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All Outputs (4)

Exploring Decolonising Beyond a Reading List: Decolonising Through Reflexive Practice (2024)
Presentation / Conference
Safadi, S. (2024, April). Exploring Decolonising Beyond a Reading List: Decolonising Through Reflexive Practice. Presented at Improving Outcomes for Ethnic Minority Students in Higher Education, Online

- Understanding what decolonising through reflexive practice is - Exploring the strengths and limitations developing a decolonised curriculum - Considering practical implications and challenges around decolonising practice - Implementing decolonis... Read More about Exploring Decolonising Beyond a Reading List: Decolonising Through Reflexive Practice.

Decolonising through Reflexive Practice (2022)
Presentation / Conference
Safadi, S. (2022, July). Decolonising through Reflexive Practice. Presented at EDI Colloquium: Decolonising Pedagogies 2022, Online

The session will outline the approach taken in Salford Business School to decolonise the curriculum by approaching it as a form of academic development. We'll go through what led to this approach, why it's being taken, and the benefits of decolonisin... Read More about Decolonising through Reflexive Practice.

Understanding faculty perceptions of quality assurance in Saudi higher education (2021)
Journal Article
Safadi, S., & Vlachopoulos, D. (2021). Understanding faculty perceptions of quality assurance in Saudi higher education. International Journal of Assessment and Evaluation, 28(1), 79-97. https://doi.org/10.18848/2327-7920/CGP/v28i01/79-97

Research in the field of quality assurance (QA) in education ranges from accreditation to employing specific quality systems. In Saudi Arabia (KSA), QA in education is relatively new, and studies on QA in Saudi higher education institutions (HEIs) ar... Read More about Understanding faculty perceptions of quality assurance in Saudi higher education.