Exploration of Experiences and Perceptions of Saudi Arabian Students within a Team Project

320 Pages·2017·1.82 MB·English

WWeesstteerrnn MMiicchhiiggaann UUnniivveerrssiittyy
SScchhoollaarrWWoorrkkss aatt WWMMUU
Dissertations Graduate College
4-2016
EExxpplloorraattiioonn ooff EExxppeerriieenncceess aanndd PPeerrcceeppttiioonnss ooff SSaauuddii AArraabbiiaann
SSttuuddeennttss wwiitthhiinn aa TTeeaamm PPrroojjeecctt SSeettttiinngg aatt aann UU..SS.. UUnniivveerrssiittyy
Ronald A. McKean
Western Michigan University, [email protected]
Follow this and additional works at: https://scholarworks.wmich.edu/dissertations
Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Higher Education
Commons
RReeccoommmmeennddeedd CCiittaattiioonn
McKean, Ronald A., "Exploration of Experiences and Perceptions of Saudi Arabian Students within a Team
Project Setting at an U.S. University" (2016). Dissertations. 1409.
https://scholarworks.wmich.edu/dissertations/1409
This Dissertation-Open Access is brought to you for free
and open access by the Graduate College at
ScholarWorks at WMU. It has been accepted for inclusion
in Dissertations by an authorized administrator of
ScholarWorks at WMU. For more information, please
contact [email protected].
EXPLORATION OF EXPERIENCES AND PERCEPTIONS OF SAUDI ARABIAN
STUDENTS WITHIN A TEAM PROJECT SETTING AT AN U.S. UNIVERSITY
by
Ronald A. McKean
A dissertation submitted to the Graduate College
in partial fulfillment of the requirements
for the degree of Doctor of Philosophy
Educational Leadership, Research, and Technology
Western Michigan University
April 2016
Doctoral Committee:
Louann Bierlein Palmer, Ed.D., Chair
Sue Poppink, Ph.D.
Ghada Mahdi, Ed.D.
EXPLORATION OF EXPERIENCES AND PERCEPTIONS OF SAUDI ARABIAN
STUDENTS WITHIN A TEAM PROJECT SETTING AT AN U.S. UNIVERSITY

Ronald A. McKean, Ph.D.
Western Michigan University, 2016
Cultural differences between Saudi and American students produce immense
challenges to a successful integrative acculturation. Positive experiences can not only
enhance the education of international students, but also effect understandings and
attitudes of local students, administrators, faculty, and staff. A greater implication of
these experiences may be their influence on long term international relationships. Few
qualitative studies have been conducted that examine the dynamics of the cultural
integration of Saudi students with American students during the acculturation process.
The purpose of this qualitative research, therefore, is to describe and interpret the
experiences and perceptions of Saudi Arabian students as they integrated with American
host students on project-based, team learning assignments. These semi-structured team
environments required members to interact, resolve conflicts, contribute to problem
solving, and exhibit leadership. Using a phenomenological approach, 10 Saudi students
studying at a rural Midwestern U.S. university participated in a series of three semi-
structured open ended interviews. These interviews capture the experiences and
perceptions of the participants as they interacted with host students within and beyond
their project team environment, and revealed experiences within the host community that
influenced their team acculturation.
From the rich interview data, findings were derived that added clarity to Saudi
acculturation. Prominent findings from this research reveal the encompassing effects of
language deficiencies, lack of understanding of the local culture, difficulties adjusting to
a mixed gender environment, neo-racism, and incompatibilities in the held values
between the Saudis and the host. Most of the Saudi participants found that these barriers
were surmountable and could be overcome through resilient thinking and by developing
positive and meaningful relationships with their host team members. Findings also reveal
the supportive role that the course instructor can play as well as campus interventions
(including project based, team learning assignments) that can advantage the acculturation
experience.
Copyright by
Ronald A. McKean
2016
ACKNOWLEDGEMENTS

I begin my acknowledgements by thanking our Creator who has brought us each
to our place and gifted us with all we value in life. Chief among these are my wife Karin
and son Paul. Both of whom have given me the inspiration, confidence, and patience that
have encouraged me throughout this effort. Karin’s willingness to give up her Saturdays
and to edit and reedit this document over a span that would frustrate anyone with less
love is greatly appreciated.
Though departed for several years now, I continue to be inspired by my father,
James. Lacking a high school education, he imparted wisdom through his steadfastness
in trials, humility in successes, compassion to the infirm, faith in defeat, and unwavering
belief in each member of his cherished family– thank you Dad…
I thank Dr. Palmer for her guidance and ongoing reinforcement in this dissertation
process. With each edit she has graciously seeded kindness into her corrections in order
to engender motivation and progress. I have also esteemed her wisdom, positive attitude,
and direction that was so necessary for the successful completion of this research.
I am grateful to Dr. Poppink, in whose courses this dissertation topic was
conceived and fostered. Her qualitative methods and seminar courses convinced me to
adopt this research endeavor. Dr. Poppink’s critical perspectives as a member of my
dissertation committee continues to make this work stronger and better defined.

ii
Acknowledgements – continued
I also wish to acknowledge Dr. Mahdi whose knowledge of international
education and Saudi culture were critical in bringing this research to reality. Her
contributions as a committee member have also been of great value.
Also, I would like to acknowledge the ten Saudi participants in this research.
Through them, I have gained a wealth of insight into both their culture and their
incredible lives.
Ronald A. McKean
iii
TABLE OF CONTENTS

ACKNOWLEDGEMENTS ................................................................................................ ii
LIST OF TABLES ............................................................................................................. xi
LIST OF FIGURES .......................................................................................................... xii
CHAPTER
I. INTRODUCTION ........................................................................................... 1
Problem Statement ...................................................................................... 2
Purpose Statement and Research Questions ............................................... 5
Theoretical Perspective ............................................................................... 6
Methods Overview .................................................................................... 11
Summary ................................................................................................... 12
II. LITERATURE REVIEW .............................................................................. 14
Issues of National Stability ....................................................................... 14
The Importance of Cultural Integration .................................................... 18
Communication and Language ................................................................. 19
Communications and Cultural Understanding .......................................... 21
Acculturation and Health .......................................................................... 23
Acculturation and Socialization ................................................................ 26
iv
Table of Contents--Continued

CHAPTER
Attitude, Faith, and Cultural Integration ................................................... 28
Racism as a Barrier ................................................................................... 29
Culture and Academic Success ................................................................. 33
Collectivistic Cultures and Academic Success ............................... 34
Collectivism and Ethics ................................................................... 37
Peer Dynamics in Project Teams .............................................................. 38
Summary ................................................................................................... 40
III. METHODOLOGY ........................................................................................ 43
Research Design........................................................................................ 43
Population, Sample, Site ................................................................. 44
Recruitment Process ........................................................................ 47
Ethical Matters ................................................................................ 50
Data Collection Procedures and Instrumentation ..................................... 51
Interview Type and Questions ......................................................... 51
Journal Data ..................................................................................... 54
Data Analysis Procedures ......................................................................... 55
Reflexivity: The Researcher ..................................................................... 56
v
Table of Contents--Continued

CHAPTER
Delimitations ............................................................................................. 57
Trustworthiness ......................................................................................... 58
Summary ................................................................................................... 60
IV. PARTICIPANT PROFILES .......................................................................... 62
Participant Overview ................................................................................ 63
Participant 1- Adel .................................................................................... 66
Project Group Experience ............................................................... 67
Key Insights of the Participant ........................................................ 68
Participant 2 - Butrus ................................................................................ 70
Project Group Experience ............................................................... 72
Key Insights of the Participant ........................................................ 72
Participant 3 - Dharah ............................................................................... 76
Project Group Experience ............................................................... 76
Key Insights of the Participant ........................................................ 79
Participant 4 - Emin .................................................................................. 82
Project Group Experience ............................................................... 83
Key Insights of the Participant ........................................................ 86
vi