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.

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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.?

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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.

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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¡±.

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¡°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