Journal articles on the topic 'Qatari educational system'

Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities. Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude

The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants’ beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers’ and school leaders’ voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.

In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools. <br /><br />

Questions determine our fate as individuals and societies. Asking the right questions at the right time and in the right amount makes our choices and decisions meaningful. As human beings we all experience this from an early age. In education, in order to evaluate, learn and inform the growth of students, the professional development of teachers and the overall efficiency of the system, questions become an integral element of the complex, non-linear and social system at different levels. The purpose of this article is to investigate how performance assessment strategies play a role in the education system, and to understand how progressive performance assessments can be set up with sustainable thinking and designed in alignment with the United Nation’s (UN) Development Goals (SGDs) for a given context. To aid Qatar’s pursuit in transitioning from a resource-based economy to a knowledge-based one, this study aims to design and develop a proper performance assessment (PA) framework that is aligned with the SDGs and education goals (EGs) to help achieve social and human development as envisioned in Qatar’s national vision. This article: (i) presents a theoretical and qualitative analysis of PA practices in the Qatar Education System (QES); (ii) provides a comparative analysis among the best PA practices at the global level; and (iii) examines the methodology, conditions, and findings based on learning from: (a) the successful experiences of other countries, (b) documented analyses of local past experiences, (c) local stakeholders (through a qualitative investigation) in order to understand the needs, develop recommendations and design a tailored PA strategy. The results indicate that there are misalignments between the core educational components such as EGs and the assessment methods used to evaluate them. The analysis and findings reveal that the QES urgently needs to develop a PA strategy that is appropriate for its stakeholders to meet the EGs and enhance their sustainability competencies. Finally, this study proposes a PA framework for the QES to align its core elements with SDGs and EGs.

Education In The Arab Gulf States And The Arab World: An AnnotatedBibliography is divided into six parts. Each part contains between one toten chapters according to the topic. In the preface, the author mentions thatshe includes all references found in US libraries and the Libraryof Congress and does not include references from Arab countries. Shealso mentions that she was "selective" in her choices of what to includeand what not. For example, literature from the social sciences thatcontained a lot of stereotyping and biased information about Islam, Arabsand Arab society in general was excluded. Unpublished works alsowere not included. The author then describes her method of listing thebibliography: when there was literature available on the Arab world ingeneral, she included that, and then she would list the seven Gulf States inalphabetical order. If there were no references for a country, then thecountry is not mentioned and she jumps to the next country in that order.Part One contains only one chapter, which is the introduction. ElSannbarypresents an historical overview of the Gulf States, which is herfocus: Bahrain, Iraq, Kuwait, Oman, Qatar, Saudi Arabia and the UnitedArab Emirates. A map of the region is presented on page four. She surveysthe history and the present conditions of the seven states economically,politically and educationally. The rest of the chapter includes a one-pagesummary on all the topics, which are mainly the chapters that follow.Part Two comes under the heading "General Background andResources", and consists of three chapters. Chapter Two, "Context ofEducation", contains 165 entries. It starts with the Arab World (entry 1-52)followed by Bahrain (52-60), Iraq (61-76), Kuwait (77-95), Oman (96-102), Qatar (103-108), Saudi Arabia (109-154), and the United ArabEmirates, (155-165). This is the system followed throughout the wholebook. When there is no literature available on a country, it is notmentioned. Chapter Three, "Bibliographies and References", starts withgeneral references (166- 215), and then is followed by Iraq (216), Kuwait(217), Oman (218-2190, Qatar (220-223), United Arab Emirates (224)and finally educational references (225-259). Chapter Four, "Religion andEducation," lists 120 entries (260-380) ...

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.

PurposeThe Arab world is made up of 22 countries in the Middle East and North Africa. These countries are subjected to many social, economic, political and geographical vulnerabilities contributing to increased risks or ineffective emergency and disaster management. This paper examines these vulnerabilities, how they may impact the country's ability to face disasters, and how they can improve disasters' overall management.Design/methodology/approachThe author selected Qatar, Oman to represent the Arab oil-rich countries, while Jordan, Egypt and Morocco to represent non-oil rich countries. The research was conducted in a qualitative, inductive systematic literature review based on a well-established systematic literature review methodology. Selected literature was based on its recency and the countries in question.FindingsThe review reveals population gaps that could threaten the social system in the event of a disaster in countries like Qatar and Oman. The majority of the countries lack community engagement and pre-planning for emergency preparedness due to social and cultural barriers. Other nations like Jordan, Egypt and Morocco are prone to long-lasting economic challenges due to lack of resources, mismanagement or corruption. The paper also highlights the need to raise the educational attainment among citizens to understand disaster risk reduction.Originality/valueThis study utilized the research method developed by Williams et al. (2017) to present a comprehensive systematic and comparative review of disaster management in the Arab world. Considering that disaster and emergency management has remained disproportionately unexplored in the Arab world, this paper reviewed several vulnerabilities and how those vulnerabilities may affect disaster and emergency management efforts in the Arab countries.

Purpose The purpose of this paper is to present a practical approach to the teaching of project management as it was applied in the Department of Architecture and Urban Planning and the Department of Industrial and Systems Engineering at the College of Engineering, Qatar University. The leadership skills of the project managers, leading several working groups, were evaluated by running a multidisciplinary collaborative project. Design/methodology/approach The main aim of the research was to propose a practical approach for assessing the extent to which the knowledge and skills of a leader are important for ensuring that a project is completed successfully. The research exercise highlighted the fact that some of the leadership attitudes of the project manager are fundamental to the success of the work. The project manager’s ability to lead a team through the different work stages of a project is seen as a fundamental contributor to its success. Findings This practical approach to the appraisal of leadership brings the theoretical teaching of project management closer to its practical applications, by encouraging students to learn the techniques and tools commonly used in the professional setting. The paper concludes by suggesting that there is a need to focus more attentively on assessing leadership skills when selecting a project manager, in either an academic or a professional context. Originality/value The research exercise highlighted the fact that some of the leadership attitudes of the project manager are fundamental to the success of the work. The project manager’s ability to lead a team through the different work stages of a project is seen as a fundamental contributor to its success.

Technical and vocational education would significantly serve the need of developing countries in terms of lower the rate of poverty, reducing the number of people/youth unemployment, ensuring a stable economy, reducing rate of crimes, higher earning, and increasing self-development. It is also essential for the gulf states such as: Kuwait, Qatar, United Arab Emirates, where the lack of skilled and semi-skilled indigenous manpower is notable in essential sectors of their economy (e.g., electricity and water, health care, oil sector, infrastructure). Technical and vocational education is a dual type of educational system that would facilitate the transmission of students into work place. It is considered as a ‘golden” opportunity particularly for youth to be easily employed by industries and business. The success of technical and vocational education would depend, to great extent, on the efficiency of apprenticeship where students spend certain time at industrial premises to gain the required skills. It allows students to experience the real work environment and to interact with machine, devices, and tools applied in industrial production site. This paper examines how successful is the field training program offered by the selected colleges and institutions at the Public Authority for Applied Education and Training, PAAE&T, in providing local industries with indigenous skilled and semi-skilled qualified manpower. The research is based on extensive field work that encompasses a review of the related literature, interviews with sample of heads of supervisors/heads of departments at the Ministry of Health, Ministry of Communications, Ministry of Electricity and Water, and the oil sector in order to assess the quality of field training program. Finally, the research will argue that unless the management of technical and vocational colleges and institutions recognize and appreciate the value of enhancing the quality of field training program with local industries, its contribution in tackling the shortage of skilled and semi-skilled indigenous in essential sectors on the economy will be below the government expectations, thus continuing relaying on expatriates for years ahead.

The authors analyse and decode several unique features of theatrical culture and the teaching and performance of Shakespeare in the oil-rich Arabian Gulf nation of Qatar. What could be described as a traditional and conservative Bedouin society, Qataris have with little native tradition of the performing arts nevertheless uneasily allowed the development of both an Arabic-language and English-language theatre culture. Parallel to national theatre efforts has been an equally prominent English expatriate drama tradition stretching back to the 1950s in Doha. As part of economic diversification strategies (since almost all government revenues are derived from petroleum and natural gas production), the government of the State of Qatar has embarked on a number of cultural development projects, including new museums, heritage preservation, book publishing, music and theatre, and educational development (for example, the higher education hub called Education City). Some of this social and economic development focuses on local culture, while other initiatives encourage international engagement with well-known Western cultural icons such as Shakespeare, as well as contemporary visual artists including Damien Hirst, Richard Serra and Luc Tuymans, to signal Qatar's desire to brand itself as an emerging, sophisticated and cosmopolitan nation. This study examines the ambivalence in Qatar towards the Western artistic influence as a form of cultural imperialism and erosive of Muslim values, yet the local fondness for English culture in part due to Britain's protectorship over the Gulf states in the form of the maritime truces and Political Resident system. Tracing the history of the Doha Players troupe, as well as the state-sponsored Qatar National Theatre, provides the context for the difficulties in presenting The Tempest to a local audience in November 2015. The directors faced the challenges of censorship, logistical concerns and the tradition of gender segregation that permeates all layers of society and education. This study presents a complex and conflicting portrait of Qataris’ ambivalent attitudes not only towards Shakespeare, but also towards Qatar's colonial heritage, Western literature, modernity, the newly dominant Anglo-American paradigm of education (related to the rise of global Englishes) and the extraordinary transformation of Qatar from a traditional mixed beddu/hadar culture to a significant regional power broker within two generations.

Abstract Introduction COVID-19 transmission was significant amongst Qatar’s working population during the March–July 2020 outbreak. The study aimed to estimate the risk of exposure for COVID-19 across various workplace settings and demographics in the State of Qatar. Methods A cross-sectional study was conducted utilizing surveillance data of all workplaces with 10 or more laboratory-confirmed cases of COVID-19. These workplaces were categorized using a mapping table adapted from the North American Industry Classification System (NAICS) codes, 2017 version. The data was then analyzed to estimate and compare the positivity rate as an indicator of the risk of developing COVID-19 infection across various workplace settings in the State of Qatar. Results The highest positivity rate was reported amongst the Construction & Related (40.0%) and the Retail & Wholesale Trade sectors (40.0%), whereas, the lowest positivity rate was attributed to the healthcare workplace setting (11.0%). The highest incidence of COVID-19 infections occurred in South Asian nationalities and in the male gender. The private funded sector employees have seen higher positivity rate than employees of the governmental funded sector. Conclusion The elevated risk of infection in Construction and Retail & Wholesale Trade is probably due to environmental and educational vulnerabilities. The predominant labor force of those workplace categories is South Asian craft and male manual workers. Alternatively, the better containment of the healthcare workplace setting can be attributed to the enforcement of infection control and occupational safety measures. These findings imply the importance of using preventive and surveillance strategies for high-risk workplace settings appropriately.

Autism services in Qatar are expanding rapidly, but focus predominantly on young children. The shortage of qualified autism providers and minimal opportunities for autistic youth to participate in school, work, and community have led to a growing population of autistic youth transitioning to adulthood with substantial unmet needs for behavioral support and instruction in critical life skills. Our objective was to identify the needs and preferences for respite care for autistic adolescents and young adults in Qatar utilizing family and stakeholder input. Researchers from the United States collaborated with researchers and community leaders from Qatar to evaluate perspectives regarding respite care with families of autistic people ( n = 11) and providers/community stakeholders ( n = 20) through surveys and focus groups. Four main themes emerged including (1) a need for trust and reliability of individuals and of systems to support autistic adults, (2) prioritizing quality of life for autistic individuals and their families, (3) seeking meaningful inclusion, and (4) challenges stemming from service delivery systems. Families in Qatar endorsed clear interest in respite care services for young adults with autism, regardless of their child’s age. This study highlights the value of including both provider expertise and family concerns in developing new services for an under-served community. Lay abstract Qatar is expanding the services that it offers for autistic people, but these services focus mainly on diagnosing and treating young children. Because there are not enough autism providers in Qatar and few opportunities for autistic youth to participate in the community, more and more autistic teens and young adults have unmet needs during their transition to adulthood. The goal of this study was to conduct a needs assessment of transition-age autistic youth in Qatar and their families in order to inform the development of an adult respite care and support center. Respite care is a service that provides families with stress relief and time to participate in activities that are more difficult to do when their loved one with a disability is with them. The objective of this study was to use family and stakeholder input to identify the needs and preferences for respite care for autistic youth in Qatar. The project was conducted with a local research team in Qatar and a team of clinical researchers in the United States specializing in autism. Stakeholders, including parents of autistic people and providers working with individuals with autism, completed surveys and participated in focus groups. Families and providers in Qatar were very interested increasing services for young adults with autism to improve quality of life, although wanted to make sure the service providers would be reliable and trustworthy. Implications from this study may substantially improve the lives of autistic adults in Qatar.

AbstractVarious studies show that sustainability and education are closely interdependent. Design and implementation of the right performance assessment for students’ skills acquisition and achievements is, therefore, critical for achieving the Sustainable Development Goals (SDGs). This article presents an in-depth analysis of the Qatar education system (K-12 level), focusing on the current assessment approaches and remaining challenges that hinder the development and implementation of proper performance-assessment methods aligned with SDGs. Based on a proposed theoretical framework influenced by the constructive alignment theory, this article examines the current performance assessment practices in Qatar and recommends potential improvement avenues with respect to SDGs and education goals (EGs). Using this framework as an analytical tool, results reveal a lack of alignment between the assessment practices, educational goals, and the SDGs. This work shows that tailored, contextually proper, and progressive assessment strategies need to be developed to accurately evaluate and guide the twenty-first-century skills of the students toward the achievement of SDGs. Further findings of this article concern presentation and discussion of the locally relevant and consistent recommendations for performance assessment methodologies that must be redesigned to be compatible, aligned, and supporting the SDGs and EGs.

Health professions programs heavily depend on experiential learning to prepare learners for practice within the healthcare system. Learners acquire a significant proportion of patient care skills as they participate in experiential learning activities. As the coronavirus disease 2019 (COVID-19) pandemic disrupts education globally, educators have been challenged to reexamine existing teaching approaches to minimize the impact on experiential educational outcomes. This article describes how educators from the College of Pharmacy and College of Medicine at Qatar University utilized nontraditional teaching methods to ensure the continuation of experiential learning despite the disruption due to the pandemic.

As the Gulf Cooperation Council (GCC) countries’ economies have rapidly grown over the past half-century, they have consistently relied on migrant workforces to fill labour market shortfalls. In order to attract economic migrants, GCC countries have established education systems to support the educational needs of the children of these migrants. However, they have largely relied on private schools where access and quality are linked to a person’s ability to pay fees. Today, students from migrant backgrounds comprise the majority of students in the United Arab Emirates and Qatar, and they make up significant percentages of students in the other four GCC countries. This report explores the challenges of educating large numbers of non-citizens in a region where policies have been designed to ensure their residency is largely temporary.1 It begins by providing a brief landscape of GCC demographics, and it then examines GCC education systems and how they impact the welfare of migrant children, families and the state. It next discusses the implications for the public education sector and concludes with an examination of challenges of having parallel education systems within a single country.

PurposeAt a time when many education systems are grappling with the issue of school reform, there is a concern that traditional UK secondary schools are organised in a way that makes them unable to respond to increasingly complex environmental demands. This research-based paper uses complexity theory to gauge the organisational differences between (1) the traditional model of schooling based on same-age organisation and (2) a form of organisation based on multi-age tutor groups, one that schools call a vertical tutoring (VT) system. The intention is to highlight the organisational changes made by schools that choose to transition from their same-age iteration to the VT system, and expose organisational assumptions in the dominant same-age structure that may account for the failure of reform.Design/methodology/approachThe author's consultancy and research work spans two decades, and includes around 200 UK secondary schools, and others in China, Japan, South Africa, Australia, Qatar, Germany and Colombia. This conceptual paper draws on the recorded discourse and critical reflections of leadership teams during programmes of transformative learning, the process involved in the transition from one system to another. Using descriptions of school organisation abstracted from the complexity literature, differences in the two models not otherwise apparent, come into sharp focus. These not only reveal a substantive connection between organisation, complexity, and individual and organisational learning, but offer insights into the challenge of school reform.FindingsSame-age organisations act in ways that regulate and restrict the agency of participating actors (staff, students and parents). The effect is to reduce a school’s learning capacity and ability to absorb the value demand on its system. Such a system is closed and non-complex. VT schools construct an open and fluid learning system from the base, deregulating agency. By unfreezing their structure, they intervene in processes of power, necessitating the distribution of leadership to the organisational edge, a process of complexification. The form of organisation chosen by a school explains the failure of reform.Originality/valueInsights from VT schools cast considerable doubt on the viability of traditional same-age structures to serve complex societies and communities, while highlighting the critical role played by complexity theory in organisational praxis. If correct, the current emphasis on teacher “will and skill”, curricular editing, pedagogy and the “what works agenda” will be insufficient to bring about reformational change and more likely to contribute to systemic stasis.

"The Gulf Comparative Education Society (GCES) held its fourth annual symposium under the sponsorship of the Sheikh Saud Bin Saqr Al Qasimi Foundation for Policy Research in collaboration with the Sultan Qaboos University from March 16 to 18, 2013. Entitled “Bridging the Policy/Research Divide in Education in the GCC,” the symposium was held at the Sultan Qaboos University in Muscat, Oman. It consisted of a pre-conference workshop, one keynote address, three featured panels, and 20 breakout sessions with a total of over 70 presentations by both invited speakers as well as those who had submitted abstracts. The speakers came from a wide variety of countries, including United Arab Emirates (UAE), Oman, Bahrain, Qatar, Switzerland, England, Australia, Germany, and the United States, and represented different voices in the education sector, such as policy makers, academics and researchers, school providers and leaders, consultants, and teachers. The purpose of this year’s GCES symposium was to examine the potential for policy makers in the Gulf region to devise evidence-based policies through utilizing local research in the education sector with a focus on the promise and possibilities of comparative education research to policy-making. Delivering the keynote address on the relationship between educational research and policy and practice was Professor Fernando Reimers, Ford Foundation Professor of International Education and Director of the International Education Policy Program at the Harvard Graduate School of Education. The featured panels and breakout sessions addressed the following topics: • Linking Research to Educational Policy • Implications of Technology in the Classroom • Lifelong Learning • Applying Transnational Models of Education • Evaluating and Transforming Educational Systems • Regional and International Youth Challenges • Improving Educational Quality • Research in Higher Education in Oman • Student Leadership and Development • Promoting an Education Research Culture • Perspectives on Teaching and Learning • Trends and Innovations in Education In addition, the symposium brought together over 400 participants working in a range of organizations across Oman, the Gulf States, and beyond, all of whom shared an interest in comparative education in the GCC. Following the symposium, presenters were asked if they would like to submit a 1,500 - 3,000 word paper on their presentation. This volume is the compilation of those papers that were submitted. While it does not cover all of the presentations that were made at the symposium, presentation slides for all the presentations are available on the GCES website (www.gulfcomped.ning.com). Dr. Hamood Al-Harthi - President Dr. Christina Gitsaki - Vice President Dr. Natasha Ridge and Soha Shami - Secretary Verena Woeppel - Proceedings Editor"

Michael Watts of Purdue University reviews “Better Living through Economics” edited by John J. Siegfried. The EconLit Abstract of the reviewed work begins, “Twelve papers and fourteen comments explore the fundamental contributions of economic research to important public policy decisions over the past half century. Papers discuss the evolution of emissions trading; better living through improved price indexes; economics and the Earned Income Tax Credit;….” Arthur J. Robson of Simon Fraser University reviews “The Bounds of Reason: Game Theory and the Unification of the Behavioral Sciences” by Herbert Gintis. The EconLit Abstract of the reviewed work begins, “Explores how key concepts from the behavioral sciences can complement game theory in providing insights into human behavior. Discusses decision theory and human behavior; game theory--basic concepts; game theory and human behavior; rationalizability and common knowledge of rationality; extensive for….” Robert A. Margo of Boston University and NBER reviews “Top Incomes: A Global Perspective” edited by A. B. Atkinson and T. Piketty. The EconLit Abstract of the reviewed work begins, “Thirteen papers examine top incomes in ten OECD countries and focus on the contrast between continental Europe and English-speaking countries. Papers discuss top Indian incomes, 1922-2000; income inequality and progressive income taxation in China and India, 1986-2015; the evolution of income concentration….” Charles Wyplosz of The Graduate Institute, Geneva reviews “Europe and the Euro” edited by Alberto Alesina and Francesco Giavazzi. The EconLit Abstract of the reviewed work begins, “Eleven papers with comments, drawn from an NBER conference on “Europe and the Euro” held in October 2008, examine a number of issues related to the euro, including the effects of the euro on reform of goods and labor markets; its influence on business cycles and trade among members; and whether the ….” Anne Krueger of Johns Hopkins University reviews “Misadventures of the Most Favored Nations: Clashing Egos, Inflated Ambitions, and the Great Shambles of the World Trade System” by Paul Blustein. The EconLit Abstract of the reviewed work begins, “Explores whether the global trading system, specifically the World Trade Organization (WTO), is at risk of joining the financial system in crisis, and chronicles the major events in the system over the last decade. Discusses the 2001 WTO meeting in Doha, Qatar; the story of the global trading system….” Chong Xiang of Purdue University and NBER reviews “International Trade with Equilibrium Unemployment” by Carl Davidson and Steven J. Matusz. The EconLit Abstract of the reviewed work begins, “Considers how to create economic models that accurately reflect the real-world connections between international trade and labor markets using equilibrium unemployment modeling. Discusses the structure of simple general equilibrium models with frictional unemployment; trade and search-generated unemployment….” Raymond Robertson of Macalester College reviews “Unequal Partners: The United States and Mexico” by Sidney Weintraub. The EconLit Abstract of the reviewed work begins, “Examines the repercussions of the dependent-dominant relationship between Mexico and the United States. Discusses Mexico's political economy; trade--from closure to opening; foreign direct investment and finance--from resistance to welcome; narcotics--effects of profits from U.S. consumption; energy….” Jules H. van Binsbergen of Northwestern University, Stanford University, and NBER reviews “Anticipating Correlations: A New Paradigm for Risk Management” by Robert Engle. The EconLit Abstract of the reviewed work begins, “Presents a collection of new methods for estimating and forecasting correlations for large systems of assets. Discusses correlation economics; correlations in theory; models for correlation; dynamic conditional correlation; dynamic conditional correlation performance; the MacGyver method; generalize….” Andreas Bergh of Lund University and Research Institute for Industrial Economics reviews “Nordics in Global Crisis: Vulnerability and Resilience” by Thorvaldur Gylfason, Bengt Holmström, Sixten Korkman, Hans Tson Söderström, and Vesa Vihriälä. The EconLit Abstract of the reviewed work begins, “Presents a report on the global financial and economic crisis from the point of view of small open economies, focusing on the Nordic countries. Discusses putting the crisis into perspective; the crisis and the global policy response; the panic of 2007-08--a modern bank run; looking back at volatility….” Teresa A. Sullivan of University of Virginia reviews “Saving Alma Mater: A Rescue Plan for America's Public Universities” by James C. Garland. The EconLit Abstract of the reviewed work begins, “Examines how to reform the economic model of public higher education, drawing upon the example of Miami University of Ohio. Discusses where the money comes from; market forces in higher education; why public universities cannot restrain costs; the university prime directive; whether the faculty are ….” Martin Hall of University of Salford reviews “Financing Higher Education Worldwide: Who Pays? Who Should Pay?” by D. Bruce Johnstone and Pamela N. Marcucci.. The EconLit Abstract of the reviewed work begins, “Explores the financing of higher education from an international comparative perspective, focusing on the strategy of cost-sharing. Discusses diverging trajectories of higher education's costs and public revenues worldwide; financial austerity and solutions on the cost side; the perspective and policy….” Lee Branstetter of Carnegie Mellon University reviews “Offshoring in the Global Economy: Microeconomic Structure and Macroeconomic Implications” by Robert C. Feenstra. The EconLit Abstract of the reviewed work begins, “Presents lectures given by Robert C. Feenstra at the Stockholm School of Economics in September 2008, focusing on the role of trade versus technological change in explaining wage movements and their effect on workers. Lectures discuss microeconomic structure in the context of the Heckscher-Ohlin structure….” James E. Rauch of University of California, San Diego reviews “Emergent Economies, Divergent Paths: Economic Organization and International Trade in South Korea and Taiwan” by Robert C. Feenstra and Gary G. Hamilton. The EconLit Abstract of the reviewed work begins, “Studies the business groups in South Korea and Taiwan and what their different paths of development say about economic organization. Discusses the problem of economic organization; interpreting business groups in South Korea and Taiwan; a model of business groups--the interaction of authority and market….” Michael Bikard of Massachusetts Institute of Technology and NBER reviews “The Invention of Enterprise: Entrepreneurship from Ancient Mesopotamia to Modern Times” edited by David S. Landes, Joel Mokyr, and William J. Baumol. The EconLit Abstract of the reviewed work begins, “Eighteen papers examine the history of entrepreneurship throughout the world since antiquity. Papers discuss global enterprise and industrial performance--an overview; entrepreneurs--from the Near Eastern takeoff to the Roman collapse; Neo-Babylonian entrepreneurs; the scale of entrepreneurship in Middle….” Per Skedinger of Research Institute of Industrial Economics reviews “Reforming the Welfare State: Recovery and Beyond in Sweden” edited by Richard B. Freeman, Birgitta Swedenborg, and Robert Topel. The EconLit Abstract of the reviewed work begins, “Nine papers examine Sweden's recovery from crisis and the role that the country's welfare state institutions and policy reforms played in that recovery. Papers discuss searching for optimal inequality-incentives; policies affecting work patterns and labor income for women; wage determination and employment….”

Tujuan dalam penelitian ini adalah untuk mengetahui Peran Komitmen organisasional yang terdiri dari komitment afektif, normative, dan kontinuan dan Kompensasi baik itu kompensasi finansial dan non-finansial terhadap Kepuasan kerja dengan moderasi Budaya organisasi sebagai variabel penguat atau memperlemah pada karyawan PT.PLN (Persero) Unit Induk Wilayah Kalimantan Barat. Sampel dalam penelitian ini adalah 200 orang karyawan dan data yang dapat di olah sebanyak 200 sampel. PT.PLN (Persero) Unit Induk Wilayah Kalimantan Barat. Data dianalisis menggunakan WrapPls 6.0 dan SPSS 16 untuk menguji Uji asumsi Normalitas dan Linieritas.Hasil penelitian ini menyimpulkan bahwa komitmen organisasi berpengaruh positif terhadap kepuasan kerja karyawan PT.PLN (Persero) Unit Induk Wilayah Kalimantan Barat. Kompensasi juag berpengaruh positif terhadap kepuasan kerja karyawan PT.PLN (Persero) Unit Induk Wilayah Kalimantan Barat. 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