Keele Research Repository

Article

Hayes, AM, Lomer, S and Taha, SH ORCID: https://orcid.org/0000-0003-0177-1862 (2022) Epistemological process towards decolonial praxis and epistemic inequality of an international student. Educational Review. 1 - 13.

Hayes, AM and Cheng, J ORCID: https://orcid.org/0000-0002-0838-0090 (2020) Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity. Teaching in Higher Education, 25 (4). pp. 493-509.

Hayes, AM and Findlow, S ORCID: https://orcid.org/0000-0002-0802-9786 (2020) The role of time in policy making: a Bahraini model of higher education competition. Critical Studies in Education, 61 (2). pp. 180-194.

Hayes, AM (2019) 'We loved it because we felt that we existed there in the classroom!’ International students as epistemic equals vs. double country oppression. Journal of Studies in International Education, 23 (5). pp. 554-571.

Hayes, AM and Al'Abri, KM (2019) Regional solidarity undermined?: Higher Education Developments in the Arabian Gulf, Economy and Time. Comparative Education, 55 (2). pp. 157-174.

Hayes, AM and Cheng, J (2018) “Liberating the ‘oppressed’ and the ‘oppressor’: A model for a new TEF metric, internationalisation and democracy”. Educational Review, 72 (3). pp. 346-364.

Hayes, AM (2018) Nation boundedness and international students’ marginalisation: what’s emotion got to do with it? International Studies in Sociology of Education, 27 (2-3). pp. 288-306.

Hayes, AM (2018) Tacit rejection of policy and teacher ambivalence – insights into English language teaching in Bahrain through actors’ perceptions. TESOL Journal, 9 (1). pp. 114-137.

Hayes, AM (2017) The Teaching Excellence Framework in the UK: an opportunity to include international students as ‘equals’? Journal of Studies in International Education, 21 (5). pp. 483-497.

Hayes, AM (2016) Why international students have been TEF-ed out? Educational Review, 69 (2). pp. 218-231.

Hayes, AM (2016) Deconstructing the ‘magnetic’ properties of neoliberal politics of education in Bahrain. Globalisation, Societies and Education, 15 (2). pp. 175-187.

Hayes, AM (2016) Confidence in Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity. Research in Science Education, 47 (2). pp. 353-371.

Findlow, S ORCID: https://orcid.org/0000-0002-0802-9786 and Hayes, AM (2016) Transnational academic capitalism in the Arab Gulf:balancing global and local, public and private, capitals. British Journal of Sociology of Education, 37 (1). pp. 110-128.

Hayes, AM and Findlow, S ORCID: https://orcid.org/0000-0002-0802-9786 (2015) Transnational academic capitalism in the Arab Gulf:balancing global and local, public and private, capitals. British Journal of Sociology of Education, 37 (1). pp. 110-128.

Book Section

Findlow, S, Hayes, AM and Sundell, T (2019) Academic Capitalism: tensions, exceptions and challenges to the paradigm. In: The SAGE Encyclopedia of Higher Education. Sage. (In Press)

Hayes, AM and Mansour, N Great Expectations or Great Outcomes? Exploring the context of English language policy transfer in Bahrain. In: Writing Research and Pedagogy in the MENA region. Parlor Press/WAC Clearinghouse’s, USA. (In Press)

Book

Hayes, AM (2019) Inclusion, Epistemic Democracy and International Students: The Teaching Excellence Framework and Education Policy. Palgrave McMillan.