Globalization of Education in UAE: The Local Legislative Education Policies for International Branch Campuses and Its Tensions Given the Political, Religious, and Cultural Differences

2020 ◽  
pp. 002205742091491
Author(s):  
Sabiha Nuzhat
Keyword(s):  
Cultural Differences ◽  
United Arab Emirates ◽  
Cultural Context ◽  
The Political ◽  
Steady Increase ◽  
Education Policies ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Local Students ◽  
Globalization Of Education

Globalization has flourished many sectors of the society, including higher education. This article researches the existing literature of globalization of education in the United Arab Emirates (UAE) with the establishment of international branch campuses (IBCs), particularly in Dubai. UAE has its laws and legislations in place for IBCs which must be followed by all. There are different accreditation boards in UAE that universities undergo based on their type and locality within the country. Due to UAE having a strong political, religious, and cultural context, tensions are faced by IBCs and local students in ensuring the implementation of curriculum borrowed policies. Despite the tensions, it is seen that UAE has a steady increase in the growth of IBCs. This article further researches the tensions and reasons of the success of IBCs in UAE’s context.

Building a Case of Student Experience for Sustainable Higher Education in Transnational Environment

2014 ◽  
pp. 597-611
Author(s):  
UmmeSalma Mujtaba
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Host Country ◽  
Student Experience ◽  
Mission Statements ◽  
Student Choice ◽  
First Year ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education

This chapter sets ground to realize the exceptional significance of students to international branch campuses, which is a popular mode of transnational higher education. Mission statements of different international branch campuses are analyzed that converge on the fact that most of these institutions irrespective of the host country perceive student as their priority. The chapter then moves on to explaining student choice, in a situation where number of international branch campuses co-exist in a home country, such as the case of United Arab Emirates that hosts 19% of the world’s current branch campuses (Observatory, 2012). This information is then employed to expound how international branch campuses can progressively build student experience. Within this chapter, readers can find steps to build student experience in the first year of operation, followed by fine steps that can assist in progressively developing student experience. The chapter then addresses the significance of students in transnational higher education and how this can be developed, leveraged, and converted to be a potent tool such as to ensure sustainable branch campuses (a form of transnational higher education).

scholarly journals Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates

2020 ◽  
Author(s):  
Robert Michael Bridi
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Scientific Progress ◽  
Gulf Cooperation Council ◽  
Government Funding ◽  
Rapid Expansion ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
Internationalization Of Education

The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE).  The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors.  First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development.  Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders.  Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions.  Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.

scholarly journals Cross-Cultural Consumer Acceptability for Ethnic Fermented Sauce Products: Comparisons among Korean, UAE, and US Consumers

Foods ◽  
2020 ◽  
Vol 9 (10) ◽  
pp. 1463
Author(s):  
Mi-Ran Kim ◽  
Seo-Jin Chung ◽  
Koushik Adhikari ◽  
HyeWon Shin ◽  
Hana Cho ◽  
...  
Keyword(s):  
Product Development ◽  
Cultural Differences ◽  
United Arab Emirates ◽  
Cultural Context ◽  
Sweet Taste ◽  
Cross Cultural ◽  
Consumer Acceptability ◽  
South Korean ◽  
Soybean Paste ◽  
Contextual Appropriateness

The present study investigated the drivers of liking ethnic sauces in a cross-cultural context. Experiments were conducted to understand the acceptance of salad dressings and dipping sauces developed from Korean fermented seasonings among consumers with different ethnic backgrounds, including: South Korean, United Arab Emirates (UAE), and American. The samples of interest included four types of salad dressings made from fermented soybean paste (doenjang) and four types of spicy dipping sauces made from fermented chili pepper paste (gochujang). The salad dressings were preferred by Korean and US consumers. Koreans liked the nutty-flavored salad dressings, whereas UAE and American consumers commonly liked the spicy type. There was a stronger cross-cultural agreement in liking dipping sauces rather than salad dressings. Both Korean and American consumers liked spicy dipping sauces that elicited a sweet taste. UAE consumers tended to prefer the less spicy dipping sauce samples. Consumers in all three countries generally liked spicy dipping sauces more than salad dressings. Cultural differences were observed between the responses depending on the presence and level of spiciness in the two different food types. For product development with ethnic fermented flavors or chili spices, the contextual appropriateness and consumer familiarity with the corresponding flavor should be taken into account.

scholarly journals ‘World-class’ fantasies: A neocolonial analysis of international branch campuses

Organization ◽  
2018 ◽  
Vol 26 (1) ◽  
pp. 75-97 ◽  
Author(s):  
Marjo Siltaoja ◽  
Katariina Juusola ◽  
Marke Kivijärvi
Keyword(s):  
United Arab Emirates ◽  
Business School ◽  
Postcolonial Studies ◽  
Faculty Members ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Research Material ◽  
The World ◽  
World Class ◽  
Analytical Research

In this article, we build on postcolonial studies and discourse analytical research exploring how the ‘world-class’ discourse as an ideology and a fantasy structures neocolonial relations in international branch campuses. We empirically examine how international branch campuses reproduce the fantasy of being so-called world-class operators and how the onsite faculty members identify with or resist this world-class fantasy through mimicry. Our research material originates from fieldwork conducted in business-school international branch campuses operating in the United Arab Emirates. Our findings show the ambivalent nature of mimicry towards the world-class fantasy to include both compliance and resistance. Our contributions are addressed to postcolonial management studies by discussing the ambivalent nature of mimicry in international branch campuses and the significance of grandiose constructions in organizations for neocolonial relations.

Implications of Cultural Differences in International Projects

2013 ◽  
Vol 4 (1) ◽  
pp. 58-71
Author(s):  
Tony Jewels ◽  
Rozz Albon
Keyword(s):  
Cultural Differences ◽  
United Arab Emirates ◽  
East Region ◽  
It Project ◽  
National University ◽  
International Projects ◽  
National Boundaries ◽  
Local Students ◽  
Middle East Region

This research sets out to identify cultural factors that may need to be addressed in order to increase the chances of international IT project success. The management of projects across national boundaries and cultures is becoming an increasingly important topic as organizations throughout the world expand their globalization efforts. Using a case study example of a failed IT project conducted in Taiwan by an Australian project team, the issue of how national cultural differences contributed to this failure is used as the foundation for identifying how cultural differences might affect other international IT projects. Feedback from local students in a United Arab Emirates national university MIS project management course is analyzed and interpreted in an attempt to identify what cultural differences are likely to affect the management of projects in the Middle East region in particular and across national boundaries generally.

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.

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