The Al Qasimi Foundation's open access publications can also be accessed through Academia.edu.
This study investigated how instructors in United Arab Emirates higher education institutions view their professional employment, the extent of their identification and engagement with their institutions, and how their views are shaped by the national and institutional contexts in which they work. Article available through: Higher Education Policy advance online publication, 20 August 2013; doi:10.1057/hep.2013.19
The movement of many Arab countries toward knowledge-based economic development requires the transition to more effective skills formation systems. This paper proposes an institutionalist approach to national skills development systems in the advancement toward knowledge-based economic development.
As with many historical sites in the Gulf region, the urban regeneration of the Old Town district of Ras Al Khaimah, United Arab Emirates (UAE) presents a challenge in maintaining the balance between preservation and refurbishment. This policy paper aims to highlight and convey the significance of the Old Town District as a historical and cultural site to policymakers in the emirate.
The impact of socioeconomic status, family, and school experiences on the school continuation decision has been well-documented in Western literature. To date, however, no empirical studies have been conducted on the Gulf region. Using a sample of 149 dropouts and 347 non-dropouts, this study is the first to apply a mixed-methods comparative design to explore the patterns and trends in male dropout rates across government schools in the United Arab Emirates (UAE).
The Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research was established in 2009 to aid in the social, cultural, and economic development of Ras Al Khaimah, a northern emirate in the United Arab Emirates (UAE). This report details the Foundation's activities and accomplishments during the 2012 calendar year. It also provides information on anticipated activities and initiatives in 2013.
Over the course of one academic year, the author documented the experiences of first-year male Emirati students at a college of higher education in a rural location of the United Arab Emirates (UAE). Using the metaphor of a cultural border crossing, he found that the congruency between the pre-dominantly Arabic life-world associated with Emirati families and government schooling and the largely dominant Western/English language culture in institutes of higher education was broadly related to the students’ self-perceived level of preparedness for academic study and the competence of Emirati students in their second language, English. Four types of border crossing experiences were described—smooth, managed, difficult, and impossible—with easier and smoother crossing experiences associated with close congruency between the two different cultures.
This policy paper addresses the question of how well quality assurance systems support the quality of international branch campuses (IBCs) in the United Arab Emirates. There are different systems of quality assurance for IBCs in Abu Dhabi, Dubai, and Ras Al Khaimah, and a federal system of accreditation that is unevenly utilized across the emirates. This complexity results in a segmented quality assurance environment with different quality assurance models applied to the UAE’s branch campuses.
The Gulf Comparative Education Society (GCES) organized its third annual symposium under the sponsorship of the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research and in collaboration with Bahrain Teachers College. Entitled "Global Innovation, Local Transformation: Trends & Reactions," the symposium was held at the Crown Plaza Hotel, Kingdom of Bahrain on Saturday March 24 and Sunday March 25, 2012.
This working paper presents the results of an intensive case study of education reform to support the development of a post-petroleum, knowledge-based economy in the United Arab Emirates (UAE). The case study is part of a larger research project exploring the ways in which state leaders may cultivate engaged citizens who are willing and able to contribute to the development of their countries, particularly in the contemporary era of heightened globalization and intense economic competition.
This policy paper describes the role of United Arab Emirates (UAE) universities in local networks to support research and innovation. U.A.E. leaders have recently stated their intentions to develop a knowledge economy (Emirates Competitiveness Council, 2011). With higher education widely recognized as a key driver in innovation economies, the UAE’s universities have a central role to play in sustaining active networks among universities, industry, and government.