Purpose

This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia.

Design/methodology/approach

This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews.

Findings

The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership.

Research limitations/implications

The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions.

Practical implications

IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership.

Originality/value

The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

中文翻译：

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伊斯兰经济和金融教学领导力和课程实践：沙特阿拉伯选定公立大学的案例研究

目的

本研究旨在探索学术专业人士和领导者实施的教学领导实践，以加强沙特阿拉伯两所公立大学的伊斯兰经济和金融 (IEF) 课程。

设计/方法论/途径

这项研究采用定性方法，采用案例研究方法，重点关注沙特阿拉伯两所精心挑选的大学。共有 21 名来自沙特阿拉伯两所公立大学、在 IEF 学校工作的学者被选中进行半结构化访谈。

发现

调查结果显示，沙特阿拉伯的两所提供 IEF 学位的大学的教学领导能力有限。研究结果指出了四个明显的障碍，这可能解释了沙特阿拉伯大学 IEF 课程中缺乏教学领导力和公平实践的原因。根据这项研究，沙特大学 IEF 中积极的学院氛围促进了共同的教学领导力。

研究局限性/影响

本研究使用有限的定性方法和小样本受访者可能无法提供足够的证据将研究结果推广到沙特阿拉伯的所有大学和高等教育学校。尽管使用案例研究来描述两所大学的 IEF 课程管理和实施，但将这些研究结果应用于其他机构时应谨慎行事。

实际影响

沙特大学的 IEF 学校需要利用其积极、协作和建立关系的环境来开展促进共享教学领导力的活动。

原创性/价值

研究结果可以为学校领导开展教学活动、推广“共享教学领导力”的理念提供宝贵的见解和实例。这种方法涉及将责任和行动委托给他人，以提高 IEF 课程的质量。政策制定者和大学官员可以利用这些发现来加强战略政策。