الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 20
(6) Qadhi, S., Du, X., Chaaban, Y., Al-Thani, H., & Floyd, A. (2023). The role identities of
women middle management academic leaders in STEM higher education. European Journal of
Engineering Education, 1-17. https://doi.org/10.1080/03043797.2023.2263377
Despite the increasing number of women in STEM professions and higher education, they are
underrepresented in middle management leadership roles. In these roles, they face challenges
balancing multiple demands, especially in male-dominated cultures. This research used a life
history approach to investigate the role identities of three female middle management leaders in a
Qatari university. The Dynamic Systems Model of Role Identity guided the semi-structured
interviews where participants shared their past, present, and future stories. The findings revealed
the intricate manner in which the participants formed their leadership identities, emphasizing values
like motherly care, trust, and respect. Through their goal-oriented self-perception, they fostered
collegial support and motivated peers. While formal leadership training was lacking, they leaned
on past experiences and family support to handle leadership tasks and life responsibilities. The
study recommends better support for women academic leaders.
(7) Chaaban, Y., Qadhi, S., Al-Thani, H., Floyd, A., & Du, X. (2023). Supports and constraints
to middle leadership development in higher education: A Q-methodology study. Educational
Management Administration & Leadership, 17411432231174092.
https://doi.org/10.1177/17411432231174092
. ﯾﻤﻦ ﺷﻌﺒﺎن.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(8) Floyd, A., Qadhi, S. M., Al-Thani, H., Chaaban, Y., & Du, X. (2023). An integrated
systems model for understanding experiences of academic leadership development in
Qatar. Journal of Higher Education Policy and Management, 45(6), 690-705.
https://10.1080/1360080X.2023.2225148
While leadership development is acknowledged as essential for institutional growth in the higher
education sector, it remains poorly understood and under researched both empirically and
theoretically. Although knowledge in this area is growing in western contexts, there is little
published data from the Arabic speaking world. This article addresses this gap by reporting on a
Qatar National Research Fund (QNRF) funded research project which aimed to explore academic
middle leaders’ experiences of leadership and leadership development in Qatar. Drawing on semi
structured interviews with 17 academic middle leaders, an integrated systems model for
understanding leadership development in Qatar is proposed, based on three inter-related systems:
intrapersonal, relational, and institutional. This model has clear implications for future leadership
development policy and practice, which it is argued needs to acknowledge the nuanced and
complex leadership behaviors and interactions that are required to run academic departments
successfully.
(9) Mahdi, R., & Qadhi, S. (2023). Relationship between Motivation and English Language
Proficiency. Remittances Review, 8(4). https://doi.org/10.33182/rr.v8i4.56
Competent learners generally desire to be laboriously proficiently using the foreign language.
Nevertheless, the diversity of these learners’ motivations, attitudes, and learning backgrounds, are
identified as the main influential factors in their English language learning process and academic
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
