Teaching Business: A Phenomenological Study of Expatriate Tertiary Level Educators' Experiences in Dubai

Amanda McStay

    Research output: ThesisDoctoral Thesis

    78 Downloads (Pure)

    Abstract

    The higher education sector in the United Arab Emirates (UAE) is growing rapidly, with many of the new universities in Dubai having transnational connections and employing a high proportion of expatriate teaching staff. There is a limited body of qualitative data on the Middle East tertiary education sector, and this research aims to identify issues relating to the adjustment, satisfaction and retention of expatriate lecturers in Dubai, and provide insights for academic institutions operating in the highly competitive Dubai market.

    An interpretive phenomenological approach was used to gain insights into the higher education teaching experiences of expatriate Business and Foundation Business faculty members with experience teaching at higher education institutions in Dubai. A purposive sample of ten participants was selected for the research, with the final number of interviews determined based upon the principle of data saturation. The interviewees were six females and four males representing a combined total of ten different nationalities. Interviewees were also selected according to government or private university affiliation, and full- or part-time status.

    Interviews were audio-recorded and transcribed, with content analysis conducted manually and then via Computer Assisted Qualitative Data Analysis (CAQDAS) software to gain insights into the factors influencing participants’ personal teaching narratives. The main findings are summarised into intrinsic, extrinsic, sociocultural and personal factors. While some of the factors are generic to expatriate faculty members, others are unique to tertiary level teaching in the Dubai context. A total of 64 recommendations have been compiled.
    Original languageEnglish
    QualificationDoctor of Business Administration
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Lockhart, Pamela, Principal Supervisor
    • Edwards, Andrea, Co-Supervisor
    Award date13 Dec 2015
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2015

    Fingerprint

    educator
    Teaching
    education
    experience
    private university
    United Arab Emirates
    interview
    nationality
    Middle East
    content analysis
    data analysis
    university teacher
    narrative
    university
    market
    time
    software

    Cite this

    McStay, Amanda. / Teaching Business : A Phenomenological Study of Expatriate Tertiary Level Educators' Experiences in Dubai. Australia : Charles Sturt University, 2015. 204 p.
    @phdthesis{a718456717584ece9e9596811e9b9c71,
    title = "Teaching Business: A Phenomenological Study of Expatriate Tertiary Level Educators' Experiences in Dubai",
    abstract = "The higher education sector in the United Arab Emirates (UAE) is growing rapidly, with many of the new universities in Dubai having transnational connections and employing a high proportion of expatriate teaching staff. There is a limited body of qualitative data on the Middle East tertiary education sector, and this research aims to identify issues relating to the adjustment, satisfaction and retention of expatriate lecturers in Dubai, and provide insights for academic institutions operating in the highly competitive Dubai market.An interpretive phenomenological approach was used to gain insights into the higher education teaching experiences of expatriate Business and Foundation Business faculty members with experience teaching at higher education institutions in Dubai. A purposive sample of ten participants was selected for the research, with the final number of interviews determined based upon the principle of data saturation. The interviewees were six females and four males representing a combined total of ten different nationalities. Interviewees were also selected according to government or private university affiliation, and full- or part-time status.Interviews were audio-recorded and transcribed, with content analysis conducted manually and then via Computer Assisted Qualitative Data Analysis (CAQDAS) software to gain insights into the factors influencing participants’ personal teaching narratives. The main findings are summarised into intrinsic, extrinsic, sociocultural and personal factors. While some of the factors are generic to expatriate faculty members, others are unique to tertiary level teaching in the Dubai context. A total of 64 recommendations have been compiled.",
    author = "Amanda McStay",
    year = "2015",
    language = "English",
    publisher = "Charles Sturt University",
    address = "Australia",
    school = "Charles Sturt University",

    }

    McStay, A 2015, 'Teaching Business: A Phenomenological Study of Expatriate Tertiary Level Educators' Experiences in Dubai', Doctor of Business Administration, Charles Sturt University, Australia.

    Teaching Business : A Phenomenological Study of Expatriate Tertiary Level Educators' Experiences in Dubai. / McStay, Amanda.

    Australia : Charles Sturt University, 2015. 204 p.

    Research output: ThesisDoctoral Thesis

    TY - THES

    T1 - Teaching Business

    T2 - A Phenomenological Study of Expatriate Tertiary Level Educators' Experiences in Dubai

    AU - McStay, Amanda

    PY - 2015

    Y1 - 2015

    N2 - The higher education sector in the United Arab Emirates (UAE) is growing rapidly, with many of the new universities in Dubai having transnational connections and employing a high proportion of expatriate teaching staff. There is a limited body of qualitative data on the Middle East tertiary education sector, and this research aims to identify issues relating to the adjustment, satisfaction and retention of expatriate lecturers in Dubai, and provide insights for academic institutions operating in the highly competitive Dubai market.An interpretive phenomenological approach was used to gain insights into the higher education teaching experiences of expatriate Business and Foundation Business faculty members with experience teaching at higher education institutions in Dubai. A purposive sample of ten participants was selected for the research, with the final number of interviews determined based upon the principle of data saturation. The interviewees were six females and four males representing a combined total of ten different nationalities. Interviewees were also selected according to government or private university affiliation, and full- or part-time status.Interviews were audio-recorded and transcribed, with content analysis conducted manually and then via Computer Assisted Qualitative Data Analysis (CAQDAS) software to gain insights into the factors influencing participants’ personal teaching narratives. The main findings are summarised into intrinsic, extrinsic, sociocultural and personal factors. While some of the factors are generic to expatriate faculty members, others are unique to tertiary level teaching in the Dubai context. A total of 64 recommendations have been compiled.

    AB - The higher education sector in the United Arab Emirates (UAE) is growing rapidly, with many of the new universities in Dubai having transnational connections and employing a high proportion of expatriate teaching staff. There is a limited body of qualitative data on the Middle East tertiary education sector, and this research aims to identify issues relating to the adjustment, satisfaction and retention of expatriate lecturers in Dubai, and provide insights for academic institutions operating in the highly competitive Dubai market.An interpretive phenomenological approach was used to gain insights into the higher education teaching experiences of expatriate Business and Foundation Business faculty members with experience teaching at higher education institutions in Dubai. A purposive sample of ten participants was selected for the research, with the final number of interviews determined based upon the principle of data saturation. The interviewees were six females and four males representing a combined total of ten different nationalities. Interviewees were also selected according to government or private university affiliation, and full- or part-time status.Interviews were audio-recorded and transcribed, with content analysis conducted manually and then via Computer Assisted Qualitative Data Analysis (CAQDAS) software to gain insights into the factors influencing participants’ personal teaching narratives. The main findings are summarised into intrinsic, extrinsic, sociocultural and personal factors. While some of the factors are generic to expatriate faculty members, others are unique to tertiary level teaching in the Dubai context. A total of 64 recommendations have been compiled.

    M3 - Doctoral Thesis

    PB - Charles Sturt University

    CY - Australia

    ER -