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Dr.Ismail Ben Douissa Head of Institutional Effectiveness Department Academic RankAssistant Professor

Specialization:

  • Finance

Research Interests:

  • Financial stability, Financial Performance, Corporate Social responsibility, Banking regulation and Transparency, Financial literacy.

Contact

• PhD in Finance, 2013, University of Tunis, Tunisia • MSc in Finance and Banking, 2003, University of Paris 2, France • BSc in International Economics, 2002, University of Paris 13, France • BSc in Financial Management, 2000, University of Tunis, Tunisia
• Head of Department for Institutional effectiveness, University of Sharjah, UAE (2016 – present) • Assistant Professor of Finance, University of Sharjah, UAE (2016 – present) • Lecturer of Finance, University of Sharjah, UAE (2008 – 2016) • Lecturer of Finance, King Saud University, Saudi Arabia (2006 – 2008) • Lecturer of Finance, University of Kairouan, Tunisia (2004 – 2006)
• Head of Department for Institutional Effectiveness • Member of the Central Committee of Ranking and International Relations (University Level) • Member of the Institutional Effectiveness and Accreditation Council (University Level)
• Certified CAA External Reviewer, Commission for Academic Accreditation - Ministry of Education – UAE • Member of General Education Task Group, Ministry of Education – UAE
• The bubble contagion effect of COVID-19 outbreak: Evidence from crude oil and GCC stock markets. • Financial Literacy and Attitudes to Cryptocurrencies in the UAE • Effectiveness of internship E-portfolios among undergraduate students in Finance
• Ben Douissa, I. and Azrak, T. (2021), "Long-run dynamics between CFP and CSP in the GCC banking sector: estimation of non-stationary heterogeneous panels allowing for cross-sectional dependence", Social Responsibility Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/SRJ-09-2020-0365 • Ben Douissa, I. (2020). “Factors affecting students’ financial literacy in the Middle East.” International review of Economics Education, Vol. 35. • Ben Douissa, I. and Azrak, T. (2017), “Did banks’ attitude towards CSR reporting change since the last global financial crisis? A comparative study of conventional and Islamic banks in the United Arab Emirates”. International Journal of Economics and Financial Issues, Vol. 7(4). • Ben Douissa, I. and Srairi, S. (2014), “Factors Influencing Bank Transparency: Case of Emergent Markets.” British Journal of Economics, Management and Trade, Vol. 4(4). • Ben Douissa, I. (2011), “Measuring banking transparency in compliance with Basel II requirements.” Current Issues of Business and Law, Vol. 6(1).
• Graduation project: Financial feasibility study of Healthy Bites (2018-2019) • Graduation project: Financial feasibility study of Socialib (2017-2018)
• Certified CAA External Reviewer, Commission for Academic Accreditation - Ministry of Education – UAE • Member of General Education Task Group, Ministry of Education – UAE
• Certified CAA External Reviewer, Commission for Academic Accreditation - Ministry of Education – UAE • Member of General Education Task Group, Ministry of Education – UAE • Conducted several training sessions in the Correctional and Punishment Org. Department (Sharjah Police)
My philosophy of teaching has been developed over many years of teaching experience. It is intended to achieve the ultimate purpose of education: to help students gain knowledge, skills and aspects of competence in terms of autonomy and responsibility, role in context and self-development to be used in their career, social, and personal lives. To achieve this, I always sought to employ a wide range of strategies based on rudimentary educational principles involving: learning abilities, teaching approach, lesson planning and learning outcomes assessment. Perceptive abilities of the learner: taking into consideration the perceptive abilities of learners is necessary in order to apply and put into operation strategies that are suitable for either concrete perception and/or abstract perception learners. I usually plan activities, such as brief quizzes or case studies, which can help me determine the learning levels of my students and conduct my instruction accordingly. Teaching Approach: I adopt a certain eclectic approach to teaching, combining both behaviorist (top-down model) and mentalist (bottom-up model) methods. I usually design tasks that require critical thinking and that help learners to abstract Finance principles through practice. I am frequently using concrete examples from the surrounding environment in order to ensure a better understanding. I am also using the team-based learning (TBL) method in class. This ability has been acquired by attending a workshop in the University of Sharjah in 2011 about TBL. This method is based on the following principles: 1) promoting individual and group accountability, 2) using assignments that link and mutually reinforce individual work, group work and total class discussions, and 3) adopting practices that stimulate give-and-take interactions within and between groups. In practice, the TBL method has produced a wide variety of positive educational outcomes. Lessons planning: Through my teaching experience, I acquired effective lesson planning skills that allow me to conduct my classes with responsibility and confidence, knowing that what I teach is both effective and correct. Learning outcome assessment: In view of the importance of assessment in measuring the effectiveness of the course experience as a whole, I use both direct and indirect methods of assessment to measure the degree achievement of course learning outcomes. Direct assessment methods consist of written exams, home assignments, projects, case studies, presentations, etc. The indirect methods include student and external evaluator feedback on the course experience. The findings help me to detect areas for improvement and develop appropriate actions to address them.
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