认知董事会多样性与盈利能力--来自东南亚伊斯兰银行的证据

H. Mukhibad, Doddy Setiawan, Y. Aryani, Falikhatun Falikhatun
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摘要

目的 有关伊斯兰银行(IB)董事会多样性的文献发现,人们对 "深层次 "属性的了解有限。本研究旨在解释董事会多样性属性(教育水平、教育背景以及这两种多样性属性之间的相互作用)对盈利能力的影响。研究样本是来自东南亚五个国家的 37 家悬挂全旗的伊斯兰银行,时间跨度为九年(2010-2019 年)。研究结果我们发现,在教育水平和教育背景方面具有异质性的董事会(BOD)和伊斯兰教法监事会(SSB)之间的认知冲突会对盈利能力产生积极影响。这些结果加强了资源依赖理论(RDT)的观点,即具有异质性特征的董事会有利于伊斯兰银行的发展。实践意义本研究的结果将为伊斯兰银行当局修订或制定规则和指南提供有用信息,并通过确定教育水平和背景作为成为董事会或伊斯兰教法监督委员会成员的要求,加大力度实施公司治理(CG)改革措施。本文在三个方面做出了贡献:(1)我们使用了董事会和监事会的 "深层次 "多样性属性;(2)通过介绍董事会和监事会的专业知识多样性,重点关注董事会中的认知冲突;(3)我们与教育水平进行了互动,以评估认知冲突的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cognitive board diversity and profitability – evidence from Islamic banks in Southeast Asia
PurposeLiterature on the board diversity of Islamic banks (IB) found limited knowledge of the “deep-level” attribute. This study aims to explain the impact of the board diversity attributes (education levels, educational backgrounds and the interactions between these two attributes of diversity) on profitability.Design/methodology/approachThe research sample is 37 fully flagged IBs from five Southeast Asian countries, covering nine years (2010–2019). Data were analyzed using the two-step system generalized moment (2SYS-GMM) method.FindingsWe found that the cognitive conflict between the board of directors (BOD) and the Shariah Supervisory Board (SSB), which has heterogeneity in its education level and educational background, positively affects profitability. These results reinforce the resources dependence theory (RDT) approach that having boards with heterogeneous characteristics is beneficial for IB.Practical implicationsThe findings of this study would offer useful information for Islamic banking authorities to revise or formulate rules and guidelines and make a greater effort to implement corporate governance (CG) reform measures by determining educational level and background as a requirement to become a member of a BOD or an SSB.Originality/valueThis paper contributes in three ways: (1) we use the “deep-level” diversity attributes of the BOD and the SSB, (2) it focuses on cognitive conflict in boards by presenting the expertise diversity of the BOD and SSB and (3) we interact with the level of education to evaluate the effect of a cognitive conflict.
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