Seungah Sarah Lee is a doctoral candidate in Organization Studies and International Comparative Education. Her research explores how world cultural norms and global models for development become transmitted to local, national contexts to influence organizational forms, practices and educational change. She have a long-standing interest in the Middle East, developed through years of study, travel, and professional work in the region.

Her primary research interest focuses on the interplay between youth development, entrepreneurship, and innovation as part of a wider national (or global) development agenda, and the role organizations play in that agenda. Her dissertation project examines the institutionalization and professionalization of entrepreneurship as a vehicle for development, particularly in the Arabian Gulf contexts. More specifically, she examines the role of 'entrepreneurship educating' organizations, including accelerators and universities, that have established programs and initiatives to instill entrepreneurial skills and spark a culture of entrepreneurship among young people.

Seungah also has a secondary research interest in higher education. She is interested in organizational change in higher education systems and institutions in response to globalization and changing labor market demands. Additionally, she has conducted research on women in STEM fields in higher education and portrayals of global citizenship, sustainable development, and religion in textbooks globally.

Prior to her doctoral studies, Seungah worked in the Middle East for over 4 years building monitoring and evaluation frameworks for nonprofits, conducting education policy research, and implementing teacher leadership development programs.

Honors & Awards

  • Doctoral Research Fellow, Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research (2020-2022)
  • Fulbright-Hays Doctoral Dissertation Research Abroad Fellow, Fulbright, US Department of Education (2021-2022)
  • Stanford Graduate Fellowship, Stanford University (2017-2020)
  • Gates Millennium Scholar, Bill & Melinda Gates Foundation

Education & Certifications

  • EdM, Harvard University, International Education Policy (2013)
  • BSFS, Georgetown University, International Political Economy (2012)

Stanford Advisors

Research Interests

  • Data Sciences
  • Educational Policy
  • Gender Issues
  • Higher Education
  • International and Comparative Education
  • Leadership and Organization
  • Research Methods
  • Sociology

All Publications

  • A Precarious Balancing Act: Globalization, Political Legitimacy, and Higher Education Expansion in Qatar and the UAE Contemporary Arab Affairs Lee, S. S. 2021; 14 (1): 113–133
  • Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar Gulf Education and Social Policy Review (GESPR) Lee, S. S., Zahir, L. 2021; 2 (1): 46-67

    View details for DOI 10.18502/gespr.v2i1.9308

  • Portrayal of Religion Against the Backdrop of Progress and Modernity in the US and Canadian Social Science Textbooks from 1850 to 2010 Comparative Perspectives on School Textbooks Lee, S. S., Jimenez, J. 2021: 265-288
  • A Cross-National Analysis of Women Graduates with Tertiary Degrees in Science, Technology, Engineering, and Math, 1998–2018 Gender Equity in STEM in Higher Education Lee, S. S., Wotipka, C. M., Ramirez, F. O. 2021: 13-26

    View details for DOI 10.4324/9781003053217-7

  • Fostering “global citizens”? Trends in global awareness, agency, and competence in textbooks worldwide, 1950‒2011 PROSPECTS: Comparative Journal of Curriculum, Learning, and Assessment. Lee, S. S. 2020; 48 (3-4)
  • Fostering a Rise in Youth Social Entrepreneurship in the Arabian Peninsula: From Policy to Implementation Youth as Architects of Social Change Lee, S., Mirza, C. edited by Bastien, S., Holmarsdottir, H. B. Palgrave Macmillan. 2017
  • What Motivates and Engages Students in the Education Process--An Examination of Qatari Students' Mindset and Attitudes toward Going to School, Learning, and Future Aspiration Journal of Education and Learning Lee, S. 2016; 5 (3)

    View details for DOI 10.5539/jel.v5n3p220