Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Teaching-Learning Processes

Date of Defense

4-15-2020

Graduate Advisor

Dr. E. Paulette Isaac-Savage

Committee

Dr. Luke Bobo

Dr. Rebecca Rogers

Dr. Paul Wilmarth

Abstract

Cultural differences exist between Western perspectives on humanistic teaching methods and methods developed during the past 100 years in the Arab region based on English and French colonialist systems. Political structures and economic challenges in the region uphold the rigid societal and security structures that limit faculty governance and academic freedom, which impacts teaching and learning perspectives. This study utilized basic qualitative design methods based in constructivist grounded theory. Questionnaires, surveys, and email interviews that invited open-ended, explanatory, and descriptive answers were central to this work. Taking an observer’s approach to this study, I analyzed survey responses of Arab university faculty members about their andragogical practices and teaching perspectives. The findings indicate Arab university faculty have a strong sensibility of humanistic teaching principles rooted in social and intellectual subcategories which reflect narratives of a community and caring for students. Implications are that while faculty members exhibit low-average knowledge of specific andragogical principles their intentions are to create a teaching environment that is similar to andragogical humanistic teaching and learning philosophy. This indicates that further professional development in andragogy and in constructivism would be welcome. However, it is important to allow Arab university faculty members to identify methods that fit within their own societal norms and goals. Instructional designers and facilitators must acknowledge the limited political autonomy of faculty members when designing professional development opportunities.

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