER 1
MKITCHEN ROAD MAP

mKitchen is derived from Masjid Kitchen. The idea to use Masjid
Kitchens in January 2021 was due hardship faced by many people due
to the restrictions to curb Covid-19. A few founding members felt that
Masjid Kitchens have the potential to provide food for the needy.
While masjids were also closed the operations as part of the
restrictions to curb Covid-19, the kitchen segment of the masjids can
be functional as essential services to provide food. In fact, the
motivation for mKitchen was to help optimise the function of masjid
kitchens in preparing food for the needy (similar concept of free food
or soup kitchen).

The founding members approached masjid officials to consider the
Masjid Kitchen project. After some deliberations, Masjid Al-Syakirin
Gombak agreed to participate in the project. Since the masjid already
had a strong outreach and welfare team, they could gather highly
motivated, competent and committed asnaf members to be part of the
project.

7

The kitchen crew members comprised of the needy – the Asnaf. They
were employed and to cook, distribute the food and empowered to be
asnaf food-preneurs. The fund to sustain the mKitchen operations
came from donations – from the public and project team members.
Masjid al-Syakirin Gombak (MASG) has agreed to operationalize the
project into.

a. Provision of budi through free, halal & toyyiban food for the
low income, poor and needy students.

b. Provision of budi through incubation for a short-term
apprenticeship and employment and at the same time up-
skilling and empowering of the interested students from the
low income, poor and needy family to become entrepreneurs
(3E) in food entrepreneurship.

Figure 1.1 shows the journey of mKitchen since January 2021.

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Figure 1.1: The Budi journey of mKitchen in 2021

The initiator of mKitchen were mainly from IIUM. The pioneers of
the mKitchen project were motivated, inspired, and guided by IIUM
Roadmap 2021-2022. To nurture balanced human – staff and
graduates, while creating values for institutional stability and societal
wellbeing via experiential learning, responsible research and
innovation, and community engagement. This is relevant to the
neighbouring, local, national, regional, and global citizens. Figure 1.2
shows IIUM Roadmap 2021-2022 guiding mKitchen edu-action.

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Figure 1.2: IIUM Roadmap 2021-2022

mKitchen crew and partners are guided by humanizing education
through vision and mission of IIUM. The humanizing education
paradigm is guided by the Maqasid al-Shariah to protect and preserve
faith, life, intellect, lineage, and wealth. mKitchen crew and partners
protect five (5) Budi Maqasid al-Shariah, while aligning to the
Sustainable Development Goals. Budi covers all SDG goals. Figure
1.3 depicts the humanizing education.

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Figure 1.3: Humanizing education with Sustainable Development Goals

Source: Sejahtera Centre of Humanity and Sustainability IIUM. (2021). Roles
of Universities. In UNGS1201 Sustainable Development.

mKitchen crew and partners adhere to IIUM Sejahtera Academic
Framework (SAF) and the guiding principles of empowerment,
flexibility, innovation and accountability. SAF provides guidance and
direction on how budiman are educated, trained and developed with
the foundation of Tawhid (true submission to Allah) by preserving
and protecting basic humanity in terms of faith, life, knowledge,
wealth and lineage.

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These maqasid (objectives) must be protected and preserved to assure
that budiman are ready to be inculcated with the values of IIUM. The
values of IIUM are explained by the vision and mission statements.

The vision statement stated that “IIUM is inspired by the
worldview of tawhid and Islamic philosophy of the unity of
knowledge as well as its concept of holistic education, the
university aims at becoming a leading international centre of
excellence in education, research and innovation which seeks to
restore the dynamic and progressive role of the ummah in all
branches of knowledge for the betterment of human life and
civilisation.”

The mission statements of IIUM mentioned:

1) To undertake the special and greatly needed task of reforming
the contemporary Muslim mentality and integrating Islamic
Revealed Knowledge and Human Sciences in a positive manner;

2) To produce better quality intellectuals, professionals and
scholars by integrating the qualities of faith (ʾīmān), knowledge
(„ilm), and good character (akhlaq) to serve as agents of
comprehensive and balanced progress as well as sustainable
development in Malaysia and in the Muslim world;

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3) To promote the concept of Islamisation of human knowledge in
teaching, research, consultancy, dissemination of knowledge
and the development of academic excellence in the University;

4) To nurture the quality of holistic excellence which is imbued
with Islamic moral-spiritual values, in the process of learning,
teaching, research, consultancy, publication, administration and
student life;

5) To exemplify an international community of dedicated
intellectuals, scholars, professionals, officers and workers who
are motivated by the Islamic worldview and code of ethics as an
integral part of their work culture;

6) To enhance intercultural understanding and foster civilizational
dialogues in Malaysia as well as across communities and
nations; and

7) To develop an environment that instils commitment for life-long
learning and a deep sense of social responsibility among staff
and students.

The vision and mission statements stated the value proposition of
academic and non-academic programs that educated, trained and
developed budiman at IIUM. The learning pillars of retaining basic

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human values and developing mind, soul and talents of human
through learning to be (as human with budiman values), learning to
become (budiman with capability and integrity), then budiman to
learn to live together with other budiman and other creatures by
acquiring skills and competencies through learning to know and
learning to do (practicum).
Budiman that educated, trained, developed, and nurtured at IIUM are
supported by biah (conditions and environment) through pedagogy,
social, facilities, and support system. Figure 1.4 shows the SAF and
the Guiding Principles in educating budiman at IIUM.

Figure 1.4: Sejahtera Academic Framework (SAF) and Guiding Principles

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Budiman are not static. Budiman are given with guiding principles to
undergo the training, development, and community engagement
programs. Budiman are given the discretion and empowerment to
decide the learning, training and development activities, with
flexibilty and innovation. However, the empowerment, flexibity and
innovation are implemented within accountability principle.
mKitchen has formulated several programs to enhance its visibility
throughout year 2022.

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CHAPTER 2

FORMALIZING MKITCHEN
COURSE

Course Title: Masjid Kitchen (mKitchen) Food Entrepreneurship
Course Code: MKFE 1301
Credit Value: 3
MQF Level: 6
Affected Batch: Semester 1, 2021/2022 onwards
Centre of Studies: Masjid Kitchen
Department/Unit: Training & Development
Course Synopsis:
This course provides students with exposure to Masjid Kitchen
(mKitchen) Food Entrepreneurship with Sejahtera, responsibility,
accountability and sustainability. Students will gain exposure to
theory, policy and practice of mKitchen food entrepreneurship.

Course Classification within the Curriculum: Public

Prerequisite(s) (if any): None

Course Learning Outcomes:

No. Outcomes Bloom’s Soft Programme
Taxonomy skills Outcomes
1 Develop platform for CA P (KI)
food entrepreneurship. CS1, (PO)
521 LL1
1,2

Create employment CT1,
EM1
2 and business 4 3 2 2, 4

opportunities in food

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entrepreneurship. CS2, 3, 4
Develop responsible 5 2 3 LS1,
food entrepreneurship
3 with employment, TS1,
empowerment, and
entrepreneurship.

The main objective of the project is transform Mahallah kitchen as a
platform to provide free food, to up-skill in foodpreneurship, to create
new employment opportunities, to give empowerment and to nurture
entrepreneurship (3Es) among students.

LO - Instruction Method - Assessment Alignment:

Outcomes Teaching-Learning Assessment Methods
Methods

LO1 Problem Based Learning Presentation

LO2 Problem Based Learning Practical

LO3 Problem Based Learning Report

Assessment Methods Weightage:

Methods Percentage (%)

Presentation 20

Practical 50

Report 30

TOTAL 100

Student Learning Time:

1. Instruction Component Total Allocated
Hours

1.1. Teacher-oriented methods

Lecture 30

1.2. Student-oriented methods

Problem based learning 12

Total Instructor Contact Hours: 42

2. Independent Learning Component Total Estimated
Hours

17

2.1. Reading and revision

Learning hours to understand 33

prescribed topics

2.2. Estimated hours for preparation toward

assessments

Presentation 16

Practical 39

Report 23

Total Independent Learning

Hours:78

3. Assessment Outside Instruction Total Allocated

Hours Hours

--

TOTAL SLT 120

Course Contents and Related SLT:

Week Topics Face to Self-
Face Learnin
1 mKitchen, Food Entrepreneruship, Hours g Hours
Consumer Values, Sejahtera Framework,
2 and MOHE Guide to Entrepreneurship 3 4
3 Integrated Education (EIE)
4 Ta‟awun in mKitchen Food 3 6
5 Entrepreneurship
6 Entrepreneurial mind-set & business 3 6
7 model 3 5
8 Building an initial business model 3 6
9 Validate and test the initial business 3 5
model 3 6
Building the business model & plan 3 5
Financial & cash management 3 5

Digital marketing & applications

Food handling preparation

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10 Kitchen simulation for free food 3 6
11 Kitchen simulation for commercial food 3 6
12 Practicing food ordering & delivery 3 6
13 Hands on food selling 3 6
14 Knowledge transfer 3 6
42 78
TOTAL

References:
Abdul Rahmann Ahmad Dahlan, Majdan Alias, Jamaludin bin
Ibrahim, Rahmah binti Ahmad H. Osman, Suhaimi bin Mhd Sarif,
Ghazali bin Jaapar, Saupi bin Man, Dzuljastri bin Abdul Razak, Noor
Azian binti Mohd Ali, Normaziah binti Abdul Aziz, Noor Azizah
binti Mohamadali, Nurhafizah binti Mahri, Amelia Ritahani binti
Ismail, Andi Fitriah binti Abdul Kadir, Hafizah binti Mansor, Rizal
bin Mohd Nor, Ahsiah binti Ismail, Asmarani binti Ahmad Puzi,
Izyani binti Zulkifli, Sarah Athirah binti Saruchi, and Rafiqa binti
Murdipi. (2022). Mkitchen IIUM Students Integrate Food with Budi
Sejahtera. Mkitchen, IIUM Gombak.

Dzulkifli Abdul Razak. (2020). Essay on Sejahtera: Concept,
Principle and Practice. IIUM Press.

Ministry of Higher Education Malaysia. (2020). MOHE Guide to
Entrepreneurship Integrated Education (EIE). Department of Higher
Education, Ministry of Higher Education.

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CHAPTER 3
ACCREDITATION ASSESSMENT

AREA 1: PROGRAMME DEVELOPMENT AND DELIVERY
ASSESSMENT OF STUDENT LEARNING
Statement of Educational Objectives of Academic Programme and
Learning Outcomes:

i) Comments: The course has been aligned well with IIUM
Sejahtera Framework and MQA requirements

ii) Conditions: The course has been delivered within the context
and norms of higher education

iii) Suggestions for improvement: There is a need to document the
programme development, delivery of assessment and the student
learning

Programme Development: Process, Content, Structure and Teaching-
Learning Methods

i) Comments: The course programme development has gone
through for two years of duration with the public and two batches of
students. The process, content, structure and teaching-learning
methods are commendable with practicality and sejahtera aspects.

ii) Conditions: The programme development was done with 21
faculty members from various disciplines and specializations and in
collaboration with civil organizations and industry participants.

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iii) Suggestions for improvement: There is a need to document the
programme development together with the process, content, structure
and teaching-learning methods.
Programme Delivery
i) Comments: The programme has been delivered according to the
course outline.
ii) Conditions: The context of learning combines seminar (in-
class) and practical
iii) Suggestions for improvement: There is a need to document the
programme development
Site Audit/Remote Audit

Figure 3.1: Two Books on mKitchen Food Entrepreneurship

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Based on the site visit and remote audit on the course, the panel of
auditors found that two books (as shown in Figure 3.1) that captured
the Programme Development and Delivery Assessment of Student
Learning of mKitchen Food Entrepreneurship.

AREA 2: ASSESSMENT OF STUDENT LEARNING
Relationship between Assessment and Learning Outcomes:
i) Comments: The philosophy of the assessment and learning
outcomes have been well-aligned with the National Philosophy of
Education, IIUM Sejahtera Framework and mKitchen Food
Entrepreneurship Framework.
ii) Conditions: The assessment integrates the hands-on seminar
with real life practicum
iii) Suggestions for improvement: There is a need to document the
assessment of student learning

Assessment Methods
i) Comments: Assessment methods have been well-aligned with
the learning outcomes.
ii) Conditions: The assessment integrates the hands-on seminar
with real life practicum.

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iii) Suggestions for improvement: There is a need to document the
assessment methods.

Management of Student Assessment
i) Comments: The management of student assessment follows the
standard management of assessment policy.
ii) Conditions: Easily available and accessible.
iii) Suggestions for improvement: There is a need to document the
assessment management.

AREA 3: STUDENT SELECTION AND SUPPORT SERVICES
Student Selection:
i) Comments:
ii) Conditions:
iii) Suggestions for improvement:

Articulation and Transfer
i) Comments:
ii) Conditions:
iii) Suggestions for improvement:

Student Support Services
i) Comments:
ii) Conditions:
iii) Suggestions for improvement:

Student Representation and Participation
i) Comments:
ii) Conditions:
iii) Suggestions for improvement:

Alumni
i) Comments:
ii) Conditions:
iii) Suggestions for improvement:

23

AREA 4: ACADEMIC STAFF
Recruitment and Management:
i) Comments: The participation in this course is on voluntary
basis. A total 21 academics involved in this project (See Figure 3.2).

Figure 3.2: List of Faculty Members

Abdul Rahman bin Ahmad Dahlan (KICT)
Majdan bin Alias (AHAS KIRKHS)
Jamaludin bin Ibrahim (KICT)
Rahmah bt Ahmad H. Osman (AHAS KIRKHS)
Suhaimi bin Mhd. Sarif (DEBA, KENMS)
Ghazali bin Jaapar (AIKOL)
Saupi bin Man (AHAS KIRKHS)
Dzuljastri bin Abdul Razak (KENMS)
Noor Azian bt Mohd Ali (KICT)
Normaziah bt Abdul Aziz (KICT)
Noor Azizah bt Mohamadali (KICT)
Nurhafizah bt Mahri (KICT)
Amelia Ritahani bt Ismail (KICT)
Andi Fitriah bt Abdul Kadir (KICT)
Hafizah bt Mansor (KICT)
Rizal bin Mohd Nor (KICT)
Ahsiah bt Ismail (KICT)
Asmarani bt Ahmad Puzi (KICT)
Izyani bt Zulkifli (DOE, KENMS)
Sarah Arthirah bt Saruchi (DOF, KENMS)
Rafiqa bt Murdipi (DOF, KENMS)

Majority of the members are attached with the Kulliyyah of
Information and Communication Technology (KICT). Figure 3.3
shows the composition of faculty members for mKitchen project.

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Figure 3.3: Composition of Faculty Members for mKitchen

ii) Conditions: The participation of the academic staff is based on
the academic specialization and passion. Each member has a role in
academic and administration of mKitchen. Figure 3.4 depicts the
academic administrative roles of mKitchen executive members.
iii) Suggestions for improvement: There is a need to document the
academic staff records and achievement.

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Figure 3.4: The academic administrative roles of mKitchen executive members

Services and Development
i) Comments: mKitchen provides basic service and development
based on the specialisation of the faculty members. The students are
also assessable to IIUM services and development programme.
ii) Conditions: The services and development for IIUM students
are available, assessable, appropriate and affordable.
iii) Suggestions for improvement: There is a need to document the
provision of services and development for mKitchen faculty and
students.
AREA 5: EDUCATIONAL RESOURCES
Physical Facilities, Research and Development:

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i) Comments: mKitchen provides education services based on the
specialisation of the faculty members. The students are also
assessable to IIUM educational resources.
ii) Conditions: The educational resources for IIUM students are
available, assessable, appropriate and affordable.
iii) Suggestions for improvement: There is a need to document the
provision of educational resources for mKitchen faculty and students.
Financial Resources
i) Comments: mKitchen obtained its financial resources from
crowd-funding and contribution from mKitchen faculty members.
ii) Conditions: The amount of fund is adequate to operate the
training, cook for free food and trial for commercial food by two
batches.
iii) Suggestions for improvement: There is a need to document the
financial resources.
Figure 3.5 shows the guide book and resource personnel for
mKitchen.

Figure 3.5: Guide book and resource personnel for mKitchen

27

PROGRAMME MANAGEMENT
Programme Management:
i) Comments: mKitchen faculty members managed mKitchen
course on voluntarily basis and outside official work.
ii) Conditions: The workload with mKitchen is not counted as
official workload because it is not part of curriculum of the university.
It is rather a social project under a flagship of the university.
iii) Suggestions for improvement: There is a need to document the
programme management.

Programme Leadership
i) Comments: mKitchen founding and faculty members have
volunteered to lead, manage, and finance mKitchen course.
ii) Conditions: The programme leadership adhered to university
requirements even though it is not part the curriculum.
iii) Suggestions for improvement: There is a need to document the
programme leadership.

AREA 7: PROGRAMME MONITORING, REVIEW AND
CONTINUAL QUALITY IMPROVEMENT
Mechanisms for Programme Monitoring, Review and Continual
Improvement:
mKitchen committee members used feedforward, concurrent, and

feedback controlling mechanisms for programme monitoring, review

and continual improvement. Figure 3.6 shows the system approach to

controlling.

Figure 3.6: The System Approach to Controlling at mKitchen

INPUT PROCESSES OUTPUT
Feedback Control
Feedforward Control Concurrent Control

Develop Develop Concurrent On-the- Feedback Focus

standards measurement Job survey Group

Anticipate Document Reaction Pragmatic Improvement Correction

28

mKitchen produced a manual on programme monitoring, review and
continual quality improvement. Figure 3.7 shows the guide book and
quality assurance personnel for mKitchen.

Figure 3.7: The guide book and quality assurance personnel for mKitchen

Site Audit
Based on site audit with observation and interview with the students
and other stakeholders, the panel commended the course has
manifested the National Education Philosophy, IIUM Sejahtera
Academic Framework and mKitchen Sejahtera Aspiration. Figure 3.8
summarizes the site audit findings.

29

Figure 3.8: The site audit findings

Students prepared for the cooking Two groups of students prepared
ingredients two different menus. They
adhered to the rules, regulations,
and procedures for occupational
safety, health, hygiene and
halalan-toyyiban

Students demonstrated cooking Students demonstrated the pre-
competency with care & due packing process
dilligent

Students demonstrated cleaning Students demonstrated the

30

procedure at the kitchen packing process

Signature premium dish of the Signature super premium dish of
students for both free food and the students for both free food
food for sale and food for sale

Customer Testimony: Adik Nahdi enjoyed “Spaghetti Merinding
Jiwa” sold by mKitchen IIUM Students. The presentation of the food
was amazing, attracting, and mouth watering and Adik Nahdi was
impatient to taste it. He enjoyed the food and he wanted to order
again. This food will be one of his iftar menu in Ramadan.

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Customer Testimony: Adik Mukrimah enjoyed her “The Bomb
Chick.” The box was very presentable, environmental friendly and
attractive for Adik Mukrimah. She could not wait to taste “The Bomb
Chick.” She could see white rice, fried chicken, salad and butter milk
sauce. She just had too pour the butter milk sauce into her white rice
and ate with the fried chicken and salad. After eating, she gave a
wonderful testimony that this menu will be part of her iftar and sahur
menu in Ramadan.

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CHAPTER 4
PRERATION FOR BAZAAR

RAMADAN

Reserve a space in Bazaar Ramadan organized by
Entrepreneurship Development Centre (EDC), IIUM

Entrepreneurship Unit (formerly known as Entrepreneurship and
Management Unit) has been established under the Student
Development Division since 2004. The IIUM Majlis Meeting (now
known as IIUM Board of Governors/BOG) No.98 which was held on
28th October 2010 had approved the establishment of
Entrepreneurship Development Centre (EDC) in order to coordinate
and manage activities as well as to conduct entrepreneurship-related
academic programs.

33

At its early stage of operation on 3rd January 2011, EDC had begun
its operation with only two officers. Later, on 15th February 2011, the
first Director of the Entrepreneurship Development Centre had been
appointed to lead the over-spilling entrepreneurial activities which
cater the high demand of entrepreneurship programs. With the
abundance of activities and programs, the expansion of staff has
successfully upheld the Centre as a leading centre of
entrepreneurship.

VISION
To become a referral centre that promotes Entrepreneurial mind-set
and provides a platform for entrepreneurship education systematically
and holistically.

MISSION
a. To inculcate entrepreneurial element across curriculum and field of
studies
b. To provide a conducive environment and Eco-system for
entrepreneurship development
c. To develop entrepreneurship activities and programs
d. To create entrepreneurial educators among academic and
administrative staff
e. To create IIUM young entrepreneur through start-up business

Currently, EDC is headed by Asst. Prof. Dr Ros Aniza bt Mohd
Shariff. Figure 4.1 shows the organizational chart of EDC.

34

Figure 4.1: The organizational chart of Entrepreneurship Development Centre
(EDC)

Source: https://www.iium.edu.my/centre/edc/organisational-chart-12
After two years in the pandemic Covid-19 full restrictions, this year
the government has allowed full economic activities. In fact, the
country has shifted from pandemic to endemic situation. Therefore,
EDC is given the mandate by IIUM to organize Bazaar Ramadan for
2022.

35

Set up the tent

The organizers allocated a space with a tent, a table and a few chairs.
This Sejahtera Heavy-Duty Pop-Up Tent of 10 ft (3m) x10ft (3m) is a
sejahtera yet rahmatan lil „alamin quality instant shelter provides
sejahtera, fast, long-lasting relief from the sun, wind, and rain.
Definitely with sejahtera 10ft x 10ft // 3m x 3m footprint.
The Sejahtera text is made from sejahtera powder-coated steel frame
so that it has sejahtera built to withstand the elements and won‟t
easily bend or rust like aluminum. ABS plastic sliders on the
adjustable legs are more durable and easier to adjust compared to
other tents that have push-pins. This portable tent offers three
different heights ranging from 10.2ft - 0.8ft // 3.1m - 3.3m.
It is sejahtera driven tent because it made with sejahtera thick, high-
quality 300-denier polyester material. This sejahtera heavy-duty 10 x
10 canopy also boasts waterproofing polyurethane coating (PU) and
UV treatments as well as reinforced corners to withstand tough
conditions. A double-vented top allows maximum air flow, while a
hi-vis lime option and silver reflective coating on interior provide
increased visibility on busy job sites or at events.

36

A convenient wheeled bag is included for easy storage and transport
along with four steel ground stakes and four nylon ropes that can be
used for added stability.
This pop-up canopy tent is primarily designed to help prevent heat-
related illnesses on jobsites, but can be also used for recreational
events. It‟s great for sporting events, weddings, birthday parties or
any event needing protection from the sun and rain.
The first modern canopy which was made with chrome-plated steel
legs as well as various nuts and bolts was invented by Jim Lynch in
1983. Lynch went on to create a successful company called KD
Kanopy. He now owns approximately 40 patents on the pop up
canopy. The idea came from his own experience as a sailor.

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CHAPTER 5
PRACTICAL AT BAZAAR

Prior to the selling venture at Bazaar Ramadan, mKitchen students
have advertised through social media and physical banner at strategic
location. This effort to inform the public that mKitchen is available at
the Bazaar Ramadan. Figure 5.1 shows the advertising efforts and
contents.

Figure 5.1: mKitchen advertising efforts & contents

After announcing to the world that mKitchen is available, there is a
need to make sure mKitchen is accessible with proper tent and
presentable stall. Figure 5.2 shows the presentable stall of mKitchen
at Bazaar Ramadan.

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Figure 5.2: The presentable stall of mKitchen at Bazaar Ramadan

Food and beverage at mKitchen are available, accessible, and more
importantly, affordable with quality to the students.
“I like the presentation of the food and beverage at Mkitchen stall.
The concept is simple, yet attractive. As a person from arts and
design, mKitchen has presented budi sejahtera concept.
Congratulations.”
“I know it is raining. But I could not stop myself to come here to get
something from this sejahtera Mkitchen. This brand is very strong.
Everyone said about mKitchen. I asked people what is “M”? They
said “M” refers to masjid. Masha Allah, no wonder “sejahtera.”
Masjid itself is a centre of sejahtera.”
“I know this stall is very new in the business. The sejahtera layout
attracts me to drop by. I learnt this is unique. This is not an ordinary
stall. It has very noble cause and objective.”
Figure 5.3 shows the selling activities.

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Figure 5.3: The mKitchen selling activities

“What do you think Adik?”
“ I like the blue ocean color. I wanted to drink it now.”
“No, no Adik. Let‟s wait for iftar time, okay.”
The place of the Bazaar Ramadan is also appropriate, which is located
at te Convest Hill. Due to pandemic covid-19 restrictive measures, the
Convest Hill has been inactive, domant, and out of touch for more
than two years.
“This is a comeback of Convest Hill. There are not many stalls here.
But the comeback to Convest Hill is something that every graduate
has a high hope to be there. Today, I am here wt Convest Hill. Budi
Sejahtera cmapus at this Convest peak.”
Figure 5.4 shows the customers and visitors to the mKitchen stall.

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Figure 5.4: Customers to the mKitchen stall

“mKitchen has its own standards. The presentation of the stall is
amazing. The choice of color yellow and turquois is really
appropriate. I heard this is part of budi sejahtera in action. It is really
in action.”
“I could not wait for this stall to offer more food and beverages. They
have symbolic and unique names like the Bomb Chick, Deep Blue
Ocean juice. Really amazing. Our kids love the color of the Deep Blue
Ocean juice.”

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4 April 2022 - Day 1
Figure 5.5 shows the banner of the IIUM Bazaar Ramadan.

The stall manifests innovation. Innovation comes with good intention.
Intention and passion are always essential for students
entrepreneurship (Salamzadeh, Sangosanya, Salamzadeh, & Braga,
2022; Chavali, Mavuri, & Durrah, 2022).

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“mKitchen has its own standards. The presentation of the stall is
amazing. The choice of color yellow and turquois is really
appropriate. I heard this is part of budi sejahtera in action. It is really
in action.”

Nevertheless, self efficiacy annd personal initiatve are important too
(Chellappan & Muthuveloo, 2022). Spirituality sustains
entrepreneurship (Alamsyah, Omar & Mhd. Sarif, 2022: Sutono,
Arifin, Ritonga, & Ahsan, 2022).

The tarbiyyah approach of entrepreneurship training that is imbued
with budi sejahtera (Abdul Rahman et al, 2022a) is essential (Abdul
Rahman et al, 2022b; Mhd. Sarif, 2020; Mhd. Sarif, Ismail, Zainudin,
2021; Mhd. Sarif et al, 2021).

“I could not wait for this stall to offer more food and beverages. They
have symbolic and unique names like the Bomb Chick, Deep Blue
Ocean juice. Really amazing. Our kids love the color of the Deep Blue
Ocean juice.”

10 FT (3M)

10 FT (3M)

10 FT (3M)

There are three stages (marhalah) tarbiyyah. Firstly, marhalah ta‟arif
(aware, knowing, understanding). Secondly, marhalah takwin
(confirmation, affirmative). Thirdly, marhalah tanfiz (implementation
and preservation). The marhalah tarbiyyah is religious and spiritual
driven, based on the revelation. A similar process is the human

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morality development by Lawrence Kolhberg (with three stages too,
namely pre-conventional, conventional and post-conventional. At the
pre-conventional, people are behaving morally to avoid punishment
and to gain some rewards. At the conventional stage, people are
behaving morally because they are attempting to be good citizens by
adhering to the law, order and norms. Lastly, at the post-conventional,
people are behaving morally because they have strong convinction in
being good to upholad justice and being principled persons.

“As full time students, we have to manage our time efficiently. We
cannot skip our classes, quizzes and assignments. With this pressuring
situation, we learnt to work together by scheduling our business and
studies. Without a good coordination, we would not be able to do this
venture. Afterall, we like this venture very much. It is like offering our
heart to others. More likely from heart to heart.”

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“We must trust our students. Let them be creative and innovative in
their own ways within our guidance. We have to educate them
according to their time and situation. Our time might not be suitable
for them. That‟s why life long learning is emphasised. We have to
keep learning. Every day has new lesson for us to learn and
practice.”

“You really appreciate your earning after you have given your time,
energy and money. No wonder business people are very concern
about return on investment (ROI). Adik is enjoying his life because he
has benovalent parents who can purchase for them. He liked the blue

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color of the beverage. The blue has attracted him for the first time he
entered into this bazaar. That‟s why suitable color is essential to
attract customers.”

“I knew about the bazaar, but I was not sure how the bazaar would
look like. I just stopped my car near the bus stop to ascertain that
there is bazaar before deciding to park my car at the allocated
parking bay. This is awesome. Students cooked this food and sold
them at the bazaar. In this busy month for Ramadan and classes,
these students are here to sell food. “

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“What made you joined this bazaar?”
“Actually, this is part of our practicuum in the incubation program
organized by a group of lecturers from different Kulliyyahs to train
and empower us to be food entrepreneurs. This is not ordinary
entrepreneurship program. This is for asnaf, needy and poor.
Empower the needy and poor with food entrepreneurship to get them
out of poverty. Not only them, but to invite other asnaf to be in this
program.”
“Masha Allah, that‟s must be amazing. I supposed that you do not
have merit of credit hours and your lecturers in this program too do
not earn any merit of credit. At this age, nobody wants to do for free,
but I must solute your effort and dilligence.”

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“I saw my „ustaz‟ was busy helping his students at the stall. I
approached him to find out the reasons. Without a second thought, I
bought all the food and beverage and donated to others.”
A donor (an alumnus of AIKOL) bought food and beverage and
treated others.

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“The spirit of giving is powerful. The feeling is deeply inside your
heart. It is hard to describe how I felt after giving others food and
beverages. You have to do it by yourselves, then you will be able to
feel it. “

“That‟s the end of the day. Every pain is now paid with the gain. Yes,
it is really true the saying of „no pain, no gain.‟ In our situation, we
endured the pain, and now we enjoyed the gain. We must thank our
Sensei for this experience.”

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A SUCCESSFUL DAY 1

Ya Allah, You are the most Merciful, most Compassionate, you have
blessed our meeting and training that today our trainees managed to
sell all the food and beverage. Ya Allah please continue to bless the
mentors, trainers, donors, helpers, and all individuals in this effort to
produce great leaders in bring in mercy to the world and lead the
world for sustainability. Ya Allah, please bless our trainers,
educators, and coaches, so that they will be able to train our students
with full passion. Ya Allah, please bless our donors for their
generosity. Ya Allah, in this month, we ask for more blessing to make
us more taqwa and enter into Jannah through Rayyan doors. Ya
Allah, please make us more humble and close to you. Aamin.

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