Analysis of the attrition phenomenon through the lens of university dropouts in the United Arab Emirates

2019 ◽  
Vol 12 (2) ◽  
pp. 357-374
Author(s):  
Sanaa Ashour
Keyword(s):  
Early Intervention ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Theoretical Models ◽  
Phenomenological Approach ◽  
Small Sample ◽  
Drop Out ◽  
Early Marriage ◽  
Contributing Factors ◽  
Content Type

Purpose Theoretical models of attrition have failed to address the interwoven factors from the perspective of undergraduate students that influence their decision to drop out. The purpose of this paper is to unravel these complexities using a qualitative phenomenological approach to gain systematic descriptions of the experience of non-completion. Design/methodology/approach Tinto’s (2004) and Bean and Metzner’s (1985) models serve as the theoretical construct for the study’s design and analysis. In-depth interviews were conducted with 41 students who discontinued studies at universities in the United Arab Emirates, to understand the situations that led them to drop out of university and how they experienced this event in their lives. Findings Several issues were identified as contributing factors for dropping out that are consistent with those found in the international literature. Additional issues were more gender or culture specific and, to some extent, represented the differences that signal a social development that is in a transitional stage. The findings revealed that institutional factors, poor pre-college preparation, environmental factors (work-education conflict), early marriage responsibilities, well-paid job opportunities and financial concerns were most influential. Research limitations/implications Despite the limitations of relying on a small sample to generalize findings, the rich detail of this inductive study has added to the understanding of the dropout phenomenon in a new context. Practical implications The paper recommends both remedial and early intervention strategies to be undertaken by the Ministry of Education and universities. Remedial strategies include re-examining the desired standard of English as a condition for admission and adjusting the grading system. Early intervention measures that accommodate the needs of at-risk students are also proposed. At local, regional and international levels, higher education should be freed from commodification and inflated fees. Originality/value The paper presents a significant departure from the largely North American and European literature on the university dropout, by offering a broader knowledge of this phenomenon in another regional and national context.

An exploratory study of student engagement at transnational education initiatives

2018 ◽  
Vol 32 (2) ◽  
pp. 298-309 ◽  
Author(s):  
Rebecca Maxwell-Stuart ◽  
Jeroen Huisman
Keyword(s):  
Student Engagement ◽  
United Arab Emirates ◽  
Phenomenological Approach ◽  
Small Sample ◽  
Solid Point ◽  
Transnational Education ◽  
Content Type ◽  
Part Time Students ◽  
The Impact ◽  
Education Initiatives

Purpose Although there is increasing insight in student engagement (SE) in higher education, there is limited insight in how students experience SE in a transnational setting. The purpose of this paper is to explore SE perceptions and transnational experiences. A model, derived from the literature, representing four student identities (consumer, partner, co-creator and citizen) guides the empirical analysis. Design/methodology/approach Using a phenomenological approach, 18 in-depth interviews were carried out with students (business and management) enroled in transnational education initiatives of three Scottish universities in India, Singapore and the United Arab Emirates. Findings Students primarily identify the partner and consumer model. Significant levels of apathy were found, not only at the level of the students, but also the staff and the university. Research limitations/implications Although the study was based on a relatively small sample, it does highlight the impact of the context (external commitments part-time students, “fly in” staff from home campus) on levels of SE. Practical implications Stressing again that the study was explorative, the key practical message is that ultimately meaningful dialogue on SE between all stakeholders – inside and outside – needs to take place to forestall a vicious circle of apathy that would be detrimental for quality (assurance). Originality/value This is one of the first papers on SE in a transnational context and offers a solid point of departure for follow-up research.

Expanding horizons and expatriate adjustment

2018 ◽  
Vol 25 (3) ◽  
pp. 401-424 ◽  
Author(s):  
Rizwan Tahir
Keyword(s):  
Qualitative Study ◽  
United Arab Emirates ◽  
Host Country ◽  
Selection Criteria ◽  
Small Sample ◽  
Social Orientation ◽  
Research Attention ◽  
Content Type ◽  
Expatriate Managers ◽  
The Right

Purpose Expatriate management is a popular theme in the field of international human resource management in light of the fact that expatriates play a crucial role in a MNC’s global operations. The purpose of this paper is to explore how MNCs select, train, deploy and support expatriate managers during and after their international assignment in the United Arab Emirates (UAE). Design/methodology/approach This qualitative study is based on in-depth interviews with 22 Western expatriate managers who are presently based in the UAE. However, in order the ensure a diverse sample among the participants with regards to their age, professional experience, gender and nationality, purposeful sampling was utilized while selecting the participants. Findings The results of the present study cast light on many shortcomings of the overall expatriation process as they are implemented by MNCs in the UAE. Accordingly, there is a pressing need for MNCs in the UAE to develop strategic expatriation processes, involving the following critical factors: the selection of the right person for the right job; specific and relevant pre-departure and post-arrival cross-cultural training (CCT); practical support for the expatriate employees and their trailing spouses in the host country; and lastly, a clear repatriation strategy to mark a successful conclusion of foreign assignments in the UAE. Research limitations/implications It is acknowledged that the results of this purely qualitative study, based on a relatively small sample size, cannot claim to represent the management theories, practices and realities of all the Western MNCs in the UAE. Moreover, these findings narrate the views and perceptions of this particular cohort of expatriate executives with relation to their selection, pre-departure CCT, adjustment in the UAE and the support and repatriation policies utilized by their companies for doing business in the UAE. Practical implications This study points to the fact that technical skills are mostly considered to be the predominant selection criteria for the expatriate selections in the MNCs. Other abilities, such as language skills and relational and perceptual adjustability are considered to be less important and do not feature overtly in the selection criteria for expatriate positions. The results demonstrate that distinctive features of adjustability, which include expatriates’ willingness to communicate, their social orientation, dynamic anxiety resistance and openness ability are all critical to the adjustment in the host country and should be given more emphasis. Originality/value Regardless of the presence of numerous MNCs in the UAE, it is indeed surprising to see that the topic of the expatriation management process in MNCs in the UAE has received little research attention. The objective of this study is to address this deficiency. Additionally, it is hoped that these findings may also be valuable to MNCs and consultants who are preparing expatriates for international assignments, especially in the Middle East and in particular in the UAE.

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

Exploring the reliability and validity of the learning styles questionnaire (LSQ) in an Arab setting

2019 ◽  
Vol 27 (4) ◽  
pp. 446-464
Author(s):  
D.A. Yousef
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Educational Settings ◽  
Content Type ◽  
Short Period ◽  
Two Samples

Purpose This study aims to examine the reliability and validity of the learning style construct conceptualized by Honey and Mumford (1986) in educational settings in the United Arab Emirates. Design/methodology/approach Two independent samples from the UAE were used: one comprised 1,463 undergraduate students at the UAE University, and the other comprised 152 undergraduate students at the American University of Ras Al Khaimah. The data were analyzed using Cronbach’s alpha, inter-correlations and confirmatory factor analysis (CFA). Findings Measured by alpha coefficients, the outcomes suggest that the learning styles questionnaire (LSQ) had moderate internal consistency in both samples. The inter-correlations reveal positive (weak to modest) correlations among the four learning styles for both samples, implying a lack of support for the two bipolar dimensions proposed by Kolb. CFA failed to support the four learning styles described by Honey and Mumford. Research limitations/implications This study used only two samples to test the reliability and validity of the instrument. Second, other statistical tools (e.g. test-retest, item analysis) usually used to determine the reliability and validity of instruments were not used. Furthermore, the study was conducted over a short period; nonetheless, it has various implications for researchers, educators and managers. Originality/value This investigation represents the first attempt to assess the LSQ’s reliability and validity in educational settings in the UAE. The findings contribute to the study of learning styles and instruments testing.

Predicting the effect of work values on workplace communication environment and job quality of tertiary students

2020 ◽  
Vol 13 (2) ◽  
pp. 239-261
Author(s):  
Sow Hup Joanne Chan ◽  
Moez Ben Yedder ◽  
Krisee Vipulakom
Keyword(s):  
United Arab Emirates ◽  
Undergraduate Students ◽  
Work Experience ◽  
Structural Equation ◽  
Work Values ◽  
Job Quality ◽  
Equation Modeling ◽  
Workplace Communication ◽  
Content Type ◽  
Communication Environment

Purpose The purpose of this study is to investigate the relationship between work values (WV) and expectations in terms of job quality (JQ) and workplace communication environment (WCE) of undergraduate students. Whether there are significant differences in terms of WV, JQ and WCE among cultural and demographic variables was also assessed. Design/methodology/approach A survey of 795 undergraduate students in China, Thailand and United Arab Emirates was conducted. Structural equation modeling and a series of one-way analysis of variance tests was carried out. Findings WV have significant effects on JQ expectations and WCE. This study identifies extrinsic values as the most important WV of the future job market entrants. There are differences in culture, gender and work experience between the three samples in the variables under investigation. Research limitations/implications The study relied on the self-reported responses in one university in each site. Data on the undergraduate students’ major and academic performance was not collected. Practical implications Job seekers are more likely to choose jobs and WCE that are similar to their personal work value orientation. The study underscores the importance of WV as important motivators in the workplace. Originality/value This study is the first to compare the WV, JQ and WCE across multiple nations. The study underscores the importance of JQ and WCE as important motivators in the workplace.

The relationship between employability skills and career adaptability: a case of undergraduate students of the United Arab Emirates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalizani Khalid ◽  
Abdul Majeed Ahmad
Keyword(s):  
United Arab Emirates ◽  
Undergraduate Students ◽  
Industrial Revolution ◽  
Complex Problem ◽  
Employability Skills ◽  
Career Adaptability ◽  
Full Time ◽  
Content Type ◽  
Part Time Students ◽  
The Relationship

PurposeThe purpose of this study is to examine the psychometric properties of the Career Adapt-Abilities Scale (CAAS-Arabic form) and investigates the relationship between Emirati students' employability skills and their career adaptability in the workplace, against the backdrop of the Fourth Industrial Revolution (IR 4.0).Design/methodology/approachA survey was conducted of 420 full-time, working and part-time students in their final year in the United Arab Emirates (UAEs).FindingsAs hypothesized, career adaptability is positively related to the employability skills of complex problem-solving, critical thinking, creativity, people management and coordinating with others, even when controlling for demographic characteristics.Practical implicationsConsistent with career construction theory, this study presents evidence of the instrumental role of skills required for IR 4.0 in managing career resources and subjective career success. Understanding the relationship between IR 4.0 skills and career adaptability offers valuable insights for academia and policymakers on formulating strategies and action plans to continually update Emirati students' transferable skills. It is also crucial for long-term success in human capital sustainability under the Emiratization policy.Originality/valueThis study is a preliminary step toward clarifying the complex mechanism through which career adaptability relates to career outcomes and sustaining employability. Concentrating on UAE undergraduates, this study elucidates the relationship between employability skills and career adaptability, and advocates more research employing boundary conditions that might limit their effects on adapting behaviors.

Do we always drink the same coffee? The effect of weight and colour on takeaway coffee perception

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asli Sakarya ◽  
Ibrahim Taylan Dortyol
Keyword(s):  
Undergraduate Students ◽  
Small Sample ◽  
Taste Perception ◽  
Correct Selection ◽  
Content Type ◽  
Sensory Marketing ◽  
Coffee Beans ◽  
Price Perceptions ◽  
Visual Colour ◽  
Selection Of

Purpose Beverage serving affects consumers’ taste and price perceptions. Therefore, the correct selection of the presentation cues is essential when a consumer evaluates a product. This study aims to determine how haptic (weight) and visual (colour) cues of drinking vessels affect the taste and price perception of coffee. Design/methodology/approach The authors created three different experimental designs. Given that coffee is a popular drink among the younger population, the authors invited undergraduate students in the 18–24 age group into this study. The participants tasted the same coffee from cups differ in weight (heavy and normal) and colour (congruent, incongruent and neutral), after which their opinions about the taste and price were recorded. Findings According to the results, increasing the weight of the cup creates a more positive perception of the smell and density of the coffee. Moreover, coffee served in a heavy cup was perceived to be more expensive than in other cups. The authors also found that incongruent cups received a lower score in all evaluations regarding taste perception. In the final experiment, the authors used the weight and colour manipulations together. According to the participants, the most fragrant coffee was perceived from a heavy and congruent cup. Research limitations/implications Small sample is one of the limitations of this study. Future studies could be conducted with bigger and more diverse sample using different kinds of coffee beans. Practical implications It will be appropriate for coffee producers to design the cups in light of the said results. Originality/value The paucity in the existing literature of sensory marketing studies using hot drinks is remarkable, especially takeaway coffee, which is becoming more popular with an increasing number of coffee chains, and needs to be examined in detail.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

Do age, work experience and gender affect individuals’ propensity to trust others? An exploratory study in the United Arab Emirates

2018 ◽  
Vol 38 (3/4) ◽  
pp. 210-223 ◽  
Author(s):  
Rachid Zeffane
Keyword(s):  
United Arab Emirates ◽  
Work Experience ◽  
Positive Impact ◽  
Small Sample ◽  
Future Research ◽  
Content Type ◽  
Trust Formation ◽  
Propensity To Trust ◽  
And Gender ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of age, work experience and gender on individuals’ propensity (inclination or readiness) to trust others. Design/methodology/approach The authors gathered literature arguments and developed a basic theoretical model explored through an empirical study. The study uses a sample of 324 retail business owners/operators in the United Arab Emirates. The authors developed and tested three main hypotheses. Findings Age has a significant positive impact on the propensity to trust. Work experience has a similar effect, but to a lesser degree. Females are generally less predisposed to trust. However, the impact of age on trust was significant for both males and females. Research limitations/implications This study focuses on a small sample of individuals in a single country. A larger multi-context study would be beneficial in verifying the above findings. Also, the concept of trust used in this study is general and focuses mainly on general likelihood/aspirations to trust others. Future research could examine the relationship of age to different aspects of trust and in different circumstances. Practical implications The findings of this study have several practical benefits. They draw the attention of human resource management practitioners and policy makers to the importance of age, work experience and gender in shaping trust relationships in both societal and business contexts. Originality/value The impact of age (and aging) work and society in general is a growing concern. Despite the number of studies examining trust and the process of trust formation, the relationships between age, gender and trust have been largely overlooked in previous research. This study attempts to address this gap and provides useful evidence likely to inspire further/future research on this issue.

Three year follow-up study of families referred to a family intervention team – what are the outcomes that make a difference?

2014 ◽  
Vol 13 (2) ◽  
pp. 93-102
Author(s):  
Leah Salter ◽  
Jessica Williams
Keyword(s):  
Early Intervention ◽  
Family Intervention ◽  
Small Sample ◽  
Small Scale ◽  
Long Term Outcomes ◽  
Content Type ◽  
Intervention Team ◽  
The Impact

Purpose – The purpose of this paper is to examine the long-term outcomes for 15 young people on a range of indicators including school success, involvement with other agencies and the perceived effectiveness by the family. Design/methodology/approach – Semi-structured telephone interviews were used to gather a range of both quantitative and qualitative data. Interviews were with a parent of the referred child (n=15). Findings – In all, 87 per cent of care-givers interviewed rated the service they had received as helpful 85 per cent reported these changes to be maintained at the three year follow-up. Rate of school exclusion was only 7 per cent and 0 per cent of families went on to have involvement with statutory social services or the youth justice system. Research limitations/implications – This is a small-scale study offering a small sample (n=15) of families previously referred to this Family Intervention Team, at a three-year post-intervention period. More routine longitudinal information needs to be gathered for a more robust indication on long-term outcomes. Practical implications – The impact this study will have on the team involved will be in its recommendations for further long-term outcome studies; but also in feeding back to the service the significant key messages from those interviewed. Social implications – Contributing to a wider understanding of the long-term benefits of early intervention. Originality/value – This paper offers some new though small statistical data in the growing pool of statistics that are indicating positive outcomes for early intervention and family intervention projects.

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