Andragogical learning at a federal institution of higher education in the United Arab Emirates

Lotter, Magdaleen Corne

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https://hdl.handle.net/2142/127180 Copy

Description

Title

Andragogical learning at a federal institution of higher education in the United Arab Emirates

Author(s)

Lotter, Magdaleen Corne

Issue Date

2024-12-01

Director of Research (if dissertation) or Advisor (if thesis)

Cope, William

Doctoral Committee Chair(s)

• Cope, William
• Kalantzis, Mary

Committee Member(s)

• Lindgren, Samantha
• Montebello, Matthew

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Andragogy
• Motivation
• Self-directedness
• Gender parity

Abstract

This study explores how adult learners in the United Arab Emirates perceive the principles of andragogy (motivation, experience, need to know, self-directedness, and readiness to learn) and examines whether gender influences these perceptions. This study offers insights into the gender gap in higher education in the United Arab Emirates and highlights the need for gender equity initiatives. Additionally, it contributes to the sparse research on andragogy in the Middle East. A sequential explanatory mixed-methods approach incorporated quantitative data from a student questionnaire and qualitative data from a semi-structured focus group with faculty. Student questionnaire results indicated that the andragogical principles are interrelated, with each contributing to adult learning. The need to know principle received the highest mean, highlighting its importance to students and that more male students preferred face-to-face learning, while more females favored the flipped classroom model. A Mann-Whitney U test revealed significant gender differences in motivation and self-directedness, with female students showing higher levels of both. Four key themes emerged from the faculty focus group, shedding light on the gender differences in motivation and self-direction. Cultural and generational factors were highlighted, while challenges of the flipped classroom model and a lack of self-direction negatively impacted academic performance. Additionally, this study revealed cultural values are shifting, encouraging women to pursue higher education, though gender roles and parental influence still affect career choices.

Graduation Semester

2024-12

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/127180

Copyright and License Information

Copyright 2024 Magdaleen Lotter

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