Head of School “BILM”
Graham Adams is tutor in the Bachelor of International Logistics Management (BILM) programme in the School of Logistics & Maritime Studies at Bahrain Polytechnic. He has developed a course in risk, crisis, and disaster management for delivery on the degree programme. He also oversees the final year industry based projects.
He is chair of the Bachelor of International Logistics Management (BILM) Programme Committee, and a member of the Business Faculty Board and the Scheduling Committee. He also served as a member of the Academic Quality Assurance Committee from 2012 to 2014. He is also a Chartered Member of the Chartered Institute of Logistics & Transport (CILT).
He has carried out research into the effectiveness of the problem-based learning (PBL) approach to teaching and learning English, and evaluated the use of English in delivering basic safety training to Arabic-speaking trainee engineers.
|2011||MA TESOL, University of Sunderland, UK|
|2009||MSc in Risk, Crisis & Disaster Management, Leicester University, UK|
|1996||BA Honours Degree in African Studies, Birmingham University, UK|
|2005||Diploma in English Language Teaching to Adults (DELTA), Cambridge RSA, UK|
|1996||Certificate in Teaching English as a Foreign Language to Adults (CTEFLA), American University in Cairo, Egypt|
|2012-Present||Programme Manager; School of Logistics and Maritime Studies, Bahrain Polytechnic, Kingdom of Bahrain|
|2010-2012||Assessment Specialist, Bahrain Polytechnic, Kingdom of Bahrain|
|2008-2010||Examinations Officer, Royal Air Force of Oman, Sultanate of Oman|
|2007-2008||Technical English Instructor, Royal Air Force of Oman Technical College, Sultanate of Oman|
|2005-2007||English Teacher, British Council, Muscat, Sultanate of Oman|
|2003-2005||English Teacher, British Council, Cairo, Egypt|
|2002-2003||English Teacher, British Council, Douala, Cameroon|
|2001-2002||English Teacher , GEOS English Schools, Japan|
|1997-1998||English Teacher, Shane English Schools, Japan|
|1998-2001||Tour Operator, Asian Journeys Ltd, UK|
Areas of Research Interest
Risk, crisis, and disasters (specifically transport and logistics related), teaching and learning methodologies (primarily problem based learning), English language (teaching, learning, and usage)
1. PBL Project (Masters) (2011)
Is problem-based learning (PBL) an effective approach to teaching and learning English? Perceptions of English for Academic Purposes (EAP) tutors at Bahrain Polytechnic.
Problem-based learning (PBL) is an approach to teaching which places the learner in control of the process through the use of open-ended and unstructured problems to encourage active learning. Research, evaluation, decision-making, sharing, and communication within a group learning environment are all integral to finding solutions to the problems. This approach was initially developed to meet the needs of practical learning environments, such as medicine, but has since has spread to other fields, including language learning. Research into its effectiveness in this context is relatively limited; however, there are supporters of PBL who argue that it benefits language learning in a number of key areas, such as situating learning in the real world and thus enabling students to develop transferrable communication and interaction skills. It also places heavy emphasis on the social aspect of learning, which is identified as a crucial element in language acquisition. There are, however, others who question the validity of using PBL as an approach to language teaching. For example, they argue that it is better to provide learners with the necessary information in order to find a solution, and argue that problem-solving is separate from actual learning.
Therefore, this study examined the perceptions of a group of English for Academic Purposes (EAP) tutors working on the foundation programme at Bahrain Polytechnic as to the effectiveness of PBL in their teaching context. Results from questionnaires and interviews indicated that there are mixed feelings towards PBL, although, in the main, perceptions were positive. Nevertheless, there were several key aspects of PBL and language learning that were challenged by this research. Notable areas of disagreement included the theories that PBL allows for the natural language practice and language requirements, such as grammar and vocabulary, or acquired naturally during the PBL process. The results suggested that, while PBL has a role to play in a language teaching and learning context, it should be combined with other strategies to meet the language needs and styles of the learners.
2. Safety Culture V English Language Project (Masters) (2009)
Evaluated the use of a second language (English) in delivering basic safety training to Arabic-speaking trainee engineers in the Royal Air Force of Oman. Answered the question, “Is it developing an effective safety culture, or are the language barriers a disaster waiting to happen?”
- Chair, Bachelor of International Logistics Management (BILM) Programme Committee, Bahrain Polytechnic, Kingdom of Bahrain, (2012 – Present)
- Member, Business Faculty Board, Bahrain Polytechnic, Kingdom of Bahrain, (2012 – Present)
- Member, Scheduling Committee, Bahrain Polytechnic, Kingdom of Bahrain, (2014 – 2015)
- Member, Academic Quality Assurance Committee, Bahrain Polytechnic, Kingdom of Bahrain, (2012 – 2014)
- Chartered Member, The Chartered Institute of Logistics & Transport, 2014 – Present