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International staff who have moved to universities in the United Arab Emirates (UAE) need more support to help them adapt to ¡°significant cultural differences¡±, with one study participant describing their experience as like being ¡°dropped off on Mars¡±.

The paper, published in , highlights how the UAE ¨C a country where 89 per cent of the population is not native ¨C?relies on international academics to drive its higher education sector forward. ?

It stresses that ¡°retaining these international faculty members and ensuring a stable and supportive environment for future arrivals is essential for sustaining progress¡±.

Many academics, however, experience ¡°significant cultural differences¡± when moving to the country, the study highlights, including difficulties in communication and adapting to cultural norms.

Providing more support to help staff members adapt is therefore seen as ¡°vital for ensuring retention and fostering an inclusive academic environment in the country¡±.

Unsurprisingly, staff members from Muslim or Arab countries reported better sociocultural adaptation than those from Western and non-Muslim countries, and international faculty members frequently highlighted distinctions in cultural norms and social practices.?

The report, based on 14 in-depth interviews with international faculty members working in the UAE, outlines that staff ¡°often had to reconcile preconceived stereotypes about Emirati culture with the realities they encountered¡±, and for many it was a ¡°reality check¡± and ¡°culture shock¡±.?

¡°When I arrived, I felt like a six-year-old who had been dropped off on Mars,¡± one participant is quoted as saying.

This ¡°culture shock¡± was particularly prevalent when it came to gender roles within the university. One describes their surprise at encountering gender segregation in medical settings, telling the authors: ¡°I¡¯m not used to this segregation even in these places.¡±

Adapting to gender norms in the UAE was also seen as a communication barrier for some, with some highlighting social norms around eye contact and women speaking in the presence of men.

The report further finds that the amount of time spent in the UAE ¡°was unrelated to sociocultural adaptation¡±, and that gender segregation in classrooms may ¡°continue to present challenges for international faculty¡±.

While English was spoken largely in academic contexts, some international staff felt the bilingual nature of many students could add a ¡°layer of complexity¡± to communication. One says, ¡°although classes are run in English¡­when they [Emirati students] want you to understand, they speak in English. When they don¡¯t want you to understand, they speak in Arabic.¡±

The report recommends that universities take a more active role in onboarding international staff. On ¡°the macro level¡±, a solution could be creating ¡°national and university-based policies¡± that include cultural education, such as codes of conduct that cover not only dress codes, but also interactions and cultural norms.

Meanwhile, on a ¡°micro-level¡±, institutions should implement cultural training which includes workshops that cover cultural differences. It additionally recommends that institutions could implement formalised mentorship programmes pairing new international faculty with experienced colleagues ¡°who have successfully navigated cultural differences¡±.

¡°By implementing these targeted strategies, UAE institutions can foster a more inclusive academic environment and improve the overall experience of international faculty members,¡± it says, which is ¡°critical¡± for long-term stability as it moves away from a non-oil-based society and ¡°essential for achieving long-term higher education goals¡±.

juliette.rowsell@timeshighereducation.com