الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 87
innovation and led to less equitable outcomes. The discussion of the findings has some implications
for education policy and education management in turbulent times in the MENA region.
(18) Abu-Tineh, M., Romanowski, M., Chaaban, Y., Alkhatib, H., Ghamrawi, N., & Alshaboul,
Y. (2023). Career advancement, job satisfaction, career retention, and other related dimensions for
sustainability: A perception study of Qatari public school teachers. Sustainability, 15, 4370.
https://doi.org/10.3390/ su15054370
ﻋﺒﺪ ﷲ أﺑﻮ ﺗﯿﻨﮫ.د.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ ا
(19) Chaaban, Y., Al-Thani, H., & Du, X. (2023). A systems-thinking approach to evaluating a
university professional development programme. Professional Development in Education.
https://doi.org/10.1080/19415257.2023.2193199
Using social constructivist theories of adult learning, the Faculty Pedagogical Development (PD)
Programme was designed to offer faculty a unique professional learning experience at one
university in Qatar. This study reports on the evaluation of this PD programme that involved 24
participants from different colleges in its first round of implementation. Data collection methods
included pre- and post-interview data and multiple journal entries submitted at specific intervals
during the PD programme by participants. Through adopting a systems-thinking perspective, this
study reveals participants’ perceptions of their professional learning, conceptualised as the change
to student-centred beliefs and/or practices, as well as the factors that supported or hindered their
learning and change within individual, socio-cultural and structural systems. The conclusion is
drawn that PD efforts should consider the systems of influences on faculty professional learning,
with implications for the design of PD programmes advocating student-centred approaches in
higher education contexts, particularly those locked into traditional teaching approaches.
(20) 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 and Leadership. https://doi.org/10.1177/17411432231174092
Middle leadership development in a Higher Education context can be understood as a complex
endeavor, influenced by interactions and interrelations within multiple systems. We explored the
perspectives of thirty-five male and female middle leaders on the conditions influencing their
leadership development at one university in Qatar. Q methodology was applied to collect and
analyze data quantitatively and qualitatively. A 40-statement Q-sample was developed based on a
proposed conceptual framework inspired by complexity thinking, and consisting of three
dimensions; intrapersonal, relational, and institutional. Q factor analysis revealed four significantly
different viewpoints regarding the conditions that participants perceived were most influential for
their leadership development, namely (1) institutional goals, (2) a culture of trust, (3) senior
leadership support, and (4) personal ambitions. Despite the differences in viewpoints, three
common constraints to leadership development were also identified. The study has implications for
middle leadership development, with its distinctive methodological, theoretical, and contextual
contributions.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
