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Policy Briefs by Samar Farah

In the education sector, Arab expatriate teachers account for a significant percentage of the tea... more In the education sector, Arab expatriate
teachers account for a significant
percentage of the teacher workforce,
therefore playing a critical role in
determining the quality of the national
education systems. This policy paper
presents results from a study exploring
the perceptions of Arab expatriate
teachers in the UAE and Qatar regarding
the push and pull factors drawing them
to work in the two countries and the
implications of this phenomenon for
education systems and these countries
overall.

Papers by Samar Farah

The impact of socioeconomic status, family, and school experiences on the school continuation dec... more 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). Interestingly, the study finds that students who come from polygamous and inter-racial families have a significantly higher chance of dropping out than those coming from non-polygamous and same-race families. Consistent with previous literature on other parts of the world, dropping out in the UAE is associated with low socio-economic background, poorly educated and/or uninvolved parents, and de-motivating school experiences marked by unsupportive teachers and disruptive peers

Higher Education Policy

This study investigated how instructors in United Arab Emirates higher education institutions vie... more 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 institution, and how their views are shaped by the national and institutional contexts in which they work. Many interviewees felt their professional contributions were valued and they were respected as individuals, but, at the same time, they were regarded by their employing institution as transient and easily replaceable. Findings suggest that the extensive use of expatriate staff on short-term contracts can work against the development of institutional loyalty or commitment. Results of this study hold broader implications for universities in other countries that see increasing their reliance on expatriate instructors as a prudent course of action.

Over the last three decades, continued expatriate population growth across the United Arab Emirat... more Over the last three decades, continued expatriate population growth across the United Arab Emirates (UAE) and Qatar has created an unprecedented demand for private education. However, a combination of a lack of affordable private education options, monopolistic behaviors of private education providers, and a mix of government regulations have resulted in serious issues surrounding access and quality. This policy paper presents the nature and implications of private school provision for access and equity in K-12 education in the UAE and Qatar.
We find that, across the populations of these countries, there are considerable socioeconomic differences that determine who has access to private schooling. As a result of increasing growth in the for-profit private education sector in both countries, poorer families are ultimately left less able to access quality education than are their wealthier counterparts. The potential of non-profit schools to create greater equity and accessibility is discussed, and recommendations for policymakers are offered.

Higher Education Policy, 2014

ABSTRACT This study investigated how instructors in United Arab Emirates higher education institu... more ABSTRACT 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 institution, and how their views are shaped by the national and institutional contexts in which they work. Many interviewees felt their professional contributions were valued and they were respected as individuals, but, at the same time, they were regarded by their employing institution as transient and easily replaceable. Findings suggest that the extensive use of expatriate staff on short-term contracts can work against the development of institutional loyalty or commitment. Results of this study hold broader implications for universities in other countries that see increasing their reliance on expatriate instructors as a prudent course of action.

Higher Education, 2014

ABSTRACT As many countries expand their higher education systems, they must attract, support, and... more ABSTRACT As many countries expand their higher education systems, they must attract, support, and retain qualified academic staff. This paper focuses on the United Arab Emirates (UAE) as a case study of a nation drawing on large numbers of mostly expatriate faculty working in short-term academic appointments. The paper begins by considering the national context within which expatriate faculty work in the UAE. Then, using a published conceptual framework highlighting key elements of academic work, the paper examines defining aspects of the work experience of expatriate faculty in the UAE, including work expectations (teaching, research, and service); equity (compensation, incentives, and benefits); autonomy, academic freedom, and flexibility; collegiality and institutional involvement; and professional growth. The discussion considers the implications of these elements of academic work for the satisfaction, motivation, and institutional commitment of the expatriate faculty members. The sample of 29 expatriate faculty studied is drawn from the population of full-time instructors at three public and three semi-public institutions in the UAE who teach in education or media, humanities and social sciences, science or engineering, and business or economics. The discussion of findings highlights satisfactions and concerns, as well as the relationship of work experiences with organizational commitment. The nature of academic work in many countries is shifting toward temporary and short-term contract-based appointments. Thus, analysis of the experiences of expatriate academic staff working within the UAE, where the majority of faculty members are in short-term positions, raises issues relevant to those in other countries where the non-permanent academic workforce is increasing. Additionally, issues considered are of interest to those who study the academic career and the factors shaping it.

Working Papers by Samar Farah

Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research Working Paper Series, Feb 2013

The impact of socioeconomic status, family, and school experiences on the school continuation dec... more 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). Importantly, the study finds that the effect of teachers on a student's decision to stay in school can be as strong as family influences. Consistent with previous literature on other parts of the world, dropping out in the UAE is associated with low socio-economic background, poorly educated and/or uninvolved parents, and de-motivating school experiences marked by unsupportive teachers and disruptive peers.

Policy Papers by Samar Farah

With an increasing emphasis on youth development and employability in the Middle East, the United... more With an increasing emphasis on youth development and employability in the Middle East, the United Arab Emirates (UAE) has made a substantial effort to re-imagine and reform its public education sector. Local education authorities have implemented many reforms to try to shift education from rote memorization toward a skills-based system that prepares students to thrive in the 21st century. This policy paper explores the history of curriculum development in the UAE, the role of various agencies, ministries, and current initiatives as well as the challenges and possibilities that lie ahead on the road of reform. It concludes with recommendations for policymakers relating to the implementation of sustainable curriculum reforms.

Higher Education Policy

Higher Education Policy, 2014

Higher Education, 2014

Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research Working Paper Series, Feb 2013

The impact of socioeconomic status, family, and school experiences on the school continuation dec... more 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). Importantly, the study finds that the effect of teachers on a student's decision to stay in school can be as strong as family influences. Consistent with previous literature on other parts of the world, dropping out in the UAE is associated with low socio-economic background, poorly educated and/or uninvolved parents, and de-motivating school experiences marked by unsupportive teachers and disruptive peers.