Globalization, Governance, and the Diffusion of the American Model of Education: Accreditation Agencies and American-Style Universities in the Middle East

Noori, Neema; Anderson, Pia-Kristina

doi:10.1007/s10767-013-9131-1

Cited by 24 publications

(8 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One of the constraints in many developing and non-Western regions and countries like the Arabian Gulf is the domination of many fields of study under globalisation through imported curriculum, branch campuses, and partnerships. This not only prescribes the curriculum and texts that are valuable, but, also, if having a strong U.S. focus, this tends towards quantitative research methods (Altbach, 2015;Noori and Anderson, 2013). Related to these conditions is research legitimacy -often interpreted to mean using 'scientific' standards of knowledge creation.…”

Section: Discussionmentioning

confidence: 99%

Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature

Hammad¹,

Samier²,

Mohammed³

2020

Educational Management Administration & Leadership

View full text Add to dashboard Cite

The purpose of this systematic review was to identify trends in educational leadership and management (EDLM) knowledge production in the Arabian Gulf region, drawing on a database of 272 studies published in local (Arabic) journals over a 10-year period (2009–2018). The review focused on the geographic distribution of the literature, authorship trends, types of studies, research topics, research methods and data collection techniques. The study employed quantitative methods aimed at highlighting patterns of EDLM knowledge production rather than synthesising research findings. The study used the Arabic databases hosted by Dar Almandumah (EduSearch, EcoLink, IslamicInfo, AraBase, and Humanindex), in addition to the Shamaa database to identify relevant sources. The study found that the literature under investigation reflected many of the features characterising EDLM literatures from other developing countries, especially in terms of the types of studies, topical coverage and research methods. The most notable features included uneven geographic distribution, predominance of single-authored papers, absence of certain important topics, prevalence of empirical articles, and heavy reliance on quantitative research methods and data collection techniques. Recommendations were provided to improve future EDLM research in the region. The study supports findings from previous reviews of EDLM literature in the Arab region and highlights the need for more concerted efforts to enhance the quality and relevance of this literature to increase its ability to inform policy and practice.

show abstract

Section: Discussionmentioning

confidence: 99%

Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature

Hammad¹,

Samier²,

Mohammed³

2020

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…An additional critique that is particularly relevant for education, which has been argued to be part of the cultural sector (e.g., Weber, 1968) rather than the economic sector which neoliberalism has been promoting, is the problem of cultural imperialism. Tomlinson (1991), reviewing a number of definitions, settles on a shared aspect of those from a number of sources: that it exists as a control of discourse production, either directly through expatriate teaching, or more indirectly through international accreditation (Noori & Anderson, 2013). In this way, the way one conceptualises and expresses the values, knowledge, identity and norms of a society produces an imperialism of a foreign society replacing these in a society in a recipient role.…”

Section: Postcolonial Critiquesmentioning

confidence: 99%

Critical and Postcolonial Approaches to Educational Administration Curriculum and Pedagogy

Samier¹

2021

Internationalisation of Educational Administration and Leadership Curriculum

View full text Add to dashboard Cite

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.

show abstract

“…This marginalisation has instilled an epistemological amnesia resulting in the structuring of social institutions predicated upon imitation and establishes a value set and conception of identity construction that can be at odds with the social and cultural systems of many countries. This emulation of some Western systems is evident in the international accreditation regimes used broadly to legitimise higher education (Altbach, 2003;Noori & Anderson, 2013), that also disadvantages those transferring credits, migrating to different styles of programme and certification systems (Wildman et al, 2014). These Western conceptions are also highly secularised promoting societal structures and practices that devalue other national traditions in countries where education is a primary means of sustaining national cultures and social institutions.…”

Section: Critiques and Shortcomings Of Education Internationalisationmentioning

confidence: 99%

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

Samier¹,

ElKaleh²,

Hammad³

2021

Internationalisation of Educational Administration and Leadership Curriculum

View full text Add to dashboard Cite

This chapter provides a critical and comprehensive review of the internationalisation literature. It starts with a brief discussion of the main factors and features that need to be considered when internationalising the educational administration and leadership field. This is followed by a critique of the internationalisation of education and the many challenges that hinder the achievement of proper internationalisation. The third section provides an overview of the internationalisation models and practices in different disciplines such as psychology, sociology and political science, which is followed by a discussion on the internationalisation of education organisations in different countries with some examples from Arab and non-Western countries. The final section presents a critical review of literature on internationalising the curriculum and how culture competency and knowledge acquisition are key factors in achieving effective internationalisation. The chapter concludes with an overview of the book collection and the main ideas and concepts discussed in each chapter.

show abstract

Globalization, Governance, and the Diffusion of the American Model of Education: Accreditation Agencies and American-Style Universities in the Middle East

Cited by 24 publications

References 12 publications

Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature

Mapping the field of educational leadership and management in the Arabian Gulf region: A systematic review of Arabic research literature

Critical and Postcolonial Approaches to Educational Administration Curriculum and Pedagogy

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

Contact Info

Product

Resources

About