Mohammad Noman, Ph.D. (Educational Leadership), possesses three decades of extensive experience in research, leadership,
teaching, teacher training, and community engagement in higher education and schools. He is an Assistant professor
(Tenure Track) at Wenzhou-Kean University, where he is the Program Coordinator for the Ed.D. and MA programs in
Educational Leadership.
Dr. Noman has a rich and varied academic experience spanning over three decades. He has worked in four countries –
India, Thailand, Malaysia, and China- giving him a diverse perspective on educational issues. He firmly believes that
people, irrespective of their socio-economic, cultural, religious, or racial background, have an innate ability to
learn, and it is the job of an educator to ensure that they realize their full potential. He strives to make learning
meaningful, fun, engaging, and filled with purpose. He loves teaching and the uniqueness of every student under his
tutelage every day.
Dr. Noman is an avid researcher and has produced a rich body of work published in top journals in the field of
education. He has published over 30 scholarly works in the last five years, mostly empirical articles. His research has
generated valuable practical insights for educational leadership, teaching, learning, and assessment in K-12 and higher
education and the Internationalization of higher education. His publications have generated nearly 500 citations with an
H-Index value of 14. He has collaborated with several international scholars and is keen on expanding such
collaborations in the future.
His research interests are primarily driven by the principles of educational leadership and educational psychology,
which shape his investigations. The central focus of his research has been exploring educational leadership practices,
theories, and models from diverse perspectives because he believes that these studies have great applied value for
excellence in education. He has been working around the theoretical framework of various educational leadership
theories. His current (and future) interest lies in adopting a multi-theoretical framework for the enhanced
understanding of the context-based leadership practices of educational leaders, both at higher education and K-12
levels. He also explores issues related to the internationalization of higher education. He has significant experience
in case study methodology and phenomenology to undertake qualitative investigations. At the same time, he is equally
competent with quantitative studies with adequate knowledge of Structured Equation Modelling (SEM) using various
statistical software.

Ph. D. (Ed. Leadership), University Utara Malaysia, Malaysia
M. Ed. (Ed. Administration and Management), St. Theresa International College, Bangkok-Thailand
B. Sc. (Physics, Chemistry, Mathematics), Lucknow University, India

Leadership in Education
Research Methodology
Creativity in Management for Effective Schools
School and Society
Human Resource Development in Education

Research Interests
Educational leadership, Management and Administration; K-12 Education; Teaching, Learning and Assessment; Motivation and Engagement.
Teaching Interests
Educational leadership and Theories, Educational administration and management, Teaching and learning, Assessment, Research methods, Pedagogical Theories.

(a) Published Articles

• Noman, M., & Kasiran, K. (In Press).  Undergraduate capstone projects in information technology course:
  bridging the gap between theory and practical skills. International journal of innovation and learning. In press. (Scopus)
• Kaur, A.,  Kumar, V., & Noman, M. (2022). Partnering with doctoral students in research supervision:
  opportunities and challenges. Higher Education Research & Development  (SSCI Q1)
• Kaur, A., & Noman, M. (2022). Teaching personality theories for engagement in higher order thinking skills.
  Scholarship of Teaching and Learning in Psychology (PsycInfo)
• Kumar, V., Kaur, A., Sharmini, S., & Noman, M. (2022). ‘Smile and Nod’ or More? Reassessing the Role of the
  Silent Supervisor in the Doctoral Viva. International Journal of Doctoral Studies (Scopus Q1)
• Noman, M. (2022). Producing citizens with global perspectives the real aim. New Strait Times (OpEd)
• Alqahtani, A., Noman, M., & Kaur, A. (2021. Core leadership practices of school principals in the Kingdom of
  Saudi Arabia. Educational Management Administration & Leadership. (SSCI Q1)
• Noman, M., Kaur, A., & Nafees, N. (2021). Covid-19 fallout: Interplay between stressors and support on
  academic functioning of Malaysian university students. Children and Youth Services Review. (SSCI Q1)
• Abdulaziz, A., Noman, M., Alqahtani, S. A., Ibrahim, A., & Kaur, A. (2021). Principal’s learning-centered
  leadership practices and teacher’s wellbeing: a self-determination theory perspective Educational Studies. (SSCI Q2)
• Kaur, A., Cliffe, A., Benlahcene, A., & Noman, M. (2021). The impact of student-faculty partnerships on
  student partners who become academics. International Journal for Students as Partners. (CrossRef)
• Noman, M. (2021).  Contextual awareness and sensemaking among Malaysian school principals: From leaders to
  leadership. School Leadership in Malaysia  (Book Chapter, Routledge)
• Alqahtani, Noman & Kaur (2020) Core leadership practices of school principals in the Kingdom of Saudi
  Arabia. Educational Leadership Administration and Leadership.
• Noman, M. & Gurr, D. (2020). Contextual leadership and culture. In R. Papa (Ed.), [Oxford] Encyclopedia of
  Educational Administration. New York, New York: Oxford University Press.
• Kaur, A & Noman, M. (2020). Educational leadership and self-determination theory. In R. Papa (Ed.), [Oxford]
  Encyclopedia of Educational Administration. New York, New York: Oxford University Press.
• Kaur, A. & Noman, M (2020). Investigating students’ experiences of Students as Partners (SaP) for basic need
  fulfilment: A self-determination theory perspective. Journal of University Teaching & Learning Practice
  17(1):8
• Noman, M., Awang Hashim, R., & Abdullah, S. S. (2018). Contextual Leadership Practices: The case of a
  successful school principal in Malaysia. Educational Management Administration and Leadership. DOI:
  10.1177/1741143216665840.
• Noman, M., Awang Hashim, R., & Abdullah, S. S. (2017). Principal’s coalition building and personal traits
  bring success to a struggling school in Malaysia. The Qualitative Report.
• Noman, M., & Kaur, A. (2015). Parents’ Perception of the Dimensions of Quality K-12 Schools in Thailand.
  International Journal of Management in Education, 9(4), 396-410.
• Awang-Hashim, R., Noman, M., & Kaur, A. (2017). Women Leadership in Higher Education: Can the Glass Ceiling
  be Broken? The Niew Journal, 8, 4-11.
• Noman, M., & Kaur, A. (2014). Differentiated Assessment: A New Paradigm in Assessment Practices for Diverse
  Learners. International Journal of Education and Applied Science. 1 (4), 167-174.
• Kaur, A., Noman, M., & Nordin, H., (2017). Inclusive assessment for linguistically diverse learners in
  higher education. Assessment & Evaluation in Higher Education, 42(5), 756-771, DOI:
  10.1080/02602938.2016.1187250.
• Kaur, A., Noman, M., & Awang Hashim, R. (2016). Exploring strategies of teaching and classroom practices in
  response to challenges of inclusion in a Thai school: A case study. International Journal of Inclusive
  Education. 20(5), 474-485.
• Kaur, A., & Noman, M. (2015). Exploring classroom practices in collectivist cultures through the lens of
  Hofstede’s model. The Qualitative Report, 20(11), 1794-1811.
• Kaur, A., Awang Hashim, R., & Noman, M. (2015). Teacher autonomy support intervention as a classroom
  practice in a Thai school-A self-determination theory perspective. Journal for Multicultural Education, 9 (1),
  10-27.
• Kaur, A., Awang Hashim, R., & Noman, M. (2014). Teacher Autonomy Support: Does It Hinder Motivation Among
  Thai Students? Malaysian Journal of Learning and Instruction, 11, 171-189.
• Kaur, A., Noman, M., & Awang-Hashim, R. (2019). Exploring and evaluating differentiated assessment practices
  of in-service teachers for components of differentiation, Teaching Education. 30(2): 160-176.
  doi.org/10.1080/10476210.2018.1455084.
• Awang-Hashim, R., Kaur, A., & Noman, M. (2015). The interplay of socio-psychological factors on school
  engagement among early adolescents. Journal of Adolescence. 45, 214-224.
• Kaur, A., Noman, M., & Awang-Hashim, R. (2018). The role of goal orientations in students’ perceptions of
  classroom assessment in higher education. Assessment & Evaluation in Higher Education. 43(3), 461-472.
• Kaur, A., Awang-Hashim, R., & Noman, M. (2017). Defining Intercultural Education in the Malaysian Context
  for Social Cohesion. International Journal of Multicultural Education. 19 (2), 44-60.

(b) Book

• Integrating High Impact Educational Practices (HIEPs) in Malaysia Handbook for Reflective Practice &
  Professional Development. (In Press) Edited book by Rosna Awang-Hashim and Mohammad Noman (in the process of
  copyediting, to be published in July 2020 by UUM Press, Malaysia)

(c) Forthcoming and under review articles

• Noman, Awang-Hashim, R. (Forthcoming). High Impact Educational Practices and Engagement. High Impact Practices
  in Malaysia. UUM Press.
• Kaur, A. & Noman, M. (Forthcoming). Students as Partners (SaP) as a motivational tool for students’
  engagement – A self-determination theory perspective. International Journal of Students as Partners
• Kaur, A & Noman, M. (Forthcoming) Collaborative Assignments and Projects. High Impact Practices in Malaysia.
  UUM Press.
• Alfayez, Noman, Kaur et. al., (Under Review) Principal’s Learning-Centered Leadership Practices and Teacher’s
  Wellbeing: a mediated model under the Self-Determination Theory perspective. Educational Leadership
  Administration and Leadership.

The Department of Educational Leadership at Wenzhou-Kean University offers an innovative program that prepares students to become transformative leaders in education. Our interdisciplinary, professional-oriented model seamlessly integrates rigorous coursework with practical experience. With a blend of theory and practice, our program equips students with the knowledge, capabilities, and vision to drive systemic improvements as educational leaders in schools, colleges, universities and other institutions with an interest in education. We welcome prospective students eager to advance their career while shaping the future of K-12 education and beyond.