The emergence of intercultural sensitivity through experiential learning in the attitudes of Emirati women

The emergence of intercultural sensitivity through experiential learning in the attitudes of Emirati women

The expatriate population of Dubai, in the United Arab Emirates stands at close to 90% of the population. The challenges this presents the leaders of the UAE are complex and reflect the social and cultural fabric of the region. Ensuring Emiratis remain the stake-holders in their country is key and only achievable through an Emiratization policy and buy-in from the tertiary sector.

This study looks at the Higher Colleges of Technology (HCT) which has responded to the government Emiratization initiative by mandating that all Bachelor Degree students undertake an Intercultural Studies course as part of their studies. The research explores the role of experiential learning in fostering intercultural openness understanding and development is perceived by this particular group.

This is a mixed methods study that includes ethnographic data collection, uncovering the complexities of a lived classroom learning experience from the perspective of the students. As an inductive exploratory study the movement is from observation to generalisation to theory.

The data collected was sourced from interviews with students, written reflections and a Likert scale survey. Themes were not pre-determined and were be generated through a coding system based on frequency and constant comparison until core categories were clearly defined. Both sets of data were then compared to generate more conclusive theory. Participation was entirely voluntary and taken from the students from a current Intercultural Studies class.

This study has contributed significantly to a field that has not yet explored experiential learning as a vehicle for intercultural studies in an Emirati context. The results provided a much needed road map for the teaching and learning of intercultural studies globally. Finally, this study was unique in that it was of their learning, and of the pedagogy, rather than adopting a more traditional type of external measure.