الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 41
(6) Ammar, M., Siby, N., Khalili, S., Al-Thani, A. N., Sellami, A., Touati, F., Bhadra, J. AlThani, N., & Ahmad, Z. (2024). Investigating the individual interests of undergraduate students in
stem disciplines. Frontiers in Education, 9, 1285809. https://doi.org/10.3389/feduc.2024.1285809
Despite massive investments in the education sector to empower youth in Qatar, a vital concern
remains to retain students in science, technology, engineering, and mathematics (STEM)
disciplines at the undergraduate level. Even though the country is committed to fostering a
knowledge-based society, the low interest of undergraduates in STEM disciplines remains a vital
challenge. To investigate this, the current study uses a survey methodology to investigate the
perspectives of 172 undergraduate students to understand quantitatively the factors that influence
their individual interests in STEM disciplines. Non-parametric significance tests and binary logistic
regressions were employed to quantitatively measure the direct factors and predictors that affect
students’ individual interests. Findings indicated that aspects like students’ reason/motivation to
join STEM, their interaction with faculty, the habit of skipping classes, the difficulty faced in the
curriculum, and their parents’ highest educational qualification have an association with individual
interests. Also, it was found that demographics such as age group, ethnicity, undergraduate
discipline, undergraduate year, parent’s employment status, and mother’s highest educational
qualification do not contribute to significant differences in students’ individual interests. These
conclusions provide important implications for educationists and policymakers to devise
constructive reforms to enhance undergraduate students’ individual interests, thereby improving
their persistence in STEM.
(7) Romanowski, M., Tok, E., Amin, H., Amatullah, T., & Sellami, A. (2023). Globalisation,
Policy transferring, and indigenisation in higher education: The case of Qatar’s Education City.
Journal
of
Higher
Education
Policy
and
Management,
1-15.
https://doi.org/10.1080/1360080X.2023.2277478
Qatar’s transition from a hydrocarbon-based to a knowledge-based economy spurred the
development of Education City, which houses several International Branch Campuses and one
home-grown university, Hamad bin Khalifa University. Through the case study of EC, this paper
seeks to improve our understanding of higher education policy borrowing and the complex process
of indigenisation. Using secondary data from prior studies, it offers a discussion on the key stages
and challenges in Qatar’s effort to indigenise higher education and outlines areas for further
research. This paper uses Phillips and Ochs four-stage Model of Policy Borrowing in Education,
as a guiding conceptual model. The paper is constructed as follows: first, a discussion on
international branch campuses in Education City; second, outlining the conceptual model; third, a
discussion on Education City through the conceptual model; and finally, the case of the homegrown university, Hamad bin Khalifa University.
(8) Sellami, A. (2023). Review of the book Shadow Education in the Middle East: Private
supplementary tutoring and its policy implications, by M. Bray & A. Hajar. International Review
of Education, 69, 259-261. https://doi.org/10.1007/s11159-023-09987-9
In Shadow Education in the Middle East: Private Supplementary Tutoring and its Policy
Implications, authors Mark Bray and Anas Hajar offer discerning first-hand insights into private
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
