Intercultural Communication in the Context of Saudi Arab Tertiary Education

Abstract

This chapter is a case study of intercultural communication in a tertiary educational setting in Saudi Arabia. Given the fact that educational institutions adopt Western models of education and employ foreign professors, this study aims at shedding light on the patterns of communication in the classroom. The elements of Hofstede’s five dimensional model, namely, uncertainty avoidance, individualism/collectivism, and power distance dimensions were applied for the purpose of analysis. The study involved in-depth interviews with 17 female students of a private university in the Eastern Province. While assessing the perception of the students about the communication patterns, it provides recommendations on improving the educational experience of local students taught by Western professors. Ultimately, the findings will contribute in promoting a culturally responsible education characterized by critical thinking skills, individual creativity, and movement out of comfort zones, which will prepare students for the globalized job market’s challenges.

Conclusion

This chapter aimed at assessing the patterns of intercultural communication in the classrooms in tertiary education at one institution in the Eastern Province of Saudi Arabia . The data was drawn from in-depth interviews with 17 female students and used elements of Hofstede’s five dimensional model as the basis for analysis. The study uncovered specific patterns of intercultural communication, peculiar to a Saudi Arab classroom setting. Understanding of these elements and their inclusion in development of holistic academic agendas will be beneficial to educators and educational institutions alike. The analysis provides guidelines on how to enhance the educational experience of Saudi students and instill new skills necessary in the modern, globalized economy .

The findings of this chapter confirm that although “cultural identities come from somewhere, [and] have histories. But like everything which is historical, they undergo constant transformation” (Hall 1994, p. 394) . Although Saudi society can be classified as a collective society with high power distance and high degree of uncertainty avoidance according to Hofstede’s theory, it is apparent that in today’s globalized world cultures are more dynamic (Jandt 2012). Interactions between students and culturally diverse teachers, and the infusion of culturally responsible education could contribute to instilling critical thinking , individual creativity, and movement out of comfort zones , which will prepare students for the globalized job market’s challenges. Given the fact that the majority of Gulf Cooperation Council citizens display “low societal capacities” (Hertog 2010, p. 5), which translate into low productivity and high expectation of redistribution of state resources, overcoming the barriers that hinder the advancement of the learning process in Saudi universities is an essential step to a greater economic sustainability in the future. The advancement of intercultural competence among the young generation of Saudis will foster collaboration , competition and innovation promoting Saudi Arabia’s distinctiveness and contribution in a globalized world and will enable its citizens to become global citizens who understand and engage with other communities (Lu and Corbett 2012).