The Intercultural Workplace: An Emirati Perspective

The diverse environment of workplaces in the United Arab Emirates (UAE) means that Emirati employees find themselves in daily contact with people from a wide range of different cultures. One prominent outcome of this scenario is that the potential for intercultural misunderstanding and miscommunication between the local population and expat employees increases. This applied research investigation proposes to explore the most common areas of cultural misunderstanding in a higher education institution in the UAE from the perspective of Emirati nationals and to examine the role education plays in raising awareness of cultural issues of both Emiratis and expat employees. In this qualitative research project, 16 working professionals of both genders in varying positions were interviewed. With one exception, they were all either employees or graduates of the same higher education institution. Of the many facets and aspects of culture that were discussed, stereotyping, gender, language and a lack of future preparedness for international work environments were the emergent themes to which more attention needs to be given. Confronting these issues, this study suggests implementing a mandatory intercultural communication component at all levels of education, a needs analysis for new Emirati employees that would focus on culture-specific training needs, an on-site language support for new hires, creating a cross-cultural buddy system and building multicultural teams

Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience