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Article

Kussai Haj-Yehia and Khalid Arar

The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university…

Abstract

Purpose

The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university, the Arab American University in Jenin (AAUJ), for the first time since the establishment of Israel in 1948.

Design/methodology/approach

A qualitative research method using in-depth interviews with 15 PSI who study at AAUJ attempts to define the motivations behind PSI preferring AAUJ, on one hand, and constraints, on the other hand.

Findings

The findings of the study show factors that attract PSI to study at the AAUJ and what subjects they choose to study there, the encounter with a similar culture and nationalism in a Palestinian campus in the occupied West Bank; the most significant difficulties and impediments they face there, whether economic or political, are discussed. This paper contributes to an understanding of the new national re-encounter between two Palestinian groups in a university campus, one under Israel’s occupation and the other that has Israeli citizenship.

Originality/value

It is a unique phenomenon in the trends of international students’ mobility in the world.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

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Book part

Khalid Arar and Kussai Haj-Yehia

The chapter looks at policies regarding access to higher education (HE) for the Palestinian Arab minority in Israel (PAMI). Recently, HE among PAMI has expanded compared…

Abstract

The chapter looks at policies regarding access to higher education (HE) for the Palestinian Arab minority in Israel (PAMI). Recently, HE among PAMI has expanded compared to previous years, but the proportion of PAMI students in Israeli institutions of HE (14%) is still not equal to the percentage of PAMI (20%). The Council for Higher Education (CHE) in Israel has been trying to increase the accessibility of PAMI students in institutions of HE through the implementation of several projects and academic programs and the expectation of reaching 17% in 2021. The chapter has three main aims: (1) to describe the decisions and recommendations of CHE for increasing the rate of peripheral students in HE, (2) to trace their implementation in HE institutions, and (3) to investigate the influences of these policies in schools through interviews with secondary school principals and secondary students in PAMI schools to understand how they act to improve students’ awareness of these initiatives and to improve access to HE for their graduates. A qualitative-phenomenological study analyzes policy guidelines regarding HE for PAMI as set out by the two main committees established by the Israeli CHE. The findings may have international significance since similar difficulties are encountered in access to HE among underprivileged or peripheral populations in other world states.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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Article

Khalid Arar and Kussai Haj‐Yehia

This study aims to expand the authors’ exploratory qualitative study, describing the characteristics of the flow of Palestinian Arab citizens of Israel (PAI) to Jordanian…

Abstract

Purpose

This study aims to expand the authors’ exploratory qualitative study, describing the characteristics of the flow of Palestinian Arab citizens of Israel (PAI) to Jordanian higher education (HE) institutes as an alternative to HE studies in Israel (Jordanization).

Design/methodology/approach

At this stage of the study, 460 PAI studying in six Jordanian universities answered a questionnaire indicating the factors that led them to seek HE in Jordan. Respondents’ comparisons between the Israeli and Jordanian HE systems were analysed.

Findings

Results showed that Jordanian HE attracts PAIs for practical reasons: lenient acceptance policy and better chances to graduate, while cultural and linguistic similarities between the PAI and Jordanian societies are less influential. Israel's HE is attractive for financial reasons and employment qualification.

Research limitations/implications

Future research should compare the absorption of these graduates of Jordanian universities in Israel's labour market with the absorption of other graduates from Israeli and foreign universities.

Practical implications

The under‐representative proportion of PAI students in Israeli universities indicates the need for diversified programmes and reforms to bring more PAI students into Israeli campuses. Pre‐academic programmes focusing on acquisition of academic learning skills could assist PAI students during their first academic year and help prevent dropout.

Originality/value

This study provides unique and specific knowledge concerning the topic of indigenous ethnic minorities who migrate to study outside their states.

Details

Journal of Applied Research in Higher Education, vol. 5 no. 1
Type: Research Article
ISSN: 2050-7003

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Article

Khalid Arar and Ruth Abramowitz

The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.

Abstract

Purpose

The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.

Design/methodology/approach

During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college.

Findings

Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation.

Research limitations/implications

The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development.

Originality/value

The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

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Article

Muhammed Abu Nasra and Khalid Arar

The purpose of this paper is to develop a model in which leadership styles (transformational or transactional leadership) directly and indirectly (through occupation…

Abstract

Purpose

The purpose of this paper is to develop a model in which leadership styles (transformational or transactional leadership) directly and indirectly (through occupation perception) affect teacher performance (in-role performance and organizational citizenship behavior (OCB)).

Design/methodology/approach

The research hypothesis holds that the leadership style (transformational or transactional) has a direct and indirect effect on teacher performance (through occupation perception). These hypotheses have been tested on data collected from 630 Arab Israeli teachers.

Findings

Teachers’ in-role performance increases as they perceive their principals’ leadership style as more transformational and less transactional. In addition, the results reveal that the effect of transformational principals’ leadership style on OCB is expressed only by indirect effect (through occupational perception).

Originality/value

The results of the study contribute to the understanding of the way leadership style and performance interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

Details

International Journal of Educational Management, vol. 34 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

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Article

Khalid Arar and Muhammed Abu Nasra

The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of…

Abstract

Purpose

The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of schools and achieving their objectives and goals. The purpose of this paper is to examine the relationships between principals’ leadership style, occupational perceptions and OCB.

Design/methodology/approach

The research hypothesis holds that the leadership style (transformational or transactional) have a direct and indirect effect on OCB (through occupation perception). These hypotheses have been tested on data collected from 620 Arab Israeli teachers.

Findings

The results reveal that: transformational and transactional leadership have no direct effect on OCB, an indirect effect of occupational perception on the relationship between transformational leadership and OCB, occupational perception did not mediate the effect between transactional leadership and OCB.

Originality/value

The results of the study contribute to the understanding of the way leadership style and OCB interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

Details

Journal of Educational Administration, vol. 57 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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Abstract

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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Abstract

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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Article

Abstract

Details

Journal of Applied Research in Higher Education, vol. 6 no. 1
Type: Research Article
ISSN: 2050-7003

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Abstract

Details

Emotion Management and Feelings in Teaching and Educational Leadership
Type: Book
ISBN: 978-1-78756-011-6

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