الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 80
(12) Aldamen, H.; Alkhateeb, H., Kercher, K. & Hollindale (2021). Core competencies for the
global workplace: A cross-cultural and skill-based simulation project in accounting. Accounting
Education. https://doi.org/10.1080/09639284.2021.1906719
This study presents a case of collaboration between two universities in which students enrolled in
Advanced Financial Accounting courses worked together on a cross-cultural and skill-based
simulation project designed according to International Education Standards (IESs) that were
established by the International Federation of Accountants (IFAC). Using Q methodology, this
study examines how students perceived their engagement in the aforementioned project. The results
indicated strong agreement amongst students regarding the effectiveness of the simulation project
procedures and the usefulness its outcomes. However, a clear disparity was evident in terms of
students’ perspectives on the level of acquiring the competencies that the simulation project sought
to instill. As this study was written during the coronavirus pandemic lockdown, when many
traditional educational practices were put on hold, it provides an example of how accounting
students can work locally and internationally on a common assignment. In this sense, it could be
used as an example of how to deal with a new reality.
(13) Alkhateeb, H. & Alshaboul, Y. (2021). Teachers’ understanding of the importance of
students’ mother tongue(s) in Qatar’s international English-medium primary schools: Findings
from Q method research. Current Issues in Language Planning. (ePub in advance of print). (doi:
10.1080/14664208.2021.1925456) (Link: https://doi.org/10.1080/14664208.2021.1925456)
Through Q methodology, this study explores teachers’ understanding of the importance of their
students’ mother tongue(s) in ensuring meaningful, effective learning in Qatar’s international
English-medium primary schools. It considers the extent to which teachers believe that their
students’ linguistic backgrounds are affirmed and promoted. The results indicate that the teachers
provided conflicting narratives, revealing that they embraced their schools’ declared multilingual
policies yet did not seem to act as agents of implementation. In conclusion, this study argues that
teachers’ understanding of the matter under investigation is hampered by their poor preparation,
ideological bias as native/near-native English language speakers and lack of initial training and
continuing professional development in ESL education.
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