The reverse gender divide in the United Arab Emirates

2020 ◽  
Vol 12 (5) ◽  
pp. 1079-1094 ◽  
Author(s):  
Sanaa Ashour
Keyword(s):  
Higher Education ◽  
Rational Choice ◽  
United Arab Emirates ◽  
Educational Process ◽  
Future Research ◽  
Policy Makers ◽  
Content Type ◽  
Socially Constructed ◽  
The Social ◽  
The University

PurposeMany studies have discussed the pre-eminence of females in higher education in terms of numbers as well as academic performance. This global phenomenon has appeared in many countries, including the United Arab Emirates (UAE). The aim of this study is to identify the social, cultural and familial factors underlying this phenomenon in the UAE.Design/methodology/approachAlthough the study focuses on the university stage, the undergraduate student is the product of an educational process that begins at school age; therefore, some factors related to the schooling stage are also discussed. The study conceptualises gender differentiation as an outcome of both socialisation processes and rational choice factors.FindingsAnalysing data drawn from a total of 292 undergraduates and 18 experts using questionnaires, it finds that socialisation mechanisms at home and schools, rational choice motivations and other factors such as socially constructed, non-cognitive traits of females shape these differences. The implications of these results for policymakers and future research are discussed.Practical implicationsIncreasing access of males to higher education is not merely the responsibility of family and schools but also requires commitment by policy-makers.Originality/valueThe paper presents a significant departure from the largely American and European literature on gender and education, by offering a broader knowledge of this phenomenon in another regional and national context.

scholarly journals Faculty experiences on emergency remote teaching during COVID-19: a multicentre qualitative analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Blessy Prabha Valsaraj ◽  
Bhakti More ◽  
Seena Biju ◽  
Valsaraj Payini ◽  
Vinod Pallath
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Professional Education ◽  
Paradigm Shift ◽  
Instructional Delivery ◽  
Faculty Members ◽  
Faculty Experiences ◽  
Content Type ◽  
Factors Influencing ◽  
The Social

Purpose During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT. Design/methodology/approach A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation. Findings The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery. Research limitations/implications The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions. Practical implications The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study. Social implications The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning. Originality/value The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.

Work-based learning

2016 ◽  
Vol 6 (3) ◽  
pp. 305-314 ◽  
Author(s):  
Jonathan Garnett
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Operational Experience ◽  
Content Type ◽  
Socially Constructed ◽  
Individual Knowledge ◽  
The Individual ◽  
The University ◽  
Practical Implications

Purpose – The purpose of this paper is to show how transdisciplinarity is woven into the key curriculum components of individually negotiated work-based learning (WBL) programmes and to focus upon the performative value of knowledge in the work context. Design/methodology/approach – This paper draws upon WBL academic literature and the authors 22 years operational experience of WBL. Findings – The paper suggests that while university-level WBL can enhance the performance of organizations and individuals it is also inherently challenging and challenged by the hegemony of subject disciplines and disciplinary-based university structures. WBL is concerned with knowledge which is often unsystematic, socially constructed and is action focused in order to achieve outcomes of significance to work. This contests the supremacy of the role of the university in curriculum design, delivery and validation of knowledge and means that work-based knowledge is often seen as transdisciplinary rather than conforming to traditional subject disciplines (Boud and Solomon, 2001). Research limitations/implications – Central to the distinctive nature of university WBL programmes is the role of the external organization as a partner with the university and the individual learner in the planning of learning activities which are intended to have significance for the workplace. For individual knowledge to become organizational knowledge, and thus fully contribute to the intellectual capital of the organization, it must be shared and accepted by others. It follows that a key concern for organizations must be the facilitation of the recognition of knowledge and this goes beyond using a transdisciplinary lens when guiding and assessing the work of individual higher education students. Practical implications – The paper has practical implications for the design and facilitation of WBL programmes at higher education level. Originality/value – Provides an informed and sustained examination of the concept of WBL and knowledge.

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.

Complementarity merger as a driver of change and growth in higher education

2017 ◽  
Vol 30 (1) ◽  
pp. 27-42 ◽  
Author(s):  
J. Ruben Boling ◽  
Donna Taylor Mayo ◽  
Marilyn M. Helms
Keyword(s):  
Higher Education ◽  
Secondary Data ◽  
Future Research ◽  
State University ◽  
Case Study Methodology ◽  
Content Type ◽  
Strategic Issues ◽  
University System Of Georgia ◽  
State College ◽  
The University

Purpose Mergers in higher education seem to be more common as academic institutions work to control costs and avoid program duplications in challenging economic times and adopt the more common cost saving measures often espoused from business mergers. The purpose of this paper is to highlight successes from a complementarity-based merger of two institutions in the University System of Georgia (USG) and present results over time. Design/methodology/approach A case study methodology was employed to explain why a particular merger resulted in greater growth compared to other system-wide academic mergers. This research focuses on a single merger of two institutions in Georgia, one of seven such mergers in the USG institutions to date, involving Gainesville State College and North Georgia College and State University to become the University of North Georgia. Observations are made and complimented by secondary data to rank growth among the seven USG consolidations. Findings The case findings highlight the success from the complementarity of these institutions. While the two were unique institutions, the success of the merger was linked to the underlying complementarity issues. Originality/value Using the strategic issues inherent in mergers from the business literature, the merger of the two institutions is profiled and discussion and recommendations are provided along with areas for future research.

Social responsibility disclosure determinants by philanthropic higher education institutions

2019 ◽  
Vol 27 (2) ◽  
pp. 258-286 ◽  
Author(s):  
Rosane Maria Seibert ◽  
Clea Beatriz Macagnan
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Information Disclosure ◽  
Higher Education Institutions ◽  
Future Research ◽  
Legitimacy Theory ◽  
Content Type ◽  
The Social ◽  
Regression Tests ◽  
Regional Factor

PurposeThis paper aims to explain the extent of social responsibility disclosure by Brazilian philanthropic higher education institutions (PHEIs). This paper assumes that there is information asymmetry between these organizations and their stakeholders.Design/methodology/approachThe presence of indicators on the organizations’ webpage generated a disclosure index for each PHEI of the sample. Afterwards, this paper performed regression tests, which identified the determinants of PHEIs social responsibility disclosure extent.FindingsThe results support the legitimacy theory as a theoretical basis for social responsibility disclosure extent. The evidenced indicators and the non-rejected hypotheses, related to complexity, diversification, regional factor, specific event and quality, confirm the concern with transparency and accountability of commitments assumed by the social contract.Research limitations/implicationsThis research is limited to social responsibility disclosure related to the legitimacy theory and the interests of some stakeholders and to Brazilian PHEIs and their webpages. These limitations mean opportunities for future research studies addressing different information disclosure, foundations of other theories, interests of each specific stakeholder or other stakeholders in other communication channels and other countries, which enable comparisons of results.Practical implicationsThe disclosure of extent determinants serve as the basis for the establishment of disclosure and accountability policies for PHEIs.Originality/valueThe originality of this research consists of analyzing the determinants of disclosure from the information of the stakeholders’ interest. They are able to legitimize organizations, allowing them to remain in the community where they operate.

Antecedents of students’ identification with university brands

2019 ◽  
Vol 31 (4) ◽  
pp. 830-854 ◽  
Author(s):  
Reza Fazli-Salehi ◽  
Mohammad Rahim Esfidani ◽  
Ivonne M. Torres ◽  
Miguel Angel Zúñiga
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Cross Cultural ◽  
Future Research ◽  
Business Success ◽  
Brand Identification ◽  
Content Type ◽  
Iranian Students ◽  
The University ◽  
University Brand

Purpose Universities are increasingly encountering high levels of national and international competition. In order for universities to continue with their business success and expansion, they have relied on developing and maintaining a differentiated brand identity by improving their branding strategy. The purpose of this paper is to examine the antecedents of students’ identification with the brand of public universities in Iran. Design/methodology/approach Sampling was done in multiple stages. In the first stage – using stratified sampling – students were recruited from distinct degree programs and universities based on the Iranian national demographic proportions. In the second stage, convenient sampling was used within each degree program category. For data collection, the interviewer distributed questionnaires among students regardless of age and gender. The number of questionnaires distributed in each university (i.e. the sample size in each university) was determined using the number of students in the country and percentage of students at each university. Findings The results showed support for the hypothesized positive relationship between brand identification and the antecedent factors including prestige, interorganizational and intraorganizational competition. On the other hand, the results showed no significant relationship between brand identification and the antecedent factors including distinctiveness and memorable experience. Outcomes (i.e. word-of-mouth, active engagement and loyalty) of brand identification were also tested and their relationships with brand identification are supported. Research limitations/implications This study was conducted in the higher education sector in one cosmopolitan Iranian city (i.e. Tehran) to which Iranians from other cities travel to for studying. Thus, the results of this survey include a variety of sub-cultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of students’ identification with the brand of public universities across different nations using a cross-cultural approach. Practical implications A study of the antecedents of students’ identification with the university brand can provide a guide for universities to manage their brand and marketing strategies. Managers of higher education institutions can take important steps in establishing a link between students and university brands. Managers can highlight interorganizational competitions. The authors recommended universities publicize and honor students’ success in academic competitions on the university website, via ceremonies dedicated to the student winners, and using print banners that identifies their name and achievement, among other mediums. Additionally, competitions can be promoted among students through professors and motivational speeches from recognized leaders. Originality/value Results revealed that brand prestige of public universities positively affects students’ identification. This study highlights the importance of national and international rankings of universities and the sensitivity of students to such rankings. Undoubtedly, this is evident in Iranian students’ behavior in selecting their university. Additionally, this study showed that brand distinctiveness of public universities does not significantly affect students’ identification with the university brand. Further examination is recommended to help explain this finding and a cross-cultural comparison will assist in this endeavor.

The social assistance policy in urban China: a critical review

2015 ◽  
Vol 35 (5/6) ◽  
pp. 403-418 ◽  
Author(s):  
Haomiao Zhang
Keyword(s):  
Urban Poor ◽  
Social Assistance ◽  
Small Sample ◽  
Urban China ◽  
Future Research ◽  
Policy Makers ◽  
Content Type ◽  
Assistance Programs ◽  
Poor Households ◽  
The Social

Purpose – The purpose of this paper is to assess China’s urban social assistance policy, mainly by examining the findings of in-depth interviews with urban Dibao recipients in Chengdu about their experiences with social assistance, and by comparing what the social assistance offers with the urban poor households’ actual needs and vulnerabilities. Design/methodology/approach – In this study, the author interviewed 15 people from urban Dibao Households in Wuhou District and Qingyang District of Chengdu, China. The interviews were conducted from April to August in 2013, usually in their homes. The small sample naturally limits generalizations, however it can point to directions for future research. Findings – It is found out that urban Dibao which is the core of social assistance policy provides insufficient cash support and other special assistance programs are more of tokenistic which do not offer much help. Besides, due to lack of psychological aid, many recipients show negative and pessimistic attitudes toward life. Originality/value – Regarding the assessment of social assistance policy in China, the international literature has shown little interest. Several Chinese scholars have analyzed urban social assistance system, but they tend to examine or assess from the perspective of policy makers and focus on making policy suggestions. Thus, there is not much information about whether what the social assistance offers could meet the urban poor households’ actual needs and vulnerabilities. An interesting endeavor would be to explore and assess the urban social assistance policy from the perspective of the recipients, and this is exactly what this paper aims to do.

The maturation process of incorporating sustainability in universities

2019 ◽  
Vol 20 (3) ◽  
pp. 441-451 ◽  
Author(s):  
Luis Vargas ◽  
Claudia Mac-Lean ◽  
Jean Huge
Keyword(s):  
Higher Education ◽  
Ad Hoc ◽  
Methodological Approach ◽  
Content Type ◽  
The Past ◽  
Santiago De Chile ◽  
Living Lab ◽  
The Social ◽  
Wide Range ◽  
The University

Purpose In the past few decades, sustainability in higher education has become ever more prevalent, although the diversity in pace of adoption and the wide range of interpretations and practices is huge. The purpose of this study is to present recent research on organizational change processes in universities. Design/methodology/approach The methodological approach applied corresponds to the social issue maturation framework, to identify, describe and assess patterns of change across higher education institutions. The maturation of sustainability in universities can be divided into four stages: emergence, popularization, formalization and maturity. Findings The findings indicate that sustainability processes often begin as ad hoc processes which grow and mature over time as a range of different actors join in. However, sustainability in universities is increasingly connected with sustainability in the private sector and with other public actors. Moreover, there is a growing acknowledgement of the interactions between society, industry and academia. Originality/value The value of the paper is to provide a critical assessment of the potential of living lab projects initiated in Belgium (Brussels) and Chile (Santiago de Chile) to anchor sustainability firmly both in the functioning of the university and in the interactions with the neighborhood. The authors reflect on the requirements and the implementation of these initiatives as a strong indication of mature sustainability integration in, and by way of, universities.

The social scholar: re-interpreting scholarship in the shifting university

2015 ◽  
Vol 23 (4) ◽  
pp. 277-284 ◽  
Author(s):  
Christine Greenhow ◽  
Benjamin Gleason
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Business Model ◽  
Knowledge Generation ◽  
Information Flows ◽  
Power Structures ◽  
Content Type ◽  
The Public ◽  
The Social ◽  
The University

Purpose – This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and technological advancements. We introduce social scholarship, a set of scholarly practices being envisioned within the conventional four domains of scholarship (i.e. discovery, integration, teaching and application). This paper provides concrete examples of the benefits and challenges of enacting social scholarly practices in light of Boisot’s theory of information flows, proprietary knowledge and the social learning cycle. Design/methodology/approach – This article is a cross-disciplinary conceptual exploration. Findings – In the model of social scholarship, access to knowledge is spreading faster than ever before; information flows are bi-directional in each domain (discovery, teaching, integration and application) where previously knowledge resided with the institution, flowing out to the public. Relationships between scholars and their university as well as between government, university, researchers and the public are being re-negotiated. Research limitations/implications – Certain limitations may exist, such as the conceptual alignment of a business model of knowledge generation to the university, which has particular cultures, service-orientations and power structures that are unique to academia. Practical implications – The alternative model for scholarship outlined in this paper has implications for those in higher education concerned with faculty recruitment, retention, professional development and performance review. The insights in this paper are also relevant for those concerned with the induction and training of doctoral students and preparation of future faculty programs. Social implications – The conceptualization of scholarship outlined in this paper has implications for a broad, non-specialist audience who seeks to access, critique and provide input on basic, interdisciplinary or applied research as well as teaching in higher education. Originality/value – Using a business model of knowledge generation, this paper introduces how current social media affordances and societal values can and are transforming conceptions of “the scholar,” “scholarship” and the university as knowledge-purveyor.

Assessing sustainability reports of US universities

2018 ◽  
Vol 19 (7) ◽  
pp. 1158-1184 ◽  
Author(s):  
Remmer Sassen ◽  
Leyla Azizi
Keyword(s):  
Social Performance ◽  
Sustainability Reporting ◽  
Social Dimension ◽  
Future Research ◽  
Content Type ◽  
Political Incentives ◽  
The Social ◽  
Sustainability Reports ◽  
The University ◽  
Practical Implications

Purpose The purpose of this study is to assess sustainability reports of US universities to provide findings on the relative importance of disclosure topics. Design/methodology/approach The authors conducted content analysis by using a specific university-oriented catalogue of indicators to cover the specific sustainability-related aspects of this sector. Findings Sustainability reporting by universities is still in its early stages. The findings show a clear focus on the environmental dimension, whereas the university and the economic dimensions see lower levels of reporting. The social dimension is rarely addressed. Research limitations/implications Future research could use the results of this study as a basis for investigating stakeholder expectations towards universities’ sustainability reporting and developing university-specific sustainability reporting standards. Practical implications The results could be used to improve universities’ sustainability reporting, as “good” practices are now readily available. Social implications The level of reporting on the social dimension is very low. Therefore, developing political incentives to improve universities’ social performance might be of interest. Originality/value The investigated setting is unique and contributes several findings in a less-researched area along with several practical, social and research implications.

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