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Recruitment Practices for Special Education Faculty: Implications for Saudi Universities

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  • Ghaleb Alnahdi
  • Dimitris Anastasiou

Abstract

We explore how the research standards for hiring faculty in Saudi Arabia are compatible with effective practices in the field. Specifically, we examine the outcomes of recruiting practices for special education faculty in the United States, in addition to the worldwide production of special education research. A descriptive analysis was conducted, examining the educational backgrounds of 124 faculty members in top special education programs in the United States and 140 highly cited researchers in special education worldwide. Fewer than 10% of the faculty members and researchers hold special education degrees at all three levels of education (bachelor’s, master’s, and doctoral degrees). Recruitment practices in the United States and worldwide generally seem to differ from those used by Saudi universities. Implications for Saudi special education departments/programs are discussed.

Suggested Citation

  • Ghaleb Alnahdi & Dimitris Anastasiou, 2020. "Recruitment Practices for Special Education Faculty: Implications for Saudi Universities," SAGE Open, , vol. 10(3), pages 21582440209, August.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:3:p:2158244020948844
    DOI: 10.1177/2158244020948844
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    References listed on IDEAS

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    1. Maria Bordons & M. T. Fernández & Isabel Gómez, 2002. "Advantages and limitations in the use of impact factor measures for the assessment of research performance," Scientometrics, Springer;Akadémiai Kiadó, vol. 53(2), pages 195-206, February.
    2. Ametepee, Lawrence Kofi & Anastasiou, Dimitris, 2015. "Special and inclusive education in Ghana: Status and progress, challenges and implications," International Journal of Educational Development, Elsevier, vol. 41(C), pages 143-152.
    3. Ann E. Austin, 2002. "Preparing the Next Generation of Faculty," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(1), pages 94-122, January.
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