IAFOR > The IAFOR International Conference on Education – Dubai (IICEDubai) > IICEDubai2018 Overview

IICEDubai2018 Overview

"Surviving and Thriving: Education in Times of Change"

February 16–18, 2018 | The InterContinental Festival City Event Centre, Dubai, UAE

In 2017, IAFOR education conferences in Asia, Europe, the Middle East and North America have brought together delegates from around the world to consider the theme of “Educating for Change” from a variety of different perspectives and approaches, taking full advantage of the international make-up of the attendees and the huge diversity of experiences. A recurring theme throughout the conferences was the reference to the future, be it immediate or longer term, as being uncertain; the natural resilience and optimism was counterbalanced by both apprehension; with hope also came fear.

In this period of great global political and economic instability, rising inequality and social unrest, the role of education within society has never been more important, but never more vulnerable. This brings us to our conference theme for 2018, which references these inherent vulnerabilities in both educational systems and the individual students and teachers, as well as the necessary resilience needed to not only survive, but also thrive.

How do we teachers, administrators and policymakers adopt and adapt to change outside our control? How do we nurture and encourage positive change, through the excitement of the imagination, innovation and creativity? How can technologies be better used to help us teach, and to help students learn? How do we sustain and manage change? How can we react positively to negative change? How can we, our institutions and our students survive and thrive in these times of change?

Abstracts (2018)
Download IICEDubai2018 Conference Programme

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Programme

  • Edutainment for Political Reconciliation in South Africa: A Comparative Analysis of Mtwa’s Bopha! and Fugard’s Valley Song
    Edutainment for Political Reconciliation in South Africa: A Comparative Analysis of Mtwa’s Bopha! and Fugard’s Valley Song
    Featured Presentation: Professor Mustafa Hashim Taha
  • Exploring English Language Education in the MENA Region Now and in the Future
    Exploring English Language Education in the MENA Region Now and in the Future
    Keynote Presentation: Dr Deena Boraie
  • In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the Evolving World of Work
    In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the Evolving World of Work
    Featured Presentation: Dr Virginia Bodolica
  • Key Trends, Challenges and Opportunities in the Field of Higher Education in the UAE
    Key Trends, Challenges and Opportunities in the Field of Higher Education in the UAE
    Featured Presentation: Professor Martin Spraggon
  • Using Critical Thinking Techniques in the Classroom
    Using Critical Thinking Techniques in the Classroom
    Featured Presentation: Dr Sufian Abu-Rmaileh
  • Classroom Management: Empirical and Practical Perspectives
    Classroom Management: Empirical and Practical Perspectives
    Featured Presentation: Professor Christine Coombe
  • Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
    Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
    Featured Panel Presentation: Christina Gitsaki, Hayley Holuj, Hanada Taha, Radek (Radoslaw) Janik & Zainab Al Baloushi
  • IAFOR Silk Road Initiative Information Session
    IAFOR Silk Road Initiative Information Session
  • IAFOR Documentary Photography Award 2017 | Award Winners Screening
    IAFOR Documentary Photography Award 2017 | Award Winners Screening

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Speakers

  • Dr Christine Coombe
    Dr Christine Coombe
    Dubai Men's College, UAE
  • Dr Deena Boraie
    Dr Deena Boraie
    The American University in Cairo, Egypt
  • Professor Mustafa Hashim Taha
    Professor Mustafa Hashim Taha
    American University of Sharjah, UAE
  • Dr Martin Spraggon
    Dr Martin Spraggon
    Mohammed Bin Rashid School of Government, UAE
  • Dr Virginia Bodolica
    Dr Virginia Bodolica
    American University of Sharjah, UAE
  • Professor Hanada Taha
    Professor Hanada Taha
    Zayed University, UAE
  • Hayley Holuj
    Hayley Holuj
    Ministry of Education, UAE
  • Dr Christina Gitsaki
    Dr Christina Gitsaki
    Zayed University, UAE
  • Radek (Radoslaw) Janik
    Radek (Radoslaw) Janik
    Ministry of Education, UAE
  • Zainab Al Baloushi
    Zainab Al Baloushi
    Ministry of Education, UAE
  • Dr Sufian Abu-Rmaileh
    Dr Sufian Abu-Rmaileh
    UAE University, UAE

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Organising Committee

The Organising Committee of The IAFOR International Conference on Education – Dubai (IICEDubai) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Dr Christine Coombe
    Dr Christine Coombe
    Dubai Men's College, UAE
  • Dr Christina Gitsaki
    Dr Christina Gitsaki
    Zayed University, UAE
  • Dr Joseph Haldane
    Dr Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Dr Firas Al-Jubouri
    Dr Firas Al-Jubouri
    American University of Sharjah, UAE
  • Professor Said M. Faiq
    Professor Said M. Faiq
    American University of Sharjah, UAE
  • Dr Sufian Abu-Rmaileh
    Dr Sufian Abu-Rmaileh
    UAE University, UAE

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Review Committee

IICEDubai2018

Dr Antonella Coppi, Free University of Bolzano, Italy
Dr Asad Asadi, Kalam Language Institute, Iran
Dr Asma Khan, University of Education, Pakistan
Dr Christina Gitsaki, Zayed University, United Arab Emirates
Dr Claudette Onumah, Abu Dhabi Educational Council, United Arab Emirates
Dr David Palfreyman, Zayed University, United Arab Emirates
Dr Firas Al-Jubouri, American University of Sharjah, United Arab Emirates
Professor Liliana Dozza, Free University of Bolzano, Italy
Dr Matthew Robby, Higher Colleges of Technology, United Arab Emirates
Dr Melanie Gobert, Higher Colleges of Technology, United Arab Emirates
Dr Ping Wang, Higher Colleges of Technology, United Arab Emirates
Dr Ruba AlZeer, SusPact-Happiness Life Styled, Palestine
Dr Sufian Abu-Rmaileh, UAE University, United Arab Emirates
Dr Wafa Zoghbor, Zayed University, United Arab Emirates
Dr Zeina Hojeij, Zayed University, United Arab Emirates

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the IICEDubai2019 Review Committee, please visit our application page.

Apply to Join the Review Committee

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Reviewers

IICEDubai2018 Senior Reviewers

Dr Patience Agommuoh, Michael Okpara University of Agriculture, Umudike, Nigeria
Professor Nneka Augustina Umezulike, Michael Okpara University of Agriculture, Nigeria
Professor Olenka Bilash, University of Alberta, Canada
Dr Rhini Fatmasari, Universitas Terbuka, Indonesia
Dr Pascale Hajal, Notre Dame University, Lebanon
Dr Pongthep Jiraro, Burapha University, Thailand
Dr Zohraida Karim, The Educationalists, Tanzania
Professor Robert Mitchell, University of Colorado – Colorado Springs, United States
Bello Musa, Sokoto State University, Nigeria
Dr Maryann Chinwe Ndirika, Michael Okpara University of Agriculture, Umudike, Nigeria
Dr Olusegun Samson Obadire, University of Venda, South Africa
Dr Soyoung Park, Education Research Institute, Seoul National University, Republic of Korea
Dr Tony Pellegrini, Southern Utah University, United States
Dr Rajasshrie Pillai, Pune Institute of Business Management, India
Dr Ilana Ronen, Kibbutzim College of Education, Technology and Arts, Israel
Yohanna Tagans, Federal College of Education (Technical) PMB 1013 Potiskum Yobe State, Nigeria
Dr Rachel Takriti, United Arab Emirates University, United Arab Emirates
Professor Robert Winston Taylor, Montclair State University of New Jersey, United States
Reverend Amarachi Nnachi Ukoma, Ebonyi State University, Nigeria
Professor Bilin Xu, Tianjin University of Finance & Economics, China
Dr Prayekti, Open University of Indonesia, Indonesia

IICEDubai2018 Reviewers

Dr Bharat Rout, University of Missouri-Columbia, United States

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IAFOR Grant & Scholarship Recipients 2018

Our warmest congratulations go to Omneya Omar, Omar J. Salaam and Shahla Simin, recipients of IAFOR Scholarships, who have been selected by the conference Organising Committee to receive financial support to present their research at The IAFOR International Conference on Education – Dubai 2018 and The IAFOR International Conference on Language Learning – Dubai 2018.

IAFOR's grants and scholarships programme provides financial support to PhD students and early career academics, with the aim of helping them pursue research excellence and achieve their academic goals through interdisciplinary study and interaction. Awards are based on the appropriateness of the educational opportunity in relation to the applicant's field of study, financial need, and contributions to their community and to IAFOR's mission of interdisciplinarity. Scholarships are awarded based on availability of funds from IAFOR and vary with each conference.

The Organising Committee of the relevant IAFOR conference awards scholarships to eligible applicants who have submitted exceptional abstracts that have passed the blind peer review process and have been accepted for presentation at the conference.

Omneya Omar, Lancaster University, UK

IAFOR Scholarship Recipient

Ms Omneya Omar is currently a Doctoral Student at Faculty of Arts and Social Sciences, Higher Education Research department, Lancaster University, UK, and was previously an Academic Counseling Team Leader at American University of the Middle East, Kuwait. Ms Omar earned her MSc. in Business Psychology from Heriot Watt University. Her research focus well being through learning, with specific focus on lifelong learning and capturing informal learning experiences within the society and workplace.

Abstract

The UAE’s Education Standardization Within the Global Image: A Critical Discourse Analysis to the Qualifications Framework of Emirates

In this paper, I critically analyze the newly published qualifications framework of the United Arab Emirates as discursive policy text replete with symbolic meaning related to the culture, economy and educational goals of the country. This policy is expected to reveal a great deal about the ways in which the United Arab Emirates seeks to position and legitimize itself on a global scale as a leader in education. I argue that beneath the generalized rhetoric of institutional mission statements, lie powerful coded objectives. Findings reveal evidence that policies such as the Qualification Framework Emirates and the state power revealed through language within, contribute to the globalization and democratization of education. This article contributes to the larger discussions surrounding policy sociology and the critical discourse practice. I identify the contributions of the framework as it seeks through power language and social policy messages assumed by the responsible government authority ie. National Qualification Authority, to improve the global image of the UAE. This is guided by an overarching research question, which seeks to reveal how the UAE qualification framework is an example of the globalization of higher education and the impact this will have on the Emirates. The coming sections are designed to assist my research in answering three main questions, which are: 1) What is the aim of the QFEmirates’ underlying message(s)? 2) How does the QFEmirates reflect the changing socio-cultural dimension of the Emirates as the country implements plans to draw closer to globalization?

Omar J. Salaam, University of South Florida, USA

IAFOR Scholarship Recipient

Omar J. Salaam holds an MEd in Educational Leadership with a concentration on the Principalship, a BA in Music Education, and is scheduled for a final defense of his dissertation this semester to complete a PhD in Educational Leadership and Policy Studies from the University of South Florida, USA. His twenty-plus years of experiences in K-12 education incorporate success in private and public schools, local and international schools abroad, and as both a teacher and an assistant principal and principal. His global brand management style also resulted in the corporate experience of working as an educational consultant. He has worked extensively in the areas of global education, diversity and social justice endeavors. Now living and working in Saudi Arabia as a College & Careers Counselor at an International School, Omar looks forward to networking within the Middle East region in his pursuit of a professorship in this region.

Abstract

Intercultural Conversations: Parents, School Staff and Community Members Open Discussions on Human Differences

The objective/purpose/goal of this project was to find methods for how to navigate answering the questions of both students and their parents regarding to how best to function with an appreciation and understanding of human differences. Parents of various racial and cultural backgrounds on the PTA, along with school leadership, agreed that issues around racial, cultural and other human differences needed to be addressed by the PTA and school leadership. They wanted to learn how to better communicate with their children and other parents around the nature of these differences. One parent shared that Caucasian classmates of her African-American son called him after the Trayvon Martin killing and advised him not to wear a hoodie anymore and that they would always walk with him to make sure he never walks alone. This is just one of the many examples parents shared in our initial meeting leading to this study. “More often than not, students from kindergarten through graduate school find exploring race edgy, provocative, and nourishing (Singleton, G., & Hays, C., 2008, p. 18).” These parents and staff members were in desire of pursuing these conversations in the best manner possible regarding their children’s questions about racial, ethnic, cultural and religious differences. Using a Participatory Action Research (PAR) design (Kemmit, S. & McTaggart, R., 2011), my research examined: 1- parent and community engagement, 2- participation in efforts to better understand human differences, and 3- globalization in education and the International Baccalaureate curriculum.

Shahla Simin, Teacher Training University, Iran

IAFOR Scholarship Recipient

Dr Shahla Simin, holds a PhD in Applied Linguistics from the University of Isfahan, Iran, and an MA and BA in TEFL. She is currently an English instructor in a teaching training program in Isfahan, Iran. Her research interests lie in the areas of pragmatics, sociopragmatics, sociolinguistics, discourse analysis, ESP/EAP and online communication.

Abstract

Pragmatic Strategies in Email Communication: A Comparative Study of Apology Emails between Iranian EFL Learners and Native English Speaking Students

Shahla Simin, Teacher Training University, Iran
Zohreh R. Eslami, Texas A&M University, USA

This descriptive-comparative study aimed at examining how Iranian EFL learners, compared with American Native English speaking students, formulate apology emails and what differences could be observed in the realization patterns of their e-mails. The data for the study were 400 e-mail messages addressed to Iranian EFL learners’ instructors, and 200 e-mail messages addressed to American native English speaking students’ instructors. The data were collected from different universities in Iran and the United States. To analyze the emails, three main sequences in the apology emails – opening, body and closing – were identified to find the level of formality, the types and frequencies of strategies, and the modifications employed by Iranian EFL learners and American native English speaking students. The study also examined the influence of two social variables (i.e. gender of instructors and severity of offense) on the level of formality involved in openings and closings and in the use of apology strategies. The findings indicated that both Iranian EFL learners and American native English speaking students used relatively the same set of apology strategies, yet with significantly different preferences. In addition, it was found that the use of strategies and modifications correlated with the level of offense: the more serious the rate of offense, the greater number of strategies used. However, the gender of instructors did not make any significant differences in the realization patterns of apology e-mails.

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Edutainment for Political Reconciliation in South Africa: A Comparative Analysis of Mtwa’s Bopha! and Fugard’s Valley Song
Featured Presentation: Professor Mustafa Hashim Taha

The paper examines entertainment education with an emphasis on the role of theatre in promoting political reconciliation in post-apartheid South Africa during the 1990s. It provides a historical background of the Apartheid regime and refers to its oppressive policies. The paper uses Paulo Freire's philosophy of "conscientization" as a theoretical framework and articulates it in the South African context. The paper foregrounds the role of theatre in the struggle against apartheid. The paper focuses on its central theme, which is edutainment for political reconciliation in South Africa. The paper analyses Bopha! which is written by Percy Mtwa, a Black South African play writer, in 1984, and Valley Song which is written by Athol Fugard, a white South African, in 1996. The paper treats these two plays as a continuum. Though the emergence of democracy in 1994 constitutes a watershed in the South African history, the problems of the past remain inseparable from those of the future. From this perspective, the paper attempts to analyse these two artistic works and to study their educational value as vehicles for promoting political reconciliation in post-Apartheid South Africa.

Read presenter biographies.

Exploring English Language Education in the MENA Region Now and in the Future
Keynote Presentation: Dr Deena Boraie

English is now an international language and is the dominant foreign language studied worldwide. Although English has played an important role in the MENA region since colonial times, according to the 2016 English Proficiency Index (EPI) published by Education First, the region ranked the lowest in the world in English language proficiency. Boraie discusses the trends and changes in English language education in the MENA region with a critical focus on Egypt highlighting the need for innovation in program design, curricula and materials that are aligned with 21st century language use demands. She presents the experience of implementing a TESOL curriculum innovation in Egypt describing the successes and the challenges faced. Finally, she reflects on the current trends in defining the construct of English which have implications on language education policies and language program design as well as the linguistic landscape worldwide.

Read presenter biographies.

In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the Evolving World of Work
Featured Presentation: Dr Virginia Bodolica

Over the past years we have been witnessing a significant increase in the number of technological innovations and breakthroughs that have altered the traditional way of doing business and managing people in organizations. Artificial intelligence, driverless cars, advanced robotics, big data analytics, 3D printing, smart applications, mobile banking and cryptocurrencies are quickly reconfiguring the business landscape across regions, countries, industries and sectors. In this era of disruptive transformations that brought important consequences and many uncertainties to the world of work, all players ought to embrace the new imperative of dynamic adaptation in order to successfully navigate change. While companies need to take drastic actions to reinvent their operating models and talent management techniques, individuals should strive to develop a portfolio of value-adding skills that would be relevant for building the intelligent enterprise. After discussing the current technological trends in the macro-environment, I focus on the analysis of major organisational shifts and human skillsets that became a critical requirement in such a dynamic and rapidly evolving world of work.

Read presenter biographies.

Key Trends, Challenges and Opportunities in the Field of Higher Education in the UAE
Featured Presentation: Professor Martin Spraggon

The field of higher education in the UAE is experiencing significant pressures for change from a variety of stakeholders. Despite the diversity of perspectives on higher education’s best practices, there is an increasing consensus among academics, practitioners and students that traditional teaching methods and curricula that used to work effectively in the past are not generating the expected value due to their misalignment with the emerging trends and new challenges in the public and private sectors. Both the content and pedagogy ought to be revisited and rejuvenated to significantly enhance the learning experience of participants enrolled in educational institutions in the country. Academic curricula need to be more relevant, by accounting for the specificities of the context in which they are embedded, and also more practical, by offering pragmatic tools that are of real value to local practitioners. Delivery methods should shift away from the old-fashioned models that target a passive audience toward more experiential, interactive and self-guided approaches directed to proactive and highly-engaged students. Key trends, challenges and opportunities in the field of higher education in the UAE are highlighted and discussed.

Read presenter biographies.

Using Critical Thinking Techniques in the Classroom
Featured Presentation: Dr Sufian Abu-Rmaileh

For a long time education treated students as passive learners who are supposed to sit in the classroom, get instructions on what to do, take notes or copy what is written on the board. Students were allowed to reflect much upon discuss or argue against what was being taught. They did not have a say in what is being taught, nor on how it should be taught. They were not involved or considered a partner in the teaching and learning process.

Due to the developments that have been occurring in education, especially the technological educational advancements, researchers and educational practitioners have reached the conclusion that students can achieve better results when they are involved in their education and their learning. The process of internalising the information being transmitted to the students becomes a lot more enjoyable and pleasant. When the students are involved in the process of their learning, they feel that the information they share is part of them. They feel ownership of that information they share because they are involved in, analysing, reflecting on, generating ideas and concepts, critiquing theories and assessing the information being thrown at them. They can feely argue about, synthesise and interpret the information. The metacognitive talents and abilities are challenged and their thinking about thinking becomes natural and spontaneous.

In this paper, the author will discuss the two types of classroom learners, passive and active learners. He will talk about the different dimensions of learning and how they are linked to critical thinking. He will also explain and discuss the definition and the rationale for critical thinking in the classroom and what is meant by metacognition. He will talk about how to encourage students to use critical thinking in the classroom, identifying students’ disposition to learning and the teacher’s role in supporting students’ use of critical thinking. Finally, the author will suggest some functional approaches and techniques to help train students on the use of critical thinking in the classroom.

Read presenter biographies.

Classroom Management: Empirical and Practical Perspectives
Featured Presentation: Professor Christine Coombe

Both new and veteran teachers consider the development of effective classroom management to be the most important – and the most difficult – skill a language teacher can master. Classroom management refers to the procedures, strategies, and instructional techniques teachers use to manage student behaviour and learning activities in their classrooms. It is one of the most talked about topics in English language teaching professional development. Why is it so important? Effective classroom management creates an environment that is conducive to teaching and learning. Ineffective classroom management often creates chaos as teachers must discover new ways of dealing with problematic classroom situations. In this presentation, we will explore the research surrounding why classroom management is sometimes difficult to achieve and why past techniques no longer work with modern-day students. We will look at the causes of classroom management issues and some ways to overcome them. Finally, based on a review of the literature, techniques and strategies that work with teachers worldwide with be shared.

Read presenter biographies.

Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
Featured Panel Presentation: Christina Gitsaki, Hayley Holuj, Hanada Taha, Radek (Radoslaw) Janik & Zainab Al Baloushi

In the whirlpool of sweeping social changes brought on by globalisation in the information age, educational institutions across all sectors of education are expected to keep up with these changes by implementing much needed reforms and re-inventing educational programs. In the UAE, language education has always been at the forefront of educational reforms as the country aspires to graduate bilingual citizens with a strong national identity ready to contribute in the multicultural and plurilingual context of the UAE. This panel of experts will first discuss the most recent changes in public education in the UAE with a special focus on English and Arabic language programs. Following that, the panelists will address the role of research in effecting long term reform and innovation in education and, finally, each member of the panel will provide a set of concrete recommendations and guidelines for major stakeholders in order to further support the successful implementation of reform efforts in the UAE and other Gulf countries facing similar issues.

Read presenter biographies.

IAFOR Silk Road Initiative Information Session

As an organization, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018, we are excited to launch a major new and ambitious international, intercultural and interdisciplinary research initiative which uses the silk road trade routes as a lens through which to study some of the world’s largest historical and contemporary geopolitical trends, shifts and exchanges.

IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th Anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas that would precipitate its rapid modernisation and its emergence as a global power. At a time when global trends can seem unpredictable, and futures fearful, the IAFOR Silk Road Initiative gives the opportunity to revisit the question of the impact of international relations from a long-term perspective.

This ambitious initiative will encourage individuals and institutions working across the world to support and undertake research centring on the contact between countries and regions in Europe and Asia – from Gibraltar to Japan – and the maritime routes that went beyond, into the South-East Continent and the Philippines, and later out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will be concerned with all aspects of this contact, and will examine both material and intellectual traces, as well as consequences.

For more information about the IAFOR Silk Road Initiative, click here.

IAFOR Documentary Photography Award 2017 | Award Winners Screening

The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR) in 2015 as an international photography award that seeks to promote and assist in the professional development of emerging documentary photographers and photojournalists. The award has benefitted since the outset from the expertise of an outstanding panel of internationally renowned photographers, including Dr Paul Lowe as the Founding Judge, and Ed Kashi, Monica Allende, Simon Roberts, Jocelyn Bain Hogg, Simon Norfolk and Emma Bowkett as Guest Judges. Now in its third year, the award has already been widely recognised by those in the industry and has been supported by World Press Photo, Metro Imaging, MediaStorm, Think Tank Photo, University of the Arts London, RMIT University, British Journal of Photography, The Centre for Documentary Practice, and the Medill School of Journalism.

As an organisation, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with this mission, in appreciation of the great value of photography as a medium that can be shared across borders of language, culture and nation, and to influence and inform our academic work and programmes, the IAFOR Documentary Photography Award was launched as a competition that would help underline the importance of the organisation’s aims, and would promote and recognise best practice and excellence.

Winners of the IAFOR Documentary Photography Award 2017 were announced at The European Conference on Media, Communication & Film 2017 (EuroMedia2017) in Brighton, UK. The award follows the theme of the EuroMedia conference, with 2017’s theme being “History, Story, Narrative”. In support of up-and-coming talent, the IAFOR Documentary Photography Award is free to enter.

Access to the Award Winners Screening is included in the conference registration fee. For more information about the award, click here.

Image | From the project Single Mothers of Afghanistan by IAFOR Documentary Photography Award 2017 Grand Prize Winner, Kiana Hayeri.

Dr Christine Coombe
Dubai Men's College, UAE

Biography

Christine Coombe has a PhD in Foreign/Second Language Education from The Ohio State University. She is currently on the English faculty of Dubai Men's College. She is the former Testing and Measurements Supervisor at UAE University and Assessment Coordinator of Zayed University. Christine is co-editor of Assessment Practices (2003, TESOL Publications); co-author, A Practical Guide to Assessing English Language Learners (2007, University of Michigan Press); co-editor, Evaluating Teacher Effectiveness in EF/SL Contexts (2007, UMP); co-editor, Language Teacher Research in the Middle East (2007, TESOL Publications), Leadership in English Language Teaching and Learning (2008, UMP) Applications of Task-based Learning in TESOL (2010, TESOL Publications), The Cambridge Guide to Second Language Assessment (2012, Cambridge University Press) and Reigniting, Retooling and Retiring in English Language Teaching (2012, University of Michigan Press). Christine’s forthcoming books are on research methods in EF/SL and life skills education.

Christine has lived and worked in the Arabian Gulf for the past 21 years. In this capacity, she has served as the President and past President of TESOL Arabia and as the Founder and Co-chair of the TESOL Arabia Testing Special Interest Group who organise the Current Trends in English Language Testing (CTELT) Conference. Christine is also the Founder and Chair of the TESOL Arabia Leadership & Management SIG.

During her tenure in the Middle East, she has won many awards including: 2002 Spaan Fellowship for Research in Second/Foreign Language Assessment; 2002-03 TOEFL Outstanding Young Scholar Award; TOEFL Board Grant for 2003-04, 2005-06, 2007-08 and 2009-10 for her work in delivering assessment training assessment in developing countries. Most recently she served on the TESOL Board of Directors as Convention Chair for Tampa 2006 and was the recipient of the Chancellor’s Teacher of the Year for 2003-04. She served as TESOL President (2011-2012) and was a member of the TESOL Board of Directors (2010-2013). Christine received the British Council’s International Assessment Award for 2013.

Featured Presentation (2018) | Classroom Management: Empirical and Practical Perspectives

Previous IICEDubai Presentations

Featured Presentation (2017) | How the Most Productive TESOLers ‘Fit it all in’
Dr Deena Boraie
The American University in Cairo, Egypt

Biography

Dr Deena Boraie is the Dean and Professor of Practice of the School of Continuing Education at the American University in Cairo, Egypt. She leads a school that offers a wide range of continuing education and training programs in the areas of English language, IT and business studies, Arabic language, translation and teacher training. She is a language testing expert and an assessment and evaluation consultant and trainer. She is currently the Senior Advisor of the Minister of Education of Egypt.

She is Past President (she served as President from 2013-2014) of the TESOL International Association a large US-based international association for Teachers of English to Speakers of Other Languages. She has published and presented in several countries on topics ranging from assessment literacy, language testing and assessment, language program design, teacher beliefs, student and teacher motivation, English as a lingua franca and teacher effectiveness. She is also a visiting professor in the MA / PhD Applied Linguistics program at the Faculty of Arts, English Department of Cairo University where she teaches research methods.

Featured Presentation (2018) | Exploring English Language Education in the MENA Region Now and in the Future
Professor Mustafa Hashim Taha
American University of Sharjah, UAE

Biography

Mustafa Hashim Taha has taught public relations and mass communication for more than 15 years. His teaching includes public relations, integrated marketing communication, and research methods. Taha’s research interest includes media representation, new media and society, media and conflict, image management and public diplomacy. Prior to his academic career, he worked as a diplomat at the Sudan mission to the United Nations, New York; UN peacekeeping missions in Somalia and Liberia; and as a Sudanese diplomat and Consul General, a.i., in Ethiopia.

Featured Presentation (2018) | Edutainment for Political Reconciliation in South Africa: A Comparative Analysis of Mtwa's Bopha! and Fugard's Valley Song
Dr Martin Spraggon
Mohammed Bin Rashid School of Government, UAE

Biography

Professor Martin Spraggon is the Associate Dean of Academic Affairs at Mohammed Bin Rashid School of Government (MBRSG). Prior to joining MBRSG, he worked as a Professor of Strategic Management at the American University of Sharjah’s (UAE) School of Business Administration where he has also served as the Director of Executive Education. He holds a PhD in Management from HEC Montreal (Canada), an MBA from Sherbrooke University (Canada), and a Master in Strategic Management and Entrepreneurship from Institut Superieur du Commerce de Paris (France).

Spraggon’s areas of specialisation include strategic management, design thinking and innovation, organisational behaviour, international marketing, and managerial psychology. He has extensive international experience, having conducted many consulting projects and delivered leadership development programs for North American, Western European, Latin American, and Middle Eastern educational institutions and organisations from the private and public sectors.

Spraggon’s research on emerging economies, behavioural governance, executive compensation, knowledge dynamics in innovative firms and healthcare management, has been published in journals such as Strategic Management Journal, the Academy of Management Annals, Strategic Organisation, Journal of Business Research, Business Ethics: A European Review, Journal of Business Ethics, Health Expectations, and Public Health. His research-driven and practice-based books, titled Mergers and Acquisitions and Executive Compensation and Managing Organizations in the United Arab Emirates: Dynamic Characteristics and Key Economic Developments, were published by Routledge (Taylor & Francis Group) and Palgrave Macmillan, respectively.

Spraggon is actively involved in case study research and practice and serves as an Associate Editor of the Emerald Emerging Markets Case Studies collection. He obtained a competitive research grant from the UAE National Research Foundation to analyse corporate governance practices in local family businesses and received the 2013 Rupert Chisholm Best Theory-to-Practice Paper Award of the Academy of Management Organisational Development and Change Division. He frequently assumes responsibilities as a member of international program committees at academic conferences around the world and is a regular speaker and panelist at practitioner-oriented workshops and events.

Featured Presentation (2018) | Key Trends, Challenges and Opportunities in the Field of Higher Education in the UAE
Dr Virginia Bodolica
American University of Sharjah, UAE

Biography

Virginia Bodolica, PhD (HEC Montreal, Canada), is a Professor in the School of Business Administration at the American University of Sharjah, UAE. She teaches in the areas of strategy and innovation, corporate governance, family business, and human resource management. Her research interests are related to governance issues in for-profit settings, family-owned enterprises and healthcare institutions, board of directors’ dynamics, and the incentive design of executive compensation packages in the context of merger and acquisition transactions. She co-authored a research-driven book on Mergers and Acquisitions and Executive Compensation, which was recently published as part of Routledge Studies in Corporate Governance. Among other journals, Bodolica has published in the Academy of Management Annals, Strategic Management Journal, Journal of Business Research, Strategic Organisation, Journal of Business Ethics, Management Decision, and Health Expectations. She received a Research and Scholarship Award from the UAE National Research Foundation for her collaborative project on corporate governance arrangements in UAE–based family businesses that culminated in the publication of the practice-oriented book titled Managing Organisations in the United Arab Emirates: Dynamic Characteristics and Key Economic Developments. Bodolica assumed consulting roles in private and public organisations and delivered executive education sessions and customised programs to companies in North America, Middle East, and Latin America. Her involvement in professional service activities has earned her Outstanding Reviewer Awards from the Academy of Management Business Policy and Strategy, Healthcare Management, and Management Education and Development Divisions. She was a Visiting Fellow at the Middle East Center, London School of Economics and Political Science, where she conducted research on corporate governance initiatives in publicly listed and family-run organisations located in the Gulf region.

Featured Presentation (2018) | In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the Evolving World of Work

Previous IICEDubai Presentations

Featured Presentation (2017) | Managing for Innovation and Sustainability: Lessons from the Gulf Region
Professor Hanada Taha
Zayed University, UAE

Biography

Hanada Taha is the Endowed Professor of Arabic Language at Zayed University. Previously, she served for six years as Acting Dean & Associate Dean of Bahrain Teachers College. She also served as the Director of Arabic Programs at San Diego State University. Professor Taha has worked on a $ 6 Million MEPI literacy project with Scholastic Publishing House in addition to serving as an adviser for Arab Thought Foundation managing its Arabi21 project since 2009. She serves on the board of trustees of H.H Shaikh Mohammad Bin Rashid Arabic Award. Professor Taha reviewed the national Jordanian Arabic language curriculum and wrote an educational reform policy paper both commissioned by the Queen Rania Foundation. Moreover, Professor Taha evaluated the Arabic language national curriculum in Morocco commissioned by the MOE and USAID. Professor Taha research is mostly focused on Arabic language teaching and learning. Professor Taha holds a PhD in Education from the University of New Orleans, USA; MA in Educational Psychology and Counseling and BA in Social & Behavioral Sciences from the American University of Beirut, Lebanon.

Featured Panel Presentation (2018) | Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
Hayley Holuj
Ministry of Education, UAE

Hayley Holuj is the Lead English Curriculum Specialist at the UAE Ministry of Education and heads the English Curriculum Development Unit. Her areas of expertise include ESL curriculum design, education management and education reform.

Featured Panel Presentation (2018) | Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
Dr Christina Gitsaki
Zayed University, UAE

Biography

Professor Dr Christina Gitsaki is the Research Coordinator at the Center for Educational Innovation, Zayed University, UAE. During her 20-year career in higher education she has contributed to the field in a number of different capacities such as English language teacher, applied linguistics lecturer, pre-service teacher educator, in-service teacher trainer, textbook author, project manager, curriculum leader, editor and researcher. In the past she served as the UNESCO Chair in Applied Research in Education in Sharjah and later as the Associate Dean of the Foundations program at HCT. Before coming to the UAE, she worked at The University of Queensland (UQ) in Australia, where she educated pre-service ESL teachers and supervised Masters and PhD students in language education research. She has worked with Education Queensland and The Learning Federation of the Curriculum Corporation, Australia on state and federal education projects such as the creation of digital Learning Objects for K-12 ESL students. Dr Gitsaki has presented her research at International Conferences, has been an invited speaker at various professional events and she has published 72 papers in refereed journals and book chapters on language acquisition and pedagogy. She is the author, editor and co-editor of twelve books on language education research. At the CEI she oversees the Mobile Learning Research Fund, the SoTL Certification Course, the development of resources for research and she provides advice and mentorship to faculty who are interested in engaging in research on teaching and learning.

Featured Panel Presentation (2018) | Innovation in Education Through Curriculum Reform and Research: The Case of the UAE

Previous IICEDubai Presentations

Keynote Presentation (2017) | Education: A Supertanker in an Ocean of Change and Innovation
Radek (Radoslaw) Janik
Ministry of Education, UAE

Biography

Radek (Radoslaw) Janik is a PhD candidate in Theoretical Linguistics in the area of Construction Grammar. He is currently the head of the Research Development Unit within the Ministry of Education in the UAE. His interests lie within Data Science, Education Change, and Participatory Action Research to merge the use of data and educational practices into effective evidence-based practices.

Featured Panel Presentation (2018) | Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
Zainab Al Baloushi
Ministry of Education, UAE

Biography

Zainab Al Baloushi is an English Curriculum Specialist at the UAE Ministry of Education. Zainab's work experience ranges from teaching in the government schools to curriculum development and implementation. Her areas of expertise include applied linguistics and curriculum adaptation.

Featured Panel Presentation (2018) | Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
Dr Sufian Abu-Rmaileh
UAE University, UAE

Biography

Dr Sufian Abu-Rmaileh is an English Lecturer at UAE University. He was the External Projects Coordinator for four years. He was also the Professional Development Coordinator for the Foundation Program. For the past thirty-four years, he has been teaching English at various levels, skills and institutions in the United States and the Middle East. He has been an administrator and a team leader for over ten years in the United States, and the UAE. He has an MA in Linguistics, and received both his TESL Certificate and his PhD in Educational Leadership from Brigham Young University, USA. Dr Abu-Rmaileh has also won many awards for his work as a leader, researcher and classroom teacher. He is a frequent presenter, invited and plenary speaker at local, national and international conferences. Dr Abu-Rmaileh has written on culture, classroom technology, motivation, stress and burnout, critical and creative thinking, emotional and social intelligences, team building, problem solving and leadership. He is TESOL Arabia’s past president, past conference co-chair, and over 20 years experience as local, regional and international conference planner.

Featured Presentation (2018) | Using Critical Thinking Techniques in the Classroom

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Featured Presentation (2017) | Leadership Skills and Styles for Successful Administrators
Dr Christine Coombe
Dubai Men's College, UAE

Biography

Christine Coombe has a PhD in Foreign/Second Language Education from The Ohio State University. She is currently on the English faculty of Dubai Men's College. She is the former Testing and Measurements Supervisor at UAE University and Assessment Coordinator of Zayed University. Christine is co-editor of Assessment Practices (2003, TESOL Publications); co-author, A Practical Guide to Assessing English Language Learners (2007, University of Michigan Press); co-editor, Evaluating Teacher Effectiveness in EF/SL Contexts (2007, UMP); co-editor, Language Teacher Research in the Middle East (2007, TESOL Publications), Leadership in English Language Teaching and Learning (2008, UMP) Applications of Task-based Learning in TESOL (2010, TESOL Publications), The Cambridge Guide to Second Language Assessment (2012, Cambridge University Press) and Reigniting, Retooling and Retiring in English Language Teaching (2012, University of Michigan Press). Christine’s forthcoming books are on research methods in EF/SL and life skills education.

Christine has lived and worked in the Arabian Gulf for the past 21 years. In this capacity, she has served as the President and past President of TESOL Arabia and as the Founder and Co-chair of the TESOL Arabia Testing Special Interest Group who organise the Current Trends in English Language Testing (CTELT) Conference. Christine is also the Founder and Chair of the TESOL Arabia Leadership & Management SIG.

During her tenure in the Middle East, she has won many awards including: 2002 Spaan Fellowship for Research in Second/Foreign Language Assessment; 2002-03 TOEFL Outstanding Young Scholar Award; TOEFL Board Grant for 2003-04, 2005-06, 2007-08 and 2009-10 for her work in delivering assessment training assessment in developing countries. Most recently she served on the TESOL Board of Directors as Convention Chair for Tampa 2006 and was the recipient of the Chancellor’s Teacher of the Year for 2003-04. She served as TESOL President (2011-2012) and was a member of the TESOL Board of Directors (2010-2013). Christine received the British Council’s International Assessment Award for 2013.

Featured Presentation (2018) | Classroom Management: Empirical and Practical Perspectives

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Featured Presentation (2017) | How the Most Productive TESOLers ‘Fit it all in’
Dr Christina Gitsaki
Zayed University, UAE

Biography

Professor Dr Christina Gitsaki is the Research Coordinator at the Center for Educational Innovation, Zayed University, UAE. During her 20-year career in higher education she has contributed to the field in a number of different capacities such as English language teacher, applied linguistics lecturer, pre-service teacher educator, in-service teacher trainer, textbook author, project manager, curriculum leader, editor and researcher. In the past she served as the UNESCO Chair in Applied Research in Education in Sharjah and later as the Associate Dean of the Foundations program at HCT. Before coming to the UAE, she worked at The University of Queensland (UQ) in Australia, where she educated pre-service ESL teachers and supervised Masters and PhD students in language education research. She has worked with Education Queensland and The Learning Federation of the Curriculum Corporation, Australia on state and federal education projects such as the creation of digital Learning Objects for K-12 ESL students. Dr Gitsaki has presented her research at International Conferences, has been an invited speaker at various professional events and she has published 72 papers in refereed journals and book chapters on language acquisition and pedagogy. She is the author, editor and co-editor of twelve books on language education research. At the CEI she oversees the Mobile Learning Research Fund, the SoTL Certification Course, the development of resources for research and she provides advice and mentorship to faculty who are interested in engaging in research on teaching and learning.

Featured Panel Presentation (2018) | Innovation in Education Through Curriculum Reform and Research: The Case of the UAE

Previous IICEDubai Presentations

Keynote Presentation (2017) | Education: A Supertanker in an Ocean of Change and Innovation
Dr Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

He is also a Visiting Professor in the Faculty of Philology at the University of Belgrade, a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaii at Manoa, and a Member of the World Economic Forum’s Expert Network for Global Governance.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

A black belt in judo, he is married with two children, and lives in Japan.

Dr Firas Al-Jubouri
American University of Sharjah, UAE

Biography

Dr Firas A. J. Al-Jubouri is an assistant professor in the Department of English at the American University of Sharjah, UAE. He was awarded a PhD in English Literature from Newcastle University, Newcastle upon Tyne, UK. He has taught English Literature, Language, ESOL and Academic Writing at several academic institutions, including Ahlia University, Bahrain, and Middlesbrough Community Learning Centres, UK. He also taught an IELTS course (community service) as a prerequisite for PhD students registered at Brunel University London, UK. His areas of research and teaching interest are dystopian genre (George Orwell), twentieth-century English novels and twentieth-century colonial writing. He has taught several courses in English Literature, such as “The politics of literature: George Orwell”, British literature (the Anglo-Saxon period through to Shakespeare), the early English novel and twentieth-century English literature at the American University of Sharjah, UAE. Outside of academia, one of his major achievements was participating in the London Paralympics 2012 as an Event Services (EVS) Team Member.

Professor Said M. Faiq
American University of Sharjah, UAE

Biography

Said Faiq, FRSA, is Professor of Intercultural Studies and Translation at the American University of Sharjah (UAE), where he was Chair/Head of department (2003-07, 2009-10), and Director of the graduate program in translation and interpreting (2002-11). He is a visiting professor at Exeter University (UK). Prior to his current position, he worked in Africa, the Middle East and the United Kingdom (Salford University, (1990-2003), where he was Director of Studies for undergraduate and graduate programs in Arabic/English translation and interpreting; and Leeds University, (1996-1998), where he was visiting lecturer in applied linguistics). He has served as consultant to private and public organisations for educational and related sectors and serves on a number of academic editorial and consultancy boards/agencies. He is an established figure in intercultural and translation studies and allied areas and has directed and examined graduate research (Cambridge, McGill). His publications include Agency and Patronage in Eastern Translatology (co-edited with Ahmed Ankit, forthcoming), Culguage in/of translation from Arabic (co-edited with Ovidi Carbonnel and Ali AlManaa, 2014), Beyond Denotation in Arabic Translation (co-edited with Allen Clark, 2010), Cultures in dialogue: A translational perspective (2010), Trans-lated: Translation and Cultural Manipulation (2007), Identity and Representation in Intercultural Communication (2006), Cultural Encounters in Translation from Arabic (2004).

Dr Sufian Abu-Rmaileh
UAE University, UAE

Biography

Dr Sufian Abu-Rmaileh is an English Lecturer at UAE University. He was the External Projects Coordinator for four years. He was also the Professional Development Coordinator for the Foundation Program. For the past thirty-four years, he has been teaching English at various levels, skills and institutions in the United States and the Middle East. He has been an administrator and a team leader for over ten years in the United States, and the UAE. He has an MA in Linguistics, and received both his TESL Certificate and his PhD in Educational Leadership from Brigham Young University, USA. Dr Abu-Rmaileh has also won many awards for his work as a leader, researcher and classroom teacher. He is a frequent presenter, invited and plenary speaker at local, national and international conferences. Dr Abu-Rmaileh has written on culture, classroom technology, motivation, stress and burnout, critical and creative thinking, emotional and social intelligences, team building, problem solving and leadership. He is TESOL Arabia’s past president, past conference co-chair, and over 20 years experience as local, regional and international conference planner.

Featured Presentation (2018) | Using Critical Thinking Techniques in the Classroom

Previous IICEDubai Presentations

Featured Presentation (2017) | Leadership Skills and Styles for Successful Administrators