scholarly journals Outside looking in: a study of adjunct faculty experiences at offshore branch campuses in Dubai, United Arab Emirates

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Maryjane Nolan-Bock
Keyword(s):  
United Arab Emirates ◽  
Adjunct Faculty ◽  
Faculty Experiences ◽  
Branch Campuses

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 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.

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.

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.

scholarly journals A SERVQUAL-Based Framework for Assessing Quality of International Branch Campuses in UAE

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401667629 ◽  
Author(s):  
Khyati Shetty Datta ◽  
Julie Vardhan
Keyword(s):  
Service Quality ◽  
United Arab Emirates ◽  
Management Education ◽  
Branch Campus ◽  
Five Dimensions ◽  
Branch Campuses ◽  
Significant Difference ◽  
Management Institutions ◽  
Service Standards

The quality of education provided in management institutions is a matter of debate in every country. With a rapid growth in the economy, the quality of management education provided in the United Arab Emirates (UAE) has also been a topic in the forefront. The burgeoning growth in this sector, with mushrooming “branch campuses” from around the world in the UAE, has led policy makers to reflect on the importance of quality of management education being imparted. The main purpose of this article is to explore the quality of management education in the UAE, and the study draws on the SERVQUAL model for the same. The study investigates the five dimensions (responsiveness, assurance, tangibility, empathy, and reliability) of service quality and identifies the gap between the perception and expectation, examining service standards across seven branch campus universities for management education providers in the UAE. A questionnaire survey with 300 university students from seven different branch campus universities in the UAE was conducted. The key findings of the study revealed a significant difference between the student’s expectations from management education and their perception in all five dimensions of service quality. The gaps were compared across the five dimensions, and the highest and the lowest service quality gaps were given to assurance and responsiveness, respectively.

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.

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