“A Context-Based Integrative Framework for E-Government Initiatives (co-authored),” Government Information Quarterly, 25 (2008): 448-461 (Won Sharjah Islamic Bank prize for 2009). - “The Implementation and Results of IMF/World Bank-Supported Agricultural Reforms: The Case of Sudan’s Gezira Scheme,” Northeast African Studies, 5 (1998) 2: 95 – 115. -“Administrative Efficiency and Effectiveness: An Islamic Perspective,” The Islamic Quarterly, 40 (Fall, 1996) 3: 139-154. - “An Islamic Perspective on Organizational Motivation,” The American Journal of Islamic Social Sciences, 12 (Summer 1995) 2: 185-203. - “The Domestic Origins of Sudan's External Debt Crisis,” Intellectual Discourse 3 (1995) 2: 153-179. - “Administrative Responsibility: An Islamic Perspective,” The American Journal of Islamic Social Sciences, 13 (Winter, 1996): 4: 497.
My teaching philosophy encompasses three aspects. The first one pertains to equipping the student with sufficient and up-to-date conceptual and theoretical knowledge on the topic being studied. To convey this knowledge, I use state-of-the-art instructional technologies, notably the Blackboard System and PowerPoint presentations.The second aspect deals with linking the theoretical knowledge to the empirical world. More specifically, I use case studies to concretize the theory, concept, or model being studied. Students are encouraged to analyze actual case studies in their immediate environment against the backdrop of the theories, concepts, and models that they study.The third aspect deals with encouraging the student to think critically of the knowledge conveyed to him. In particular, the student is encouraged to assess the extent to which the theoretical/conceptual knowledge is socially relevant and, concomitantly, usable. More specifically and in the area of the social sciences, to what extent does this knowledge contribute to ameliorating local/regional conditions or otherwise realizing local/regional social and economic development objectives?
