1 INVESTIGATING THE FEASIBILITY OF STUDYING CROSS-CULTURAL COMMUNICATION THROUGH DISTANCE EDUCATION IN MOROCCO By Michael Weinman Spring 2001 2 INVESTIGATING THE FEASIBILITY OF STUDYING CROSS-CULTURAL COMMUNICATION THROUGH DISTANCE EDUCATION IN MOROCCO by Michael Weinman B.Sc., Electrical Engineering, Technion – Israel Institute of Technology, 1971 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Master’s of Arts Organizational Learning and Instructional Technologies The University of New Mexico Albuquerque, New Mexico May, 2001 3 © Copyright to A. Michael Weinman, 2001 For permission to use any of this material contact: [email protected] Box 4247, Taos, NM 87571, U.S.A 4 ASSISTANCE AND ACKNOWLEDGEMENTS I would like to begin by acknowledging all the men and women who are listed in this study as the Moroccan participants. Probably unbeknownst to them, they were my guides and inspiration to continue with the research. Each one of them opened doors and invited me to see their world and their culture from a unique perspective. As I was analyzing the research data, I necessarily listened to their recorded voices and read their remarks more than once. I had to work with their thoughts and ideas as though they were pieces of a puzzle, and thus I got to know them as though they were my close friends. Again unbeknownst to them, they helped me to see my own cultures and self in a new light. They helped me to realize again the great wealth and depth in communicating across cultural divides. I thank them all. Special thanks are due to Mr. Daoud Stephen Casewit who assisted me and guided me in initiating and launching this study. He trusted me and my work and introduced me not only to the right people but also to the correct behaviors and protocols. He became a friend and a guide to Moroccan culture and its inner beauty. I would like to thank Mr. Youssef El Jabri who was always willing to be my translator and my companion on the research trail. And was always willing to assist in what was needed with great humility and patience. I would like to acknowledge both Dr. Abdelhay Moudden and Dr. Lahcen Haddad. They are both true educators of cross-cultural communications who taught me to better understand this field, especially from a Moroccan perspective. Mr. Michael Abdurrahman Fitzgerald was and is a great inspiration to me. He is a proof, with all of his being, that true cultural integration is not only possible but also beneficial to oneself and to others. He is a veritable two-way educational bridge and a guide. 5 Mr. Youssef El Aoufir’s mastery of technology together with his patience and dedication makes him a perfect service provider. Thanks to Latifa, my wife, and Laury Silvers who were willing to do proofreading and so much more. Finally, many thanks to Dr. William Bramble for his guidance, patience and support. Michael A. Weinman Taos, New Mexico 6 INVESTIGATING THE FEASIBILITY OF STUDYING CROSS-CULTURAL COMMUNICATION THROUGH DISTANCE EDUCATION IN MOROCCO by Michael Weinman ABSTRACT OF THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Master’s of Arts Organizational Learning and Instructional Technologies The University of New Mexico Albuquerque, New Mexico May, 2001 7 Investigating the Feasibility of Studying Cross-cultural Communication Through Distance Education in Morocco by Michael Weinman B.Sc., Electrical Engineering, Technion – Israel Institute of technology, 1971 M.A., Organizational Learning and Instructional Technologies, University of New Mexico, 2001 ABSTRACT The following postulates are assumed: It is important to learn about one’s own culture for one’s own self development as well as for communicating with others. Learning about cross-cultural communication, national and international, is increasingly important. One must seek cultures different from one’s own in order to learn about one’s own culture through a contrast culture. It is possible to learn about culture by collaborating with learners based in a different nation with a contrasting culture and with whom there is no history of cultural conflict. Distance education technology can be used for international collaboration for learning cross-cultural communication. This thesis investigated the feasibility of students in the U.S. to studying cross- cultural communication through distance education in collaboration with Moroccan university students. This study asked whether such an international distance education project is feasible and desirable for the Moroccan counterparts. It is a study of Moroccan culture in general and the Moroccan higher education system and its cultures in particular. The state of computer technology, the state of communications and the state of telecommunication infrastructure in that country were assessed. While assessing these 8 variables, special attention was given not only to what particular situations existed at the time of data collection or to what changes were expected in the near future but also to the rate of the various changes in that country and the direction that these changes were taking. The study focused on determining the needs of students, educators and administrators in Morocco’s higher education system in order to learn how to address those needs in the design of the proposed distance education project. Four different universities were investigated, which gave the study added depth, reliability and validity. It was necessary to educate the participants about the project’s particulars in order to gain useful information and their insights. Through this process, the project also gained possible partners on the Moroccan side. The study uncovered a wealth of contrast cultural resources, essential for the program. It also found existing cultural and technological barriers but nonetheless concluded that the project may be feasible under proper condition. 9 Table of Contents List of Tables............................................................................................................15 Assistance and acknowledgements...........................................................................4 Abstract.......................................................................................................................7 Preface......................................................................................................................16 1. INTRODUCTION...............................................................................................20 1.1 Education and Technology — Culture and History.......................................20 1.2 The LCTDE Project — A Summary.............................................................22 1.3 The LCTDE Project — Rationale..................................................................23 1.4 The Moroccan Research................................................................................25 1.5 Cross-Cultural Education................................................................................25 1.6 Audiences........................................................................................................26 1.7 Summary.........................................................................................................27 2. REVIEW OF THE LITERATURE....................................................................28 2.1 International Distance Education...................................................................28 2.2 Globalization and Culture...............................................................................28 2.3 Cultural Differences in a Global Reality........................................................30 2.4 Cross-Cultural Communication......................................................................32 2.5 Contrast Culture...............................................................................................33 2.6 International Distance Education and Culture...............................................34 2.7 Using DE for International Cross-Cultural Communications and for CS.....36 2.8 Summary.........................................................................................................37 3. RESEARCH QUESTIONS & METHODOLOGY...........................................38 3.1 Introduction......................................................................................................38 3.2 Morocco First..................................................................................................39 3.3 Research Issues and Questions......................................................................40 3.3.1 Educational...............................................................................................41 3.3.2 Technological...........................................................................................41 10 3.3.3 Administration...........................................................................................42 3.4 Research variables..........................................................................................42 3.5 Research Methodology and Design...............................................................43 3.5.1 Research overview...................................................................................43 3.5.2 Methodology.............................................................................................46 3.5.3 Design and research methods..................................................................48 3.5.4 Research issues and constraints...............................................................50