CONSTRUCTING INTERNATIONALIZATION A MICRO STUDY OF POLICY, PRACTICE, AND PERCEPTION IN THE COLLEGE OF ECONOMICS AND POLITICAL SCIENCE, SQU, OMAN

Abstract

This thesis contributes to scholarship on internationalization of higher education, particularly in Arab contexts. While Western institutions have dominated discourse and practice related to internationalization, recent studies have called for more critical, contextualized perspectives (Stein, 2017; Knight, 2004). This includes critique of neo imperialistic tendencies in policy and practice when imposing external standards and paradigms (Le Grange, 2018; Altbach & Knight, 2007). However, there are very few in depth qualitative studies of institutional dynamics and stakeholder perspectives from Arab regions. This thesis helps address this gap through analysis of policies and academic staff views at a leading Omani university. It provides an empirical basis for debates surrounding navigating tensions between global competitiveness and local identity in internationalizing higher education in Oman. The analysis of policy documents involved reviewing institutional policy documents from the national, university, and school levels. Bacchi's "What's the Problem Represented to Be" framework was applied to critically examine the assumptions and representations of internationalization presented in these documents. A thematic analysis of interviews with 10 staff members within the College of Economics and Political Science (CEPS) addresses similar questions; and relates these to staff pedagogical practices in business courses. The thesis shows national policies emphasize preserving Omani identity and culture while aligning with global standards, creating unacknowledged tensions. University and school policies construct internationalization as essential for quality, competitiveness, and graduate employability. Staff views reveal nuances, with some critiquing the focus on rankings and accreditation over educational quality and others criticising the Westernisation they associate with internationalization. The findings stress the need for a balanced approach to internationalization that respects local cultural and educational requirements while engaging with global standards, suggesting that true internationalization should foster a dialogue between global and local perspectives to enrich the educational experience and outcomes for students in Oman.

Date of Award	4 Dec 2024
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Sylvie Lomer (Main Supervisor) & Alex McTaggart (Co Supervisor)