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Controlling higher education from a distance: using foucault's governmentality to better understand accreditation

Cogent Education, 2022-12, Vol.9 (1)

Romanowski, Michael H.

2022

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Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

SAGE Open, 2022-04, Vol.12 (2), p.215824402210995

2022

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Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

Asia Pacific Education Review, 2021, 22(1), 69, pp.77-88

2021

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Teachers’ understandings of the social and professional support needed to implement change in Qatar

Heliyon, 2022-01, Vol.8 (1), p.e08818-e08818, Article e08818

2022

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CAEP Accreditation: Educational Neocolonialism and Non-US Teacher Education Programs

Higher education policy, 2022-03, Vol.35 (1), p.199-217

Romanowski, Michael H.

2022

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Preservice Teachers’ Perception of Plagiarism: A Case from a College of Education

Journal of academic ethics, 2022-09, Vol.20 (3), p.289-309

Romanowski, Michael H.

2022

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Using Grades in Core Curriculum Chain Courses as Predictors of Academic Performance in Subsequent Courses: A Study at Qatar University

SAGE open, 2023-10, Vol.13 (4)

2023

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Challenges facing teacher education in Qatar: Q methodology research

Heliyon, 2022-07, Vol.8 (7), p.e09845-e09845, Article e09845

2022

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Using social capital to develop South African principals and schools

Prospects (Paris), 2022-12, Vol.52 (3-4), p.405-420

Romanowski, Michael H.

2022

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Student support in higher education: campus service utilization, impact, and challenges

Heliyon, 2022-12, Vol.8 (12), p.e12559-e12559, Article e12559

2022

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Problematizing Accreditation for Teacher Education

Higher education policy, 2023-09, Vol.36 (3), p.457-477

2023

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Education transferring and decentralized reforms: The case of Qatar

Prospects (Paris), 2022-12, Vol.52 (3-4), p.285-298

2022

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Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

SAGE Open, 2022-07, Vol.12 (3), p.215824402210798

2022

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Factors affecting university image among undergraduate students: the case study of qatar university

Cogent education, 2021-01, Vol.8 (1)

2021

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Factors affecting university image among graduate alumni: A case study of Qatar university

Heliyon, 2022-06, Vol.8 (6), p.e09668, Article e09668

2022

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Identity issues: Expatriate professors teaching and researching in Qatar

Higher education, 2015-04, Vol.69 (4), p.653-671

2015

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Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar

Sustainability, 2023-08, Vol.15 (15), p.11479

2023

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The effects of attendance and high school GPA on student performance in first-year undergraduate courses

Cogent education, 2021-01, Vol.8 (1)

2021

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Neoliberalism and Western Accreditation in the Middle East: A Critical Discourse Analysis of Educational Leadership Constituent Council Standards

Journal of educational administration, 2017-01, Vol.55 (1), p.70-84

Romanowski, Michael H

2017

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Drawing lessons from PISA: Qatar’s use of PISA results

Prospects (Paris), 2024-03, Vol.54 (1), p.221-240

2024

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Career Advancement, Job Satisfaction, Career Retention, and Other Related Dimensions for Sustainability: A Perception Study of Qatari Public School Teachers

Sustainability, 2023-03, Vol.15 (5), p.4370

2023

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The reconstruction of academic identity through language policy: a narrative approach

Asian Englishes, 2021-09, Vol.23 (3), p.313-329

2021

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Do EFL Teachers Reduce the Reading Gap in Qatar? A Study of Strategy Instruction in Government Schools

International Journal of Learning, Teaching and Educational Research, 2021-11, Vol.20 (11), p.494-515

2021

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Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives

Educational management, administration & leadership, 2020-09, Vol.48 (5), p.893-915

2020

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Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

The interdisciplinary journal of problem-based learning, 2021-01, Vol.15 (1)

2021

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Controlling higher education from a distance: using foucault's governmentality to better understand accreditation

Teach for Qatar: Teachers’ Challenges and Resources in Qatar’s Government Schools

Policy borrowing and developing knowledge economies in GCC countries: a critique from a Human Capital Theory perspective

Teachers’ understandings of the social and professional support needed to implement change in Qatar

CAEP Accreditation: Educational Neocolonialism and Non-US Teacher Education Programs

Preservice Teachers’ Perception of Plagiarism: A Case from a College of Education

Using Grades in Core Curriculum Chain Courses as Predictors of Academic Performance in Subsequent Courses: A Study at Qatar University

Challenges facing teacher education in Qatar: Q methodology research

Using social capital to develop South African principals and schools

Student support in higher education: campus service utilization, impact, and challenges

Problematizing Accreditation for Teacher Education

Education transferring and decentralized reforms: The case of Qatar

Causes of Undergraduate Students’ Underachievement in a Gulf Cooperation Council Country (GCC) University

Factors affecting university image among undergraduate students: the case study of qatar university

Factors affecting university image among graduate alumni: A case study of Qatar university

Identity issues: Expatriate professors teaching and researching in Qatar

Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar

The effects of attendance and high school GPA on student performance in first-year undergraduate courses

Neoliberalism and Western Accreditation in the Middle East: A Critical Discourse Analysis of Educational Leadership Constituent Council Standards

Drawing lessons from PISA: Qatar’s use of PISA results

Career Advancement, Job Satisfaction, Career Retention, and Other Related Dimensions for Sustainability: A Perception Study of Qatari Public School Teachers

The reconstruction of academic identity through language policy: a narrative approach

Do EFL Teachers Reduce the Reading Gap in Qatar? A Study of Strategy Instruction in Government Schools

Principal selection for Qatar’s government schools: Policy makers’, principals’ and teachers’ perspectives

Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

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