Democratic Values of Graduate Students in Government and Private Universities of the UAE - Research Paper Example

Evaluating the democratic values of graduate in both the government and private universities of the UAE (An Educational Leadership Perspective) Abstract This research paper aims to explore and investigate graduate students opinion of democratic values in both private and public Universities of the UAE. The study also explores if the students are able to implement democratic values in their educational lives by studying if they have democratic classrooms, libraries and campus. The students of both government and private universities of the higher education in the United Arab Emirates are considered for the research. The students are selected in a non-random manner from two private and two government universities in Abu Dhabi. The data is collected using a quantitative questionnaire with Likert Style questions, and the data is analysed using excel spreadsheets. The research findings indicate that overall, the students lack in appreciation of democratic values. Also, students who are older, are female and have a future plan of joining the private sector are more likely to have democratic values and imbibe them in their educational lives. It is also found that the teachers do not encourage classroom democracy and the libraries and the campus are not considered to be democratic. Table of Contents Chapter 1: Introduction 1.1 Research Background 1.2 Research Questions 1.3 Research Objectives 1.4 Research Significance 1.5 Research Methods 1.6 Summary Chapter 2: Literature Review 2.1 Introduction 2.2 Democratic Values 2.3 Research on Classroom Democracy Chapter 3: Research Methodology 3.1 Introduction 3.2 Research Approach 3.3 Research Methods 3.4 Research Design 3.4.1 Sample 3.4.2 Data Collection Method 3.4.3 Data Collection Instrument 3.4.4 Data Analysis Method 3.5 Research Validity and Reliability 3.6 Ethical Considerations 3.7 Summary Chapter 4: Findings and Analysis 4.1 Introduction 4.2 Findings 4.3 Summary Chapter 5: Conclusions and Recommendations 5.1 Research Conclusions 5.2 Recommendations 5.3 Research Limitations and Scope for Future Research List of Tables and Figures Table 1: Age Distribution an Democratic Values Table 2: Gender and Democratic Values Figure A: Scores on democratic values Figure 1: Right to Life Figure 2: Right to Liberty Figure 3: Belief in Common Good Figure 4: Right to Justice Figure 5: Right to Equality Figure 6: Belief in Respecting Diversity Figure 7: Belief in Popular Sovereignty Figure 8: Age Distribution of Respondents Figure 9: Democratic Values and Age Figure 10: Gender and Democratic Values Figure 11: Gender Distribution of Students Figure 12: Gender and Democratic Values Figure 13: Plans after Graduation Figure 14: Future Plans and Democratic Values Figure 15: Enabling Active Student Participation Figure 16: Avoid using Textbook Only Instructions Figure 17: Encourage Reflective Thinking Figure 18: Encourage Problem-Solving and Decision-Making Figure 19: Discussing Controversial Issues with Openness Figure 20: Encourage Individual Responsibilities Figure 21: Encourage recognition and respect for Human Dignity Appendix A: Research Questionnaire References Chapter 1: Introduction 1.1 Research Background The UAE has been transitioning from an oil dependent country to a nation that has world class capabilities in almost all sectors of industry and services (Ibrahim, 2007). The transition from the oil-based economy to one that is more diverse requires that the country also develop a pool of indigenous and talented individuals that can take on the jobs and responsibilities to helm the companies in the near future (Godwin, 2006). While traditionally, all sectors of the country are largely functional with the help of the foreign nationals and expatriate employees, the ultimate aim is to develop UAE nationals to take on these responsibilities at the earliest. Education therefore becomes an essential requirement for the country, and there is an overall focus and investment in this sector. The UAE is now focused on developing educational institutes and educational methodologies that help in developing people who are not only knowledgeable but also enmeshed in the etiquettes of managements and international business interactions. This requires the students to have a value system that is acceptable internationally and that the future managers and employees are perceived as democratic by the International business community (Godwin, 2006). It is therefore essential to understand if the current classrooms, especially at the Graduate level, are equipped to instill values of democracy and teach students the importance of these values in their future lives. The current study therefore aims to explore the current situation and also aims to make recommendations to make the classrooms more democracy oriented. 1.1 Research Questions 1- What are the democratic values of graduate students? 2- Is there a significant relationship between the democratic values of graduate students and their gender, age and their plans after graduation? 3- How does higher education leader support the implementation of democratic values in the students’ lives – in the classrooms, libraries and the campuses? 1.2 Research Objectives 1. To assess the perceptions of students on a set of democratic values that are compiles through a literature review 2. To assess the role played by teachers and educational leaders in developing a democratic classroom, library or campuses. 1.3 Research Significance A preliminary review of the available literature has revealed that there is very little research or even theory on the subject of democratic values of students and how these may impact on their future lives in the corporate or public world. Only few studies have explored the factors that make a classroom democratic but these studies too have linked the classroom democracy with student’s academic outcomes, and not with the development of their democratic values. The current research is therefore expected to add new literature to the available knowledge. Also, there are no studies focused on the UAE and the students’ democratic values in the country. This study therefore aims to provide a first-hand information on the current status of students’ perceptions and implementation of democratic values in the UAE. Chapter 2: Literature Review 2.1 Introduction This chapter presents a discussion on the available literature related to democratic values of students and how these are developed through the classrooms and campuses that are made democratic. 2.2 Democratic Values In general democratic values include the following: -Belief that everyone has a Right to Life unless he becomes a threat to the lives of others (Anderson and Cornfield, 2003). Value that everyone has a right to Liberty which includes right to personal freedom (everyone is free to act and think as he or she wants without restrictions from the government); right to economic freedom (everyone is free to earn a living and own or sell property); right to political freedom (everyone has the freedom to participate in the politics of the nation and express their opinions) (Finkel and Ernst, 2005).Values of Justice (everyone should be treated in a fair manner); Equality( everyone should be treated equally without discrimination or injustice) and Diversity (all people from different ethnic, religious or cultural background should be treated fairly and without discrimination) (Keohane, 2003). In addition to the above basic democratic values, there are additional values that determine the civic set up of a society. For example, the Right to Popular Sovereignty or Representative Government requires that the government of the land be elected in a democratic process where the people choose their leaders (Keohane, 2003). It also includes a right to expect the truth from the government and the right to recall the government and the leaders by the people (Finkel and Ernst, 2005). In addition, democracy includes that the Rule of Law is superior to all including to the government, and all actions of the government and the people should be geared toward the greater common good (Anderson and Cornfield, 2003). 2.3 Research on Classroom Democracy There is a lack of studies that have focused specifically on democratic values of students or on understanding the linkages between democratic values and democratic classrooms (Conrad, 2004; Finn and Pannozzo, 2004). Only few studies have been found that have focused on classroom democracy and its impact on students’ beliefs and values. For example, Aikins, Bierman and Parker (2005) studied the use of democracy in the US schools’ classrooms by studying the teacher-student interactions and lecture delivery systems. The researcher found that the teachers who encouraged student participation by asking for students’ opinions and by readily encouraging questions from the students, were better able to make the students’ believe in their right to expression and liberty. In addition, teachers who were autocratic, or those who followed a rigid lesson plan and did not allow the students to ask questions, had students that believed less in the ideals of freedom and personal choices Aikins, Bierman and Parker (2005). Similar findings have been found from other studies like that of Fredricks, Blumenfeld and Paris (2004) who studied school level classrooms. In another study, the classrooms were assessed in United States using the data collected over a period of eight years (Morgenstern and Keeves, 1997). This study too found that classrooms that were democratic – as measured from factors like teacher’ attitude toward participative teaching, their interactions with students, fairness in dealing with students from different socio-cultural backgrounds and their use of creative thinking methods to help learning. The research concluded that a more democratic classroom could lead to better learning and academic achievement. In another study, the researchers Kubow and Kinney (2000) and Mappiasse (2006) developed a questionnaire that could be used for objectively testing the classroom on their democratic environment. This questionnaire was aimed to assess how democratic the classrooms were and how the scores on democracy correlated with their engagement with their education. The factors that used to measure democracy include classroom environment that lets students to participate actively and where teachers do not always adhere strictly to the textbook learning but use other creative learning methods to help students develop reflective thinking and independent decision making (Mapiasse, 2006). It also includes a classroom where the students feel free and secure to discuss controversial issues and where they learn the importance of taking individual responsibility and respect all other people (Mapiasse, 2006; Kubow and Kinney, 2000; Mappiasse, 2006). Chapter 3: Research Methodology 3.1 Introduction This chapter presents a discussion of the research methods and research design used in the conduction of the research. It also explains the reasons for choosing particular research methods and gives a rationale for the appropriateness of the selected tools and techniques. 3.2 Research Approach The research takes an objective and positivistic approach. This is a suitable approach when the aim of the research is to understand the relationship between existing and known variables in a given situation (Bryant and Charmaz, 2007). As the aim of the research is to gain information on the perceptions of graduate students on democratic values and how these perceptions may differ across student age, gender and future career orientations, a positivistic approach is found to be most appropriate. It enables the researcher to collect data in an objective and quantifiable format and which can then be subjected to correlation and other statistical analysis to obtain an understanding of the relationships between these variables (Creswell, 2007). 3.3 Research Methods The research uses quantitative research methods in the form of a survey of graduate students from both public and private universities in the UAE. Quantitative methods are useful for collecting information from a large number of respondents in a limited time frame (Cho and Trent, 2006). These also yield data that is objective and non-contextual and free of subjective bias (Bryant and Charmaz, 2007). In the current study, the quantitative survey method is used so that a large sample of students can be employed to collect information and hence the results’ credibility and applicability can be enhanced. 3.4 Research Design 3.4.1 Sample The research sample consists of graduate students in four Universities of Abu Dhabi The four Universities include two public and two private universities. The selection of the Universities was made in a non-random manner and based on the personal contacts (both with the faculty, authorities as well as with the students in these Universities). As such, a stratified random sampling method is used, as once the Universities are selected on the basis of convenience sampling, the students’ sample is selected in a random manner from among the students in the final year of their graduation. The random selection of the students is undertaken based on the enrolment details obtained from the University authorities. Twenty-Five students are picked from each of the four universities in this manner, thus making up the sample of 100 students. A stratified random sampling is found appropriate in the current case as it provides the benefit of selecting the universities on the basis of convenience while at the same time ensures that a randomly selected sample of students in used (Bell and Opie, 2002). 3.4.2 Data Collection Method The data is collected using email surveys where the students are sent the survey instrument over their emails and then requested to return the filled questionnaire within a week’s time. The email survey is a useful method of data collection as it ensures speed for the completion of the survey, and also improves the chances of the respondents sending back a filled instrument (Barker, 2005) 3.4.3 Data Collection Instrument The research questionnaire consists of close ended multiple choice questions that gauge the student’s perception on democratic values and assesses the role of educational leaders in instilling democratic values among students. The questionnaire is based on the insights gained from the literature review. 3.4.4 Data Analysis Method The data is analysed using excel spreadsheets and is presented in the form of percentages of student’s opinions. The findings are then analysed and compared with the available literature. 3.5 Ethical Considerations The researcher sent an informed consent form as a first step before sending the questionnaire to the selected respondents. The consent form gave details about the purpose of the research and informed the respondents that they were free to leave the research at any-time before the report was made. Next, the researcher also ensured the privacy of the respondents’ personal data like names and contact details. Also, the confidentiality of the responses is also maintained as none of the responses are identified to the respondents in the report. Chapter 4: Findings and Analysis 4.1 Introduction This chapter presents the findings from the survey of the 100 Graduate students from the four universities. 4.2 Findings 4.2.1 Democratic Values of Students Figure A: Scores on democratic values A distribution of students’ scores on democracy revealed that majority of them 65% were low on democratic values and only 12% had answered in a manner to show that they were very high on these values. A further break up of students’ responses on individual democratic values is presented below: The following Figures 1 to 7 show the students’ democratic value 1. Right to Life Figure 1: Right to Life The above figure shows that a vast majority of the students, 57% (strongly agree) and 21% (agree) believe in the right to life for all. However, it is interesting to note that 9% or 9 students did believe that the right to life should not be given to all. 2. Right to Liberty Figure 2: Right to Liberty The right to liberty too was endorsed by a majority of students, but, there was a large section of students 14% (12%+2%) who did not believe in this right, and another 13 %, who did not explicitly expressed their opinions. 3. Common Good Figure 3: Belief in Common Good In the above case, it is seen that common good is not considered as a value by 8%of the students, and only 48% (27% + 21%) acknowledged that they believe in taking actions for the greater common good. 4. Right to Justice Figure 4: Belief in Justice Only 43% of the students stated that they agreed with the right to justice (see Figure 4 above) while only 30% stated that they believed in the right to equality for all (see Figure 5 below) 5. Right to Equality Figure 5: Right to Equality 6. Diversity The following Figure 6 highlights that only a small number of students, 21% believed in managing diversity while 20% disagreed or strongly disagreed with this value. Figure 6: Belief in Respecting Diversity Popular Sovereignty Figure7: Belief in Popular Sovereignty The above figure shows that only a very small number of students’ believed in this value. 4.2.2 Age, Gender and Future Plans and Democratic Values 1. Age and Democratic Values The following Figures 8 shows the age distribution of the respondents Figure 8: Age Distribution of Respondents The research compared the age of students and their scores on democratic values. The following Table 1 and Figure 9 highlight the findings. Table 1: Age Distribution and Democratic Values Age Total Number of Students Students with Low Democratic Values Students with High Democratic Values Students with V. High Democratic Values 19-20 37 35 1 1 20-21 21 17 3 1 21-22 42 13 19 10 Figure 9: Democratic Values and Age The above findings highlight that a larger number of younger students (35 out of 37 in the age group of 19-20) were low on democratic value scores while a larger number of older students (10+19 or 29 out of 42) were high or very high. This means that with age the students appear to improve their democratic values understanding. 3. Democratic Values and Gender The following figure shows that there were 31 female and 69 male respondents in the sample. Figure 11: Gender Distribution of Students The following Table 2 and Figure 12 show the distribution of scores across gender. Table 2: Gender and Democratic Values Age Total Number of Students Students with Low Democratic Values Students with High Democratic Values Students with V. High Democratic Values M 69 51 13 5 F 31 14 10 7 Figure 12: Gender and Democratic Values It is seen that only 5 out of 69men or 7.2% of male students were very high on democratic values while 7 out of 31 or 22.5% of female students were very high on democratic values. These findings indicate that female students tend to be higher on democratic values than men. 4. Democratic Values and Future Plans Figure 13: Plans after Graduation Figure 13: Future Plans and Democratic Values The above figure 13 shows that the students who wanted to pursue further studies were mostly low on democratic values, while those who sought jobs, especially in the private sector were high or very high on the democratic values. 4.2.4 Role of Educational Leaders in Creating Democratic Values This section included questions regarding role of educational leaders in creating classroom democracy and democratic libraries and campus 1. Classroom Democracy Classroom democracy was assessed using the factors like active participation (Figure 15), avoiding textbook instructions only (Figure 16), encouraging reflective learning (Figure 17), Encourage Problem-Solving and Decision-Making (Figure 18)Discussing Controversial Issues with Openness (Figure 19) Encourage Individual Responsibilities (Figure 20) and Encourage recognition and respect for Human Dignity (Figure 21) a. Enabling Active Student Participation Figure 15: Enabling Active Student Participation b. Avoid using Textbook Only Instructions Figure 16: Avoid using Textbook Only Instructions c. Encourage Reflective Thinking Figure 17: Encourage Reflective Thinking d. Encourage Problem-Solving and Decision-Making Figure 18: Encourage Problem-Solving and Decision-Making e. Discussing Controversial Issues with Openness Figure 19: Discussing Controversial Issues with Openness f. Encourage Individual Responsibilities Figure 20: Encourage Individual Responsibilities g. Encourage recognition and respect for Human Dignity Figure 21: Encourage recognition and respect for Human Dignity The above Figures 15 to 21, highlight the fact that the classroom democracy is probably low as majority of the students do not believe that their teachers encourage active participation or that they avoid textbook instructions only. The teachers are found to not to encourage reflective learning and they do not appear to encourage problem-solving and decision-making. Additionally, discussing controversial issues with openness was not encouraged and neither individual responsibilities was given focus. The students also did not seem to get incentive on recognition and respect for human dignity. 2. Library Democracy 3. Campus Democracy Chapter 5: Conclusions and Recommendations 500 5.1 Research Conclusions The research aimed to answer three main questions. The first question was to assess the democratic values of students. It was found that the majority of the students’ were low on democratic values, and on all individual democratic values except on the right to life. The next research question was to assess if age, gender and future plans affected students’ democratic values. It was found that older students and female students were higher on democratic values, and those students who expected to join a private sector organization were also higher. Finally, the research also wanted to assess if the educational leaders were able to maintain democracy in the classrooms, libraries and on the campus. The responses indicated that the classrooms lacked democracy, while libraries were more democratic. The campus were also not considered to be democratic by the students. 5.2 Recommendations The research findings call for the following recommendations - The classrooms need to be made more democratic by encouraging teachers to encourage active student participation, avoid textbook instructions, encourage reflective learning, encourage Problem-Solving and Decision-Making and allow controversial issues with openness. The teachers also need to modify their teaching so that students learn to take on individual responsibilities and recognize human dignity -The library and campus needs to be made more democratic -The students need to be encouraged to understand and learn democratic values by making this study mandatory part of the curriculum 5.3 Research Limitations and Scope for Future Research The research had a limitation that only 4 Universities were included, and hence any future research can make use of a larger number of universities to get more expansive data. Another limitation of the study was that only quantitative research methods were used, which though yielding objective data, could not be interpreted in depth and accurately. Any future research is therefore recommended to use interview methods in addition to quantitative methods so that more detailed and in depth information can be obtained. Appendix A: Research Questionnaire Name: Gender: Age : Plans after Graduation a) Post-Graduation b) Job in Public Sector c) Job in Civil Services d) Job in Private Sector Please choose what you think closely reflects your own beliefs (Democratic Values Evaluation) 1. (Right to Life) Every Person has a right to life and this remains unchangeable except when some other persons’ lives are endangered. Strongly Disagree Disagree Neutral Agree Strongly Agree 2. (Liberty) Every Person has a right to personal freedom, political freedom, economic freedom and religious freedom Strongly Disagree Disagree Neutral Agree Strongly Agree 3. (Common Good) It is important to work together for the welfare of your community Strongly Disagree Disagree Neutral Agree Strongly Agree 4. (Justice) All people must be treated in a fair and just manner without anyfavours for any reasons Strongly Disagree Disagree Neutral Agree Strongly Agree 5. (Equality)All people must be treated equal without discrimination against age, gender, sexual orientation, race, religion or income status. Strongly Disagree Disagree Neutral Agree Strongly Agree 6. (Diversity): All people from different cultures, religions, languages, gender, sexual orientations should be respected and co-exist peacefully. Strongly Disagree Disagree Neutral Agree Strongly Agree 7. (Popular Sovereignty): The government should be elected by the people and committed to their welfare Strongly Disagree Disagree Neutral Agree Strongly Agree Please choose what you think closely reflects your own beliefs (Role of Teachers in Creating Democratic Values) 1. Teachers enable active student participation Strongly Disagree Disagree Neutral Agree Strongly Agree 2. Teachers avoid using textbook only instructions Strongly Disagree Disagree Neutral Agree Strongly Agree 3. Teachers encourage us to use reflective thinking Strongly Disagree Disagree Neutral Agree Strongly Agree 4. Teachers encourage problem-solving and decision-making Strongly Disagree Disagree Neutral Agree Strongly Agree 5. Teachers help in discussing controversial issues with openness Strongly Disagree Disagree Neutral Agree Strongly Agree 6. I learn taking on individual responsibilities in classroom Strongly Disagree Disagree Neutral Agree Strongly Agree 7. Teachers encourage recognition and respect for human dignity Strongly Disagree Disagree Neutral Agree Strongly Agree References Aikins, J. W., Bierman, K. L., and Parker, J. G. (2005). Navigating the transition to junior high school: The influence of pre-transition friendship and self-system characteristics. Social Development, 14(1), 42-60. Anderson, D. M., & Cornfield, M. (2003). The civic web: Online politics and democratic values. Rowman & Littlefield Pub Incorporated Barker, C.  2005 . Cultural Studies: Theory and Practice. London: Sage. Bell, J. and Opie, C. (2002). Learning from Research – Getting more from your data. 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