Rate My Professor Khazima Tahir

Dr. Khazima Tahir is the Lead Administrator for Student Administration, with a focus on course management, in the Student Experience leadership team at the University of Otago. She holds a Doctor of Education (Ed.D.) from Dowling College, specializing in educational leadership. Her professional role involves overseeing key aspects of student administration, including services related to academic progress policies and course-related matters within the Academic Division.

Dr. Tahir's research interests center on educational leadership, transformational teaching practices, student deep learning, pedagogical content knowledge, and inclusive education, often examined in the context of Pakistani higher education and English language programs. Her notable publications include 'A case study on the ecology of inclusive education in the United States' published in the Journal for Leadership and Instruction in 2019 (65 citations); 'Transformational Teaching: Pakistani Students' Perspectives in the English Classroom' in the International Journal of Teaching and Learning in Higher Education in 2018 (24 citations); 'Professorial Views of the Use of Diversity Experiences to Develop Students' Critical Thinking Skills in the Pakistani College Context' in the Journal for Leadership and Instruction in 2017 (5 citations); 'A Model of Effective Teaching in Arts, Humanities, and Social Sciences' also in the Journal for Leadership and Instruction in 2017 (5 citations); 'Navigating through the first-year principalship: an autoethnography in the Pakistani college context' in the International Journal of Leadership in Education in 2019 (4 citations); 'Professor pedagogical content knowledge, motivation, transformational teaching, and student deep learning in bachelor English programs at Pakistani universities' from Dowling College in 2015 (3 citations); and 'Student Deep Learning in Bachelor English Programs within Pakistani Universities' in the Journal for Leadership and Instruction in 2015 (2 citations). Her scholarly contributions have garnered over 100 citations, influencing discussions on effective teaching and leadership in diverse educational settings.