Engagement in Learning: Supporting Female Students at a UAE University

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dc.contributor.advisorGroen, Janet Elizabeth
dc.contributor.authorDavison, Christina Jean
dc.contributor.committeememberBhomik, Subrata Kumar
dc.contributor.committeememberSewell, H. Douglas
dc.contributor.committeememberTweedie, M. Gregory
dc.contributor.committeememberGaad, Eman
dc.date2020-11
dc.date.accessioned2020-07-10T21:20:30Z
dc.date.available2020-07-10T21:20:30Z
dc.date.issued2020-06-29
dc.description.abstractStudent engagement is widely seen as positively influencing learning in higher education. The purpose of this study was to investigate female Emirati student perspectives regarding factors that affected their engagement or disengagement in learning during their undergraduate programs at a public federal university in the United Arab Emirates. The aim of the study was to suggest how to improve support and cultivate student engagement in learning in the specific cultural context. The study used a qualitative approach and critical incident technique within a constructivist-interpretive paradigm. Interviews were conducted with 21 female undergraduate students across all years and many programs in one university. Participants were asked to recount two critical incidents: a time they were particularly engaged in learning, and a time they were particularly disengaged. Data was analyzed in three phases, resulting in main themes connected to both personal and social factors, as well as substantial wish lists for future improvement. A cross-comparison of themes suggested antecedents and impacts of the critical incidents. A contextualized model is proposed with four environmental levers that participants perceived might affect their engagement. The levers are: (a) accessible language, (b) positive instructor-student relationships, (c) a balance of independence, and (d) personal development and relevance.en_US
dc.identifier.citationDavison, C. J. (2020). Engagement in Learning: Supporting Female Students at a UAE University (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38007
dc.identifier.urihttp://hdl.handle.net/1880/112285
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectStudent engagementen_US
dc.subjectStudent perceptionsen_US
dc.subjectCritical incident techniqueen_US
dc.subjectUnited Arab Emiratesen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Higheren_US
dc.titleEngagement in Learning: Supporting Female Students at a UAE Universityen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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