SEJAHTERA VEGETABLE GARDENS

10.2 MKTG 4312 Responsible Consumerism
Another course developed by KENMS IIUM team is MKTG 4312
Responsible Consumerism.

Suhaimi has been assigned to conduct the course in Semester 2,
2021/2022. Figure 10.5 shows the course outline of MKTG 4312
Responsible Consumption.

Figure 10.5: Course outline of MKTG 4312 Responsible
Consumption

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This course provides students with exposure to consumerism with
sustainable development. Sustainable development integrates into all
aspects of consumerism, which is applicable to both consumers and
producers. Students will gain exposure on consumerism topics that
include consumption, market players‟ behaviours, consumer
protection and tights, institutions, and systems of consumer
protection.

After spending 14 weeks in the course, students should be able to
construct responsible consumerism with sustainable development
approaches in different aspects of consumption, customer protection
and consumer awareness and their evolution; to analyse knowledge
about responsible consumerism and sustainable development in
consumption, consumer protection and rights and related disciplines;
and to develop responsible consumerism with sustainable
development norms and standards applicable to different consumption
and customer protection situation. Table 10.3 summarizes the topics
in the responsible consumerism course.

Table10.3: Topics in the MKTG 4312 Responsible Consumerism
course

Consumption, Consumer Values, and Sejahtera Framework

 Existing Consumption Framework
 Existing Consumer Values
 Sustainable Development Goals (SDGs)
 SDG 12 Responsible Consumption and Production Framework
 Sejahtera Framework

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Integrating the Sejahtera Framework, Sustainable Development and
Maqasid al-Shariah into Customer Awareness

 Levels of customer awareness
 Consumer Awareness Advocacy
 Consumer Intelligence
 Consumer Awareness with Sejahtera Framework

Harmonizing Producers‟ Priorities and Customer Awareness

 Pursuing consumer satisfaction
 Accommodating diverse values
 Ensuring effective governance and compliance
 Prospering with the community

Producers‟ Practices and Consumer Protection
 Consumer Ethics Theory
 Ethical issues in product, price, place and promotion
 Consumer ethics and responsibility
 Consumer protection


Consumer Awareness and Strategies
 Consumer acquisition strategies
 Consumer awareness and education

Understanding the Tangible Goods Sector

 Social logic of consumption
 Consumer acquisition and awareness
 Tangible goods sector
 Advocacy framework for consumer awareness

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Understanding the Services Sector

 Personalization consumption
 Services sector
 Consumer awareness and education
 Advocacy for customer awareness

Models of Consumer Policy

 Vicious circle of growth
 Theory of consumption
 Affluent consumption
 Responsible Model of Customer Policy

Institutions of Consumer Rights Protection

 Consumer organizations at global, regional, national and local
levels

 Customer protection laws
 Roles of government agencies
 Roles of Non-government organizations

Building Consumer Awareness

 Public education
 Training and development
 Social activism

Responsible Consumerism Model

 Nature of Responsible consumerism
 Green theory of consumerism
 Social logic consumption
 Responsible consumption

54

Responsible Consumerism Advocacy
 Practicality and pragmatic
 Referral and social capital
 Promotion and engagement

Responsible Consumerism in Action 1
 Local and national practices
 Global practices
 Key success factors
 Issues and challenges

Responsible Consumerism in Action 2
 Institutional practices
 Regulatory approaches
 Community engagement
 Emerging issues in consumerism

In short, the curriculum development section of the project has
developed two courses on sustainability and consumerism education.

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CHAPTER 11
PUBLIC ADVOCACY

Consumerism advocacy is one of CAP‟s key roles in the consumerism
education. As agreed by the delegates of KENMS IIUM,
consumerism advocacy has been one of the three projects namely,
curriculum development, consumerism advocacy, and vegetable
gardening. Table 11.1 summarizes the three main projects by KENMS
IIUM.

Table 11.1: Three main consumerism projects by KENMS IIUM

Delegates Curriculum Advocacy Vegetable Garden
/
Ahasanul / /

Azura /

Dolhadi /

Muhammad Tahir /

Nur Fariza /

Ridhwan /

Suhaimi

KENMS IIUM members Ridhwan, Muhammad Tahir Jan, and
Dolhadi have agreed to undertake the task of advocacy and education
about consumerism. The team has sent the invitation to CAP and
accepted by the consumer association. Figure 11.1 shows the
acceptance invitation letter from CAP.

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Figure 11.1: Acceptance of invitation letter by CAP

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For a start, KENMS IIUM and CAP had agreed to organize advocacy
consumerism entitled “Ramadan Berpuasa Bukan Berpesta”
(Ramadhan is Fasting, not Fiesting Month) on 3 May 2019 (28
Shaaban 1440H). Figure 11.2 shows the poster on advocacy session
by CAP Education Officer Encik Azizan Osman.

Figure 11.2: Advocacy session with CAP
The two-hour session encouraged IIUM community to practice
responsible consumption, especially in the fasting month of Ramadan.
The session was about consumption in Ramadan, but the program was
organized not in Ramadan.
After the session, Encik Azizan Osman, education officer of CAP
visited the vegetable garden of the Change the World project on 3
May 2019. Daya Bersih Sdn Bhd contributed fertilizers made from
food waste from several cafes on campus.

58

Daya Bersih's organic fertilizer produced out of food waste is part of
the company's pledge of Green Initiative Plan. Daya Bersih has been
in 3R practice to reduce, reuse and recycle waste. The organic
fertilizer was a product from the recycling food waste obtained from
various sources within IIUM that turned these into organic compost
fertilizer.
Daya Bersih has two plants to produce the organic fertilizer which
was used in daily landscaping works and sold to the public as well.
The fertilizer enhances soil fertility and is safe to use for any type of
plant or soil. Figure 11.3 shows the advertisement of organic fertilizer
from food waste marketed by Daya Bersih Sdn Bhd.

Source: https://dayabersih.com/web/projects/
Figure 11.3: Advertisement of organic fertilizer from food waste sold

by Daya Bersih Sdn Bhd
Daya Bersih Sdn Bhd sponsored organic fertilizer in a few bags,
whereas Encik Sabri from Daya Bersih guided the KENMS IIUM
members on how to use the fertilizer.

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During the visit by CAP education officer, KENMS IIUM team
showed the vegetable garden in practice. Encik Azizan, CAP‟s
education officer was given a chance to use the organic fertilizer on
some vegetable plants. Figure 11.4 shows the site visit by CAP
education officer at KENMS vegetable garden.

Figure 11.4: Site Visit by CAP Delegates at the vegetable garden
In short, consumerism advocacy is one of CAP‟s key roles in the
consumerism education. The delegates of KENMS IIUM during the
knowledge transfer session with CAP officials. Indeed, KENMS
IIUM has delivered the consumerism advocacy project in campaign,
talk and hands on demonstration on vegetable garden.

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CHAPTER 12
ENGAGING OTHERS

KENMS IIUM team from the Department of Business Administration
has organized an education visit. Some of the Business Department
colleagues also visited nearby nursery in Sungai Buluh,
approximately 25 kilometres from campus or 30 minutes‟ drive, to
learn about vegetable gardening. The educational trip was very
beneficial. Members learnt some techniques on sustaining a vegetable
garden. Figure 12.1 shows KENMS IIUM members of the project
visited nearby nursery.

Figure 12.1: Members of the project visited nearby nursery
The members used university bus for the trip. Dolhadi gave briefing
the members on some background information about the nursery plots
in the Sungai Buluh area. Figure 12.2 shows the briefing and
videography session by Dolhadi.

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Figure 12.2: Dolhadi gave briefing to the members of the project
visited nearby nursery

Suhaimi also gave some information about some plants sold by the
nursery. Figure 12.3 shows Suhaimi was giving some briefing to the
members of the trip.

Figure 12.3: Suhaimi was giving some briefing to the members of the
trip.

In short, the brief site visit to nearby nursery was beneficial to
KENMS IIUM members to get first-hand experience in managing
vegetable garden.

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CHAPTER 13
OFFICIAL OPENING

KENMS IIUM has decided to have official opening for the vegetable
garden. IIUM Rector, Professor Emeritus Tan Sri Dato‟ Dzulkifli
Abdul Razak visited the garden on 8 August 2019, 8am to witness the
progress of the garden and officiated the garden. KENMS members,
students, university staff, Daya Bersih personnel, and local
community members attended the official opening program. Figure
13.1 shows IIUM Rector Tan Sri Dzulkifli planted some plants as part
of the official opening activities.

Figure 13.1: IIUM Rector Tan Sri Dzulkifli planted some plants as
part of the official opening activities

Tan Sri Rector demonstrated some indigenous ways of planting some
plants to the staff and students. Figure 13.2 shows IIUM Rector
demonstrated to a KENMS IIUM staff on the correct technique of
planting a small plant.

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Figure 13. 2: Tan Sri Rector showed the correct way of transplanting
small plants

Besides showing the correct way to plant small fruit trees, IIUM
Rector also showed the correct distance between trees. Figure 13.3
shows IIUM Rector demonstrated the correct way of distancing
among the plants.

Figure 13.3: IIUM Rector demonstrated the correct way of distancing
the plants

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IIUM Rector also showed the gardening skills to the students. Figure
13.4 shows IIUM Rector demonstrated the practical way of vegetable
gardening.

Figure 13.4: Students were excited to learn the practical way from
Tan Sri Rector

During the opening ceremony, IIUM Rector had an opportunity to
have a dialogue with some university staff and alumni representatives.
Figure 13.5 shows the dialogue with IIUM alumni representatives.

Figure 13.5: A dialogue with IIUM alumni representative

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CHAPTER 14
TOGETHERNESS
This project requires collective effort from staff, students and local
community to sustain it. Staff and students used any available
opportunity to give hands in the garden. Watering is very important
especially during the hot sunny weeks. The members need to really
have a schedule for the watering to avoid the garden to be too dessert
and dried. Figure 14.1 shows the watering part of the gardening
activities.

Figure 14.1: Watering as part of gardening activities
Besides watering, weeding or removing wild grass is also part of
gardening activities. Figure 14.2 shows the weeding part of gardening
activities.

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Figure 14.2 shows the weeding part of gardening activities
Postgraduate students at KENMS IIUM also participated in the
gardening activities.

Figure 14.3: IIUM Postgraduate students‟ representative at the garden
KENMS garden has yielded fresh and healthy edible vegetables and
fruits. The cassava gave the community both the leave and the fruit.
Figure 14.4 shows a member of the project harvested tapioca (ubi
kayu).

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Figure 14.4: A member of the project harvested tapioca
One of the crops is tapioca. KENMS members cooked the tapioca into
a dessert known as „pengat ubi‟ (see Figure 14.5).

Figure 14.5: Pengat Ubi
Besides tapioca dessert known as „pengat ubi,‟ KENMS members
also boiled the tapioca or known as „ubi rebus‟ (see Figure 14.6).

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Figure 14.6: The Ubi Rebus
Both „ubi rebus‟ and „pengat ubi‟ were consumed by KENMS
members at a departmental meeting (see Figure 14.7).

Figure 14.7: Enjoying ubi rebus and pengat ubi
In conclusion, the spirit of togetherness is very important in vegetable
gardening activities. All the hardwork and pain can be paid off after
enjoying the fruits and crops from the vegetable gardens. The
excitement is more apparent when all the members could enjoy in an
informal way.

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CHAPTER 15
SHARING OF EXPERIENCE
The Business Department group has been invited to share the
experience of the project at various platforms. Figure 15.1 shows the
presentation on the gardening activities by KENMS members at a
seminar known as Istidamah Colloquium. Istidamah is approximately
defined as sustainability (Mohd Istajib, 2015).

Figure 15.1: A KENMS member presenting the project progress at
Istidamah Colloquium IIUM

Besides sharing experience at Istidamah Colloquium IIUM, KENMS
members also shared the experience at Southeast Asia Vegetable
Symposium from 9-11 July 2019. Figure 15.2 shows the poster of
Southeast Asia Vegetable Symposium (SEAVAGE) from 9-11 July
2019.

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Figure 15.2: Program book of SEAVAGE 2019 (9-11 July 2019)
Suhaimi met a professor of agriculture from Portugal and personally
shared with him about KENMS vegetable garden. Figure 15.3 shows
the photograph of Suhaimi and Prof. Joao Carlos da Silva Dias,
University of Lisbon, Portugal. The latter was also one of keynote
speakers at Southeast Asia Vegetable Symposium (SEAVAGE) from
9-11 July 2019.

Figure 15.3: Suhaimi with Prof Joao Carlos da Silva Dias, a keynote
speaker at Southeast Asia Vegetable Symposium (SEAVAGE) from

9-11 July 2019

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Suhaimi‟s participated as poster presenter. Figure 15.4 shows the
abstract of the poster presentation.

Figure 15.4: Abstract of the poster presentation.
Suhaimi has consulted another member of the project before sending
the poster for printing. The organizers required every presenter to
present posters. The oral presentation has been allocated for keynote
speakers as well as guest speakers from many countries. Suhaimi
produced the poster as required by the organizers (see Figure 15.5).

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Figure 15.5: Actual poster presentation
The organizers also required Suhaimi to put up the poster and made
himself available near the poster throughout the event. Figure 15.6
shows Suhaimi was stationed near the poster.

Figure 15.6: Suhaimi with the poster during the symposium

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CHAPTER 16

REPLICATION AT DESA GEMILANG

Some residents from Taman Desa Gemilang, a residential area located
about 3 kilometres from campus who acquired knowledge and
experience from the Business Department‟s garden replicated the
project at their respective home gardens.

Taman Desa Gemilang is located within Kampung Sungai Pusu and
has been occupied since November 2007. There are more than 300
terrace houses in Taman Desa Gemilang, with approximately 800
residents. Most of the residents are employed in private and public
sectors.

Even though the housing estate is near to IIUM Gombak, only a
handful of the residents work with IIUM. The community is
represented by Persatuan Penduduk Taman Desa Gemilang. There is a
surau (musolla, a small prayer house) in the housing estate. It is
managed by Jawatankuasa Surau Fatimah Az-Zahra‟ appointed by
Selangor Islamic Council.

Besides the two entities, there is another entity known as Kawasan
Rukuntetangga (neighbourhood watch) Taman Desa Gemilang that is
part of the community‟s institution. The Rukuntetangga is supervised
by the National Unity Department, a department under one of the
Ministries of the Federal Government. Figure 16.1 shows backyard
vegetable gardens at Desa Gemilang.

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Figure 16.1: Backyard vegetable plot at Desa Gemilang
A participant was applying watering technique learnt from KENMS
garden (see Figure 16.2).

Figure 16.2: A vegetable plot at Desa Gemilang
More participants of backyard vegetable gardens at Desa Gemilang.
Figure 16.3 shows the backyard vegetable gardens between Jalan DG
1/7 and Jalan DG 1/6.

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Figure 16.3: Backyard between Jalan DG 1/6 and Jalan DG 1/7, Desa
Gemilang

The participants could enjoy the fruits of backyard vegetable gardens
(see Figure 16.4).

Figure 16.4: Fruits from backyard vegetable gardens at Desa
Gemilang

The vegetable gardening project has been extended to other streets
within Desa Gemilang. Almost all of the empty spaces such as kerbs

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and drain banks have been used to plant small trees and edible plants.
Figure 16.5 shows the kerbs between Jalan DG 1/3 and Jalan DG 1/ 4
have been planted with vegetable and edible plants.

Figure 16.5: Vegetable and edible plots at the junction between Jalan
DG 1/3 and Jalan DG 1 /4, Desa Gemilang

Some participants naturally made use of the empty spaces within the
house compound with vegetable and edible plants. Figure 16.6 shows
the use of house compound with vegetable plants.

Figure 16.6: The use of house compound at the backyard between
Jalan DG 1/6 and Jalan DG 1/5, Desa Gemilang

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CHAPTER 17

LESSONS

IIUM formulated Sejahtera Academic Framework that was approved
by IIUM Senate on 28 August 2020. Prior to this Sejahtera Academic
Framework, IIUM community has been incorporating Tawhidic
paradigm, maqasid al-shariah and IIICE (Islamization,
Internationalization, Integration and Comprehensive Excellence) into
its academic and non-academic activities.

According to the IIUM Sejahtera Academic Framework (SAF), there
are seven dimensions to be achieved within academic and non-
academic programs.

1. maqasid al-shariah, protecting faith, life, knowledge, wealth
and lineage

2. vision and mission statements
3. learning activities (learning to know, learning to do, learning to

live together, learning to be, and learning to become)
4. formal academic programmes
5. non-formal academic programmes
6. eco-system (bi’ah) through pedagogy, social spaces, provision

of facilities, and support systems.
7. Philosophy or guideline in producing balanced graduates

(physical, emotion, spiritual, intellect, socialisation,
environment, servants of Allah) in executing duties as
vicegerants (khālifah), trust (amānah), knowledge acquisition
(iqra’), mercy (rahmatan lil-alāmin).

The first dimension requires academic and non-academic programs to
assure the protection and preservation of faith, life, knowledge,
lineage and wealth. This statement implies that there should not be
any injury, insult of intelligence, waste of money, waste of time, and
no benefit in any academic and non-academic programs. For instance,
if a community project that can cause physical injury, mental

78

disorder, and life treatening in the presence of wild animals, such
project shall be ceased from happening.

The second dimension is the scoping of the academic and non-
academic programs is within the vision and mission of IIUM. 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 state:

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;

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

79

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;

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

Based on IIUM vision and mission statements stated the value
proposition of academic and non-academic programs that educated,
trained and developed budiman at IIUM.

The fourth and fifth dimensions are on academic and non-academic
programs. The learning is based on the learning pillars of retaining
basic 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).

The sixth dimension emphasized is that budiman people have been
educated, trained and developed within biah (conditions and
environment) through pedagogy, social, facilities, and support system.

Finally, the outcome of the education program will be balanced
graduates who would carry out the roles and duties as servants and
vicegerents of Allah.

All the seven dimensions are embedded in the Sejahtera Academic
Framework. Figure 17.1 shows the incorporation of seven
dimensions into Sejahtera Academic Framework.

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Figure 17.1: Seven dimensions in Sejahtera Academic Framework
Source: Lihanna et al (eds)(2021). Sejahtera Academic Framework

This Business Department‟s vegetable garden‟s project has learnt
about the practice of basmallah of more than 40 years in the advocacy
for goodness at Consumer Association of Penang (CAP). Basmallah
has driven CAP to be consistent and persistent in advocating
goodness, particularly in consumerism.

The basmallah is embedded in the duties towards Allah
(hablumminallah), towards fellow humans (hablumminannas), and
towards the environment and other creatures (hablumminal’alam).
Each of the relationship has obligations to be executed. Figure 17.2
illustrates basmallah and relationships with Allah, humans and
environment.

81

Basmallah Allah Obedience Piety
Humans (taqwa)
Love and
Care Peace (sakinah)
Affection (mawaddah)
Mercy (rahmah)

Environment Responsibility Trust (amānah)
Duties (farā’id)

Expectations (ghoyah)

Figure 17.2: Basmallah and relationships with Allah, humans and
environment

In the comparison between the practice of basmallah framework at
CAP for more than 40 years and the Sejahtera Academic Framework
experience for 38 years (since 1983), the two share some similarities:
to share mercy with humanity through dedicated and persistent
efforts.

While IIUM Sejahtera Academic Framework has specific seven
dimensions, CAP‟s basmallah aspiration does not have specific

dimensions. Table 17.1 compares the dimensions in IIUM Sejahtera
Academic Framework and CAP‟s basmallah aspiration.

Table 17.1: Comparison between IIUM Sejahtera Academic
Framework and CAP‟s Basmallah Aspiration

IIUM Sejahtera Academic CAP Basmallah

Framework Aspiration

1 maqasid al-shariah, protecting faith, In the name of Allah

life, knowledge, wealth and lineage Al-Rahman (Most

Compassionate)

Al-Rahim (Most

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2 vision and mission statements Merciful)
General goodness in
3 learning activities consumerism
*learning to know Advocacy, Research
*learning to do and Education
*learning to live together *learning to know
*learning to be *learning to do
*learning to become *learning to live
together

4 formal academic programmes Not available

5 non-formal academic programmes Informal Education

6 eco-system (bi’ah) through pedagogy, Not available

social spaces, provision of facilities, and

support systems

7 Philosophy or guideline in producing Not specific

balanced graduates (physical, emotion,

spiritual, intellect, socialisation,

environment, servants of Allah) in

executing duties as vicegerants
(khālifah), trust (amānah), knowledge
acquisition (iqra’), mercy (rahmatan lil-
alāmin)

Source: IIUM Sejahtera Academic Framework & Discussion notes
with CAP Officials

This project aims to practice the basmallah of CAP with IIUM
Sejahtera Academic Framework through responsible consumption.
This is done by being careful in spending on grocery and responsible
for managing the kitchen waste.

83

The project is managed by students and staff of Kulliyyah of
Economics and Management Sciences. In the course Education for
Sustainable Development (ESD), the knowledge in Economics and
Management Sciences is integrated with knowledge in Ecology to
teach individuals to learn about coexistence between people and other
living things.

The cooperation between the Business Department and the
community reflects the sociology of neighbourhood through vegetable
farming projects that breaks the individualism of sub-urban life. The
key activity is home vegetable farm in backyard, making use of idle
land in neighbourhood, and socialisation among neighbours at
backyard and idle lands for vegetable farming.

With the participation of 150 academic staff and students of the
Business Department, the project has produced 10 community
vegetable gardens, and 10 community projects managed by students
at their respective homes.

This project is estimated to have incorporated 40% of IIUM Sejahtera
Academic Framework in the “Change the World” project from March
2019 – December 2020. Table 17.2 summarizes the achievement of
students‟ projects that aligned with each dimension of IIUM Sejahtera

Academic Framework.

Table 17.2: Achievement of students‟ projects that aligned with each

dimension of IIUM Sejahtera Academic Framework

IIUM Sejahtera Academic Student Projects

Framework

1 maqasid al-shariah, protecting Protection of life with

faith, life, knowledge, wealth and responsible consumption and

lineage healthy life style (150

participants)

Protection of wealth with no

waste and optimization of

income (150 participants and

10 communities)

84

2 vision and mission statements Tawhidic paradigm and

3 learning activities Basmallah
*learning to know
*learning to do Learning activities
*learning to live together *learning to know –
*learning to be
*learning to become vegetable garden
*learning to do – gardening

with community
*learning to live together –

healthy life
*learning to be – not yet
*learning to become – not

yet

4 formal academic programmes MGT 2011 Sustainability:

Business and Society

5 non-formal academic programmes Vegetable gardening

6 eco-system (bi’ah) through Flagship projects

pedagogy, social spaces, provision Istidamah

of facilities, and support systems

7 Philosophy or guideline in Not yet quantified.

producing balanced graduates

(physical, emotion, spiritual,

intellect, socialisation,

environment, servants of Allah) in

executing duties as vicegerants
(khālifah), trust (amānah),

knowledge acquisition (iqra’),

mercy (rahmatan lil-alāmin)

85

Conclusion
This project manifested Education for Sustainable Development
through formal and informal education programmes. The most
notable programme is the home vegetable gardening by staff, students
and 10 communities. The formal education programme that was
commenced in October 2020 has yet to produce visible results to the
students and community. The project is motivated by Tawhidic
paradigm, maqasid al-shari’ah and basmallah orientations before the
introduction of IIUM Sejahtera Academic Framework in August
2020. Nevertheless, this project has incorporated 40% of IIUM
Sejahtera Academic Framework. Since this project is on-going, it will
attempt to incorporate the remaining elements of IIUM Sejahtera
Academic Framework into its activities gradually.

86

References

Abdul Rashid Moten. (2021). Humanising Education Maqasid Al-
Shari’ah and Sustainable Development. IIUM Press.

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

Lihanna Borhan, Amelia Wong Azman, Gairuzazmi Mat Ghani,
Muhammad Faris Abdullah, Zainurin Abdul Rahman, Zulkefli M.
Yusof (eds). (2021). Sejahtera Academic Framework: Humanising
Education for Rahmatan lil ‘Alamin post-COVID-19 disruptions.
Office of Knowledge for Change and Advancement (KCA).

Mohd Istajib, M. (2015). Konservasi biodiversiti menurut etika-
perundangan Islam: Kajian terhadap kawasan perlindungan di
Malaysia/Mohd Istajib bin Mokhtar (Doctoral dissertation, University
of Malaya).

Mohd Kamal Hassan. (2010). A return to the Qur‟ānic paradigm of
development and integrated knowledge: The Ulū al-Albāb model.
Intellectual Discourse, 18 (2), 183-210.

Suhaimi Mhd Sarif & Yusof Ismail (2016). Mengurus Dasar &
Strategi.Organisasi secara Islam. Akademi Pengurusan YaPeim,
Kuala Lumpur.

Suhaimi Mhd Sarif. (2019). Effect of infaq and takmil wal istikmal in
sustaining community vegetable farming in Malaysia. In:
Pemerkasaan Filantropi Islam di Malaysia. IKAZ ACIS UITM, Shah
Alam Selangor Malaysia, pp. 202-211.

Suhaimi Mhd. Sarif, Dolhadi Zainudin, Rohaziah Yahya. (2020).
Garden-based learning with tadabur through Ulū Albāb approach in
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Meso Publishing, Kuala Lumpur, pp. 44-63.

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Suhaimi Mhd. Sarif, Dolhadi Zainudin, Rohaziah Yahya. (2020). Ulu
al-Albab vegetable garden. Speech 5 MT (Minutes Talk) Competition
(won 2nd place), at IKRAM Akademia Convention, UPM Serdang,
18th January 2020
Suhaimi Mhd Sarif & Yusof Ismail. (2019). Takmil wal istikmal
complementarity in sustaining community support agriculture for
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Why do you need to have and share a copy of this book with others?
This book narrates the journey and milestone of a sustainability (istidamah) project
undertaken by the Department of Business Administration, Kulliyyah of
Economics and Management Sciences since 2019. The project has been aligned
with the United Nation‟s Sustainable Development Goal (SDG) 12, which is to
achieve prosperity, peace, and unity in the world through responsible consumption
and production. The faculty members worked with multiple stakeholders from
different sectors to maintain its continuity.
A notable outcome from the project is the offering of two elective courses, namely,
MGMT 4316 Sustainability: Society and Business and MKTG 4312 Responsible
Consumerism. The courses are supported by two vegetable gardens within KENMS
vicinity and several plots of vegetable gardens at Desa Gemilang, the University‟s
neighbouring community.
Academic members of the project published two edited academic books, one poster
presentation at a regional symposium, a few conferences, and two articles in
indexed journals.
The students have been contributing directly in creating, maintaining and
sustaining KENMS vegetable gardens. Some students have replicated the vegetable
gardens in their hometowns.

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