Engaging with arranged marriages: a lesson for transnational higher education

2018 ◽  
Vol 32 (2) ◽  
pp. 284-297
Author(s):  
Carrie Amani Annabi ◽  
Amanda L. McStay ◽  
Allyson Fiona Noble ◽  
Maha Sidahmed
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Male Students ◽  
Structured Interviews ◽  
Arranged Marriages ◽  
Content Type ◽  
Postgraduate Students ◽  
Transnational Higher Education ◽  
University Policies ◽  
Familial Obligations

Purpose High levels of absenteeism have been observed amongst male students attending two transnational higher education (TNHE) institutions in the United Arab Emirates (UAE). One reason offered is an obligation to attend engagement ceremonies. Many ceremonies are linked to arranged marriages. The purpose of this paper is to contradict assumptions that suggest that higher education reduces arranged marriages, and to highlight that university policies overlook cultural nuances. Design/methodology/approach Semi-structured interviews were conducted with 25 male postgraduate students aged between 22 and 45. Content analysis was used to analyse and interpret the data. Findings Several interviewees chose to have an arranged marriage and some saw their postgraduate studies as an opportunity to have a better chance of securing a wife. Equally, several students felt that university policies were unsympathetic to cultural obligations. Research limitations/implications This research was restricted to male students from two TNHE institutes in the UAE. Practical implications This research provides insight for TNHE managers by providing student-centric research into cultural reasons that prevent student attendance. Social implications TNHE is not fully responsive to familial obligations within collective societies. In consequence, there has been a lack of sympathy within policies regarding students’ requirement to fulfil cultural commitments. Originality/value The paper explores the challenges of creating culturally sensitive educational policy and practices.

Transnational degree program franchising and the challenge of commercial franchisees

2018 ◽  
Vol 32 (2) ◽  
pp. 257-268 ◽  
Author(s):  
Katariina Juusola ◽  
Lee Rensimer
Keyword(s):  
Higher Education ◽  
Organizational Development ◽  
United Arab Emirates ◽  
Design Methodology ◽  
Education Institution ◽  
Degree Program ◽  
Higher Education Research ◽  
Mba Programs ◽  
Content Type ◽  
Transnational Higher Education

Purpose The purpose of this paper is to explore the interrelationship of branding practices and legitimacy-building of commercial degree program franchising within transnational higher education (TNHE). It aims to understand how commercial franchisees’ branding practices employ discursive and symbolic strategies for building legitimacy, and how these practices impact both organizational development and stakeholder perception. Design/methodology/approach This qualitative study uses document and visual content analysis, supported by discourse analysis, as the methods in analyzing commercial franchisees’ branding practices of their franchised programs. The sample of the study consists of five commercial franchisees offering primarily Western MBA programs in the United Arab Emirates. The data were obtained through franchisees’ websites, marketing materials, student prospectuses, visiting campuses and their marketing events, and through interviews with franchise managers. Findings The findings of this study indicate that growing a sustainable brand for a commercial franchisee requires successful building of its legitimacy in the host country. Legitimacy in such arrangement however involves two paradoxes: the “self-promoter’s paradox” where the franchisees often engage in legitimacy-building practices that decrease their legitimacy, and the “legitimacy-borrowing paradox” that happens when the commercial franchisee initially borrows its legitimacy from the franchised program, but simultaneously this borrowing of legitimacy prevents it from becoming a fully legitimate higher education institution. Originality/value This study contributes to the research on management of TNHE by exploring the branding practices of franchised programs, which so far has been a neglected area in research. Furthermore, interconnections of legitimacy-building and branding practices are underrepresented within the broader higher education research.

Localisation in an emerging Gulf economy

2018 ◽  
Vol 37 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Fauzia Jabeen ◽  
Mohd Nishat Faisal ◽  
Marios Katsioloudes
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Structural Model ◽  
Rank Correlation ◽  
Gulf Region ◽  
Policy Makers ◽  
Content Type ◽  
Postgraduate Students ◽  
Professional Success

Purpose The purpose of this paper is twofold: first, to understand Emirati nationals’ perceptions of the role of workforce localisation policies in their professional aspirations and growth and, second, to determine the role of higher education and job attributes in the achievement of their goals. The study uses a hierarchy-based model/road map to improve localisation efforts by attempting to aid understanding of the relationships and barriers hindering these processes. Design/methodology/approach The study follows a two-stage process. In the first stage, a questionnaire-based survey was administered to 207 Emirati postgraduate students from public and private universities based in two major Emirates: Abu Dhabi and Dubai. The sample data were analysed by basic descriptive statistics in the form of cross-relationships and rank correlation tests. In the second stage, an interpretive structural modelling approach was used to develop a hierarchy-based structural model of the barriers to localisation. Findings Emiratis younger than 30 years old consider localisation as an enabling factor in their professional success in contrast to those older than 30 years old. The results also indicate that working female Emiratis have significantly more positive attitudes regarding the contribution of localisation towards their professional success than that of their male counterparts. However, both genders see a mismatch in efforts being made to better equip themselves for the workplace. The hierarchy-based model delineates variables that could contribute to making localisation a successful employment programme in the United Arab Emirates (UAE). Research limitations The findings of this study relate to the UAE. However, there are similar localisation programmes that have been implemented in other Gulf Cooperation Council states. Hence, while the results of this study are relevant to the UAE, they may not be generalisable to the entire Gulf region. Practical implications It is proposed that the research findings and the structural model of relationships may help policy makers develop suitable strategies to strengthen the Emirati localisation programme. Originality/value This study makes a contribution to the literature and can serve as a guide to policy makers for localisation programmes. This is achieved by analysing the attitude of UAE nationals studying at higher education institutions. Furthermore, the study presents a hierarchy-based model of the barriers to localisation that explains the root causes of the problem.

The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development

2016 ◽  
Vol 30 (6) ◽  
pp. 959-975 ◽  
Author(s):  
Carrie Amani Annabi ◽  
Stephen Wilkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Arab Emirates ◽  
Individual Performance ◽  
Prior Learning ◽  
Content Type ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Programme Delivery

Purpose – The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students’ prior learning, in programme delivery at international branch campuses, and for lecturers’ professional development (PD) in transnational higher education. Design/methodology/approach – The data were obtained from two international branch campuses in the United Arab Emirates. The research adopted a qualitative methodology that involved 20 lecturers participating in semi-structured interviews and ten lecturers participating in a focus group. A rigorous process of content analysis was used to analyse and interpret the data. Findings – Lecturers in transnational higher education perceived that MOOCs were not suitable for accredited prior learning but that they might be useful as a supplementary resource for student learning and for personal PD. There was a strong belief that as international branch campuses offered a commodified product, MOOCs were unlikely to be adopted as a replacement for traditional programme delivery methods, as students strongly prefer face-to-face teaching and support. Practical implications – The research has identified a number of recommendations for higher education institutions operating in transnational settings, which might improve both institutional and individual performance. Institutions that intend to use MOOCs in programme delivery should consider how their students and staff would react to such a move, and how this might impact upon institutional image and reputation. Originality/value – Surprisingly, there has been little academic research published on the use of MOOCs in higher education, and to the authors’ knowledge, this is the first study conducted in a transnational education setting. The uniqueness of the environment in which international branch campuses operate, as well as their different objectives and student profiles, provide the rationale for this research.

Ethical standards and perceptions of CRM among millennial consumers

2020 ◽  
Vol 37 (5) ◽  
pp. 863-884 ◽  
Author(s):  
David Cosgrave ◽  
Michele O'Dwyer
Keyword(s):  
United Arab Emirates ◽  
Marketing Ethics ◽  
Ethical Standards ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Content Type ◽  
Postgraduate Students ◽  
Cause Related Marketing ◽  
Developing Markets ◽  
Role Of Religion

PurposeThis study explores the millennial perceptions of cause-related marketing (CRM) in international markets through the lens of an ethical continuum. Literature gaps exist in our understanding of cause-related marketing, ethics and millennials in an international context, with few studies offering insights into successful CRM campaigns in developed vs developing countries. Previous studies have yielded differing responses based on culture, sociodemographic and consumer perceptions.Design/methodology/approachAn exploratory qualitative research method was adopted to build the theory necessary to address this research gap. Semi-structured interviews were conducted with a convenience sample of 155 undergraduate and postgraduate students representing 17 nationalities. Interviews were conducted in two regions (Ireland and United Arab Emirates) representing developed and developing markets.FindingsDiscrepancies exist between millennial consumers when it comes to ethical self-reporting, perceptions of CRM initiatives, choice criteria of CRM offers and purchase intentions. Findings also suggest that there is a relationship between the religious and ethical beliefs of millennials in certain regions. Gender showed no significant differences in perceptions of CRM.Originality/valueThis study examines millennial perceptions of CRM from multiple nationalities in developed vs developing markets. It introduces the ethical continuum in international CRM as a lens to examine perceptions of millennial consumers. The study identifies that millennials should not be treated as a homogenous group, suggesting different choice criteria of millennial consumers based on their ethical standards. It demonstrates emerging support for the role of religion in successful adoption of CRM.

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Exploring the student perspectives on the barriers of online learning during the COVID-19 pandemic: a qualitative study using interpretative phenomenological analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shikha Rana
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Student Perspective ◽  
Structured Interviews ◽  
Content Type ◽  
Student Teacher Relationship ◽  
Academic Courses ◽  
The Government

PurposeThe present study aims to gauge the perspectives of students on the difficulties they faced during online learning during the outbreak of coronavirus disease 2019 (COVID-19) through the interpretative phenomenological analysis (IPA) technique.Design/methodology/approachThe current study employed IPA, and it was conducted among the students enrolled for professional courses in the government, private and deemed-to-be universities in Uttarakhand, India, using semi-structured interviews for the purpose of data collection.FindingsThe findings have been grouped under five parts referred to as “superordinate themes” or “barriers” which comprises learning in an online class environment, online learning in the home environment, student–teacher relationship in online learning, technical hindrances in online learning and health issues in online learning. These superordinate themes were further grouped under sub-themes.Research limitations/implicationsThe present study focused on the students of various private, public and deemed-to-be universities of the Uttarakhand region and represents the higher education sector only and did not tap the primary, secondary and vocational education. The students of academic courses or degree courses like arts, commerce, basic sciences and humanities, etc. were not included in the research study. Hence, the study lacks generalizability.Practical implicationsThe research findings of the present study have implications for higher education institutions (HEIs), teachers, students and policymakers.Originality/valueThe present study addresses the methodological gap by offering a new line of research where IPA has been used as the methodology to determine the barriers of online learning in the COVID-19 situation, and to the best of the authors’ knowledge, none of the studies have used it so far to ascertain the barriers to online learning from the student perspective.

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Dickson Adom ◽  
Akosua Tachie-Menson
Keyword(s):  
Higher Education ◽  
Rural Communities ◽  
Online Teaching ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Internet Connectivity ◽  
Content Type ◽  
Postgraduate Students ◽  
Video Teleconferencing ◽  
A Cell

Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.

scholarly journals Investigation of International Students’ Perception of ‘Community’ in a British Higher Education Institute

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Kathrine Angela Jackson ◽  
Fay Harris ◽  
Russell Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Global Community ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Student Community ◽  
Research Students ◽  
The Uk ◽  
Future Work

This paper investigates the perceptions of members of our international student community by giving them a voice and a platform to explore their feelings as part of a Higher Education institute in the UK and whether they consider that the university is a global environment. Our data is based on a series of structured interviews with twelve students from twelve different countries, inclusive of four postgraduate research students. Our findings reveal that our international students commonly feel part of multiple smaller communities but interestingly, they were less sure of their part within an institute-wide community. The postgraduate students’ perceptions of community were quite divergent when compared to the undergraduate perceptions, which we will continue to explore in our future work. Our data supports the perception from international students that their university is a global community, but there were distinct differences in how individuals defined it and some limitations to consider. Some defined it as students and staff of different nationalities being present at a university whilst other definitions relied on cultural characteristics within the institution as a whole. We reflect upon the implications of our research as these perceptions shape international student opinion of Higher Education institutes and what is understood by the term ‘global community’.

Building resilience in retail supply chains: Lessons learned from COVID-19 and future pathways

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Atif Saleem Butt
Keyword(s):  
Supply Chain ◽  
Supply Chains ◽  
United Arab Emirates ◽  
Cash Flows ◽  
Lessons Learned ◽  
Third Party ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Content Type ◽  
The Impact

PurposeThis study explores the countermeasures taken by retailers to mitigate the effects of COVID-19 on supply chain disruptions.Design/methodology/approachThis research uses a multiple case study approach and undertakes 36 semi-structured interviews with senior management of the four largest retailers of the United Arab Emirates. The respondents were designated at different positions such as Vice President, Director and Project Manager.FindingsResults reveal that retailers are employing six countermeasures to mitigate the effects of COVID-19 on supply chains. Particularly, retailers are securing required demand, preserving cash flows, redirecting inventory, adding capacity to their distribution centres, becoming more flexible with their direct or third-party logistics provider and finally widening delivery options for their suppliers to mitigate the impact of COVID-19.Research limitations/implicationsThis study has some limitations. First, the results of this study cannot be generalized to a broader population as it attempts to build an initial theory. Second, this study uses a cross-sectional approach to explore the countermeasures employed by retailing firms to mitigate the effects of COVID-19.Originality/valueA notable weakness in a supply chain disruption literature is an unfulfilled need for research examining the strategies employed by retailers to respond to/address the challenges posed by COVID-19. Our study fills this gap.

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