SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted The Level of Intercultural Communicative Competence of Saudi Postgraduates in the UK and KSA (Comparative Study)(Newcastle University, 2024-02-12) Almeshal, Amjad; Schartner, AlinaThis doctoral thesis presents a longitudinal, comparative and mixed methods investigation of the level of intercultural communicative competence (ICC hereafter) of a Saudi sample of postgraduate students undertaking one-year taught MA degrees in English Language and Linguistics at universities in the UK and the KSA (N = 82). It also considered whether students’ study abroad motivations (SAM hereafter) influenced their ICC. Despite a considerable body of empirical research assessing students’ ICC abroad and at home, comparative mixed methods studies are rare. Furthermore, the association between SAM and ICC is seldom discussed. Therefore, the current study combined a quantitative questionnaire-based approach with a qualitative interview-based approach. The quantitative element explored the associations between a set of contributory factors (gender, prior overseas experience, occupational status, motivations to study abroad). The qualitative element was designed to monitor students’ self-reported level of ICC relative to their intercultural experiences. Data-collection took place over 8 months in three stages: Stage one (September-October) was a self-report survey to elucidate the students’ ICC and SAM; after which interviews (N = 16 volunteer participants) followed. Stage two (February) involved a second wave of interviews with the same participants. Stage three had been intended to take place at the end of the taught component (July), however, due to the potential impact of Covid-19 social restrictions on the participants’ ICC this was put forward to April/early May. For this third stage, the participants were asked to complete a self-report questionnaire to assess their ICC at the end of the academic year; they were then interviewed. The study revealed the malleability and dynamic nature of ICC, and revealed how the participants’ ICC had evolved in their 9 months in the UK, contrasting it with the cohort who studied at home. An association between the participants’ SAM and their ICC was found.36 0Item Restricted An Investigation into Promoting Cross-Cultural Collaboration among Students from Diverse Backgrounds: A Case Study of the University of Aberdeen(University of Aberdeen, 2024-03-05) Alshaiby, Sadiyyah; Carol, SmithThe study aimed to examine the promotion of cross-cultural collaboration among students with diverse cultural backgrounds at the University of Aberdeen. The research aim was met by fulfilling five main objectives regarding international students’ perceptions of cross-cultural collaboration, the challenges international students face in intercultural collaboration, the strategies employed by the university of Aberdeen in promoting intercultural collaboration, practical recommendations for promoting intercultural collaboration, and the role of the social identity theory in explaining the dynamics of cross-cultural collaboration. The study was based on a qualitative case study. Two pilot interviews were conducted to test the interview questions. Data was collected from 10 international students from the University of Aberdeen using semi-structured interviews and analysed using the thematic analysis technique. The findings demonstrated that students perceive intercultural collaboration positively because it helps them get social and academic support from colleagues. Students who embrace cross-cultural collaboration are less likely to be isolated or lonely. However, language and cultural differences undermine collaboration. Differences in dialect are a major cause of misunderstanding in intercultural collaboration. Differences in cultural perceptions about teamwork and superiority also undermine collaboration. However, universities like the University of Aberdeen have adopted strategic measures to promote cross-cultural collaboration. Some measures the university employs to promote cross-cultural collaboration include forming clubs, societies, and academic groups and offering language competence training for students from different cultural backgrounds. A recommended approach is internationalisation, which primarily focuses on creating a universal curriculum to cater to the learning needs of all students regardless of their nationality and cultural background. Based on the social identity theory, promoting cultural diversity and collaboration must entail establishing a common identity for all students to help them interact freely without facing any challenges that undermine their collaboration. Future research should focus on the specific factors influencing cross-cultural collaboration, including language, cultural differences, and university initiatives, while exploring their impacts on acculturation, academic achievement, mental well-being, and considering alternative theories beyond social identity theory to understand this dynamic better.15 0