Introduction: Education in the UAE—Context and Themes

Gallagher, Kay

doi:10.1007/978-981-13-7736-5_1

Cited by 11 publications

(5 citation statements)

References 6 publications

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“…It was initially hypothesized that nationality might mediate the relationship between social well-being and other measures. It is essential to mention that UAE is a multicultural society [ 29 ], which could affect how nationality influences well-being during prolonged distance learning periods. Unfortunately, our third hypothesis needed to be supported, with nationality not controlling the relationship between cognition, behavior, or social well-being.…”

Section: Discussionmentioning

confidence: 99%

“…The country's main economic activities are oil exploration and the hospitality industry, which have attracted prominent expatriates to live and work in the UAE. For example, in 2016, 19% of the nearly 10 million people in the UAE were nationals [ 29 ], with the remaining ∼80% being working expatriates. The outbreak of COVID-19 had dire consequences for people in such a multicultural society.…”

Section: Introductionmentioning

confidence: 99%

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Affordances as experienced by university faculties during and after the sudden transition to online teaching

Alhosani¹,

Alsheikh²,

Opoku³

et al. 2023

Heliyon

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Affordances as experienced by university faculties during and after the sudden transition to online teaching

Alhosani¹,

Alsheikh²,

Opoku³

et al. 2023

Heliyon

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“…As English loses its colonial identity, it has become associated with global economic activity including international tourism and hospitality (Heller, 2010). The inflows of globalization and neo-liberal economic agendas associated with the global spread of English (Holborow, 2015;Barnawi, 2018) assign it special prominence in important spheres in the Gulf, including in higher education which has been welldocumented (Badry and Willoughby, 2016;Gallagher, 2019), although its influence in other spheres has been less studied.…”

Section: English In the United Arab Emiratesmentioning

confidence: 99%

Narratives of lingua franca English for transnational mobility

Gallagher

2024

Front. Commun.

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This paper explores, through narrative inquiry, the acquisition and use of English as a lingua franca in the careers of three transnationally mobile managers in the global hotel and hospitality industry. The narratives presented here are interwoven with the context in which the multinational participants were situated at the time of the study: the United Arab Emirates (UAE) which is diversifying economically and socially in preparation for the post-fossil fuel era. In a country where the temporary immigrant population outumbers national citizens, participants’ situated language practices are explored through narratives of their multilingual and translingual repertoires, while focusing on English as a key resource for their self-initiated transnational mobility. These personal stories of the acquisition and use of English as a global language weave a linguacultural web that connects the Gulf region across global space, people, and time. Participants tell of the utility of English for their careers, their multilingual repertoires, and their enjoyment of their temporary working lives in the Emirates. Such voices are seldom heard in the literature.

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“…Similarly, Omani students' performances in mathematics and science fall far short of their Western and Asian counterparts(Al Balushi S & Griffiths D, 2013;Salehi-Isfahani D, Hassine N, & Assaad R, 2014). And in the U.A.E., despite the Minister of Education christening education as the vehicle by which to catapult the country into a knowledge-based economy, students have yet to reach the international average in tests of student achievement (Gallagher K, 2019). For instance, while the U.A.E.…”

Section: Poor Scholarship and Teachingmentioning

confidence: 99%

International Partnerships for the Development of STEM and Medical Education of Middle Eastern Women

Wang

Hajjar

Cole

2019

IJHE

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The development of a knowledge economy requires a nation to foster a robust foundation in science, technology, engineering, and mathematics (STEM). The countries of the Arab world, including the oil-rich nations of the Gulf, have made great strides in this regard, though much remains to be done. This article examines the cultural barriers these nations face, such as a lack of educational access and post-graduation employment opportunities for women, as well as systematic obstacles, such as poor quality of STEM education. The article also examines international partnerships with foreign institutions as viable solutions for the Arab world, with the case of Weill Cornell Medicine-Qatar presented as a case study of a sustainable, mutually beneficial endeavor.

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Introduction: Education in the UAE—Context and Themes

Cited by 11 publications

References 6 publications

Affordances as experienced by university faculties during and after the sudden transition to online teaching

Affordances as experienced by university faculties during and after the sudden transition to online teaching

Narratives of lingua franca English for transnational mobility

International Partnerships for the Development of STEM and Medical Education of Middle Eastern Women

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