Carrie Amani Annabi

The use of MOOCs in transnational higher education for accreditation of prior learning, programme delivery, and professional development

Purpose – The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students’ prior learning, in programme delivery at international branch campuses, and for lecturers’ professional development (PD) in transnational higher education. Design/methodology/approach – The data were obtained from two international branch campuses in the United Arab Emirates. The research adopted a qualitative methodology that involved 20 lecturers participating in semi-structured interviews and ten lecturers participating in a focus group. A rigorous process of content analysis was used to analyse and interpret the data. Findings – Lecturers in transnational higher education perceived that MOOCs were not suitable for accredited prior learning but that they might be useful as a supplementary resource for student learning and for personal PD. There was a strong belief that as international branch campuses offered a commodified product, MOOCs...

Halal certification organizations in the United Kingdom: An exploration of halal cosmetic certification

Purpose The aim of this paper is to investigate the role that halal certification organisations (HCOs) play in the UK in assuring quality in halal cosmetics. Design/methodology/approach The study evaluates whether halal certification assures the quality of halal cosmetic products. This research evaluated the quality assurance systems of major UK HCOs, using a hypothetical product as a test vehicle. The investigation considered whether these organisations differ in their definition of “halal” and “halal cosmetics” and also considered how effectively their certification signals quality assurance. Findings The study indicated that there is a failure to adopt holistic halal terminology which implies that within the UK halal cosmetics industry, manufacturers may not be working within agreed standards for halal product integrity. Research limitations/implications This study focussed on UK certification for halal cosmetics by three HCOs and disregarded other forms of halal businesses. The literature review is based solely on literature available in the English language. The study lacks generalisability, as only one hypothetical product was tested; therefore, it was not possible to reach an understanding of all the costs involved in UK HCO certification. Practical implications This study undertook a comprehensive literature review on halal certification to produce a comparison of halal sanctioning laws, certification processes and the level of supply chain verification by UK HCOs. Originality/value This study adds value to the knowledge on UK halal certification.

Learning From the Adoption of MOOCs in Two International Branch Campuses in the UAE

Massive open online courses (MOOCs) are free global courses, available on the Internet to unlimited numbers of learners. MOOCs have grown in popularity over the past 5 years and have been perceived as either a threat to traditional higher education (HE) or an innovation that augments learning. This research assesses 20 lecturers’ perceptions of whether MOOCs are seen as innovative learning platforms within international branch campuses (IBCs) given that MOOCs offer virtual global education. Rogers’ diffusion of innovation (DoI) theory suggested that successful diffusion originates from developed social systems; hence, the theory is used to explore MOOC adoption within the United Arab Emirates. This study was validated by a focus group of 10 lecturers. Results indicated that MOOCs were viewed as innovative; however, adoption among lecturers is low. This study contributes to research by questioning whether lecturers can address the national needs of technology-driven students within current internationalized HE.

The Influence of Organisational Identification on Employee Attitudes and Behaviours in Multinational Higher Education Institutions.

ABSTRACT In order to operate effectively and efficiently, most higher education institutions depend on employees performing extra-role behaviours and being committed to staying with the organisation. This study assesses the extent to which organisational identification and employee satisfaction are antecedents of these two important behaviours. Key objectives of the research were to identify possible antecedents of organisational identification and to discover whether the consequences of organisational identification vary among the employees of multinational universities at home and foreign campuses. We developed a model that was tested using structural equation modelling, which assesses the influences of organisational identification on employee satisfaction, extra-role behaviours and turnover intentions. All of the paths in our model were significant, but employee identification, satisfaction and extra-role behaviours were lower at foreign branches than at the home campuses of universities, and turnover intentions were higher. These results suggest that higher education institutions need to implement different human resource strategies at home and foreign branches, with a focus on improving organisational identification at the foreign subsidiaries.

The Effects of Employee Commitment in Transnational Higher Education: The Case of International Branch Campuses

Higher education is a labor intensive activity and strong organizational performance depends upon employee commitment. This study analyses antecedents and consequences of employee commitment in universities that are involved in transnational higher education, with a focus on identifying differences between the employees at home and foreign branch campuses. The data for the study were obtained using a questionnaire that was completed by both teaching and non-teaching staff at three institutions in the United Kingdom, three institutions in Malaysia, and two institutions in the United Arab Emirates. A conceptual model was proposed and tested using structural equation modeling. The results indicate that employees at international branch campuses are not as motivated and committed to their organizations as their counterparts at home campuses. The findings suggest that institutions need to employ different and customized human resource strategies at home and foreign campuses, specifically with the aim of improving employee commitment and performance at the foreign campuses.

Engaging with Arranged Marriages: A Lesson for Transnational Higher Education.

Purpose High levels of absenteeism have been observed amongst male students attending two transnational higher education (TNHE) institutions in the United Arab Emirates (UAE). One reason offered is an obligation to attend engagement ceremonies. Many ceremonies are linked to arranged marriages. The purpose of this paper is to contradict assumptions that suggest that higher education reduces arranged marriages, and to highlight that university policies overlook cultural nuances. Design/methodology/approach Semi-structured interviews were conducted with 25 male postgraduate students aged between 22 and 45. Content analysis was used to analyse and interpret the data. Findings Several interviewees chose to have an arranged marriage and some saw their postgraduate studies as an opportunity to have a better chance of securing a wife. Equally, several students felt that university policies were unsympathetic to cultural obligations. Research limitations/implications This research was restricted to male students from two TNHE institutes in the UAE. Practical implications This research provides insight for TNHE managers by providing student-centric research into cultural reasons that prevent student attendance. Social implications TNHE is not fully responsive to familial obligations within collective societies. In consequence, there has been a lack of sympathy within policies regarding students’ requirement to fulfil cultural commitments. Originality/value The paper explores the challenges of creating culturally sensitive educational policy and practices.