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A descriptive case study: exploring the relationship between expatriate higher education faculty and Emirati students cultural differences and the effects on student performance in ADC University in Abu Dhabi
Dissertation   Open access

A descriptive case study: exploring the relationship between expatriate higher education faculty and Emirati students cultural differences and the effects on student performance in ADC University in Abu Dhabi

Heidi Hanania
Doctor of Education (Ed.D.), Drexel University
19 Mar 2024
DOI:
https://doi.org/10.17918/00002021
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Abstract

Cultural intelligence Culture Education
An increasing number of expatriate teachers have continued to move to the United Arab Emirates (UAE) in pursue of highly competitive jobs. While their globalization has benefited the educational sector greatly within the country, there remains many differences culturally, between students and teachers. The UAE has developed morality and ethics courses in college requirements, that have since been a general education prerequisite. With the enrichment of culture provided in higher education institutes for students, a lack of knowledge and understanding from expatriate teachers can account for misunderstandings. Developing an understanding for cultural intelligence and awareness is crucial for expatriate teachers, as it affects the ways students respond. The purpose of this mixed methods study is to examine the impact of having such a high number of expatriate teachers within higher education classes at ADC University in Abu Dhabi will have on student motivation and success. The research questions are: (1) In what ways do teachers' communication strategies demonstrate their understanding of Emirati culture? (2) Is there a relationship between teacher understanding of UAE culture and their instructional strategy? (3) How do university students and expatriate teachers believe differences in cultures amongst expatriate teachers and Emirati students affect student motivation and success? Responses indicated a lack of cultural knowledge and conflicts occurring in the classroom due to these differences. Findings showed the need for increased cultural training, as lack of understanding and communication has led to decrease in student participation and success. The quantitative and qualitative results share several similarities in terms of identifying the importance of cultural training and understanding in educational settings. Both sets of results highlight the necessity for increased cultural training for teachers, the impact of cultural understanding on student engagement and success, and the importance of communication and connection between students and teachers despite cultural differences. However, there are also differences between the two sets of results. Quantitative results tend to focus more on broad statements derived from survey data, such as the need for increased cultural training and its effects on student attendance and conflicts in the classroom. In contrast, qualitative results provide deeper insights into the specific aspects of cultural intelligence, such as religious understanding and gender norms, and how they influence teacher-student interactions. Qualitative findings also emphasize the role of increased cultural awareness in creating a positive educational atmosphere and the need for ongoing cultural training for both new and existing staff. Overall, while both quantitative and qualitative results converge on the importance of cultural understanding in education, qualitative findings offer richer and more nuanced insights into the specific dimensions of cultural intelligence and their implications for teaching and learning. To maximize opportunities for success, it is crucial that universities work to increase professional development on cultural trainings and work to bridge the socio-cultural gap. Keywords: cultural intelligence, expatriate teachers, United Arab Emirates, socio-cultural differences, Emirati traditions

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