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  • Patricia Marybelle Davies, Ed.D.

  • Job Title :

    Associate Professor

  • College :

    College of Sciences and Human Studies

  • Department :

    Mathematics & Natural Sciences

Dr Patricia Marybelle Davies received her Doctorate in Educational Leadership, Policy and Management from the University of Manchester in 2013. Her Doctoral research examines how and why students can and do contribute to institutional knowledge, practice and policy relating to technologies for learning. Prior to joining PMU, she was a Senior Lecturer in Mathematics and Computer Science at the University of Wolverhampton in the UK. From 2012 to 2014, Dr Davies headed the Computer Science Department at ACS Cobham, an American curriculum college in Surrey, England, where she also taught Mathematics and Computer Science courses.

Dr Davies graduated summa cum laude with a first-class honours Bachelor’s degree in Mathematics and Computer Science from Spelman College, Atlanta, Georgia, US, in 1986. She completed a Master’s degree in Mathematics from the University of California, Berkeley, US, in 1988. At UC Berkeley she studied under the supervision of Professor Stephen Smale, who was awarded the Fields Medal in 1966 and the Wolf Prize in Mathematics in 2007. Dr Davies also has a Master’s degree from Columbia University, New York, US.

Her research includes critically examining educational technology applications for advancing student learning and developing learning applications through automated content analysis. Dr Davies has recently focused on building Educational Technology applications using Natural Language Processing (NLP). She works with researchers at Penn State University and Columbia University, both in the US, on an NSF-funded NLP project and has co-authored several papers in this area of research. Inclusive of her publications are the following:  Understanding natural disasters through participatory simulations: A pilot study (2022), Exploring completion in MOOCs for providing teacher CPD: Does grit matter? (2022), Rubric reliability and annotation of content and argument in source-based Argument Essays (2019), Learning with iPads: ‘makes learning fun’ (2018), which was featured in the Telegraph Online in 2018. She was awarded Google Educator Grants, aimed at providing continuous professional development for computing and computer science teachers, in 2016, 2017 and 2018.

Dr Davies is a Fellow of the UK Higher Education Academy, and has membership in various other professional bodies including, the American Educational Research Association (AERA), the American Statistical Association (ASA), the British Computer Society (BCS), and the Institute of Electrical and Electronics Engineers (IEEE). She is a member of the Risk Assessment and Audit Committee of the British Educational Research Association (BERA).



Doctor of Education—Educational Leadership, Policy and Management.
University of Manchester, Manchester, UK (Received: July 2013).

Master of Arts—Educational Technology Leadership.
Columbia University, Teachers College, New York, USA (Received: February 2004).

Master of Arts—Mathematics. University of California, Berkeley, California, USA (Received: May 1988)

Bachelor of Science (first class honors) (summa cum laude)—Computer Science and Mathematics.
Spelman College, Atlanta, Georgia, USA (Received: May 1986)


Peer-Reviewed Publications

Editorial Activities

Editor: Global Perspectives on Online Education During a Time of Emergency: Conditions, Contexts and Critiques, Edited Volume. Vernon Press. (Manuscript submitted).

Guest editor: Critical Approaches to Education Policy and Leadership, MIE Special Issue. April 2011.

Selected Publications (refereed)

Davies, P. M., Alotaishan, R.M.T., Alabdulwahed, H.K.A. et al. (2023). Perspectives on cyberlearning: A case study by students, about students. Educ Inf Technol, doi: 10.1007/s10639-022-11564-w.

Davies, P. M. (2022).Understanding natural disasters through participatory simulations: A pilot study, 2022 IEEE Integrated STEM Education Conference (ISEC), Princeton, NJ, US, 2022, pp. 172-176, doi: 10.1109/ISEC54952.2022.10025172.

Davies, P. M. (2022). Exploring completion in MOOCs for providing teacher CPD: Does grit matter?, 2022 IEEE Learning with MOOCs (LWMOOCS), pp. 42-46, doi: 10.1109/LWMOOCS53067.2022.9927865.

Davies, P. M., Passonneau, R. J., Muresan, S., and Gao, Y. (2022). Analytical techniques for developing argumentative writing in STEM: A pilot study. IEEE Transactions on Education, vol. 65, no. 3, pp. 373-383, Aug. 2022, doi: 10.1109/TE.2021.3116202.

Davies, P. M., Alabdulwahed, H., Zainalabedin, Z., Khan, A. and Alkhamis, T. (2022). Fostering student participation in policymaking: Cases from the United Kingdom and the Kingdom of Saudi Arabia [Online poster]. 2022 Annual Meeting of the American Education Research Association (AERA), San Diego, California. 21 - 26 April 2022. doi: 10.3102/IP.22.1896863

Davies, P .M., Alotaishan, R.M.T., Alabdulwahed, H.K.A., Khan, A.M.F., Ateya, R.M., Alkhamis, T.S., Alodhieb, A.A.A. (2022). Are we ready for cyberlearning? A study by students, about students, for college leaders. Preprints. doi: 10.20944/preprints202202.0340.v1.

AlKhamis, T., Davies, P. M., Shafiq, S., and Hussain, A. A. (2021). Developing an indoor location guidance system for a college campus environment, 4th International Symposium on Advanced Electrical and Communication Technologies (ISAECT), 2021, pp. 1-6,
doi: 10.1109/ISAECT53699.2021.9668576.

Davies, P. M., Gao, Y., Muresan, S., and Passonneau, R. (2021). Technology-enhanced experiential learning for developing argumentative writing in STEM. TechRxiv. doi.org/10.36227/techrxiv.13726720.v1.

Davies, P. M., Weir, P., and Byrne, S. (2020). Building educational simulations using KSA Open Data. WSEAS Transactions on Environment and Development, 16(82), pp. 802–810. 
doi: 10.37394/232015.2020.16.83.

Gao, Y., Driban, A., McManus, B.X., Musi, E., Davies, P., Muresan, S. and Passonneau, R.J. (2019). August. Rubric reliability and annotation of content and argument in source-based argument essays. In Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications, pp. 507–518, doi: 10.18653/v1/W19-4452.

Gao, Y., Davies, P. M. and Passonneau, R.J. (2018). June. Automated content analysis: A case study of computer science student summaries. In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications, pp. 264–272, doi: 10.18653/v1/W18-0531.

Davies, P. M. (2018). Learning with iPads: ‘makes learning fun,’ in R. Luckin (ed.). Enhancing learning and teaching with technology: What the research says. UCL IOE, London.

Davies, P. M. (2014). Student action research: fluidity and researcher identities, in H. Gunter, D. Hall and C. Mills (eds.). Education policy research: Design and practice at a time of rapid reform. Bloomsbury, London.

Davies, P. M. (2013). Student leadership of ICT for learning. Doctoral Thesis. Manchester, UK

Davies, P .M., Popescu, C., and Gunter, H. M. (2011). Critical approaches to education policy and leadership. Management in Education, 25(2), pp. 47–49

Davies, P. M. (2011). Student participation in school ICT policy making: a case of students as researchers. Management in Education, 25(2), pp. 71–77

Davies, P. M. (2010). On school educational technology leadership. Management in Education, 24(2)
[most downloaded paper in 2014 in Management in Education]


Recent Conference Attended

07–2023: BELMAS Annual Conference, Belfast, Northern Ireland, UK.

12–2022: PMU International Conference in Futures Studies, Khobar, Saudi Arabia.

09–2022: IEEE Learning with MOOCs (LWMOOCS) Conference, Online.

04–2022: Annual Meeting of the American Education Research Association (AERA), San Diego, US

03–2022: IEEE Integrated STEM Education Conference (ISEC), Online.

02–2022: 5th IEEE Eurasian Conference on Educational Innovation, Online.

12–2020: PMU International Conference on Industrial Revolution 4.0 in Computing, Mobility, and Manufacturing.

01–2020: International Congress for School Effectiveness and Improvement. Marrakech, Morocco.

07–2020: Workshop delivered at Critical Education Policy Research Group (MIE) Annual Conference. University of Manchester, UK.

06–2019: BERA Ed Tech SIG Day Conference–Methodological and Theoretical Approaches to Educational Technology Research. Open University, UK

072019: Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications, Florence, Italy.

07–2018: Association for Learning Technology Conference. University of Liverpool, UK.


Prince Mohammad Bin Fahd University Center for Futuristic Studies (PMUCFS.

Prince Mohammad Bin Fahd University Center for Artificial Intelligence (CAI).

The Natural Language Processing Lab at Penn State University, US.


Undergraduate Mathematics courses

Postgraduate Education courses



Democratic leadership, Student participation in leadership, Educational technology applications, Educational Data Mining, Education leadership and policy.


  • British Computer Society
  • American Statistical Association
  • American Educational Research Association 
  • International Society for Technology in Education
  • British Educational Research Association (Committee Member)
  • British Educational Leadership, Management and Administration Society
  • Fellow of the Higher Education Academy