10. International Journal of Pedagogical Innovations

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e-ISSN: 2210-1543
DOI: dx.doi.org/10.12785/ijpi
Managing Editor: FatenS. M. Abdel-Hameed
Email: tijpi@uob.edu.bh
Frequency: 2 issues annually
No Publication fee Paper Submission

IJPI is a half yearly, peer-reviewed publication for educators, aiming to promote educational innovation to bring about improvements in, and a better understanding of, policy and practices of learning, teaching, assessment and curriculum development.

The journal welcomes contributions, in English, from academics, researchers, decision makers, school leaders and education practitioners concerning recent developments in theory and practice, case studies, qualitative and quantitative research, action research, book reviews, commentaries and discussion papers.

Topics: Topics covered include, but are not limited to:

Pedagogical innovations in education

Innovations in classroom learning, teaching or assessment

Curriculum innovations

Policies and leadership issues in achieving pedagogical innovation

Cultural, social and change management issues in implementing pedagogical innovation

Cost, risk, quality assurance, training and development issues in pedagogical innovation

Performance indicators for pedagogical innovation

Learning and teaching models and methodologies

Students learning evaluation and assessment innovations

The role of knowledge management and technology in pedagogical innovations.

Editor-in-Chief

Lucy Bailey, Dean, Bahrain Teachers College, University of Bahrain

Managing Editor and Co-Founder

Faten S. M. Abdel-Hameed, Associate Prof., Bahrain Teachers College, University of Bahrain

Editorial Board

Sana S. Al-Haddad, Assistant Under Secretary for Strategy & Performance

Prof. Tharwat Alsakran, American University of Sharjah, UAE

Prof. Ghada AbdelHafeez, Arab Open University, Kingdom of Bahrain

Dr. Farzana AlMaraghi, Higher Education Council, MOE, Kingdom of Bahrain

Dr. Hasan AlWadi, University of Bahrain

Dr. Ernest Affari, University of Bahrain

Dr. Aysha AlShamsi, Higher College of Technology, UAE

Dr. Nidal Alhaj Sleiman, Ulster University, UK

Dr. Rania Swalhi, Qatar University, Qatar

Advisory Board

Prof. Clive Dimmock, University of Glasgow, UK

Prof. Marek Teaser, University of Auckland, NZ

Prof. Fahad AlShaya, King Saud University, KSA

Prof. Saleh Al-Busaidi, Sultan Qaboos University, Oman

Prof. Salah A.A. Emara, University College of Bahrain, Kingdom of Bahrain

Prof. Amal Al-Saleh, University of Kuwait, Kuwait

Dr. Reem AlBuainain, Euro University of Bahrain

The International Journal of Pedagogical Innovations, IJPI, accepts contributions in English from academics, researchers, scholars, decision makers, education practitioners, teachers and graduate students in education and related fields. In addition to original qualitative and quantitative research on the recent developments in theory and practice, IJPI welcomes case studies and action research articles, book reviews, commentaries and discussion papers that reflect on frontiers of innovation in education.

IJPI has a two-stage review process. In the first stage, all manuscripts that are submitted to IJPI go through an initial screening process and are read by two Editorial Board members. Those that pass the first stage are passed on to two or three field experts for review. Authors of manuscripts rejected at this stage will be informed within four weeks of receipt.

Manuscript will be reviewed within three months of the submission dates. Referees advise the managing editor on the suitability of the manuscript for publication in IJPI. The final decision on publication is made by the Managing Editor upon recommendation of the Editorial Board Members and Peer Reviewers. The final decision will be sent to the author along with any recommendations made by the referees.

It is the policy of IJPI to consider for publication only manuscripts that are not simultaneously being considered elsewhere.

Authors are requested to follow the directions presented in the following

SPC copyright.pdf and then Submit through "Submission Button"

IJPI practices a peer review process to screen the submitted manuscripts in order to ensure the quality of the papers accepted for publication. Our referees play an essential role in maintaining the high standards of IJPI.

All manuscripts are peer reviewed according to the following steps:

Initial manuscript evaluation
The Managing Editor and members of the Editorial Board evaluate all manuscripts. Those that meet the minimum criteria are passed on to two or three field experts for review. Authors of manuscripts rejected at this stage will be informed within four weeks of receipt.

Peer Review process

IJPI employs double- or triple-blind reviewing, where the referees and author(s) remain anonymous throughout the reviewing process. Referees are matched to the paper according to their areas of specialties. Our list of peer reviewers is constantly updated.

Two independent referees are asked to evaluate the research originality, methodology, ethics and results and academic presentation of the paper, as well as the suitability for the scope of IJPI. Reviewers do not correct language or edit the grammar as part of the peer review process, though poor standards of either may constitute grounds for rejection. Should the two referee reports contradict one another, a third referee will be contacted. Referees may request more than one revision of a manuscript.

Referees advise the managing editor on the suitability of the manuscript for publication in IJPI, but the editor-in-chief and the managing editor are responsible for the final decision to accept or reject the article. A final decision to accept or reject the manuscript will be sent to the author(s) along with any recommendations made by the referees.

If you are interested in serving as a reviewer/referee for IJPI, please contact the Managing Editor at tijpi@uob.edu.bh with your full contact information, area of expertise and list of the recent publications. All our referees sign a conflict-of-interest statement. It should be noted that our policy for assigning reviewers is that:

Reviewers must not be based at the same institution as the author(s) of the paper.

Reviewers must not be based in the same institution as the funding body of the paper.

Reviewers must not have been recommended by the author(s) of the paper.

Peer reviewers will be acknowledged in an annual statement in the journal if they have reviewed a manuscript in the preceding 12 months. They are also able to cite their work for the International Journal of Pedagogical Innovations as part of their professional development requirements.

This journal is indexed by these worldwide databases:

Google Scholar
EBSCO
Road - Directory of open access

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Now showing 1 - 20 of 79

The Accreditation Process and Challenges of Private Religious Based Universities in Uganda
(University of Bahrain, 2013) Otto,Francis; Musinguzi, Benon
The quantitative growth in Ugandan higher education subsector has created many challenges including a drop in quality in education delivery. Today, there are 34 universities in Uganda (up from 26 in 2006) with over 185,000 students (up from 137,190), representing an overall growth rate of more than 15% in the last 5 years. Given this rapid expansion of higher education, some form of regulation is necessary to assure quality. Ugandan government established the National Council for Higher Education (NCHE) as a regulatory agency to set standards and regulations to ensure that all public and private tertiary education institutions in Uganda create, sustain and improve the relevance and quality of higher education for all qualified Ugandans and to meet the local, national and global higher education challenges of the 21st century. In addition to sustaining and improving the relevance and quality of higher education, these religious based universities have a special mission of evangelism and discipleship and view all admissions and appointments as opportunities for ministry and service. This however, may not go well with the peer assessors and the Accrediting Agencies. Currently there are more than six recognised faith based universities in Uganda. Out of the seven fully accredited universities in Uganda, five are faith based and only two are secular. There are different views about the philosophies of these faith-based universities. Some people seem to suggest that they pay more attention to evangelism and discipleship than in provision of higher education. While others view this type of institutions as a very good model to provide good morals and education that can transform the society in a positive way. At the same time, the regulatory framework in the country must provide for an all-inclusive environment for all to participate in higher education which may pose a big challenge to these faith based institutions. This article therefore, discusses the accreditation process in Uganda and challenges of private religious based Universities in Uganda in regards to accreditation.
Ako Wānanga: The Art, Science and Spiritual Endeavour of Teaching and Learning in a Wānanga: A Localised Approach
(University of Bahrain, 2013) Edwards Shane
Wānanga are characterised and distinguished in Aotearoa/New Zealand statute by advancing education through teaching, learning and research informed and underpinned by tikanga and āhuatanga Māori1 . This differentiation has been necessary because the Aotearoa/New Zealand modern educational tradition has and remains largely a monocultural and one dimensional. As a result, positively different powerful potentials may be underutilised. Whilst the recent history of education in New Zealand, in so far as her Māori citizens are concerned, has come through orchestrated systems of assimilationist, integration, bicultural and most recently multiculturalist agendas, now more than at any other time in our colonial history, a move to Māori ways of knowing, doing and being are most pronounced. This is seen very clearly in the relatively recent dialogue and action of advancement framed within ‘Mātauranga Māori’ – Māori knowledge and practice.
An Analysis on Disclosures in the Annual Reports of Islamic Banks in Bahrain
(University of Bahrain, 2014) Hidayat,Sutan Emir; Abdulrahman,Nayla Abdulla
The purpose of this study is to evaluate the compliance of Islamic Banks in Bahrain to the mandatory disclosure requirements of the latest AAOIFI accounting standards and to measure the level of voluntary disclosure made by those banks. In order to achieve these objectives, this study conducted a checklist survey in which year 2010 annual reports of 5 Islamic banks are obtained and examined. The level of mandatory and voluntary disclosures by the banks is measured based on the individual scores obtained by each bank through the use of a “disclosure index”. The results show that there is a high level of compliance by the Islamic banks in Bahrain to the mandatory disclosure requirements of the AAOIFI accounting standards. Interestingly, the study also finds that the level of voluntary disclosure by the Islamic banks in Bahrain is high. Last but not the least, the findings of this study provide a useful insight into the practices of Islamic banks with regards to mandatory and voluntary disclosure, a subject matter that has been rarely covered in the previous studies on disclosure as evidenced in the limited numbers of literatures available. Hence, this study adds a new dimension to the previous studies in this area, and also provides a starting point for future research possibilities in the area of financial reporting of Islamic banks.
The Application of Leadership Styles in Higher Learning Institutions: A Case Study of the University College of Bahrain
(2019-07-01) Al-Khalifa, Khalid M.; Chairman of Board of Trustees, University College of Bahrain, Manama, Kingdom of Bahrain; Bahrain
This study aims to investigate the dominant leadership styles applied at the University College of Bahrain (UCB) and compare them with the international best practices. All 35 UCB employees participated in the survey agreed that the dominant leadership style applied by UCB management is the transformational leadership style. Comparing the results of the survey with the practices according to literature, it is found that transformational leadership style is the best leadership style to be applied in a higher learning institution. Thus, the current UCB leadership style is already good enough since transformational leadership has been found by many studies to have a positive relationship with job satisfaction. In addition, job satisfaction has a positive relationship with the overall performance of an organization. Therefore, UCB management needs to maintain the current leadership style and enhance its practices for a better result. This study fills the gap in the literature of leadership since it is conducted in a higher education institution in Bahrain. This study can be used as a reference for further studies and as an input for UCB management to come out with strategic decisions to improve the college’s performance.
Attributions on Treatment of Low Socioeconomic Status Clients and Counselor Training for Perspective Taking
(2019-07-01) Sharir, Dan; Gardere, Jeffrey; Maman, Yair; Department of Health Sciences, Touro College, New York, NY, USA; Department of Osteopathic Medicine, Touro College, New York, NY, USA; Department of Psychiatry, New York Medical College, Valhalla, NY, USA; USA; USA
As educators of mental health professionals, in medical schools and with devising unique multicultural training in counseling and psychotherapy, we have utilized various perspective taking training methods for students to gain insight into the plight of the ‘other’, specifically, those who are less fortunate in society. We wanted to investigate if the training of counselors and psychotherapists is lacking in this realm, especially when practicing in the real world and with the disadvantaged New York Metropolitan population that we so often intend to serve. We used qualitative research, with Epoche methodology to ensure intercoder relatability, to examine the link between psychotherapists’ social class attributions and their experiences with low socioeconomic status (SES) clients. Interview questions inquired into the attributions of Ten (10) psychotherapists with different training levels concerning social class and treatment outcomes. Results revealed that psychotherapists view the issue of poverty from a situational or attributional perspective. That meant that psychotherapists might view clients as responsible for living in poverty and might not be empathetic to the clients. Based on our findings we hope that measures are taken by our colleagues (across the USA and internationally) to enhance perspective taking activities within curriculums.
Benefits and Challenges of Shariah Convergence: Educators' Opinion in Bahrain
(University of Bahrain, 2017-07) Hidayat,Sutan Emir
The purpose of the paper is to identify benefits and challenges of Shariah convergence. The paper uses library/literature based method which is a kind of qualitative research approach. In addition, structured interview were conducted with 3 Shariah scholars asking their opinions about the benefits and challenges of Shariah convergence. The paper finds that there are many benefits of Shar ah convergence. Those benefits can boost the development of Islamic financial industry into a higher phase if they are materialized. However, to realize those benefits there are several challenges that need to be overcome. This paper is expected to bring the at ention of Islamic finance stakeholders towards the issue for further actions.
Blended Learning and the Obstacles to its Implementation
(University of Bahrain, 2017-01) Al-Hadhoud ,Nahla Abdulrauf; Al-Hattami , Abdulghani Ali
The transition to knowledge-based economy requires preparing students to be involved in the global knowledge-producing market, traditional teaching methods are no longer commensurate with the challenges of the 21st century. The teachers’ teaching strategies should focus on student-center approach. The Jordanian Ministry of Education has encouraged the use of blended learning by enabling teachers to use the technology to develop their teaching skills, but the effect of using blended learning and the obstacles that prevent its implementation has not been studied. This study was conducted to investigate the reality of using blended learning in the educational process in Amman and the obstacles that hinder its implementation. The study sample consisted of 92 teachers who completed and returned the questionnaire. The results showed that the use of blended learning was medium (Mean = 3.56, SD = 0.37). The presence of some obstacles such as lack of the Internet access and congestion of classrooms has hindered its full implementation. In light of the results and to assist in the development of the current reality of using blended learning, the authors stated some recommendations at the end of the paper.
Book Review: Managing Large Classrooms :The book was published in 2016, Amman, Jordan, Dar AlManahej for Publishing & Dustributing
(University of Bahrain, 2016) AlHariri,Rafeda
Most of the classrooms in Arabian schools are crowded with big number of students and because of the Arabian libraries do not have enough resources that help the teachers who lead such classrooms, this book has been published to enrich the Arabian library in this matter. Classroom management is considered one of the most important competences of teacher as counselor , director, facilitator, leader and organizer who is able to interact positively with his students. The teacher might find himself in front of large group of students in one classroom and that require from him to lead and manage this large classroom in well studied way which is organized and effective. This book includes seven chapters. The first chapter talks about the concept of classroom management and its importance ,objectives and characteristics. Second chapter includes characteristics of effective teacher and his main roles, his ideal way of interacting with his students and his way of asking questions in addition to his way of organizes and directs the learning process, time management and discipline. Third chapter talks about rules and procedures of classroom management. Fourth chapter includes the way of managing large classrooms. Chapter six talks about organizing and managing behavior in large classrooms. Finally chapter seven which exhibits the issue of communication and building good relations with the society and parents.
Byrd’s Creatrix Inventory
(University of Bahrain, 2016) Fahed,Rola Yousif
The current study aimed at validating Byrd’s «Creatrix» Inventory and its factorial structure. To achieve this goal, a total of (491) university students (from Bahrain) were randomly selected. The data was collected by applying the Ceartrix Inventory (CI). Results revealed the following: (1) Inconsistency of the Creatrix›s factorial structure. (2) Possibility of modifying the CI using its seven drivers. Finaly, the study recomended to consider the «Three Fold Model» developed by Zhang & Sternberg as an integrative model for creativity styles. Also, suggested to conduct more research in the field, and study it’s implications that add value to the existing research knowledge.
Challenges Faced by Some Foundation Students at Bahrain Teachers College in Acquiring Reading and Writing Skills
(University of Bahrain, 2017-07) Aldabbus,Shaban
This action research aims to shed light on the common difficulties encountered by some Foundation Program students at Bahrain Teachers College in acquiring reading and writing skills. It also suggests some remedial actions that could facilitate the process of acquiring such skills. Classroom observation and error analysis of the students written tasks were utilized. The findings of the study revealed that insufficient linguistic knowledge and lack of reading strategies are the most striking problems in reading, whereas, mechanics of writing and lack of organization and outlining of their ideas were among their weaknesses in paragraph writing. Some remedial activities were used and then evaluated which were found to be helpful.
A Change model for 21st Century Leaders: The Essentials
(University of Bahrain, 2016) Issah,Mohammed; Zimmerman,Judith A.
Leaders in all fields today, are being charged to develop and communicate a guiding vision for their organizations while being attuned to their own strengths/weaknesses and the needs of their followers. The 21st century presents a culture of change and leaders need to have a sound understanding of the complex organizational change process to lead a successful change. The aim of this paper is to present an organizational change model that discusses leaders through learning and visioning, and shared leadership. The paper discusses practical ways in eight essential steps that leaders in the 21st century need to consider in leading change in organizations in business and education.
Constructed Suggestion for Nutritional Educational Standards in Biology books among Primary Ninth Grade in Jordan
(University of Bahrain, 2018-01) AlAlwan ,Jaser Radhwan Makeed
This study aimed to Construct a Nutritional Educational Standard for the ninth basic grade Students. The study was conducted on (120) male and female students selected intentionally who were from the al-karameh Secondary school for girls, and al-karameh shohada school Secondary for boys. Students were randomly distributed into (4) groups: two experimental groups and two control group. To achieve the study objectives a list of nutritional educational standards was developed a scale for the nutritional awareness, a test for nutritional skills. Validity and reliability of these scales were insured. and Developed unit more over these was statically significant in the students and nutritional skills due to the interaction between the unit and gender of students, the performance of female students was better than male students in the experimental group. However, there was no statically significant differences in the students nutritional awareness and (habits and values) due to the interaction between the unit and gender of students.
The Contribution of Reading Fluency and Genre to Reading Comprehension among Third and Fifth Graders
(2019-07-01) Hussien, Abdelaziz M.; University of Bahrain - Kingdom of Bahrain Suez Canal University - Egypt; Bahrain
This study investigated oral and silent reading fluency in relation to the type of text (expository and poetic) and reading comprehension among students in the third and fifth grades of primary school. Two aims were set to this study (1) to investigate the effect of genre on reading fluency and reading comprehension, (2) and to clarify the relationship between reading fluency and reading comprehension. Within a descriptive research framework, the researcher developed three measures: oral reading fluency test, silent reading fluency test, and reading comprehension test. Each of which has two versions: one for third graders and the other for fifth graders. A random sample of 147 student (68 third graders and 79 fifth graders) was selected from five public schools situated in the far south of Saudi Arabia, Jazan district. The participants completed the two reading fluency measures individually while the reading comprehension measure was administered to the whole class. The results revealed that the students read the expository text more accurately, rapidly and with more comprehension than reading the poetic genre. The results of Linear Regression indicated that reading fluency explained 19.5% of variance in reading comprehension. Implications for practice and future research for reading fluency and reading comprehension were presented.
The Controversy over Huckleberry Finn
(University of Bahrain, 2013) A. Wahab, Abdurrahman
In this article, I try to shed light on some of the arguments around the controversy over Mark Twain’s Huckleberry Finn, and point to the suitability of such texts in the educational context of Iraq and the Kurdistan Region. Both the thematic features and the controversial nature of the text give people involved in the learning process opportunities to enrich cultural and educational experiences. Discussing the controversy around the novel in the Iraqi and Kurdish educational institutions is especially important. This is because examining the way race operates in the novel and discussing the issues that arouse by teaching such a text in a multicultural classroom provide learners the opportunity to identify with the experiences, critically analyze concepts and construct knew knowledge by relating to the individual and collective understandings. The implication of such analysis for the discussion of race in classrooms, as political as it is, also provides a pedagogical opportunity to talk about race and racism. Discussing the controversies around literary works like Huckleberry Finn also leads us to further explore the aims of education.
Critical Extension of World Englishes to World Arabics
(2020-01-01) Hussien, Abdelaziz M.; Ackley, Starr; Bahrain Teachers College, University of Bahrain, Sakheer, Bahrain; Faculty of Education, Suez Canal University, Ismailia, Egypt; Bahrain Teachers College, University of Bahrain, Sakheer, Bahrain; Bahrain
This study investigated the impact of a critical view of variation in English on developing a critical view of variation in Arabic among Bahraini trainee teachers. The main focus was to clarify whether or not these critical views of world Englishes transfer to and develop critical views of Arabic as a first language. Bahraini trainee teachers, from the English specialization, participated in focus group discussions and completed an authors-developed survey. Interestingly, the results revealed positive criticality of Arabic as a consequence of training in world Englishes. Most noticeably, participants showed a critical view towards identity as speakers of a Bahraini variety, and developed new understanding of variety in the Arabic language from exposure to variety in English. The results suggest important implications for the diglossic situation in Arabic, the codification of varieties in Arabic, the balance between Arabic and English, bilingualism, and for language choices made in the classroom and school.
Developing and Nurturing Professional Teaching Dispositions for First Year Students in the Bahrain Teachers College
(University of Bahrain, 2017-01) Elmahdi,Ismail
Other than content and the pedagogical knowledge and skills, many successful teacher education programs around the world have identified professional dispositions as essential in assessing the effectiveness of their teacher candidates. Best practices in teacher education demand that teacher candidates must acquire a set of positive professional dispositions before being licensed. Moreover, demonstrating evidence to address professional teaching dispositions in teacher preparation programs becomes a requirement for accreditation. For example, the Council for Accreditation of Educator Preparation (CAEP) in the USA requires that in-service teachers to obtain positive dispositions along with content and pedagogical knowledge. Ample research in the field of teacher education concluded that effective teachers and teacher candidates need to develop positive professional teaching dispositions. This study was conducted to assess the effectiveness of an intensive mentoring program on developing and nurturing dispositions for teacher candidates at Bahrain Teachers College. Twenty-four students who participated in the study were divided into two groups; experimental and control group. A paired t-test revealed significant improvement in dispositions between the pre-, and post-test results for the experiment group. The study also concluded that dispositions can be developed through coursework. This study offers suggestions and recommendations of useful strategies that help teacher candidates to cultivate positive professional teaching dispositions.
Developing and Nurturing Professional Teaching Dispositions for First Year Students in the Bahrain Teachers College
(University of Bahrain, 2017-07) Elmahdi,Ismail
Other than content and the pedagogical knowledge and skills, many successful teacher education programs around the world have identified professional dispositions as essential in assessing the effectiveness of their teacher candidates. Best practices in teacher education demand that teacher candidates must acquire a set of positive professional dispositions before being licensed. Moreover, demonstrating evidence to address professional teaching dispositions in teacher preparation programs has be come a requirement for accreditation. For example, the Council for Accreditation of Educator Preparation (CAEP) in the USA requires that in-service teachers obtain positive dispositions along with content and pedagogical knowledge. Ample research in the field of teacher education concluded that effective teachers and teacher candidates need to develop positive professional teaching dispositions. This study was conducted to assess the effectiveness of an intensive mentoring program on developing and nurturing dispositions for teacher candidates at Bahrain Teachers College. Twenty-four students who participated in the study were divided into two groups; experimental and control group. A paired t-test revealed significant improvement in dispositions between the pre-, and post-test results for the experiment group. The study also concluded that dispositions can be developed through coursework. his study offers suggestions and recommendations of useful strategies that help teacher candidates to cultivate positive professional teaching dispositions.
Dream Curriculum: an Inquiry into the Arena of Curriculum Development within the Matrix of Holistic Education in Iran
(University of Bahrain, 2013) Mahdavinia, Mehdi; Shoja, Ebrahim Z.
Daring to dream is the key to revolutionary changes in Education of developing countries. It helps them get a more holistic picture of what they have previously been dealing with in separated and seemingly unrelated chunks in education. Curriculum development and curriculum dreaming, regarded as inseparable within the matrix of Holistic Education, are so pivotal in any educational reforms. Our main concern in this critique is delving into the arena of curriculum studies, focusing on holistic education, to re-conceptualize the meaning of curriculum, as a flexible, ongoing, learner focused, and lifelong process that involves teacher as facilitator and learner, the natural world as the school, and considering the future as well as present needs of students for a peaceful cooperative world , and propose a model for change for schools in developing countries like Iran. Acknowledging students’ and teachers’ indigenous Persian knowledge , this model invites them to know their body , mind and soul , “global self” , within the world in which they live , “global village” and take a journey from their inner world to outer world and from their birthplace to the whole globe.
E-Mental Health and Counselor Training
(University of Bahrain, 2017-01) Gardere, Jeffrey; Maman ,Yair; Sharir, Dan
In this article we discuss the various ways that we train counselors to work with a perspective taking model for enhancing e-mental health. This model is used to promote ethical behaviors in the therapy room and with online counseling. Also discussed are our efforts to encourage any of the students we train in the online counseling and psychotherapy fields to incorporate social responsibility elements within any future practice that they will be involved in. Students’ training experiences and ‘use of self’ show how this model could be adopted by both domestic and international counselor training programs and used in any psychotherapy business. In partnership with local mental health professionals and social responsibility advocates, community and corporate leaders could benefit from the model to promote the well-being of workers and the community at large.
Educational Tips for the Detection of Résumé Padding
(2019-07-01) EL-Sakran, Tharwat M.; English Department, College of Arts and Sciences American University of Sharjah, Sharjah, United Arab Emirates; United Arab Emirates
While there is no truly accurate method to determine how many organizations are victimized by résumé fraud, there are strong indications and incidents that résumé embellishments are on the rise and becoming a thorny growing problem. Employees, by virtue of their duty of care and fiduciary loyalty to their employers, should exercise extreme skepticism in verifying the information provided on applicants’ résumés. Tips are by far the most common method for exposing résumé fakers. Tips emanate from jealousy, resentment, and any other personal disagreements or grudges. Hence, being an academician, with first-hand knowledge of the work of search committees and a certified fraud examiner (CFE), and in an attempt to bring into focus as many red flags of résumé embellishments as could be reviewed here as possible, to help employers and search committees members become more effective fraud fighters, I am writing this research to share ideas and tips on breaking into the code of résumé padding.