Saudi Student Perspectives of Experiential Learning Programs at an American University
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SAUDI STUDENT PERSPECTIVES OF EXPERIENTIAL LEARNING PROGRAMS AT AN AMERICAN UNIVERSITY A Dissertation by Sultan Al-Thobaiti Master of Science, Umm Al-Qura University, 2014 Bachelor of Science, Taif University, 2005 Submitted to the Department of Counseling, Educational Leadership, Educational and School Psychology and the faculty of the Graduate School of Wichita State University in partial fulfillment of the requirements for the degree of Doctor of Education May 2019 Ó Copyright 2019 by Sultan S Al-Thobaiti All Rights Reserved. ii SAUDI STUDENT PERSPECTIVES OF EXPERIENTIAL LEARNING PROGRAMS AT AN AMERICAN UNIVERSITY The following faculty members have examined the final copy of this dissertation for form and content, and recommend that it be accepted in partial fulfillment of the requirement for the degree of Doctor of Education with a major in Educational Leadership. ________________________________ Eric Freeman, Committee Chair _________________________________ Jean Patterson, Committee Member _________________________________ Kristin Sherwood, Committee Member __________________________________ Susan Bray, Committee Member __________________________________ Charles Koeber, Committee Member Accepted for the College of Applied Studies ____________________________________ Shirley Lefever, Dean Accepted for the Graduate School ____________________________________ Kerry Wilks, Interim Dean iii DEDICATION My parents have been supporters of education and encouraged me to fulfill my dreams through education. They supported my educational growth no matter what the price would be. Therefore, no amount of thanks can express my appreciation for them, and this is a simple work dedicated in honor of their support and encouragement. With the deepest hope they follow in my steps and go even farther, this work is also dedicated to my wife, Hanan, and three gifted daughters: Sadeem, Reema, and Sarah. iv ACKNOWLEDGMENTS Foremost, I would like to express the deepest gratitude to Dr. Eric Freeman for being my advisor. Your expertise, enthusiasm, and immense knowledge helped me considerably in studying time and writing my dissertation. Without your guidance and persistent help, this dissertation would not have been possible. I would also like to thank committee members Dr. Jean Patterson and Dr. Kristin Sherwood for spending 2 years teaching and working with me to improve my knowledge and research skills that helped me achieve my goals. For committee members Dr. Charles Koeber and Dr. Susan Bray, I appreciative the guidance and input you provided that helped me improve the quality of my dissertation. I truly enjoyed presenting my proposal and creating my dissertation, knowing I had the expertise of my committee members as a support team. I also acknowledge the Saudi Ministry of Education represented by Dr. Hamad Al Al- Sheikh and the Saudi Arabia Cultural Mission represented by Dr. Mohammed Al-Eissa. Without your cooperation and support, I would not have developed my experience overseas. I extend exceptional gratitude to my friends in Cohort 25. I will always remember our gathering times. Each of you changed me and made me a better educator and person. For that, I will be eternally grateful. Saudi students, thank you for participating in this study and openly sharing your experiences and perspectives. Finally, I express my sincere thanks to my brothers for their continuous encouragement and assistance they provided me. v ABSTRACT The purpose of this study was to understand Saudi student perspectives about their participation in experiential learning programs (ELPs) at an American Midwestern university. Social exchange theory was the theoretical framework used to explore ELP workplace benefits and challenges that accompanied Saudi student participation. The study employed an interpretive qualitative design. Data collection comprised 16 individual semi-structured interviews with junior and senior Saudi male and female students enrolled in the colleges of business and engineering. Findings revealed an overall level of satisfaction among participants, especially with respect to gains in academic knowledge, personal growth, and leadership skills. ELP workplace challenges largely related to the educational, social, and cultural backgrounds of the study participants. Sociocultural benefits were inconsistent, most notably regarding gender and group interactions between Saudi and American members. In the final analysis of gains and costs, ELP experiences point to a Promising future for students returning to workplaces within the larger Saudi society. The study addresses ways to improve the ELP experience for Saudi students along with implications for American institutions of higher education, ELP program facilitators, and future Saudi students who choose to study in the U.S. vi TABLE OF CONTENTS Chapter Page CHAPTER 1 ................................................................................................................................... 1 Research Problem ..................................................................................................................... 3 Theoretical Framework: Social Exchange Theory ................................................................... 6 Purpose of the Study ................................................................................................................. 9 Research Questions ................................................................................................................. 10 CHAPTER 2 ................................................................................................................................. 11 Literature Review .................................................................................................................... 11 The Meaning of Experiential Learning ................................................................................... 12 Types of Experiential Learning in Institutions of Higher Education ................................ 14 The Social Roles of Experiential Learning ....................................................................... 16 Features of Experiential Learning ........................................................................................... 17 Cultural Diversity .............................................................................................................. 18 Experiential Learning as a Reciprocal Activity ................................................................ 19 Developing Intercultural Competency through ELPs ............................................................. 20 Global Perceptions ............................................................................................................ 22 Workplace Skills and Knowledge ..................................................................................... 23 Personal Growth and Leadership ...................................................................................... 24 Appreciation of Community Issues .................................................................................. 26 Influential Factors on International Student Engagement ...................................................... 27 Unfamiliarity with American Teaching and Learning Patterns ........................................ 28 Individualism versus Collectivism .................................................................................... 29 Intercultural Communication ............................................................................................ 30 CHAPTER 3 ................................................................................................................................. 32 Research Design and Methodology ........................................................................................ 32 Research Context .................................................................................................................... 32 vii TABLE OF CONTENTS (continued) Chapter Page Participant and Selection Process ........................................................................................... 33 Data Collection ....................................................................................................................... 36 Data Analysis .......................................................................................................................... 37 Quality of the Study ................................................................................................................ 38 Credibility ......................................................................................................................... 39 Dependability .................................................................................................................... 40 Transferability ................................................................................................................... 40 Ethical Considerations ............................................................................................................ 41 Researcher Positionality .......................................................................................................... 41 Chapter 4 ....................................................................................................................................... 44 Findings .................................................................................................................................. 44 Attitudes and Perceptions