Exploring Academic Staff Perspectives on the Internationalisation of Higher Education in Oman

: A Mixed Methods Study

Abstract

This study employed a sequential mixed methods approach to explore the perspectives of academic staff on internationalisation in English Language Centres (ELCs) in a university in Oman. ELCs play a role in internationalisation efforts by offering English language courses to students, but critically establishing students’ knowledge in a co-educational context (Al-Harthi, 2011), exposing them to staff from different nationalities, and promoting understandings and intercultural competencies (Al Ajmi & Al Adawi, 2023). However, research on internationalisation in ELCs is very limited. This study aims to understand opportunities and challenges of internationalisation activities and practices from the perspectives of ELC staff and to inform strategies to enhance internationalisation in this context. In this study, first, qualitative data was obtained through semi-structured interviews with staff (n=10) from the ELCs. Then, staff attitudes were explored via a self-designed survey (n=148) distributed to ELC staff on three variables: ethnicity (Arab or non-Arab), place of qualification (completed a qualification abroad or domestically), and gender (male and female).
The findings reveal that staff exhibited positive attitudes towards internationalisation activities related to students, staff, and the curriculum. Participants shared some potential benefits regarding the presence of international students and staff, as well as curriculum internationalisation. However, due to the lack of an internationalisation policy and the small number of international students, participants were not informed of the challenges relating to the recruitment and presence of international students. Tensions surrounding the limited awareness of internationalisation suggest a gap between the staff perceptions and actual challenges of internationalisation. Moreover, the participants mainly perceived internationalisation as a one-way benefit, focusing on how it can benefit local staff and students rather than advocating mutual benefits. Furthermore, the findings illuminate how this university desires to join the global knowledge economy by involving staff in professional development programmes and adopting international academic standards such as IELTS, but faces cultural challenges that create tensions when implementing these internationalisation activities. These notable differences reveal cultural barriers to fully integrating into the global academic community.
The findings have several practical and policy implications for this university. For example, it needs to establish an internationalisation policy that provides guidelines and strategies to involve all staff and students in activities that will inform them, enhance their awareness and understandings of other cultures and promote international understanding and mutual benefits. Moreover, the university needs to involve all local and international staff in internationalisation activities such as professional development and benchmarking efforts to offer international insights and to address local needs.

Date of Award	23 Jan 2024
Original language	English
Awarding Institution	University of Bristol
Supervisor	Gemma Derrick (Supervisor) & Angeline M Barrett (Supervisor)