الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 68
impact of these behaviours on faculty morale, productivity, and overall organisational culture. This
study contributes to a deeper understanding and discussion of the challenges presented by
ineffective middle leadership in higher education environments.
Keywords: destructive leadership, academic middle leadership, higher education, organisational
culture, faculty wellbeing
(8) Ghamrawi, N., Shal, T., & Ghamrawi, N. A. (2024). School Leadership 4.0: Are We
Ready?. In IoT, AI, and ICT for educational applications: Technologies to enable education for all
(pp. 173-190). Cham: Springer Nature Switzerland.
Education 4.0, a learning approach associated with the fourth industrial revolution, is focused on
transforming education using advanced technology and automation. This study explored the
knowledge and perceptions of 16 school principals, from eight countries, about education 4.0,
highlighting the leadership skills they identified necessary for leading this reform initiative. Four
focus group interviews were conducted with school principals, post a webinar on education 4.0
carried out by one of the researchers. Data was analyzed thematically, and findings suggest that
school leaders’ knowledge of education 4.0 was sketchy, and their perceptions were mixed. The
study acknowledges the need for a paradigmatic shift in policy advocacy to facilitate efficient,
effective, and sustainable transformation in schools; in order to adjust to the many unexpected and
bewildering changes. Moreover, the findings suggest that agile leadership is necessary for leading
education 4.0, a term that brings along a myriad of leadership skills, detailed in the study.
Key words: education 4.0, leadership 4.0, school leadership, educational reform
(9) Ghamrawi, N., & M. Tamim, R. (2023). A typology for digital leadership in higher
education: the case of a large-scale mobile technology initiative (using tablets). Education and
Information Technologies, 28(6), 7089-7110.
This study investigated a digital reform initiative, rated excellent by the govern¬ment, of one higher
education institution (HEI) in an Arab State in the Gulf. The focus of the study was to develop a
digital typology, while exploring the leader¬ship attributes that characterized the core leadership
team, as they accomplished the migration towards a digital culture in one year, within a context
where faculty members showed resistance against digitalization. The study was conducted
im¬mediately after the implementation of the initiative that took place over the course of one year,
just before the Covid-19 pandemic. Semi-structured interviews were conducted with all the six key
individuals in the leadership team who led this initia¬tive. Data was analyzed using content-based
analysis. Findings of the study were used to synthesize a 5D typology for digital leadership
attributes: (1) Digital com-petence; (2) Digital culture; (3) Digital Differentiation; (4) Digital
governance; and (5) Digital advocacy. The paper provides in depth discussion how these attributes
supported the adaptive ability of a Higher Education Institution towards accepting digitalization.
Keywords: Digital leadership · Mobile technology · Educational technology · Higher education
(10) Abu-Tineh, A. M., Romanowski, M. H., Chaaban, Y., Alkhatib, H., Ghamrawi, N., &
Alshaboul, Y. M. (2023). Career Advancement, job satisfaction, career retention, and other related
dimensions for sustainability: A perception study of Qatari public school teachers. Sustainability,
15(5), 4370.
The lack of teacher retention directly impacts the sustainability of a nation’s educational goals and
educational system. There are several influences on the retention of teachers, such as career
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
